Grades 5-8 Academic Introduction
Our program for boys in grades 5 through 8 focuses on the preparation of boys to enter high school with the necessary personal and academic skills required for their future success. It provides extensive remediation in the fundamental areas of literacy and mathematical reasoning within a stimulating environment. The courses offered are in accordance with guidelines provided by the Ontario Ministry of Education. Robert Land Academy is an inspected private school and is in receipt of the Ministry Board School Identification Number (BSID). The Academy has been in operation since 1978 and is a registered not-for-profit corporation. Contact us today to learn more about our program.
Focus on Literacy and Numeracy
At Robert Land Academy foundational courses target core areas of literacy and numeracy. Through the identification of actual grade-level performance, diagnostic testing, academic remediation and upgrading, and specific individualized programs, boys can master the academic requirements required for the successful completion of their courses of study.
The overwhelming majority of students diagnosed with Learning Disabilities and behavioural concerns are males. Problems begin in junior school and rather than being addressed are often just pushed forward. The lack of structure and accountability in grades 1-8 creates a recipe for disaster upon entry to high school. All of these issues have been greatly exacerbated by the no-failure policies and guaranteed grade advancing in practice throughout Canada and most of North America.
The Mainstream Educational System Works With Many Students But There Are Strong Indications That It Is Failing To Meet The Needs Of Boys
Motivation and Sucess
For many bright little boys what is taught is uninteresting and the knowledge that they will be advanced regardless of effort provides little or no incentive for hard work. This lack of consequences does not sit well with the male temperament. The stress upon success while eliminating the prospect of failure has set the stage for promoting failure. The majority of boys entering high school are now entering Applied or Locally Developed math courses and as such are streamed from the outset with the result that they are excluded from many post-secondary options. This occurs not because of lack of ability but because of a lack of motivation. Would any intelligent boy put effort into something he feels to be unimportant and uninteresting when he gets nothing for it?
For many boys, the disengagement from school begins in their earliest years and continues throughout high school with devastating results. The disengagement often afflicts boys of above-average intelligence who are quick to assess circumstances in terms of immediate rewards and consequences. Living in the present and being allowed to by virtue of the elimination of accountability actually encourages this disengagement with often disastrous results.