531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002, SwitzerlandIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002, Switzerland
5,693.0 km
3,273.4 km
1953
1956
450
70
JK to 12
12 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Academic
Traditional
Traditional
15
14
Learning, Developmental, Behavioral
Learning, Behavioral
In-class adaptations
$10,000 to $16,000
Yes
Yes
18%
15%
JK to 12
12 to 12
$900
$10,000
30
70
0%
0%
0%
0%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades 12 - 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 reportNeuchâtel Junior College was founded in 1956 and, from then to now, there’s been nothing else quite like it when it comes to options for North American students. It’s so unique that, in some ways, it’s hard to believe that it exists at all: a school, offering the Ontario curriculum, nestled within the stunning natural and diverse cultural environments of Europe. The views are inspiring, as is the proximity to international organizations, including the UN in Geneva. Skiing in Zermatt, visiting Flanders Fields on Remembrance Day … it goes on and on. The instruction is rigorous, and classes are intimate. The majority of students arrive from Ontario, though the student population is drawn from across Canada, the US and abroad. The ideal student is one who is inclined to make the most of the vast range of opportunities that the school provides through this unique educational experience.
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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 offers a great balance of challenge and real-world experience that goes far beyond a traditional classroom."
Emma Morgado - Alumnus (Aug 08, 2025)
My year at Neuchâtel Junior College was one of the most memorable and transformative experiences of... View full review
"The typical student at NJC is curious about the world and how it works, is independent and confident in themselves, and is someone who aspires to learn and grow for the future."
Benjamin Gurd - Alumnus (Aug 08, 2025)
Neuchatel Junior College does a great job of facilitating every student's unique interests, which I,... View full review
"I have never had such amazing teachers who make me want to learn and study various subjects."
Julia Dempster - Student (Aug 08, 2025)
Neuchâtel Junior College feels like a second home to me. I’ve made the most incredible friendship... 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."
"Neuchâtel Junior College offers the exceptional opportunity to study Canadian Grade 12 curriculum in Switzerland while earning the Ontario Secondary School Diploma. A meaningful gap year experience is also offered. Full-year and one-semester options are available. Students gain an authentic cultural experience living with French-speaking Swiss hosts and enjoy curriculum-integrated travel throughout Europe. They develop independence, confidence, and life skills that prepare them for university and the global workforce."
"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."
"Neuchâtel Junior College offers students the opportunity to complete their final year of high school or gap year in Switzerland through an experience that extends beyond the classroom. Students study the Ontario Grade 12 curriculum while living with French-speaking Swiss host families, creating authentic cultural immersion and building independence, confidence, and adaptability. Curriculum-integrated travel throughout Europe exposes students to diverse cultures and global perspectives, while small class sizes and individualized guidance support academic success. Graduates are recognized for their maturity, resilience, cultural fluency, and confidence navigating unfamiliar environments."
"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."
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"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"
"Neuchâtel Junior College was founded by Mr. Leonard Wilde, a British Educator in 1956. Mr. Wilde recognized that at a pivotal time in their lives North American students would benefit from the opportunity to live and study in Europe. The pillars of the program he developed remain today like the opportunity for students to learn about the world and themselves, NJC is celebrating its 70th anniversary this year."
"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."
"Neuchâtel Junior College is best suited for curious, adventurous, and open-minded students looking to grow beyond the classroom. Students are motivated by rigorous Ontario academics, travel, and new experiences, while developing the confidence, adaptability, and global perspective that will help them succeed at university and beyond. NJC students embrace challenge, independence, and cultural immersion, thriving in the French-speaking town of Neuchâtel while building connections with people from around the world. NJC is ideal for students looking to step outside their comfort zone in their final year of high school or gap year."
"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."
"While there is lots of support from a close-knit community of faculty and host families, students need to be curious and courageous to embrace the opportunity of living abroad and gaining independence and possess an adventurous spirit."
"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 to send their students to Neuchâtel Junior College for the unique opportunity to study and live abroad while seeing the world at a pivotal stage in their lives. The program combines academic challenge with individualized university guidance and support in an environment where students build lifelong friendships and become part of a strong global alumni network. Students leave NJC more independent, culturally aware, and prepared for success in post-secondary studies and beyond."
"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."
"Neuchâtel Junior College is recognized as an opportunity to grow and learn while living in Europe and earning a Canadian diploma in a like-minded cohort, with unmatched preparation for post-secondary studies."
"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."
"The impact that living abroad can have on students in inspiring them to explore the world and the preparation for post-secondary studies that the students gain."
"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."
"Over 90% of the students attending Neuchâtel Junior College are Canadian. We are a small and connected community where students come from different cities and backgrounds and schools but develop and share a sense of adventure and love of learning that last a lifetime."
"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."
"Ongoing improvements are made to the school annually.
The NJC Class of 1975 has launched a program to build leadership and community among NJC students in recognition of the fiftieth anniversary of their graduation. Launched with the Class of 2025, $10,000 a year is given to a group of students to create a project that allows them to "Dare to Dream and Dare to Lead"."
"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."
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One characteristic of all good students is an unquenchable thirst for knowledge. Our unique school, perched on the shores of Lake Neuchâtel in the beautiful Swiss town of the same name, is ideally suited to students of this kind. Students come to us eager to learn more about the world around them; drawn to change, they sense that the world has more to offer them if they could just step outside the boundaries of their local experiences. Neuchâtel Junior College exists for these types of students at this pivotal time in their lives, and here, they learn about themselves as much as they learn about the world.
In 1956, NJC’s visionary Founder, Leonard Wilde, knew that, “To be a leader today, one must travel the world.” This enduring idea is just as – if not more – relevant today. As much as our students have likely travelled to places with their families before, in most cases, they have not gone on an extended, independent journey. The Neuchâtel experience offers a view to the world beyond childhood borders, and our trips are integrated with the curriculum to make the learning experience richer and fuller. The fact that students have chosen this journey to NJC sets them apart both geographically and personally from where they began, thereby transforming them well beyond the potential of any single school trip experienced before.
Over the course of many months, our students explore centres of Western European civilization, which helped to shape our own culture, giving them knowledge of the past with which to consider the future. They visit unfamiliar and exotic places to gain an insight into the similarities and differences of other cultures in this increasingly global community. Inspired by NJC’s program, our students also learn that they can have a positive impact on each place they visit. This may be through participation in a service rip, involvement in a Model UN activity, or by helping to make our school community a better place through personal character, talent, ideas and leadership. All of this they experience while immersed in their studies, surrounded by inspiring teachers and classmates, and living with a local Swiss, French-speaking family. This formula, unique in the world for over 60 years, consistently opens minds, broadens perspectives, and inspires graduates to make their place in the world more meaningful and purposeful.
Who is best suited to attend Neuchâtel Junior College? I would encourage you to take advantage of this transformational experience if you are willing to meet two very important expectations. You must come prepared to work hard in your academic studies and be curious about the world around you; these are prerequisites so that you will be able to apply your newfound knowledge, confidence, independence and leadership in your chosen university, in the career that you wish to pursue, and throughout your life.
I look forward to meeting you soon. A bientôt!
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Students are those who seek to challenge and advance themselves through a transformational experience of personal and intellectual growth. They attend exclusively for the pre-university year, be it for Grade 12 or a gap year, earning their OSSD. We offer Ontario Grade 12, university-preparatory curriculum as well as Advanced Placement (AP) exams. All instruction and life on campus is in English, yet students live as Europeans in the French-speaking, Swiss town of Neuchâtel.
Traditional Math
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.
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.
Neuchatel Junior College assembles a body of excellent students together. The Advanced Function and Calculus courses follow the Ontario ministry of education guidelines, but there is room for some remediation and enrichment. Some math competitions are offered annually.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Not applicable
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
The approach to teaching science at NJC is to engage students with the scientific concepts of physics, chemistry, and biology through a variety of activities including, (but not limited to) laboratory experiments, demonstrations, video presentations, field trips, class discussions, and research projects. The European environment provides the opportunity to connect both with European scientific organizations such as CERN (Conseil Européen de Recherche Nucléaire) as well as local organizations (ex. Musée de l’histoire naturelle et le Jardin Botanique – both in Neuchatel). Many students pursue post-secondary studies in science after attending NJC.
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
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
The approach to teaching literature follows the Ontario curriculum and also is closely connected to the trips the school offers, both optional and compulsory.
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
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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
Humanities is not a dry academic exercise. At NJC we have a double focus on developing core skills — formulating questions, research and analysis, critical thinking, essay composition, debate and rhetoric — and applying knowledge and understanding to current affairs: for example, finding similarities and differences between the current situation in the Middle East and the 16th Century European Wars of Religion. Our numerous field trips throughout Europe and beyond lie at the core of our program: students are expected to relate classroom learning to extramural experience. Teachers draw on a broad repertoire of instructional methods, from traditional chalk-and-talk to student-led explorations, Harkness tables, primary source analysis, debates – variety is the spice of learning! Students have many opportunities to pursue topics of personal interest, and then demonstrate and reflect on their learning in formats of their choice.
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
Teaching French is greatly facilitated in the French part of Switzerland. We use the town of Neuchâtel to organise many cultural trips for all classes to emphasize using the language in authentic contexts. Excursions are differentiated according to French level. For the intermediate to advanced, we do a guided tour of the Castle and visit the permanent exhibition about the millennium of the city of Neuchâtel in the Musée d’art et d’histoire. For beginners, we visit the local market and various shops and cafés where the students need to manage in the target language. We always refer to students’ pension life experiences—living with local Swiss Families—and teach vocabulary that is relevant and practical. We also focus on current events in Switzerland and European countries using written or oral media sources. For Ontario curriculum credit classes, the programs are accentuated by the themes of the school trips.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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
The Visual Arts course offers pre-university training while exploring diverse aspects of the Arts. Students work on different units during the semester, one of them being of their own choice. Students are encouraged to explore creativity and train their skills. Each unit is closely linked with art history, and, frequently illustrated with field trips. Students are encouraged to link their own work with styles and movements mainly found in the last 150 years and to gain a strong critical sense in order to evaluate their own work. Individual research in art history, theory of art, and studio processes are meant to help students acquire originality and individuality in their creation. They are encouraged to evaluate their own creation and define its inner specificities that will help them improve the quality of communication as artists. Drama is also offered as a Grade 12 course.
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.
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Our classrooms are equipped with Smartboards and staff are allocated laptop computers for instructional purposes. Students benefit from the expertise of our trained staff in differentiated instruction methodology.
Web design
Robotics
Computer science
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Leadership courses offered.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
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”.
We offer university-level academic courses with an option to select from a rich variety of Advanced Placement exams. We are a university-preparatory school with expectations of high academic performance to meet entrance requirements for the best universities and programs around the globe. Small class sizes and dedicated faculty support students in their academics and preparation for post-secondary studies.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
We strive to create a community of confident independent global citizens through a life-changing educational experience. Living abroad with a French-speaking Swiss pension family assists with the acquisition of linguistic abilities in the target language. Our students foster independence and responsibility for themselves as they prepare for the next phase of their lives in their post-secondary destinations.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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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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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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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
NJC is able to accommodate many different learners and those with psychological educational assessments are offered all the possible accommodations on our campus. We have a quiet learning space for students who need a distraction-free zone, we are also able to provide extra time and use of technology. Students are offered extra help through teacher office hours and therapeutic services are available via our medical team affiliated with our school.
Information not available
Information not available
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
12 - 12
18%
15%
$900
$10,000
0%
0%
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades 12 - 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.
Neuchâtel Junior College selects on the basis of their academic performance, character, interests, talents and potential. Successful applicants are those who seek to challenge and advance themselves through a transformational experience of intense personal and intellectual growth. The College favours applicants who respond positively to new challenges and who express sufficient maturity, international curiosity and personal responsibility.
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
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