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 to four, 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 classes of 14 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 4 items.

  • Monday, Tuesday, Thursday, Friday

    7:00 - 8:20 a.m.Breakfast
    8:30 - 10:05 a.m.Period 1
    10:05 - 10:55 a.m.Community Time
    10:55 a.m. - 12:30 p.m.Period 2
    12:30 - 2:00 p.m.Lunch & Grove Time
    2:00 - 3:35 p.m.Period 3
    3:35 - 4:00 p.m.WIN (What I Need) Break
    4:00 - 5:30 p.m.Co-Curricular Programs
    5:30 - 7:00 p.m.Dinner
    7:00 - 8:45 p.m.Study / Evening Class
    9:45 p.m.House Curfew
  • Wednesday

    8:30 - 9:25 a.m.Breakfast
    9:40 - 11:00 a.m.Period 1
    11:10 a.m. - 12:30 p.m.Period 2
    12:30  - 2:00 p.m.Lunch and WIN (What I Need) Break
    2:00 - 3:30 p.m.Co-Curricular Programs
    5:30 - 7:00 p.m.Dinner
    7:00 - 8:45 p.m.Study
    9:45 p.m.House Curfew
  • Saturday

    8:30 - 9:25 a.m.Breakfast
    9:40 - 11:15 a.m.Period 1
    11:30 a.m. - 12:30 p.m.Co-Curricular / Grade Time / WIN Break
    12:30 - 2:30 p.m.Lunch 
    5:30 - 7:00 p.m.Dinner
  • Sunday

    8:00 - 10:30 a.m.Cold Breakfast
    11:30 - 1:00 p.m.Brunch
    5:30 - 7:00 p.m.Dinner
    8:00 p.m.House Curfew

Sample Yearly Course Schedules

To help you visualize the flex modular schedule, and how a student's course load might look through the course of a year, we have provided draft samples for Grade 10 and 12 — 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. The LCS school year is divided into eight mods, each lasting approximately one month. Think of a "mod" as a short term or 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

List of 2 items.

Sample Weekly Course Schedules

Adding a fourth course into a three-periods-per-day week allows a slower rotation of courses and provides students with the time to process and reflect on new ideas and information, and get the support or enrichment they need before they proceed to the next topic. Students can expect their courses to fall at the same time every Monday, Tuesday, Thursday and Friday, while their courses will alternate, rotating through the 3 periods found on Wednesdays and Saturdays. To help you visualize the modular schedule, and how a student's course load might look throughout the week, we have provided draft samples of a weekly schedule for Grades 10 and 12.

List of 2 items.

Frequently Asked Questions

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

Schedule Overview

List of 8 items.

  • What will the schedule for 2022/23 look like?

    The schedule for 2022/23 will look something like this.

    Mod 1September 12 - October 14
    Thanksgiving Break (October 6 - 10)
    Mod 2October 17 - November 18
    November Break (November 10 - 14)
    Mod 3November 21 - December 22
    December Break (December 22 - January 9)
    Mod 4January 10 - February 10
    February Break (February 17 - 20)
    Mod 5February 13 - March 9
    March Break (March 9 - 27)
    Mod 6March 28 - April 21
    April Break (April 6 - 10)
    Mod 7April 24 - May 18
    May Break (May 18 - 22)
    Mod 8May 23 - June 15
  • 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 short term or 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.
  • 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 a Modular schedule, you will take advantage of the researched benefits of spaced learning and interleaving. Here you will study fewer subjects at one time, then take a break from them before returning to them again. You will review previously studied material and then move to new material. This pattern has been shown to help long-term retention of material, more deeply embeds information, and helps to ensure you are able to focus on fewer important ideas at any one time. You will take subjects all year, ensuring you do not have long breaks in the learning of a subject. 
  • Will the school calendar be changed for the upcoming year?

    You can view the school calendar for 2022/23 on our website.
  • 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.
  • 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.
  • Are summer courses still being offered?

    Yes, students can select from a variety of credit courses in our Summer Academy.
     
  • 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.

Class Structure

List of 10 items.

  • How long will each class period be?

    All classes are 95 minutes in length. The only exception is on Wednesday when students will have just two classes, which are 80 minutes each. 
  • Will the class sizes remain the same?

    The average class size is 14.2 students, with the majority (80% of classes) having between 10-18 students. Our unique modular schedule also means that teachers will be supporting a total of roughly 24 students during any one Mod period, thereby enhancing the amount of attention and support available to each student.
  • 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 four 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?

    Exams at LCS will now occur at two different times of the year. Courses will conclude at the end of Mod 7 (May) and Mod 8 (June). At the conclusion of both of these mods, there will be four days dedicated to exams and culminating assessments for each course instructed. This is depicted on our 2022/23 Calendar of Important Dates.
  • Will students have studies?

    Students in Grade 12 will take a minimum of 5 courses, but the majority will take 6. This provides our graduating students with the opportunity 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. Helping students to balance the demands of their courses, co-curriculars, and school life responsibilities is part of life at Lakefield; working hard to create a balanced schedule is an important part of this. 

    It is possible for Grade 11 students to have studies in their schedules if they have worked ahead and used summer as an opportunity to achieve important course credits. Sometimes Grade 11 students choose to use these in the Grade 11 year, but more commonly, these studies are saved to be used in Grade 12 when the demand of university applications, school life responsibilities, and SIC roles all require important time. 
    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 95-minute class requires different teaching strategies from a shorter class, and the emphasis—because this type of schedule allows for more authentic learning opportunities—will be for more hands-on activities, more movement, more switches of focus to consolidate and reflect. Our teachers receive professional development 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?

    Should students miss a large amount of class time for any reason, our response next year will be very similar to what it has been in the past. We would work hard—alongside the student—to help them catch up. Teachers would strive to work with students to accommodate the missed material. If students miss time as a result of an athletic event or an arts trip, classes take place every day, making it possible to get support as students get caught up. If absences occur for extended periods of time, the student may need to take make up courses 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 AP courses work?

    Setting up AP courses optimally has been a key task for the scheduling team. The scheduling team has worked with AP teachers to identify when the courses will begin and end, recognizing that the May AP exams leave some courses with some remaining Ministry of Education curriculum to cover, while others essentially end. We have given careful thought to which courses occur in which module to help support teachers and students best prepare for success. 

School Life

List of 2 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. 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.
  • 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.

Preparing for Postsecondary

List of 3 items.

  • How will Grade 12 Guidance classes work?

    Grade 12 Guidance classes are formally in each student’s schedule. With the support of Guidance counsellors, students will research universities and programs, complete applications, complete any supplemental work that is necessary, and ultimately, review and affirm offers. 
  • 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. As an independent school, we have long had courses that stretch over the entire year. This will continue to be the case, so universities will be getting a good picture of your abilities across courses when they receive information from LCS.

    For the U.S. early decision, the focus is on Grade 11 final grades. We will update our School Profile, which U.S. schools use to interpret the marks provided so that what we are reporting is fully understood. College admissions officers in the U.S., with its 50 states and a large number of private and independent schools, are quite accustomed to a broad range of scheduling systems.

    For U.K. 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.
  • 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 4 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. Our mod schedule is designed to create a more intensive pace for a smaller number of courses. This should provide the opportunity to dive more deeply into subjects and gain a greater appreciation for the depth of study and focus that is part of life at university.  

Health and Wellbeing

List of 5 items.

  • Were students consulted about the idea of stress reduction?

    In the fall of 2019, 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 a modular schedule with significantly reduced classes.
  • 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 two shortened morning classes.
  • 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.
"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.

We respectfully acknowledge that Lakefield College School is located on the Treaty 20 Michi Saagiig territory and in the traditional territory of the Michi Saagiig and Chippewa Nations, collectively known as the Williams Treaties First Nations, which include: Curve Lake, Hiawatha, Alderville, Scugog Island, Rama, Beausoleil, and Georgina Island First Nations.
Lakefield College School respectfully acknowledges that the Williams Treaties First Nations are the stewards and caretakers of these lands and waters in perpetuity and that they continue to maintain this responsibility to ensure their health and integrity for generations to come.


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