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Lycée Français de Toronto ACADEMICS & Curriculum
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at LFT: Traditional
LFT has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
International curriculum & programs at LFT: French National Curriculum, Duke of Edinburgh's Award
What LFT says about their overall curriculum and approach:
The Lycée Français de Toronto is the only school in Toronto fully accredited by the French Ministry of National Education from Preschool to Grade 12. As part of the AEFE network of more than 500 French schools worldwide, it offers students access to a globally recognized curriculum and a truly international educational pathway. The French curriculum is known for its coherence, depth, and academic rigor. Students build strong foundations in mathematics, sciences, languages, humanities, and the arts while developing critical thinking, analytical skills, and intellectual independence. Learning takes place in both French and English, preparing students to thrive across languages and cultures. This academic journey culminates in the French Baccalauréat, one of the world's most respected secondary school diplomas and a qualification recognized by leading universities in Canada and around the world.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at LFT: Traditional Math
LFT has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What LFT says:
Mathematics at the Lycée Français de Toronto is taught through a structured and progressive approach that emphasizes mastery of foundational skills before moving to increasingly complex applications and problem-solving. Compared with the Ontario curriculum, the French curriculum often introduces concepts in a different sequence and places a stronger emphasis on procedural fluency, logical progression, and mathematical precision. Students first learn and practice mathematical methods and algorithms, then apply these tools to increasingly challenging problems and real-world situations. Regular practice helps build accuracy and confidence, while each new concept builds upon previously acquired knowledge. This combination of strong foundations and analytical thinking helps students develop the mathematical maturity needed for advanced studies in mathematics, science, engineering, economics, and other analytical fields.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
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Early Reading
Early Reading approach at LFT: Balanced Literacy
LFT has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).
[Show: About Balanced Literacy?]What LFT says:
Early reading at the Lycée Français de Toronto combines systematic literacy instruction with rich exposure to language and literature in both French and English. Children develop foundational reading skills through phonological awareness, decoding, and word recognition while engaging daily with stories, picture books, read-alouds, and classroom discussions. Explicit instruction in reading strategies is complemented by meaningful opportunities to explore texts, build vocabulary, and develop comprehension. As students progress, they learn not only how to read accurately and fluently, but also how to interpret, question, and connect with what they read. Our approach nurtures both the technical skills required for strong literacy and a lifelong appreciation for books, language, and learning.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What LFT says:
This information is not currently available.
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Writing
Writing approach at LFT: Equal balance
LFT has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What LFT says:
Writing instruction at the Lycée Français de Toronto combines explicit teaching of language conventions with frequent opportunities for authentic written expression. In the younger grades, students learn handwriting through cursive writing, which supports fine motor development, fluency, and the connection between reading and writing. At the same time, they receive systematic instruction in grammar, spelling, vocabulary, sentence structure, and writing conventions. Students regularly write for different purposes and audiences, gradually progressing from words and sentences to longer, more complex texts. Teachers provide modeling, guided practice, and feedback to help students develop both technical accuracy and confidence as writers. Our goal is to help students become clear, thoughtful communicators who can express ideas creatively, organize their thinking effectively, and write with increasing precision and independence.
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Science
Science approach at LFT: Equal Balance
LFT has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
Science education at the Lycée Français de Toronto combines strong academic foundations with hands-on inquiry and experimentation. Students develop a solid understanding of scientific concepts through structured instruction while also learning to investigate questions, analyze evidence, and apply their knowledge in meaningful ways. From the earliest grades, students explore the natural world through observation, experiments, projects, and discussion. As they progress, they build increasingly sophisticated knowledge in life sciences, physics, chemistry, earth sciences, and technology, while learning to use the scientific method and think critically about evidence. Our balanced approach develops both scientific knowledge and scientific thinking. Students learn not only what we know about the world, but how that knowledge is built, tested, and refined. By High School, they are well prepared for advanced scientific study and confident in their ability to solve complex problems.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at LFT: Traditional
LFT has a Traditional approach to Literature (as opposed to Social Justice, Equal Balance approach).
[Show: About Traditional?]What LFT says:
Literature plays a central role in the curriculum at the Lycée Français de Toronto. Throughout their schooling, students engage with a rich selection of both classic and contemporary works in French and English. As they progress, students learn to analyze plot, characterization, themes, style, and authorial intent while developing an appreciation for the cultural and historical contexts that deepen understanding of a text. Classroom discussions, close reading, and written analysis encourage students to interpret, question, and defend their ideas with clarity and evidence. Beyond literary knowledge, the study of literature helps students explore universal questions about identity, relationships, ethics, and society. By High School, students are able to engage thoughtfully with complex texts, communicate sophisticated ideas, and develop the critical-thinking and writing skills that are essential for success at university and beyond.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at LFT: Core Knowledge
LFT has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What LFT says:
In the elementary grades, social studies focuses on helping students build a strong understanding of history, geography, and the societies that shape our world. Students explore significant people, places, events, and civilizations through stories, reading, discussion, maps, projects, and age-appropriate research. Historical topics are introduced through a coherent progression, helping students develop a sense of chronology and understand how societies evolve over time. Geography studies help students understand the relationships between people, places, environments, and cultures at local, national, and global levels. Our approach emphasizes knowledge acquisition alongside curiosity and critical thinking. By building strong historical and geographical foundations, students develop cultural awareness, informed citizenship, and a deeper understanding of the world around them.
Humanities and Social Sciences
Humanities and Social Sciences approach at LFT: Equal Balance
LFT has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What LFT says:
The humanities and social sciences at the Lycée Français de Toronto combine the study of foundational knowledge with the exploration of contemporary issues and perspectives. Students engage with history, geography, economics, philosophy, literature, and social sciences to understand how societies have evolved and how individuals interact with the world around them. They study significant ideas, events, and thinkers while examining their relevance to current social, political, environmental, and ethical questions. Through reading, discussion, research, debate, and written analysis, students learn to evaluate evidence, consider multiple perspectives, and construct well-reasoned arguments. Our approach values both knowledge and inquiry, helping students develop cultural literacy, intellectual curiosity, and informed citizenship. By connecting enduring ideas to real-world challenges, students gain the critical-thinking skills needed to navigate an increasingly complex and interconnected world.
Foreign Languages
Foreign Languages approach at LFT: Communicative
LFT has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What LFT says:
Foreign language learning at the Lycée Français de Toronto emphasizes communication, cultural understanding, and authentic language use. Students are encouraged to use the target language in meaningful contexts through conversation, collaboration, presentations, projects, and real-world situations. Language acquisition is supported by a variety of activities, including discussions, role-playing, games, literature, media, and authentic texts that help students connect language with culture. Grammar and vocabulary are taught as important tools for communication rather than as isolated exercises. As students progress, they develop confidence in speaking, listening, reading, and writing while gaining a deeper appreciation for different cultures and perspectives. Our goal is to help students become effective communicators who can engage comfortably and confidently across languages and cultural contexts.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at LFT: Equal Balance
LFT has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What LFT says:
The fine arts program at the Lycée Français de Toronto balances artistic appreciation with creative expression. Through visual arts, music, drama, and performance, students learn both to understand artistic works and to develop their own creative voice. Students explore a wide range of artistic traditions, techniques, styles, and cultural influences while engaging in hands-on creation, performance, and experimentation. They learn to observe, interpret, and discuss works of art, while also developing the skills and confidence to create, perform, and present their own work. Whether through painting, drawing, music, theatre, or collaborative projects, students are encouraged to take creative risks, refine their techniques, and communicate ideas in meaningful ways. Our approach nurtures creativity, self-expression, cultural awareness, and the confidence to engage with the arts throughout their lives.
Computers and Technology
Computers and Technology approach at LFT: Medium integration
LFT has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What LFT says:
Technology plays an important but balanced role in the curriculum at the Lycée Français de Toronto. We view digital tools as a means to support learning, creativity, collaboration, and problem-solving rather than as an end in themselves. Students develop digital literacy progressively across subjects, learning how to research, evaluate information, create content, collaborate responsibly, and use technology effectively. As they advance through the grades, they also gain exposure to computer science concepts, coding, computational thinking, and digital citizenship. Technology is integrated where it enhances learning while preserving the importance of discussion, reading, writing, hands-on experiences, and human interaction. Our goal is to help students become thoughtful, responsible, and adaptable users of technology, equipped with the digital skills needed to thrive in an increasingly connected world.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What LFT says:
Physical education at the Lycée Français de Toronto combines skill development, teamwork, competition, and personal growth. The journey begins in the early years, with daily movement activities and skating introduced in Grande Section. As students progress through Primary, Middle, and High School, they participate in a structured physical education program and a wide range of sports, including soccer, basketball, cross-country, track & field, ball hockey, and multisport activities. Students have opportunities throughout their school years to represent the Lycée in competitions across Toronto through the SSAF, developing teamwork, commitment, resilience, and school spirit. Students also participate in events organized through the AEFE network of French schools, connecting with peers from across North America through sport and competition. Our goal is not only to develop athletic skills, but also confidence, leadership, perseverance, and a lifelong appreciation for physical activity and wellbeing.
Advanced Placement courses
This information is not currently available.Sex and health education
Sex and health education approach at LFT: Not Ontario curriculum
LFT has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
LFT has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What LFT says:
Health and sexuality education is delivered through an age-appropriate, progressive curriculum consistent with French Ministry of Education guidelines. Topics include physical and emotional development, puberty, personal well-being, healthy relationships, consent, respect for self and others, equality between girls and boys, prevention of gender-based and sexual violence, digital citizenship, media literacy, body image, reproductive health, contraception, sexually transmitted infections, and sexual orientation. Our approach emphasizes scientific accuracy, critical thinking, respect for diversity, and the development of students' capacity to make informed and responsible decisions. Learning is designed to foster a safe, inclusive environment where students can ask questions, reflect on values, and develop the knowledge and skills necessary for healthy relationships and personal well-being.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at LFT: Academic
LFT has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
What LFT says about their preschool/K curriculum approach:
At the Lycée Français de Toronto, our Preschool and Kindergarten program combines play, discovery, and strong academic foundations within a fully bilingual environment. No prior French is required. Children learn through hands-on experiences, structured exploration, storytelling, movement, the arts, and daily interactions in both French and English. Small class sizes allow teachers to provide individualized attention and build strong relationships with each child. Our approach balances curiosity and joy with the development of essential early literacy, numeracy, language, and social-emotional skills. By helping children feel confident, known, and supported from the start, we create the conditions for a lifelong love of learning and future academic success.
Language
Learn about Lycée Français de Toronto's languages of instruction and enrolment.
LFT is a bilingual / dual-immersion school with English, French as the primary language of instruction
| English - 20% | French - 80% | ||||||||
Language of enrolment include: English, French
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at LFT: Standard-enriched
LFT has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What LFT says about their curriculum pace:
Beyond provincial expectations, the French curriculum provides greater depth and coherence across disciplines. Students benefit from a rigorous bilingual education enriched by arts, athletics, international opportunities, and research-informed teaching practices that develop intellectual curiosity, critical thinking, and cultural awareness.
Flexible pacing style
| Type | Offered |
|---|---|
| Subject-streaming (tracking) | |
| Multi-age classrooms as standard | |
| Ability-grouping (in-class) as common | |
| Frequent use of cyber-learning (at-their-own-pace) | |
| Regular guided independent study opportunities | |
| Differentiated assessment |
What LFT says about their flexible pacing:
While curriculum expectations are clearly defined, teachers use differentiated instruction to meet students where they are. Students receive individualized support, appropriate challenge, and regular opportunities for guided independent work, helping them build autonomy, confidence, and effective learning habits.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at LFT: Rigorous
LFT has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What LFT says about their academic culture:
The Lycée Français de Toronto maintains a rigorous academic culture built on high expectations, intellectual challenge, and strong foundations across disciplines. Students follow the French national curriculum, complemented by a robust English program, while developing analytical, critical-thinking, and communication skills. Academic rigor is reflected not only in the depth of the curriculum, but also in the development of autonomy, responsibility, and effective study habits. At the same time, high expectations are supported by individualized attention and close guidance from teachers. Our goal is not simply academic achievement, but to help students develop the knowledge, confidence, and discipline needed to succeed at leading universities in Canada, Europe, and the United States.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What LFT says about their developmental priorities:
At the Lycée Français de Toronto, we aim to help students become knowledgeable, thoughtful, and well-rounded individuals prepared to thrive in a changing world. We place equal importance on intellectual, emotional, social, and physical development. Through a rigorous academic program, students develop analytical and critical-thinking skills, intellectual curiosity, and a strong understanding of the world around them. At the same time, they build confidence, resilience, empathy, and a sense of responsibility toward others. Through academics, arts, athletics, leadership, and community experiences, students learn to collaborate, communicate effectively, and engage respectfully with diverse perspectives. Our goal is to graduate young adults with the knowledge and character to make meaningful contributions wherever life takes them.
Special needs support
[Show definition of Special needs support]
LFT offers Indirect Support
Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.
What LFT says about their special need support:
The Lycée Français de Toronto provides a range of accommodations and support measures designed to help students access learning while maintaining high expectations. Support may include differentiated instruction, classroom accommodations, organizational support, modified assessment conditions, and individualized learning strategies. Teachers work closely with families to ensure that support plans are responsive to each student's needs. The school also benefits from the guidance of an Inclusion Reference Teacher, who helps coordinate support, advise staff, and facilitate collaboration between families, teachers, and specialists. Our approach is guided by a simple principle: every student should have the opportunity to learn, progress, and participate fully in school life. By combining individualized support with clear expectations, we strive to create an environment where students can develop confidence, independence, and academic success.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What LFT says:
The Lycée Français de Toronto is committed to supporting students who develop learning difficulties during their educational journey. We work closely with families, teachers, and, when appropriate, external specialists to identify needs early and provide appropriate support. Students with diagnosed learning disabilities may be successful at the Lycée, depending on their individual profile and the level of support required. Admissions decisions are made on a case-by-case basis, with careful consideration of whether the school can provide an environment in which the student can thrive academically, socially, and emotionally. While we are not a specialized school, we are committed to fostering an inclusive environment where students are known, supported, and encouraged to reach their full potential.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: This information is not currently available.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
In-class adaptations
| Program | Offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
What LFT says about their gifted learner support:
Our school promotes an inclusive approach that recognizes and supports the diverse needs of all learners, including gifted students. Through differentiated instruction, enrichment opportunities, project-based learning, accelerated pathways when appropriate, and personalized guidance, students are encouraged to develop their talents while remaining fully integrated within their peer group. Our focus is on fostering intellectual curiosity, creativity, critical thinking, and social-emotional development alongside academic excellence.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 12, LFT students perform an average of >2 hours of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| LFT | 0 mins | 0 mins | 0 mins | 15 mins | 15 mins | 30 mins | 30 mins | 30 mins | 45 mins | 45 mins | 60 mins | 90 mins | 160 mins | 160 mins | 160 mins |
| Site Average | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins | 75 mins | 84 mins | 100 mins | 107 mins |
What LFT says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 12 |
| Prose (narrative)-based feedback | Preschool to Gr. 12 |
| Academic achievement reporting | Preschool to Gr. 12 |
| Parent-teacher meetings | Preschool to Gr. 12 |
