531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
670 Eglinton Avenue East, Toronto, Ontario, M4G 2K4, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
670 Eglinton Avenue East, Toronto, Ontario, M4G 2K4, Canada
5,693.0 km
5,688.8 km
1953
1986
450
100
JK to 12
Preschool to 4
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
15
8 to 24
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$10,000 to $16,000
$13,900 to $28,500
Yes
No
18%
0%
JK to 12
None
$900
$0
30
13
0%
0%
0%
85%
information not available
Preschool, JK, SK, 1, 2, 3, 4
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 4
No
No
information not available
information not available
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 reportCGS was founded in 1986 by Marie Bates, who remains as the principal at the school today. As that suggests, the school has remained very true to the founders’ initial intentions, namely to create a place that provides a strong academic foundation in a caring, open, and supportive environment. While reading, writing, and numeracy are key—just as they should be—so is the development of creativity and social engagement. Bates believes that children learn as much in music class as they do in math class, and she’s right of course. As such, the program promotes links across the curriculum, allowing children to see those connections while also broadening their horizons of interest. The strength of the program is reflected by the reputation that CGS has earned over the thirty-plus years of its life.
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
Love the little things
Wendy Arnold List - Parent (Jan 24, 2018)
We had 3 children go through CGS and each loved being able to do things that young children aren't n... View full review
"the kids feel supported, happy, and special"
Nina Chandarana - Parent (Jan 24, 2018)
My kids love CGS. They appreciate the family like feel of the school and how nurtured they are. Ev... View full review
Nuturing and encouraging
Irene Chai - Parent (Jan 25, 2018)
My kids enjoy the nurturing and encouraging school atmosphere created by the teachers and staffs at ... View full review
"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With an emphasis in music, science, technology, 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."
"Since 1986, a balanced education is the foundation of our program. CGS is the junior preparatory private school of choice for Preschool through Gr 4. We emphasize a strong academic foundation with a thoughtful focus on social-emotional development and character education. Our early phonics and pre-reading programs lead to high levels of literacy. Highlights: French, Music, Art, Drama, Public Speaking, Mindfulness, Outdoor Ed, and Physical Fitness, with optional Mandarin. CGS keeps the heart in education."
"We blend rigorous academics with the values of Christian character education, developing both the minds and hearts of our students. Our Christ-centred approach is linked with smaller class sizes and personalized instruction, ensuring that teachers are attuned to each student’s unique strengths and aspirations. We prioritize active participation in music, sports, and science, utilizing extracurricular opportunities to reinforce leadership, teamwork, and responsibility. Distinctively, our school culture encourages community engagement and service, with students actively involved in music ministry and outreach projects. Through holistic education, including spiritual growth, critical thinking, and physical activity, we prepare students to excel academically and become compassionate, effective leaders, surpassing the boundaries of traditional schooling."
"We are a junior preparatory school that focusses solely on the early year/primary years of education. The trademark of a CGS student is their strong academic foundation, balanced by their joyful discovery and curious exploration of a love for learning through specialty classes like language, visual art, music/drama, mindfulness, and physical education. Our highly acclaimed Language Arts Program, (reading and phonics) and Touch Math begin with our Preschool students, and uniquely ensures each child is ready for a smooth and successful transition into our, or any, competitive school-age curriculum."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"We prioritize early years education - preschool through Grade 4 only - at CGS. Our families want a strong academic foundation in these Kindergarten (JK and SK) and primary grades (1-4) for their child. Our intent to focus on these primary years ensures each child receives the social-emotional and self-regulation skills necessary at this young age. We also focus on a diverse curriculum, which limits specialization in any one area. Balancing structured and flexible programming means we continually adapt to meet individual student needs, which are imperative to development in these younger years. However, we believe this tradeoff of focussing on the early years through Grade 4 - is essential to fostering a learning environment where each child thrives academically, socially, and personally, building a strong foundation for future success."
"Crawford Adventist Academy’s journey began in 1953, when the Willowdale Seventh-day Adventist Church opened Toronto Junior Academy to serve the educational needs of its children. The addition of a purpose-built facility, made possible by the generosity of Dr. Erwin Crawford, set the stage for growth and innovation, and his name became an inspiration for the school's identity. In 1978, the creation of the Toronto Adventist District School Board united local Adventist churches in a shared vision for holistic education, providing stability, resources, and governance as the school expanded. Responding to community demands, the academy added junior high and high school grades in the early 1980s. The 1990s and 2000s saw further milestones as new campuses opened in Pickering (East) and Mississauga (Peel), allowing Crawford to serve a growing and diverse student body. Each expansion reflected Crawford’s core mission: to deliver Christ-centred, whole-person education for students across the Gre"
"Our school's history has definitely shaped its present and at the same time - our history is our present. Our founding principles have not changed. Since 1986, we've evolved by integrating innovative programs like extended language and mindfulness practices, yet we've also stayed true to our original intent to educate young minds; through our expertise in academics, social-emotional development, and character education. Our commitment to smaller class sizes and personalized education has reinforced our reputation. Additionally, our vibrant community events and diverse extracurricular offerings have fostered a supportive, collaborative school culture, distinguishing us among local independent schools."
"Crawford Adventist Academy is ideal for students and families who value a well-rounded, faith-based education integrating academic rigour with spiritual, musical, and athletic pursuits. Students who engage deeply in community service, appreciate small class environments, and actively nurture personal integrity and leadership skills thrive here. We welcome those eager to ask questions, seek growth beyond academics, and show respect for diversity. Students do not have to be Seventh-day Adventist, but must be open to a Christ-centred environment. A genuine desire to contribute positively, embrace service opportunities, and balance study with extracurricular involvement are key indicators of fit within our supportive and caring school community."
"The type of student to thrive at CGS is the child of a family who wants to be partners with our school, our educators and our administrative team. Our young students are just starting out on their educational journey, so our expectation at this age is reflective of the family, and how their values and expectations align with our own."
"If a family prefers an academically focused institution without integration of Christian principles, Crawford may not align with their desires. Our curriculum is Christ-centred, and participation in religious activities is integral. Those looking for highly specialized academic or extracurricular tracks, such as extensive Advanced Placement courses or elite athletic programs, may not find their preferences met. Families uncomfortable with regular faith-based instruction, required community service, or engagement in music and the arts may feel out of place. Furthermore, if a student is disinclined toward community engagement, active participation, or upholding our core values of service and respect, alternate schools may better accommodate their educational needs and values."
"We might advise a family against choosing our school if they seek a larger school environment where their child can blend into the crowd. Our personalized approach might not suit those who prefer a more anonymous educational experience. Additionally, families seeking highly specialized programs in a singular discipline, such as an intense focus solely on STEM without the balance of arts and humanities, may find our well-rounded approach less aligned with their expectations. Lastly, if a family values a highly competitive environment over our nurturing and supportive philosophy, our emphasis on holistic development and character education may not meet their priorities. Ultimately, we aim for each child to feel supported and engaged, so it's crucial that our educational philosophy aligns with a family's values and aspirations for their child's education."
"Families are drawn to Crawford Adventist Academy by our holistic, Christ-centred education, which consistently yields high academic achievement, a compassionate peer culture, and a strong sense of community. Our proven record for university acceptance, individualized attention in small classes, and rich musical and athletic programs attract those looking for comprehensive student growth. Active engagement in service and a supportive, nurturing ethos that prioritizes both spiritual and academic development make our school stand out as a trusted, well-rounded choice."
"Our Early Start/Preschool, (2.5-4 yrs of age), builds the foundation for success by preparing our youngest student for their educational journey. This high-quality and balanced introduction to academics yields sustained benefits for our youngest learners as we focus on supporting the development of the whole child; addressing cognitive, social, emotional and physical learning. CGS creates a love for learning while fostering the necessary skills of a 21st century learner."
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"Our school is known for its nurturing and balanced educational approach that prioritizes both academic excellence and personal growth. We are recognized for our small class sizes, which allow for personalized attention and a supportive learning environment. Our reputation is strengthened by our diverse curriculum, offering enriching programs in arts, languages, and physical education, which fosters a well-rounded educational experience. The community appreciates our commitment to developing life skills such as creativity, confidence, and leadership. Our vibrant events and extracurricular activities further enhance our image as a welcoming, collaborative, and engaging school. Testimonials from satisfied parents and students reinforce our standing as a respected institution within the community, making us a preferred choice for families seeking a holistic educational experience for their children."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"Our small school advantage, and the welcoming sense of community each time you enter our building. At CGS, we are known for our academic focus, yet the balance of arts, character building, extracurriculars, and physical education are something that families find astounding about our curriculum. Our days are carefully balanced with a thoughtful focus on reading, math, and language plus mindfulness, social-emotional learning, and a collaborative environment to develop positive relationships."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"Our educators are committed to our school; many with 20+ years at CGS! We know the value in a consistent and experienced team of familiar-faced educators/support staff who deliver current and contemporary educational approaches in their classrooms. Our seasoned team of classroom educators also offer after-school tutoring, and exposure to a variety of after-school clubs to support students' special interests, such as robotics, dance, games, language and leadership opportunity."
"Crawford Adventist Academy has invested in the improvement and expansion of our facilities, including updated classrooms and gymnasiums across campuses. Recent upgrades in technology have enhanced both teaching and student learning. Our music and science programs have been expanded, and new wellness and academic support systems have been implemented to address students’ evolving needs. Additionally, safety and accessibility improvements ensure our campuses remain inviting and secure. These enhancements reflect a continued commitment to high-quality, holistic education."
"Through our CGS Foundation, we have made noticeable improvements throughout our school, libraries, and gym. Recently, we have expanded our space by adding a "CGS Uniform Boutique" for our families and a dedicated Early Start Library for our youngest students. Our extracurricular offerings have been enriched with activities like swimming, skating, gymnastics, student government, and a public speaking contest, providing more diverse opportunities for students to explore their interests. Additionally, we've strengthened our community events, encouraging more family involvement to foster a collaborative school culture. These improvements reflect our commitment to holistic development and ensuring an engaging, supportive environment for all students."
"In the next five years, Crawford will prioritize further campus upgrades, expand elementary and JK capacity, and enrich reading and STEM initiatives. Plans include broadening community and church partnerships, implementing new leadership programs, and deepening our commitment to personalized student support, ensuring all learners flourish spiritually, academically, and socially."
"Our commitment to academics, smaller class sizes and personalized attention will remain steadfast, ensuring tailored educational experiences for each student. We aim to enhance our awareness of contemporary pedagogy while focussing on mindfulness and character education initiatives to support students' mental and emotional well-being. Additionally, we intend to strengthen community engagement through expanded events and partnerships, fostering a collaborative, inclusive school culture. These changes will ensure we continue providing an exceptional, well-rounded educational experience that prepares our students for future success in an ever-changing world."
information not available
Thank you for your interest in our school. CGS has been a home away from home for so many children, and their families, since it was founded in 1986. We pride ourselves on getting to know each child, to the fullest extent possible, while they are with us. Our young students, from Preschool to Grade 4 are protected, cherished, motivated and inspired during the first, and all important, years of their formal education. When you truly know your students, it is easy to do what's best for them.
We are committed to our small class sizes and balanced curriculum. We believe that children can learn as much in Music class as they can in Math class. Along with our strong core curriculum, students are given the opportunity to immerse themselves in the arts and physical activity. Our goal is to provide an education that is rich and diverse by placing importance on all aspects of a wide and varied curriculum.
As founding Principal, I have been honoured to work with, and support, a staff that is known for their dedication and commitment to the CGS philosophy. Each and every student is celebrated for who they are. Our teachers deliver an exceptional program while keeping the heart in education. Please visit our website and see what makes CGS the special place it is.
Traditional
Information not available
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.
Not applicable
Our curriculum is a traditional academic approach with balance. We set high academic expectations for our students while integrating a love for learning through reading, writing, math, science, French, physical education, visual arts, performing arts, character education and mindfulness. We honour the value of discovery through problem-solving, critical thinking, and basic curiosity to foster the student's foundation for higher academic success.
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.
Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.
Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle
Phonics-intensive
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.
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.
Information not available
Our phonics program, Remediation Plus, (R+) was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its extreme effectiveness for her own child. The program breaks phonetic skills into logical, step-by-step, highly organized units. Watching our students independently sound out words, finger spell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Developmental Reading Assessment (DRA). Grade 1-Grade 4 students are assessed once per term. Additional assessments are added if required.
Equal balance
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.
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.
Information not available
Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-4 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.
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.
Information not available
Science is such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors.
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.
Information not available
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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).
Information not available
At CGS, Social Studies are explored using all three of the above methods.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Extended French and Extended Mandarin are offered once a week after school for students JK-Grade 4.
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
Information not available
Creative
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.
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.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics.
Academic
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.
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.
At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is play-based and nurturing, (which is essential for our youngest students), but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in Kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, R-Plus, provides the foundation of instruction.
Accelerated
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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Supportive
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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Being a responsible, competent, and caring human can be challenging. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.
Information not available
If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.
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%
85%
Preschool, JK, SK, 1, 2, 3, 4
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 4
No
No
No
No
No
No
No
No
No
No
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.
Our main criteria for acceptance, given that our students are very young, is to see that parents support the growing independence of their child and are accepting of this growth and development. Curriculum is personalized so different development stages and learning strengths can be accommodated.
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
Step 1: The first step in our Admissions process is a phone call. We'd like to tell you more about our school and to learn about your family, too.
Step 2: Applications are available online at cgsschool.com
Please note, a non-refundable credit card payment of $100 is required to submit your application. All applications are dated, and admission decisions are based on a first-come, first-served basis. Offers of admission cannot be made until your tour has been completed and the application and fee is received in full.
Step 3: Once your application has been submitted, the Vice Principal will arrange a time for you and your child to visit the school. Children are expected to attend the tour with you. Students are interviewed informally during a school tour and no entrance tests are required. Please note that additional assessment may be required if recommended by CGS staff.
Step 4: After Re-registration is complete for currently enrolled CGS students, offers of Admission will be made to successful NEW applicants.
Offers of admission are held for one week. If an offer of admission is not accepted at the end of this period, it will expire and we will continue through our list of applicants.
The re-registration process for currently enrolled CGS Early Start and JK students is completed in November each year.
The re-registration process for currently enrolled CGS SK through Grade 4 students is completed in February each year.
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