531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, Canada
5,693.0 km
5,687.6 km
1953
2020
450
22
JK to 12
5 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
15
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$10,000 to $16,000
$7,455 to $15,000
Yes
Yes
18%
30%
JK to 12
5 to 12
$900
$4,000
30
3
0%
0%
0%
95%
information not available
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
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 reportPassages Centre for Self-Directed Learning stands out as an alternative centre for its commitment to empowering students with a passion for learning and a sense of autonomy and community participation. At the heart of the centre’s approach is personalized, interest-based learning, guided by one-on-one mentorship and coaching. The centre prioritizes a supportive community environment that affirms neurodiversity and inclusivity. A key feature of Passages is its democratic, youth-run community meetings, which allow students to voice concerns and participate in decision-making processes. Classes and workshops are student-driven, which gives students the chance to develop their sense of autonomy and active engagement. Embracing the Sudbury Valley and Summerhill educational philosophies, the centre aims to provide a safe space where students can thrive. Recently, the centre moved to a larger facility in East Toronto, enhancing its community spaces and introducing a Passages Restoration Circle for conflict resolution. Operating Monday to Friday (9 AM to 3 PM), the centre is committed to maintaining a small, close-knit community.
View full report
"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills... View full review
"Passages has a small, diverse and exceptional student body."
Tara Turner - Parent (Jul 03, 2024)
For my son, Passages is his community. He enrolled in the Centre when he was 11, after being homesch... View full review
"The learners at Passages are wonderful and represent a dynamic, inclusive and accepting community."
Jessika Eldridge - Parent (Aug 13, 2024)
My son finds the autonomy at the school to be very appealing. The ability to focus his time on his i... View full review
"The connection between students, parents and mentors is one of the unique and great aspects of Passages."
Sonya Goldberg - Parent (Sep 04, 2024)
My daughter has benefited greatly from attending Passages. She had originally attended a TDSB high s... 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."
"For youth aged 10-18 who are struggling with the demands of school, Passages is a place to reconnect with their love of learning and join a community where their voice matters. We offer a personalized education with one-on-one mentorship, classes and coaching to support learners in following their interests and participating in our diverse, democratic community. Our approach allows young people to honour their needs, pursue their passions and forge their own unique path to the future."
"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."
"As a democratic school inspired by Summerhill and the Sudbury Valley Model, Passages combines youth-led decision-making with personalized mentorship. Weekly Community Meetings give learners responsibility, practice in public speaking, collaboration and problem-solving, and a real voice in shaping their experience. We support learners in building confidence, ownership, and social-emotional skills.
1:1 Mentor Meetings help learners reflect on challenges, set goals, plan next steps, and access resources for their interests and passions. The balance of freedom and support keeps learners motivated, develops self-direction, and nurtures growth academically, socially, and emotionally. Self-directed learning here is both practical and empowering, preparing students for life beyond Passages."
"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."
"Many young people who join Passages have found traditional schools haven’t met their needs. They may be highly creative, gifted/2E, or have a strong sense of justice and autonomy. At Passages, we empower youth to lead their own education, focusing on real-world skills like communication, problem-solving, collaboration, and making meaningful choices.
To preserve curiosity and self-direction, we have no compulsory classes, exams, or grades, and all programming is optional. While learners can pursue high school credits if desired, we deprioritize standardization, uniform pacing, and mandated curriculum. This tradeoff allows students to follow their own path, preserve or rejuvenate their deep love of learning and curiosity, and respect their chosen paths. Part of our mentorship is working with young people to create this path, which can take many forms. There is no one right way to learn, and our Centre is here to support those youth who need an education as unique as they are."
"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"
"Inspired by the philosophies of the Sudbury Valley Model and Summerhill School, Passages opened in 2020 with one student, beginning our journey as a self-directed, democratic school. By 2021, we welcomed our first intern, laying the foundation for a culture of mentorship and learning from diverse perspectives. Funding from Telus, Canada Post, MLSE, and the Toronto Foundation in 2023–24 enabled programs supporting health, wellness, and exploration.
In 2023, we added our second full-time staff member and moved to a larger space in the bustling Danforth Village (Chester Subway), adding an art room, kitchen, gym, a vintage bowling alley, and quiet spaces that foster curiosity, creativity, and community. This year, hiring our first alumnus to support learners reflects our commitment to continuity, peer leadership, and a community that grows from within.
With over 60 families who have now moved through our centre, we have become a solid choice for democratic schooling in Toronto."
"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."
"Many learners who join Passages struggle with school resistance, attendance, homework, or grades. These challenges often reflect the limits of one-size-fits-all systems rather than a child’s potential. Many of our learners are neurodivergent, have mental health challenges, identify as 2SLGBTQ+, or have experienced bullying or other adversity.
Passages offers a supportive alternative that allows learners to lead their own education, make choices, and explore their interests without coercion. Families who thrive with us value curiosity, autonomy, and trust, and want to partner with us in supporting their child’s growth.
We also welcome learners who have been homeschooled. Many families describe Passages as the best of both worlds: personalized learning with guidance, alongside a community of peers taking ownership of their learning."
"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 we value a rich and diverse education, we do not use coercion, awards, or grades to encourage participation. Learners are invited to take ownership of their own goals.
We do not offer grades, credits, or a high school diploma, but we support youth who choose to pursue them elsewhere. Choice and autonomy are central, and we work alongside learners to support their individual paths.
Families who may find us a challenging fit are often looking for a more structured approach or focused mainly on completing homework and earning a diploma. We prioritize curiosity, autonomy, and a love of learning, which can feel different from top-down systems. Success at Passages also depends on adults trusting young people to make their own choices and supporting them along the way."
"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."
"A story we often hear from parents is, “I finally have my kid back.” Many families come to Passages after watching their child’s spark dim in traditional schools or after years of school refusal. Flexible attendance and a self-directed approach give learners the freedom to choose to engage, and the result is often the opposite of what adults expect! Young people show up excited, participate in learning, have meaningful conversations, and build friendships. Flexibility in arrival times also reduces the morning struggle parents know so well, giving families a calmer start to the day.
This freedom in a self-directed education reduces pressure and self-criticism, allowing young people to explore who they want to be. Families see their children grow confidence, independence, and social-emotional skills while developing empathy, collaboration, planning, and ownership of their education, on their own terms."
"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."
"When people think of Passages, they often say, “I wish I could have gone to this school!” Adults recognize how much of their time in traditional schools was spent on work that felt irrelevant, and they see the power of self-directed learning to focus on interests and strengths, creating a rich learning experience rooted in confidence and intrinsic motivation.
Passages is also known as a place of healing. Many learners arrive struggling or unhappy, and with guidance from adult mentors and peers, they reconnect with their love of learning. Using their voices to make choices, youth grow independence, problem-solving abilities, and confidence. This healing extends to families as well, with conflicts decreasing, trust growing, and the skills youth learn at the Centre helping them navigate relationships at home."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"Our focus on community extends beyond learners, as we see parents and siblings as part of the learning journey as well. Each week, families receive updates with stories, photos, and upcoming dates, bridging school and home and sparking deeper conversations that might not happen otherwise.
Monthly parent gatherings discuss self-directed learning and ways to support growth at home. Helping caregivers trust the process and recognize that learning is always happening is essential for learner success. This holistic approach ensures families feel involved, connected, and informed."
"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."
"Parents new to Passages’ self-directed philosophy sometimes worry their child “would play games all day.” Often, their view of their child comes from long school days or weekends spent recovering. With autonomy at the Centre, many young people begin to take risks, try new ideas, and engage in deeper learning. Learning may not take a traditional form, but instead look like: conversations, impromptu experiments, problem-solving, or even games. All meaningful ways to grow and take risks.
Many youth also choose to attend Math and English classes without adult enforcement. They explore subjects at their own pace and depth, discovering that once the pressure to “have to do something” is removed, their interests develop naturally. It is surprising and delightful for families to see what truly motivates and energizes their child."
"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."
"In August 2023, Passages moved to a larger space in Toronto’s Danforth, giving learners access to a common room, classroom, and art room, plus a full-size gym, kitchen, and courtyard for outdoor exploration. The expanded space supports curiosity, creativity, and collaboration while providing quiet areas for reflection and focused learning.
As our community has grown, we’ve also strengthened our internal processes. Learners designed a conflict-resolution system to support community cohesion, with staff guidance when needed. This approach empowers youth to express their needs, problem-solve with peers, and contribute to a safe and respectful community, reflecting our commitment to self-direction, empathy, and democratic decision-making."
"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."
"As Passages has grown, our community now includes more families, volunteers, and staff, creating richer opportunities for learners both within the Centre and in the surrounding community. Over the next five years, we plan to expand volunteer opportunities for youth, provide peer-support and conflict resolution training, and grow our job support program for graduating learners.
We are also actively seeking funding to support solo parents, BIPOC families, and neurodivergent youth, while diversifying our Board of Directors to strengthen governance and community representation.
Our goal is to remain intentionally small, around 40–50 learners, to preserve the intimacy and personalized mentorship that defines Passages. Should demand exceed this number, a second location may open, allowing more learners to benefit from our self-directed, democratic approach."
information not available
As the founder of Passages Centre and a long-time homeschooler for my children (now adults/teens!), I could see the need for an alternative education in Toronto where young people can come together within a community to work on what is meaningful to them.
Passages is a unique space filled with creative young people who have a strong sense of justice and challenge themselves to be more aware of the social issues that impact their lives. They embrace the democratic nature of our school, taking ownership of decision-making, committees, financial planning and the culture of the space.
As young people choose to take the reins of their education, it takes a special kind of staff to support them without taking over or letting their egos get in the way. It takes support from below to trust that these young people know what they need for this moment in their lives, are capable of finding the answers, or asking for help.
Allowing someone to flourish on their timeline is far from the typical approach to education, where the expectation is that everyone has the same knowledge because they’re in the same grade. We allow space for people to flex and grow, and to dive deep into an interest, driven by an innate desire to learn.
It is an honour to witness young people move through their days and learn holistically. On a typical day, conversations throughout the space can range from art techniques to world religion to forming committees. We flex, adapt, and work within our democratic approach to meet the needs of everyone.
As we’ve progressed through the years, the people who join us have typically felt ‘othered’ in their traditional school community for various reasons. Others simply felt that the education system didn’t feel right, and they may have already been resisting attending school. Many neurodivergent folks who join us feel like they can finally be themselves and learn who they are, and what living unmasked can feel like.
Focusing on the individual, we create a connection centred on autonomy and choice, respecting young people, and providing community within a safe(r) environment, which allows for an unmatched learning experience in the city.
I feel privileged that we have provided a space for all kinds of young people where they can feel valued and accepted as who they are. This acceptance permeates their self-image, which in turn positively influences their learning goals.
We look forward to welcoming more families and growing our small but mighty community!
Progressive
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Passages supports learners to use materials, and curriculums that meet their goals. We are not a one-size-fits-all approach therefore learning materials are individualized. Most of our learners have Autism, ADHD and processing challenges.
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.
Math is explored through a learner's interest and desire. We offer daily scheduling of Math which they can choose to attend.
No formal textbook is used unless a learner chooses one.
Calculators are used as needed.
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
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Writing is done as needed or desired. It can be done for a purpose (resume, application, letter) or for interest and exploration (stories, poems, opinion, comments).
Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Science is explored when learners show interest. Often the inquiry is the result of field trips and natural experimentation.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Reading is done primarily individually. Often one learner will encourage another to read a book of interest.
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
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Although humanities topics are explored in a pragmatic way, they are entirely determined by the learners interest.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
If a learner wants to learn a language other than English, coaches and mentors will help them find the most suitable method that matches their learning style.
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
Not applicable
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.
Not applicable
Information not available
The arts do play a significant role in the Centre, but the program is totally determined by the learner with support.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Learners choose to use digital technology as needed. Mentors guide learners to using technology to meet their goals.
Web design
Robotics
Computer science
Information not available
Passages has access to a gym and bowling alley. Regular PE classes are hosted with outdoor activities created spontaneously.
Not applicable
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
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
We host 1:1 weekly mentoring meetings for learners to reflect and share challenges and achievements, roadblocks and breakthroughs, goals and action plans. Mentors support them in creating schedules and timelines to gain a better understanding of their learning needs and goals.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
With a strengths-based approach we allow learners to explore and create timelines for academics that meets their goals. We do not focus on hitting standard curriculum goals since many of our learners focus deeply on their interests in a wholistic fashion.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our priority is to recognize learners as individuals and help them to be the best they can be. Through self-direction, the learner determines how they can thrive. As a Democratic School, we are focused on developing the “soft skills” that we believe are critical for a relevant education: civil discourse, listening, problem-solving, collaboration, and advocating for yours and others’ rights. Our adult mentors are always present with the learners to coach and support them in practicing these skills.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
|
||||
| Learning disabilities | ||||
|
Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
|
||||
|
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
|
||||
|
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
|
||||
| Developmental | ||||
|
Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
|
||||
|
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
|
||||
|
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
|
||||
|
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
|
||||
| Behavioral and Emotional | ||||
|
Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
|
||||
|
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
|
||||
|
Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
|
||||
| Physical | ||||
|
Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
|
||||
|
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
|
||||
|
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
|
||||
|
Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
|
||||
|
Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
|
||||
|
Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
When a child's need for autonomy is beyond what schools can offer, self-directed learning is an option. This suits many with ADHD and ASD (level 1) and those with a PDA profile. We suit the young people who are always asking "why," the ones that actually want to see the reason they are learning something, and that it all fits into their goals in life.
Information not available
Passages Centre is a highly flexible, adaptable and personalized learning environment. Our community has many youths with ASD, ADHD, and learning difficulties, both diagnosed and undiagnosed. These young people thrive at our Centre because they are permitted to work at their own pace, in their own way, with the support of mentors who take a strengths-based perspective.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
5 - 12
18%
30%
$900
$4,000
0%
95%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
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.
Youth who thrive at our centre are those who desire to be part of a community that cares for one another. Self-directed learning can be done anywhere, so while we do offer mentoring support and guidance, what young people truly value is our community. We are looking for people who want to be with peers of all ages, work on self-exploration and agency, and generally support community-building.
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
All interested youth first attend an Information Session and Tour, then they're invited to book a Discovery Week to ensure we’re a good fit for all. During this time, your child will join us as other learners, attending classes they choose, working on projects or exploring materials, taking credit classes, or simply getting to know everyone.
They can join us in the gym, cooking in the kitchen or on any outings. The fee for this week is $225.
Discovery Weeks are ongoing throughout the year.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
