1515 Bathurst Street, Toronto, Ontario, M5P 3H4, Canada
2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4, Canada
1852
1932
850
110
7 to 12
6 to 12
Boys
Coed
Day
Boarding, Day
English
English
Academic
Academic
Liberal Arts
Traditional
22
13 to 20
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$22,250
$13,315
$50,395 to $59,395
Yes
No
20%
0%
7 to 12
None
$0
$0
142
16
0%
72%
70%
85%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Dec 02, 2022
Not available
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 6 - 12
No
No
information not available
“The breadth of geographic and cultural diversity among students makes for lively discussion in the cafeteria and classroom alike, yet there’s a tangible sense of unity among students.”
“Parents of prospective students will be interested to know that most recently, NCC graduates received offers from 34 post-secondary institutions worldwide, of which more than 85 percent were in Canada.”
“Small class sizes and a close-knit community naturally foster strong teacher-student relationships at NCC, but teachers work hard to strengthen and sustain those ties.”
Read The Our Kids Review of Niagara Christian Collegiate
It's one of the oldest schools in Canada, and is steeped in legend, having descended directly from a secret school founded in the mountains of central France during the French Revolution. Today, it's the only independent Catholic boys' school in Ontario, and one of only a few in Canada. A dedication to teaching the core curriculum though a Catholic lens remains, as does a commitment to strong academics across the board. An extensive program of modernization completed in 2002 brought the school firmly into the 21st century. That said, the school is best known in the popular imagination because of its storied athletic program. The school has produced more than 180 professional hockey players, a raft of hall-of-famers among them. The school is large, and the academic program is rigorous. The ideal student is self-directed, able to thrive in a demanding, rigorous, and at times competitive environment.
View full reportNiagara 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.
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"He is very laser focused on his future and I credit the school for helping with that thought process."
Michael Marcon - Alumnus (Oct 06, 2020)
As an Alumnus of St. Michael's College School, I can say firsthand that my experience was excellent....
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"The care and support of every teacher at SMCS has allowed our son to feel comfortable when challenged with difficult tasks."
Danielle Carroll - Parent (Oct 06, 2020)
Our son’s journey at SMCS began at open house where he was immediately taken in by the spirit, cul...
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"When looking back at their time spent at St Mike's we see that out sons' school success is measured by much more than grades."
Don Marino - Parent (Oct 22, 2020)
We love who our three boys have turned out to be. The teachers give so much of themselves, and the p...
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"The strength of NCC is definitely in the academic courses."
Trish Sutherland - Alumnus (May 04, 2022)
I loved my time as a 5 day boarding student at NCC. The teachers actually cared about their students...
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Valerie Ng - Student (May 17, 2022)
My experience at Niagara Christian Collegiate has been extremely rewarding. I started studying at NC...
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"I have great respect for the teachers, guidance counsellors and principals."
Adriana Isilein - Student (Jun 09, 2022)
I have been at Niagara Christian Collegiate for a year who is also a dorm student and I love it here...
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"Since 1852, St. Michael's College School has been educating and forming young men in goodness, discipline, and knowledge for lives of leadership and service. We are Canada's only Catholic, Basilian, faith-based independent school, educating young men from Grades 7 to 12 in a university-preparatory programme, and forming them with a foundation for life. Under the direction of the Basilian Fathers, our students discover the courage and develop the faith to be a modern man of St. Michael's: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the knowledge and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world."
"Niagara Christian Collegiate is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario. NCC has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. Come and experience the peaceful, friendly and nurturing environment where students thrive, and the process of life-long learning begins."
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"Niagara Christian Collegiate (NCC) is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario, Canada. NCC is rich in heritage and tradition and has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. When you arrive on campus, you will experience the peaceful, friendly a"
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"Families choose to send their children to Niagara Christian Collegiate, because they feel confident that NCC will provide their children with an excellent education based on Biblical truth and will prepare them for life success in a safe, family-like environment."
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"Many are amazed by Niagara Christian Collegiate's spacious, university-like campus which is located along the Niagara River. They are also surprised by the excellent academic support that their children receive from NCC's dedicated staff and faculty."
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Successfully preparing young men for the world of tomorrow is something that St. Michael’s College School prides itself in doing. Through an integration of faith, academics, and co-curriculars, SMCS believes it helps develop the Catholic leaders of tomorrow. In a challenging and often self-centered world, our young men develop an understanding of the dignity of each person and of their own self-worth through a strong contemporary curriculum, moral and ethical discussions, and authentic service initiatives. It is the belief of the faculty and staff at St. Michael’s College School that we do more than just teach subjects, coach sports, and moderate activities – we teach, coach, and role model for young men. It is this essence of teaching, instilled in us by our founding Basilian Fathers, that makes a St. Michael’s College School education much sought after and unique.
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
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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St. Michael’s College School provides a modern, Liberal Arts, Catholic education for young men in grades 7-12. The Grade 7-8 Intermediate programme academically prepares students for our university preparatory high school curriculum. Furthermore, it provides an opportunity for the young men to transition seamlessly into the high school setting. Grade 7-8 students participate in a 1:1 iPad programme, developing the technological competencies that complement the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for students bound for university. A pedagogical approach that embraces character, citizenship, collaboration, communication, creativity, and critical thinking develops the learning skills that students need for living productive and meaningful lives in the 21st Century. All courses are taught at the Academic level in accordance with the Ontario Ministry of Education and Training Guidelines.
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.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We endeavour to inspire a love for mathematics and to prepare students for university studies in Math.
\"Foundations of Mathematics\"\n\"Functions and Applications\"\n\"Functions\"\n\"Calculus and Vectors\"\n\"Data Management\"\n\"Advanced Functions\"\n
Graphing calculators and technological tools are encouraged and utilized in class.
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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.
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"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
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
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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.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
We use our English curriculum to further develop character and citizenship in our students. For example, in grade 9, students read The Curious Incident of the Dog in the Night-Time which tells the story of a boy with A.S.D. Students are asked to create a public service announcement about Autism and address common misconceptions.
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.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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).
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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.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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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#".
Web design
Robotics
Computer science
The philosophy of education at St. Michael's focuses on developing the mind, body and spirit. Our Physical and Health Education programme encourages students to pursue physical fitness as well as teaching them about mental and physical well-being. We expose them to a number of sports and activities and encourage them to be life-long healthy and active people.
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.
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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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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”.
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”.
St. Michael's College School provides a modern, Liberal Arts, Catholic education for young men in Grades 7-12. The Grade 7-8 Intermediate programme prepares students for our university preparatory high school curriculum, and provides an opportunity for young men to transition into the high school setting seamlessly. Grade 7-8 students participate in a 1:1 iPad programme that develops 21st century learning and compliments the Intermediate curriculum. Our Grade 9-12 academic programme provides a Liberal Arts education for university bound students. All courses are taught at the Academic or University level in accordance with the Ontario Ministry of Education and Training Guidelines.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
While St. Michael’s College School strives to prepare our students for university, we are also fully committed to preparing them to be future Catholic leaders in the world. Guided by the Gospel of Jesus Christ, we prepare young men to recognize and choose the good, to contribute to society, to be a neighbour, to nurture family, and to seek eternal life in union with the Father, Son, and Holy Spirit.
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.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Learning Enrichment Centre: Accommodations -development of IEP's -monitoring of student progress and individual assistance with organization, time-management, and workload -alternative location for testing/exams (quiet space) -memory aids, audio books (USB) -use of computers for testing/exams -assistive technology (computer apps, programs, devices for specific learning challenges) -referral of peer support (tutor or note-taking) -referral of psych ed assessments and to CCAC for Occupational Therapists -workshops developed and offered throughout the school year on organization, note-taking, time-management, study skills, exam prep -"Return to Learn" support to help students stay on top of their courses after an illness, concussion, or injury
Information not available
Typically, a student who evidences signs of a possible learning difficulty or exceptionality is referred to our Student Success Team. There is follow up with the student and family to suggest options for further investigation, testing, and referral to community resources. If testing leads to a diagnosis warranting further intervention, a Learning Strategist may develop an Individualized Education Plan (IEP) to note any environmental and/or instructional accommodations the student may require to access the curriculum more successfully. Our Team can provide support and coaching for students with wide-ranging diagnoses. A diagnosis of learning disability should not, in and of itself, discourage a parent from applying, and parents are encouraged to ask questions about the range of supports available.
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.
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
6 - 12
20%
0%
$0
$0
70%
85%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Dec 02, 2022
Not available
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 6 - 12
No
No
No
No
Yes: grades 7 - 9
No
No
Yes: grades 6 - 12
No
No
Our students discover the courage and find the strength to be a St. Michael's Student: one who is free in mind, body, and soul to pursue truth, choose goodness, create beauty, and build a civilization of love and care in service to our community and to the world. Through our rich Liberal Arts programme, which combines different and necessary sources of nourishment for mind, body, and soul, our students unleash their passion for meaning and curiosity by embracing Deep Learning. This inquiry-based learning pedagogy inspires students to explore freely the profound questions of our world and to develop the confidence, knowledge, and skills for living a meaningful and productive life in the 21st century. In graduating young men who change the world through lives of faith, character, and service, St. Michael's College School brings integrity, unity, and healing to a fractured and uncertain world.
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
Experience St. Michael's College School
Take our Virtual Tour: stmichaelscollegeschool.com/tour
St. Michael's College School Application Checklist
1. Complete Candidate Information: Available online: applysmcs.com
2. Provide Academic Documents Online: Families are required to scan and upload copies of the candidate’s final report cards from the previous two years as well as a copy of the current school year report cards. Candidates seeking entrance to Grades 11 or 12 must submit an Official Transcript and their Credit Counselling Summary.
3. a. Complete the Student Reference Online (for applications to Grades 7, 8, or 9): As part of the application process families must provide the student reference to their son’s current teacher through the online application. Families will require the teacher’s name and email address to complete this part of the application.
b. Permission to contact vice-principal (for applications to Grades 10, 11, or 12): Families must email the vice-principal of their son’s high school giving that person permission to communicate with St. Michael’s College School about their son’s academics, attendance, and behaviour. Mr. Fischer should be carbon copied on this email ([email protected]).
4. Submit Application Fee: Payment of a non-refundable $125 application fee. Families wishing to make a payment via mail or in person should contact the Office of Admissions.
5. Apply for Financial Assistance: Due date: Friday, December 2, 2022 (if applicable)
6. Submit Above Application Information: Submit all of the above application documentation by Friday, December 2, 2022.
7. Interview: Once an application is initiated, candidates are required to complete an interview. An interview takes place during either an in-person tour or Shadow Day. Families can schedule an in-person tour here and find out more about Shadow Days and how to book one here.
8. Complete the SMCS Entrance Test for Grades 7, 8, and 9 applicants:
The St. Michael’s College School Entrance Test is administered on-campus.
Candidates bring their own laptop to write the test, although the school is also able to provide a device on which to write the test if needed.
Lasting a maximum of two hours, candidates write a one-hour math assessment as well as a one-hour English language assessment.
5 Easy Steps to Apply