2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4, Canada
Indirect Support:
2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4, Canada
1991
1932
100
110
Preschool to 8
6 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Traditional
10 to 14
13 to 20
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$13,600 to $16,100
$13,315
$50,395 to $59,395
No
No
0%
0%
None
None
$0
$0
8
16
0%
72%
95%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes
Yes: grades 6 - 12
No
No
information not available
“The breadth of geographic and cultural diversity among students makes for lively discussion in the cafeteria and classroom alike, yet there’s a tangible sense of unity among students.”
“Parents of prospective students will be interested to know that most recently, NCC graduates received offers from 34 post-secondary institutions worldwide, of which more than 85 percent were in Canada.”
“Small class sizes and a close-knit community naturally foster strong teacher-student relationships at NCC, but teachers work hard to strengthen and sustain those ties.”
Read The Our Kids Review of Niagara Christian Collegiate
Ann Scott founded Hitherfield in 1991 after a career within the Halton school board, and she remains at the head of the school today, giving a nice continuity to the development of the programs. The intention throughout has been to offer something that wasn’t offered in the public board, principally a more individualized, caring approach to learning. The school is small, and the size is one of its strengths. While it’s not a country school in name, the feel is comparable to schools that situate themselves within that movement—namely a learning environment that very much reflects the community that supports it. Parents are important to the life of the school, and are encouraged to take a role that will express their skills and interests. The ideal student is one looking for something more personal approach, one more attentive to the abilities, experience, and passion that students bring into the classroom.
View full reportNiagara 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.
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"Hitherfield does feel like a home to me, like a second home actually."
Elena Di Tommaso - Student (Jun 30, 2021)
I love it at Hitherfield. On my first day, I went into my 2/3 three-room, with no idea what to do. M...
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"The strength of NCC is definitely in the academic courses."
Trish Sutherland - Alumnus (May 04, 2022)
I loved my time as a 5 day boarding student at NCC. The teachers actually cared about their students...
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Valerie Ng - Student (May 17, 2022)
My experience at Niagara Christian Collegiate has been extremely rewarding. I started studying at NC...
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"I have great respect for the teachers, guidance counsellors and principals."
Adriana Isilein - Student (Jun 09, 2022)
I have been at Niagara Christian Collegiate for a year who is also a dorm student and I love it here...
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"Hitherfield is a co-ed, independent school for children in pre-school to grade 8. Hitherfield fosters high expectations of students, that are tempered by dedicated teachers and the individual support that they provide. Situated on 82 acres of pristine rolling countryside, 10 minutes from downtown Milton, Hitherfield School offers an array of outdoor activities and ample space to play. At Hitherfield traditional values go hand in hand with nurturing critical thinking, creativity and discovery."
"Niagara Christian Collegiate is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario. NCC has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. Come and experience the peaceful, friendly and nurturing environment where students thrive, and the process of life-long learning begins."
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"Niagara Christian Collegiate (NCC) is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario, Canada. NCC is rich in heritage and tradition and has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. When you arrive on campus, you will experience the peaceful, friendly a"
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"Families choose to send their children to Niagara Christian Collegiate, because they feel confident that NCC will provide their children with an excellent education based on Biblical truth and will prepare them for life success in a safe, family-like environment."
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"Many are amazed by Niagara Christian Collegiate's spacious, university-like campus which is located along the Niagara River. They are also surprised by the excellent academic support that their children receive from NCC's dedicated staff and faculty."
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Hitherfield students are happy, eager to learn, and proud of what they are able to accomplish. Our teachers are dedicated, willing to listen, and determined to help your child reach potential. I encourage you to participate in your child’s learning experience by communicating with teachers frequently, helping in the classroom or at special events, and by consistently nurturing a positive attitude toward the learning process and your child’s successes.
The interaction between parents, staff and students at Hitherfield is very important. Parent help, expertise and interest enable us to provide a broader scope of experiences than would otherwise be possible.
We are looking forward to the year ahead, to new as well as familiar faces, and to helping the children meet challenges and achieve excellence in whatever they do, according to their individual abilities.
Thank you for choosing Hitherfield for your children!
Ann Scott, 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
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
We have high academic expectations of our students. Our aim is to prepare all students for high school, and for life. Hitherfield School offers a unique experience where your child can learn inside and outside the classroom. Class sizes average 14 students from JK-Grade 3 and 14 from grades 4-8. Small class sizes allow for more intimate interaction between teacher and student so that more effective learning can occur. Hitherfield is a private school for children in JK through Grade 8. Developing confidence, decision-making, and respect are key components of our school seen throughout daily activities as well as curriculum. Our curriculum is based on the belief that every child has the ability and that given the right environment, each child will achieve his or her potential.
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.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Students all learn at different rates, have their own learning styles and come to us with vastly differing experiences and knowledge base. Fundamental to our approach is that all are given the opportunity to succeed, be confident in math and achieve optimum potential. An initial assessment on entry to the school allows us to understand the strengths and needs of each child and to program effectively for him or her. Individualized programing is a major component of math at Hitherfield.
We endeavour to inspire a love for mathematics and to prepare students for university studies in Math.
We use a variety of textbooks as well as computer programs throughout the school
\"Foundations of Mathematics\"\n\"Functions and Applications\"\n\"Functions\"\n\"Calculus and Vectors\"\n\"Data Management\"\n\"Advanced Functions\"\n
Students are allowed to use calculators in grades 7/8, for repetitive work where understanding of process is more important than taking time to do lengthy calculations. Students need to be able to calculate mentally, estimate proficiently and truly understand the relationships between decimals, fractions, money, per cent etc.
Graphing calculators and technological tools are encouraged and utilized in class.
Not applicable
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.
Not applicable
Children are all very different and will learn to read at different rates. We introduce phonics skills, word families, interest or them-based sentences and small reading books in Junior Kindergarten. Our teachers utilize two reading programs as well as RAZ in our computer lab. We nurture a love of reading through ongoing individual help and encouragement. Many of our SK children are reading fluently before they enter Grade One.
Information not available
Process approach
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.
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.
Our younger children are excited about learning to write! Again, our program is considerably individualized. As spelling is integral to being able to write, our students are introduced to lists of very basic words in SK. These lists, very much individualized, continue up to Grade 8. Students are encouraged to share their work; they are given feedback by their peers and their teachers. They gain in confidence and find satisfaction in expressing themselves in written form. Grammar skills, vocabulary development, and reading quality literature all contribute to their skill in writing poems, stories and a solid 5- paragraph essay by Grade 8.
"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
Inquiry
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.
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.
All children are naturally inquisitive and eager to understand the wonders of the world around them. Wherever and whenever possible, a class commences with an experiment, a presentation of something tangible, or a video that is stimulating and raises questions. As our class sizes are small, every student is included and feels included in what is going on; no-one is afraid to offer his/her opinions, to seek further clarity or to challenge something that someone else is saying. All students in Grade 4-8 are required to participate in our Science Fair held in Term 2 of each year.
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.
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 world is changing rapidly, and with it the type of literature everyone is reading. Literature from the past as well as the present enables us to appreciate and understand the world we live in- to see changing societal values, to understand historical and present day influences and to experience the richness of language in classical literature as well as the imaginative/fantasy ideas of many contemporary works. Each year we consider anew the works to use throughout the school.
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.
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).
At Hitherfield, we are interested in helping students to learn and providing them an opportunity to be thoughtful inquirers. We focus on effective teaching that brings the principles to life in social sciences subjects. This pedagogy includes an understanding of important social studies concepts or ideas, an awareness of and an understanding of personal identity and its multi-layered nature, skilled use of methods and techniques necessary for the development and expression of an understanding of the social studies, the ability to participate, interact, engage in dialogue and contribute, the disposition to learn, the ability to explore and analyse their own and other people’s values, and commitment to values such as social justice and equity.
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.
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.
Students experience a strong core foundation in history and geography and are also very much involved in present day events, conflicts, and problems through our weekly "Around the World" discussions, projects and essays. They sit exams 3 times each year,in all subject areas, so that understanding can be measured.
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.
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.
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.
Much of our program is focused on students acting out different scenarios so that they feel the language and come to terms with it as a means of expression. Students learn the vocabulary needed for these presentations, they listen to and react to each other, they perform for parents. Additionally, students do have set times for learning how to conjugate verbs, write sentences and short paragraphs, and respond to questions -according to ability.
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.
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.
We believe that all students should have the opportunity to express themselves in as many ways as possible. Building self-confidence is an integral component of our program and encouraging each child to do his/her best, especially in our May Plays, has had significant impact on our student population over the years. The"Plays" are the #1 highlight of our school year, according to a recent parent survey. For Visual Arts, the emphasis is on doing one's best. In Music, students are exposed to theory, history and playing of the instrument. We have two teachers with Art Specialist Qualifications.
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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Our computer lab is equipped with 16 I-Macs, as well as a mobile cabinet that houses 16 I-Pads. Additionally, we have one Smart Board that can be moved from class-to -class. Teachers use the lab according to their own programs, interests and student initiatives. Our Kindergarten teacher uses the lab for the RAZ reading program and basic numeracy skill development. Our Grade 7/8 teacher uses the lab for individual math programs, research and writing assignments.
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#".
Web design
Robotics
Computer science
The emphasis is on trying one's best, developing skills, and sportsmanship. We have two teachers in the school with Phys Ed Specialist Qualifications.
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.
Not applicable
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.
Not applicable
Children learn and are ready to learn at different stages. Our program looks at the individual child- readiness, maturity and happiness in the class environment. When children are ready, they are introduced to math and reading skills. Art, community awareness, circle time, play and social skills are integral components of this class.
Information not available
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.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
We believe that all students have ability and that it is our job to determine how to work with each one so that he/she is able to reach potential. When students are able, we push them beyond grade level expectations; when they need support, we find weaker areas and offer support and individual help. Many of our students have gone on to be accepted at prestigious, private high schools.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We aim to shape our students into kind, caring individuals with high moral standards, who are willing and able to apply themselves to be the best possible adults in every way - hard working, determined, able to face adversity, ready to meet challenge, and accepting of others.
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.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| 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.
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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
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
All additional support programs are offered through CCAC.
Information not available
We often have children with ADHD in the school. For some of these, their difficulties are less pronounced because they are able to receive the attention they require in our small classes. The best way for us to determine if a child will benefit from being in our school is for the parents to bring him/her to the school for a "try-out" day.
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.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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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
6 - 12
0%
0%
$0
$0
95%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes
Yes: grades 6 - 12
No
No
No
No
Yes
No
No
Yes: grades 6 - 12
No
No
We are looking for students and their parents, who are willing and able to adhere to the school's philosophies regarding respect for self, one's peers, teachers, and belongings; who have high academic expectations and who are determined to promote these, with the help of the teacher, in all ways possible.
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
1) Parents are invited for a tour. Child is welcome to attend as well. Time for questions is given.
2)Child comes for a try out day(1/2 day for child in pre-school -SK) Parents are allotted time to talk with teacher at end of day.
3) Deposit is required
5 Easy Steps to Apply
