Safety First: People, Place and Program

Program: New Schedule FAQ

A School Schedule that Supports Deep Learning

With so much to learn and experience at Lakefield College School, we want to make sure that our students have the best possible schedule — one that allows them to engage in deep learning and transformative experiences.

List of 3 items.

  • Enriched Academics and Authentic Learning Experiences

    By reducing the number of courses that a student is taking at any one time from eight to three, while lengthening each class period, students will spend more time with teachers pursuing subjects in greater depth. Students will enjoy more opportunities for enriched academics and a broad range of learning opportunities both inside and outside of the classroom.

    Read more in The Benefits of Cycled Learning: Learning, Resting and Recalling.
  • Harmonizes Academics and Co-curriculars

    Our new schedule supports our mission to challenge and enable students to reach their individual potential in mind, body and spirit. We will enable our students to thrive and achieve their potential through challenging academics, leadership opportunities, a wide breadth of co-curricular arts and athletics, spirit events, and a guidance and learning environment adapted especially to their particular strengths.
  • Supports Student Well-Being

    The schedule will get students outside and moving, but also allow time to think and reflect, sleep and rejuvenate. Significant breaks between classes will reduce transitions and slow the pace, making for a healthier learning environment.

    Read more in A New School Schedule that Promotes Well-Being and Engagement.
"It's a priority for us at Lakefield College School to monitor the pace of the day and mitigate student stress levels. There is a lot of research that has gone into this schedule that shows that this is the ideal schedule to support student wellness." — Anne-Marie Kee, Head of School and Foundation

Daily Schedule

We can confidently offer our students the opportunity for meaningful daily learning with their teachers in small average class sizes of 12 with daily co-curriculars in the arts and athletics. Our students will also continue to enjoy a full range of all-community activities with their peers such as house meetings, house events, paper house and spirit events during the course of their program day.

List of 3 items.

  • Monday, Tuesday, Thursday, Friday

    7:30 - 8:30 a.m.Breakfast
    8:30 - 10:05 a.m.Period 1
    10:05 - 10:55 a.m.Community Gathering
    Monday: Chapel
    Tuesday: House Meeting
    Thursday: Chapel
    Friday: Advisor Meeting
    10:55 a.m. - 12:30 p.m.Period 2
    12:30 - 2:00 p.m.Lunch, Grove Time, Learning Strategies and Grade 12 Guidance
    2:00 - 3:35 p.m.Period 3
    3:35 - 4:00 p.m.WIN (What I Need)
    4:00 - 5:30 p.m.Co-Curriculars
    5:30 - 7:00 p.m.Dinner
    7:00 - 8:45 p.m.Study
    9:45 p.m.House Curfew
  • Wednesday

    8:30 - 9:30 a.m.Breakfast
    9:40 - 11:15 a.m.Period 1
    11:15 a.m. - 12:15 p.m.Co-Curriculars
    12:15 - 1:15 p.m.Lunch and Grove Time
    1:15 - 2:50 p.m.Period 2
    3:00 - 5:30 p.m.Co-Curriculars
    5:30 - 7:00 p.m.Dinner
    7:00 - 8:45 p.m.Study
    9:45 p.m.House Curfew
  • Saturday

    8:30 - 9:30 a.m.Breakfast
    9:40 - 11:15 a.m.Period 1
    11:15 a.m. - 12:15 p.m.Co-Curriculars
    12:15 - 1:15 p.m.Lunch and Grove Time
    1:15 - 3:30 p.m.Co-Curriculars
Ensuring Student Health and Well-Being
As outlined in our return to school plan, Safety First: People, Place and Program, all programming will take place outdoors when possible and indoors when necessary. This includes community gatherings, classes, meals and co-curriculars.
Flexible Hybrid and Remote Learning
Students in hybrid learning will follow the same class schedule as students on campus and will attend synchronous classes on all school days, including Wednesdays and Saturdays.

Students in remote learning will experience a rich and full program that will be different from students on campus.  For example, they will not have a Period 3 synchronous class on Monday, Tuesday, Thursday or Friday, and on Wednesday and Saturday, they will complete asynchronous classwork and not attend synchronous classes.

All of our students (whether in person or remote) will have the opportunity to connect as a community and will attend various community gatherings throughout the week.

Sample Class Schedules

To help you visualize how student timetables could work, we have provided draft samples for each grade — please remember that these are only drafts intended to help you understand how the time can be broken down between different courses and across mods.

List of 4 items.

  • Grade 9

    This sample Grade 9 schedule shows a few elements that will be common for all Grade 9 students:

    • Grove 101: This course is an introduction to Lakefield and learning, designed to set students up for success for the remainder of their academic endeavours. Taught by faculty with Outdoor Education qualifications, this course will get students outdoors through authentic learning experiences to connect outdoor education with learning strategies.
    • Integrated Arts: Grade 9 students will experience all five different arts programs offered at LCS: dance, visual arts, vocal, instrumental music and drama.
    • Outdoor Education: Students will take Outdoor Education in the Winter, Spring and Summer terms to fully experience the variety of seasons on campus and learn the skills inherent to each one.
    • Community Building: By focusing on three courses intensively during the fall term, Grade 9 students will build close bonds with their peers and teachers and create a strong academic and community foundation for life at LCS.

  • Grade 10

    Grade 10 students will continue to build community with peers and teachers while diving into deeper academic topics. This sample schedule shows highlights including:

    • Outdoor Education: This will take place throughout the year and integrates our Geography and Outdoor Education courses. Students take part in experiences such as white water paddling and winter camping, learning skills across a range of seasons.
    • New Integrated Courses: We are offering new classes this year which integrate different disciplines for a rich learning experience. Page to Stage integrates English and Drama while The War Experience will bring together English and Canadian History, allowing students to explore the intersections of two subjects.

  • Grade 11

    Grade 11 student schedules will have a wide variety of courses with different levels of classes and Pre-AP offerings.

    • Reduced Exam Stress: The new schedule spreads exams over a wide range of time as courses finish throughout the year, rather than all at once during a single week. This helps to reduce stress and provide more time for students to focus more intently on a smaller range of information.
    • Outdoor Education: This will take place throughout the year and integrates our Geography and Outdoor Education courses. Students take part in experiences such as white water paddling and winter camping, learning skills across a range of seasons.
    Blank indicates a spare:

  • Grade 12

    There are a number of advantages to the new schedule for senior students as they take on increased leadership roles while preparing for next steps after graduation.

    • Preparing for Postsecondary: This schedule has two academic courses completed prior to the December break which provides final grades for university applications earlier than a semestered system. For students enrolled in the School Life class, it will occur prior to university applications which provides an opportunity for leadership experiences that will form a foundation for application essays and supplemental documentation required for many competitive programs.
    • Balancing Academics and School Life: This schedule also shows how, during an increasingly stressful year, students will be able to take advantage of a balanced schedule enabling them to focus on academic demands when it is most important.
    Blank indicates a spare:

Designed to be Flexible

The sample timetables depicted for 2020/21 (above) are intentionally designed to mitigate any potential disruptions caused by COVID-19. They do not reflect the ideal direction the school will be taking in the long term. Ultimately LCS will move toward an 8 module system where students will cycle among all eight courses through the year, so that the full educational benefits of the cycle of learning, resting and relearning can be realized. For this year, however, with the expected possibility of unforeseen interruptions, the goal is to provide our families with as much flexibility as possible, with different entry and exit points.

Frequently Asked Questions

Please review our parent and student FAQs regarding our new schedule:

Schedule Overview

List of 16 items.

  • Why are we changing the schedule at all, with so much in the world changing right now?

    We have been researching how we might alter our schedule to create a better learning environment for students and how a schedule might help us better achieve several strategic goals, like more authentic learning experiences. This research has been happening for almost two years, and we had planned to institute a schedule change over two years, but the current pandemic has encouraged us to implement a form of our planned change immediately.

    Our new schedule will:
    • Reduce the number of courses students manage at any one time to just 3. This is a significant reduction from the 6-8 courses students managed in the past. This will reduce the overall range of information students need to organize and will lessen the number of tasks they need to manage at any one time. Our schedule will give each student the opportunity to dive deeper into subject, wrestle with more challenging problems, and take more learning from each class. We are not looking to make learning easier, but we are looking to make difficult learning possible.
    • Students will now spend more time in individual classes. With lengthened classes, teachers can plan for a deeper investigation into subjects and can vary the lesson designs they use in any one class. Teachers will be with students for more time each day, available to help support the development of skills and knowledge in the moment. 
    • While class time is increased, so too is the time available for support and enrichment. Our new schedule has more time each day when students can access teachers to broaden and deepen their understanding of the subjects they are studying. 
    • Our schedule decreases the number of transitions in a day. During the pandemic when spacing and distance is an important tool in controlling the transmission of the virus, we are reducing the number of times our halls and passageways are used by students, ensuring a healthier and safer environment.
    • Our new schedule also slows the pace of our day. Lengthening classes, and putting large breaks between classes ensures that no student must be rushed in getting to their next class. By buffering these events with breaks, and having students remain in spaces longer ensures the day slows down and the overall stress of time will be reduced.
  • Why are we implementing a new schedule now?

    While we remain hopeful that Lakefield will open in the fall with all of our students able to attend in person, nonetheless we must plan for the possibility that a percentage of our students will be engaged in remote learning come September—and many of those students will be new to LCS. Remote learning comes with its challenges. One of them is maintaining and building strong relationships; building good learning relationships remotely with new students who we have never met before is important to us. For that reason, we want a schedule that ensures teachers have fewer students (and students have fewer teachers) at any one time. That will allow both students and teachers the time needed to develop trusting supportive relationships and personalize learning.
  • What will the schedule for 2020/21 look like?

    Although we are still finalizing the schedule, the proposed new schedule will look something like this.

    Pre-Session:
    Boarding students coming from outside Canada are welcome to arrive at Lakefield College School at any time from August 10 onward.

    Mod 1September 8 - October 8
    Thanksgiving Break
    Mod 2October 13 - November 12
    November Break
    Mod 3November 17 - December 17
    Christmas Break (students have completed 3 credits [courses] to this point)
    Mod 4January 5 - January 29
    Winter Break
    Mod 5February 2 - March 5
    March Break
    Mod 6March 23 - April 22
    Easter Break
    Mod 7April 26 - May 20
    Victoria Day Break
    Mod 8May 25 - June 24 (students will have completed five more credits)
    Mod 9July 5 - July 30 (optional)
    Mod 10August 4 - 31 (optional)
  • What is a mod schedule?

    A mod schedule is a way of organizing a school schedule into multiple terms that each have fewer, but longer class periods. A module, or mod, is the period of time the academic year is divided into. The LCS school year will be divided into eight mods, each lasting approximately one month. Think of a "mod" as a term of mini-semester. The mod schedule allows for course content to be taught in short, intensive chunks, rather than spread out over an entire academic year.
  • What does a "triple intensive" schedule mean?

    Within each mod, the proposed schedule has students taking three courses at a time. Students would study three courses intensively at once in each module.
  • How is this schedule different from a semestered system?

    In a semestered system (like the system at the majority of Ontario public high schools), students would take up to four courses from September to January and another four courses from February to June.

    In 2020/21, students at LCS will take up to three courses between September and Christmas, and that block of time does have some resemblance to the semestered system. However, the five mods between January and June work much differently, as students cycle between courses with each mod.

    The school ultimately would move toward a seven or eight mod system where students would cycle among all eight courses through the year, so that the full benefits of the cycle of learning, resting and relearning to consolidate can be realized. For this year, however, with the threat of COVID-19 interruptions, we want to keep the schedule's entry and exit points as flexible as possible. Some students may choose not to join us until January and either spend a term with us, earning five credits, or spend the period from January to August with us, completing a full year of credits during that time.
  • Have other high schools used this type of schedule?

    A small number of US independent schools, both day and boarding, have implemented this schedule (some have used it for a very long period of time), and they did so to realize a variety of objectives. Most do so for the same reason Lakefield is proposing this schedule: they want a schedule that allows for deeper and more authentic learning opportunities. They also want to provide students with greater flexibility and choice in their courses. Some also wanted to create the possibility for scheduling a mod so that students could study one subject intensively (as LCS does with travel credits) or complete an internship or intensive service opportunity without missing classes.

    The schools that we interviewed were unanimous in their recommendations, believing that they had made the right choice moving to this kind of schedule. Their students and families were skeptical at the prospect, and change is uncomfortable. But all schools said that they would not consider returning to a more traditional schedule—and they found that students and teachers now choose their school because of their schedule innovation.
  • Will the school calendar be changed for the upcoming year?

    The first day of classes, both online and remote, remains September 14. Please refer to the LCS Calendar of Important Dates for more information.
  • What will the add/drop dates for courses be?

    Our intention is to provide students with their schedules in late August. While it will be possible to make schedule changes, we are anticipating classes to be at capacity, and movement or changes to your schedules will be dependent upon space availability. If you are considering course changes, please contact your counsellor to see what is possible before the year begins. As the year proceeds, students will have two days at the beginning of each course to add, drop, or change courses.
  • Will students be able to choose which courses they take when or is a schedule assigned?

    Just as happens currently, the school will create a master timetable and assign students to classes. Our plan is to make individual student schedules available to students in late August so that students can review their schedules and make adjustments.  In other schools with this schedule, students make choices, for example, to try to place courses that are more challenging for them in mods where they are not doing time-intensive co-curriculars.
  • Would cycled learning be for all grades and all subjects?

    No. None of the courses scheduled between September and December would be cycled learning, and not all of those scheduled after Christmas would be either. Our teachers will use their deep knowledge of what works in their particular classrooms to give us input about the ideal placement of individual courses, and that information will inform the final schedule. We will rely on the expert advice of our experienced teachers in each discipline to identify subject areas where they believe students would benefit most from cycled learning. There are some subject areas that require specialized attention—the School Life class and guidance classes, for example, and the schedule design meets those needs.
  • Are summer courses still happening?

    Yes, all summer courses offered in the course selection process will continue to be offered, with additional credit courses being offered through our new Learning with Lakefield Remotely - Summer Programs.
     
  • What if a student takes a course like Science before Christmas and then doesn't take it again until the next year?

    We understand this concern, and the school ultimately would move toward a mod system where students would cycle among all eight courses through the year, so that the full benefits of the cycle of learning, resting and relearning to consolidate can be realized. For this year, however, with the threat of COVID-19 interruptions, it is important to keep the schedule’s entry and exit points as flexible as possible. Some students may decide not to start school until January, and either spend a term with us, earning five credits, or spend the period from January to August with us, completing a full year of credits during that time. The schedule for 2020/21 allows for this.

    Students concerned about a gap in learning might choose to shift course selections in the winter and spring so that they can take the next level of a subject and keep their mind engaged in that subject throughout the year.
  • Would students be able to accomplish 9 classes in a year?

    No. We would still be offering eight credit courses over the year in a schedule built to accommodate only eight courses.
  • Will this model affect how many different courses LCS will offer?

    No. LCS will still be able to offer the same breadth and choice of courses.
  • What are remote and hybrid schedules?

    We believe that, for our Grade 9s and 10s, we will be able to place all remote students together in classes so that they will meet as a cohort until such time as travel restrictions lift. The schedule for their remote classes is below.

    The number of students in Grade 11 and 12 who cannot enter Canada due to travel restrictions is much smaller, so these students will be scheduled into regular classes. Grade 11 and 12 students learning remotely will join classes when the timing works well for them, and will also have access to recorded classes when timing is poor. Teachers will meet individually and in small groups with these students at times convenient for them. These Grade 11 and 12 students will have a hybrid schedule.

    Remote Schedule Grades 9/10 (Monday, Tuesday, Thursday, Friday)
    
    MondayTuesdayThursdayFriday
    8:30 - 10:05 a.m.Period 1Period 3Period 2Period 1
    10:05 - 10:55 a.m.Community Gathering
    Monday: Chapel
    Tuesday: House Meeting
    Thursday: Chapel
    Friday: Advisor Meeting
    10:55 - 12:30 p.m.Period 2Academic SupportPeriod 3Academic Support

    Students learning remotely will have two synchronous classes each week and will attend all community gatherings. They will also have a remote co-curricular program.

Class Structure

List of 14 items.

  • How long will each class period be?

    For the majority of classes, 90-95 minute periods will be the norm.
  • Will the class sizes remain the same?

    Class sizes will be the same, or smaller. Much will depend on the physical distancing requirements related to COVID-19 that are still to be determined.
  • Is the actual number of teachable hours per subject unchanged?

    The draft schedule actually marginally increases both the total number of teachable hours and the number of hours students spend in engaged learning (e.g., not in transition from one class and subject to another, settling in, etc.).
  • How will the schedule impact homework?

    Our ISM schedule consultants made clear that 1.5 - 2.5 hours of homework per day produces the highest student achievement levels, so we will continue with a schedule that has 1.75 hours of evening study and a generous amount of time during the academic day to complete assigned work.  
  • Will homework completion be harder?

    Students will definitely need to stay on top of their homework when taking three subjects at a time, as each class will meet more frequently. We expect that the amount of time spent in study will remain the same as is currently experienced.
  • How does the new structure affect the exam schedule?

    The tradition of exams as a structure will be altered under the conditions of our new schedule. There will not be a June exam schedule.  Teachers will use measures to assess learning during their courses or at the end of courses. There will be a heavy emphasis on authentic learning experiences, and having these throughout the learning terms will be an important aspect of course planning and development. Exams and tests remain effective means by which teachers can measure and help reinforce student learning. Teachers will schedule tests and exams as parts of their courses, taken during or at the end of individual terms. As is also currently the case, many courses do not have exams and use culminating projects and skill-based assessments to provide summative measures of performance. 
  • Do students take the same three classes at the same time?

    Everyone definitely wouldn’t take the same three classes. Just as happens currently, for most classes there will be multiple sections that happen at different times in the schedule. For example, one student might take Grade 10 English and complete it before Christmas, while another student might start Grade 10 English in January and finish it in May.
  • Will students have spares?

    Students in Grades 11 and 12 will take a minimum of 7 and 6.5 courses (six if the student has already earned the Careers credit) respectively. The benefit of this for our students is the opportunity to take more than the minimum number of courses or to have unscheduled periods to help support them to complete the increased amount of work and responsibility that comes with life as a senior student at LCS. While it is possible to carry 6 courses and have two unscheduled periods in the same term, we will work very hard to avoid this outcome. Helping students to balance the demands of their courses, co-curricular, and school life responsibilities is part of life at Lakefield, and working hard to create a balanced schedule is an important part of this. As we are still working to build this schedule, we have to acknowledge that this imbalance is a possible outcome, but it is one we will strive to avoid.

    Students may wish to make some adjustments if they see some mods as much heavier or lighter than others. During our consultations with schools that have already implemented this type of schedule, they indicated that their students have found the ability to choose when lighter and heavier modules happen to be a huge benefit.
  • Is there any concern that the classes might be too long in terms of keeping student attention?

    Teaching a 90-95 minute class requires different teaching strategies from a shorter class, and the emphasis—because we are proposing a move to this type of schedule to allow for more authentic learning opportunities—will be for more hands-on activities, more movement, more switches of focus to consolidate and reflect. Our teachers will receive professional development this summer in planning for longer classes, and have already begun to plan their approach. For some insights about how a 90 minute period might be set up to keep students engaged and enhance learning, have a listen to Jennifer Gonzalez' podcast, Making the Most of a 90-Minute Block.
  • What if there are absences?

    There are many circumstances for which we do not have precise answers. Should a student miss a large amount of class time for any reason, our response next year will be very similar to our response this year. We would work hard alongside the student to help them catch up. Teachers would strive to work with students to accommodate for the missed material. It is possible that the amount missed would be just too much, as is ever true, and make up courses would need to be taken beyond the academic year. That being said, we have had great success in finding personalised solutions for individual situations helping students overcome many different obstacles.
  • What would happen to Outdoor Education if there are longer classes?

    Courses such as Outdoor Education that have special authentic learning time needs that have been considered carefully to ensure that there is time to meet the Ministry expectations and that teachers have opportunities for unique learning experiences that build on our goals of authentic learning and outdoors every day. We believe that we have set up each Outdoor Education course in a way that will meet all objectives.
  • How will the School Life class work?

    The School Life class will be offered in the period from September to December so that students in the class have the first part of the year to come together as a team and develop plans for what they will implement from January to June. The school has made the decision to offer two different credit options to assist students who have yet to earn a grade 12 credit. For those students who have not taken Grade 11/12 Outdoor Education, they will be eligible to earn a Grade 12 4M credit in Recreational Leadership for the School Life class. Students who already have this credit will earn the Grade 11 credit (GPP30) as has been the case in the past.
  • How will AP courses work?

    Setting up AP courses optimally has been a key task for the scheduling team. The school will work with each AP teacher and course to ensure that time is found for spaced repetition study should an AP course finish at Christmas. AP Calculus, as a double credit course, will run throughout the year.
  • How will Learning Strategies courses work?

    Learning Strategies courses for students with identified learning differences will be offered as full-year courses during a specific time slot during the lunch/Grove Time period. In this way, students will receive ongoing support as they progress through different subjects over the course of the year.

School Life

List of 6 items.

  • How can we take care of ourselves throughout the day when our schedules are hectic?

    The new schedule will allow for less hectic days since students will have three classes per day instead of four. Fewer transitions and courses to manage at once should help us all feel less stretched.

    The WIN (What I Need) time created at the end of classes and before co-curriculars was created to give students a window of protected time to do what they need each day; connect with a friend, have a 1:1 conversation with a teacher, advisor or coach, breathe, read a book, go for a walk in the woods, etc.

    We've also built intentional community building time into our academic day so that students have time to connect and check in with each other.

    Grove Time will still exist at lunch which will allow students to connect with teachers for extra help or enrichment or connect with peers to work on a group assignment. The waterfront, gym and fitness centre will also be open during this time if getting outside and active will help students regain focus during their final class of the day.
  • Why are there co-curricular activities in two different time slots on Wednesdays and Saturdays?

    The school is making space for clubs and year-long co-curriculars to happen within the day so that we have fewer co-curricular offerings that happen in the evenings when it is more difficult for day students to take part. The change is also an endeavour on our part to help to ensure that our days are rich and filled with opportunity and variety—not just academic classes. The pandemic has created a number of obstacles, but we are seeking to program around these obstacles and ensure that the Lakefield days are full and varied.
  • What is happening with Open House?

    For the time that the Ontario Ministry of Health requires COVID-19 physical distancing measures, all boarding houses will be open only to the students who live in that house. From 8:45 to 9:45 p.m. each evening students will have free time to socialize either in their own house, or outdoors if they choose. The school is improving outdoor spaces (both lighting and seating) to provide more areas for socializing so that groups can remain small.
  • Aren't day students and boarding students supposed to be integrating?

    COVID-19 has given us many challenges, and we know it is not ideal to have limited programming in the evenings, but it is necessary in the short term for the safety and well-being of our community. Meanwhile, the additional community time house meetings and the lengthy double-cocurricular periods on Wednesdays and Saturdays will provide good opportunities for interaction.

    Also, not noted on the schedule was the fact that on Fridays, spirit events will take place before study, and day students can stay to take part in those activities when appropriate.
  • When will Day student days end on Wednesdays and Saturdays?

    Just as in past years, when a day ends depends on the co-curriculars chosen. Some students might end Wednesday at 2:50 p.m. and Saturday at 12:15 p.m.; others will have co-curricular activities that are scheduled later in the day.
  • If we have some students on campus and some learning remotely, will classes be together?

    We are currently exploring what will provide the best experience for our students while still being practical for each class. What we are discovering through our research and our conversations with students and teachers is that a single blanket solution is unlikely. Some classes, particularly Grade 11 and 12 classes, may function best as hybrid models. Some subjects, teachers, and class compositions might be best managed with both on campus and remote students learning together. Other situations may be well managed by having one class of completely remote students and another of completely on campus students. This scenario is more likely at the Grade 9 and 10 level. Decisions about which solution is best will be detemined much later, as we know things like class capacities, number of students available to attend on campus classes, and the scheduled arrival dates for students who are delayed in arriving. 

    While we would like to have a simple answer to this question, the best approach will require us to support a variety of models, all of which will lead us to our goal of having everyone in our classes and bringing life back to The Grove.

Preparing for Postsecondary

List of 4 items.

  • How will Grade 12 Guidance classes work?

    Guidance classes will be scheduled formally as a class twice per week in the fall term during the academic support period at the lunch hour. Students will research universities and programs, complete applications, and, for those who have not yet earned it, complete the Careers credit by December during this time(so those students will be carrying 3.5 credits in the period from September to December). Guidance counsellors will be scheduled as well during these designated times from January to June to support students with supplementary applications, making final decisions, applying to residence, etc.  
  • How will the new schedule affect university admission?

    The university process itself will not be impacted. Lakefield will report mid-year marks in November, February, and April for all student courses. In some cases, because students will have more final grades by February, they may receive offers from some programs earlier. Many very competitive programs in Canada do not send out offers until after the April submission now, as they want to ensure they have the most detailed snapshot possible for all students.

    For the US early decision, the focus is on Grade 11 final grades. We will be able to report first quarter grades for a smaller number of courses - but that is the norm for schools operating under a semestered system also. We will update our School Profile, which US schools use to interpret the marks provided, so that what we are reporting is fully understood. College admissions officers in the US, with its 50 states and a large number of private and independent schools, are quite accustomed to a broad range of scheduling systems.

    For UK admissions, counsellors will continue to predict grades on the UCAS form as they do now, basing their predictions on current Grade 12 marks and on completed Grade 11 marks.

    A positive of the new schedule is that students can expect that letters of reference from their fall term Grade 12 teachers will be richer and more detailed than in the past, as the teacher will have spent far more time with the student.  Having the School Life class in the fall will also provide students with the opportunity to develop leadership skills that can be discussed on a university application.
  • How will the schedule prepare students for a postsecondary workload?

    There are aspects of the new schedule that have potential benefits to our students in preparing for university. Most university students carry 5 courses at a time, so 3 at a time is a lighter load. That said, it is also the case that most universities are semestered and have half courses and end of semester exams. So, students cover material at a more intensive pace. A schedule that has three courses at a time will be more intensive and support the development of students’ needs to master concepts quickly. As well, exams will be spread over the year. Courses end after three modules, and as a result, students will be able to get broader experience with exams and use their learning from the experience later in that same year.
  • What if a student has math in the fall and then not again until the following year?

    Currently, this is already the case for students who take AP Calculus in Grade 11. To keep math skills sharp, students might choose to take Calculus or another math-based course in the January to June time period.

Health and Wellbeing

List of 7 items.

  • Were students consulted about the idea of stress reduction?

    In the fall of last year, our students were interviewed by the ISM consultant, and also about 93% of our students completed a survey conducted by ISM that helped establish levels of stress. Based on the feedback obtained from this research, the ISM consultants recommended the three-class schedule.
  • Would students still have half days?

    Yes, Wednesdays and Saturdays would continue to be on a special schedule. The new schedule has one class on Saturday morning, and two on Wednesday. Wednesdays would continue to have a later start (mid-week sleep-in for student well-being, which was applauded by the ISM review), with one morning class and one early afternoon class. 
  • Will having two days with later starts continue?

    Yes, we would continue to have late starts on Wednesdays and Saturdays. This was applauded by the ISM consultants for its support of student well-being.
  • Will this cause additional stress if one, or all three subjects aren't part of a student's main strengths?

    Our ISM researchers provided us with interesting data about their research into student engagement when they recommended this schedule which families may find surprising. They discovered, in a course that runs all year without break, students start off engaged and then become less engaged as the year progresses. Changing courses and even teachers (in the fall term, teachers may change between mods in some of the courses) will allow both students and teachers a regular fresh start.  

    It’s also reasonable to say, no schedule is perfect.  In the current schedule, a student may carry a class that she isn’t enjoying for the whole year. In each situation, there is some challenge.
  • Is evening supervised support learning moving to earlier in the day?

    One of the unanimous recommendations of our Schedule Task Force was to move evening study to earlier in the evening so that students would have time to shut down screens and unwind before bed-time. Along with this, evening support programs will move to earlier in the evening.
  • How would physical distancing be easier?

    A triple intensive schedule proposes longer classes and fewer of them each day. While physical distancing is often controlled by individual choices, circumstances can certainly make this more difficult. By reducing the number of times a student has to change classes, we are effectively reducing the number of times each day halls and passageways are crowded thereby improving our overall structures supporting physical distancing.
  • Will the schedule change again in 2021/22?

    Almost certainly yes. Our hope is that in 2021/22 the impact of the pandemic will have subsided. The adjustments made this year to accommodate for potential and unforeseen impacts of COVID-19 will hopefully no longer be necessary. Also, student and family feedback is important to us and we will assess what works best for student learning and tweak the schedule to meet our students' needs.
"I see the benefits this timetable provides all of our students.  My number one takeaway is that students between Grade 9 and 12 will be able to take a breather during the day, will be able to dive deep into course content in an authentic and meaningful way, and will be asked to balance three classes at a time, not eight, which will definitely impact their stress levels and wellbeing."  — Ms. Jennifer Browne, Guidance Counsellor

School Information

4391 County Road 29, Lakefield Ontario K0L 2H0   705.652.3324   admissions@lcs.on.ca

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Lakefield College School is a private, coeducational boarding and day school for students in grades 9 through 12, located in Lakefield, Ontario, Canada.

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