131 Bloor Street West, Suite #426, Toronto, Ontario, M5S 1R1, Canada
4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
Indirect Support:
131 Bloor Street West, Suite #426, Toronto, Ontario, M5S 1R1, Canada
4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
1995
1879
170
432
JK to 8
9 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Liberal Arts
16 to 20
14
Learning
Learning
In-class adaptations
$29,190
$40,500 to $47,300
$73,500 to $82,400
Yes
Yes
10%
30%
JK to 8
9 to 12
$5,000
$30,000
15
108
0%
69%
75%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
information not available
The first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
Read The Our Kids Review of Lakefield College School
Located in the heart of downtown Toronto, Rosedale is proximate to a wealth of physical resources that wouldn't be available to schools of a similar size located elsewhere. The student body is small, with just 170 students, though the school partners with the University of Toronto, the AGO, and the ROM, all of which are located within a short distance of the school. The school very happily makes use of all of those resources, including the athletic facilities at U of T. The school adopts a range of progressive practices, including a promotion of cross-curricular instruction and cooperative learning. In all, it's a very nice mix, combining the intimacy of a small student body with a lot of resources and facilities close to hand. While perhaps not a gifted school, per se, the ideal learner is one who can benefit from an enriched curriculum.
View full reportThe first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
View full reportinformation not available
"Excellent teachers who care about the students and give them their all."
Jan Dunk - Parent (Sep 05, 2018)
LCS is an amazing school that offers a wide range of top notch classes. The staff is phenomenal and ...
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"The vibe on the campus is contagious, everyone is supportive, encouraging, respectful and caring."
Suzanne Scarrow - Parent (Mar 08, 2021)
Our son attended Lakefield College School for Grade 12, instead of doing CEGEP in our home province ...
View full review
"The academic culture is one based on meeting students where they are at and pushing them forward. "
Paula Mbonda - Parent (Mar 08, 2021)
If I was to describe LCS in one word I would use Kindergarten. Remember that time in life when play-...
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"RDS is a downtown co-ed day school that fosters future-ready leaders by honouring the unique character and potential of each child. At the heart of RDS is a personalised and meaningful learning experience. Our supportive and nurturing environment is designed to foster confidence, passion and a curiosity for learning. Engaged and dedicated faculty draw upon best practices to inspire learners and ensure students are prepared to adapt confidently and engage responsibly in our changing world."
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Since its founding in 1995, The Rosedale Day School has grown into a thriving educational community with over 170 students and 30 dedicated, creative teachers and staff. Our classrooms foster student engagement through innovative pedagogical practices and creative, authentic units of learning. Located in the heart of downtown Toronto, RDS enriches each student’s learning experience by making use of our surrounding community with access to world-class facilities such as The Royal Ontario Museum, the Art Gallery of Ontario, and the University of Toronto athletic facilities.
Recognition of and striving towards the authentic character and potential of each student has always been at the centre of the RDS ethos; teachers and students work together to strive for their individual best, looking ahead to the future beyond grade 8 and an ever-changing, evolving world. The RDS Vision, Mission and Values drive us to help shape future-ready students with the skills needed to adapt confidently and engage responsibly in their world. The four school values of integrity, diligence, respect and involvement guide student relationships and are integral to shaping the learning environment at RDS.
At the core of RDS is the warm sense of community and support that surrounds each student as they grow. Powerful teacher-student relationships form the backbone of learning and development, and a strong partnership between the school and parent community ensures that every RDS student builds the confidence and independence that is critical for success in high school and beyond.
I invite you to explore our website, read our 2021 - 2026 Strategic Plan and reach out to our Admissions Department to learn more about the RDS community and the potential for learning and growth that awaits.
John Reid
Head of School
For generations, graduates of The Grove have earned admission to some of the most prestigious post-secondary institutions in Canada and the world, and have pursued their passions in a wide variety of fields successfully. They have contributed on the local, national and international stages—good caring people equipped to do important work. Their achievements fortify us with the confidence to build on the solid foundation of the school's greatest strengths.
We are incredibly proud of our community—our staff and students in particular!—and we are excited about the future of Lakefield College School.
Liberal Arts
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.
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.
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The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
We believe strongly in the education of the whole person, our teachers and courses also place emphasis on leadership and character education. In order to prepare students well for the challenges of university and life in a rapidly changing world, Lakefield\'s faculty engage students in academic activities which will enable them to develop disciplined habits of study, critical thinking skills, and a talent for co-operative problem-solving. In addition, students are given significant opportunities to use a variety of educational approaches including experiential, collaborative and interdisciplinary methods along with digital tools to enrich their learning. In order to ensure intellectual breadth, students at Lakefield are required to study a core curriculum which reflects the requirements of the Ontario Ministry of Education.
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.
RDS uses the JUMP Math program to ensure all students have a solid understanding of the material and concepts presented. The approach is to break questions down in to the basic steps and teach each step in short lessons before continuing. The allows the students to master all of the processes and fill in any and all gaps in their knowledge. In the older grades, RDS then builds upon this solid foundation to further critical thinking and problem solving skills. The goal is to develop students with analytical expertise paired with higher order thinking proficiency.
Information not available
RDS uses JUMP Math starting in JK and supplements this with a wide variety of materials to ensure a solid and deep understanding of all Mathematical principals and concepts.
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RDS allows calculators in the older grades as needed. The students otherwise are expected to use mental Math to solve problems.
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Not applicable
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.
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RDS utilizes the Jolly Phonics Program in Kindergarten to build the skills necessary for early reading and writing skills. The program starts with the letter "S" the first week of Junior Kindergarten and continues from there with the letters most commonly used letters in the English language. Most students are reading and writing short paragraphs by half way through Senior Kindergarten and are fluent by the time they enter Grade 1.
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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.
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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.
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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.
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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
Not applicable
Not applicable
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Our downtown location allows students to experience a first rate physical education program through extensive use of The University of Toronto Athletic Facilities.
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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.
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The Kindergarten Program at RDS is focused on developing independence, self-confidence and curiosity about the world through a child-centered, inquiry-based approach. Teachers create learning experiences that are tailored to student interests and capabilities. Each child brings a unique sense of authenticity to the classroom; a set of interests, abilities, attitudes and stories that are valued, fostered and included in their learning.
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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.
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Supportive
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 “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.
The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
Information not available
Information not available
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.
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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|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
The goal of the Learning Strategies department at RDS is to develop student confidence, independence, and love of learning. We operate on a three-tier model of support: Tier 1: A qualified special education teacher consults with classroom teachers to differentiate instruction. Tier 2: Grounded in assessment, a Learning Profile is created which outlines recommended accommodations to the student’s learning. We do not modify curriculum expectations at RDS. Tier 3: There are three options for intensive, remediation for students who are significantly behind grade expectations: In-class support: A Learning Strategist will go into the classroom during instructional time to provide small-group and/or individual support. AM/PM support: A student can attend morning or afternoon sessions with a Learning Strategies teacher to build specific skills. Withdrawal support: A student can be removed from a non-curricular subject or French Language instruction to receive short-term one-on-one instruction.
Information not available
All students are given equitable access to the curriculum through differentiated instruction and universal design for learning. Prospective students are asked to share insight into their learning profile [IEP, Psych-ed Reports and any other relevant documentation] that will allow us to determine if we are able to support and ensure they will be successful at RDS.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
9 - 12
10%
30%
$5,000
$30,000
75%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
RDS's Motto is "Every Child is Unique"; we know each child is their own individual. RDS is not looking for potential students who fit into a cookie cutter mould. Children have different needs, and they all learn and thrive in different ways. What RDS is looking for is students with good character. Our four Core Values are the foundation from which success is derived. We look for students whose personalities align with our community and embody them. Our four Core Values are: Diligence - Always doing your best. Integrity - Telling the truth and having strong moral principals. Respect - yourself, your work, peers, teachers, the community, and all those you come in contact with. Involvement - Being an active part of classes, sports, clubs and the whole RDS community.
We begin accepting applications in September for the following academic year. Should a current grade have any immediate openings we would be able to offer early registration at that time. Alternatively in early February after our current families have re-enrolled should any new openings become available we offer acceptance to students who have met our admissions criteria.
1. Begin Your Admissions Journey
Contact Valerie Marlow, Admissions Office Manager, to begin receiving step-by-step guidance through the admissions process
Submit an inquiry
2. Complete an Online Application
Complete an application to receive:
Day Applicants－please note the following application review deadlines:
November 15, 2023－Application Deadline
Applications received after November 15, 2023 will be considered on a rolling basis for enrolment pending availability of space, or for wait pool consideration.
Boarding Applicants－are encouraged to apply at your earliest convenience:
Completed applications are reviewed on a rolling basis and spaces are limited
We are looking forward to assisting you with the admissions process.
For more information on availability, please contact [email protected].
3. Submit Supporting Documents
4. Tell Us Your Story
5. Receive an Enrolment Decision from LCS
