615 Wellington Street, London, Ontario, N6A 3R6, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
2012
2002
30
225
8 to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive, International Baccalaureate
6
15 to 20
Learning, Developmental, Behavioral
Learning
In-class adaptations
In-class adaptations
$20,200
$22,000
No
No
0%
0%
None
None
$0
$0
6
20
0%
0%
94%
95%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
information not available
information not available
The Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
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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"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
"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!”"
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
"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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"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
"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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"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
"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."
"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
"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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Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
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.
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
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.
We take the three part math lesson approach: computation, conceptual understanding, and problem solving within real life contexts.
Textbooks are used as reference, not followed as curriculum delivery systems.
Information not available
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.
Information not available
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.
Information not available
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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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.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
Information not available
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.
Information not available
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.
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Practicing artists become part of the teaching/guiding program in Visual Arts.
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.
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Web design
Robotics
Computer science
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
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
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.
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
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
We are a warm and welcoming school that sets high standards for its students and then supports them to achieve those targets.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
Information not available
High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
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
JK - 8
0%
2%
$0
$2,000
94%
95%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
No
No
No
Yes: grades 1 - 8
Yes: grades 8 - 12
No
No
No
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
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.
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.
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.