220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
Indirect Support:
220 Duncan Mill Road, Suite 107, Toronto, Ontario, M3B 3J5, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
1982
1909
118
890
Preschool to 6
K to 12
Coed
Coed
eSchool, Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
10 to 12
18 to 22
Developmental, Behavioral
Learning
Dedicated gifted school
In-class adaptations
$12,797 to $13,848
$25,365 to $27,660
No
Yes
0%
20%
None
7 to 12
$0
$14,500
12
68
0%
0%
50%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 5 - 12
Yes: grades 4 - 6
No
No
Yes: grades 7 - 11
information not available
information not available
The school was founded in 1982 in order to create a program that reflected the work of Sidney Ledson, an author and expert on topics relating to teaching technology and motivation. His methods gained traction internationally, at the core of which is the idea that we needn’t wait to introduce children to new skill areas (specifically around language and numeracy) and the sooner we start, the better. His books on reading expanded the concept and application of phonics, and his work remains a foundation for the language arts programs at the institute today. There, and elsewhere, the approach intends to challenge students to reach further, to expand and improve their abilities in order to reach their fullest academic potentials. The ideal student is one operating at the top of his or her peer group, and, in the later grades, is preparing for success within university studies.
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 report
"helpful teachers ... small class sizes"
Atchuthan Kathirithamby - Parent (Mar 07, 2018)
Our son had a truly amazing experience at Sidney Ledson. At first, he was reluctant to move to a sma...
View full review
"Great school"
Ramesh Nuggehalli Narasimha Gowda - Parent (Mar 10, 2018)
The experience my kid gets is diverse. It is a wholesome learning culture. The teachers are great an...
View full review
"excellent teachers"
Chandini Ramesh - Parent (Mar 10, 2018)
My daughter has loved every teacher who has taught her and that is what she appreciates the most and...
View full review
information not available
"Founded in 1980 by best-selling author, Sidney Ledson, SLI excels in offering the best of traditional and innovative education to children from preschool to grade 6. Building on internationally acclaimed preschool reading success, SLI has grown into a hub for ground-breaking student achievement in literary, STEM, and artistic domains across all grade levels. Our tradition of excellence has continued online, and we now offer online and on-site participation options for the 2022-2023 year."
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
The Sidney Ledson Institute is a visible expression of the philosophy embodied in Sidney Ledson's books, "Raising Brighter Children" and "Teach your Child to Read in 10 Minutes a Day." Our PK - Gr. 7 Program implements this philosophy at the school to raise IQ, provide enriched academics, and promote self-confidence in our students, to not only succeed, but excel through their primary education, and then through their Alumni years at Toronto's most academically elite secondary and post-secondary institutions.
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
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.
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.
Our approach to teaching is an early introduction to reading, learning, and critical thinking which develops an interest, curiosity, an out-of-the-box thought process, and thirst for more knowledge. Students find themselves working at advanced grade levels, not defined or limited by boundaries, and constantly seek challenges. Our enriched academic curriculum is a stimulant for growing minds through the grades, and in the final year at the school, students are prepared for entry to the most sought after schools through the test preparatory program for IB, TOPS, GIFTED, and SSAT. Our nurturing teachers and conducive school environment, coupled with small class sizes offer the advantage of individualized learning and the opportunity for the children to express themselves, lead, excel and develop a self-confidence that they will carry through.
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
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
GORT
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.
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
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
Information not available
Equal Balance
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
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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
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.
Equal balance of "Expressive" and "Disciplined"
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.
Our students can code in HTML and CSS, understand and implement the basics of Python, Javascript, and R, and also employ the foundation skills of directing machine learning training - beginning in Grade 1! More basic computer literacy skills, such as typing and presentation development, as well as block-based coding, are also included from as early as Kindergarten and Preschool.
Information not available
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
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.
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.
Supplementing the enriched academic program, our Pre-school and Kindergarten classes engage in various intelligence raising and memory enhancement activities. An introduction to French, Kinder Music, Drama, Piano, Chess, and hands-on science workshops instills in our young students the early quest for knowledge.
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.
Every child starting the school is assessed in the first few days to determine the their abilities in all subject matters. Following this, the student is issued remedial, reinforcement, and /or advanced material to ensure understanding and smooth progress.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
There is an inextricable interplay between rigour and support, with celebration attributed to efforts over accolades.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
The school's developmental priority is to promote and nurture social, intellectual and academic growth. Starting from the Preschool class, and all the way to the Grade 6 class, our focus is to not only nurture self-awareness and leadership abilities in students, but to also encourage them to embrace their hard work in building a mindset primed for natural high achievement.
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
Modifications
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
Information not available
Our teachers are trained to identify and follow a strategy-development protocol in partnership with parents and on-site specialists for the purpose of navigating developmental exceptionality that typically accompany high IQ (high-functioning Autism and ADHD). Due to the accelerated academics at all grade-levels, our program is not recommended for students with intellectual or other learning disabilities.
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
0%
20%
$0
$14,500
50%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 5 - 12
Yes: grades 4 - 6
No
No
No
No
Yes: grades 7 - 11
No
Yes: grades K - 11
No
Yes: grades 5 - 12
No
No
Our admissions process is geared to select students that present a strong academic record, effective social regulation skills, and an observable drive and openness to learn and adapt as leaders and team players.
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.
Please email [email protected] to request an admissions application package for your desired grade of entry.
□ A completed application form
