1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
1965
2003
755
285
JK to 12
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Progressive
16 to 20
16 to 18
Learning
Learning, Developmental
Dedicated class; in-class adaptations
$40,350
$8,470 to $15,040
Yes
No
2%
0%
6 to 12
None
$5,000
$0
50
29
0%
0%
20%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades Preschool - 6
Yes: grades 6 - 11
No
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
Read The Our Kids Review of The York School
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Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
View full reportWhen discussing schools we often talk about curriculum, or resources, or instructional approaches, and while all of those things are important, so is the presence of a supportive, safe, familiar, and consistent learning environment. And, rightly, that’s where the program at River Valley School begins. The school describes itself as a community, and the description is apt. A safe environment, of course, is one in which a child feels a sense of belonging, and within which she is valued, able to play a role and have a voice. Instruction at River Valley is student-centred, informed by an overt intention to build upon students’ individual strengths and interests. There is a comfortable enrollment level, one that allows for a nice breath of programming while also maintaining that sense of place and belonging. Families look to River Valley to create a strong beginning to their children’s education as well as their social lives, and indeed that’s exactly what they find.
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" ... a community that shaped me into the person I am today"
Lani Stern - Alumnus (Jan 23, 2018)
The York School is a community that shaped me into the person that I am today. The list of opportuni...
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"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ...
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"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no...
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"A gender inclusive JK - Grade 12 International Baccalaureate (IB) school in midtown Toronto. Our Mission is to nurture curious learners to become globally minded leaders with integrity and purpose. We are renowned for our academic excellence, relationship-based approach and unparalleled preparation for university. Our teachers foster a love of learning and a community-oriented mindset on two urban campuses located on the subway line. Since our founding in 1965, we’ve believed that experience teaches; that’s why we take our students on local, national and international educational trips that challenge them to explore solutions to pressing world problems. As the first one-to-one laptop school in Canada, we embrace cutting edge technology that supports learning and ensures our students are future-ready. Our robust homeroom and advisor program gives students in every grade the opportunity to nurture meaningful relationships with teachers and peers, and engage in explicit social-emotional learning. Our vision is for every student to thrive as their authentic self and reach their fullest potential in a community where relationships are built on empathy, trust and mutual respect."
"We are an independent school offering an exceptional early childhood and elementary school experience from Age 3 - Gr. 6. The wonder children possess is celebrated through our inquiry-based program where learning is driven by big ideas and questions. We facilitate experiences that inspire academic excellence and student well-being. Beyond our core subjects, RVS provides a robust offering of specialist programs including Art, Drama, Music, French, Outdoor Ed., Phys. Ed., Tech and Library. Wonder Lives Here."
"We offer academically exciting programming that sparks student curiosity and engages them in real world problem solving. Our focus is to develop leadership, integrity, global mindedness and future vision. We work to empower every individual to reach their fullest potential and pursue ongoing growth. Renowned for our exceptional International Baccalaureate experience, we also boast unique, signature programs across all grade levels that engage, inspire and challenge students."
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"97% of our parents selected The York School to enhance their child's academic abilities.
91% say they enrolled their child at The York School to help them find their passions.
92% selected The York School because of the opportunities that they will have once they graduate from The York School."
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"The York School is the first school in Canada accredited to offer the International Baccalaureate (IB) from Junior Kindergarten to university entrance. We have a strong working relationship with the International Baccalaureate Organization (IBO), allowing us to be on the cutting edge of IB innovation. Our graduates consistently score well above the IB world average. As Canada’s first one-to-one laptop school, we embrace technology that ensures students in every grade will be future-ready."
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"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
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The York School is an International Baccalaureate, coeducational, non-denominational school located in midtown Toronto. The International Baccalaureate curriculum, in simple terms, helps guide students in the junior grades to ask lots of questions, in the middle grades to question their understanding of the world, and in the senior grades to challenge themselves to be the very best version of themselves as they look towards the opportunities available at The York School and beyond.
We work hard to ensure all of our students embody our mission statement which is to “develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.”
Please read more about our fantastic programming and opportunities on our website. I encourage you to make an appointment with our Admissions team to come in and experience The York School's inclusive, international and exceptional community.
River Valley School is an innovative and inclusive independent school that harnesses the innate curiosity in children to ensure that every student, regardless of age or ability, will flourish academically and socially. Everything we do is grounded in our mission to embrace the unique talents of our students, while curating opportunities for learning and discovery. Our teachers and staff support different learning styles to ensure that every student is capable of achieving their personal best. With close to 15 years of history, River Valley School has created an environment where children feel loved and safe enough to explore to the full breadth of their individual ability. At the same time, RVS students feel encouraged to take on the rigours required to develop the foundational skills, resilience, and confidence to thrive in the 21st Century.
As a community, we learn and grow together respecting the values, opinions and beliefs of all. Students, teachers, and administrators work together to create a school where learners feel confident and free to appreciate each other, make good ethical decisions, and take age- and stage appropriate risks, leading to enhanced understanding and broadened inquiry.
RVS students know they are safe to try new things, make mistakes, discover new approaches, and explore innovative ways of seeing, contributing to and changing the world.
I am honoured to be the Head of School at River Valley School, and invite you to visit our campus to learn about our outstanding programs and meet our talented students, teachers and staff. I look forward to meeting you when you visit, and sharing more about what makes our school truly exceptional.
Carolyn Breland
Head of School
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Our curriculum meets both the Ontario Ministry of Education and International Baccalaureate Programme requirements. Our IB approach is cross-curricular and project-based, which means that from English, to Arts, to Science and Technology, our students are studying similar themes and concepts that equip them with future-ready skills. We’ve also developed signature programs across all grade levels that engage, inspire and challenge students.
Understanding that no child learns the same way as another, River Valley School ensures that each child receives what they need to flourish. Through an inquiry-based program, we provide hands on, engaging activities that incorporate nature, fine arts, technology, physical education and passion projects. We believe it is imperative for kids to explore, create, play, and make, in order to learn about the world around them. Acknowledging that some students have learning challenges, we also provide additional support through Resource, Speech Language Pathology and Occupational Therapy as well Arrowsmith Cognitive programming to those who require it.
Discovery Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lense. Students often describe themselves as “authors” or “artists”; a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.” In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to memorize.
At River Valley School students are provided with a robust mathematics program that allows them to investigate and make meaning of mathematical concepts in an active learning environment. Students learn to construct understanding through reflective thought, develop and apply mathematical language and communication, and connect mathematics to the real world. Resources used but not limited to for our math programming are: Maximizing Math (Edmonton Public, Number Talks (Sherry Parrish) in Grades 1-6.
Information not available
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live. The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.
In the Pre-Kindergarten, Kindergarten and Grade One classrooms you will see children learning to read and write using the Animated-Literacy™ program created by Jim Stone. Stone’s program was created using “current reading research, making direct use of language research and brain research including studies in memory, motivation, and the role of emotion in guiding attention and learning.” (www.animatedliteracy.com). Students are highly motivated to learn to read through songs, stories, actions and meeting the stuffed animal characters that correspond to the Alphabet letters and sounds. A daily home reading program begins in Kindergarten when students are showing reading readiness.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
From an early age students are engaged in the writing process at RVS. Students are given a variety of opportunities to explore, shape and clarify their thoughts, and to communicate them to others. In the early years students use symbols and letters to help convey meaning (Animated Literary - Jim Stone). As students move through the grades they learn to use effective writing strategies, discover and refine ideas and compose and revise with increasing confidence and skill within narrative writing and expository writing experiences. Animated Literacy (Jim Stone), Empowering Writers (Barbara Mariconda) and Moving Up (Scholastic), are among a few of the primary resources used in the writing program at RVS.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Students explore and nurture their sense of wonder within Science programming at River Valley School. Children are given time and space to explore and iterate with freedom while processes, such as design thinking, exploration, inquiry, and the scientific method structure the child’s investigation of their surroundings. They create, test, and develop skill and confidence while building a foundation of experience and understanding.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At River Valley School, students are exposed to literature at an early age. We believe in the importance of students listening to stories, reading to others, participating in shared reading and reading independently on a daily basis. Formal reading assessments are done at the beginning and end of each year. Students read regularly with their classroom teachers who monitor progress in reading fluency and comprehension. River Valley School has a Home Reading program for Division 1 students, with an expectation for nightly reading of fluent material. In Division 2, students are exposed to more complex texts (fiction/non-fiction) and novels with content suitable to entertain the reader or with content that can be integrated into other subject areas to reinforce fluency and comprehension at a deeper level.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Social studies programming at River Valley School provides opportunities for students to develop attitudes, skills and knowledge to be informed, engaged, active, and responsible citizens. Students have access to a variety of resource materials, have the opportunity to debate and discuss ideas and information, and are encouraged to develop and work through projects to learn more about an area of interest. Classroom experiences are enriched when working with specialist teachers as social studies concepts are examined from different perspectives and contexts, deepening the child’s experiences with and understanding of the subject matter. Travelling to other places around our city, province and country provide rich learning experiences in this curricular area. For example, our Grade Five and Six students travel to Ottawa every other year to connect with Canadian history and government.
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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Not applicable
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
At The York School, there is an emphasis on authentic contexts and fluency.
All RVS students participate in biweekly lessons in French. Our French teachers use the AIM program founded by Wendy Maxwell. AIM uses storytelling, gestures, collaboration and repetition to teach proficiency in oral and written French. In addition to scheduled Progress Meetings, student progress is shared with parents via video recordings, student work samples, and year end performances. Project work is also embedded in classes to ensure an engaging learning experience.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
All RVS students are exposed to the arts within the classroom, as well as through expert specialists in Music, Drama and Art. Specialist instruction begins in Pre-Junior Kindergarten (Age 3) through to Grade Six. We believe fine arts in education bolsters independence, celebrates originality and demands personal discipline to hone skills. Cross-curricular connections are inevitable when the children are invited (and excited to!) engage, make and do. Curiosity is nurtured through the senses where hands-on learning is intensified in an environment of possibility and creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
At The York School, our approach to technology is not about gadgets and gizmos – it is about a progressive approach to education and a school-wide commitment to innovation. We offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning. When exploring options and making choices about technology in the classroom, we focus on ways to enrich the IB inquiry method and to empower students and teachers to access the full potential of their imaginations. Led by our Learning, Technology & Innovation department, the school constantly adapts to technological opportunities that arise and responds with new initiatives and programmes. We regularly assess the needs of our community and participate in a rigorous process of goal setting and reflection each year.
A variety of digital tools are used to deepen, support, and extend learning opportunities for students at River Valley School. Students create with technology using such platforms as Smartboard technology, iPads, and laptops within a multitude of digital literacies from coding, micro-bits, app and website development, to green screens, movie-making, and augmented reality systems. This access offers students the ability to refine their skills, practice processes and create solutions to unique problems as they find, identify, evaluate, and use information across any curricular area. All students in Grades 4-6 have a 1:1 device provided by the school for their academic use.
Web design
Robotics
Computer science
Physical education is more than just students participation in sports and games. The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.
Physical education provides the opportunity to teach students about movement, strategies, teamwork, problem solving and health related fitness. The primary objectives are to foster in children a love of physical activity and play and to instill the need for physical fitness in each child. The program encourages positive interactions, good sporting behaviour in all activities, along with promoting the development of cooperation, teamwork, and leadership skills. At River Valley School our students take part in Physical Education in our two gymnasiums, outdoors in our playing fields, as well as many off site locations such as swimming lessons and skiing lessons. Outside of structured physical education classes, students participate in outdoor education pursuits and can participate in our competitive athletic team, The Rapids, in volleyball, basketball and soccer.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our play-based, inquiry-driven, full-day, all-inclusive Kindergarten program empowers young children to become agents of their own learning. Inquiry-driven learning guides students to ask questions, research, experiment, think critically and draw conclusions. This approach promotes independent thinking, problem-solving and lifelong learning.
River Valley School is a leader in Early Childhood Education and offers programming for 3, 4 and 5 year-olds. Our inquiry-based program focusses on practical and sensorial skills in addition to the core curricular areas, fine arts, physical education, outdoor education, and character development. While our programming is best described as Academic, our full-day 5 day/week programming encourages play-based exploration, in addition to lessons guided by the teacher.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The adaptive model of educational delivery offered at our school supports different learning styles to ensure that every student is capable of achieving their personal best.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At River Valley School, we have high and appropriate expectations for every student. Year after year, our kids rank in the top tier of provincial testing, academic competitions, arts and athletics. We offer a warm, nurturing environment where our students feel genuinely cared about and supported. This builds confidence and establishes a strong foundation for kids to explore who they are – their passions, gifts, hopes and dreams.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We develop leadership skills, confidence in self, compassion for others and provide opportunities for our students to make a difference. We value the social and emotional development of each child as much as their academic development.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
River Valley School welcomes students with a variety of learning profiles. Data is gathered twice annually to determine any gaps in learning. River Valley School communicates with families regularly about their child's learning development and ensures that any areas to be addressed are done so quickly and with school support.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
2%
0%
$5,000
$0
20%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades Preschool - 6
Yes: grades 6 - 11
No
Yes: grades 6 - 11
No
No
No
No
No
No
No
- Demonstrated ability to thrive in an academically rich and challenging environment. - Evidence that the applicant will add value to The York School community and their aspirations and expectations align with The York School’s mission. -Open minded and curious; enjoys trying new things; recognizes that failing is often part of learning and growth.
Admission into River Valley School is based on several factors, the most important of which is knowing that you have found the right place for your child. At River Valley School academic testing is not required as part of the admissions process. As an inclusive school, we believe young children are capable and that they learn in many different ways. It’s our job to find out how they learn, what they enjoy and what steps need to be taken to fully master a level of learning before embarking on the next.
Prospective families are encouraged to visit The York School's website to view the complete list of application requirements. Applications are started online by clicking "Apply Now" on the website.
Families are first encouraged to book-a-tour with our Director of Enrolment, walk through our facilities, discuss our program and fees, ask questions, but most importantly help us learn more about your child and their needs. Interested Parents/Guardians are then asked to fill out our online application form and submit all required application documentation. We do not test for entrance.
In addition to the online application form, the following is required prior to an admission decision:
*In some cases, students may be asked to join us for an informal observation or classroom trial to determine a good fit.
*Children entering our Early Learning programs must be toilet-trained