7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
Indirect Support:
7410 Blackfoot Trail SE, Calgary, Alberta, T2H 1M5, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
1982
2002
640
225
7 to 12
JK to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
18 to 22
15 to 20
Learning
In-class adaptations
$21,596 to $28,186
$22,000
No
No
0%
0%
None
None
$0
$0
107
20
0%
0%
0%
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 7 - 11
Yes: grades JK - 8
No
No
information not available
information not available
West Island College was founded in Montreal in 1974, and was intended to provide a strong bilingual option for families living on Montreal’s West Island. The program there provided a foundation, and a name, for West Island College in Calgary when it was established in 1982. That said, the school quickly established its own independent operations and identity. As such, it was free to build and grow to meet the needs of its students, and it certainly has. The international programs are robust, as are the language programs, all of which contribute to the overall culture of the school. It’s a very interactive, engaging environment, one that requires a lot of the students who attend while also providing the support they need to succeed. The ideal student is one who shares the school’s foundational values and can thrive in a very active and engaging student 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.
View full report
"...the teachers at WIC are effective communicators inside and outside of their classrooms"
Jing Li - Parent (May 22, 2020)
We have two sons in WIC, both of whom started from grade seven. My older son is graduating in June 2...
View full review
"WIC provided me with a very balanced set of opportunities that helped me thrive academically in university"
Adam Broniewski - Alumnus (May 29, 2020)
My time at West Island College (WIC) was incredibly memorable and has been influential in shaping me...
View full review
information not available
"West Island College (WIC) in Calgary, Alberta is a Gr. 7-12 independent university preparatory school offering English and French Immersion programming. The College has a diverse school community that encourages unity, collaboration and holistic student development. With comprehensive support, students are nurtured in academic and physical wellness along with emotional well-being. International Studies, Outdoor Education and the Institute Program enhance learning so students can succeed in an ever-changing world."
"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!”"
Information not available
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"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."
Information not available
Information not available
Information not available
"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."
Information not available
"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."
Information not available
Information not available
Information not available
Information not available
New messaging coming soon.
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
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
At West Island College incredible opportunities happen every day, in an environment where learning is tailored to each individual student; where relationships are nurtured through effective teamwork and collaboration; and where students are immersed in a community of enthusiastic learners. West Island College emphasizes respect, responsibility and citizenship. We believe that inspiring our students to pursue excellence in academics, leadership, athletics and global awareness prepares them for success in the 21st century. In addition to exceptional teachers, an Advanced Placement Program, Fine Arts Certificate, outstanding athletics, small class sizes and an extensive co-curricular program with leadership opportunities, WIC offers courses in French (Immersion or Second Language) and Spanish and an International Languages Certificate. From our International Studies program and authentic student leadership opportunities to Outdoor Education and WIC’s Business, Health Sciences and Engineering Institutes, students are challenged to go beyond their comfort zones and discover what experiential learning really means.
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
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
We take the three part math lesson approach: computation, conceptual understanding, and problem solving within real life contexts.
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
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
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.
WIC has a full time Science technician on hand to assist the teachers with preparing experiments. Thus ensuring steady hands on activities at all grade levels.
Information not available
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.
Information not available
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.
Information not available
Information not available
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.
20% of the school is a French Immersion track. Offering 60% French language classes in the Junior School and 40% in the Senior School. We also offer 125 hours of French or Spanish second Language instruction yearly to the Junior school students. French and Spanish language instruction (along with French immersion) is offered through Grade 12 Most students also complete the DELE or DELF A and B levels.
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
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.
Information not available
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.
Technology is available in most non movement classes. Including Ipads, Macbooks and PCs. All classes have wireless and teaching presentation stations. Technology is used as a tool in most classrooms, courses. Specific technology units taught at various grades, in multimedia, programming, app development, 3D design and printing, game design, html, website development.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Daily phys ed is provided in the Junior School. Mandatory phys ed to Grade 10. We also provide PE 20 30, Sports Performance and Sports Med classes.
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
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.
Independent and accelerated studies are offered on a case by case basis.
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”.
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
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
We do not recommend that children with Learning Disabilities enroll at our school, as we do not have the support structure in place. We can make minor accommodations for test taking if an assessment has been made by a licensed clinician.
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. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
0%
2%
$0
$2,000
0%
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 7 - 11
Yes: grades JK - 8
No
No
No
No
Yes: grades 7 - 12
Yes: grades 1 - 8
Yes: grades 7 - 12
No
No
No
At WIC, we strive to attract and retain students who consistently demonstrate character, have strong morals and will uphold our values. As a university preparatory school, WIC offers challenging curricula that encourages students to explore their passions and work to their full potential. While we consider every applicant’s academic performance, WIC seeks out well-rounded students who are prepared to contribute to school life and the greater community. WIC encourages applications from students ready to embrace the College’s motto: Be Brave. Be Bold. Be Ready.
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.
WIC administers the CCAT (Canadian Cognitive Abilities Test), which is a 90-minute standardized test for students entering Gr. 7 – 12. Parents and students must understand that test results are only one part of the admissions process. Spending huge amounts of time and money preparing for the standardized test is not recommended.
Please note, we will accept the SSAT instead of our locally offered entrance exams. Choose West Island College as a recipient in the SSAT online tool.
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.
