1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
1913
2022
410
12
9 to 12
7 to 9
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Montessori
23
10 to 12
In-class adaptations
$9,960
$18,000
$15,980 to $42,910
Yes
Yes
10%
0%
9 to 12
7 to 8
$2,500
$0
103
4
20%
0%
90%
0%
9, 10, 11, 12
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes: grades 7 - 8
No
No
information not available
information not available
Luther College High School was established in 1913 as a boys’ boarding school, and with just 32 students that inaugural year. Girls were first admitted in 1920, and over the years there have been other changes, too. Today the population is predominantly day students, though there is still a sizable boarding program. The High School campus completed a $18.3 million dollar expansion in 2014 which includes a new performance stage, three new classrooms (two of which are dedicated to fine arts), a gymnasium and student fitness training centre, a student commons, and upgrades to existing structures. The school also has fully renovated science laboratories and extensively upgraded on-campus dormitories. The motto “Quality Education in a Christian context” reflects an emphasis on the whole person—intellectually, emotionally, spiritually and physically—within a progressive Christian context. The values that provide a foundation for the program are rightly a draw. The ideal student is one who can thrive in an active, diverse school community, and who is intending to proceed to post-secondary studies after graduation.
Offering a highly individualized curriculum, Academy of Thought and Industry (ATI) Toronto students are supported in unique ways while still completing the rigorous, self-paced core academic curriculum they’ll need to thrive in higher education. With small class sizes and a tight-knit community, the school offers a hands-on learning style where students are supported in personal projects, custom internships, and electives suited to their interests. Every student is paired with a coach to support the process of social and emotional development so fundamental to adolescence. The school describes its curriculum as “designed for life,” offering a third choice beyond the rigours of more traditional private schools and some other less demanding schools. As part of a network of eight ATI schools across North America, students can access a wide range of extracurricular activities that run both locally and virtually. ATI strives to deeply understand each student, to help them thrive emotionally and socially, and to support their individual path to excellence.
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"Our children have been very happy at Luther"
Terelyne Vadeboncoeur - Parent (Feb 23, 2018)
Our children have valued the sense of community, the friendships, and the range of opportunities ava...
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"Luther is wonderful"
Mayson Sonntag - Student (Mar 12, 2018)
The student experience at Luther is wonderful. The staff is very supportive, and the teacher to stud...
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"The ATI Toronto leadership team is entrepreneurial, passionate, and highly engaged."
Jonathan McCarthy - Parent (Nov 29, 2022)
My son has thoroughly enjoyed his first year at ATI Toronto.
He would say that his favorite parts...
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"Luther College High School is an independent boarding and day school with over 110 years of history in the beautiful prairie city of Regina. Our students can graduate with an IB diploma and a high school diploma that exceeds the provincial criteria. Our small classes, academic focus, and school spirit creates graduates who've attended prestigious universities such as Harvard, Oxford, Yale, U of T and UBC."
"ATI's curriculum is rooted in thought & industry, in thinking and doing. In addition to our core academic curriculum, students take the driver's seat by tackling personal projects, entrepreneurial ventures and electives suited to their interests. Every student at ATI is paired with a coach, to support the process of self-creation that is so fundamental to adolescence. We strive to deeply know each student, to help them thrive emotionally and socially, and to support their individual path to excellence."
"Our mission is to prepare students to be compassionate, creative, critical thinkers, through academic excellence and a community of care that is rooted in our call to love and serve our neighbours."
"Too often, parents and students face a choice between traditional schools —lacking flexibility and individualization— or “progressive schools” that fall short in delivering deep knowledge and an intentional curriculum. At ATI, we combine deep study of core subjects with a focus on real-world exploration and application. This transforms the school experience from disengaged participation to thriving
and passionate learners who have an ever-increasing capacity for independent exploration."
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"Parents tell us they choose Luther College for academic preparedness, close community and safety."
"Rather than an emphasis on memorization or standardized testing, all knowledge at ATI is deeply practical. Coursework is motivated by real-world problems and challenges—from Socratic discussions in literature courses, to field research in science, to entrepreneurship, internships, and more. It is this fusion of deep knowledge (thought) applied to real-world problems (industry) that captures our approach."
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"Every student at ATI is paired with a coach, a supportive guide who serves as thought partner and mentor. The coach’s role, over the course of the school years, is to make herself obsolete: as the student gains the social, emotional, and cognitive skills to enable her to serve as her own coach going forward. This is not a tutor or a guidance counselor; the coach is a powerful and unique partner to help each student unlock his or her full potential."
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"Every ATI school is a tight-knit community that is also connected to a network of other ATI locations. The network allows you to learn from industry experts, take part in unique electives, find mentors in your field and connect with peers across North America."
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Welcome to the Academy of Thought and Industry: we’re so glad you’re here! ATI is education not as it has been, but as it can be: something designed specifically for adolescents, something designed for life. Adolescence is a period of intense physical and emotional growth. You are transitioning from childhood to adulthood—from depending on your parents, family, and teachers to a space where you decide your own path. What an exciting journey, occasionally overwhelming, potentially fraught, inevitably profound. No matter where you spend these years, you emerge on the other side having changed dramatically. In many ways, traditional schools are at odds with the needs of this period of change: you’re forced to conform to a system that has at its core not your needs as a growing, changing, striving, individual— but the needs of the system itself. Progressive schools often allow you free rein to choose your own pursuits, skipping from project to project, but without that deep attention to knowledge that would fully unlock your mind’s potential. The alternatives are: rigid structure where knowledge is abstracted from application, or free structure where applications are abstracted from knowledge.
The Academy of Thought and Industry is the third option. Here, we pursue the union of thought and industry, of the mind and the hand. Our students don’t just memorize— they understand, by integrating and applying at every step.
At ATI, there is no conflict between the intellectual and the practical. Our students take film-making classes to actually make movies. They take economics courses because they are starting their own businesses—or more abstract economics because they want to understand the theories that make up the society in which they participate. One of our middle school classes in New York is running a thriving compost business; a high school student in Texas has a professional photography studio with international clients.
You might be asking: Who are these incredible teenagers?
In some ways, our students are extraordinary. In other ways, they are the most natural and healthy people of all: they are unusual only in that they are actualizing the potential that is perfectly, universally ordinary. At ATI, you get to explore this period of transition into adulthood with graduated agency: each step you take here will open up greater choices, greater possibilities, and greater independence. But you will always have behind you the support and care of your coach, your guides, and your ATI community. Here, you can fully explore your own rapidly expanding self.
We can’t wait to meet you.
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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The academic program emphasizes traditional core subjects while incorporating innovative approaches and modern programs. Luther College High School exceeds the curriculum established by the Government of Saskatchewan. In addition to the required courses, Luther students must take more math in Grade 9, a second English class in Grade 11 and a course in Christian Ethics for each year of enrollment. The Luther school year is made up of two semesters. Students are allowed to take a maximum of six courses per semester. At every grade level, there are certain compulsory courses students must pass. Students may also choose optional courses to fulfill the requirements for their Saskatchewan Grade 12 diploma. A dedicated teaching staff challenges students to excel and discover their gifts. Our well educated faculty only teaches in their major or minor disciplines, and most possess qualifications that far exceed standard requirements.
ATI's curriculum is a self-paced, mastery-based program that combines traditional academic rigour with student choice and agency. Courses are interdisciplinary and skills-based. They cover the core topics expected of middle and high school students, but in a way that is grounded in real-life questions and curiosity. Students are motivated to gain new skills in order to grapple with challenging real-world problems, and educational objectives are interwoven between core topics. As students advance, they have an ever-increasing set of optional courses to explore areas of personal interest: electives, entrepreneurship, internships and independent study.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The Mathematics program at ATI, as with the rest of its academic curriculum, uses a self-paced, mastery-based approach. Students are presented lessons in small groups, and complete their follow up work independently or with a group of peers. Concepts are often introduced as historical “mysteries” — showing the reasons why certain mathematical concepts arose, and how they solved a particular real-world problem. This emphasis on real-world applications keeps students motivated and engaged. For example, in the Grade 7 unit on Scale Drawings, students complete a summative project where they create their own scale drawing of their neighbourhood. Ratios are practiced via doubling or halving recipes in a cooking class. Unit rates and percentages are applied to concepts in personal finance to demonstrate their usefulness. When learned in this way, math becomes a useful tool, rather than a set of rules to be memorized and then forgotten.
ATI uses its own proprietary curriculum, which meets or exceeds Ontario standards. Learning is tracked using our Altitude LMS, and is supplemented with IXL.
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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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Scientific thinking and its organizational systems are the way we can begin to make sense of the world around us: to find a signal in all of the noise of information production. At ATI, you’ll start to build your mental scientific toolbox. Your reasoning mind will be given a set of tools and approaches that are applicable across the scientific disciplines and will help you understand a bit about how the universe works, how we as humans got here today, and how you can help make the world a little better during your life, no matter what you do for a living. Scientific concepts will be reviewed and applied via hands-on labs and projects that keep students engaged and spark their interest in further exploration.
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
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.
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What does literature tell us about how to live? The English curriculum at ATI will explore the importance of literature in our lives. We’ll look to our own favourite texts to examine how literature can meaningfully guide the way we live ourselves. We’ll also use art, writing, and discussion to explore selected poetry and short stories as we unlock key skills we’ll develop all year: how to use evidence in your reasoning and writing, how to discover literary themes, and how to participate in a Socratic seminar.
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
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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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As children, we discover that we are born into the middle chapters of an enormous and complex story. Thousands of generations have come before us, and just like us, they have tried their hands at the challenges of life. Great lessons born from their defeats, triumphs, follies, and discoveries are yours for the taking…but first you must learn how to find them. At ATI, you will learn the ways that historians uncover and analyze how human societies came to be the way they are. During middle school, we first cover a survey of world history, and then do a deeper dive into North American history up to 1910, in preparation for the Ontario Grade 10 History course, which focuses on World War 1 to the present.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Our acquired language curriculum introduces language as a gateway to understanding the local and global world. Through language study at ATI, students develop a sense of curiosity and interest in other cultures, and learn to communicate and empathize with others. Our language courses are based on ACTFL and Ontario proficiency benchmarks and performance indicators. They capture performance in speaking, writing, listening, reading and cultural knowledge. Communication is viewed through three lenses: interpretive, interpersonal, and presentational. Instruction is provided network-wide via live, synchronous virtual courses, and supplemented with Rosetta Stone. Our middle school curriculum focuses on French, and students can opt to learn Spanish in high school as well.
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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These programs have an equal emphasis on receptive and creative learning.
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.
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ATI's arts program is part of our elective offerings, which change each quarter. Drawing Levels 1 and 2 are our most popular electives, (see a video summary here -- https://tohigherground.wistia.com/medias/zz9sl1ycun) but we also have offered sculpting, acting, and web design in the past. Offerings change from year to year based on student interest. Courses are taught by experts in their respective fields, in a virtual synchronous format.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
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ATI students use their laptops to access Altitude, our proprietary learning management system. Altitude is used to assign, assess, and record student work in an individually customized way.
Web design
Robotics
Computer science
Luther offers team & individual game skills,gymnastics personal fitness, weight training aerobics recreational games. The program enhances student understanding of how to lead a healthy lifestyle fitness,nutrition, movement patterns and anatomy.
Our physical education program is provided by a local organization, Bob Acton Sports. They provide instruction in a wide variety of sports that can be learned in our local parks, such as road hockey, soccer, and football. The program helps students build an interest in and commitment to life-long healthy and active living.
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Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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.
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."
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RecreationalRec. |
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RecreationalRec. |
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Field Hockey |
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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
7 - 8
10%
0%
$2,500
$0
90%
0%
9, 10, 11, 12
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes: grades 7 - 8
No
No
No
No
No
No
Yes
No
No
No
Luther College High School provides an intellectual, challenging and supportive environment where students gain a solid foundation for further education, life-long learning, and service to the community and world. Through the development of the “whole person” – social, emotional, intellectual, physical and spiritual - students are well-prepared to become leaders as caring, ethical, critically engaged citizens. Students will also be well prepared for post-secondary education. Luther College High School welcomes students from the local community, across the country, and around the world.
The ideal ATI student is both intellectually curious and driven to apply their learning in the real world.
ATI utilizes an online application. We admit students on a rolling basis. A tour and shadow day are required before submitting an application.
1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
