2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
Indirect Support:
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
2439 Tenth Sideroad, Milton-Campbellville, Ontario, L0P 1B0, Canada
1995
1991
510
100
Preschool to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional
20 to 24
10 to 14
Learning
Learning, Developmental
In-class adaptations
$21,300 to $24,000
$13,600 to $16,100
No
No
0%
0%
None
None
$0
$0
32
8
0%
0%
97%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
No
No
information not available
information not available
Not all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
View full reportAnn 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.
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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...
View full review
"Rooted in the globally renowned French curriculum, our innovative learning methodology prioritizes immersive subject exploration and bilingualism starting from Kindergarten. Students develop strong personal, social, and intellectual skills, achieving trilingual proficiency (French, English, Spanish) by Grade 12. With the prestigious French Baccalauréat diploma and fluency in three languages, our graduates secure admission to leading universities in North America and Europe."
"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."
"At LFT, we proudly offer a rigorous curriculum certified by the Grade 12 French Baccalauréat, a unique distinction in Toronto's educational landscape. Our commitment to this prestigious qualification reflects our dedication to academic excellence and global citizenship. Furthermore, LFT fosters a highly international environment, enriching students' experiences and promoting cross-cultural understanding, preparing them to excel in an interconnected world. With access to a worldwide alumni network, our students not only have the opportunity to apply and succeed in the most prestigious universities globally but also enter with a head start, having already acquired 30 credits."
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"At Lycée Français de Toronto, our commitment extends beyond expatriate French students to include students from the broader Lycées Français network, encompassing various nationalities. We've navigated the tradeoffs of preserving French language and culture while accommodating the educational needs of diverse students, including those from different cultural backgrounds within the network. Balancing bilingualism with Canadian educational requirements, we integrate elements from both systems to provide a comprehensive education. We prioritize personalized learning alongside academic standards, fostering creativity within a structured environment. These tradeoffs ensure that all students, regardless of nationality, receive a tailored education that prepares them for success in a globalized world."
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"Our alumni stand as the pinnacle of Lycée Français de Toronto's success, embodying the qualities of complete bilingual and multicultural global citizens. Their achievements serve as a testament to the transformative power of our education. Recently, one of our graduates received an offer from Stanford University, a prestigious acknowledgment of their academic excellence and readiness to thrive in a global context. This success underscores the value of our bilingual curriculum, equipping students with linguistic and cultural fluency to excel internationally. Furthermore, our alumni form a global network, studying in the finest universities across Canada, the United States, and Europe. Their accomplishments highlight the effectiveness of our approach, preparing students to succeed in diverse academic and professional environments worldwide."
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"At Lycée Français de Toronto, we pride ourselves on fostering an inclusive and diverse learning environment that values academic excellence, cultural appreciation, and bilingual proficiency. Our school community thrives on a shared commitment to intellectual curiosity, critical thinking, and global citizenship.
Students who appreciate the benefits of bilingualism and multiculturalism will find Lycée Français de Toronto to be an enriching environment. We welcome students who are open-minded, respectful of diverse perspectives, and enthusiastic about building connections with peers from various backgrounds.
Ultimately, a good fit for our school is a student who is committed to personal growth, cultural exploration, and academic achievement within a supportive and nurturing community. We encourage students to embrace the opportunities for learning and development that our school provides, both inside and outside the classroom."
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"If a family does not prioritize bilingualism or does not see the value in French language education, our school may not be the best fit. Our curriculum is deeply rooted in French language and culture. Families seeking a primarily English-speaking environment or those who do not wish to prioritize French language proficiency may find our school's emphasis on bilingual education to be incompatible with their preferences.
The LFT program is designed to challenge and stimulate students intellectually. For families seeking a more relaxed or less academically demanding environment, our school may not align with their preferences. Our curriculum follows the French educational system, emphasizing critical thinking, analytical skills, and academic excellence. Families prioritizing a less intense academic experience for their children may find our schools incompatible with their educational goals."
Information not available
"At LFT, families are drawn to our unique offerings tailored to their needs. Our exclusive French Baccalauréat program, unmatched in Toronto, appeals to those seeking a rigorous curriculum.
Families often choose Lycée Français de Toronto for its reputation of academic excellence, bilingual education, and diverse cultural environment. Our school offers a rigorous curriculum combined with immersion in French language and culture, preparing students for global citizenship. Additionally, families value the opportunity for their children to become fluent in French while embracing multiculturalism and gaining exposure to different perspectives. The supportive community, experienced faculty, and strong emphasis on critical thinking further attract families seeking a well-rounded education for their children."
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"Lycée Français de Toronto (LFT) is renowned for its dedication to academic excellence and global citizenship, distinguishing itself with a rigorous curriculum certified by the Grade 12 French Baccalauréat. As a hub of cultural diversity, LFT provides students with an enriching international environment that fosters cross-cultural understanding and prepares them to thrive in an interconnected world. Its graduates are highly regarded for their readiness to excel in the most prestigious universities globally. Moreover, LFT's extensive worldwide alumni network offers ongoing support and networking opportunities, further solidifying its reputation as a leading institution in Toronto's educational landscape."
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"The global recognition and prestige of the French Baccalauréat offered at our school are often underappreciated. Some families may overlook its significance compared to the IB program. However, the French BAC is esteemed worldwide, providing students with a rigorous education and access to top universities internationally."
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"At LFT, families discover our affiliation with the prestigious Lycée Français network, the world's oldest and largest school network with 500+ institutions worldwide. This partnership ensures high educational standards and offers unparalleled opportunities for global collaboration and cultural exchange. Beyond French proficiency, LFT provides a truly international experience, preparing students for success in an interconnected world."
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"We've recently undergone renovations to revitalize our school yard, creating a more vibrant and engaging space for students. But we're not stopping there - we have ambitious plans to continue improving our facilities to ensure an optimal learning environment for all. Furthermore, our commitment to excellence extends to our teaching staff, who participate in regular training sessions each year. These sessions are designed to keep them updated on the latest educational methodologies and best practices, ensuring they are well-equipped to meet the evolving needs of our students and deliver high-quality instruction"
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"In the coming years, we're dedicated to upholding our status as Toronto's premier choice for French education. We'll prioritize academic excellence, bilingual proficiency, and cultural appreciation, continually refining our curriculum with innovative teaching methods and technologies to meet evolving global demands. Strengthening community ties is paramount, fostering partnerships to enhance our students' educational journey through cultural exchanges, community service, and collaborative projects.
Our vision is one of growth, innovation, and unwavering commitment, striving to be a beacon of excellence and inspiration for students, families, and educators in Toronto."
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Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
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
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
The Lycée Français is the only French school in Toronto recognized by the French Ministry of National Education from pre-K to Grade 12. As a member of the network of the "Agency for French Education Abroad" with more than 496 institutions around the world, being deeply rooted in Toronto life and Canadian culture, our school offers our students the best of both cultures: academic excellence in French and a strong focus on personal development and striving to reach one’s full potential. Based on the French curriculum, our innovative pedagogical approach places special emphasis on languages, sciences and sports. With a complete mastery of 3 to 4 languages in Grade 12 and the recognition of the Baccalauréat, our students integrate well into the leading North American and European universities such as Harvard, UofT, McGill University, Columbia, Dauphine and SciencesPo. With a wealth of 550 students from more than 30 different nationalities, our community is united, respectful and caring. The values of fraternity, equality and living together are at the heart of our identity and teaching philosophy.
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.
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.
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 use a variety of textbooks as well as computer programs throughout the school
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.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
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.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
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
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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.
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).
Information not available
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.
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.
Information not available
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.
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.
Information not available
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.
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.
Information not available
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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
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.
Web design
Robotics
Computer science
Information not available
The emphasis is on trying one's best, developing skills, and sportsmanship. We have two teachers in the school with Phys Ed Specialist Qualifications.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Giving each child the keys to knowledge and the benchmarks of the society in which he/she grows is the only ambition of the primary school. In kindergarten (Pre K - SK), learning is articulated around 5 themes (communicating and developing language in French and English, growing and moving, expressing oneself through artistic activities, learning to structure one's thoughts, exploring the world). LFT teachers are committed to providing each child with an environment and a choice of activities that promote the development of their independence and prepare them for entry into CP (Grade 1).
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.
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
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Our program is designed to provide students with a structured body of general knowledge while encouraging the development of analytical and critical thinking skills. The curriculum is based on the French national curriculum, and augmented by a strong English program ; the curriculum exceeds all requirements set by France, preparing our students to enter and thrive at both North American and European colleges and universities.
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.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Our approach is based on plurilingual and pluricultural education. Our students learn and interact with multiple languages and cultures. Each student has the opportunity to choose a language course that is best suited to their personal project. The LFT is the privileged place that allows both to enrich and enhance the knowledge of these languages and cultures. Mathematics, technology and experimental science make it possible to represent the world and better understand its environment. Our teachers (specialized in biology & geology, physics & chemistry, technology and mathematics) inculcate our students the scientific and technological culture, based on a knowledge of the principles and purposes of scientific reasoning, a practice of the scientific process and an understanding of common techniques.
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.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
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.
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
0%
0%
$0
$0
97%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
No
No
No
No
Yes: grades 1 - 12
Yes
No
No
No
No
Grade 1 candidates have to be able to understand and speak French. No reading or writing skills are required. For candidates applying in Grades 2-12, both written and oral French skills will be assessed.
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.
Application form; Birth certificate; Report cards for the past two years
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
