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Niagara Christian Collegiate

2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4

Grades (Gender):
Gr. 6 to Gr. 12 (Coed)
$9,672 to 24,120/year
Main Language:
Avg. Class Size:
Boarding: Varies (Gr. 6 - 12), Homestay: Varies (Gr. 6 - 12)

School Address
2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4



About this school:


Established in 1932, Niagara Christian Collegiate prepares students for life success by shaping character, building intellect, developing leadership skills, and instilling self-discipline. Students grade 6 through to grade 12/University Prep enjoy our beautiful 129-acre campus located on the banks of the Niagara River. NCC Middle School teachers energetically incorporate Project-Based Learning, sparking student engagement across the curriculum, which lays the foundation for solid academic achievement at the Secondary School level. NCC Secondary School students are surrounded by enthusiastic and loving teachers who clearly communicate course content integrating faith, values, and knowledge. The low student-to-teacher ratio allows each student to achieve personal goals and become a life-long learner. Teachers are actively involved in each student's life, giving them personal attention that empowers them to achieve great results in their studies. Our International Study Program (Grade 6-12/University Prep) is expertly designed. A focus on English for Academic Purposes, the acquisition of cultural competence, and an intentionally created nurturing environment, combine to cultivate success in the lives of our international students. — Visit school website



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Our Take: Niagara Christian Collegiate

our takeNiagara Christian Collegiate can be a bit deceiving, at least at first glance. The setting is rural, with the nearest community of size being Niagara Falls to the north. The Niagara Parkway—the route through which NCC is accessed—is a sleepy, scenic drive along the eastern edge of the Niagara peninsula. The campus, for anyone driving by, can seem sympathetically sleepy, a world away from the hustle of urban life. Which, to some extent, it is. What you don’t see—and perhaps what even locals don’t accurately grasp—is the breadth and the diversity of the academic programs as well as the school’s student population. Half are international students, arriving from as close as the US to as far afield as Japan and Tunisia. The curriculum has a similar breadth, and the goal of the school is to deliver a comprehensive, international education through the lens of Christian values. The ideal student is one who is interested in all of that: growing within their faith and gaining a sense of their place in the world alongside peers of a like mind.

School busing:

NCC offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only, door-to-door pickup .

Upcoming Events Next event: June 15, 2018

upcoming events
  • June 15, 2018Middle School Graduation
    Niagara Christian Collegiate, 2619 Niagara Parkway, Fort Erie, Ontario
    Join us Friday, June 15 from 06:00 pm - 08:21 pm

    Parents, family, and friends are welcome to join us in celebration of the graduation our Grade 8 students. We are proud of these fine young men and women! They worked hard this year - and played hard too!

  • June 16, 2018NCC Secondary School Graduation
    Niagara Christian Collegiate, 2619 Niagara Parkway, Fort Erie, Ontario
    Join us Saturday, June 16 from 02:00 pm - 04:00 pm

    Join us in celebration of NCC's 86th Commencement ceremony! We are very proud of our grads as they move on to post-secondary institutions and climb higher toward achieving their academic and life goals.

    Since 1932, Niagara Christian Collegiate's mission has been to educate students with excellence in a family-like environment, equipping them to grow God’s Kingdom, and empowering them to make a difference in the world. We send our students off with great confidence in their ability to succeed in their future studies! We hope you'll join us to give them a very warm send-off!

Principal's Message


Chris Baird, Principal

At Niagara Christian Collegiate (NCC), you will experience a rigorous academic program in an environment that is based on models of community and family. Within this caring environment, our mission is to Educate, Equip, and Empower each student.

Our small class sizes and dedicated staff allow each student to experience success intellectually, emotionally, and spiritually as we provide an exceptional education designed to prepare students for success in University and life.

As a Christian community, we believe that each student is uniquely gifted and our staff seek opportunities within our programs to let these gifts shine while also equipping students with the understanding that each of these gifts can, and should be, used to continue the Christian works of healing and restoration in a hurting and broken world.

Upon departure from NCC, whether here for one year or seven, each student will be empowered with the knowledge that they are able to make a difference in the world, to embrace the role they play in ensuring that our communities, local and global, are better off for them having been a member.

I am excited that you are considering our community as your next school. Feel free to connect with us about coming for a visit so you can meet our passionate staff, experience our beautiful 130 acre campus nestled on the banks of the Niagara River, and meet some of our incredible students.

I look forward to meeting you!

Chris Baird 



Curriculum Traditional

Primary Curriculum: Traditional

What NCC says: As a school community, NCC supports students as they pursue academic growth and achievement in preparation for post secondary education. This preparation begins in our middle school program which offers a unique combination of discovery and inquiry-based learning alongside more traditional approaches in mathematics and language. This combination prepares students exceptionally well to transition into NCC's more traditional secondary school. NCC is focussed on providing our students with every opportunity for success and this success-centric approach is integral to our program. High expectations for learning are placed upon students and this is accompanied by a high level of support by our caring, dedicated, and enthusiastic faculty.

  • Approach:
    Focus Religious-based
    Academic Christian (Non-denominational)

    If you want to learn more about faith-based education, check out our comprehensive guide.
    If you want to learn more about Christian education, check out our comprehensive guide.

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What NCC says: We endeavour to inspire a love for mathematics and to prepare students for university studies in Math.

    • Textbooks and supplementary materials: \"Foundations of Mathematics\"\n\"Functions and Applications\"\n\"Functions\"\n\"Calculus and Vectors\"\n\"Data Management\"\n\"Advanced Functions\"\n

    • Calculator policy: Graphing calculators and technological tools are encouraged and utilized in class.

    Writing Process approach

      The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
      Learn about the different writing approaches  

    • What NCC says: "Education is the key to success for young students. As an educator, we motivate students by ascertaining their educational strengths and abilities and discovering what truly inspires them. We intend to create a stimulating learning environment that encourages a community of learners, while fostering individual confidence in each student in order for all students to reach their full potential. Students learn best when actively engaged in lessons and provided with multiple instructional modalities. When students make connections to past experiences they will not only retain information longer, but they will also master material and become more confident with their own abilities. Anthony Haughton, NCC Middle School Lead Teacher

    Science 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.
      Learn about the different science approaches  

    • Teaching approach: It is the goal of the science department here at NCC to engage every student through inquiry and problem-based learning. There is no better way for a student to become passionate about science than to engage in hands-on trial and error. In our science curriculum, we employ a healthy mix of written problem solving and practical investigations.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

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

    Literature Traditional

      In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
      Learn about the different literature approaches  

    • What NCC says: Literature students are encouraged to engage with texts using active reading and listening strategies and to respond to texts critically and reflectively. Students are taught to use the terminology of various genres to consider how a text's formal features are used to communicate meaning. When communicating in writing, students consider rhetorical situation to write for specific purposes and audiences. Students develop their oral communication and presentation skills through small-group and seminar-style discussions. An important emphasis on critical thinking and analysis means that students learn to trust their own thinking and consider texts from multiple perspectives to develop and defend their arguments.

    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  

    • What NCC says: Our PBL program is a hybrid of all three approaches combined. With a focus on 21st-century learning skills communication, collaboration and critical thinking students engage in authentic learning projects where they take on the roles of historians, geographers, and scientists working to solve real-world problems. Students in our program are challenged to take on leadership roles and creatively present curricular content through authentic learning exercises.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What NCC says: The humanities help us understand others through their languages, histories, and cultures. They foster social justice and equality. And they reveal how people have tried to make moral, spiritual, and intellectual sense of the world. The humanities teach empathy. And finally, the humanities encourage us to think creatively. They teach us to reason about being human and to ask the important questions about our world.

    Foreign Languages Communicative

      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.
      Learn about the different foreign languages approaches  

    • What NCC says: All students can become successful language learners who appreciate the value of learning a second or additional language. Students can use the international language to communicate and interact in a variety of social settings. Students learn to appreciate and acknowledge the interconnectedness and interdependence of foreign languages in the global community. Students will understand the importance of valuing language diversity and of learning another language for personal, professional, and social reasons. All language learners will develop the skills that will enable them to engage in lifelong language learning and cultural exploration for personal growth and for active participation in society.

    • Studying a foreign language is required until:   10
    • Languages Offered: • French • Italian • Spanish • ESL

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What NCC says: At Niagara Christian Collegiate the visual arts and music programs play an integral role on campus. The visual arts program focuses on the refinement of students artistic skills and knowledge in the visual arts. At NCC we try to encourage students to work through the creative process while exploring different media and giving students several creative opportunities. We have our own arts council which has been involved in several competitions, juried art shows, and National Youth Arts Week. The music program focuses on developing well-rounded musicians who can sight-read, improvise and compose. The program offers instruction in winds, brass, percussion, piano and vocal. Annually, we present two showcase concerts and compete in local competitions. Our new facility offers four soundproof practise rooms where students can practise their own music and collaborate with friends.

    Computers and Technology Heavy integration

      A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
      Learn about the different computers and technology approaches  

    • What NCC says: In Computer Science, students are able to explore how computers play a major part in 21st Century life. They begin in Grade 10 with understanding and "building" computers as well as learning the societal impacts of using computers for various activities. Our Grade 11 curriculum focuses on programming Robots while gaining experience programming in "C". The Grade 12 curriculum integrates what they have learned in the past and moves forward to understanding a new programming language, "C#".

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What NCC says: The physical education department at Niagara Christian Collegiate equips you as a student to embrace and articulate a Christian perspective of physical activity and stewardship of the body that enables lifelong service to God. At NCC, physical education is based on the vision that the knowledge and skills students acquire in the program will benefit them throughout their lives and enable them to thrive by helping them develop physical and health literacy. Physical Education allows a student to acknowledge God's amazing creation of the human body and encourages continuous development and a commitment to lead healthy, active lives that glorify God.

    Religious Education We have one or two required religion courses.
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What NCC says: As a Christian school, we value the role and place of God in all that we do. Formally, students at NCC take mandatory Christian Lifestyle Classes in grades 6-10 followed by worldview courses in grades 11 and 12. In grades 6-10, the courses focus on basic knowledge of scripture, with a narrative understanding of scripture as a key goal. In the senior grades, NCC students will engage with aspects of culture that require us to develop and exercise our worldview and apologetic abilities. Students select three topics per year that range from Leadership and Relationships to Media Engagement and Current Events. Our goal is to ensure that each student at NCC has an opportunity to engage with and seek after Truth both in the classroom and in the world.

    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What NCC says: This information is not currently available.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    67 % of Our Kids' schools use a traditional approach for sex and health education


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What NCC says: At NCC, we believe that sexuality is a function of our bodies, minds, and souls. Therefore, for sexuality to be taught correctly, it must be taught within the context of a Biblically holistic approach. Our teachings are developmentally appropriate and addressed with sensitivity and respect for individual differences. NCC equips students with the knowledge to make sound decisions about matters affecting their health and well-being with Christ-centric teachings.

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    Flexible pacing:

    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 NCC says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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”.

    What NCC says: NCC's rigorous academic program is designed to prepare students for success at the post-secondary level. Each year, graduates of our program are not only admitted into competitive university programs but are highly successful within them. While our culture is one of rigour, it is also marked by personal care and attention as each student is supported by faculty to achieve at the highest level possible. Our goal is to ensure that NCC students achieve high standards while cultivating a life-long love of learning and intellectual exploration.

    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What NCC says: NCC seeks to develop young men and women who are prepared to excel academically, equipped to live a life of service to others, and empowered with the knowledge and skills to make a difference in the world.

    Special Needs Support Resource Assistance

    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.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What NCC says: NCC is committed to providing an exceptional educational experience to any student regardless of his or her unique circumstances and abilities. The school has a staffed resource department able to offer a full package of accommodations and modifications to a very select number of students per school year. To determine our ability to support your child, please contact our Enrollment office.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy

    Gifted Learner Support In-class adaptations

    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:
    Practice = 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 NCC says: This information is not currently available.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Niagara Christian Collegiate students perform an average of >2 hours of homework per night.

    Nightly Homework
    NCC 45 mins60 mins90 mins90 mins120 mins120 mins160 mins
    Site Average40 mins53 mins57 mins69 mins80 mins95 mins108 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades6 to 12
    Parent-teacher meetings6 to 12

    Class Sizes Not available

    This information is not currently available.


    What NCC says:
    • Trip to Europe which includes the 100th Anniversary of the Battle of Vimy Ridge
    • Senior Boys Basketball SOSSA championship
    • Two gold medals won in swimming at SOSSA championships
    • Women's basketball undefeated during the season. Captured the league and playoff championships.
    • Boys volleyball won the league and playoff championships.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Downhill skiing
      Ice Skating
    • Clubs Offered
      Art Club
      Community Service
      Drama Club
      Foreign Language Club
      Musical theatre/Opera
      Outdoor Education
      Poetry/Literature club
      Robotics club
      Student Council

    Tuition & Financial Aid


    Day Day (Domestic) Day (International)
    Day (Domestic)$16,120
    Day (International)$24,120
    What NCC says: Please contact NCC's enrollment department for further details regarding International Tuition pricing. Please note that Home Stay or Boarding students will pay an additional residential fee of $15,650 which includes all meals, room, and board. Email us at: [email protected]


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students25%
    3rd child (sibling)all students40%
    4th child (sibling)all students50%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    Niagara Christian Collegiate
    Amount: $1,500
    Deadline: Rolling
    Eligibility Details: Students grade 9 to 12—

    NCC awards over $90,000 in scholarships each year to its current and prospective students. The following scholarships are available:

    1. Athletic Scholarship
    2. Academic Merit Scholarship 
    3. Arts and Music Scholarship
    4. Community Service Scholarship

    For more information, please contact the Enrollment Department directly at [email protected] 

    For more details, visit: niagaracc.com/admissions/financial-aid/


    Total enrollment Varies
    Average enrollment per gradeVaries
    Average class size17
    Gender (grades)Gr. 6 to Gr. 12 (Coed)
    Boarding offered Gr. 6 - 12
    % in boarding (total enrollment)N/A
    % in boarding (grade-eligible)75%

    If you want to learn more about boarding schools, check out our comprehensive guide.

    Student distribution:

    Boarding Enrollment17295763
    Homestay Enrollment15



    Admissions Assessments:

    Assessment = requiredGrades
    Interview6 - 12
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay6 - 12
    Application Fee 

    Application Deadlines:

    Boarding students:

    Homestay students:

    What NCC says:

    International Students

    1. Required for Admission:
      • Completed Application Form
      • Copy of Current Passport
      • Recent School Reports (current year and previous two years)
      • 1-2 page Essay of Self-Introduction (family, interests, future goals)
    2. Email all documents to [email protected] or apply online 
    3. Possible Additional Requirements:
      • English Placement Test
      • Results of external examinations, e.g., TOEFL, SSAT, IELTS, General Certficate of Education

    Canadian Students

    1. Required for Admission:
      • Completed Application Form
      • Completed Admissions Recommendation Form
      • Recent School Reports (current year and previous two years)
      • 1-2 page Essay of Self-Introduction (family, interests, future goals)
    2. Email all documents to [email protected] or apply online 
    3. Possible additional information upon request


    Acceptance Rate:


    Type of student Niagara Christian Collegiate is looking for: NCC is looking for: - motivated students who have a desire to succeed in the classroom - students who are interested in experiencing the richness of cultural diversity that our campus offers - athletes, artists, and musicians who want to develop and showcase their talents

    Day Boarding Homestay

    Student Entry Points

    Student Type6789101112
    Day Acceptance
    (Acceptance rate)
    Boarding Acceptance
    (Acceptance rate)
    0 (85%)0 (85%)0 (85%)0 (85%)0 (85%)0 (85%)0 (85%)
    Homestay Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size66
    *Canadian "Big 6" placements18
    **Ivy+ placements1

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students are admitted to (last 4 years): Canada: University of Alberta University of Calgary Simon Fraser University University of Victoria McGIll University University of Guelph Redeemer University United States: Baylor Duke University Georgia Tech MIT University of Pennsylvania University of Pittsburgh Liberty University Washington State University University of Connecticut University of Massachusetts Niagara University New York University Virginia Tech University of South Florida Canisius College Daemen College International: CUHK HKUST University of Hong Kong University of Warwick (U.K.) Bradford University (U.K.) University of Birmingham (U.K.) King’s College London (U.K.) University of Melbourne (Australia)
    Schools our students attend (last 4 years): University of Toronto University of Waterloo McMaster University University of Ottawa Western University UBC Carlton University Brock University Ryerson University York University Penn State UOIT

    What Niagara Christian Collegiate says:

  • Anjola (Nigeria) was this year’s proficiency award winner for grade 12. In his first year coming from Nigeria, his overall average for the year was 93.5%. Anjola has chosen to attend the University of Pittsburg to study biological sciences in the pre-med program. He was also accepted to science faculties at the University of Toronto, McMaster University, UBC, Georgia Tech, Penn State, Baylor University, University of Massachusetts, and the University of Connecticut.
  • Jocelyn (HK) has been one of our most significant contributors to our arts program for the three years she has attended NCC. This year she received the Fort Erie Arts Council award for her creative spirit and for valuing both community and personal growth in the arts. Jocelyn will be moving on to study Architecture at the University of Waterloo.
  • Ivy (Canada) has attended NCC since Senior Kindergarten! This year, Ivy interviewed along with 10 other Fort Erie students and was one of the winners of the E.J. Freeland scholarship valued at $18,000 recognizing involvement and care and commitment to our local community. Ivy will be moving on to study History at Brock University.
  • 100% of NCC graduates were given offers to post-secondary institutions
  • 93% of our 2016 graduates are moving on to Canadian Institutions
  • 53% of NCC graduates received offers to study at the University of Toronto

  • Notable Alumni

    Alumnus Graduation Year Accomplishment
    Dr. Wendy Wilmore 1993 Dr. Wendy Willmore works as a full-time surgeon, co-director, and faculty member of a surgical residency program in Tanzania.
    Dr. Mark Charlton 1967 Former Academic Vice President of St. Mary's University, Calgary. Authored several books in the political science field. An expert on Canadian food aid to developing countries.
    Dr. Ronald  Sider 1953 Dr. Sider is the Distinguished Professor of Theology, Holistic Ministry and Public Policy at Palmer Theological Seminary in Philadelphia. A theologian, social activist, and founder of Evangelicals for Social Action.
    Dr. E. Morris Sider 1940 Professor Emeritus, Messiah College, Grantham, Pennsylvania. Authored or edited over thirty books. From 1978-2012, he served as editor of the journal Brethren in Christ History and Life.
    Dr. Henry Regier 1948 Member of the Order of Canada A steward of the environment, Dr. Henry Regier has contributed to the protection and restoration of the Great Lakes. Professor emeritus, University of Toronto.

    Alumni Highlights

    • Homecoming Fall Fest, September 29-30, 2017
    • Homecoming Spring Banquet, Saturday, April 28, 2018

    Stories & Testimonials


    Alumni Update - Jodie Lovegrove



    NCC students hail from around the globe. The rich cultural experience that we offer to our students and from which our entire NCC community benefits, emerges from this colourful mosaic of people.

    Faculty and staff purpose to create a family-like atmosphere on campus - an ideal greenhouse for student success. The entire NCC community actively participates in the discovery of the unique cultural diversities that make up our school family. We celebrate International Days, where faculty, staff, and students showcase facets of their own cultures. We enjoy food from around the world that students prepare and proudly present to us during these special events. Demonstrating oral and written language skills and playing a variety of games from various countries are just a few activities that we enjoy. Our school is richer for this diversity, and we are all so grateful that we have the gift of welcoming and embracing students from around the world.

    In this article, we are proud to present one of our indigenous Canadian alumni, Jodie Lovegrove. This young woman embodies the courage and resilience and resurgence of her heritage as a proud family member of the Mississaugas of the New Credit First Nations. The Mississaugas are part of the Ojibway (Anishinabe) Nation, one of the largest Aboriginal Nations in North America.

    In sharing her journey with us, Jodie’s desire is to highlight her discoveries of the fascinating culture of her native people, and to promote respect for and recognition of indigenous peoples across Canada - and around the world.


    Jodie’s mother, Wendy Lovegrove, is the Director of Food and Custodial Services at NCC. Shortly after Wendy began working at the school, she persuaded Jodie to give the school a try. Jodie loved her student years at NCC, beginning in grade 11, through to completing her Ontario Academic Credit program in 2003. (Now obsolete, the Ontario Academic Credit program was an extra year of university preparation).

    “The switch to a private Christian school was a big change for me. The teachers actually had time for me which was important in my final years of high school. My studies were much more of a challenge. I really had to apply myself in order to get good grades. When I was in the public school it wasn’t all that challenging for me - and I do like a challenge. It makes life more interesting.”

    Jodie loved the multicultural community at NCC. “…it was great to be exposed to so many different nationalities and meet friends from all over the world - a very neat experience as a high school student at NCC.”

    Jodie’s goal was to work with underprivileged children and youth. Former NCC guidance counsellor Lynda Kirk encouraged her, directing Jodie toward post-secondary studies in the Child and Youth Worker program at Niagara College.


    Following college graduation, Jodie worked with disadvantaged youth in a group home setting with over twenty very troubled young people in her care. Most of them had severe behavioural issues. Working there was incredibly challenging, but also very rewarding once Jodie broke through the barriers to reach them.

    “All they needed was support and love. They wanted to know that somebody really cared about them and showed interest in them succeeding in the future. As much as they didn’t want to be told what to do, they really thrived once they had boundaries, stability, and rules, and knew what to expect from day to day. That was a really neat thing to see.”

    Ready for another challenge, Jodie moved on to work for the Canadian Deaf Blind Association.

    “I started working with a gentleman who was deaf/blind. (For purposes of confidentiality, we’ll call him David). David couldn’t walk; he couldn’t talk. He had cerebral palsy. At first, I really had no idea how to communicate or interact with him. It didn’t take long however, and we became best buddies. The relationship that we built together absolutely blew my mind. I had no idea it was even possible. Once I was able to break through and become a part of his world, that’s when we really connected.”

    David and Jodie used hand-over-hand sign language - a tactile method of communication.

    “I would put his hands on top of mine. He could feel the signs I was making. I spoke to him at the same time I was signing, so that he could feel the vibrations of my voice. He knew I was speaking to him and he soon knew my voice. He always kept me laughing. He has a huge personality; he’s an amazing person. He taught me so much.”

    After three years, Jodie stepped back from the demands of personal support work, and caring for David on a full-time basis came to an end. Jodie continues to visit David and they enjoy a great friendship to this day.

    In 2013, Jodie embarked on a brand new career path in the construction industry. She learned to tackle all aspects of building in both residential and commercial fields. Today, she co-owns JK Construction along with business partner Kevin Robins.


    In addition to running a busy construction business, Jodie recently embarked on an exciting cultural adventure. She is unearthing secrets to mysteries that have puzzled her since she was a child.

    In the past, there weren’t many opportunities to learn about her own native culture in school - or even at home. Her struggle is common to so many of Canada’s First Nations people. She understood that, for the first seven years of her life, her mother had lived on the reservation belonging to the Mississaugas of the New Credit First Nations (MNCFN).

    “I knew that I had that native heritage. I always knew deep down inside of me that it was something to be proud of, that there was something sacred there - that it meant more than what I knew. My immediate family didn’t talk about it. Our history and traditions were never passed on to me. As a child, I thought it was something we just don’t talk about. I didn’t know where to go, or who to talk to. I didn’t have connections to the elders or anyone on the reservation to learn about those things.

    “I really didn’t know who I was. I was torn between these two worlds of my native culture and the mainstream society that I was raised in. I wasn’t taught the truth of who I was, or where I came from, or what my ancestors have gone through. I learned bits and pieces from a mainstream society’s perspective - not from a native perspective."


    Jodie’s longing to learn about her Mississauga culture recently found a remarkable outlet. Jodie’s uncle, Kelly Sault, was hired as a Field Liaison Representative (FLR) for the MNCFN. As archaeological and environmental assessment monitors, FLRs attend sites of proposed new developments on traditional Mississauga territory as part of the “Duty to Consult” agreement between the MNCFN and the government. Working alongside archaeologists, FLRs assist in determining the impact of future development on ancestral Mississauga lands.

    Jodie was fascinated by the artifacts found on excavation sites that Sault was involved with. He suggested Jodie apply for an FLR position. When the MNCFN’s Department of Consultation and Accommodation hired her, Jodie was elated.

    “Oh my gosh, finally! This is it. I have to try this out because this is what I’ve been looking for my whole life. This is going to connect me to my roots. I jumped in. It’s been fantastic."


    “It’s a big area where our ancestors traditionally lived. We’re on location to help determine whether there is a native site there and if any further work has to be done. We’re there to assist and to make sure that our heritage is being recovered in a respectful way.

    “I finally began to learn about my roots. About how my ancestors lived. I’m able to see things coming out of the ground…the tools that they used, where they cooked, and how they cooked, and what they cooked. I see the floor that they walked on. I get to see it with my own eyes, I get to feel it with my own hands, I get to be right there and experience it.

    “When the past is getting uncovered and rediscovered, it’s such an amazing thing to see. It’s a huge blessing to be able to recover things left behind by my ancestors. I’m learning how the earth provided all of their needs. They lived off of the land. They were self-sufficient and family oriented. They lived together, they worked together. When one suffered, they all suffered. When one succeeded, they all succeeded. It was such a tight-knit community and family meant so much.

    "I’ve learned about traditional medicines. The Mississauga people knew that every plant on the earth serves a purpose. It can be used for so many different things to bring us health. Everything was used for something.

    “One thing that I’ve learned about our people - the Ojibway - is that we were a very clean people. Every time we moved from place to place, we took everything with us. It makes it more difficult to find stuff that was left behind because we always took it with us. We didn’t leave a mess behind us.

    “It’s really exciting to see these things - it makes it so real. Stone tools that we found, and pottery, and pots, and post moulds from long houses where they lived. Seeing where their houses were, the floor that they walked on and lived on. Being able to touch and see where they lived and walked every day - it’s connecting me to my past in such a real way. It’s not just hearing these stories and imagining it - I’m actually seeing it in real life right in front of my eyes. It’s a really, really neat experience!”

    Jodie now works with other First Nations people who have grown up on reservations.

    “I’m finally getting people in my life who are able to tell me stories and pass on traditions. I’m learning a lot - every day is a new adventure, not only with what I’m seeing but what I’m hearing, and the people I’m around - it’s really fantastic!"

    The process of archaeological discovery is healing medicine for Jodie Lovegrove. She is unearthing and celebrating the truth behind the unique cultural heritage of her Anishinabe Nation.

    “I’m sure there will come a day when there will be a major exciting archaeological discovery, but right now this is my exciting discovery and learning about who I am, and my past, and how my ancestors lived.”

    Jodie Lovegrove’s hard hat carries the logo of the Mississaugas of the New Credit First Nations. She wears it proudly. As she should.

    Want to learn more about the Mississaugas of the New Credit First Nations? A great place to start is on their website: https://www.mncfn.ca.

    Or take part in the next MNCFN summer Pow Wow, or the annual MNCFN Historical Gathering - two incredible cultural events. Or read the biography of one of my favourite Ojibway chiefs, the Reverend Peter Jones (known in Ojibwa as Kahkewaquonaby).


    Signing In


    Josiah is not your typical NCC student - and neither is Natsuki. Natsuki’s resource teacher, Michele Barlow, could never have imagined how great it was going to be for the paths of these two students to cross!

    When he was a child, Josiah’s family often moved, and he had to change schools a number of times. Upon entering a new classroom for the first time, he saw some people with special needs and some who were deaf. To Josiah, it looked like they were “...throwing their hands around.”

    When asked what they were doing, they responded, “It’s sign language - you talk with your hands.”

    Josiah was hooked immediately. He stayed in during recesses to learn more. He quickly progressed in his efforts to learn American Sign Language (ASL). Unfortunately, Josiah’s family had to move once again, and the next school he attended didn’t have ASL.

    “I still really felt a connection to it, so I started buying books about sign language and watching videos - anything I could do.”

    Then, Josiah met a deaf person at his church who became a close family friend. Together, they attended events like “Deaf Fest” and she shared about the history and importance of sign language. With her help, Josiah was becoming fluent in ASL.

    Little did Josiah know that yet another switch in schools would give him an even greater opportunity to communicate in ASL. Josiah’s sister had attended NCC, and convinced him that this would be a great school for him. He decided to give it a try.

    “I visited the school, and I felt like something was calling me here. I know I made the right decision.”

    When the new 2017-18 school year began in September, a fellow student told Josiah that there was a deaf student at NCC.

    “My mouth dropped! I was excited because I heard that she was in my art class.”

    Excited, Josiah flew to the art room, swung open the door. Mrs. Barlow was introducing Natsuki to Mrs. Blue at that moment. Josiah ran up and tapped Natsuki on the shoulder. She turned around and Josiah signed to Natsuki: “You’re deaf - that’s amazing!”

    “And that was my first mistake! You don’t say that! She started laughing, and I started laughing. I was so sorry because I said that out loud - and in sign language!”

    Natsuki signed back to Josiah, “Yes, I know a little sign language.”

    Josiah was thrilled. “I was so happy because there’s someone here that I can actually talk to in sign language.”

    Resource teacher Michele Barlow supports students who have learning challenges. To the best of her knowledge, NCC had never enrolled a deaf student before. She wondered if the team at NCC could effectively accommodate Natsuki’s needs and help her to succeed in her studies. Everyone could see that Natsuki was an incredibly intelligent and highly motivated young lady, so faculty and staff decided to go for it.

    Mrs. Barlow knew that it would be a big learning curve for Natsuki and the entire NCC community. She talked about the challenges that Natuski faces in moving forward.

    “Natsuki fits in really nicely here. She came to us as a low-level English student. We put her in ESLAO, she’s progressed to level ESLBO and is flying through it - above 80%, so doing really well as an English learner. Her challenge is to continue learning English, but at the same time, she needs to learn American Sign Language. Natsuki has a little bit of Japanese sign language behind her, but she needs to have ASL in order to progress into university. So it’ll have to be a balance for her - learning English and ASL at the same time.”

    Mrs. Barlow is not only learning ASL to help support Natsuki, but is also is reaching out to find programs in the local deaf community that Natsuki can participate in.

    “That immersion is important for Natsuki. As much as a hearing person can communicate with ASL, it isn’t the same as a deaf person communicating with her in ASL.”

    Mrs. Barlow addressed some challenges the faculty face. “It’s the little things…like when you teach, and turn around and write on the blackboard…you have to remember that Natsuki is not hearing any of that. It’s a constant retraining of some habits. A lot of tricky little things that go into it - but nothing that can’t be taken on.

    “Natsuki has had a wonderful semester. We gave her some really good classes…art, math, ESLBO - she’s excelling. She has a spare class with myself, so that works out really well. Next semester is going to be the tricky one. It’s going to be the hard stuff: science, and civics, history, but she’ll still have that resource period with myself and we’re hoping to give her that spare class for the rest of her schooling here. It’s a great piece of support for her.

    “She is very well liked. In fact, we have a Sign Language Club. It was Natsuki who pushed for it, advocated for it - who got one of our biggest turnouts of all the clubs on campus. We have Club every week. A lady from the community who is deaf comes in and works on conversation pieces with us. Natsuki was the big drive for it. All of the kids like her.”

    Josiah has been instrumental in teaching Natsuki the ABC’s and other ASL basics. He is very impressed with Natsuki.

    “She’s super, super smart! It’s incredible how smart she is! In math class, she has over a 95% average - that’s crazy! I couldn’t imagine coming from a different country, being deaf, learning English, and sign language, and learning to read lips too - and succeeding! That’s what she’s doing - and that’s amazing! When we see each other from across the dorms, we can sign to each other and she understands what I’m saying. I understand what she’s saying. It’s really great!”

    He describes Natsuki as brave, always happy and smiling, and has a positive attitude all of the time.

    “She’s bright and bubbly and always trying to make someone’s day. Even though she’s deaf, it doesn’t hold her down and doesn’t let that define who she is. She’s her own person and that’s what makes her special.”

    In addition to ASL, Natsuki wants to be able to speak English. Along with Mrs. Barlow, Josiah helps Natsuki with word pronunciation.

    “In class I help interpret things while mouthing it, so she can see the signs, and then look at my lips to see which ones match. When she’s really struggling with a word, she puts her hand on my throat, and her other hand near my mouth. She feels the vibrations in my throat, and feels the air on her hand. She tries to imitate that herself and she then gets the word. That is INSANE! I don’t think I could do that. She has lots of ways of communicating - and she’s succeeding here - and it’s amazing!”

    When Natsuki was hired to do some casual work back in Japan, everyone around her told her she couldn’t do it because of her deafness. Natsuki wants to help the deaf community break down these perceptions and give people hope. She wants to encourage people who think they can’t accomplish much because they’re deaf.

    “Deaf people are sad. They think that they can’t do anything.”

    Natsuki makes sure that she stays positive and is always smiling. She wants the deaf community to know that you don’t have to be sad. You can be deaf and happy at the same time.

    “It’s my first time coming to another country to study. I want to show deaf people that they too can do it. I’m learning a different language. And I’m deaf, and it’s really hard, and I’m reading lips from a language that I don’t even know. So, if you’re deaf - you can do it!”

    Mrs. Barlow is amazed at how Natsuki’s needs were met providentially in bringing Natsuki and Josiah together at NCC.

    “Josiah is especially helpful when it comes to life in dorm after school. He is a key piece in Natsuki’s immersion into the NCC community. It’s so important to get her into the community more, experiencing day-to-day conversation. That’s our goal; we want to immerse her in it.”

    Mrs. Barlow is very proud of Natsuki. “She self-advocates, she has great work habits, she studies, she’s self-motivated. If she didn’t have those components, it might not have worked. You have to be self-driven. You have to be self-motivated to get where she’s at. She can do whatever she wants. I think she has some big challenges ahead of her, but so far, she’s proven that whatever she wants to do, she can certainly do it.”

    During this interview, Mrs. Barlow pointed to Josiah as he signed our conversation to Natsuki. “This is amazing! she said. “It’s awesome.”

    Natsuki and Josiah are an inspiration to everyone at the school. They light up our campus!

    Signing out...


    Alumni Update

    Certain events cross our paths that test our steel, forge our character, and challenge the outer limits of our faith. Such are the storms of life. None of us are exempt, nor are we immune to the varying degrees of ferocity they impose. And, if we choose to believe Him and embrace the challenge, God will use these events to bring about good.

    One such storm changed the course of Lashonda Powell’s life - literally, forcefully, and dramatically. It also served to strengthen the resolve and determination of this young lady to rise to the game-changing challenges it brought to her life. She chose to believe.

    Lashonda had just enrolled in her very first year of high school and was settling in for the exciting months ahead following her summer break. She was looking forward to being with her friends and classmates at the Triple C School located on the Caribbean island of Grand Cayman - the largest of the three islands which make up the Caymans. 

    Classes began in late August, but there was a looming threat on the horizon which dampened the excitement of the new school year. A tropical storm had been brewing in the Atlantic. This was nothing new as classes always begin in the middle of hurricane season in the Caymans. On September 5, 2004, however, this menacing tempest gathered strength, and quickly graduated to a very strong hurricane status.

    From September 11-13, Hurricane Ivan peaked in intensity and unleashed its fury on Grand Cayman, leaving little mercy in its wake. Winds of 150 mph and gusts of up to 220 mph tore through the island causing severe, widespread destruction. Damages totalled over $2 billion. Tragically, two people on the island were killed.

    The roof of Lashonda’s home was completely torn off. The house filled with water flooding in from the 16 metre storm surge that swept the island. Lashonda and her family were able to move in with relatives on the other side of the island who had thankfully escaped Ivan’s rage.

    Despite stringent building codes in place to ensure the ability to withstand major hurricanes, the majority of buildings on Grand Cayman were either destroyed, uninhabitable, or severely damaged. Many families were left homeless. Some had to leave the island, not being able to return for months. Most residents went without electricity, water, and sewer services for several months following the storm.

    Lashonda’s school, Triple C - the very first private school on the island and the very first to offer secondary school education on Grand Cayman - was completely destroyed. Lashonda faced an uncertain future, but the Powells rallied together. Education is high on the family’s priority list, and no storm great or small was going to impede Lashonda’s first year of high school.

    “Family means the world to me. They keep me grounded. We’re very close. They’re a place where I can find peace in a world of chaos,” Lashonda shared during our interview.

    With her family’s guidance and support, Lashonda made some crucial decisions in the wake of Ivan’s devastation. Her mother consulted Pam Douglas, a friend from church, who had recently sent her children - Sean and Sabrina - to Canada to attend Niagara Christian Collegiate. 

    Two weeks prior to the storm, Lashonda began high school with her Caymanian friends on the island. Two weeks after the storm, Lashonda settled into her classes at NCC, in Canada - away from home, away from family and friends, and immersed in a very different culture and environment.

     “It was a very difficult decision for me, but it turned out to be one of the best decisions I’ve ever made”, Lashonda said during our chat via Skype.

    Challenges like Hurricane Ivan made Lashonda “...more open to the opportunities that life presents. It strengthens your relationships with family members and with God. It allowed me to trust in the decisions I make. It makes you stronger.”

    Even among a sea of diverse people, she identified the warm hospitality and friendliness as characteristics which are unique to Canadian culture. Everyone at NCC helped her to feel very welcome in this very different environment. Having the Douglas siblings at the school also helped make the transition a lot easier for her. NCC faculty, staff, and students soon became Lashonda’s second family - her home away from home.

    “Going to NCC really changed my life, exposing me to living in a different culture and living with people from a variety of cultures.” Lashonda was very glad that she could easily assimilate into the unique global community on NCC’s campus. She especially enjoyed the times on residence getting to know students from around the globe. “I’m still in contact with one of my roommates, Mariana Luna, with whom I’m very close and with Christine Raveenthran, who attends medical school in the Caribbean. You build lifelong friendships at NCC.” 

    Lashonda attended NCC for grades 9, 10 and 12. For grade 11, she travelled home to Grand Cayman after missing her friends and family. Following the hurricane, she had not been able to re-connect with her friends and felt that this was important to do. She then returned to NCC for her grade 12 year. 

    NCC’s high academic standards helped prepare Lashonda for the rigors of university. “I was able to apply the techniques I learned at NCC to my studies at university. NCC prepared me a lot.”

    After graduating from NCC, Lashonda attended the University of Toronto, carrying a double major in Psychology and Political Science along with a minor in English Literature. She graduated with an Honours Bachelor of Science degree, and is currently enrolled at the Truman Bodden Law School, where she is pursuing an Honours Bachelor of Laws degree from the University of Liverpool. 

    In the midst of the demands of law school, Lashonda also wanted to serve her Grand Cayman island community. She chose to enroll in the Duke of Edinburgh Award Program. This is an exciting self-development program available to young people ages 14-24, equipping them with life skills to make a difference to themselves, their communities, and the world. This proved to be a perfect fit to fulfill Lashonda’s desire for community service and to practice her leadership skills. 

    For her efforts in this international youth leadership initiative, Lashonda was recently presented a gold award certificate by the Their Royal Highnesses, Prince Edward, The Earl of Wessex, and Sophie, Countess of Wessex.

    At the time of this interview, Lashonda was in the middle of her law exams. Graduation took place in August 2016. She went on to complete a legal practice course at the University of Sheffield in England, a requirement in the British system upon completion of a law degree.

    Lashonda Powell has passed more than a few tough tests both in and out of school. At a young age, she was forced to make the tough decision to leave home. In doing so, she found a welcoming home away from home on the campus of NCC. 

    Lashonda will soon fulfill her dream of practicing law on the beautiful island of Grand Cayman. There’s no storm that can stop this Cayman Island girl!

    We also received news of yet another of Lashonda's accomplishments!

    Ogier announces 2016 scholarship recipient in the Cayman Islands News - 17/08/2016

    "Ogier is pleased to announce that Lashonda Powell is the recipient of this year’s scholarship opportunity. The firm reviewed a large number of qualified applicants for the scholarship this year and had the difficult task of narrowing the impressive field down to just a few for the short-list. All short-listed applicants were offered internships at the firm over the summer as part of the application process. During her internship, Lashonda stood out as the most talented and promising." 




    5 Generations at NCC

      NCC holds a long-standing place of honour in Trish Sutherland’s family. Five generations of her clan have embraced the vision of Christian education at NCC. Trish continues this tradition in her role, not only as an alumnus, but also as a teacher at the school. 

    The family legacy began with Trish’s great-grandfather. John Nigh, a pastor in the Brethren in Christ church, offered the BIC Canada Joint Council the opportunity to hold their newly-formed Ontario Bible School at his church in Springvale, Ontario in 1932.  

    With a keen eye on the school’s future, Reverend Nigh was one of the three men who met with John C. Montana to negotiate the purchase of the defunct Canada Biltmore Club. Securing this beautiful property along the Niagara River in 1938 ensured the successful expansion of the growing school. A strong advocate of biblical truth incorporated into education, Nigh enthusiastically supported the work at NCC until his death in 1951. 

    Trish’s grandparents, Roy Nigh and Alma Nigh (nee French), were among a small group of eager students to enroll in the early years of the school. They returned to NCC years later, working on staff from 1968-1972. Alma served as cook and Girls’ Residence Dean, and Roy worked in maintenance. Roy and Alma were well-loved by the staff and students. Seven of their eight children attended NCC as students. Trish’s mom, Helen Nigh Ellis, was one of them.

    Helen attended NCC for three years and graduated in 1956. She has fond memories of her student days. She especially appreciates the friends that she made and has kept to this day. 

    Following in her family’s footsteps, Trish attended NCC and graduated in June 1990. “I have so many good memories of NCC. I lived on dorm five days a week, so it was really home to me. It was fun going to the snack bar after study hall, hanging out in the gym, and being involved in drama productions.”

    Trish returned to NCC in September 2006 as a supply teacher. That was the same year that her boys, Scott and Michael, started attending the elementary school on campus. 

    Now in her 11th year of teaching at NCC, Trish tackles courses like civics and careers, science, and biology. Over the years, she’s also taught phys-ed, kinesiology and math, and filled in for various middle school, music, and ESL classes. Trish is also the Academic Coordinator for the July summer school program. 

    She has helped coach girls’ softball, drove for the senior boys’ basketball team as they travelled to OFSAA in the Sault, hosted students in her home, and chaperoned the adventure-filled canoe trips. When she’s not busy at school, you’ll find her with family, friends, students, or colleagues, hiking for miles along Ontario’s beautiful Bruce Trail.

    Trish appreciates the many opportunities to talk about her faith with students, and to work with colleagues who hold beliefs similar to her own. NCC is “...like home to me because of all the years I have spent on campus as a student and faculty member. I love the beauty of the location. I never get tired of seeing the Niagara River on my drive into work. It is always interesting telling my students about when I was a student here.”

    In June 2015, Trish’s son Scott presented his valedictorian address, graduating at the top of his class. Michael will graduate in June of this year. Both boys appreciated the smaller class sizes, their Christian teachers, and  the unique opportunity to make friends with students from around the world. Scott is currently studying engineering at the University of Alberta. Michael’s goal is to study forensic psychology and is currently considering offers from various universities.

    “I am excited to have the tradition continuing at NCC. I am so glad that my boys were able to attend and hope that some day perhaps even their children can attend!”

    Trish’s family exemplifies the school’s commitment to creating a family-like atmosphere on our campus - quite literally!



    In the News


    May 10, 2018 - Signing In

    Josiah is not your typical NCC student... ...

    March 14, 2017 - Niagara Christian Collegiate GRADUATE REPORT

    We're so proud of our NCC students! ...


    • The Association of Christian Schools International (ACSI) Associations
    • The Ontario Federation of Independent Schools (OFIS) Associations

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