3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
2000
2002
545
225
K to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive, International Baccalaureate
20 to 26
15 to 20
Learning
In-class adaptations
$28,220 to $32,970
$22,000
Yes
No
0%
0%
8 to 12
None
$8,400
$0
42
20
0%
0%
100%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Not available
Rolling
Not available
Not available
Yes: grades 3 - 11
Yes: grades JK - 8
Yes: grades 6 - 11
No
information not available
information not available
Stratford Hall has grown phenomenally in its 15 years of life, from 40 students in its inaugural year to more than 500 today. It was begun by parents looking for a better option for their children, one that offered challenging academics as well as the full IB program, and those remain hallmarks of the school today. The IB program also provides the foundation for the physical plan, with three buildings housing the three aspects of the program, realized in 2014 with completion of the Middle Years building. Stratford Hall presents as modern, progressive, urban, and indeed, that’s precisely the intention—the architecture is inviting, while also referencing the surrounding neighbourhood. Jason McBride was appointed head of school in 2015, arriving from a like position at GEMS World Academy in Dubai, and underscoring the international perspective promoted across the curricular areas. The ideal student is one that will thrive in a vibrant, challenging, and intellectually active academic environment.
View full reportRichland is a Reggio Emilia inspired school, though the administration historically hasn’t been afraid to innovate and put their own spin on things. One example is the house system around which the community of the school is organized. It’s emblematic of the culture of care, and the house names—Suzuki, Fox, and Keilburger—are emblematic as well. Those things hint at an undercurrent of service and engagement that runs through the culture of the school. The instructional programs are strong, but often it’s that culture/values piece that is also a primary draw.
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"An independent, gender-inclusive, university preparatory day school for students in Kindergarten to Grade 12. Through the continuum of International Baccalaureate (IB) programmes (PYP, MYP and DP), the School provides a level of individual and academic challenge beyond the norm. We have a tradition of breaking with tradition: because your child needs more than tradition to meet the challenges of the world they will inherit."
"Richland Academy is a progressive, innovative Reggio-inspired and International Baccalaureate (IB) PYP Authorized and MYP Candidate School for children from Kindergarten to Grade 8. We are a community of learners who are active, responsible, and compassionate global citizens. At Richland we cultivate students who are deeper thinking, confident, and world ready. “Voted #1 Private School in Richmond Hill by The Readers’ Choice in 2015, 2016, 2017, 2018, and Top Choice Awards in 2021, 2022, 2023 and 2024!”"
"At Stratford Hall, your child will be given the opportunity to learn and to thrive: to discover their unique strengths, and to explore the diverse opportunities our rapidly changing world offers. Under the care and guidance of Stratford Hall faculty and staff, they will grow and mature, while equipping themselves with intellectual tools, strength of character, and a global perspective that comes with an International Baccalaureate education."
"At Richland Academy, we redefine educational excellence. What sets us apart is our fusion of Reggio-inspired creativity with the renowned International Baccalaureate (IB) framework. Our approach goes beyond traditional learning, cultivating active, responsible, and compassionate global citizens. We pride ourselves on shaping confident, world-ready thinkers from Kindergarten to Grade 8. With IB PYP authorization and MYP candidacy, we lead the way in innovative education."
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"Families choose Stratford Hall for the caring teachers, innovative programming, and vibrant community. Students will discover their unique strengths and explore the diverse opportunities our rapidly changing world offers through the three programmes of the International Baccalaureate, the PYP, MYP and DP."
"Our unique blend of Reggio-inspired creativity and the globally recognized International Baccalaureate (IB) framework sets us apart. Voted #1 Private School in Richmond Hill multiple times, our dynamic community thrives on continuous improvement. Families appreciate our dedication to each child's potential, creating an environment where innovation, individuality, and academic achievement flourish. We empower students from Kindergarten to Grade 8 to become confident, world-ready thinkers."
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"Our facilities are greater than can be seen from the street and we have potential for growth. Parents are surprised that we have 2 full sized gymnasiums, a climbing wall with 15 routes, rooftop spaces and access a 10 acre park with playgrounds and fields."
"The underappreciated gem at Richland Academy is our incredible team. Beyond our exceptional educators, our administrative staff works tirelessly to ensure seamless operations. They go above and beyond, contributing significantly to the school's success. From our office staff to the custodial team, every role plays a crucial part. It's this holistic effort that often goes unnoticed but is fundamental to our vibrant learning community."
"Stratford Hall has summer camps for Grades K - 7 and has a partnership with Goh Ballet and Microsoft Digital Academy. We also have a Post Secondary Advisory on campus to guide students on their journey of self-actualization. Recognizing that each student is unique, we begin working with them in Grade 8 and 9 to assist them on their path to self-discovery. Once realized, students are helped to find the post-secondary opportunities that fit their unique set of interests, strengths and goals."
"Our community is more than a school; it's a family. Perspective families are pleasantly surprised by the warm and welcoming embrace of our dedicated teachers and staff. Parents actively engage in the learning journey, creating a collaborative and supportive environment. At Richland, the sense of belonging goes beyond expectation. Our commitment to nurturing not only academic but also social and emotional growth sets us apart."
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Stratford Hall is a remarkable community of dedicated students, families, faculty and staff who come together everyday to share their talents, creativity, and experiences in the pursuit of learning and personal growth. Through the International Baccalaureate (IB) Continuum, students develop the skills of deep inquiry, thematic connection and global perspective to prepare students for a changing and unpredictable world.
This exceptional program of academic, arts, athletics, clubs and student life engages students to achieve remarkable leaps in development through each stage of their education. Stratford Hall students learn to be thinkers, doers, leaders and lifelong learners.
Stratford Hall celebrates and values all members for who they are. Identity, culture and relationships are upheld as core constructs. We actively work upon our practice in diversity, equity, inclusion, belonging, sexual orientation and gender identity (SOGI) and observe indigenous understanding and reconciliation. These beliefs are evident in all parts of our institution, from the classroom to the boardroom.
Even though we teach a globally minded curriculum, our location is one of our greatest assets. When Stratford Hall opened its doors in East Vancouver in 2000, our Founders understood that students experience school within - not separately from - the surrounding neighbourhood. We are connected to an incredible diversity of people, cultures, activities and history.
Stratford Hall is constantly developing and growing as an institution, through design thinking, professional development, curriculum revision, and campus development. We acknowledge our historical foundation while attending the changing world around us in order to provide the best possible educational environment for our students.
We invite you to visit our campus and see these principles in action, whether you are a prospective student, family, employee, or neighbour.
Richland is committed to being a leading Reggio inspired IB World School; inspiring, supporting, and nurturing our multi-cultural students to be well- educated, balanced and empathetic global citizens. Founded in 2002, Richland continues to build upon a solid foundation of academic excellence and rigor combined with a warm, nurturing and inclusive environment in which all students feel welcomed and valued.
At Richland Academy, our committed faculty facilitate student learning about the world in which we live, helping them become internationally minded global citizens. Exciting and engaging learning experiences take place in the classroom, on the stage in school musical productions, in the art studio, learning commons, and natural outdoor learning spaces. Our students also learn about the importance of giving and sharing with the wider world through action. We are a professional learning community following a holistic approach to education. We educate the whole person; academically, artistically, physically and socially. No two students or journeys are alike and we will go out of our way to find and nurture each student’s unique abilities. Ultimately, we work together to shape 21 st century leaders who have the courage to take intellectual risks as they work effectively with others.
The first thing you will notice when you arrive at Richland Academy is that the excitement is tangible; you will feel the energy and sense the vibrancy as soon as you enter the school. You will grasp the wonder of discovery in the classrooms as each student and faculty member engage in authentic critical thinking and learning. I invite you to come and join me for a tour of Richland Academy where I am confident you will feel the same joy I did when I walked through the school and was reminded that there has never been a more exciting time to work in the field of education!
With best wishes,
Sandi Fischer
Head of School
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Stratford Hall is a K-12 International Baccalaureate (IB) World Continuum School. The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed. Using best practice from a range of international frameworks and curricula, the IB curriculum at Stratford Hall is then laid over a modified BC curriculum with a heavy emphasis on critical-thinking, collaboration, communication and creativity across all disciplines. All three programs are also linked through what is known as the IB Learner Profile. This is a set of 10 characteristics, such as being open-minded and caring, that are explicitly taught, reflected on, and encouraged. Our aim is to foster a community of internationally minded citizens who can build a better world through intercultural understanding and respect.
We offer Reggio-inspired inquiry learning within the International Baccalaureate framework, cultivating students who are deeper thinking, confident and world ready. We are committed to excellence, which resonates through the work of our students and teachers. Our rich and challenging curriculum ensures we deliver a solid academic foundation, which is enhanced by our comprehensive Arts programming. We are a warm and welcoming school that delivers personalized learning to ensure that no student is left behind. Within this supportive environment, we explore the Ontario curriculum and prepare students for future academic success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The mathematics programme at Stratford Hall is built on the belief that all students are capable of studying math at a high level. In the PYP, mathematics is understood as a language that is intentionally developed during each year of the programme through inquiry and investigation. Competencies include reasoning, analyzing, understanding, solving, communication, representing, connecting and reflecting. In the MYP mathematics course, it is important that learners acquire mathematical understanding by constructing their own meaning through increasing levels of abstraction, starting with an exploration of their own personal experiences, understanding and knowledge to prepare student for the study of group five courses in the IB Diploma Programme (DP.) In the DP, students will gain a better appreciation for the usefulness, beauty, elegance and power of mathematics which will help students to improve in their logical, critical and creative-thinking.
We take the three part math lesson approach: computation, conceptual understanding, and problem solving within real life contexts.
Our teachers have the flexibility to use a variety of textbooks and materials to meet the needs of the class and the content being covered. There isn't one set of textbooks that is used across all grades.
Information not available
Students are trained to use calculators specific to the course that is being taught.
Calculators are accepted in the Intermediate years.
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 IB Programming in the PYP (Primary Years Programme) allows for a balanced approach to early reading instruction. Through six interdisciplinary units of inquiry, students are exposed to both systematic-phonics programming and a whole language approach. Regular routines are established at the beginning of the school year including home reading, silent and partner reading, daily read-alouds and weekly library visits. MYP language and literature builds on experiences in language learning that students have gained during the PYP. Knowledge, conceptual understanding, and skills (listening, speaking, reading, writing, viewing and presenting) are further developed through the MYP and DP years where careful examination of literature lends itself to independent, critical and original thinking.
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No
We administer diagnostic testing on an ongoing basis, throughout the course of the school year.
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.
Students learning to write in the PYP (Primary Years Programme) receive age-appropriate direct instruction of written and grammar conventions along with consistent exposure to various styles of writing (narrative and expository) through the interdisciplinary units of inquiry. Students have opportunities to practice and apply their written convention skills through writing short or long stories, poetry, reading responses, essays, articles or research pieces. The use of planners to generate ideas and assist with the organization of a written piece are important areas of focus, along with the self-editing process. Citation skills are introduced in upper elementary, and carried on throughout the grades. Letter formation and handwriting are a focus in the early years. Assistive technology and specialist support is provided to students on individual education plans.
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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.
Science at Stratford Hall is messy, fun, and challenging. We guide our students into becoming scientific thinkers who ask questions beyond traditional textbook learning. Our students have an in-depth knowledge of scientific fact and theory, can design, engineer and investigate their own experimental questions in our state of the art, university-level laboratories and through our field study opportunities, and can maturely discuss the impact of science on society. A science specialist helps classroom teachers craft a meaningful, inquiry-based, exciting science sequence through the Primary Years Program, developing into more rigorous experiment and data analysis techniques throughout the Middle Years. Stratford Hall offers Biology, Chemistry, and Physics at the Diploma Programme Level, which fully prepare students for university-level science and beyond.
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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 is a course that looks at varying conceptions, interpretations and experiences of the world through literature. By comparing local, national and international works that come from a variety of genres and periods, students learn that literature is heavily influenced by cultural perspectives; however, the universality of the human experience is paramount. Each year texts are chosen by English teachers to best fit the character and interest of the grade.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The transdisciplinary themes in the PYP frame the programme of inquiry. PYP Units of Study are organized in to six themes: Who we are How we organized ourselves Where we are in place and time How the world works Sharing the planet How we express ourselves These globally and socially driven themes provide a starting point from which students can examine issues and opportunities as they are being experienced in the real world. Taken together these themes provide students with authentic learning experiences that are not confined to the boundaries of traditional subjects because real-world problems have no boundaries.
We approach Social Studies through an Inquiry model, under the umbrella of the big ideas as outlined in the Ontario Social Studies curriculum and IB Framework.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The MYP Individuals and Societies course encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. DP History aims to develop knowledge, communication, research skills, curiosity, lasting critical-thinking abilities, and a profound understanding of – and empathy for – people living in other periods and contexts; therefore, the course provides abundant opportunities for students to explore and apply the IB Learner Profile. The course naturally integrates academic skepticism, a crucial connection to Theory of Knowledge.
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 in the PYP are introduced to French and Spanish. In the MYP, Language Acquisition performance is assessed at six different phases. These phases represent a developmental continuum of additional language learning. Language Acquisition teachers work with students and parents to determine which phase of instruction is appropriate. Mandarin is an option starting in Grade 10. In the DP, students who are in phases 1-3 of their Language Acquisition in Grade 10 would be guided towards the study of that same language at the standard level in the DP. Alternatively, they might choose to study a different second language in Grade 11.
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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
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.
These programs have an equal emphasis on receptive and creative learning.
Students from K - Grade 10 participate in music, theatre and visual arts. In Grades 6-8, students complete a rotation of three Arts courses, one per term. They are Visual Arts, Music and Theatre Performance. In Grades 9 and 10, they choose one of five elective courses: Media Arts, Music, Photography, Theatre Performance, and Visual Arts. DP art students investigate past, present, and emerging forms of Visual Art and to engage in producing, appreciating, and evaluating an understanding of Visual Arts from local, national, and international perspectives. DP Theatre is a unique subject in that it is a practical art form; it is dynamic, collaborative, and live. It is a practical subject that encourages discovery through experimentation, the taking of risks, and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity, and collaboration skills.
Richland students are taught core studio skills and given many opportunities to apply these skills expressively and creatively.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Rather than a stand-alone subject, information technology is used as a tool for learning and production. Exposure to computers and their uses will be appropriate to the grade level and the topics under investigation.
Information not available
Web design
Robotics
Computer science
At Stratford Hall we strive to develop intelligent athletes that are lifelong participants in physical activity. We focus on developing physically literate students that have an understanding of the fundamental movement skills which will allow them to participate in a variety of activities. We do this by using the “Teaching Games for Understanding” model combined with the Primary Years and Middle Years Program guides and the IRP's from the BC Ministry of Education. We also have a strong Outdoor Environmental Education (OEE) program that starts in grade 4 and compliments the PE program. The OEE program focuses on water sports (kayaking, canoeing, sailing, stand up paddle boarding, dragon boating), winter activities (snow shoeing, cross country skiing, ice skating), hiking, rock climbing, Circus, and a number of service opportunities. The OEE program runs through grade 10.
Richland students strive for excellence in everything they do, including sports. Our students are exposed to a breadth of skills appropriate to their development over the course of their elementary education. From a very early age, the physical education curriculum at Richland is designed to develop large motor skills, as well as fine motor skills, and self-regulation. Students experience a program of sports ranging from basketball, soccer, badminton, golf, and track and field. These sports are complemented with other physical training such as yoga and boxing.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
The Primary Years Programme (PYP) is a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for success. At Stratford Hall, these elements combine to create a transdisciplinary learning opportunity that is engaging, relevant and challenges each student to meet and exceed their own expectations. The PYP framework is organized into three distinct area of curriculum focus: - What students learn; - The way in which teachers will teach; and, - The practice of effective assessment which supports how we know what we know about student attainment.
Our Reggio-inspired kindergarten classrooms transition children to an enriched and personalized curriculum while they continue their journey of wonder, exploration and discovery. Students explore the Ontario curriculum within the International Baccalaureate framework, and engage in rich, hands-on experiences that foster creative thinking and problem solving.
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.
At Stratford Hall we know that no two children learn at the same pace. Our teachers are skilled in the art of differentiation and our small class sizes create an opportunity for our faculty to develop an in-depth understanding of the opportunities and challenges faced by each of their students
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
The culmination of the PYP and MYP programmes is the Diploma Programme - a challenging university preparatory programme. International research from the IBO shows that despite its challenge, "there are many benefits to choosing the DP over other 16-19 curricula including the fact that DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them."
We are a warm and welcoming school that sets high standards for its students and then supports them to achieve those targets.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed.
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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
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
Richland Academy provides an inclusive program which supports all learners within the classroom. Students remain in a regular classroom and periodically receive break-out support (individually or in small groups) within or outside the classroom from a qualified special education teacher. Our learning strategist reviews and creates IEP's and student growth plans which are shared with the staff. Based on the IEP's and growth plans; accommodations and modifications are put into place to ensure student success.
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
8 - 12
JK - 8
0%
2%
$8,400
$2,000
100%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Not available
Rolling
Not available
Not available
Yes: grades 3 - 11
Yes: grades JK - 8
Yes: grades 6 - 11
No
No
No
Yes: grades K - 2
Yes: grades 1 - 8
No
No
No
No
At Stratford Hall, we look for students who have a solid academic foundation, enjoy learning, have a variety of interests, and have a desire to contribute to our community. In addtion, the attributes of the International Baccalaureate Learner Profile (characteristics such as being caring, open-minded, and reflective) are all an integral part of who we are at Stratford Hall, and we look for prospective students and families who embody these characteritics as well.
We take students as they are and move them along their learning pathway. We are supportive and nurture each child's individual needs and strengths.
Step 1: Application Form
Complete and submit an application form. A $300 one-time, non-refundable application fee is required (paid online with a credit card).
Step 2: Submit Supporting Documentation
Online checklist assigned upon submission of a completed application.
The SSAT and Character Skills Snapshot is a standardized test used by admission offices to assess the abilities of students seeking to enroll in an independent school. All students wishing to be considered for Grade 6 to Grade 11 must write the SSAT by January 31. Consideration for exemption will be given to students currently enrolled in an IB programme.
A list of test dates and locations can be found here.
Step 3: Schedule a Parent Interview
Once you have access to your online applicant checklist, you will be able to arrange your parent interview. This is for parents only. There is no need to make special arrangements to have your child attend this interview.
Applying to Richland Academy involves three steps:
1. Submit an Application Online!
Please go to richlandacademy.openapply.com to submit an application for your child.
With your completed form, please include:
2. Arrange for a Personal Day Visit at Richland
After reviewing your application, we will schedule an appointment for you to visit our school and meet with the Head of School. All applicants are welcome to spend a day or two at Richland. During this visit, we will conduct an assessment for students in Grades 1 to 8 to determine their academic abilities. For the JK-SK, we use a comprehensive tool to get to know them better.
3. Receive your Offer of Placement
We want to ensure that we are able to meet, and exceed, the needs of all of our students. Decisions are made based on the thoughtful observations and assessment by Richland faculty and staff; and are made in the best interests of the students. Richland’s student population benefits from a range of abilities, and we recognize the potential in every child. Once a decision has been made to offer your child a placement at Richland Academy, you will receive a written offer of placement along with a registration package.