3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
2735 Mount Baker Road, Mill Bay, British Columbia, V0R 2P1, Canada
2003
1923
285
553
Preschool to 6
8 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Liberal Arts
16 to 18
16
Learning, Developmental
Dedicated class; in-class adaptations
$8,470 to $15,040
$32,000 to $37,000
$68,000 to $96,300
No
Yes
0%
27%
None
9 to 12
$0
$20,000
29
111
0%
80%
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 6
Yes: grades 9 - 12
No
No
information not available
Brentwood was the first all-boys' boarding school in Canada to begin admitting girls, something that remains emblematic of the school's tradition of looking forward, actively anticipating a changing social context and the evolving needs of students. In the 1990s, Brentwood became one of the first schools in the country to make a substantial commitment to sustainable energy, building a performing arts centre with a geothermal loop for heating and cooling. The new dining hall and service centre, completed in 2010, continues that commitment while also providing an example to the student population. A current 10-year strategic development plan, launched in 2013, is as robust as it is comprehensive, providing a unified vision for the school as it embarks on its second century. Arts and athletics are emphasized, and the instructional day is organized in order to ensure that all students take active part in all aspects of curricular life. Brentwood is distinguished by a world-class rowing program that has produced a long list of Olympians, though academics remain the central focus. The program of pastoral care is integrated throughout the school, and begins within the student houses, in which both day and boarding students actively participate. The ideal student is one with sights firmly set on university and inclined to leadership roles in student life and beyond.
Read The Our Kids Review of Brentwood College School
When 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 reportBrentwood was the first all-boys' boarding school in Canada to begin admitting girls, something that remains emblematic of the school's forward-looking approach. In the 1990s, it became one of the first schools in the country to make a substantial commitment to sustainable energy, building a performing arts centre that includes a geothermal loop for heating and cooling. The new dining hall and service centre, completed in 2010, continues that commitment, also providing an example to the student population. Arts and athletics are emphasized—the school is distinguished by a rowing program that has produced a long list of olympians—though academics remain the central focus of the Brentwood program. The ideal student is one with sights firmly set on university and is inclined to leadership roles in student life and beyond.
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"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."
"Located on a spectacular oceanfront campus on Vancouver Island in BC, Canada, Brentwood is a progressive, co-ed boarding school for Grades 9 to 12 well suited to globally-minded students who embrace our values of grit and joy. Student choice is a unique part of our culture and a deciding factor in who attends the School. This creates a supportive community of students from over 50 countries who gain the independence and skills to succeed in the post-secondary world."
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"Brentwood is a unique place of learning that gives students the choices and opportunities they need to discover their passions. We harness the power of a boarding environment to build strong relationships throughout our fully engaged, authentic, and inclusive community. Choice plays a large part in a student’s journey at Brentwood. Choice is a theme embedded in the philosophy underpinning our enrolment process, boarding culture, course options, and post-secondary opportunities."
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"At the core of the Brentwood philosophy is how we provide our students with meaningful opportunities to learn and grow in academics, arts, and athletics. This is our Tripartite Program—balanced, intentional, and designed to support both student success and student wellness. Our evidence-based approach to learning, as expressed in the Brentwood timetable, offers academic classes in the morning—all morning—followed by alternating afternoons of arts and athletics."
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"We recognize the importance of having support structures in place for all aspects of student life. Facilities and programs to support students’ mental and physical wellness can be found in all corners of the campus as well as throughout the school calendar. We continually strive to help our students understand and find solutions to the challenges they face."
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"One in four students at Brentwood are here wholly or in part thanks to financial aid. That surprises families quite often."
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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
A warm welcome from our spectacular ocean front campus on Vancouver Island, BC. Our unique Tripartite programme and timetable allows for an engaging combination of academic rigour, artistic opportunity, athletic challenge, and independent learning that can only be provided at Brentwood. Here, every student is supported by an exceptional faculty and staff to find their passion in a nurturing boarding environment.
We welcome you to explore our web site but nothing can compare to a visit to our campus. Please come enjoy some of our Brentwood hospitality.
Be well,
Bud Patel
Head of School
Liberal Arts
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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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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.
As a university preparatory school, the pursuit of academic excellence is one of Brentwood’s fundamental aims. Our curriculum is built around authentic learning opportunities that allow our students to experience a wide variety of teaching styles and learning techniques. Our academic schedule is flexible—enabling students to take courses that provide the best learning experience and strongest academic support. The teaching staff are committed to inspiring students and helping them discover a passion for lifelong learning.
Traditional 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.
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.
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.
Mathematical literacy is a primary goal of the school curriculum. Competence in mathematics underpins the successful study of many academic disciplines at Brentwood. Becoming numerate involves developing the ability to explore, conjecture, reason logically, and use a variety of mathematical methods to solve problems. It also involves the development of self-confidence and the ability to use quantitative and spatial information in problem solving and decision making.
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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.
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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.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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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.
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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.
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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
The study of science is an integral part of the curriculum, with all students taking foundation courses in Science 9 and 10, a Science and Technology 9 elective, and at least one Science 11 elective. Many students gain Grade 11 credits in all three major sciences – physics, chemistry and biology – with a significant number studying two Science 12 courses.
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
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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.
Brentwood students in any grade will study a variety of texts in various rhetorical modes, will write both critical and creative prose in multiple styles, and will learn how to communicate.
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
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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.
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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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Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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The Social Studies Department includes the major disciplines of history and geography and covers government and leadership, global studies, and law. Through the humanities curriculum, each student develops thinking, writing, speaking, listening, and reading skills, and learns how to articulate, modify, and defend a position by learning and analyzing a defined body of content. Additionally, the student learns about the physical world in a geographical context.
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.
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.
With students from over 50 countries on campus, we understand the importance of language proficiency. Our modern language department has a philosophy based on the communicative-experiential approach. The focus of instruction is the purposeful use of the language; in other words, teaching students to get things done, perform real-life tasks, share ideas, and acquire information. While grammar instruction will always have a place, its role is a supportive one to provide useful strategies to facilitate communication and comprehension. Language-learning strategies are important components of the program and are an essential part of our students’ success. Some strategies we use include: recognizing cognates; relying on visual clues; recognizing and adapting language patterns; brainstorming, sharing, revising, editing, and publishing; and using context to support and extend learning.
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
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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.
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.
At Brentwood, we believe the arts promote creativity, self-expression, and teamwork. The arts help students visualize an idea and see a complex process through to reality. They teach patience, humility, and confidence. They enrich the imagination and challenge the mind. They provide balance and perspective. The arts create the culture and civilize us.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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.
Students are encouraged to use technology in the classroom both with their teacher/in groups and individually. Also, across teh academics and several arts offerings. Specific technology courses are offered, as well—for example, Coding 11: Python. Programming is a tool that helps us implement computational thinking, as students will discover in this course. Problem-solving is a creative process, and many problems can be solved with a coding application. Classroom activities are based around problem-solving and projects. There is a blend of online work to learn the basics of the language (theory and mini-challenges) and larger coding challenges so that students can learn by doing. The beautiful thing about coding is that they immediately see the results of their thinking. This course is designed for those who enjoy learning from their mistakes.
Web design
Robotics
Computer science
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.
Since 1923, Brentwood has developed a remarkable athletic history that includes championship banners at the regional, provincial and national level and 28 alumni who have gone on to be Olympians. While results have been impressive, it is the journey that students remember and cherish the most. Today, we continue to develop student-athletes with the goal of supporting the school’s vision, mission, and values.
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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.
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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.
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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.
Information not available
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.
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.
Our academic program is driven by a commitment to provide a leading-edge place of learning for our students and staff. Brentwood recognizes that all students learn in their own unique way and need to be engaged to achieve their best. We ensure our students can capitalise on problem-solving opportunities through creative and critical thinking. We empower students to embrace curiosity and a willingness to take risks and make connections across a wide array of disciplines.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
Brentwood has a long tradition of seeking new and innovative ways to enhance learning for each individual student. An inimitable physical location, our tripartite program, and culture of inclusion and support create a singular place of learning. The underlying foundation of our school can be found in our boarding program and everything that surrounds it—what we call Student Life, which draws all members of this community together. Our students have found that the Brentwood formula results in unparalleled opportunities for educational discipline and experimentation.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
Information not available
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
9 - 12
0%
27%
$0
$20,000
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 6
Yes: grades 9 - 12
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
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.
At Brentwood, we seek the right fit for both the student and our school. We only accept students who choose to be here; no one is sent to our school. Student choice is a unique part of our culture and a deciding factor in who attends the School. It’s why this place is so special. We believe when students truly choose to be here, and they’re surrounded by a family of like-minded friends and supporters, they can be anything. We seek students who value opportunity, embrace our values of grit and joy, and are prepared to enrich our vibrant, friendly, boarding school community. We find the students best suited to Brentwood's course of studies are those capable of succeeding in a tripartite university-preparatory program. This means that admission is not solely based on an applicant's academic potential, but also on character and eagerness to participate actively in our arts and athletic programs. We care about what students accomplish in and out of the classroom. Application to Brentwood is always competitive and we encourage families to start the application process as early as possible.
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
Our Admissions Department has a rolling admissions policy and accepts applications throughout the year until the school is fully enrolled.