Niagara Christian Collegiate

About NCC

Established in 1932, Niagara Christian Collegiate prepares students for life success by shaping character, building intellect, developing leadership skills, and instilling self-discipline. Students grade 6 through to grade 12/University Prep enjoy our beautiful 129-acre campus located on the banks of the Niagara River. NCC Middle School teachers energetically incorporate Project-Based Learning, sparking student engagement across the curriculum, which lays the foundation for solid academic achievement at the Secondary School level. NCC Secondary School students are surrounded by enthusiastic and loving teachers who clearly communicate course content integrating faith, values, and knowledge. The low student-to-teacher ratio allows each student to achieve personal goals and become a life-long learner. Teachers are actively involved in each student's life, giving them personal attention that empowers them to achieve great results in their studies. Our International Study Program (Grade 6-12/University Prep) is expertly designed. A focus on English for Academic Purposes, the acquisition of cultural competence, and an intentionally created nurturing environment, combine to cultivate success in the lives of our international students.

Dedicated, enthusiastic faculty
Each student encouraged and mentored
Small class sizes
Wireless campus, SMART boards
Focus on 21st Century skills
Leadership development
International environment
15 countries represented
Summer ESL and credit programs
Distinguished post-secondary placement rate

Our Take: Niagara Christian Collegiate

Niagara Christian Collegiate can be a bit deceiving, at least at first glance. The setting is rural, with the nearest community of size being Niagara Falls to the north. The Niagara Parkway—the route through which NCC is accessed—is a sleepy, scenic drive along the eastern edge of the Niagara peninsula. The campus, for anyone driving by, can seem sympathetically sleepy, a world away from the hustle of urban life. Which, to some extent, it is. What you don’t see—and perhaps what even locals don’t accurately grasp—is the breadth and the diversity of the academic programs as well as the school’s student population. Half are international students, arriving from as close as the US to as far afield as Japan and Tunisia. The curriculum has a similar breadth, and the goal of the school is to deliver a comprehensive, international education through the lens of Christian values. The ideal student is one who is interested in all of that: growing within their faith and gaining a sense of their place in the world alongside peers of a like mind.

Dedicated, enthusiastic faculty
Each student encouraged and mentored
Small class sizes
Wireless campus, SMART boards
Focus on 21st Century skills
Leadership development
International environment
15 countries represented
Summer ESL and credit programs
Distinguished post-secondary placement rate

Reviews

User-submitted reviews (none submitted)

Location and Busing

2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4

School Busing:

NCC offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only, door-to-door pickup .

Gallery

Gallery showcasing school life and general photos of Niagara Christian Collegiate.

School Facilities Gallery

Athletics facilities

Arts facilities

Campus

The gazebo - a favourite meeting spot for students

Classrooms

Residences

Girls Dorm Lounge

Science facilities

Instructional resources

Shared spaces

Our chefs prepare meals that reflect our multicultural campus! Yummy foods from around the world!

Gallery showcasing specific locations and facilities found at Niagara Christian Collegiate.

Upcoming Events Next event: October 20, 2019

October 20, 2019: Visit this school at the Oakville Private School Expo: booth #27
St. Joseph's Banquet & Conference Centre, 300 River Oaks Blvd. E, Oakville, ON, L6H 5T1
Join us Sunday, October 20 from 12:00 pm - 04:00 pm

Chat with school representatives, parents, students and experts face-to-face and learn about many different schools in one day, at one location.

Academics

Academics Summary: [Hide summary]

Curriculum: Traditional
- Mathematics: Equal Balance
- Writing: Process approach
- Science: Inquiry
- Literature: Traditional
- Social Studies : Core Knowledge
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Communicative
- Fine Arts: Equal Balance
- Computers and Technology: Heavy integration
- Physical Education:
- Religious Education: We have one or two required religion courses.
- Advanced Placement courses :
- Sex and health education: Not Ontario curriculum
Curriculum Pace: Standard-enriched
Academic Culture: Rigorous
Developmental priorities: Balanced
Special needs support: Resource Assistance
Gifted learner support: In-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Traditional
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at NCC : Traditional
NCC has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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 uni?ed 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.

Curriculum at schools on OurKids.net

Traditional - 42%
Liberal arts - 16%
Progressive - 27%
Montessori - 14%
Reggio Emilia - 0%
Waldorf - 1%

What NCC says: As a school community, NCC supports students as they pursue academic growth and achievement in preparation for post secondary education. This preparation begins in our middle school program which offers a unique combination of discovery and inquiry-based learning alongside more traditional approaches in mathematics and language. This combination prepares students exceptionally well to transition into NCC's more traditional secondary school. NCC is focussed on providing our students with every opportunity for success and this success-centric approach is integral to our program. High expectations for learning are placed upon students and this is accompanied by a high level of support by our caring, dedicated, and enthusiastic faculty.

Approach:

Focus Religious-based

Academic Christian (Non-denominational)

If you want to learn more about faith-based education, check out our comprehensive guide.
If you want to learn more about Christian education, check out our comprehensive guide.
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at NCC : Equal Balance
NCC has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 68%
Traditional math - 27%
Discovery math - 5%

What NCC says: We endeavour to inspire a love for mathematics and to prepare students for university studies in Math.

Textbooks and supplementary materials: \"Foundations of Mathematics\"\n\"Functions and Applications\"\n\"Functions\"\n\"Calculus and Vectors\"\n\"Data Management\"\n\"Advanced Functions\"\n

Calculator policy: Graphing calculators and technological tools are encouraged and utilized in class.

Writing Process approach

Writing approach at NCC : Process approach
NCC has a Process approach approach to Writing (as opposed to Systematic approach , Equal balance approach).
[Show: About Process approach?]
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.

Writing at schools on OurKids.net

Process approach - 12%
Systematic approach - 9%
Equal balance - 79%

What NCC says: "Education is the key to success for young students. As an educator, we motivate students by ascertaining their educational strengths and abilities and discovering what truly inspires them. We intend to create a stimulating learning environment that encourages a community of learners, while fostering individual confidence in each student in order for all students to reach their full potential. Students learn best when actively engaged in lessons and provided with multiple instructional modalities. When students make connections to past experiences they will not only retain information longer, but they will also master material and become more confident with their own abilities. Anthony Haughton, NCC Middle School Lead Teacher

Science Inquiry

Science approach at NCC : Inquiry
NCC has an Inquiry approach to Science (as opposed to Expository , Equal Balance approach).
[Show: About Inquiry?]
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.

Science at schools on OurKids.net

Inquiry - 26%
Expository - 5%
Equal balance - 69%

Teaching approach: It is the goal of the science department here at NCC to engage every student through inquiry and problem-based learning. There is no better way for a student to become passionate about science than to engage in hands-on trial and error. In our science curriculum, we employ a healthy mix of written problem solving and practical investigations.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Traditional

Literature approach at NCC : Traditional
NCC has a Traditional approach to Literature (as opposed to Social Justice , Equal Balance approach).
[Show: About Traditional?]
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.

Literature at schools on OurKids.net

Traditional - 23%
Social justice - 4%
Equal balance - 73%

What NCC says: Literature students are encouraged to engage with texts using active reading and listening strategies and to respond to texts critically and reflectively. Students are taught to use the terminology of various genres to consider how a text's formal features are used to communicate meaning. When communicating in writing, students consider rhetorical situation to write for specific purposes and audiences. Students develop their oral communication and presentation skills through small-group and seminar-style discussions. An important emphasis on critical thinking and analysis means that students learn to trust their own thinking and consider texts from multiple perspectives to develop and defend their arguments.

Social Studies Core Knowledge

Social Studies approach at NCC : Core Knowledge
NCC has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities , Thematic approach).
[Show: About Core Knowledge?]
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).

Social Studies at schools on OurKids.net

Core knowledge - 44%
Expanding communities - 25%
Thematic - 31%

What NCC says: Our PBL program is a hybrid of all three approaches combined. With a focus on 21st-century learning skills communication, collaboration and critical thinking students engage in authentic learning projects where they take on the roles of historians, geographers, and scientists working to solve real-world problems. Students in our program are challenged to take on leadership roles and creatively present curricular content through authentic learning exercises.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at NCC : Equal Balance
NCC has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 82%
Perennialism - 9%
Pragmatism - 9%

What NCC says: The humanities help us understand others through their languages, histories, and cultures. They foster social justice and equality. And they reveal how people have tried to make moral, spiritual, and intellectual sense of the world. The humanities teach empathy. And finally, the humanities encourage us to think creatively. They teach us to reason about being human and to ask the important questions about our world.

Foreign Languages Communicative

Foreign Languages approach at NCC : Communicative
NCC has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual , Equal Balance approach).
[Show: About Communicative?]
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

Foreign Languages at schools on OurKids.net

Communicative - 37%
Audio-lingual - 2%
Equal balance - 61%

What NCC says: All students can become successful language learners who appreciate the value of learning a second or additional language. Students can use the international language to communicate and interact in a variety of social settings. Students learn to appreciate and acknowledge the interconnectedness and interdependence of foreign languages in the global community. Students will understand the importance of valuing language diversity and of learning another language for personal, professional, and social reasons. All language learners will develop the skills that will enable them to engage in lifelong language learning and cultural exploration for personal growth and for active participation in society.

Fine Arts Equal Balance

Fine Arts approach at NCC : Equal Balance
NCC has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).
[Show: About Equal Balance?]
These programs have an equal emphasis on receptive and creative learning.

Fine Arts at schools on OurKids.net

Equal balance - 60%
Receptive - 1%
Creative - 39%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What NCC says: At Niagara Christian Collegiate the visual arts and music programs play an integral role on campus. The visual arts program focuses on the refinement of students artistic skills and knowledge in the visual arts. At NCC we try to encourage students to work through the creative process while exploring different media and giving students several creative opportunities. We have our own arts council which has been involved in several competitions, juried art shows, and National Youth Arts Week. The music program focuses on developing well-rounded musicians who can sight-read, improvise and compose. The program offers instruction in winds, brass, percussion, piano and vocal. Annually, we present two showcase concerts and compete in local competitions. Our new facility offers four soundproof practise rooms where students can practise their own music and collaborate with friends.

Computers and Technology Heavy integration

Computers and Technology approach at NCC : Heavy integration
NCC has a Heavy integration approach to Computers and Technology (as opposed to Light integration , Medium integration approach).
[Show: About Heavy integration?]
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.

Computers and Technology at schools on OurKids.net

Heavy integration - 31%
Light integration - 22%
Medium integration - 47%

What NCC says: In Computer Science, students are able to explore how computers play a major part in 21st Century life. They begin in Grade 10 with understanding and "building" computers as well as learning the societal impacts of using computers for various activities. Our Grade 11 curriculum focuses on programming Robots while gaining experience programming in "C". The Grade 12 curriculum integrates what they have learned in the past and moves forward to understanding a new programming language, "C#".

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What NCC says: The physical education department at Niagara Christian Collegiate equips you as a student to embrace and articulate a Christian perspective of physical activity and stewardship of the body that enables lifelong service to God. At NCC, physical education is based on the vision that the knowledge and skills students acquire in the program will benefit them throughout their lives and enable them to thrive by helping them develop physical and health literacy. Physical Education allows a student to acknowledge God's amazing creation of the human body and encourages continuous development and a commitment to lead healthy, active lives that glorify God.

Religious Education We have one or two required religion courses.

What NCC says: As a Christian school, we value the role and place of God in all that we do. Formally, students at NCC take mandatory Christian Lifestyle Classes in grades 6-10 followed by worldview courses in grades 11 and 12. In grades 6-10, the courses focus on basic knowledge of scripture, with a narrative understanding of scripture as a key goal. In the senior grades, NCC students will engage with aspects of culture that require us to develop and exercise our worldview and apologetic abilities. Students select three topics per year that range from Leadership and Relationships to Media Engagement and Current Events. Our goal is to ensure that each student at NCC has an opportunity to engage with and seek after Truth both in the classroom and in the world.

Advanced Placement courses

This information is not currently available.

Sex and health education Not Ontario curriculum

Sex and health education approach at NCC : Not Ontario curriculum
NCC has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]
The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

Sex and health education at schools on OurKids.net

Does not follow prrovincial curriculum - 46%
Follows provincial curriculum - 54%

Approach to sex and health education:
NCC has a approach Fairly value-based (as opposed to Mostly value-neutral approach).
[Show: About Fairly value-based?]
Sex is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues .

NCC has a approach Traditional (as opposed to Progressive approach).
[Show: About Traditional?]
This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

NCC 's approach to sex-ed: At NCC, we believe that sexuality is a function of our bodies, minds, and souls. Therefore, for sexuality to be taught correctly, it must be taught within the context of a Biblically holistic approach. Our teachings are developmentally appropriate and addressed with sensitivity and respect for individual differences. NCC equips students with the knowledge to make sound decisions about matters affecting their health and well-being with Christ-centric teachings.
Jump to:

Mathematics

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Religious Education

Advanced Placement courses

Sex and health education

Focus	Religious-based
Academic	Christian (Non-denominational)

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at NCC : Standard-enriched

NCC has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About Standard-enriched?]

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.

Curriculum Pace at schools on OurKids.net

Standard-enriched - 58%
Accelerated - 15%
Student-paced - 27%

What NCC says: This information is not currently available.

Flexible pacing style

Flexible pacing style	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 NCC says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at NCC : Rigorous
NCC has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

Academic Culture at schools on OurKids.net

Rigorous - 49%
Supportive - 51%

What NCC says: NCC's rigorous academic program is designed to prepare students for success at the post-secondary level. Each year, graduates of our program are not only admitted into competitive university programs but are highly successful within them. While our culture is one of rigour, it is also marked by personal care and attention as each student is supported by faculty to achieve at the highest level possible. Our goal is to ensure that NCC students achieve high standards while cultivating a life-long love of learning and intellectual exploration.
Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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 NCC says: NCC seeks to develop young men and women who are prepared to excel academically, equipped to live a life of service to others, and empowered with the knowledge and skills to make a difference in the world.

Special needs support Resource Assistance

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

NCC offers Resource Assistance

Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.

What NCC says about their special need support: NCC is committed to providing an exceptional educational experience to any student regardless of his or her unique circumstances and abilities. The school has a staffed resource department able to offer a full package of accommodations and modifications to a very select number of students per school year. To determine our ability to support your child, please contact our Enrollment office.

Academic Support:

Subject Type	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Type	offered
Accommodations
Modifications
Extra support

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

Learning disabilities

Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.

Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.

Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.

Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.

Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.

Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.

Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
Developmental

Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).

Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.

Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).

Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
Behavioral and Emotional

Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.

Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
Suicidal thoughts
This involves persistent thoughts about ending one's life.

Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
Physical

Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.

Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."

Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).

Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.

Multiple physical
Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education

Gifted learner support In-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

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 NCC says: This information is not currently available.

Language English

NCC offers English as the primary language of instruction.

Language of enrollment include: Any foreign language
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 12, NCC students perform an average of >2 hours of homework per night.

Nightly Homework

6 7 8 9 10 11 12
NCC 45 mins 60 mins 90 mins 90 mins 120 mins 120 mins 160 mins
Site Average 40 mins 52 mins 56 mins 68 mins 80 mins 96 mins 109 mins

What NCC says about their flipped classroom policy: This information is not currently available.
Report Card Policy

[Show definition of Report Card Policy]
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades Gr. 6 to Gr. 12
Parent-teacher meetings Gr. 6 to Gr. 12

	6	7	8	9	10	11	12
NCC	45 mins	60 mins	90 mins	90 mins	120 mins	120 mins	160 mins
Site Average	40 mins	52 mins	56 mins	68 mins	80 mins	96 mins	109 mins

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

What NCC says:

Trip to Europe which includes the 100th Anniversary of the Battle of Vimy Ridge
Senior Boys Basketball SOSSA championship
Two gold medals won in swimming at SOSSA championships
Women's basketball undefeated during the season. Captured the league and playoff championships.
Boys volleyball won the league and playoff championships.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Football
Golf
Ice Hockey
Lacrosse
Rowing
Rugby
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball
Canoeing/Kayaking
Cycling
Downhill skiing
Ice Skating
Snowboarding
Weightlifting

Clubs Offered
Foreign Language Club
Musical theatre/Opera
Outdoor Education
Photography
Poetry/Literature club
Robotics club
Student Council
Yearbook
Art Club
Band
Choir
Community Service
Drama Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

Day Day (Domestic) Day (International)

	6	7	8	9	10	11	12
Day	$9,672
Day (Domestic)	$16,120
Day (International)	$24,120

What NCC says about their tuition: Please contact NCC's enrollment department for further details regarding International Tuition pricing. Please note that Home Stay or Boarding students will pay an additional residential fee of $15,650 which includes all meals, room, and board. Email us at: [email protected]

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	all students	25%
3rd child (sibling)	all students	40%
4th child (sibling)	all students	50%

Need-based financial aid

This information is not currently available.

Merit based Scholarships

Niagara Christian Collegiate Amount: $1,500	Other Deadline: Rolling
Eligibility Details: Students grade 9 to 12— NCC awards over $90,000 in scholarships each year to its current and prospective students. The following scholarships are available: Athletic Scholarship Academic Merit Scholarship Arts and Music Scholarship Community Service Scholarship For more information, please contact the Enrollment Department directly at [email protected]
For more details, visit: niagaracc.com/admissions/financial-aid/

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Gr. 6 to Gr. 12	Coed	Boarding	Varies
Group 2	Gr. 6 to Gr. 8	Coed	Homestay	Varies

Additional Statistics:

Total enrollment	Varies
Average enrollment per grade	N/A
Average class size	15 to 20
Gender (grades)	Gr. 6 to Gr. 12 (Coed)
Boarding offered	Gr. 6 to Gr. 12
% in boarding (total enrollment)	N/A
% in boarding (grade-eligible)	75%

International Students:

Percentage of students are international students
Number of different nationalities within student population
Five-day boarding programs offfered

Student distribution:

	6	7	8	9	10	11	12
Boarding Enrollment				17	29	57	63
Homestay Enrollment		1	5

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		6 - 12
SSAT
SSAT (out of province)
Entrance Exam(s)
Entrance Essay		6 - 12
Application Fee

Application Deadlines:

Boarding students: Rolling

Homestay students: Rolling

What NCC says:

International Students

Required for Admission:
- Completed Application Form
- Copy of Current Passport
- Recent School Reports (current year and previous two years)
- 1-2 page Essay of Self-Introduction (family, interests, future goals)
Email all documents to [email protected] or apply online
Possible Additional Requirements:
- English Placement Test
- Results of external examinations, e.g., TOEFL, SSAT, IELTS, General Certficate of Education

Canadian Students

Required for Admission:
- Completed Application Form
- Completed Admissions Recommendation Form
- Recent School Reports (current year and previous two years)
- 1-2 page Essay of Self-Introduction (family, interests, future goals)
Email all documents to [email protected] or apply online
Possible additional information upon request

Acceptance

Acceptance Rate: 85%

Type of student NCC is looking for:
NCC is looking for: - motivated students who have a desire to succeed in the classroom - students who are interested in experiencing the richness of cultural diversity that our campus offers - athletes, artists, and musicians who want to develop and showcase their talents

Day Boarding Homestay

Student Entry Points

Student Type	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	0	0	0	0	0	0	0
Boarding Acceptance (Acceptance rate)	0 (85%)	0 (85%)	0 (85%)	0 (85%)	0 (85%)	0 (85%)	0 (85%)
Homestay Acceptance (Acceptance rate)	0	0	0	0	0	0	0

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	66
*Canadian "Big 6" placements	18
**Ivy+ placements	1

*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

Schools our students are admitted to (last 4 years): Canada: University of Alberta University of Calgary Simon Fraser University University of Victoria McGIll University University of Guelph Redeemer University United States: Baylor Duke University Georgia Tech MIT University of Pennsylvania University of Pittsburgh Liberty University Washington State University University of Connecticut University of Massachusetts Niagara University New York University Virginia Tech University of South Florida Canisius College Daemen College International: CUHK HKUST University of Hong Kong University of Warwick (U.K.) Bradford University (U.K.) University of Birmingham (U.K.) King’s College London (U.K.) University of Melbourne (Australia)

Schools our students attend (last 4 years): University of Toronto University of Waterloo McMaster University University of Ottawa Western University UBC Carlton University Brock University Ryerson University York University Penn State UOIT

What NCC says:

Anjola (Nigeria) was this year’s proficiency award winner for grade 12. In his first year coming from Nigeria, his overall average for the year was 93.5%. Anjola has chosen to attend the University of Pittsburg to study biological sciences in the pre-med program. He was also accepted to science faculties at the University of Toronto, McMaster University, UBC, Georgia Tech, Penn State, Baylor University, University of Massachusetts, and the University of Connecticut.
Jocelyn (HK) has been one of our most significant contributors to our arts program for the three years she has attended NCC. This year she received the Fort Erie Arts Council award for her creative spirit and for valuing both community and personal growth in the arts. Jocelyn will be moving on to study Architecture at the University of Waterloo.
Ivy (Canada) has attended NCC since Senior Kindergarten! This year, Ivy interviewed along with 10 other Fort Erie students and was one of the winners of the E.J. Freeland scholarship valued at $18,000 recognizing involvement and care and commitment to our local community. Ivy will be moving on to study History at Brock University.
100% of NCC graduates were given offers to post-secondary institutions
93% of our 2016 graduates are moving on to Canadian Institutions
53% of NCC graduates received offers to study at the University of Toronto

Notable Alumni

[Show definition of Notable Alumni]

Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

Alumnus	Grad Year	Accomplishment
Dr. Wendy Wilmore	1993	Dr. Wendy Willmore works as a full-time surgeon, co-director, and faculty member of a surgical residency program in Tanzania.
Dr. Mark Charlton	1967	Former Academic Vice President of St. Mary's University, Calgary. Authored several books in the political science field. An expert on Canadian food aid to developing countries.
Dr. Ronald Sider	1953	Dr. Sider is the Distinguished Professor of Theology, Holistic Ministry and Public Policy at Palmer Theological Seminary in Philadelphia. A theologian, social activist, and founder of Evangelicals for Social Action.
Dr. E. Morris Sider	1940	Professor Emeritus, Messiah College, Grantham, Pennsylvania. Authored or edited over thirty books. From 1978-2012, he served as editor of the journal Brethren in Christ History and Life.
Dr. Henry Regier	1948	Member of the Order of Canada A steward of the environment, Dr. Henry Regier has contributed to the protection and restoration of the Great Lakes. Professor emeritus, University of Toronto.

Alumni Highlights

Homecoming Fall Fest, September 29-30, 2017
Homecoming Spring Banquet, Saturday, April 28, 2018

Stories & Testimonials

Below, find stories and testimonials about Niagara Christian Collegiate.

Alumni Update - Jodie Lovegrove

ALUMNI UPDATE - JODIE LOVEGROVE

NCC students hail from around the globe. The rich cultural experience that we offer to our students and from which our entire NCC community benefits, emerges from this colourful mosaic of people.

Faculty and staff purpose to create a family-like atmosphere on campus - an ideal greenhouse for student success. The entire NCC community actively participates in the discovery of the unique cultural diversities that make up our school family. We celebrate International Days, where faculty, staff, and students showcase facets of their own cultures. We enjoy food from around the world that students prepare and proudly present to us during these special events. Demonstrating oral and written language skills and playing a variety of games from various countries are just a few activities that we enjoy. Our school is richer for this diversity, and we are all so grateful that we have the gift of welcoming and embracing students from around the world.

In this article, we are proud to present one of our indigenous Canadian alumni, Jodie Lovegrove. This young woman embodies the courage and resilience and resurgence of her heritage as a proud family member of the Mississaugas of the New Credit First Nations. The Mississaugas are part of the Ojibway (Anishinabe) Nation, one of the largest Aboriginal Nations in North America.

In sharing her journey with us, Jodie’s desire is to highlight her discoveries of the fascinating culture of her native people, and to promote respect for and recognition of indigenous peoples across Canada - and around the world.

EDUCATION

Jodie’s mother, Wendy Lovegrove, is the Director of Food and Custodial Services at NCC. Shortly after Wendy began working at the school, she persuaded Jodie to give the school a try. Jodie loved her student years at NCC, beginning in grade 11, through to completing her Ontario Academic Credit program in 2003. (Now obsolete, the Ontario Academic Credit program was an extra year of university preparation).

“The switch to a private Christian school was a big change for me. The teachers actually had time for me which was important in my final years of high school. My studies were much more of a challenge. I really had to apply myself in order to get good grades. When I was in the public school it wasn’t all that challenging for me - and I do like a challenge. It makes life more interesting.”

Jodie loved the multicultural community at NCC. “…it was great to be exposed to so many different nationalities and meet friends from all over the world - a very neat experience as a high school student at NCC.”

Jodie’s goal was to work with underprivileged children and youth. Former NCC guidance counsellor Lynda Kirk encouraged her, directing Jodie toward post-secondary studies in the Child and Youth Worker program at Niagara College.

CAREER PATH

Following college graduation, Jodie worked with disadvantaged youth in a group home setting with over twenty very troubled young people in her care. Most of them had severe behavioural issues. Working there was incredibly challenging, but also very rewarding once Jodie broke through the barriers to reach them.

“All they needed was support and love. They wanted to know that somebody really cared about them and showed interest in them succeeding in the future. As much as they didn’t want to be told what to do, they really thrived once they had boundaries, stability, and rules, and knew what to expect from day to day. That was a really neat thing to see.”

Ready for another challenge, Jodie moved on to work for the Canadian Deaf Blind Association.

“I started working with a gentleman who was deaf/blind. (For purposes of confidentiality, we’ll call him David). David couldn’t walk; he couldn’t talk. He had cerebral palsy. At first, I really had no idea how to communicate or interact with him. It didn’t take long however, and we became best buddies. The relationship that we built together absolutely blew my mind. I had no idea it was even possible. Once I was able to break through and become a part of his world, that’s when we really connected.”

David and Jodie used hand-over-hand sign language - a tactile method of communication.

“I would put his hands on top of mine. He could feel the signs I was making. I spoke to him at the same time I was signing, so that he could feel the vibrations of my voice. He knew I was speaking to him and he soon knew my voice. He always kept me laughing. He has a huge personality; he’s an amazing person. He taught me so much.”

After three years, Jodie stepped back from the demands of personal support work, and caring for David on a full-time basis came to an end. Jodie continues to visit David and they enjoy a great friendship to this day.

In 2013, Jodie embarked on a brand new career path in the construction industry. She learned to tackle all aspects of building in both residential and commercial fields. Today, she co-owns JK Construction along with business partner Kevin Robins.

MYSTERIES UNFOLD

In addition to running a busy construction business, Jodie recently embarked on an exciting cultural adventure. She is unearthing secrets to mysteries that have puzzled her since she was a child.

In the past, there weren’t many opportunities to learn about her own native culture in school - or even at home. Her struggle is common to so many of Canada’s First Nations people. She understood that, for the first seven years of her life, her mother had lived on the reservation belonging to the Mississaugas of the New Credit First Nations (MNCFN).

“I knew that I had that native heritage. I always knew deep down inside of me that it was something to be proud of, that there was something sacred there - that it meant more than what I knew. My immediate family didn’t talk about it. Our history and traditions were never passed on to me. As a child, I thought it was something we just don’t talk about. I didn’t know where to go, or who to talk to. I didn’t have connections to the elders or anyone on the reservation to learn about those things.

“I really didn’t know who I was. I was torn between these two worlds of my native culture and the mainstream society that I was raised in. I wasn’t taught the truth of who I was, or where I came from, or what my ancestors have gone through. I learned bits and pieces from a mainstream society’s perspective - not from a native perspective."

THE ADVENTURE BEGINS

Jodie’s longing to learn about her Mississauga culture recently found a remarkable outlet. Jodie’s uncle, Kelly Sault, was hired as a Field Liaison Representative (FLR) for the MNCFN. As archaeological and environmental assessment monitors, FLRs attend sites of proposed new developments on traditional Mississauga territory as part of the “Duty to Consult” agreement between the MNCFN and the government. Working alongside archaeologists, FLRs assist in determining the impact of future development on ancestral Mississauga lands.

Jodie was fascinated by the artifacts found on excavation sites that Sault was involved with. He suggested Jodie apply for an FLR position. When the MNCFN’s Department of Consultation and Accommodation hired her, Jodie was elated.

“Oh my gosh, finally! This is it. I have to try this out because this is what I’ve been looking for my whole life. This is going to connect me to my roots. I jumped in. It’s been fantastic."

UNEARTHING THE PAST

“It’s a big area where our ancestors traditionally lived. We’re on location to help determine whether there is a native site there and if any further work has to be done. We’re there to assist and to make sure that our heritage is being recovered in a respectful way.

“I finally began to learn about my roots. About how my ancestors lived. I’m able to see things coming out of the ground…the tools that they used, where they cooked, and how they cooked, and what they cooked. I see the floor that they walked on. I get to see it with my own eyes, I get to feel it with my own hands, I get to be right there and experience it.

“When the past is getting uncovered and rediscovered, it’s such an amazing thing to see. It’s a huge blessing to be able to recover things left behind by my ancestors. I’m learning how the earth provided all of their needs. They lived off of the land. They were self-sufficient and family oriented. They lived together, they worked together. When one suffered, they all suffered. When one succeeded, they all succeeded. It was such a tight-knit community and family meant so much.

"I’ve learned about traditional medicines. The Mississauga people knew that every plant on the earth serves a purpose. It can be used for so many different things to bring us health. Everything was used for something.

“One thing that I’ve learned about our people - the Ojibway - is that we were a very clean people. Every time we moved from place to place, we took everything with us. It makes it more difficult to find stuff that was left behind because we always took it with us. We didn’t leave a mess behind us.

“It’s really exciting to see these things - it makes it so real. Stone tools that we found, and pottery, and pots, and post moulds from long houses where they lived. Seeing where their houses were, the floor that they walked on and lived on. Being able to touch and see where they lived and walked every day - it’s connecting me to my past in such a real way. It’s not just hearing these stories and imagining it - I’m actually seeing it in real life right in front of my eyes. It’s a really, really neat experience!”

Jodie now works with other First Nations people who have grown up on reservations.

“I’m finally getting people in my life who are able to tell me stories and pass on traditions. I’m learning a lot - every day is a new adventure, not only with what I’m seeing but what I’m hearing, and the people I’m around - it’s really fantastic!"

The process of archaeological discovery is healing medicine for Jodie Lovegrove. She is unearthing and celebrating the truth behind the unique cultural heritage of her Anishinabe Nation.

“I’m sure there will come a day when there will be a major exciting archaeological discovery, but right now this is my exciting discovery and learning about who I am, and my past, and how my ancestors lived.”

Jodie Lovegrove’s hard hat carries the logo of the Mississaugas of the New Credit First Nations. She wears it proudly. As she should.

Want to learn more about the Mississaugas of the New Credit First Nations? A great place to start is on their website: https://www.mncfn.ca.

Or take part in the next MNCFN summer Pow Wow, or the annual MNCFN Historical Gathering - two incredible cultural events. Or read the biography of one of my favourite Ojibway chiefs, the Reverend Peter Jones (known in Ojibwa as Kahkewaquonaby).
...
Signing In

SIGNING IN

Josiah is not your typical NCC student - and neither is Natsuki. Natsuki’s resource teacher, Michele Barlow, could never have imagined how great it was going to be for the paths of these two students to cross!

When he was a child, Josiah’s family often moved, and he had to change schools a number of times. Upon entering a new classroom for the first time, he saw some people with special needs and some who were deaf. To Josiah, it looked like they were “...throwing their hands around.”

When asked what they were doing, they responded, “It’s sign language - you talk with your hands.”

Josiah was hooked immediately. He stayed in during recesses to learn more. He quickly progressed in his efforts to learn American Sign Language (ASL). Unfortunately, Josiah’s family had to move once again, and the next school he attended didn’t have ASL.

“I still really felt a connection to it, so I started buying books about sign language and watching videos - anything I could do.”

Then, Josiah met a deaf person at his church who became a close family friend. Together, they attended events like “Deaf Fest” and she shared about the history and importance of sign language. With her help, Josiah was becoming fluent in ASL.

Little did Josiah know that yet another switch in schools would give him an even greater opportunity to communicate in ASL. Josiah’s sister had attended NCC, and convinced him that this would be a great school for him. He decided to give it a try.

“I visited the school, and I felt like something was calling me here. I know I made the right decision.”

When the new 2017-18 school year began in September, a fellow student told Josiah that there was a deaf student at NCC.

“My mouth dropped! I was excited because I heard that she was in my art class.”

Excited, Josiah flew to the art room, swung open the door. Mrs. Barlow was introducing Natsuki to Mrs. Blue at that moment. Josiah ran up and tapped Natsuki on the shoulder. She turned around and Josiah signed to Natsuki: “You’re deaf - that’s amazing!”

“And that was my first mistake! You don’t say that! She started laughing, and I started laughing. I was so sorry because I said that out loud - and in sign language!”

Natsuki signed back to Josiah, “Yes, I know a little sign language.”

Josiah was thrilled. “I was so happy because there’s someone here that I can actually talk to in sign language.”

Resource teacher Michele Barlow supports students who have learning challenges. To the best of her knowledge, NCC had never enrolled a deaf student before. She wondered if the team at NCC could effectively accommodate Natsuki’s needs and help her to succeed in her studies. Everyone could see that Natsuki was an incredibly intelligent and highly motivated young lady, so faculty and staff decided to go for it.

Mrs. Barlow knew that it would be a big learning curve for Natsuki and the entire NCC community. She talked about the challenges that Natuski faces in moving forward.

“Natsuki fits in really nicely here. She came to us as a low-level English student. We put her in ESLAO, she’s progressed to level ESLBO and is flying through it - above 80%, so doing really well as an English learner. Her challenge is to continue learning English, but at the same time, she needs to learn American Sign Language. Natsuki has a little bit of Japanese sign language behind her, but she needs to have ASL in order to progress into university. So it’ll have to be a balance for her - learning English and ASL at the same time.”

Mrs. Barlow is not only learning ASL to help support Natsuki, but is also is reaching out to find programs in the local deaf community that Natsuki can participate in.

“That immersion is important for Natsuki. As much as a hearing person can communicate with ASL, it isn’t the same as a deaf person communicating with her in ASL.”

Mrs. Barlow addressed some challenges the faculty face. “It’s the little things…like when you teach, and turn around and write on the blackboard…you have to remember that Natsuki is not hearing any of that. It’s a constant retraining of some habits. A lot of tricky little things that go into it - but nothing that can’t be taken on.

“Natsuki has had a wonderful semester. We gave her some really good classes…art, math, ESLBO - she’s excelling. She has a spare class with myself, so that works out really well. Next semester is going to be the tricky one. It’s going to be the hard stuff: science, and civics, history, but she’ll still have that resource period with myself and we’re hoping to give her that spare class for the rest of her schooling here. It’s a great piece of support for her.

“She is very well liked. In fact, we have a Sign Language Club. It was Natsuki who pushed for it, advocated for it - who got one of our biggest turnouts of all the clubs on campus. We have Club every week. A lady from the community who is deaf comes in and works on conversation pieces with us. Natsuki was the big drive for it. All of the kids like her.”

Josiah has been instrumental in teaching Natsuki the ABC’s and other ASL basics. He is very impressed with Natsuki.

“She’s super, super smart! It’s incredible how smart she is! In math class, she has over a 95% average - that’s crazy! I couldn’t imagine coming from a different country, being deaf, learning English, and sign language, and learning to read lips too - and succeeding! That’s what she’s doing - and that’s amazing! When we see each other from across the dorms, we can sign to each other and she understands what I’m saying. I understand what she’s saying. It’s really great!”

He describes Natsuki as brave, always happy and smiling, and has a positive attitude all of the time.

“She’s bright and bubbly and always trying to make someone’s day. Even though she’s deaf, it doesn’t hold her down and doesn’t let that define who she is. She’s her own person and that’s what makes her special.”

In addition to ASL, Natsuki wants to be able to speak English. Along with Mrs. Barlow, Josiah helps Natsuki with word pronunciation.

“In class I help interpret things while mouthing it, so she can see the signs, and then look at my lips to see which ones match. When she’s really struggling with a word, she puts her hand on my throat, and her other hand near my mouth. She feels the vibrations in my throat, and feels the air on her hand. She tries to imitate that herself and she then gets the word. That is INSANE! I don’t think I could do that. She has lots of ways of communicating - and she’s succeeding here - and it’s amazing!”

When Natsuki was hired to do some casual work back in Japan, everyone around her told her she couldn’t do it because of her deafness. Natsuki wants to help the deaf community break down these perceptions and give people hope. She wants to encourage people who think they can’t accomplish much because they’re deaf.

“Deaf people are sad. They think that they can’t do anything.”

Natsuki makes sure that she stays positive and is always smiling. She wants the deaf community to know that you don’t have to be sad. You can be deaf and happy at the same time.

“It’s my first time coming to another country to study. I want to show deaf people that they too can do it. I’m learning a different language. And I’m deaf, and it’s really hard, and I’m reading lips from a language that I don’t even know. So, if you’re deaf - you can do it!”

Mrs. Barlow is amazed at how Natsuki’s needs were met providentially in bringing Natsuki and Josiah together at NCC.

“Josiah is especially helpful when it comes to life in dorm after school. He is a key piece in Natsuki’s immersion into the NCC community. It’s so important to get her into the community more, experiencing day-to-day conversation. That’s our goal; we want to immerse her in it.”

Mrs. Barlow is very proud of Natsuki. “She self-advocates, she has great work habits, she studies, she’s self-motivated. If she didn’t have those components, it might not have worked. You have to be self-driven. You have to be self-motivated to get where she’s at. She can do whatever she wants. I think she has some big challenges ahead of her, but so far, she’s proven that whatever she wants to do, she can certainly do it.”

During this interview, Mrs. Barlow pointed to Josiah as he signed our conversation to Natsuki. “This is amazing! she said. “It’s awesome.”

Natsuki and Josiah are an inspiration to everyone at the school. They light up our campus!

Signing out...
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Alumni Update

Certain events cross our paths that test our steel, forge our character, and challenge the outer limits of our faith. Such are the storms of life. None of us are exempt, nor are we immune to the varying degrees of ferocity they impose. And, if we choose to believe Him and embrace the challenge, God will use these events to bring about good.

One such storm changed the course of Lashonda Powell’s life - literally, forcefully, and dramatically. It also served to strengthen the resolve and determination of this young lady to rise to the game-changing challenges it brought to her life. She chose to believe.

Lashonda had just enrolled in her very first year of high school and was settling in for the exciting months ahead following her summer break. She was looking forward to being with her friends and classmates at the Triple C School located on the Caribbean island of Grand Cayman - the largest of the three islands which make up the Caymans.

Classes began in late August, but there was a looming threat on the horizon which dampened the excitement of the new school year. A tropical storm had been brewing in the Atlantic. This was nothing new as classes always begin in the middle of hurricane season in the Caymans. On September 5, 2004, however, this menacing tempest gathered strength, and quickly graduated to a very strong hurricane status.

From September 11-13, Hurricane Ivan peaked in intensity and unleashed its fury on Grand Cayman, leaving little mercy in its wake. Winds of 150 mph and gusts of up to 220 mph tore through the island causing severe, widespread destruction. Damages totalled over $2 billion. Tragically, two people on the island were killed.

The roof of Lashonda’s home was completely torn off. The house filled with water flooding in from the 16 metre storm surge that swept the island. Lashonda and her family were able to move in with relatives on the other side of the island who had thankfully escaped Ivan’s rage.

Despite stringent building codes in place to ensure the ability to withstand major hurricanes, the majority of buildings on Grand Cayman were either destroyed, uninhabitable, or severely damaged. Many families were left homeless. Some had to leave the island, not being able to return for months. Most residents went without electricity, water, and sewer services for several months following the storm.

Lashonda’s school, Triple C - the very first private school on the island and the very first to offer secondary school education on Grand Cayman - was completely destroyed. Lashonda faced an uncertain future, but the Powells rallied together. Education is high on the family’s priority list, and no storm great or small was going to impede Lashonda’s first year of high school.

“Family means the world to me. They keep me grounded. We’re very close. They’re a place where I can find peace in a world of chaos,” Lashonda shared during our interview.

With her family’s guidance and support, Lashonda made some crucial decisions in the wake of Ivan’s devastation. Her mother consulted Pam Douglas, a friend from church, who had recently sent her children - Sean and Sabrina - to Canada to attend Niagara Christian Collegiate.

Two weeks prior to the storm, Lashonda began high school with her Caymanian friends on the island. Two weeks after the storm, Lashonda settled into her classes at NCC, in Canada - away from home, away from family and friends, and immersed in a very different culture and environment.

“It was a very difficult decision for me, but it turned out to be one of the best decisions I’ve ever made”, Lashonda said during our chat via Skype.

Challenges like Hurricane Ivan made Lashonda “...more open to the opportunities that life presents. It strengthens your relationships with family members and with God. It allowed me to trust in the decisions I make. It makes you stronger.”

Even among a sea of diverse people, she identified the warm hospitality and friendliness as characteristics which are unique to Canadian culture. Everyone at NCC helped her to feel very welcome in this very different environment. Having the Douglas siblings at the school also helped make the transition a lot easier for her. NCC faculty, staff, and students soon became Lashonda’s second family - her home away from home.

“Going to NCC really changed my life, exposing me to living in a different culture and living with people from a variety of cultures.” Lashonda was very glad that she could easily assimilate into the unique global community on NCC’s campus. She especially enjoyed the times on residence getting to know students from around the globe. “I’m still in contact with one of my roommates, Mariana Luna, with whom I’m very close and with Christine Raveenthran, who attends medical school in the Caribbean. You build lifelong friendships at NCC.”

Lashonda attended NCC for grades 9, 10 and 12. For grade 11, she travelled home to Grand Cayman after missing her friends and family. Following the hurricane, she had not been able to re-connect with her friends and felt that this was important to do. She then returned to NCC for her grade 12 year.

NCC’s high academic standards helped prepare Lashonda for the rigors of university. “I was able to apply the techniques I learned at NCC to my studies at university. NCC prepared me a lot.”

After graduating from NCC, Lashonda attended the University of Toronto, carrying a double major in Psychology and Political Science along with a minor in English Literature. She graduated with an Honours Bachelor of Science degree, and is currently enrolled at the Truman Bodden Law School, where she is pursuing an Honours Bachelor of Laws degree from the University of Liverpool.

In the midst of the demands of law school, Lashonda also wanted to serve her Grand Cayman island community. She chose to enroll in the Duke of Edinburgh Award Program. This is an exciting self-development program available to young people ages 14-24, equipping them with life skills to make a difference to themselves, their communities, and the world. This proved to be a perfect fit to fulfill Lashonda’s desire for community service and to practice her leadership skills.

For her efforts in this international youth leadership initiative, Lashonda was recently presented a gold award certificate by the Their Royal Highnesses, Prince Edward, The Earl of Wessex, and Sophie, Countess of Wessex.

At the time of this interview, Lashonda was in the middle of her law exams. Graduation took place in August 2016. She went on to complete a legal practice course at the University of Sheffield in England, a requirement in the British system upon completion of a law degree.

Lashonda Powell has passed more than a few tough tests both in and out of school. At a young age, she was forced to make the tough decision to leave home. In doing so, she found a welcoming home away from home on the campus of NCC.

Lashonda will soon fulfill her dream of practicing law on the beautiful island of Grand Cayman. There’s no storm that can stop this Cayman Island girl!

We also received news of yet another of Lashonda's accomplishments!

Ogier announces 2016 scholarship recipient in the Cayman Islands News - 17/08/2016

"Ogier is pleased to announce that Lashonda Powell is the recipient of this year’s scholarship opportunity. The firm reviewed a large number of qualified applicants for the scholarship this year and had the difficult task of narrowing the impressive field down to just a few for the short-list. All short-listed applicants were offered internships at the firm over the summer as part of the application process. During her internship, Lashonda stood out as the most talented and promising."

www.ogier.com/news/ogier-annouces-2016-scholarship-recipient-in-the-cayman-islands

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5 Generations at NCC

NCC holds a long-standing place of honour in Trish Sutherland’s family. Five generations of her clan have embraced the vision of Christian education at NCC. Trish continues this tradition in her role, not only as an alumnus, but also as a teacher at the school.

The family legacy began with Trish’s great-grandfather. John Nigh, a pastor in the Brethren in Christ church, offered the BIC Canada Joint Council the opportunity to hold their newly-formed Ontario Bible School at his church in Springvale, Ontario in 1932.

With a keen eye on the school’s future, Reverend Nigh was one of the three men who met with John C. Montana to negotiate the purchase of the defunct Canada Biltmore Club. Securing this beautiful property along the Niagara River in 1938 ensured the successful expansion of the growing school. A strong advocate of biblical truth incorporated into education, Nigh enthusiastically supported the work at NCC until his death in 1951.

Trish’s grandparents, Roy Nigh and Alma Nigh (nee French), were among a small group of eager students to enroll in the early years of the school. They returned to NCC years later, working on staff from 1968-1972. Alma served as cook and Girls’ Residence Dean, and Roy worked in maintenance. Roy and Alma were well-loved by the staff and students. Seven of their eight children attended NCC as students. Trish’s mom, Helen Nigh Ellis, was one of them.

Helen attended NCC for three years and graduated in 1956. She has fond memories of her student days. She especially appreciates the friends that she made and has kept to this day.

Following in her family’s footsteps, Trish attended NCC and graduated in June 1990. “I have so many good memories of NCC. I lived on dorm five days a week, so it was really home to me. It was fun going to the snack bar after study hall, hanging out in the gym, and being involved in drama productions.”

Trish returned to NCC in September 2006 as a supply teacher. That was the same year that her boys, Scott and Michael, started attending the elementary school on campus.

Now in her 11th year of teaching at NCC, Trish tackles courses like civics and careers, science, and biology. Over the years, she’s also taught phys-ed, kinesiology and math, and filled in for various middle school, music, and ESL classes. Trish is also the Academic Coordinator for the July summer school program.

She has helped coach girls’ softball, drove for the senior boys’ basketball team as they travelled to OFSAA in the Sault, hosted students in her home, and chaperoned the adventure-filled canoe trips. When she’s not busy at school, you’ll find her with family, friends, students, or colleagues, hiking for miles along Ontario’s beautiful Bruce Trail.

Trish appreciates the many opportunities to talk about her faith with students, and to work with colleagues who hold beliefs similar to her own. NCC is “...like home to me because of all the years I have spent on campus as a student and faculty member. I love the beauty of the location. I never get tired of seeing the Niagara River on my drive into work. It is always interesting telling my students about when I was a student here.”

In June 2015, Trish’s son Scott presented his valedictorian address, graduating at the top of his class. Michael will graduate in June of this year. Both boys appreciated the smaller class sizes, their Christian teachers, and the unique opportunity to make friends with students from around the world. Scott is currently studying engineering at the University of Alberta. Michael’s goal is to study forensic psychology and is currently considering offers from various universities.

“I am excited to have the tradition continuing at NCC. I am so glad that my boys were able to attend and hope that some day perhaps even their children can attend!”

Trish’s family exemplifies the school’s commitment to creating a family-like atmosphere on our campus - quite literally!

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Principal's Message

Chris Baird, Principal

At Niagara Christian Collegiate (NCC), you will experience a rigorous academic program in an environment that is based on models of community and family. Within this caring environment, our mission is to Educate, Equip, and Empower each student.

Our small class sizes and dedicated staff allow each student to experience success intellectually, emotionally, and spiritually as we provide an exceptional education designed to prepare students for success in University and life.

As a Christian community, we believe that each student is uniquely gifted and our staff seek opportunities within our programs to let these gifts shine while also equipping students with the understanding that each of these gifts can, and should be, used to continue the Christian works of healing and restoration in a hurting and broken world.

Upon departure from NCC, whether here for one year or seven, each student will be empowered with the knowledge that they are able to make a difference in the world, to embrace the role they play in ensuring that our communities, local and global, are better off for them having been a member.

I am excited that you are considering our community as your next school. Feel free to connect with us about coming for a visit so you can meet our passionate staff, experience our beautiful 130 acre campus nestled on the banks of the Niagara River, and meet some of our incredible students.

I look forward to meeting you!

Chris Baird

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