7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
5,430.9 km
5,692.4 km
1944
1995
125
520
5 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English, French
Science and technology
Academic
Traditional
Traditional
12 to 18
18 to 22
Learning
In-class adaptations
$13,000 to $16,000
$22,300 to $25,000
No
No
0%
0%
None
None
$0
$0
16
33
0%
0%
100%
85%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Dec 15, 2025
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 12
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportNot all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
View full reportinformation not available
"Lycée Français de Toronto offers a great quality of education with an amazing French method."
Eve Vanhoutte - Student (Mar 18, 2025)
This school offers a great quality of education with an amazing French method. It pushes its student... View full review
"The Lycée teaches kids how to write properly, think analytically, and so much more."
Melodie Plaxton - Student (Mar 18, 2025)
I love the Lychee Francais de Toronto, although I think it has its flaws. When I first arrived at th... View full review
"I think Lycée Français is the best French school in Toronto, and I'm so grateful to be here."
Francisca Morales - Student (Mar 25, 2025)
When I first arrived at this school, I was really scared because I thought I was going to be critici... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"The Lycée Français de Toronto is a bilingual and bicultural school offering the internationally recognized French curriculum from Preschool to Grade 12. No prior French is required in Preschool or Kindergarten. Through daily learning in French and English, individualized attention, and research-informed teaching practices, students develop strong academic foundations, bilingual fluency, and the confidence to thrive in an international world. Graduates earn the French Baccalauréat, the only program of its kind in Toronto, opening doors to leading universities in Canada and around the globe."
"We are a family oriented School. Small classes, individual attention."
"At the Lycée Français de Toronto, we bring together five strengths rarely found in one school: bilingual education, a bicultural perspective, individualized attention, research-informed teaching, and the French Baccalauréat.
Students learn in French and English every day and graduate fully bilingual. Our bicultural approach combines the rigor of the French curriculum with the openness of Canada, fostering academic excellence and cultural agility.
Small class sizes allow teachers to know each student and provide personalized support. Guided by cognitive science and evidence-based practices, our teaching helps students build strong learning habits and independence.
This journey culminates in the French Baccalauréat, an internationally recognized diploma that opens doors to top universities in Canada, the US and Europe."
Information not available
"At the Lycée Français de Toronto, we have chosen depth over speed, individualized attention over scale, and long-term growth over short-term performance.
Rather than encouraging early specialization, we focus on building strong foundations in languages, mathematics, sciences, and critical thinking. We believe students benefit from developing broad knowledge, intellectual curiosity, and strong learning habits before narrowing their focus.
Our commitment to individualized attention means maintaining small class sizes and a human-centered approach, even when this limits growth. Students thrive when they are known, supported, and challenged as individuals.
We also prioritize true bilingualism and academic rigor, which require sustained effort and high expectations. As a result, students graduate with strong academic foundations as well as the confidence, resilience, and adaptability needed to succeed in university and beyond."
Information not available
"Founded in 1995, the Lycée Français de Toronto was created to bring the excellence of French education to Toronto. While it initially served primarily French-speaking families, the school gradually evolved to welcome a broader international community drawn to its academic rigor and bilingual environment.
A defining turning point was the decision to open Kindergarten to children with no prior French experience. This expanded access to families from diverse backgrounds and reinforced the school’s commitment to bilingualism.
Another important milestone was the development of a complete Preschool-to-Grade-12 journey culminating in the French Baccalauréat. This long-term vision allows the Lycée to support students through every stage of their development while remaining true to its founding values: academic excellence, cultural openness, and individualized attention."
Information not available
"Students who thrive at the Lycée Français de Toronto are curious, engaged, and open to new experiences. They do not need to arrive speaking French, but they benefit from embracing a bilingual environment and the opportunities that come with learning across languages and cultures.
Students are encouraged to ask questions, think critically, persevere through challenges, and take increasing ownership of their learning. They are often eager to explore a wide range of interests before discovering their strengths and ambitions.
Families who value academic rigor, individualized attention, and a strong school-family partnership tend to find an excellent fit. They see education not only as preparation for university, but as a journey that helps young people develop confidence, character, and the skills needed to thrive in a changing world."
Information not available
"The Lycée Français de Toronto may not be the ideal choice for families seeking a predominantly English-language education or who do not value a bilingual and bicultural learning experience. Our program is built around the French national curriculum and a long-term commitment to helping students become fluent in both French and English.
Our school may also be less suited to families looking for extensive early specialization or a large-school environment. We intentionally prioritize strong academic foundations, individualized attention, and a coherent educational journey from Preschool to Grade 12.
Students thrive here when they are willing to embrace challenge, develop independence, and grow within a structured yet supportive environment. Families who value bilingualism, academic rigor, and long-term personal growth tend to find the strongest fit."
"Our multicultural family oriented environment is appealing to most families"
"Families often choose the Lycée Français de Toronto because they are looking for a combination that is difficult to find elsewhere: academic rigor, true bilingualism, individualized attention, and an international outlook.
Many are drawn to the opportunity for their children to become fully fluent in both French and English while following the internationally recognized French curriculum. Others value our bicultural approach, which combines the rigor of the French system with the openness and diversity of Toronto.
Families also appreciate the close relationships students build with teachers and the sense of belonging that comes from being part of a smaller school community.
Many are equally attracted by the French Baccalauréat, unique in Toronto. Recognized by leading universities in Canada, Europe, and the United States, it provides a rigorous and internationally respected pathway that keeps a wide range of future options open."
Information not available
"The Lycée Français de Toronto is widely recognized as one of Toronto’s leading bilingual and international schools. It is known for combining the academic rigor of the French education system with a welcoming, multicultural environment.
Families associate the school with strong academic outcomes, high expectations, and the opportunity for students to become fully fluent in both French and English. The French Baccalauréat, unique in Toronto, is one of the school’s most distinctive strengths and a key reason for its reputation among families seeking a rigorous, internationally recognized pathway to higher education.
Beyond academics, the Lycée is also known for its close-knit community and its ability to help students develop confidence, cultural agility, and a global perspective."
Information not available
"One aspect of the Lycée Français de Toronto that is often underappreciated is the long-term impact of its bilingual, bicultural education and the French Baccalauréat that crowns it.
Families are often attracted by the opportunity for their children to become fluent in French and English, but may underestimate how learning across two languages and cultures develops adaptability, communication skills, and the ability to think from multiple perspectives. The strength of the French curriculum lies not only in its academic rigor, but in the way it teaches students to analyze, reason, write, and defend ideas with clarity and precision.
While families often compare the French Baccalauréat to the IB, many do not realize how highly it is regarded by universities in Canada, the United States, and Europe. Its combination of intellectual depth and subject specialization provides exceptional preparation for higher education."
Information not available
"One thing that often surprises families is how personal and supportive the Lycée Français de Toronto feels.
People sometimes associate the French education system with rigor and high expectations. While those qualities are very much present, families quickly discover an environment built on strong relationships, a genuine sense of belonging, and a close-knit community. Students are known by their teachers, supported throughout their journey, and encouraged to develop confidence alongside academic excellence.
Families are also often surprised by the strength of students’ English language skills. Although the school follows the French curriculum, graduates leave fully bilingual and exceptionally well prepared for English-speaking universities.
Over time, many families realize that the Lycée is not simply a French school in Toronto, but a truly bilingual, bicultural, and international learning community."
Information not available
"In recent years, the Lycée Français de Toronto has continued to invest in both its learning environment and educational approach.
We have enhanced our outdoor spaces and student facilities to support well-being, play, and learning at every stage of development. At the same time, we have strengthened student support by maintaining small class sizes and expanding the resources available throughout each student’s educational journey.
We have also invested significantly in professional development, with teachers regularly engaging in training focused on cognitive science, visible thinking, language development, and research-informed teaching. These initiatives reflect our belief that great learning begins with great teaching.
Together, these improvements reinforce our commitment to providing a rigorous, bilingual education in a supportive environment where students are known, challenged, and encouraged to grow."
Information not available
"Over the next five years, one of the most significant developments for the Lycée Français de Toronto will be the renovation and expansion of our campus. This project is driven by a simple goal: creating learning environments that better support the way students learn, grow, and connect.
The expanded campus will create new opportunities for academics, arts, athletics, student life, and collaborative learning, while preserving the strong sense of community that defines the Lycée experience.
As part of the global AEFE network of more than 500 French schools worldwide, we will continue to expand opportunities for international collaboration and exchange.
At the same time, we will strengthen our research-informed approach to teaching and our bilingual, bicultural educational model. Our vision is not simply to build a larger school, but an even stronger environment for learning, belonging, and personal growth."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
The Lycée Français de Toronto is the only school in Toronto fully accredited by the French Ministry of National Education from Preschool to Grade 12. As part of the AEFE network of more than 500 French schools worldwide, it offers students access to a globally recognized curriculum and a truly international educational pathway. The French curriculum is known for its coherence, depth, and academic rigor. Students build strong foundations in mathematics, sciences, languages, humanities, and the arts while developing critical thinking, analytical skills, and intellectual independence. Learning takes place in both French and English, preparing students to thrive across languages and cultures. This academic journey culminates in the French Baccalauréat, one of the world's most respected secondary school diplomas and a qualification recognized by leading universities in Canada and around the world.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
Mathematics at the Lycée Français de Toronto is taught through a structured and progressive approach that emphasizes mastery of foundational skills before moving to increasingly complex applications and problem-solving. Compared with the Ontario curriculum, the French curriculum often introduces concepts in a different sequence and places a stronger emphasis on procedural fluency, logical progression, and mathematical precision. Students first learn and practice mathematical methods and algorithms, then apply these tools to increasingly challenging problems and real-world situations. Regular practice helps build accuracy and confidence, while each new concept builds upon previously acquired knowledge. This combination of strong foundations and analytical thinking helps students develop the mathematical maturity needed for advanced studies in mathematics, science, engineering, economics, and other analytical fields.
Information not available
Calculators and computers are permitted in all math classes.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Early reading at the Lycée Français de Toronto combines systematic literacy instruction with rich exposure to language and literature in both French and English. Children develop foundational reading skills through phonological awareness, decoding, and word recognition while engaging daily with stories, picture books, read-alouds, and classroom discussions. Explicit instruction in reading strategies is complemented by meaningful opportunities to explore texts, build vocabulary, and develop comprehension. As students progress, they learn not only how to read accurately and fluently, but also how to interpret, question, and connect with what they read. Our approach nurtures both the technical skills required for strong literacy and a lifelong appreciation for books, language, and learning.
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.
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.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
Writing instruction at the Lycée Français de Toronto combines explicit teaching of language conventions with frequent opportunities for authentic written expression. In the younger grades, students learn handwriting through cursive writing, which supports fine motor development, fluency, and the connection between reading and writing. At the same time, they receive systematic instruction in grammar, spelling, vocabulary, sentence structure, and writing conventions. Students regularly write for different purposes and audiences, gradually progressing from words and sentences to longer, more complex texts. Teachers provide modeling, guided practice, and feedback to help students develop both technical accuracy and confidence as writers. Our goal is to help students become clear, thoughtful communicators who can express ideas creatively, organize their thinking effectively, and write with increasing precision and independence.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
Science education at the Lycée Français de Toronto combines strong academic foundations with hands-on inquiry and experimentation. Students develop a solid understanding of scientific concepts through structured instruction while also learning to investigate questions, analyze evidence, and apply their knowledge in meaningful ways. From the earliest grades, students explore the natural world through observation, experiments, projects, and discussion. As they progress, they build increasingly sophisticated knowledge in life sciences, physics, chemistry, earth sciences, and technology, while learning to use the scientific method and think critically about evidence. Our balanced approach develops both scientific knowledge and scientific thinking. Students learn not only what we know about the world, but how that knowledge is built, tested, and refined. By High School, they are well prepared for advanced scientific study and confident in their ability to solve complex problems.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
Literature plays a central role in the curriculum at the Lycée Français de Toronto. Throughout their schooling, students engage with a rich selection of both classic and contemporary works in French and English. As they progress, students learn to analyze plot, characterization, themes, style, and authorial intent while developing an appreciation for the cultural and historical contexts that deepen understanding of a text. Classroom discussions, close reading, and written analysis encourage students to interpret, question, and defend their ideas with clarity and evidence. Beyond literary knowledge, the study of literature helps students explore universal questions about identity, relationships, ethics, and society. By High School, students are able to engage thoughtfully with complex texts, communicate sophisticated ideas, and develop the critical-thinking and writing skills that are essential for success at university and beyond.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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).
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).
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
In the elementary grades, social studies focuses on helping students build a strong understanding of history, geography, and the societies that shape our world. Students explore significant people, places, events, and civilizations through stories, reading, discussion, maps, projects, and age-appropriate research. Historical topics are introduced through a coherent progression, helping students develop a sense of chronology and understand how societies evolve over time. Geography studies help students understand the relationships between people, places, environments, and cultures at local, national, and global levels. Our approach emphasizes knowledge acquisition alongside curiosity and critical thinking. By building strong historical and geographical foundations, students develop cultural awareness, informed citizenship, and a deeper understanding of the world around them.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
The humanities and social sciences at the Lycée Français de Toronto combine the study of foundational knowledge with the exploration of contemporary issues and perspectives. Students engage with history, geography, economics, philosophy, literature, and social sciences to understand how societies have evolved and how individuals interact with the world around them. They study significant ideas, events, and thinkers while examining their relevance to current social, political, environmental, and ethical questions. Through reading, discussion, research, debate, and written analysis, students learn to evaluate evidence, consider multiple perspectives, and construct well-reasoned arguments. Our approach values both knowledge and inquiry, helping students develop cultural literacy, intellectual curiosity, and informed citizenship. By connecting enduring ideas to real-world challenges, students gain the critical-thinking skills needed to navigate an increasingly complex and interconnected world.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
Foreign language learning at the Lycée Français de Toronto emphasizes communication, cultural understanding, and authentic language use. Students are encouraged to use the target language in meaningful contexts through conversation, collaboration, presentations, projects, and real-world situations. Language acquisition is supported by a variety of activities, including discussions, role-playing, games, literature, media, and authentic texts that help students connect language with culture. Grammar and vocabulary are taught as important tools for communication rather than as isolated exercises. As students progress, they develop confidence in speaking, listening, reading, and writing while gaining a deeper appreciation for different cultures and perspectives. Our goal is to help students become effective communicators who can engage comfortably and confidently across languages and cultural contexts.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
The fine arts program at the Lycée Français de Toronto balances artistic appreciation with creative expression. Through visual arts, music, drama, and performance, students learn both to understand artistic works and to develop their own creative voice. Students explore a wide range of artistic traditions, techniques, styles, and cultural influences while engaging in hands-on creation, performance, and experimentation. They learn to observe, interpret, and discuss works of art, while also developing the skills and confidence to create, perform, and present their own work. Whether through painting, drawing, music, theatre, or collaborative projects, students are encouraged to take creative risks, refine their techniques, and communicate ideas in meaningful ways. Our approach nurtures creativity, self-expression, cultural awareness, and the confidence to engage with the arts throughout their lives.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Technology plays an important but balanced role in the curriculum at the Lycée Français de Toronto. We view digital tools as a means to support learning, creativity, collaboration, and problem-solving rather than as an end in themselves. Students develop digital literacy progressively across subjects, learning how to research, evaluate information, create content, collaborate responsibly, and use technology effectively. As they advance through the grades, they also gain exposure to computer science concepts, coding, computational thinking, and digital citizenship. Technology is integrated where it enhances learning while preserving the importance of discussion, reading, writing, hands-on experiences, and human interaction. Our goal is to help students become thoughtful, responsible, and adaptable users of technology, equipped with the digital skills needed to thrive in an increasingly connected world.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
Physical education at the Lycée Français de Toronto combines skill development, teamwork, competition, and personal growth. The journey begins in the early years, with daily movement activities and skating introduced in Grande Section. As students progress through Primary, Middle, and High School, they participate in a structured physical education program and a wide range of sports, including soccer, basketball, cross-country, track & field, ball hockey, and multisport activities. Students have opportunities throughout their school years to represent the Lycée in competitions across Toronto through the SSAF, developing teamwork, commitment, resilience, and school spirit. Some students also participate in events organized through the AEFE network of French schools, connecting with peers from across North America through sport and competition. Our goal is not only to develop athletic skills, but also confidence, leadership, perseverance, and a lifelong appreciation for physical activity and wellbeing.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
At the Lycée Français de Toronto, our Preschool and Kindergarten program combines play, discovery, and strong academic foundations within a fully bilingual environment. No prior French is required. Children learn through hands-on experiences, structured exploration, storytelling, movement, the arts, and daily interactions in both French and English. Small class sizes allow teachers to provide individualized attention and build strong relationships with each child. Our approach balances curiosity and joy with the development of essential early literacy, numeracy, language, and social-emotional skills. By helping children feel confident, known, and supported from the start, we create the conditions for a lifelong love of learning and future academic success.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
While curriculum expectations are clearly defined, teachers use differentiated instruction to meet students where they are. Students receive individualized support, appropriate challenge, and regular opportunities for guided independent work, helping them build autonomy, confidence, and effective learning habits.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
The Lycée Français de Toronto maintains a rigorous academic culture built on high expectations, intellectual challenge, and strong foundations across disciplines. Students follow the French national curriculum, complemented by a robust English program, while developing analytical, critical-thinking, and communication skills. Academic rigor is reflected not only in the depth of the curriculum, but also in the development of autonomy, responsibility, and effective study habits. At the same time, high expectations are supported by individualized attention and close guidance from teachers. Our goal is not simply academic achievement, but to help students develop the knowledge, confidence, and discipline needed to succeed at leading universities in Canada, Europe, and the United States.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At the Lycée Français de Toronto, we aim to help students become knowledgeable, thoughtful, and well-rounded individuals prepared to thrive in a changing world. We place equal importance on intellectual, emotional, social, and physical development. Through a rigorous academic program, students develop analytical and critical-thinking skills, intellectual curiosity, and a strong understanding of the world around them. At the same time, they build confidence, resilience, empathy, and a sense of responsibility toward others. Through academics, arts, athletics, leadership, and community experiences, students learn to collaborate, communicate effectively, and engage respectfully with diverse perspectives. Our goal is to graduate young adults with the knowledge and character to make meaningful contributions wherever life takes them.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
|
||||
| Learning disabilities | ||||
|
Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
|
||||
|
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
|
||||
|
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
|
||||
| Developmental | ||||
|
Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
|
||||
|
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
|
||||
|
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
|
||||
|
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
|
||||
| Behavioral and Emotional | ||||
|
Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
|
||||
|
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
|
||||
|
Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
|
||||
| Physical | ||||
|
Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
|
||||
|
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
|
||||
|
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
|
||||
|
Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
|
||||
|
Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
|
||||
|
Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
The Lycée Français de Toronto provides a range of accommodations and support measures designed to help students access learning while maintaining high expectations. Support may include differentiated instruction, classroom accommodations, organizational support, modified assessment conditions, and individualized learning strategies. Teachers work closely with families and external professionals to ensure that support plans are responsive to each student's needs. The school also benefits from the guidance of an Inclusion Reference Teacher, who helps coordinate support, advise staff, and facilitate collaboration between families, teachers, and specialists. Our approach is guided by a simple principle: every student should have the opportunity to learn, progress, and participate fully in school life. By combining individualized support with clear expectations, we strive to create an environment where students can develop confidence, independence, and academic success.
Information not available
The Lycée Français de Toronto is committed to supporting students who develop learning difficulties during their educational journey. We work closely with families, teachers, and, when appropriate, external specialists to identify needs early and provide appropriate support. Students with diagnosed learning disabilities may be successful at the Lycée, depending on their individual profile and the level of support required. Admissions decisions are made on a case-by-case basis, with careful consideration of whether the school can provide an environment in which the student can thrive academically, socially, and emotionally. While we are not a specialized school, we are committed to fostering an inclusive environment where students are known, supported, and encouraged to reach their full potential.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 11
1%
0%
$0
$0
100%
85%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 15, 2025
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 12
No
No
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 6 - 12
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Admission to Kindergarten (Pre-K, JK, SK) The meet and greet (30 minutes) is a play-and-learn interaction with one of our kindergarten teachers, conducted in the applicant’s preferred language (French or English). *Candidates for the Pre-K class must be potty trained Admission to Grades 1 - 12 Admissions tests for Grades 1-12 assess French language skills. Grade 1: Candidates must understand and speak French; reading and writing skills are not required. Grades 2-12: Both written and oral French skills will be assessed.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Step 2 ▶︎ Online application
Families interested in applying to LFT are invited to complete an online application on our admissions portal. Your application is considered complete once you have :
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
