2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
2,333.3 km
485.7 km
1993
1909
1030
890
Preschool to 12
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Liberal Arts, International Baccalaureate
14 to 22
18 to 22
Learning
In-class adaptations
In-class adaptations
$26,850 to $30,290
$25,365 to $27,660
Yes
Yes
5%
20%
7 to 12
7 to 12
$15,000
$14,500
64
68
0%
0%
18%
0%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades Preschool - 11
Yes: grades 5 - 12
No
No
No
Yes: grades 7 - 11
information not available
information not available
Mulgrave was founded in 1993 on the grounds of the West Vancouver Montessori School, and has grown exponentially since then due to the strength of the program and the school’s earned reputation. Today Mulgrave is home to just over 900 students from pre-school through grade 12, housed within a 150,000 sq. ft. building that includes substantial upgrades completed with the senior school expansion in 2015. The school operates a centre for educational innovation, a clear expression of the administration’s desire to be a model to others, and to continue to evaluate and grow the programs the school offers. So, there's a lot going on, largely driven, as it was at the start, by the members of the community the school serves. The school rightly prides itself on maintaining a close, community feel throughout, while offering a strong academic foundation through the International Baccalaureate and an overall dedication to delivering the curriculum through a global lens. The ideal student is one who will thrive in a vibrant, challenging yet supportive academic environment.
View full reportFounded in 1909, LCC has a long tradition and a reputation to match. The list of alumni includes some shining lights of Canadian arts, letters, politics, business, and academics. There is a sense of place, and it’s considerable—students feel that they are participating within something larger than themselves. Of course, LCC has evolved over the years, though adaptations have been considered and orderly. A bilingual program for the primary grades was adopted in the early 1990s. The school became fully coeducational in 1995. The International Baccalaureate programme, too, is relatively new. Families are attracted to the traditions of the school, and the dedication to adapting to meet the needs of students. LCC continues to provide an example both of the value of looking ahead, developing programs that will meet the evolving needs of students, and with an eye to the kinds of academic, professional, and social environments students will encounter in their post-secondary careers and beyond.
View full reportinformation not available
information not available
"Mulgrave is a gender-inclusive, non-secular Pre-K to Grade 12 IB World School nestled in the forested slopes of West Vancouver. We inspire students to be self-motivated critical thinkers, young leaders, and active, responsible citizens in a global community. Mulgrave offers a wide range of enrichment activities in athletics, outdoor education, service and leadership, and the arts. Our students, diverse yet united in their values, support and care for one another as they strive to achieve their personal best."
"Globally minded, LCC is a gender-inclusive, independent, university-preparatory, K-12, day school offering the IB MYP and DP. Located on a 7-acre campus in the heart of the Monkland Village, the school has a rich history, an inspiring team of faculty, and a diverse and highly motivated student body. With a challenging academic program and extensive co-curricular offerings that include athletics, arts, service, debating and leadership, our focus is on fully developing the mind, body and heart of every student."
"Why Mulgrave? can be answered in so many ways - each as unique as our students themselves. A few of the most cited reasons include: outstanding individual care and attention and focus on wellbeing; development of an individual’s character, personal skills, and qualities, and values; balanced programme of the arts, athletics, outdoor education, and service learning alongside academics; world-renowned IB programmes; highly skilled teaching faculty; and our diverse and engaged community."
Information not available
"Families come to visit our campus and describe the feeling as 'Mulgrave magic'. Our campus is beautiful and our location is spectacular, but it is our warm and inviting community of learners, teachers, and families that contribute to something truly special. Mulgrave students are encouraged to be their personal best, to be allies and advocates, and to follow their passions. While the IB programme offers academic rigour, we hold student wellbeing at the heart of our purpose."
Information not available
"Families new to Mulgrave come to quickly appreciate the openness and community at Mulgrave. It may be cliche to say we're family, but it's true! We delight in having parents, grandparents, and loved ones volunteer at our school. Teachers and leaders are approachable and happy to engage with families in partnership in their child's education. Parents and caregivers chat in parking lots and enjoy a cup of coffee together at drop-off. Students connect across grade levels in support of one another."
Information not available
Information not available
Information not available
Information not available
Information not available
information not available
Ask LCC students, parents, teachers, or alumni what makes LCC a special place and they will tell you: Abundant Opportunities; A Culture of Excellence; A Strong Community; and Exceptional Resources.
We know this because we cared to ask. As educators, we understand that these defining characteristics are central to a student’s journey in discovering all that he or she can be. And this strikes at the core of our philosophy.
Our school offers amazing opportunities for students in kindergarten through grade 12 because we believe they are essential to the student’s fullest development in mind, body, and heart. We also understand that it’s not “one-size-fits-all” when it comes to education and personal growth. Providing a breadth of well-integrated curricular and co-curricular programs keeps students engaged, allows them to try new things, and stretches their boundaries in a safe environment.
What is striking—and personally gratifying—is that students and staff alike enjoy being at LCC. We are a school that sets high standards in all that we do, but we also welcome the challenge. Positive student involvement, committed teachers, supportive parents, and a joy of learning combine to make the LCC educational experience exceptional. Our faculty and staff inspire our students to do their best and discover new strengths and passions. These special relationships are the true measure of what distinguishes the programs and opportunities of our school.
Community is part of our core values. At LCC, there is a genuine sense of pride and belonging palpable not only across our four school divisions, but also in all layers of school life. We live our motto—Non Nobis Solum/Not for Ourselves Alone. This means instilling a sense of responsibility and accountability in our students, and ensuring everyone has the chance to make a difference in the lives of others, locally or globally.
Outstanding resources help make all of this possible. We are fortunate to have some of the best facilities in the city, which are complemented by innovative programming and teachers prepared to go the extra mile. Whether it be math and science, performing arts, technology, athletics, leadership, service, Pre-University, or the International Baccalaureate Diploma Programme, it comes down to people, facilities and programs. Together, they provide a comprehensive experience that develops personal potential and brings about endless possibilities for LCC students.
There are many excellent schools from which to choose and we recognize that selecting the school that best fits is important. We invite you to explore LCC and discover for yourself the journey that will lead to The Power to Be.
Christopher Shannon
Head of School, Pre-U graduate, and parent of two LCC alumni
Liberal Arts
International Baccalaureate
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.
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.
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.
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.
At Mulgrave, our vision for learning is informed by our school's aims and values and is encapsulated within our learning model. We truly want students’ learning at Mulgrave to be personalised and very special. We want our students... to enjoy and be passionate about learning throughout their school career and beyond. to understand themselves and how they learn and be genuinely active and reflective in the learning process. to be increasingly independent in their learning whilst being able to collaborate and be genuine co-constructors of knowledge and understanding. to be confident, connected and informed digital citizens and self-directed, enquirers, and risk takers. to be creative and innovative in the way they work and think. to be supported, challenged and cared for by their teachers and each other.
LCC’s academic program is designed to stimulate intellectual curiosity, develop essential literacy and numeracy skills, and inculcate life-long learning habits that promote excellence. We want our students to become independent learners who can face new challenges and stretch their capacities to think critically and creatively. They must feel free to take intellectual risks and understand that as much can be learned from failure as from success. Our program encourages students to be engaged in their learning processes, appreciating their own strengths and recognizing the areas in which they need to improve. We foster a culture of achievement, where students strive to do their best and are acknowledged for their efforts.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Information not available
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Information not available
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.
Information not available
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
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.
Information not available
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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
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
Information not available
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
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
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
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.
Information not available
Information not available
Web design
Robotics
Computer science
Physical education is combined with health education to provide students with a wealth of opportunities to establish good habits.
Information not available
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our approach to preschool and Kindergarten is in alignment with our approach to learning at all grade levels. Our IB curriculum extends into our PK3 and PK4 programmes and provides students with a strong inquiry-based foundation that sparks their curiosity and kicks off their journeys as life-long learners. While we generally classify our preschool as 'play-based' and Kindergarten as 'academic', in reality, we provide a balance of both, believing in each child's capacity to explore their potential in literacy and numeracy, as well as the importance of learning from the daily interactions they have with their natural and social surroundings.
At LCC we offer a safe and stimulating physical environment nestled away from the other divisions of the school. We implement a challenging bilingual program led by excellence in teaching, and we instil a set of values to ensure that each of our students grows to meet the challenges of the future, not only with confidence but with compassion. Along their journey students are exposed to a variety of experiences and opportunities that help them discover all that they can be.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
We offer standard- and higher-level IB diploma courses, Mandarin language streams for native and non-native speakers, and online courses. As well, we have well-staffed learning support centres that serve as resources for our teachers as they work to provide differentiated and personalised instruction for all our students.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We want our students' learning to be experiential, relevant and authentic. All this so that they can achieve their personal best and, more importantly, take with them skills and qualities to live better lives as lifelong learners and stewards of our world. We want our students to have high expectations for themselves, and we provide the support they need to achieve their dreams.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We recognise that learning happens through the holistic educational experience of our students through the IB academic programmes of the formal curriculum, through the enormous range of curriculum enrichment that happens through co-curricular and other programmes and through what our students experience at home and outside school. We regard a Mulgrave education as an important part of their total education.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
The majority of our students begin their Mulgrave journey when they are quite young, so we cannot know if they will develop learning difficulties as they grow. We have a learning support team in place to provide the guidance students with learning challenges may need to successfully earn an IB diploma at the end of their Mulgrave career. Our admissions process is very personalised, and through it, we hope to provide prospective families with a sense of our ability to meet their child's needs while determining if we have the resources in place to be able to meet those needs.
Please call LCC (514-482-0951) for more details.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
7 - 12
5%
20%
$15,000
$14,500
18%
0%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Not available
Yes: grades Preschool - 11
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 7 - 11
Yes: grades 1 - 11
Yes: grades K - 11
Yes: grades 7 - 11
Yes: grades 5 - 12
No
No
Mulgrave looks for students who will profit from its enriched programme and who will be able to contribute their own special talents, abilities, imagination, and curiosity to the school community.
At LCC we aim to educate the child in mind, body and heart and, as such, admission considerations at our school extend beyond test results. We want to know the whole child. We seek diverse students who demonstrate potential, excitement for learning, and commitment. When we invite a student to join our school, we believe that it will be a mutually beneficial experience. We want the child to grow beyond their imagination and expect that their involvement in our community will strengthen the school as a whole.
To learn more about our application process (which varies by grade), please visit our website here.
□ A completed application form