4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
304 Academy Road, Thetford, Vermont(USA), 05075, United States
Indirect Support:
4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
304 Academy Road, Thetford, Vermont(USA), 05075, United States
1879
1819
432
300
9 to 12
7 to 12
Coed
Coed
Boarding, Day
Homestay, Day
English
English
Academic
Academic
Liberal Arts
Progressive
14
14
Learning
$40,500 to $47,300
$20,963
$73,500 to $82,400
Yes
Yes
30%
0%
9 to 12
None
$30,000
$0
108
50
69%
0%
0%
0%
9, 10, 11, 12
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
The first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
Read The Our Kids Review of Lakefield College School
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The first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
View full reportThetford Academy is delightful in so many ways it’s hard to know quite where to start. Founded in 1819, it’s the oldest secondary school in Vermont, and has been coed since it first opened its doors. The location, charmingly, was chosen in order to allow students a chance to study in a location described at the time as “remarkably healthy, and free from business, excitement, and every temptation.” While finding a place apart from the real world is certainly no longer a goal—the school is very much an international one in light of its curricular gaze and student population—many of the founding values remain. That includes a dedication to the liberal arts, a rigorous delivery, and a commitment to diversity of thought, perspective, and experience. Instruction today reflects the best practices or our time, with experiential learning, cross-curricular investigation, and a focus on relationships (peer to peer; instructor to student) as the basis of instruction. The campus is extensive, and with a recent purchase of an additional parcel of land adjacent to the main property, has direct access to State Forest. Much, rightly, is made of those outdoor resources, including recreation, physical education, and outdoor instruction. There’s also a maple sugar shack. Again, it’s a stellar setting that hosts a world-class program, just as it’s been doing for more than two centuries.
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"Excellent teachers who care about the students and give them their all."
Jan Dunk - Parent (Sep 05, 2018)
LCS is an amazing school that offers a wide range of top notch classes. The staff is phenomenal and ...
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"The vibe on the campus is contagious, everyone is supportive, encouraging, respectful and caring."
Suzanne Scarrow - Parent (Mar 08, 2021)
Our son attended Lakefield College School for Grade 12, instead of doing CEGEP in our home province ...
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"The academic culture is one based on meeting students where they are at and pushing them forward. "
Paula Mbonda - Parent (Mar 08, 2021)
If I was to describe LCS in one word I would use Kindergarten. Remember that time in life when play-...
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"Thetford Academy’s campus is 295 acres of field and forest, with stunning views of the highest peaks of the Connecticut River Valley. The historic White Building, built in 1949 after the original building burned in the Great Fire of 1942, is the centerpiece and hub of Thetford Academy. Sitting at the head of the quad, it is flanked by the the Arts and Science Building, the Vaughan Alumni Gymnasium, and Anderson Hall. Thetford Academy has an extensive trail network for hiking, walking, running, and Nordic skiing."
"Thetford Academy’s 295-acre campus provides unparalleled learning opportunities. Outdoor education is a vital piece of TA’s curriculum and is embedded into many academic disciplines. The Outdoor Program (TOP) offers an immersive interdisciplinary environmental studies elective which combines science, ecology, writing and mindfulness. TOP also offers hiking, camping, rock climbing, and canoeing trips, as well as a leadership program. The garden supports a culinary arts program and school lunches."
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"Thetford Academy proudly offers families a distinctly different learning community. Our strengths lie in our inclusive culture of kindness and student-centered approach. Families choose Thetford Academy because they know their child will have access to diverse and challenging academic opportunities within a respectful, supportive community. Whether working toward a competitive four-year college or a specialized career in the trades, TA cares, and strives to help each student find their own path."
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"Our location may be one of the most underrated aspects of our school. The phrase ‘best of both worlds’ applies; no one leaves without exclaiming over the beauty of our natural landscape. Our campus sits at the edge of an idyllic village, surrounded by farmland and forests. Mountains beckon in the distance, and one of the best cross-country courses in New England graces our backyard. All this, and we’re still just 3 minutes from the highway, 2.5 hours to Boston, and 3 hours by car to Montréal."
"Thetford Academy families are often surprised by the depth and breadth of academic and extracurricular opportunities available at TA. Despite its small size, TA is often “punching above its weight,” in academics, arts, athletics, robotics, and more. TA students are often competing at the highest levels in their disciplines, winning state championships, competing in state and worldwide competitions, and shining in performances, publications, and on the playing field."
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For generations, graduates of The Grove have earned admission to some of the most prestigious post-secondary institutions in Canada and the world, and have pursued their passions in a wide variety of fields successfully. They have contributed on the local, national and international stages—good caring people equipped to do important work. Their achievements fortify us with the confidence to build on the solid foundation of the school's greatest strengths.
We are incredibly proud of our community—our staff and students in particular!—and we are excited about the future of Lakefield College School.
Carrie Brennan joined Thetford Academy as Head of School in July 2019. With a new, five-year strategic plan in place, and with the school on the cusp of its third century, Carrie Brennan is focused on TA’s future: “I am awed by the rich history of Thetford Academy—and inspired by what a vibrant and dynamic 21st-century school TA is today!” Knowing that she would be leading a team of such dedicated and skilled faculty and staff, sold Carrie on the leadership position. “With this team we can accomplish anything for students.”
Formerly the executive director and co-founder of CITY Center for Collaborative Learning in Tucson, Arizona, Carrie’s work in education and education leadership has been widely recognized. In March 2019, she was named one of Tucson’s “Women of Influence,” an award honoring the region’s most impressive female professionals.
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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We believe strongly in the education of the whole person, our teachers and courses also place emphasis on leadership and character education. In order to prepare students well for the challenges of university and life in a rapidly changing world, Lakefield\'s faculty engage students in academic activities which will enable them to develop disciplined habits of study, critical thinking skills, and a talent for co-operative problem-solving. In addition, students are given significant opportunities to use a variety of educational approaches including experiential, collaborative and interdisciplinary methods along with digital tools to enrich their learning. In order to ensure intellectual breadth, students at Lakefield are required to study a core curriculum which reflects the requirements of the Ontario Ministry of Education.
At TA, we believe that education should be: Active and Engaging People learn by doing. Students need to engage in direct experience, including practice, application, creation, and invention. Reflective and Thoughtful People learn by thinking about experience. Students need to reflect, evaluate, and integrate new learning. Varied and Adaptive People learn in diverse ways. Students need multiple approaches that explore and respect varied learning styles. Safe and Supportive People learn by taking risks in a secure environments. Students need physical and emotional safety, along with encouragement to question and experiment. Structured and Coherent People learn by constructing meaning and seeing patterns. Students need clear expectations, purposeful organization, and valid assessment of their work. Motivating and Inspiring People learn by interacting with expert mentors and inspiring models. Students need relationships with adults-both professional teachers and community mentors-who know their subjects and who love their vocations.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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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.
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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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Not applicable
Not applicable
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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.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Thetford Academy offers exciting physical education through a wide variety of activities. These units challenge the individual to master fundamental motor skills;develop coordination and overall fitness; maintain or increase positive attitudes toward peer groups; practice social skills necessary for participating in individual and team activities; demonstrate physical skills based on observation and listening to instructions; understand physical, mental, and emotional health; and increase knowledge and skills to maintain a healthy lifestyle.
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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.
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Supportive
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 “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.
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"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."
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
9 - 12
30%
0%
$30,000
$0
0%
0%
9, 10, 11, 12
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
Thetford Academy seeks students who will benefit from and contribute to the educational program at our school. We believe in five fundamental principles: excellence, commitment, cooperation, diversity, and care. We are especially interested in students who want to do their best, help others, and be a part of a respectful learning community.
1. Begin Your Admissions Journey
Contact Valerie Marlow, Admissions Office Manager, to begin receiving step-by-step guidance through the admissions process
Submit an inquiry
2. Complete an Online Application
Complete an application to receive:
Day Applicants－please note the following application review deadlines:
November 15, 2023－Application Deadline
Applications received after November 15, 2023 will be considered on a rolling basis for enrolment pending availability of space, or for wait pool consideration.
Boarding Applicants－are encouraged to apply at your earliest convenience:
Completed applications are reviewed on a rolling basis and spaces are limited
We are looking forward to assisting you with the admissions process.
For more information on availability, please contact [email protected].
3. Submit Supporting Documents
4. Tell Us Your Story
5. Receive an Enrolment Decision from LCS
International Student Application Requirements
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Submit as soon as possible after November 1st. |
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2. Additional Documents |
Mail, fax, or email as soon as possible after your online application is submitted. |
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International Application Essays
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International Physical Examination Report
** Please note that proof of United States Medical Insurance will be required upon enrollment |
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3. International Applicant Recommendation Forms |
Referees must mail, fax, or email recommendations as soon as possible after online application is submitted. |
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4. Official School Transcripts |
Records must be sent directly from your current school to Thetford Academy in a sealed envelope. |
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All documents must be mailed, faxed, or emailed to: Susan Essex Luce International Student Program Coordinator Thetford Academy 304 Academy Road Thetford Center, VT 05075 USA |
Fax: 011-802-785-4805 |
