851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
1480 Sandhill Dr #1b, Ancaster, Ontario, L9G 4V5, CanadaIndirect Support:
851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
1480 Sandhill Dr #1b, Ancaster, Ontario, L9G 4V5, Canada
5,695.4 km
5,717.0 km
0
0
30
30
3 to 8
1 to 12
Coed
Coed
Day
eSchool
English
English, French
Academic
Academic
Progressive
Traditional
8 to 10
1 to 10
Learning
$21,000
No
No
0%
0%
None
None
$0
$0
5
3
0%
0%
100%
0%
3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
No
Yes: grades 2 - 12
No
No
information not available
information not available
It’s true that not all students learn in the same way, though it's also true that not all schools address the full range of learning within the populations that they serve. TLC was created to offer an option to students who, for a whole range of reasons, weren't finding the kinds of support, teaching, and student experience that they needed to learn best. In that, and much else, this isn’t your average school, which is exactly what makes it, for those who enroll, such a strong offering. The school is small, class sizes are very small, meaning there is pronounced personal attention. There is a focus on gaining a sense of confidence in academic and social abilities, and relationships with peers and instructors, rightly, is seen as the foundation of learning. Robyn Keystone, Head of School, is an Orton-Gillingham practitioner, applying a multi-sensory approach to instruction, and included in that is a desire to work with students to find approaches that work best for them. The staff is exceptionally experienced, empathetic, and work in collaboration with the families that enroll. It’s a unique offering, and for those who attend, an exceptionally welcome one.
View full reportÉcole Louis Legrand offers a fully accredited virtual francophone school that combines small classes, bilingual learning, and personalized support. Families who choose Louis Legrand tend to be looking for flexibility without sacrificing rigour—whether their children are athletes, artists, gifted learners, or students needing a more responsive environment. Teachers work closely with each student, adapt instruction to their strengths and help them prepare confidently for provincial assessments and future studies in Canada or abroad. What stands out most is the school’s caring, student-centred approach. Despite being fully online, Louis Legrand cultivates a warm, connected community where students feel supported. Recent expansions in global language certifications, bilingual pathways, and dual-diploma options open doors for internationally minded families.
View full reportinformation not available
information not available
"TLC offers specialized education for learners with ADHD and Dyslexia. We work with kids from grades 3 to 8 who are struggling to achieve their potential within a traditional academic environment. We nurture "out of the box" thinking while developing foundational and essential hard and soft skills that are necessary for navigating the landscape of our future. We specialize in creating a positive, student-centred environment that helps children develop a passion for learning in the classroom and beyond."
"École Louis Legrand is a first and only private virtual francophone school accredited by the Ontario Ministry of Education, offering programs from Kindergarten to Grade 12 for Canadian and international students leading to the Ontario Secondary School Diploma. With small class sizes and personalized learning, the school supports diverse profiles, athletes, artists, gifted, special needs, and more. Students are prepared for provincial exams and post-secondary studies in Canada and abroad."
"Our teaching methodology is grounded in the scientifically proven strategies of Orton-Gillingham based education. We offer multisensory learning strategies and active experiences so that students are processing the educational space using their visual, auditory, and kinesthetic/tactile learning pathways. We also offer direct and explicit instruction within the classroom, a student-centred and individualized learning environment, and a basic to complex skill development trajectory."
"At École Louis Legrand, what sets us apart is our ability to provide high-quality, francophone virtual education that is fully accredited by the Ontario Ministry of Education, while keeping each student at the center of their learning journey. Unlike traditional models, we offer small class sizes that foster constant interaction and personalized attention.
Our pedagogy is flexible and tailored to diverse student profiles: gifted learners, artists, athletes, students with special needs, and international students. In practice, this means we create individualized learning plans that align with each student’s strengths, interests, and needs, supported by qualified teachers who actively guide and inspire their progress.
This unique combination—digital innovation, individualized support, and academic excellence—ensures that our students not only succeed in provincial exams but also build the confidence, independence, and skills required to thrive in leading post-secondary institutions in"
"To best serve our families, we've chosen to maintain small class sizes, which fosters personalized attention but limits overall enrollment. This approach ensures each student receives a tailored educational experience, although it means we might not accommodate all interested families. Additionally, our investment in specialized training and resources, such as the Orton-Gillingham approach, requires significant commitment but results in transformative learning experiences."
"At École Louis Legrand, we believe that delivering an innovative, inclusive, and personalized education requires making deliberate tradeoffs. Staying true to our values of accessibility, excellence, innovation, and openness
means prioritizing certain commitments over others:
Personalization vs. Standardization: We prioritize tailoring learning to each student’s strengths and needs, rather than imposing rigid standardization. This allows students to progress at their own pace—even if it means moving away from a one-size-fits-all model.
Digital innovation vs. Traditional models: We have chosen to invest heavily in digital tools and modern online teaching methods. As a result, some classical approaches (such as uniform lecture-based teaching) play a lesser role. Instead, we emphasize flexibility, interactivity, and student engagement.
Openness and diversity vs. Cultural uniformity:By welcoming students from around the world, we embrace a global francophone community rather than a narrowly"
"Our journey began with a vision to dismantle barriers for students with learning differences, setting the foundation for our current philosophy. The adoption of the Orton-Gillingham approach marked a pivotal moment, equipping us with a powerful tool to support students with Dyslexia. Expanding our services with Novel Tutoring allowed us to extend our reach beyond the classroom, providing accessible online support. Our commitment to community grew with the introduction of parent communication tools like Grasshopper Communication, ensuring an inclusive and collaborative environment. These key junctures have shaped our reputation for excellence and innovation, driving us to continually adapt and meet our students' evolving needs."
Information not available
"Students who thrive at The Learning Common are those with ADHD and Dyslexia who seek a supportive and inclusive educational environment. Our school is ideal for "out of the box" thinkers who benefit from personalized learning plans and innovative teaching methods. We welcome students eager to develop foundational literacy and soft skills while engaging in a community that values creativity, collaboration, and resilience, providing them with the tools for future success."
"École Louis Legrand, though young, is built on defining milestones. Our name honors Louis Legrand, a visionary educator advocating differentiated learning—still central today. In 2025, a team with 100+ years of combined teaching experience launched the school, accredited by Ontario’s Ministry of Education and authorized to grant the OSSD, securing legitimacy. Distinctive programs, such as the Bilingualism Certificate and Specialist High Skills Majors, reflect our mission to prepare bilingual, innovative, and globally minded students."
"We may advise against choosing our school if a family seeks a traditional educational environment or if a student thrives in larger, conventional classrooms. Our specialized focus on ADHD and Dyslexia may not align with the needs of students without learning differences, potentially limiting their experience. Additionally, families looking for highly competitive academic settings or those not open to an innovative, tailored educational approach might find our unique methodologies and community-centred focus less suitable for their expectations."
"Our school is not the best fit for every family. Being fully virtual, families seeking a traditional in-person campus with sports and daily on-site activities may be disappointed. Likewise, our strong emphasis on personalization and student independence requires high levels of self-discipline and parental involvement. Families who prefer a highly standardized model or cultural uniformity may find a mismatch with our values of openness, diversity, and flexibility."
"Parents choose TLC School because of our commitment to supporting students in finding their passion for learning, providing a safe and nurturing environment, and our strong parent-school connection and community. We provide a well-rounded education that prepares students for success and ensures their individual needs are met."
"Families choose École Louis Legrand because it offers a unique accredited francophone virtual education by Ontario’s Ministry of Education. They value the flexibility to balance academics with personal pursuits (sports, arts, travel) and the individualized support provided by small class sizes. Many also appreciate our cultural diversity, inclusive approach, and the opportunity to graduate with both the OSSD and a Bilingualism Certificate, which strengthens access to top universities in Canada and worldwide."
"The Learning Common is recognized in the community as a nurturing and innovative educational institution dedicated to students with ADHD and Dyslexia. We are known for our specialized teaching methods, particularly the Orton-Gillingham approach, and for creating a supportive, personalized learning environment. Our reputation for fostering creativity, resilience, and confidence in students positions us as a leader in specialized education, admired for our inclusive and collaborative community."
"Louis Legrand is widely perceived as a beacon of academic excellence and intellectual rigor, deeply rooted in a tradition of humanistic education. To the public, it represents a prestigious institution that cultivates future leaders and scholars, often linked to high achievement and elite pathways. Its historical legacy, demanding curriculum, and distinguished faculty shape a reputation that commands respect. The most visible attributes—discipline, performance, prestige—are just the tip of the iceberg. Beneath this surface lies a deeper identity built on knowledge transmission, cultural openness, and a strong educational mission."
"The school's commitment to fostering a supportive and inclusive environment stands out to parents. They witness firsthand the sense of belonging and camaraderie among students, facilitated by caring educators who prioritize social-emotional development alongside academic achievement. Parents are delighted to see their children thriving in an atmosphere that values empathy, respect, and diversity."
"One aspect of Louis Legrand that families often see but don’t fully appreciate is its culture of intellectual humility and curiosity.
Families recognize the school’s academic rigor and reputation, but they may not realize how deeply the environment encourages students to question, explore, and engage with ideas beyond the curriculum. It’s not just about mastering content—it’s about cultivating a mindset that values learning for its own sake, embraces complexity, and respects diverse perspectives. This ethos is woven into classroom discussions, teacher-student relationships, and even extracurricular activities.
While the prestige of Louis Legrand is visible, the quiet confidence and openness to learning that it instills in students is what truly sets it apart—and deserves far more recognition."
"One aspect that leaves parents in awe of The Learning Common is the school's dedication to personalized education. Each child is recognized as a unique individual with distinct strengths, interests, and learning styles. Through personalized learning plans and small class sizes, educators tailor instruction to meet the specific needs of each unique learner."
"What tends to surprise families after enrolling at Louis Legrand is the deeply personal and supportive environment—especially given that the school is entirely virtual. From the website, one might expect a rigorous academic institution focused on credentials like the Ontario Secondary School Diploma (OSSD). But once immersed, families discover a caring community where students are guided with empathy, encouraged to grow in confidence, curiosity, and character.
Another unexpected aspect is the breadth of language offerings and international certifications. Louis Legrand goes beyond French instruction, offering programs in Chinese, Spanish, English, and Arabic, with globally recognized exams like DELF, DALF, HSK, DELE, and IELTS. This reflects a rare cultural openness that prepares students for a global future.
Lastly, families are often surprised by the school’s flexibility and accessibility."
"At The Learning Common, we have recently strengthened our approach by expanding Novel Tutoring to provide one-on-one and online literacy support, extending learning beyond school hours. Our educators have deepened their expertise through advanced training in Orton-Gillingham and The Science of Reading, ensuring students benefit from evidence-based strategies. We also introduced updated assessment tools to personalize learning profiles with greater accuracy. Improved parent communication platforms, such as Grasshopper Communication, have further enhanced transparency and collaboration, reinforcing our commitment to each child’s success."
"École Louis Legrand has recently expanded its commitment to global accessibility and linguistic excellence by enhancing its Language School to include internationally recognized certifications in Chinese (HSK), Spanish (DELE), English (IELTS), and Arabic (DELF). This evolution reflects the school’s dedication to preparing students for a multilingual, interconnected world.Another major improvement is the introduction of a dual diploma pathway (OSSD + diploma from the student’s home country). This initiative supports Louis Legrand’s mission to offer flexible, globally relevant academic options. It allows families to meet local educational requirements while benefiting from the rigor and recognition of Canadian standards.Finally, the school has deepened its focus on personalized support, emphasizing socio-emotional development and confidence-building from the earliest grades. Through nurturing learning environments and a student-centered approach, Louis Legrand continues to shape creative"
"Recently, we have expanded our offerings with Novel Tutoring, providing one-on-one online tutoring and intensive reading courses to support students beyond the classroom. We've continued to enhance our educational approach by integrating the latest research and technology into our teaching practices, ensuring our students benefit from effective strategies and resources. Additionally, we've strengthened our community engagement through improved communication tools, fostering a more"
"In the next five years, Louis Legrand will expand its global reach by building international academic partnerships and broadening its language certification offerings. The school plans to integrate advanced digital tools to personalize learning based on each student’s pace and goals. The dual diploma (OSSD + local diploma) will be enhanced to ease access to top universities worldwide. New modules focused on 21st-century skills — critical thinking, communication, leadership — will be introduced at the secondary level. These concrete changes reflect Louis Legrand’s mission: to provide a flexible, multicultural, future-oriented education where every student can thrive and build a personalized academic journey."
At The Learning Common, we want to support each student in finding their place and value in their community. Our effective teaching strategies help learners to gain confidence in their academic pathways and nurture creativity, innovation, resilience, collaboration, and empathy. Our small class sizes and teaching expertise results in a comfortable and positive environment for our 'out of the box' thinkers.
Approximately 20% of the mainstream classroom does not learn in the same way as the majority, and this is the demographic we know best. We understand that this type of thinking needs to be nurtured through research based and proven tactics to help each learner flourish and reach their potential.
Chère communauté de l’École Louis Legrand,
Nous sommes ravis de vous accueillir chaleureusement à l’École Louis Legrand qui promeut la francophonie dans toute sa diversité, sa richesse et sa beauté, tout en respectant les différentes cultures.
En cette année scolaire exceptionnelle, nous ouvrons fièrement les portes de l’École Louis Legrand, en référence au grand pédagogue français dont l'approche visionnaire de l'éducation a marqué durablement le domaine.
Nous espérons que cette école devienne le lieu où vos enfants pourront s’épanouir tant sur le plan personnel qu’académique. Soyez assurés que tous les membres du personnel travaillent sans relâche pour offrir à nos élèves un environnement de travail stimulant, sain et sécuritaire. Nous accompagnons chaque élève avec humanité, bienveillance et engagement, en tenant compte de son parcours individuel, afin de l’aider à s’épanouir et à devenir un citoyen responsable.
Notre équipe, dynamique et passionnée, guidée par l'excellence et dotée de nombreuses compétences, apporte une expertise unique pour atteindre des objectifs communs, en misant sur l'innovation et la force du travail collaboratif. Notre succès repose sur le dévouement de chacun envers notre mission et sur notre capacité à maintenir un environnement de travail motivant tout au long de l'année scolaire.
Les informations contenues dans ce guide vous permettront de mieux comprendre les politiques de notre établissement. Nous restons à votre entière disposition pour toute question complémentaire.
Soyez assurés de l’engagement et de la collaboration de tous les membres du personnel de L’École Louis Legrand.
Nous vous remercions de votre confiance et avons hâte de travailler ensemble pour la réussite de vos enfants. Bonne rentrée scolaire à tous,
Équipe de direction
École Louis Legrand
Traditional
Information not available
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.
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
50% of The Learning Common’s curriculum focuses on the development of hard skills in Reading and Math as these are essential skills an individual requires to function in today’s world and beyond. Our effective and proven methodology has been a mainstay of our successful business and thus, is a fundamental piece of our school’s curriculum. Literacy and numeracy are fundamental skills that lead to more positive social emotional, employment, and educational outcomes. 50% of The Learning Common’s curriculum is grounded in Scandinavian teaching approaches and focuses on soft skill development in critical thinking, creativity, communication, and collaboration. Our peer-to-peer learning and facilitation techniques work to develop the necessary soft skills for navigating the industries of the future.
Information not available
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.
At The Learning Common, we use multi-sensory teaching methods that effectively help learners to process and retain information. We believe in moving from the basic to complex learning objectives and have students master foundational and fundamental skills in numeracy. We provide opportunities for students to make real world connections and learn about concepts that they will be using outside the classroom. We are proponents of STEAM and STEM education and have dedicated a full day of STEAM and STEM learning each week.
For more information about the mathematics curriculum, please refer to the Ontario Ministry of Education’s official website. See: Mathematics Curriculum – https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
- Self developed course;
We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
For more information about the curriculum, please refer to the Ontario Ministry of Education’s official website. See: Early Reading Curriculum – https://www.dcp.edu.gov.on.ca/en/guide-effective-early-reading/development-reading-skills This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
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.
We encourage an equal balance of research and inquiry based learning methods. We are dedicated to STEAM and STEM curriculum and believe the skills and strategies learned within this curriculum is important in the future of our ever-changing job market.
For more information about the science curriculum, please note that in Ontario, Science is integrated with Technology under the Science and Technology curriculum. We invite you to consult the Ontario Ministry of Education’s official website: Science and Technology Curriculum – https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
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
Zoology
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.
Looking at classical forms of literature as a means of creating a historical narrative is important in understanding where we are today. Using a combination of both socially conscious and progressive literature with the traditional texts help to create a well-rounded impression of literature's timeline and impact on society.
For more information about the Literature curriculum, please refer to the Ontario Ministry of Education’s official website. See: Literature : Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/sec-esl-eld This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
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
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
For more information about the Social Studies, History and Geography curriculum, please refer to the Ontario Ministry of Education’s official website. See: Social Studies, History and Geography: Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-sshg This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
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.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
For more information about the Humanities and social sciences curriculum, please refer to the Ontario Ministry of Education’s official website. See: Humanities and social sciences : Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/social-sciences-humanities This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
For more information about the Classic languages curriculum, please refer to the Ontario Ministry of Education’s official website. See: Curriculum –https://www.dcp.edu.gov.on.ca/en/curriculum/classical-studies-intl-languages This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
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.
We do not offer any specific courses in fine arts, however, the arts are woven throughout our curriculum and included in every unit of focus. Students will have access to teachings in dance, drama, music, visual arts, and design.
For more information about the Arts curriculum, please refer to the Ontario Ministry of Education’s official website. See: Arts : Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-arts This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
We believe that students need to be able to navigate the language of the computer both effectively and proficiently. This means reading, comprehension, and research skill development. Our students need to understand where information is coming from, why it's being made accessible, and how it can be used for their futures. Technical skills in computers and a virtual platform are fundamental to a young person's future.
For more information about the Technology education and computer science curriculum, please refer to the Ontario Ministry of Education’s official website. See: Technology education and computer sciences : Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/technological-education / https://www.dcp.edu.gov.on.ca/en/curriculum/computer-studies This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
Web design
Robotics
Computer science
Each day students have 2, 30 minute sessions of what we call motion learning. This includes walking, hiking, skipping, dancing, yoga, and exercise. Students retain 20% more information when they do some sort of physical activity before embarking on their learning. We have one session of motion learning in the morning and then again in the afternoon.
For more information about the Health and physical education curriculum, please refer to the Ontario Ministry of Education’s official website. See: Health and physical education : Curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-health-and-physical-education This course follows a flipped classroom approach, as implemented by École Louis Legrand. In this pedagogical model, students are expected to review learning materials (videos, readings, digital resources) independently before attending class. Then, at a scheduled time, they meet with the teacher to ask questions, engage in discussion, deepen their understanding, and reinforce their learning.
Not applicable
Not applicable
Information not available
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
L'él. peut avoir des cours one to one, en groupe, indépendanement.
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”.
Our academic culture is student-centred. We teach learners the hard and soft skills necessary for navigating a future of life-long learning where they will have to create their own value in the world. As educators, we inspire ideas and nurture creativity and innovation, however, we want students to gain autonomy over their educational experience and journey.
At École Louis Legrand in Toronto, we foster a rigorous academic culture grounded in high expectations, intellectual curiosity, and student engagement. Our curriculum is designed to challenge learners at every level, encouraging them to strive for academic excellence while developing critical thinking and independence. Students are expected to take an active role in their learning, both in and outside the classroom. At the same time, we provide strong individual support and guidance, ensuring that each student is empowered to meet challenges and grow. Our approach, inspired by the French tradition of academic excellence, prepares students not only for strong academic outcomes but for a lifelong passion for learning.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Information not available
We specialize in providing effective remedial education for learners with exceptionalities such as Dyslexia, Aspergers, and ADHD/ADD. Our teachers are equipped with the strategies and approaches of Orton-Gillingham and understand how to create a positive and comfortable educational environment for students who are struggling with learning disabilities.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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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
100%
0%
3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
No
Yes: grades 2 - 12
No
No
No
No
No
Yes: grades 2 - 12
No
Yes: grades 2 - 12
No
No
We work with all types of learners, but we specialize in providing education for unique learners or those with exceptionalities. We are able to teach the skills necessary for navigating a world which will require a skilled labour market and life-long learning. Many of our students are out-of-the-box thinkers are creative, innovative, and don't fit the mold of the mainstream classroom.
Ideal Student Profile at Louis Legrand : Attribute Description Academic Excellence : Strong performance in core subjects, especially math, science, and languages. Autonomy & Organization : Able to manage time effectively, work independently, and stay on top of assignments. Curiosity & Motivation : Eager to learn, ask questions, and explore new ideas beyond the curriculum. Adaptability : Comfortable with virtual learning platforms and flexible academic environments. Resilience : Capable of overcoming challenges—whether physical, cognitive, or emotional. Creativity : Especially valued in artistic or interdisciplinary programs. Global Perspective : Open to diverse cultures and ideas; bilingual or multilingual students are welcomed. Collaboration Skills : Willing to engage in group work, discussions, and peer learning. Louis Legrand also welcomes students from a wide range of backgrounds—including athletes, artists, international learners, and those with learning differences—provided they demonstrate the ability to thrive in a rigorous and supportive academic setting
📝 Application Process for Grade 4
Request Form
Course Selection
Parents or guardians select the desired courses from the school's online catalog.
Courses are added to a virtual cart before proceeding to payment.
Enrollment & Payment
Once courses are selected, payment is made directly through the website.
Tuition for Grade 4 courses is typically $1,000 CAD per subject
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