531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
10111 Bird Road, Richmond, British Columbia, V6X 1N4, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
10111 Bird Road, Richmond, British Columbia, V6X 1N4, Canada
5,693.0 km
7,663.1 km
1953
2021
450
88
JK to 12
K to 7
Coed
Coed
Day
Day
English
English, Mandarin
Academic
Science and technology
Traditional
Progressive, International Baccalaureate
15
10 to 18
Learning, Developmental, Behavioral
$10,000 to $16,000
$21,000 to $26,000
Yes
No
18%
0%
JK to 12
None
$900
$0
30
11
0%
0%
0%
45%
information not available
K, 1, 2, 3, 4, 5, 6, 7
information not available
information not available
Rolling
May 30, 2025
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 7
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 reportChaoyin Bilingual School offers a unique bilingual education from Kindergarten to Grade 7, featuring the only Mandarin Language Program in the area. This program, combined with their parallel English curriculum, equips students for a globalized world by enhancing their linguistic and cultural skills. The school emphasizes a balanced approach to student development, supporting children's growing independence, confidence, and collaborative learning through exploration. This holistic educational philosophy aims to help students achieve their best both academically and emotionally. Located near Vancouver, in Richmond, British Columbia, Chaoyin attracts a diverse student body locally and internationally. The school's commitment to accessibility and flexible tuition payment options reflects their mission to support their community. Chaoyin's distinctive focus on bilingual education and comprehensive student development prepares students with the skills needed for success in an interconnected world.
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
information not available
"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."
"Chaoyin Bilingual School, based in Richmond, BC, offers an inquiry-driven International Baccalaureate education from Kindergarten to Grade 7. Its program blends academics with creative thinking, fostering confident, risk-taking learners. With a strong bilingual Mandarin program, students develop multilingual proficiency for global engagement. Supported by BC-certified, IB-trained teachers, Chaoyin nurtures a dynamic learning environment that prepares students for future success."
"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."
"Chaoyin Bilingual School (CBS) uniquely combines the International Baccalaureate (IB) Primary Years Programme with a robust Mandarin program, creating bilingual, globally competent learners. Mandarin is taught exclusively in Chinese, while all other subjects are delivered in English by BC-certified, IB-trained teachers. This fosters critical thinking, cultural fluency, and academic excellence.
CBS bridges cultural and linguistic gaps by employing bilingual staff, offering Mandarin communication, and embracing inclusivity. Small class sizes, inquiry-based learning, and character education nurture well-rounded individuals who are confident, empathetic, and resilient.
Our investment in technology, extracurriculars, and teacher development ensures students benefit from cutting-edge instruction and diverse opportunities. By combining academic rigor, cultural connection, and personal growth, CBS prepares students to excel as leaders and global citizens in a multicultural world."
"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."
"At Chaoyin Bilingual School, our commitment to a bilingual IB education prioritizing cultural inclusivity and holistic growth comes with intentional tradeoffs. By focusing on small class sizes and personalized attention, we forgo the efficiencies of standardized, large-scale programs.
We balance academic rigor with character development, which may limit competitive, high-pressure testing environments in favor of nurturing resilience and collaboration. While innovation in education is a priority, we integrate technology selectively to ensure it complements, rather than replaces, inquiry-based and human-centered learning.
These tradeoffs reflect our dedication to creating empathetic, bilingual global citizens equipped with critical thinking and leadership skills. Families seeking a high-pressure, test-focused approach may not align with our ethos, but those valuing a nurturing, culturally enriched education find a home where their children thrive academically and emotionally."
"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"
"Chaoyin Bilingual School (CBS), founded in 2021, was established to address the growing need for an education model combining global perspectives with cultural heritage. The decision to implement the IB Primary Years Programme alongside a strong Mandarin program was a defining milestone, shaping CBS as a pioneer in bilingual education within Richmond.
Opening its doors during the pandemic presented challenges, but it also solidified CBS's resilience and adaptability, earning trust from families. The appointment of Mr. Paul Fraser as Principal brought over 30 years of educational leadership and reinforced the school's commitment to academic excellence and innovative pedagogy.
As the school grew, its integration of the First Peoples Principles of Learning further emphasized inclusivity and respect for cultural diversity, shaping a distinctive identity. These milestones have forged CBS into a nurturing, bilingual community dedicated to developing globally minded, empathetic leaders."
"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."
"Chaoyin Bilingual School (CBS) is ideal for students who thrive in a nurturing, inquiry-based environment and value bilingual education. Our programs best serve curious, open-minded learners who embrace challenges, value cultural diversity, and are eager to develop fluency in both Mandarin and English. Students with a growth mindset, who enjoy collaboration and take initiative in their learning, excel within our IB framework.
Families who align with CBS appreciate a holistic approach that emphasizes academic rigor alongside character development. They value cultural inclusivity, lifelong learning, and a supportive community over high-pressure, test-focused environments. Parents who actively engage in their child’s education and trust in a balanced, student-centered philosophy find CBS to be an excellent fit.
Ultimately, CBS cultivates globally minded, empathetic students prepared to thrive academically, socially, and culturally in an interconnected world."
"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."
"Chaoyin Bilingual School (CBS) may not be the best fit for families seeking a rigid, high-pressure, test-focused environment. Our emphasis on inquiry-based learning and holistic development prioritizes critical thinking, creativity, and collaboration over rote memorization and standardized test preparation.
Similarly, families who expect an education solely focused on Western traditions may not align with our commitment to bilingualism and the integration of Chinese and global cultural perspectives. We dedicate significant resources to Mandarin language instruction, which may not appeal to those seeking a monolingual or non-language-focused curriculum.
Additionally, parents who prefer a highly competitive atmosphere over a nurturing, community-driven approach might find our emphasis on inclusivity, character education, and balanced development misaligned with their priorities."
"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."
"Families choose CBS for its unique combination of the International Baccalaureate (IB) Primary Years Program and Mandarin immersion, providing a globally recognized curriculum while preserving cultural heritage. Many families appreciate our focus on bilingual education, helping their children achieve fluency in both English and Mandarin, a feature that distinguishes CBS from many other schools.
Parents also value our nurturing, inclusive environment, which supports students’ academic, social, and emotional growth. Small class sizes and personalized attention ensure their children are not just numbers but individuals with unique needs and potential.
Our bilingual communication, cultural inclusivity, and sensitivity to their values create a sense of trust and belonging. Families seeking a balanced, well-rounded education, rather than a high-pressure, test-centric approach, find CBS to be the ideal choice for developing confident, empathetic, and globally competent learners."
"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."
"Chaoyin Bilingual School (CBS) is widely recognized as a leader in bilingual education, blending high academic standards with cultural inclusivity. In the public eye, CBS stands out for its unique integration of the International Baccalaureate (IB) program with Mandarin immersion, preparing students to excel in a globalized world.
Our reputation is further defined by our nurturing and community-oriented environment, where students are supported academically and emotionally. Families often view CBS as a bridge between East and West, offering a balanced education that respects cultural heritage while fostering global competencies.
Additionally, CBS is seen as a school that values holistic development, emphasizing critical thinking, creativity, and character building over high-pressure academic competition. This distinct identity has made CBS a top choice for families seeking a well-rounded, bilingual education that empowers their children to thrive in diverse environments."
"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."
"One underappreciated aspect of Chaoyin Bilingual School is our strong commitment to cultivating the IB Learner Profile attributes—especially being inquirers, communicators, and risk-takers. While our bilingual and inquiry-based learning approach often stands out, our focus on character development and approaches to learning (ATL) skills is equally significant. We create a learning environment where students are encouraged to ask meaningful questions, explore multiple perspectives, and take responsible action. Through collaboration, reflection, and experiential learning, students build resilience, adaptability, and empathy. This balanced emphasis on academic rigor and personal growth reflects the IB philosophy of nurturing well-rounded, principled learners who are prepared to engage confidently and compassionately in an ever-changing global community."
"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."
"Families might be surprised by the extent of our commitment to offering a modern and carefully designed learning environment at Chaoyin Bilingual School. Our state-of-the-art facility, built in 2020 and opened in 2021, is equipped with cutting-edge interactive technologies and an advanced air filtration system, ensuring a modern and safe space for students. Additionally, our vibrant extracurricular offerings, such as the Chaoyin Dragon Dance Team and International Exchange Program, provide unique opportunities for growth and cultural enrichment that families may not expect from a recently founded school."
"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."
"Chaoyin Bilingual School (CBS) has recently made significant enhancements to align with its commitment to academic excellence and holistic development. A major focus has been professional development, with all faculty undergoing IB-specific training to strengthen inquiry-based teaching practices.
We’ve expanded extracurricular opportunities by introducing student clubs and after-school programs, encouraging students to explore their interests and develop leadership skills outside the classroom. Additionally, CBS is planning to extend its educational offerings to include Grade 8 and Grade 9, providing families with a seamless transition for their children’s middle school years.
These improvements reflect CBS’s dedication to nurturing well-rounded, bilingual learners prepared for the challenges of an interconnected world. By continuously evolving our programs and support systems, we ensure that students benefit from a dynamic, forward-thinking educational environment."
"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."
"In the next five years, Chaoyin Bilingual School (CBS) plans to expand its offerings to include Middle School and High School, from Grade 8 to Grade 12. This expansion will allow CBS to provide a continuous, bilingual, and IB-based education from primary through to high school.
The growth will include the development of specialized programs in STEM, arts, and leadership to prepare students for higher education and global citizenship. Additional focus will be placed on enhancing student wellness and academic support systems to ensure success throughout their academic journey.
With this expansion, CBS will deepen its commitment to nurturing bilingual, globally aware learners, ensuring they are equipped with the knowledge, skills, and values to thrive in an interconnected world."
information not available
Welcome to Chaoyin Bilingual School!
Whether you are a local parent seeking the perfect educational environment for your child, or an international family eager to explore a dynamic learning experience in Vancouver, we warmly welcome you to our vibrant school community.
Chaoyin Bilingual School, the first Canadian branch of the prestigious Chaoyin Education Group from Qingdao, China, is proud to offer a bilingual education that integrates the best of both worlds. Since opening in 2021, we have built a reputation for our rigorous curriculum, exceptional teaching, and forward-thinking innovation. Our program seamlessly blends the International Baccalaureate (IB) framework with a specialized Mandarin language curriculum—unique in Richmond. Our goal is to empower students academically while fostering a sense of cultural richness and global awareness.
Our beautiful campus in Richmond, adjacent to Vancouver, is designed with eco-friendly and innovative classrooms that enhance the learning experience. But while our facilities are essential, it is the people—our dedicated and inspiring teachers—who truly make Chaoyin Bilingual School exceptional. All of our teachers are BC certified and trained in the IB program, carefully chosen for their ability to engage students with personalized attention and a commitment to school life both inside and outside the classroom. Our educators work hard to nurture each student’s potential and prepare them for a future filled with opportunities and adventures.
We invite you to join us on this exciting journey. At Chaoyin Bilingual School, we believe that education is a transformative experience that will not only shape your child’s future but also change their life.
Paul Fraser
Head of School
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Chaoyin Bilingual School (CBS) offers a unique curriculum that blends the International Baccalaureate (IB) Primary Years Programme with a strong Mandarin immersion approach. Our curriculum is designed to develop bilingual students who are globally minded, empathetic, and capable of thriving in diverse environments. By integrating the IB framework, CBS emphasizes inquiry-based learning, critical thinking, and a holistic approach to education. Students are encouraged to ask questions, explore topics deeply, and take ownership of their learning. This method cultivates curiosity, problem-solving skills, and a love of learning. Our bilingual model ensures that students become fluent in both English and Mandarin, connecting them to both Western and Eastern cultures. This immersive language approach prepares them for a globalized world, fostering cultural sensitivity and understanding. In addition to academics, CBS values character education and social-emotional development. Our supportive environment nurtures resilience, collaboration, and leadership, ensuring that students are well-prepared for the challenges of the future. This comprehensive approach equips students with the skills needed to become compassionate and capable global citizens.
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.
CBS believes in a 2 stage focus on learning concepts and mathematical pedagogy in stand-alone classes, then applying the newly acquired knowledge and process to real-world situations. Our project based Projects of Inquiry take mathematical skills and processes learned into the application stage through group-centered activities that strive to tackle authentic problems that exist in the world around us.
Information not available
Information not available
Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Chaoyin applies a blend of reading programs that encourages an early love of reading with robust phonemic awareness and relevant programming. Students learn to apply their early language skills. Leveled and guided reading programs are utilized in all grade levels, with programing including Fountas and Pennell, Jolly Phonics and Reading Eggs.
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
Reseach and Critical Thinking are an important part of student literacy. Chaoyin feels it is imparitive that children learn how to negotiate the complex world we live in by applying both a creative and critical thinking approach to their research and literary projects. Students develop their creative and narrative writing skills in a carefully scaffolded writing program.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Our inquiry-centered approach to Social Sciences allows students to explore relevant topics within the BC Curriculum within an IB framework. This gives students agency in their learning and offers opportunities for real-world applications to prior knowledge and skills. Students are offered a project based approach to the Science and Social Studies, delving into activities that draw in their learning in Mathematics, Language Arts and Fine Arts.
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
Zoology
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
Students learn the traditional approaches involving mechanics of writing, plot, character development and theme. These approaches are further unpacked in ways that allow students to then critically examine and discuss their ideas in group activities and group projects.
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
Thematic
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).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Chaoyin applies the Big Ideas of the BC Curriculum through the lens and framework of IB. Themes follow the 6 Transdisciplinary Themes. These broad topics are covered in a scaffolded approach for all grades and become increasingly complex as the years progress. Projects take these themes and integrate prior learning from both Language Arts and Numeracy to create authentic applications to real-world scenarios.
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.
Information not available
As Chaoyin grows and reaches Grade 7 and beyond, the same application of BC Curriculum Big Ideas are utilized through the lens and framework of IB Framework. Projects take increasingly complex themes and are integrated prior with both Language Arts and Numeracy in order to create authentic applications to real-world scenarios.
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.
Information not available
Chaoyin Bilingual School offers Mandarin Language and Writing as an immersive progam from Pre-Kindergarten to Grade 7. Beyond the English Language Arts programming in the classroom, students receive daily Mandarin classes,. as well as Music classes that are taught in both English and Mandarin. Weekly Chinese Culture classes provide students with additional language and writing experiences in Mandarin.
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
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.
Information not available
Visual Arts are provided as combination of both integrated classroom activities, as well as speciality instruction lessons 3 times each week.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Digitial Literacy is an integral part of learning at Chaoyin. Technology is utilized at the classroom level using i-pads at the primary level and Chromebooks in the intermediate grades. Interactive LCD projectors are in every classroom. Teachers use tech to teach, facilitate and provide opportunities for students to show their learning throughout each learning module. Coding and Robotics is integrated into the learning model at various age and grade levels.
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Information not available
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.
Information not available
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
At Chaoyin Bilingual School, we prioritize developing students into confident, curious, and compassionate individuals. Our goal is to cultivate critical thinkers who embrace challenges and approach learning with a growth mindset. We aim to shape students who are not only academically strong but also creative, adaptable, and capable of working collaboratively. Through our bilingual Mandarin-English program and inquiry-based IB curriculum, we nurture global citizens who appreciate diversity, respect different cultures, and are prepared for future success. By fostering resilience, independence, and empathy, we guide students to become lifelong learners who contribute positively to their communities and thrive in a rapidly changing world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| 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.
|
||||
|
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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%
45%
K, 1, 2, 3, 4, 5, 6, 7
Rolling
May 30, 2025
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 7
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.
At Chaoyin Bilingual School, we seek students who are curious, open-minded, and eager to engage in a bilingual learning environment. Successful students at our school demonstrate the following attributes: 1. Inquisitive Thinkers – They enjoy asking questions, exploring ideas, and engaging in problem-solving. 2. Resilient Learners – They embrace challenges, persist through difficulties, and learn from mistakes. 3. Adaptable & Open-Minded – They are willing to learn in both English and Mandarin, embracing new perspectives. 4. Collaborative & Respectful – They work well with peers, show kindness, and respect different cultures. 5. Creative & Expressive – They think critically and express their ideas confidently. 6. Self-Motivated – They take initiative in their learning and strive for personal growth. 7. Global Citizens – They appreciate diversity and aim to contribute positively to their communities. Students who embody these qualities thrive in our inquiry-based IB program and bilingual environment, preparing them for future academic and personal success.
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
CBS Application Procedure
1. Provide application documents (Email to [email protected]): Please see the required documents listed below.
2. Pay the application fee $250
• Pay the $250 application fee via electronic transfer to [email protected] (please note your child’s name)
3. Student and parent interviews
• Book an interview with our principal for assessment
4. If the child is admitted:
• A pre-admission letter and welcome information will be sent out
5. Pay tuition
6. Start your learning journey at Chaoyin School
CBS Required Documents for Domestic Applicants
1. Application Form:
Download here: https://chaoyinschool.ca/wp-content/uploads/2024/09/CBS-Application-Form-V2425.pdf
Completed and signed by the parent/guardian.
2. Birth Certificate:
A copy of the child’s birth certificate or another official document verifying the student’s date of birth.
3. Student’s Passport/ID Copy:
A copy of the student’s valid passport or ID.
4. Parent/Guardian Identification Copy:
A copy of a government-issued photo ID, such as a driver’s license or passport.
5. School Records:
Report cards or transcripts from the previous two school years.
6. ELL Learning Reports:
If the student is enrolled in an English Language Learner (ELL) program, please submit their current ELL learning reports.
7. Reference Letters:
Letters from a previous teacher or school principal.
8. Immunization Records:
A copy of the student’s immunization history.
9. Application Fee:
A $250 non-refundable application fee is due at the time of application. E-transfer to [email protected]
CBS Required Documents for International Applicants:
1. Application Form:
Download here: https://chaoyinschool.ca/wp-content/uploads/2024/09/CBS-Application-Form-V2425.pdf
Completed and signed by the parent.
2. Birth Certificate or Proof of Age:
A copy of the child’s birth certificate or another official document verifying the student’s date of birth.
3. Student’s Passport Copy:
A copy of the student’s valid passport.
4. Parent/Guardian Identification Copy:
A copy of a government-issued photo ID, such as a driver’s license or passport.
5. School Records:
Transcripts or report cards from the past two years (translated into English if not in English).
6. Reference Letters:
Letters from a previous teacher or school principal.
7. Proof of Address in Canada:
Documentation showing where the student will reside while studying in Canada.
8. Immunization Records:
A copy of the student’s immunization history (translated into English if not in English).
9. Application Fee:
A $250 non-refundable application fee is due at the time of application. E-transfer to [email protected]
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
