Richland Academy

About Richland Academy

“Voted #1 Private School in Richmond Hill 4 years in a row.” Richland Academy is a Reggio-inspired accredited IB World School with a unique warm and welcoming environment. 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.

Our Take: Richland Academy

Richland 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.

Reviews

User-submitted reviews (none submitted)

Location and Busing

11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7

School Busing:

Richland Academy offers bus transferring.

Additional notes: Busing not currently available.

Gallery

Gallery showcasing school life and general photos of Richland Academy.

School Facilities Gallery

Athletics facilities

Soccer Field

Arts facilities

Music room

Campus

Piazza

Classrooms

Junior School Classroom

Science facilities

Science

Instructional resources

Computer Lab

Shared spaces

Library

Gallery showcasing specific locations and facilities found at Richland Academy.

Promotional videos for Richland Academy.

Academics

Academics Summary: [Hide summary]

Curriculum: Progressive, International Baccalaureate
- Mathematics: Equal Balance
- Early Reading: Balanced Literacy
- Writing: Equal balance
- Science: Inquiry
- Literature: Equal Balance
- Social Studies : Expanding Communities
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Equal Balance
- Fine Arts: Equal Balance
- Computers and Technology: Medium integration
- Physical Education:
- Sex and health education: Ontario curriculum
Preschool/K Curriculum: Reggio Emilia
Curriculum Pace: Standard-enriched
Academic Culture: Rigorous
Developmental priorities: Balanced
Special needs support: Resource Assistance
Gifted learner support: In-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Progressive, International Baccalaureate
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at Richland Academy : Progressive, International Baccalaureate
Richland Academy has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive, International Baccalaureate?]
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.

Curriculum at schools on OurKids.net

Progressive - 25%
Traditional - 43%
Liberal arts - 16%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

Richland Academy has a International Baccalaureate approach to secondary curriculum.

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.

What Richland Academy says: 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.

International Baccalaureate offered:

Program offered
Primary Years
Middle Years
Diploma program
Career-related program

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at Richland Academy : Equal Balance
Richland Academy has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 66%
Traditional math - 27%
Discovery math - 7%

What Richland Academy says: We take the three part math lesson approach: computation, conceptual understanding, and problem solving within real life contexts.

Textbooks and supplementary materials: This information is not currently available.

Calculator policy: Calculators are accepted in the Intermediate years.

Early Reading Balanced Literacy

Early Reading approach at Richland Academy : Balanced Literacy
Richland Academy has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).
[Show: About 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.

Early Reading at schools on OurKids.net

Balanced literacy - 54%
Phonics-intensive - 44%
Whole language - 2%

What Richland Academy says: This information is not currently available.

DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

What Richland Academy says: We administer diagnostic testing on an ongoing basis, throughout the course of the school year.

Writing Equal balance

Writing approach at Richland Academy : Equal balance
Richland Academy has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).
[Show: About 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.

Writing at schools on OurKids.net

Equal balance - 78%
Systematic approach - 10%
Process approach - 12%

What Richland Academy says: This information is not currently available.

Science Inquiry

Science approach at Richland Academy : Inquiry
Richland Academy has an Inquiry approach to Science (as opposed to Expository , Equal Balance approach).
[Show: About 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.

Science at schools on OurKids.net

Inquiry - 28%
Expository - 5%
Equal balance - 67%

Teaching approach: This information is not currently available.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Equal Balance

Literature approach at Richland Academy : Equal Balance
Richland Academy has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 73%
Traditional - 23%
Social justice - 4%

What Richland Academy says: This information is not currently available.

Social Studies Expanding Communities

Social Studies approach at Richland Academy : Expanding Communities
Richland Academy has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge , Thematic approach).
[Show: About 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.

Social Studies at schools on OurKids.net

Expanding communities - 26%
Core knowledge - 44%
Thematic - 30%

What Richland Academy says: 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.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at Richland Academy : Equal Balance
Richland Academy has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 80%
Perennialism - 11%
Pragmatism - 9%

What Richland Academy says: This information is not currently available.

Foreign Languages Equal Balance

Foreign Languages approach at Richland Academy : Equal Balance
Richland Academy has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).
[Show: About Equal Balance?]
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Foreign Languages at schools on OurKids.net

Equal balance - 61%
Audio-lingual - 2%
Communicative - 37%

What Richland Academy says: This information is not currently available.

Fine Arts Equal Balance

Fine Arts approach at Richland Academy : Equal Balance
Richland Academy has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).
[Show: About Equal Balance?]
These programs have an equal emphasis on receptive and creative learning.

Fine Arts at schools on OurKids.net

Equal balance - 60%
Receptive - 1%
Creative - 39%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What Richland Academy says: Richland students are taught core studio skills and given many opportunities to apply these skills expressively and creatively.

Computers and Technology Medium integration

Computers and Technology approach at Richland Academy : Medium integration
Richland Academy has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).
[Show: About Medium integration?]
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

Computers and Technology at schools on OurKids.net

Medium integration - 47%
Light integration - 23%
Heavy integration - 30%

What Richland Academy says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What Richland Academy says: 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.

Sex and health education Ontario curriculum

Sex and health education approach at Richland Academy : Ontario curriculum
Richland Academy has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Sex and health education at schools on OurKids.net

Follows provincial curriculum - 53%
Does not follow prrovincial curriculum - 47%

Approach to sex and health education:
Richland Academy has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

Richland Academy 's approach to sex-ed: We follow the Ontario Curriculum.
Jump to:

Mathematics

Early Reading

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Sex and health education
Preschool/K Curriculum Reggio Emilia

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at Richland Academy : Reggio Emilia
Richland Academy has a Reggio Emilia approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Academic approach).
[Show: About 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.

Preschool/K Curriculum at schools on OurKids.net

Reggio emilia - 5%
Play-based - 19%
Montessori - 31%
Waldorf - 2%
Academic - 43%

What Richland Academy says: Our Reggio-inspired preschool and 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.

Program	offered
Primary Years
Middle Years
Diploma program
Career-related program

Focus
Academic

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at Richland Academy : Standard-enriched

Richland Academy has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About 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.

Curriculum Pace at schools on OurKids.net

Standard-enriched - 56%
Accelerated - 17%
Student-paced - 27%

What Richland Academy says: This information is not currently available.

Flexible pacing style

Flexible pacing style	offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Richland Academy says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at Richland Academy : Rigorous
Richland Academy has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About 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”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What Richland Academy says: We are a warm and welcoming school that sets high standards for its students and then supports them to achieve those targets.
Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

Secondary Developmental Priority: Emotional

The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

What Richland Academy says: This information is not currently available.

Special needs support Resource Assistance

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

Richland Academy offers Resource Assistance

Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.

What Richland Academy says about their special need support: 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.

Academic Support:

Subject Type	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Type	offered
Accommodations
Modifications
Extra support

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.
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.

Read our guide to special needs schools and special education

Gifted learner support In-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

In-class adaptations:

Program	offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What Richland Academy says: This information is not currently available.

Language English

Richland Academy offers English as the primary language of instruction.

Language of enrollment include: English, French, German, Spanish, Mandarin, Hebrew, Any foreign language
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 7, Richland Academy students perform an average of 1 hour of homework per night.

Nightly Homework

PS JK SK 1 2 3 4 5 6 7
Richland Academy 15 mins 15 mins 15 mins 30 mins 30 mins 30 mins 45 mins 45 mins 60 mins 60 mins
Site Average 2 mins 5 mins 7 mins 15 mins 17 mins 23 mins 29 mins 34 mins 40 mins 51 mins

This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).

What Richland Academy says about their flipped classroom policy: This information is not currently available.

	PS	JK	SK	1	2	3	4	5	6	7
Richland Academy	15 mins	15 mins	15 mins	30 mins	30 mins	30 mins	45 mins	45 mins	60 mins	60 mins
Site Average	2 mins	5 mins	7 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	51 mins

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades	Gr. 1 to Gr. 8
Prose (narrative)-based feedback	Nursery/Toddler to Gr. 8
Academic achievement reporting	Gr. 1 to Gr. 8
Habits and behaviour reporting	Nursery/Toddler to Gr. 8
Parent-teacher meetings	Nursery/Toddler to Gr. 8

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Ice Hockey
Lacrosse
Rowing
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball
Football
Martial Arts

Clubs Offered
Foreign Language Club
Math Club
Outdoor Club
Outdoor Education
Robotics club
Yearbook
Yoga
Animation
Art Club
Band
Chess Club
Choir
Community Service
Dance Club
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	NS	PS	JK	SK	1	2	3	4	5	6	7	8
Day	$18,250	$19,800

What Richland Academy says about their tuition: This information is not currently available.

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	all students	5%
3rd child (sibling)	all students	5%
4th child (sibling)	all students	5%

Need-based financial aid

This information is not currently available.

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Preschool to Gr. 8	Coed	Day	200

Additional Statistics:

Total enrollment	200
Average enrollment per grade	18
Average class size	15 to 20
Gender (grades)	Preschool to Gr. 8 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students
Number of different nationalities within student population	0
Five-day boarding programs offfered

Student distribution:

This information is not currently available.

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		JK - 8
SSAT
SSAT (out of province)
Entrance Exam(s)		1 - 8
Entrance Essay
Application Fee

Application Deadlines:

Day students: Rolling

What Richland Academy says:

Applying to Richland Academy involves three steps:

1. Forward your application by post, email or in person

Download our application forms:

With your completed form, please include:

A copy of your child’s three most recent report cards (if applicable)
A copy of your child’s birth certificate or passport
Application fee of $250.00 (non-refundable) for Grades: JK to 8
Application fee of $125.00 (non-refundable) for Early Years

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 children in Early Years, we schedule a family meeting with our Early Years Lead Teacher. 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.

Acceptance

Acceptance Rate: 95%

Type of student Richland Academy is looking for:
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.

Student Entry Points

Student Type	PS	JK	SK	1	2	3	4	5	6	7	8
Day Acceptance (Acceptance rate)	1 - 16 (80%)	1 - 15 (80%)	1 - 5 (80%)	1 - 5 (80%)	1 - 5 (80%)	1 - 5 (80%)	1 - 3 (80%)	1 - 3 (80%)	1 - 3 (80%)	5 - 7 (80%)	5 - 7 (80%)

Stories & Testimonials

Below, find stories and testimonials about Richland Academy.

“Cooperation is working together and communicating with one another.”

Since Richland Academy is now an International Baccalaureate (IB) World School, we encourage students to demonstrate cooperation as part of the IB-PYP program; an attitude which emphasizes the ability to work with others in a collaborative manner. Cooperation at Richland is meant to be a clear part of our learning and daily school life. It is an expectation which is explicitly taught, practised and modelled by our students.

Our Grade Two students are given ample opportunities to work together in small groups and as a team. By doing that, they are able to think more deeply and creatively about the given task, as well as develop more empathy and respect for their peers’ opinions and understandings. They are guided to listen attentively to each other, and share the work equally taking into consideration areas of strength and weakness.

Furthermore, the students are given opportunities to reflect on their ability to cooperate with each other during and after our learning experiences:

“When we cooperate we waste less time and we make friends.” J.L.

“Cooperation is easier because you can complete things faster but we get to listen to each other.” D.X.

“Cooperation is important. It makes the learning environment work better.” J.S.

“I like cooperation because we get to do good and fast work.” T.T.

“We can come up with more ideas.” S.Z.

“It is easier to work with others.” R.H.

“I like to cooperate with my friends. I can make more friends.” A.T.

“Working together in a team is easier.” A R. B.

“I like to team up with my friends.” B.P.

“It is easy and fun to cooperate with each other.” “We can learn a lot!” K.P.
...
Developing the IB Learner Profile Attributes

The International Baccalaureate (IB) Programme places on emphasis on developing Attitudes which will support the children’s learning across all curriculum areas. This week, as we continued our inquiry around the theme of Sharing the Planet, we had a Grade 2 student come and present to us his beloved ‘Scaly’ – a garter snake he has been caring for over the past three years. His passion for snakes became evident during his SK year at Richland, and on learning we were studying endangered species, he decided to come back to SK to share his knowledge about endangered snakes.

In the process, he showed the positive attitudes of enthusiasm and confidence, and the current SK’s strengthened their attitudes of curiosity and empathy. Many were initially scared – “I don’t like snakes” many shared. Yet as the day went on, and Scaly took up residence in our atelier, the more they observed him closely, the less frightened they became. Many children demonstrated the learner profile trait of ‘Risk Taker’, as they observed how he moved. One student commented, “He uses his tongue to smell. Look it has black on the end of it!”. Another student commented that the snake seemed to be observing us as much as we were observing him.

In other areas of the classroom, new habitats were being created, as part of our current inquiry work, using a variety of materials. This involved much problem solving, research, and collaboration. The children worked independently with a great deal of concentration, and excitedly shared what they had created. Here the children were showing the attitudes of creativity, independence and cooperation.

...
IB Units of Inquiry – Materials Matter

Think about your everyday life…your clothes, your shoes, your means of transportation, your home, a grocery store, a facility that you attend for work/school, a cell phone, and any other object that you use to function. These objects and structures are made from….MATERIALS. The use of materials helps us function daily.

Structures and objects are formed from materials based on their properties. Properties are attributes that can be observed with the senses. The term property is used when talking about an attribute exhibited generally by objects and materials. (i.e. a shiny lustre is a property of all metals.)

Throughout our inquiry study, the students were able to investigate the most appropriate object or material for a task based on its properties (i.e. plastic is the best material for drinking cups because it is waterproof, light and strong) Students were initially provoked to experience and describe materials when a plethora of materials were placed in a brown paper bag and each child had to describe How does it feel?

Throughout the remaining investigations, the students were able to discover the jobs of structures, learn about what makes a structure stable and strong, classify and investigate their favourite toy and develop an understanding of the materials chosen to construct their toy. The students were also given an opportunity to create, imagine and construct a stable structure remembering the importance of foundation and shape in design and stability.

Embedding Literacy within our inquiry, their final task required the students to show their comprehension regarding sustainability of a home after we read the story “The Three Little Pigs”. The students created their own “Three Little Pigs” story to show that a hay and stick house could not sustain Canadian climate based on their properties (Hay is too light, too thin, and rip-able. Sticks are breakable, do not retain heat so would not be good insulation for a home and are not strong enough.) The students did come to terms with the fact that most homes are built with bricks and concrete, they are both strong, heavy, and unbreakable, hence their ability to sustain wind (similar to the story) and any other climate change here in Canada.
...
What does IB look like in Kindergarten?
The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.
It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.
Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.
The PYP is organized according to:
- The written curriculum, which explains what PYP students will learn
- The taught curriculum, which sets out how educators teach the PYP
- The assessed curriculum, which details the principles and practice of effective assessment in the PYP
Source: ibo.org

In Kindergarten, we have 4 inquiries that we explore over the course of the year. Students become familiar with the 5 essential elements of IB – Attitudes, Knowledge, Key Concepts, Skills, and Action. We link learning to the learner profile traits as well as the attitudes. Students share their knowledge in different ways, and we as educators capture this knowledge so that we can celebrate and share it.

This week we are starting our summative task for HOW WE EXPRESS OURSELVES. Our central idea is Stories can take on different forms and be told in different ways. A culmination of learning, that begun with a trip to see The Paper Bag Princess on stage, is ending with inviting students to retell the story using the 100 Languages. We came together as a group to discuss the different ways we can retell the story and the different materials we could use. From there, students chose whether to work independently, with a partner, or in a small group. Here are some photos of SK1 learners using the 100 Languages to retell a familiar story.
...
How (And Why) Visual Design Matters In e-Learning

Through our summer readings, we came across a very interesting article on the Edudemic website about creating visually engaging content. It’s fascinating to see the shift in our preference for digesting information, knowing that increasingly we are relying on visual content to ‘tell us the story’.What struck us about this article was the connection to the Gestalt Principles, a psychological approach which values four main ‘laws’ of grouping visual elements; and how they tie in to e-Learning Design.

Edudemic presents the content simply and effectively.
...
Richland Construction in Full Swing
It’s so hard to believe that the year of our expansion construction will soon be coming to a close. Looking around the campus now, every corner is in a state of upheaval; but we know that these are the final stages of the process, and will soon dissolve into our memories.We wanted to share these images with you, so that you too can see what we’re talking about. We’re sorry our students are missing all the incredible machines that have been working on site – they’re quite impressive!

We also wanted to provide you with some internal images, so that you can see the progress being made on the expansion. Here’s what’s been taking place:
- Finishing touches on the drywall
- Painting
- Installation of the lights and ceiling panels
- Tiling of the bathrooms
- Placement of the internal windows
The excitement is building as everyone pulls together to meet our deadline – it really is ‘all go around here’ and we cannot wait to move in and welcome everyone back for September.Until then, enjoy the break and keep following our progress!
...
Celebrating Olympic Ideals through the Arts

The community of Richland Academy was entirely captivated by the school’s holiday concert last evening. Congratulations to all the performers on a truly inspirational celebration of the Olympics. The ideals of excellence, overcoming challenges, and honouring global friendship all shone through. From the impressive Olympic icon murals, to the multi-media lighting of the Olympic Flame, no detail went unnoticed. Students sang, danced, and played instruments with confidence and poise – and the energy they exuded was certainly contagious. Here is a quote from a member of the audience:

“A big thanks to each and every one of you, and the whole Richland Academy family, for the great evening tonight. Performances were simply amazing!

In addition to great performances, the fun-filled atmosphere was the magical touch you guys spread among everyone this evening… A great way to spread the magic of the season to the Richland community.

From our side, we were so proud seeing our son on stage tonight, we had no idea what to expect or how he would perform; he did great… it was amazing seeing him, his fellow classmates, and every other self-confident student perform.

We are very glad and honoured to be part of the Richland family and looking forward for a great 2014 together where we are sure that we will nurture that relationship further…” H.B.

Performances like this happen for a number of reasons. First of all, the Reggio-inspired emergent approach to learning that Richland embraces; secondly, the collaboration and dedication of Faculty and Staff; and lastly, the perseverance and ethic of excellence our students apply.

Congratulations to Ms. Pitt, Richland’s Performing Arts teacher, on such a successful undertaking; and congratulations to the students performing, who left us all feeling full of hope as we look towards the new year ahead.At Richland we share the ideals of the Olympic Spirit celebrated in this performance:

“Building a peaceful and better world in the Olympic Spirit which requires mutual understanding with a spirit of friendship, solidarity and fair play.” ...
“Deep thoughts, Words and Wisdom”

The Grade 5/6 Students have begun a journey in reading and writing poetry! Students have blossomed in their writing, showing creativity and emotion like never before. The students and I have shared in laughter, and even some tears as we brainstormed, drafted, critiqued, wrote and performed our own works of art.

As students were asked to contemplate, “What makes good poetry?”- Heated discussion ensued. Ideas and opinions were shared, debated and layered. Finally, one student pointed out that a theme was emerging; “Really…poetry is a short but powerful piece” that shows “deep thoughts, words and wisdom”. Finally – consensus!

Through this unit, we have been exploring issues around remembrance, peace and conflict, in honour of Remembrance Day. Mature ideas such as nostalgia, loss and death have emerged in their words. Through the course of the study, I have been continually impressed by the lack of inhibitions and their willingness to expose their emotions and ideas around these deep issues.

In the end, our poetry study has become a powerful method of communicating, and bringing our peers together. Poetry is helping us build community! Each week, we look forward to our Poetry Coffeehouse. Where we read and share our poetry. Within out coffeehouses, I have enjoyed watching the students engaged as supportive audience members. The lights and dimmed as each audience member sips tea. We watch, enjoy and appreciate with “snaps”!

We continue to write and reflect! Stay tuned for more news around our “deep thoughts, words and wisdom” on Inquiring Minds or our Twitter @RichlandClass. ...
Richland Student is the Youngest Contributor to the "Create Your Own Peace" Art Show!

Richland Academy Grade 6 student, Ion Curea, is the youngest contributing artist in the “Create Your Own Peace” Art Show! Ion’s original drawing, entitled “Peace and War”, is his interpretation of what a world at peace and a world at war looks like. The drawing was created for the “Create Your Own Peace” Art Show: Imagining, Creating and Inspiring CHANGE; which invites visitors to see PEACE through multi-media art forms from a youth perspective. All donations made at the “Create Your Own Peace” Art Show go directly to the Canadian Red Cross West Africa Partnership Program, in support of Canadian Red Cross’ sister societies of Mali, Sierra Leone and Liberia.

At Richland Academy, all the arts, including visual arts, music, drama and dance; are integrated into the curriculum for all students. The benefit of the arts in education is profound, and develops fundamental skills in children, ranging from creativity to confidence.

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Richland Shines at the Kiwanis Music Festival

Recently, Richland Academy’s Junior Choir competed in the Kiwanis Music Festival, under the guidance of their Performing Arts Teacher, Ms. Pitt. The choir blew the audience away with their musical selections of “True Colours” and “Seasons of Love”, delivered with energy and joy. The expression, soul, and love the choir put into their performance was unmatched. Congratulations to the entire choir.

Here are some things the choir had to say about the experience:

“When we were up there, we owned it! We really let ourselves be like, it’s now or never!” – Andrea

“At Richland, we always step out of the box! When we were singing, we had so much expression and we really enjoyed what we were doing and I think that was the most important part.”- Kayla
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Principal's Message

Sandi Fischer, Head of School

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

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