531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
250 Davisville Avenue, Suite 200, Toronto, Ontario, M4S 1H2, Canada
1953
2009
300
430
JK to 12
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
8 to 16
14 to 16
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$10,000 to $16,000
$32,250
Yes
No
18%
0%
JK to 12
None
$900
$0
20
72
0%
0%
0%
90%
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
information not available
As the name suggests, Toronto Prep School is very much a preparatory academy intending to prepare students for university. The ideal student is one who arrives at the school with a clear sense of where they are going and is able to effectively manage their time and their schedule. The environment is rigorous, and the school operates very much with the demands of a teen lifestyle in mind. Classes start late in order to align with teens sleep patterns; a partnership with GoodLife Fitness, located within the same building as the school, provides an opportunity to maintain physical fitness. Those kinds of things are beneficial to students who are prone to making the most of them.
Read The Our Kids Review of Toronto Prep School
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportAs the name suggests, Toronto Prep School is very much a preparatory academy intending to prepare students for university. The ideal student is one who arrives at the school with a clear sense of where they are going and is able to effectively manage their time and their schedule. The environment is rigorous, and the school operates very much with the demands of a teen lifestyle in mind. Classes start late in order to align with teens sleep patterns; a partnership with GoodLife Fitness, located within the same building as the school, provides an opportunity to maintain physical fitness. Those kinds of things are beneficial to students who are prone to making the most of them.
View full report
"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills...
View full review
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"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With a strong emphasis in music, science and sports, we are a balanced, co-ed family of schools - campus locations in North York (Main JK-12), Pickering (East JK-8) & Mississauga (Peel JK-8) - that successfully develops students for post-secondary education & their chosen career path and to remain committed to a lifestyle of service."
"The Toronto Prep School is completely dedicated to providing a superior academic program for the children of parents who value the importance of knowledge, technology, individuality, responsibility, and integrity in a safe, nurturing, and highly motivated environment. Our mission is to prepare our students by equipping them with the academic tools and life skills needed to enter and succeed not only at the post-secondary school level, but ultimately, in their chosen career path. Given the pace of technological change and the growth of information technologies in all aspects of our lives, it is crucial that students gain mastery over these tools. We are committed to developing students who are confident and responsible and exhibit the values necessary to become effective communicators, informed and productive thinkers, self-directed learners, collaborative workers, and skilled information processors and problem solvers. As educators we will develop the facility for learning and foster the motivation for students to continue to learn after their formal school years. We will challenge each student to maximize his or her effort and in so doing realize their potential. The development of a sound work ethic and effective organizational and study skills will be stressed."
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"Our people, atmosphere, and academic ethos differentiate TPS from other schools. While this sounds like an empty platitude, it is anything but. We believe that a school can be academically rigorous, but we also believe that teachers and administration should be approachable and create a comfortable environment. Growth does indeed occur when we are uncomfortable, but trust needs to be established before this growth exists."
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"According to students and parents who have chosen TPS as their school, it seems personal attention, accountability, and academic flexibility are the deciding factors. Our semestered system, with a plethora of elective courses, allows students to find their passion and build a foundation upon which to launch their post-secondary journey. When students are provided with academic options and have the ability to choose a number of their classes, it makes for a better learning environment."
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"The most important aspect of TPS is its reliance and insistence on the importance of family. From admissions, through matriculation, and capstoned by graduation, a given student’s personal family blends with TPS’s educational family. By this, we mean that it is essential for the morals, values, and ethics of prospective families to meld with those of TPS. Academic integrity, familial gratitude, and respect for oneself and others are the hallmarks of TPS."
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"Once families enter our campus, they are typically surprised by the breadth of our physical location. In addition to our 33 traditional classrooms, TPS bolsters a professional grade music recording studio, a 100 seat mainstage auditorium, a fully equipped, 2000 sq. ft. fitness studio, a wellness centre, and the list goes on."
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It gives me great pleasure, as Principal of Toronto Prep School, to welcome you to the official Toronto Prep School website. This website has been prepared in the hope that it will become for parents, students, and visitors to the site, a valuable source of school news and timely information. This website has been developed to enable everyone to become familiar with our school, its policies, and other procedures that are basic for the smooth functioning of our school, as well as to provide you with updated school news, schedules and events.
The website is for many an introduction to the Toronto Prep School as a new, private, co-educational, university preparatory day school option.
Parents are increasingly concerned about the role education will play in securing the future they want for their children. Parents recognize that superior schools prepare children not just for today's test but rather for all of life's tests. Acceptance to a prominent university is not good enough; the ability to succeed once you are there and beyond is the goal.
Parents understand that the best education is a values-added experience that offers a rigorous academic curriculum, a structured, nurturing environment with an appropriate integration of technology to promote literacy and numeracy, but also values the importance of hard work, personal responsibility, respect, leadership and maintaining a healthy and active lifestyle. Our small class sizes and commitment to positive discipline play integral parts in the recognition and fostering of individual strengths. Dedicated and caring teachers challenge students to strive for excellence while encouraging social responsibility. We provide a community where achievement, character development and academics are equally important aspects of the total educational experience. Helping students develop a life-long love of learning is our ultimate goal.
Our curriculum places a premium on students taking an active role in their own education. Learning by doing promotes a spirit of inquisitiveness and a deeper understanding of ideas. Talented and committed faculty members put students in the forefront and challenge them to pursue their dreams. Teachers who genuinely enjoy working with and connecting with young people engage our students to take constructive risks as they develop academic and personal attributes we value.
Our goal is to inspire all our students to develop both creative and analytical skills, which are essential to successful learning, while supporting them as they accept responsibility for who they are and what kind of people they want to become. We, as educators, have a rich history of achievement to draw upon. We step confidently forward to challenge ourselves and our students to excel.
A great deal of information about our programs, and our calendar is at your fingertips, and I invite you to explore the Toronto Prep experience.
Sincerely,
Pete Tsimikalis
Principal
Traditional
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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.
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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Our curriculum places a premium on students taking an active role in their own education. Learning by doing promotes a spirit of inquisitiveness and a deeper understanding of ideas. Talented and committed faculty members put students in the forefront and challenge them to pursue their dreams.Teachers who genuinely enjoy working with and connecting with young people engage our students to take constructive risks as they develop academic and personal attributes we value. Our goal is to inspire all our students to develop both creative and analytical skills, which are essential to successful learning, while supporting them as they accept responsibility for who they are and what kind of people they want to become.
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.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
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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
Not applicable
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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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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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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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We offer French starting in grade 7 through to grade 12. Our classes are teacher directed with lectures, notes and examples. Language skills such spelling, grammar, and comprehension are developed through reading, writing and videos. Interactive group work, games, and conversational exercises contribute to the student's confidence. Quizzes, written tests, and projects are used for assessment purposes.
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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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We offer classes in Fashion Design, Art, Drama, Communication Technology, Media Arts and Computer Science in addition to all the core courses. Every student is gifted either a MacBook Pro as a tool to help facilitate learning. Our teachers encourage our students to be creative with their work. Our students are given the tools and taught the skills so that they can use their imaginations to create. Many of our students have gone off to post secondary institutions such as Parsons: The New School of Design and OCAD to study their craft. More importantly, our faculty is experienced with Portfolio Management so our students are able to put their best effort and work forward.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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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All our new students are gifted a MacBook Pro 13\" to use while at TPS. This laptop is used as a tool for better learning. Students use it to complete homework, write essays and create PowerPoint presentations. Through teacher direction, they are able to use the Internet for research, and resource. Furthermore, the laptop is used for graphic design and communication technologies. It is important to note that the laptop is used as a tool to develop skills such as note taking, essay writing and organization.
Web design
Robotics
Computer science
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Leadership and sportsmanship are encouraged through a range of athletic activities and teams. Students who actively participate in these types of extra-curricular activities find that they are capable of working well in all team settings. In addition, it also helps to emphasize the importance of finding a balance between work and leisure activities, a skill that is useful throughout one's life.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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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”.
With smaller class sizes, our teachers develop a working relationship with their students and are better able to identify their strengths and weaknesses, helping them overcome challenges through encouragement and greater attention in specific areas of need. Each child and young adult has the ability to overcome his or her individual obstacles through a more focused setting and trusting two-way communication with the teacher. Read for meaning and write for purpose; Locate and evaluate information; Manipulate numbers and interpret data.
"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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The Toronto Prep School is completely dedicated to providing a superior academic program for the children of parents who value the importance of knowledge, technology, individuality, responsibility, and integrity in a safe, nurturing, and highly motivated environment. Our mission is to prepare our students by equipping them with the academic tools and life skills needed to enter and succeed not only at the post-secondary school level, but ultimately, in their chosen career path.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
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
JK - 12
18%
0%
$900
$0
0%
90%
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
No
No
No
No
No
No
No
Yes
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
The goal of TPS is to find those students who best fit with our program and values. Students are not chosen merely by their academic qualifications, though these, of course, play an important part in any decision. We are looking for students who want to be a part of our dynamic community, who are concerned about the wider society and are willing to share their talents and improve their skills. We stress the importance of extra-curricular activities and place effort and character above all.
Admissions for new students is based on:
1. Completion of the Admissions Application
2. Receipt of all required documents
3. Testing
4. Interview with the Family
5. New Parents are required to attend an Orientation Session.
For your initial Admissions appointment, please bring the following original documents:
1. Proof of Canadian Citizenship/Residency
2. Ontario Health Card
3. Immunization Record
We want to discover who the candidate really is, and as such, rely on a detailed application package (including teacher and community referrals, school reports, a parent statement, and a candidate’s statement) and an interview rather than writing an SSAT or entrance test.