531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
5,693.0 km
5,766.0 km
1953
1994
450
120
JK to 12
7 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts
15
10 to 15
Learning, Developmental, Behavioral
In-class adaptations
$10,000 to $16,000
$15,750
$33,775 to $38,775
Yes
Yes
18%
20%
JK to 12
7 to 12
$900
$9,785
30
20
0%
58%
0%
80%
information not available
7, 8, 9, 10, 11, 12
information not available
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 7 - 12
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 reportFounded in 1994, Nancy Campbell Academy is a preparatory school intending to provide a strong academic program, a foundation in character development, and to deliver students prepared to succeed in university. Gordon Naylor, the founder, remains as principal, giving valuable consistency to leadership. Over that time, curriculum was developed to address the overarching concepts of world citizenship, consistent with the provisions of the United Nations' Universal Declaration of Human Rights. It can risk sounding lofty, though the school works to ground those ideals within the day to day. “If we can create an environment that is based in an ethical way of doing things,” says Naylor, “then we can demonstrate what we’re about, rather than just posting something on the wall saying this is what we’d like to be.” Certainly, reports from students, parents, and alumni vouch for the success of the approach. Students are encouraged not just to consider the concepts of ethical citizenship, but to think about what they, personally, can bring to the world. Academic achievement is a source of social capital within the setting; this is a place where it’s very much cool to be smart, engaged, and curious. The student body is diverse, and the program is designed specifically to address the needs of international learners arriving from overseas. The program, in turn, is strengthened by the breadth of and diversity of perspectives that they bring with them. The size of the student population—enrolment averages 80 students across the secondary grades—ensures that every member is known to faculty and peers, and feels part of the school community.
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"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
"The school has a unique educational sense and a commitment to the development of our children's education..."
Walquiria Francato - Parent (Nov 06, 2019)
Nancy Campbell Academy for My Daughter and Family is the realization of a dream. The school has a u... View full review
"The school staff cares deeply about the student body's well-being. There are constant consultations and actions being put into place..."
Gabriel Quinn - Alumnus (Nov 06, 2019)
My experience attending Nancy Campbell spanned from age 15 to 18 and were the most formative years o... View full review
"My child used to be shy, reluctant to talk, but changed a lot after attending NCA."
Angela Zhang - Parent (Nov 19, 2019)
My child enjoyed and appreciated the warm, family-like atmosphere and a solid academic foundation 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."
"Nancy Campbell Academy is a small, international high school in Stratford, Ontario, where academic excellence meets moral and emotional growth. At NCA, students are known deeply. They are challenged to think critically, lead with integrity and serve others with joy. Our classrooms are small, our relationships are strong and our learning is rooted in purpose. We believe education should nurture the whole person. That’s why our students not only focus on study, they mentor younger peers, organize service projects, explore spiritual and ethical questions and create art that inspires. This is a school where happiness matters, belonging is real and leadership is measured by how you uplift others. We’re not only preparing students for university. We’re preparing them for a meaningful life."
"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."
"What sets Nancy Campbell Academy apart isn’t just what we do, it’s how we do it.
At NCA, everything is designed as an ecosystem: service connects to science, art reflects moral inquiry, and mentorship isn’t a program, it’s a way of life.
Our students don’t compartmentalize who they are. They’re supported to grow as whole people, with their emotional, academic and spiritual lives in sync.
We take time to help each student understand how they learn, how they lead, and how they want to contribute.
We call it “choosing happiness”. Not as a mood, but as a way of showing up in the world because this kind of education creates deeply grounded young people who are prepared for university and beyond."
"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."
"To stay true to our values, we've made conscious choices about where to invest.
We prioritize financial aid over fancy upgrades because we believe access matters more than appearances.
Our campus is simple, but our connections to local community facilities allow us to meaningfully enrich our programs.
We keep our school small. That means fewer course options, but deeper, more personalized support. Teachers don’t just teach subjects, they know their students and care about their growth. Every staff member is aligned with our mission and that unity shapes the experience in powerful ways.
We also hold a high standard for moral conduct. That means we sometimes make hard calls, but always in service of a culture where every student feels safe, respected and seen."
"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"
"Nancy Campbell Academy began in 1994 with just 12 students and 3 teachers, built on a vision of academic and moral growth. After a brief expansion to London, the school returned to Stratford in 2013 to deepen its micro-school model and community focus.
COVID brought further evolution. Virtual learning tools were added, but what stood out most was the strength of our service-based approach. We realized again that meaningful relationships, not technology, create the best foundation for growth.
Our SOAR Project grew from past service trips, anchoring our belief that youth can lead real change.
Now, as we celebrate our 30th year, we carry forward the same founding spirit with clearer purpose than ever."
"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."
"Our ideal students are curious, values-driven and eager to grow. Many come from larger schools where they felt unseen or out of step.
At NCA, they find a place to be known, supported, and challenged. Where learning is tied to real-world purpose and moral leadership.
These students care about the world. They want to create change, not just chase grades. Whether they’re artistic, academic, introverted or globally minded, they thrive in our community of kindness, and encouragement.
Our families value integrity over prestige. They’re looking for a school that reflects their hopes for who their child will become, not just what they’ll achieve. They want true partnership, a place where their child is both safe and inspired."
"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."
"NCA may not be the right fit for students who are uninterested in community life or who resist collaborative learning. We are a diverse, spiritually open school where moral development is part of daily life. Students must be willing to engage respectfully with peers from all backgrounds and beliefs.
Those with a superiority mindset, whether cultural, religious, or ideological, will struggle here. Our school values humility, curiosity, and unity in diversity.
Highly competitive individuals who thrive on winning at all costs may find our environment challenging. We prioritize cooperation over comparison and growth over perfection.
Families who expect strict discipline through force or top-down control may also feel out of sync with our approach. We believe in nurturing responsibility through trust, mentorship, and moral development not coercion.
Ultimately, students must be willing to grow with others, not above them."
"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."
"NCA values the whole student and is committed to promoting their personal growth and development, as well as their academic success. By providing an education that supports students' happiness and purpose, NCA may be helping to create a learning environment that is positive, engaging, and inspiring."
"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."
"In Stratford and around the world, Nancy Campbell students are known not only for what they do but for the impact they make.
They show up with humility, serve with joy, and follow through. Local organizations trust them. Younger students look up to them. In Dominica, elders said our students gave them hope, proof that youth can lead with heart.
Stratford’s Mayor Martin Ritsma called NCA “a place that cultivates leadership in spades.” He praised our students not just for volunteering, but for showing what’s possible when service, integrity and unity guide your life.
The public sees NCA as more than a school. It’s a community shaping young people who lift others up and leave lasting change wherever they go."
"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."
"What families often underestimate, but later come to value deeply, is how intentionally we meet students where they are, and support their full development.
Academic growth matters here, but it’s only one part of the story. At NCA, we nurture emotional resilience, moral clarity, spiritual depth and personal confidence alongside academic skills. Success isn’t sculpted from the outside, it’s grown from within.
Through our programs like Wildfire, mentorship meetings, and student showcases, we’re not just preparing students for taking tests. We’re preparing them for life.
In today’s world, emotional intelligence, integrity and empathy matter just as much as academic skill. Our graduates leave ready to lead with both intellect and character.
That’s the deeper education NCA offers and it’s what truly sets our students apart."
"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 are often surprised by how personal and transformative the NCA experience truly is. They may expect strong academics and university preparation, but what stands out most is the depth of connection. Teachers know students deeply, not just as learners, but as whole people. Many are also surprised by how much emphasis we place on purpose, joy, and emotional growth.
Students reflect often, serve regularly, and engage in real conversations about who they want to be in the world. The learning is immersive, rooted in values, and connected to real life. What catches families off guard — in the best way — is the transformation they see in their child: more self-aware, more motivated, and more grounded. It’s not something that can be fully captured in a brochure. It’s something you feel once you become part of the community."
"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."
"Recent changes at NCA reflect our commitment to student voice, personal growth, and meaningful learning.
We’ve upgraded our physical space with new furniture and building improvements to create a more welcoming, comfortable environment. We’ve also refined school policies by listening to student feedback, ensuring that structure supports wellbeing, not just control.
Our World Citizen Curriculum has been strengthened across grades 7–12, building toward a capstone project where seniors lead a real community initiative. Academic support has deepened too, with cross-subject skill-building in note-taking, writing and time management.
We’re also evolving our tech use by developing learning tools with care and helping students use technology wisely, not just quickly.
Each change reflects our belief that education should grow the whole person, not just the transcript."
"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, NCA will continue to grow, not by becoming bigger, but by deepening and sharing what works.
We plan to open new micro-school campuses in other regions, extending our unique model of values-based, student-centered education. Our SOAR Project will expand, allowing more students to earn high school credits while serving communities abroad. Connecting their learning to real-world impact.
Our WCC curriculum will grow even stronger and service will be further woven into the rhythm of school life. Our ties to local and global communities will deepen, giving students more opportunities to lead with purpose.
Every step forward reflects our core mission: to nurture wise, joyful and morally grounded leaders who build a better world."
information not available
At Nancy Campbell Academy, we believe that young people are not just preparing for the future. They are already shaping it. Our task is to create the kind of learning environment that brings out the best in them: intellectually, emotionally and morally.
We combine academic excellence with something just as important: purpose. Here, students are challenged to grow not only in their studies, but in their character. They learn that true success comes from serving others, acting with integrity and striving for justice. That’s why our curriculum weaves together rigorous academics, meaningful service, daily mentorship and community connection. Every student has a role. Every voice matters.
We don’t wait for students to “get with the program”. We work to understand who they are and how they learn best. We hold high expectations because we believe deeply in their potential.
And because we’re a small school, no one gets lost. Instead, they are seen, supported and inspired to become the best version of themselves.
Education should be a joyful, transformative experience. At NCA, it is.
Warmly,
Gordon Naylor
Principal
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
Nancy Campbell Academy follows the Ontario Ministry curriculum, ensuring students meet rigorous academic standards while being prepared for post-secondary success. But what makes our approach distinct is how we teach. We believe education should develop the whole person. Alongside strong academics, we help students cultivate emotional resilience, moral clarity, and a deep sense of purpose. Our classrooms are small, our mentorship is intentional, and our program, like the Wildfire Outdoor Education Centre and service-based learning, take students beyond textbooks and into the world. We emphasize happiness not as a reward, but as a way of being. When students feel seen, supported, and challenged with care, they engage more fully. They’re not just learning, they are becoming. At NCA, the curriculum is a tool. The real goal is to graduate thoughtful, capable young people who know how to learn, how to lead, and how to live with integrity.
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.
Nancy Campbell Academy offers a blended Math program. Our advantage of small class sizes and mentorship allows teachers to build knowing relationships with your child. That strong rapport enables the teacher to differentiate instruction of the curriculum according to each student's needs. This enables your child to feel comfortable, engaged, and encourages continual learning in the mathematics classroom.
In the delivery of the Ontario Ministry of Education, curriculum NCA uses the textbooks approved by the Ministry. A complete list can be found on their website by clicking on the Ontario Trillium list. This list is continuously updated.
It is important that students have mathematical literacy and fluency so they are not dependent on calculators for simple mathematics. However, learning to use calculators quickly and effectively is important to be successful in many university math courses.
Not applicable
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.
Not applicable
Information not available
Information not available
Not applicable
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.
Not applicable
Information not available
Information not available
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
At Nancy Campbell Academy, students are exposed to balance of inquiry and expository based sciences, in all streams (Biology, Chemistry, Physics, Earth and Space). In all streams, students are asked to explore the unknown with an inquisitive mind and are encouraged to ask questions and search for answers.
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
Physics
Traditional
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.
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.
Information not available
Using the Ontario Curriculum, our teachers help Grades 9-12 students become adept in four strands of communication, including oral speaking and listening, reading, writing, and media. We expose students to a range of literary forms from various time periods and nations and encourage them to think critically about these texts' relationships to historical context, social justice issues, and to the students' own understanding of the world. Every grade builds upon the knowledge and skills acquired in the preceding grade. We review and add to a list of literary devices required for conducting literary analysis in oral discussion and writing. With each successive grade, students also engage in a more rigorous process of essay planning and writing. Finally, students acquire increasingly sophisticated skills in processing, research, and presenting that are needed in post-secondary and in the workplace.
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
Not applicable
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).
Not applicable
Information not available
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
At Nancy Campbell Academy, Humanities and Social Sciences are learned not just in the classroom, but in the community. Our students move beyond theory to understand real-world complexity, developing a nuanced approach that seeks to empower communities rather than impose solutions. The goal is to foster a mindset of respectful partnership and avoid a saviour complex. This philosophy is exemplified at our Wildfire arts retreat. There, students study texts that inform the art they create, learning how to spark meaningful conversation and create a positive impact. This process of inquiry, creation, and engagement is at the heart of our approach, ensuring that learning is always connected to a higher purpose and to the betterment of the world.
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
At Nancy Campbell Academy, Grade 9 Core French is offered. The course follows the Ontario French as a Second Language curriculum. The four areas emphasized are Listening, Speaking, Reading and Writing. These skills are developed in order to use them for understanding, interacting and to promote intercultural understanding. The ESL program teaches Listening and Speaking, Reading, Writing, and Socio-Cultural Competence and Media Literacy. Furthermore the 19 Moral Principles that serve as the foundation to Nancy Campbell are included throughout these four traditional strands. Students enjoy the benefits of small group instruction, which include frequent opportunities to speak and one on one attention from the teacher. ESL is offered grade 9 to 12 and our after school study hall program aimed at assisting ESL students with any of there current courses at all levels.
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
Arts Programs at Nancy Campbell Academy provides students with opportunities to develop their skills and capacities in various branches of the arts, cultivate their aesthetic sensibilities, and explore their own creativity. Emphasis is placed on positive personal transformation through the practice of focus, self-discipline, collaboration, and courage to push beyond personal boundaries. Our goal is to cultivate responsible young artists with a desire to use their artistic talents and capacities to enrich their lives and contribute to the lives of others.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
All of our teachers are integrating technology into the classroom across every subject. A few courses revolve heavily around technology including "Introduction to Computer Studies" and "Communications Technology". Hardware and software are both used and learned in this courses to achieve a variety of goals including coding a game from scratch, recording and editing video, audio, and pictures, 3D design, and website implementation.
Web design
Robotics
Computer science
Information not available
At Nancy Campbell Academy, students are encouraged to live a well-balanced life. As part of this, students are required to take one physical education course. This course allows students to participate in a wide variety of activities, allowing them to work individually and as part of a group to expand their capacity and understanding of the importance of being physically healthy. This course also exposes the students to the requirements of a healthy balanced life.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
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.
Students are given the opportunity to take courses online, pursue co-ops, and engage in internships in keeping with their unique interests, schedules, and goals. Those pursuing independent learning are paired with mentor teachers who are experienced in the subject matter and oversee the successful completion of the course.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At NCA it is expected that all students strive for academic excellence, cultivate discipline, and achieve high standards. In today's overly competitive environments that consider discouragement and criticism to be the norm, we stand apart by fostering encouragement combined with high standards. NCA students achieve distinction because they are motivated and happy. They seek out opportunities to support one another, realizing that the fulfillment of the unique potential of their friends and class-mates is important too. Our school prides itself in fostering a supportive and distinct learning environment, which promotes academic excellence within a framework of happiness and moral leadership.
"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."
Not applicable
Not applicable
Our unique educational model and school environment transform students. We consider intellectual, emotional, social, and physical development as synergistic and inter-related. The discipline required for athletic sports, artistic pursuits, and moral leadership enable students to build capacity in multiple areas of their lives including academics.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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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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| Learning disabilities | ||||
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We individualize learning strategies to match the strengths and needs of our students. All modifications and accommodations are on a case by case basis. Students who have learning challenges are embraced and enabled to be at their best.
Information not available
We believe all students have the potential to excel academically. We provide extra support to help all students achieve their best. If a learning disability is diagnosed while in our school, we support that student through his or her new diagnosis and equip them with the tools needed to succeed. Students who have a learning disability may apply to our school. We would prefer to know about their needs prior to admission so we may plan and support them further.
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
7 - 12
18%
20%
$900
$9,785
0%
80%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 7 - 12
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.
We’re looking for students who are open-minded, willing to grow and ready to be part of something bigger than themselves. Academic potential matters but character, curiosity and a desire to contribute matter just as much. Successful applicants are often students who feel out of place in traditional school systems and are looking for deeper purpose and connection. They may be creative, globally minded, service-oriented, or just eager to be known and supported as their full selves. At NCA, we value students who are kind, respectful and open to diverse cultures and perspectives. They don’t need to be perfect but they should be willing to learn, to lead and to show up for their community. We’re a small school with big heart. Students thrive here when they’re willing to participate fully in academics, service, conversation and growth.
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
Application Requirements
Admission is based on three key areas:
Document Review: Includes transcripts or report cards from the last 2 years, IEP (if applicable), psychological assessments (if applicable), immunization records, and a copy of the student’s passport.
Student Interview: A 30-minute conversation with the Vice Principal or Head of School (in person, by phone, or Zoom). It’s not pass/fail—it’s a chance to get to know the student and ensure we’re the right fit.
Insight from Parents or Agents: Additional context may come from family or professionals involved in the student’s life.
Admission Process
Submit completed application form with:
2 years of transcripts
Passport photo page
Immunization record
IEP/psych assessments (if applicable)
Pay deposit: $5,000 for international students, $1,000 for domestic (applied to tuition)
Document review by school staff
Interview with the Principal or Vice Principal
Acceptance: Receive Letter of Invitation and final invoice
Upon payment: Receive Letter of Acceptance, Custodianship (for visa), and account statement
Arrival: Bring original documents (Study Permit, visa, transcripts, immunizations). Non-English documents must have official translations.
Fees & Refunds
No application fee
If not accepted: Full deposit refund
If visa denied: $4,000 refunded, $1,000 processing fee
If accepted but not attending: $500 processing fee
No refunds for expulsion or after semester starts
Withdrawals require 60 days’ notice
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