12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
200 Academy Drive, Front Royal, Virginia, 22630, United States
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
200 Academy Drive, Front Royal, Virginia, 22630, United States
353.3 km
39.8 km
1993
1892
330
312
1 to 12
6 to 12
Coed
Coed
Day
Boarding
English
English
Academic
Military
Traditional
Traditional
15
12 to 17
Dedicated gifted school
In-class adaptations
$15,500
$20,595 to $233,575
$34,075 to $55,770
No
Yes
0%
0%
None
6 to 12
$0
$0
28
45
0%
100%
75%
94%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 12
Yes: grades 6 - 12
No
No
information not available
information not available
information not available
The PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
Randolph-Macon Academy is remarkable in all kinds of ways, the most apparent, perhaps, being that it is the only school in North America to house its own aviation program. That, understandably, is a draw for many students, especially those intending to participate within the school’s Air Force Junior Reserve Officers’ Training Corps. That said, military academies, or military-inflected programs, aren’t only for those arriving with such specific career aspirations. The academics at Randolph-Macon are demonstrably strong, though so are the values that provide the lens through which the core curriculum is taught. The academic environment is organized around a clear sense of purpose and excellence in all areas of life, and that itself, for many students, can be transformational, providing a clear foundation within a community of like-minded peers and mentors. The ideal student is one looking for a purposeful environment, one with a clear set of expectations and outcomes.
information not available
P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to find and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program.
Discover The Power of Rise. Graduating classes of Randolph-Macon Academy (R-MA) have a 100% college acceptance rate and average over $6 million in college scholarship offers. R-MA students have opportunities to become leaders through Air Force JROTC, take academically challenging classes, participate in a flight program, play sports at every grade level, and excel in an arts program featuring band, chorus, drama, and art. Students benefit from personalized college counseling and mentors who support and encourage them.
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Randolph-Macon Academy is not simply a military school or a boarding school. We are something truly unique: a place where young people come to learn and grow, a place where character still matters, a launching pad for the greatness of the individual student. When I meet alumni/ae and friends of the Academy, the stories they tell me make me pause and reflect on the amazing depth and breadth of R-MA's positive impact across decades and generations, across cultures and nationalities. The staff and faculty at Randolph-Macon Academy drive young people to find out what their best performance looks like, and then motivate them to raise the bar higher still.
I invite you to explore Randolph-Macon Academy online, or better yet, come visit us, to see if this might be the right school for you and your family. We hope to meet you here in the beautiful Shenandoah Valley of Virginia.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners with the inclusion of the Advanced Placement designation as well, i.e. Gifted/ Advanced Placement, in grade 11 (Biology, French and Computer Science) and in grade 12 (English, Calculus), recognizing that the foundation begins in the younger years, starting with our Reach Ahead program in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
Randolph-Macon Academy is a college-prep school that combines tradition with innovation in its approach to education. Cross-curricular projects that encourage problem-solving and collaboration are facilitated by energetic, dedicated teachers who take advantage of innovation labs and the new leadership lab. The Air Force Junior ROTC program (Grades9-12) teaches many of the meta-skills required in society, such as budgeting and completing a job application. An entire semester is dedicated to the college search and application process. The program prepares students to be citizens and leaders, and it helps students develop confidence and a sense of maturity. There is no requirement to serve in the military upon graduation. A person’s faith helps them weather tough times and grow stronger. While all students must attend a Christian-based chapel service and take a religion class, it is not an evangelical program. There are ample supports in place for students to grow in their own faith. Pre-professional pathways are available to students who already have a career path strongly in mind. A three-week J-Term provides exploratory opportunities for students.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
We teach mathematics here in the traditional sequence. Math builds on one topic after another. Our course curricula reflect this ideology. We want students to understand the processes but also to understand why these processes work. Real life applications are emphasized. The goal is to develop the students' foundation in mathematics to help prepare them for college and beyond.
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
Glencoe McGraw-Hill: Math Course 1; Math Course 2; Math Accelerated, a Pre-Algebra Program; Algebra 1; Geometry. Other texts: Precalculus with Limits, A Graphing Approach; Calculus of a Single Variable; Transition to College Mathematics and Statistics; The Practice of Statistics.
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
Calculators can be an integral part of high school mathematics. However, they cannot take the place of understanding the concepts. If a calculator does the problem for the student, then it should not be used. If the calculator helps solve the problem, then it may be used.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
Information not available
Equal balance
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.
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.
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
Our Compositions classes include both systematic and process approaches to pedagogy. In Composition classes younger students have a thorough grounding in grammar and parts of speech. Students begin formal MLA essay instruction in Middle School and begin to learn all elements of MLA research style. Students study types of rhetoric to develop mastery of thesis, support, organization, and argumentation in composition and oration. Intertextuality and nonfiction introduces students to the broader culture of history, psychology, philosophy, and ethics. Rigorous evidence-based rhetoric is balanced with models and opportunities for creative writing. Students develop mastery and voice through diverse writing missions.
Equal Balance
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.
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.
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
Many of our science courses offer three levels of instruction - General, Honors and AP. Our students are doing labs (traditional and inquiry) about half of the class time each week. We have the potential for more course offerings based on the skill set of our teachers and this year we have added Biochemistry. Our 9th grade students take an Environmental/Ecology course designed to build lab skills and help students get a feel for their role and impact on the Earth. All of our Upper School teachers have advanced degrees in the sciences and they take a true interest in the well being and success of their students.
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
Zoology
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.
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
Students in grades 6 through 10 have an intensive grounding in English with two classes each year: one in Literature and one in Composition; students in grades 11 and 12 have an array of Honors and AP English courses and electives. The Literature classes emphasize both the traditional classical canon and contemporary concerns of social justice. Literature students read eight to ten novels and plays each year. They read standard texts of nonfiction in history, biography, and criticism. Cumulative vocabulary development is emphasized at all levels. In addition to class novels and plays and anthology readings, students are guided through a rich program of independent reading which emphasizes metacognitive development.
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
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
Our school begins in 6th grade. Students attending 6th grade take U.S. History.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
Students typically engage in the courses of World History, U.S. History, and U.S. Government. There are also opportunities to take 20th Century Warfare, AP European History, AP Art History, AP U.S. History, Psychology, Criminology, and AP U.S. Government. Classes focus on context, understanding, and critical thinking.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
Randolph-Macon Academy's experienced and enthusiastic foreign language teachers hope to teach their students a life skill. Classes use a mix of oral drills, interactive group work, authentic texts and cultural discovery. Students may read a newspaper or watch a music video in their language of study. The goal is to create an enjoyment of the language while building practical skills.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
The Arts Program at Randolph-Macon Academy functions within the general educational philosophy of the institution and seeks to reach the same general objectives dictated by that philosophy. The role of music, drama, and art in the curriculum is vital. They serve to sharpen and focus perception, to provide for nonverbal as well as verbal communication and to provide a vehicle for enjoyment and personal expression. To truly comprehend the beauty and all the processes that are necessary to attain that beauty in music, drama, or art, the student must become intimately acquainted with the medium. Students are taught to be disciplined in practice but also encouraged to be creative and discover a passion for their art.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
A half-year, half-credit computer literacy course is required for graduation. Students may test out of this class if desired. Computer usage is integrated into many classes, but only if it enhances the primary curriculum of the class. There are SMART Boards in every classroom and the entire campus is wireless. Computer programming classes are offered based upon availability of the teacher. Robotics is an intramural program offered through Air Force JROTC.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The development of a healthy mind and body is critical to success.
R-MA strives to promote physical education through a traditional physical education course in our middle school and through a personal fitness course in our upper school. Our goal is to continuously engage the students in activity and movement while in class. We teach the importance of physical activity and fitness while helping students understand the benefits of exercise for healthier living. Through our traditional physical education course our students will be involved with competitive games that may be team, lifetime or individual sports or skills. We help the students to understand that physical activity is fun and the physical rewards are positive. We believe in finding a skill, sport or activity that each child will enjoy and can benefit from for a lifetime. Our personal fitness course allows each participant to understand how to create and implement their own work out plan. Students will understand personal fitness and lifetime exercise.
Not applicable
Not applicable
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Information not available
Rigorous
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 “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”.
The students at P.A.C.E. have high aspirations, 100% of which attend university. Their chosen fields of interest are science, law, business and accounting, computer engineering, architecture and actuarial science.
Randolph-Macon Academy offers a rigorous yet supportive environment. The curriculum is designed to prepare students for college, and students are expected and encouraged to take ownership of their work and achieve their potential. Critical thinking, questioning, and discussions are encouraged. A tutorial time allows students to seek extra help if needed.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
The primary focus of Randolph-Macon Academy is to prepare students for college. While this obviously includes academics, it also includes developing a student's character, sense of community service, and leadership skills. At the same time, our students are strongly encouraged to participate in athletics. We want our students to become servant-leaders with integrity, curious about the world around them.
Academy for Gifted Children - P.A.C.E. |
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Fencing |
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Field Hockey |
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Football |
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Golf |
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Ice Skating |
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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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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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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
0%
0%
$0
$0
75%
94%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 12
Yes: grades 6 - 12
No
No
No
No
No
No
No
No
No
No
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are productive citizens within the school.
Students must be capable of performing the academic work required in a college-prep program and desire to attend a college or university. Students in grades 9-12 are required to participate in an Air Force JROTC program, and therefore should be respectful of a military program and the leadership skills it teaches.
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
An application is reviewed when all of the following information is received:
Once all application requirements have been met, the Admission Committee will review the material to determine the applicant's qualifications for acceptance and the family will be promptly notified of the decision.
International students may visit the International How to Apply page for more information.
Randolph-Macon Academy offers equal opportunity for admissions, regardless of race, sex, color, religion, national or ethnic origin.
Disqualifying Factors: Review the complete Academy Admission Policy before inquiring.
Students with past criminal involvement need not apply. Candidates who are currently dismissed from another school, have juvenile charges pending, or are currently on court probation will not be considered for admission.
R-MA is a college preparatory school. Candidates who do not plan to attend a school of higher education or who cannot function within an environment of high standards and an Honor Code are discouraged from applying.
Students under a physician's care for a severe medical condition(s) may not be eligible for admission. Such admissions will be reviewed on a case-by-case basis in consultation with the appropriate physicians and the R-MA medical staff. The primary consideration is the health and safety of the child. The Academy is not obligated to accept any student that could potentially present a liability for the school.
