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STEAM Program 316
STEAM Program

Grade 9 STEAM @ RHHS2023/2024 School Year

(click the link for important information on STEAM and the application process)

Important Dates:
January 9:   STEAM application open
January 24: @6:30pm: STEAM Challenge at RHHS
January 27: Teacher recommendations due
Early February: Email notifcation of selected to the STEAM OR waitlist status students sent
Mid-February:  DEADLINE - Students- Acceptable signed/returned to main office at RHHS. 
Deadline date will be in the acceptance email.



Grade 10 STEAM @ RHHS2023/2024 School Year

(click the link for important information on STEAM

and the application process)


Grade 10 STEAM.pdfGrade 10 STEAM.pdf

Important Dates:

January  9: STEAM application open

February 15: STEAM application and Teacher recommendations due

February 24: Email notification of selected to the STEAM OR  waitlist status students sent




The STEAM program was developed by Richmond Hill High School teachers to integrate and collaborate between disciplines including Science, Math, Computers, Arts, and Technology.  After recognizing the commonality within our curriculums and goal of shaping 21st century learners, we developed a program that provides students with hands-on opportunities, real-life challenges, and project based learning that incorporates training and skills students utilize beyond the boundary of the classroom walls. 

Since its beginning, The RHHS STEAM program has evolved and has been shaped by the different teachers instructing the program.  The current model for grade 9 STEAM is the integration of math and science curriculums, and promotion of technology and design skills to provide a well-rounded experience.  In grade 10, students focus on entrepreneurship and computer science as they develop marketing and digital skills as they develop an app.  

Entry into the STEAM program for both Grade 9 and 10 students is through an application process. 


This program allows students to experience a more real-world environment where a wide array of skills and broad knowledge are used. This is in contrast to teaching subject areas in isolation where it might be more difficult for students to see the interconnectedness of what they are learning.

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