2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
Indirect Support:
2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
1984
2003
240
285
Preschool to 12
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Waldorf
Progressive
16 to 24
16 to 18
Learning, Developmental
Dedicated class; in-class adaptations
$17,600
$8,470 to $15,040
Yes
No
0%
0%
K to 12
None
$0
$0
15
29
0%
0%
90%
90%
Nursery/Toddler, Preschool, 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
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades Preschool - 6
No
No
information not available
information not available
Any school is more than the buildings or the setting, though perhaps especially with Waldorf programs, setting is an important piece. Halton’s program is established and proven, having been founded in 1984, and the facilities are notable as well, providing, in many ways, the ideal environment for the Waldorf approach. The buildings aren’t small, though they really confer a nice sense of place, some that is beautifully extended by the school’s proximity to green space. Waldorf intends to set students apart a bit from the bustle of daily live, and all the distractions that might be found there, and refocus students’ attention, and awaken a perception and appreciation of children’s talents and their place in the world. You’d be hard pressed to find a learning environment that better expresses and supports those goals. It’s idyllic, and matches the strength of the academic program and the experience of the staff.
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.
View full reportinformation not available
information not available
"Halton Waldorf School, nestled in northeast Burlington, is an independent school offering a holistic education from pre-K to Grade 12. We offer a developmentally appropriate, experiential, and academically rigorous approach to education. The arts are integrated in all academic disciplines to enhance and enrich learning. Our curriculum respects the pace of child development and inspires life-long learning. Halton Waldorf School has been educating the head, heart and hands since 1984."
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
My involvement with Waldorf education began almost 30 years ago when my daughter started Waldorf Kindergarten in Europe. Our family joined the Halton Waldorf School after arriving in Canada in 2004, and I joined the faculty as an assistant teacher in 2007. I immersed myself in Waldorf Education and became a certified Lead teacher in 2014. I was in the classroom for 15 years and was always interested and involved with the school's leadership. In 2022, I became the Pedagogical Director of the Halton Waldorf School. In each role, I have seen firsthand how the curriculum supports healthy and well-rounded childhood development that helps students flourish and find fulfillment in life.
Our faculty recognizes that true knowledge is best attained through experiences that engage children physically, intellectually, and emotionally. With a passionate commitment and a multi-disciplinary approach, we identify each child’s learning profile and support building their full potential.
As members of a global community of Waldorf schools, we educate children within the context of their evolving awareness of the world. We foster intellectual flexibility, moral discernment, integrity, and a love of learning that profoundly shapes their individual capacities.
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
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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.
Not applicable
How will your child benefit from a Waldorf education? Our students are not rushed through childhood by academic expectations that exceed their developmental stages. Instead, our teachers cultivate a life-long love of learning with an academic curriculum that is developmentally-appropriate and includes engaging, hands-on activities. Our children learn by doing, figuring out problems and finding opportunities while building respectful relationships in an environment that highly values individuality. What does this look like in a classroom? Our students are engaged both physically and cognitively with projects that strengthen the logical and creative sides of the brain. They do not sit still for long stretches of time or use screen technology that limits creativity and learning capacity by doing the work for them. Our students also spend a lot of time outdoors for projects, recess breaks, and on field trips. Our property includes over five acres of forest and provides unique opportunities to engage children in hands-on learning.
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
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, woodworking, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for grade nine mathematics in public school.
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
Our classrooms do not use screen technology because we believe it compromises a child's potential to learn for themselves and develop problem-solving skills.
Information not available
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.
Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs. Every day includes written and oral reviews of the previous day’s lessons. Some children will learn to read in grade one but for others this may happen in grades two or three.
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
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.
The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folktales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.
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
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.
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.
Waldorf emphasizes sense-based science. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.
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.
Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the childrens' developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.
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
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).
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.
Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.
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.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.
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.
The aim of the visual arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.
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
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.
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 movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the upper grades, students take part in skiing and snowboarding at a local ski hill and use a rented gym where team sports are taught. Grade 5 participates in the Greek Olympics in New York State and grade 8 students have swimming and springboard diving lessons. In grade 7 and 8 an annual basketball tournament is held in Toronto with neighbouring Waldorf Schools. Starting as early as preschool, our students spend abundant time outside in our natural playground which includes 5 acres of forest with trails.
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
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground and forest trails. Our preschool is licensed by the provincial government and catered lunches are provided to full day kindergarten and preschool students.
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 “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.
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.
We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the child's gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.
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 intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.
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:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
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
Based on classroom observation, discussions with class teachers and initial assessment activities, our educational support teacher works one-on-one with students several times a week for areas of need or challenge. We also offer therapeutic classes, at extra cost, in art and eurythmy. Through a combination of physical movement and spoken verses, eurythmy focuses on individual needs to support emotional or physical imbalances. Art therapy can address physical, developmental or emotional challenges and may include water colour painting, drawing or sculpting. When a student needs both therapeutic eurythmy and art therapy the therapists communicate on a regular basis.
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. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
K - 12
0%
0%
$0
$0
90%
90%
Nursery/Toddler, Preschool, 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
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 8
Yes: grades Preschool - 6
No
No
No
No
No
No
No
No
Yes
No
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.
Refer to our website for application forms.
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
