531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, Canada
5,693.0 km
7,659.0 km
1953
2022
450
50
JK to 12
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Nature-based
Traditional
Progressive, Reggio Emilia
15
Varies
Learning, Developmental, Behavioral
Dedicated gifted school
$10,000 to $16,000
$9,060 to $9,950
Yes
Yes
18%
5%
JK to 12
K to 5
$900
$500
30
5
0%
0%
0%
0%
information not available
K, 1, 2, 3, 4, 5
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 reportSaplings Nature School is an innovative educational institution that emphasizes nature-based learning and outdoor education. Founded on the belief that nature is a powerful teacher, the school nurtures in children a sense of wonder and a lifelong interest in the natural world. Classes are primarily conducted outdoors, allowing students to form a deep connection with the natural environment. This approach enables children to develop their adaptability and observational skills. The curriculum employs an inquiry-based and play-based learning model driven by student curiosity. This encourages children to develop theories, ask questions, and build critical thinking skills. Educators focus on documenting children's learning experiences and providing insights into their developmental journey, ensuring a personalized and responsive educational experience. The outdoor program promotes various skills, including problem-solving, creativity, and environmental stewardship. Students engage in activities such as using loose parts, creative play, shelter building, and practical skills like whittling wood and cooking on an open fire. Saplings Nature School aims to develop the whole child, addressing physical, social, cognitive, and emotional aspects of growth through nature-based experiences.
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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 teachers are clearly passionate about what they do and deeply knowledgeable about the subjects they teach."
harrison kwan - Parent (Mar 04, 2025)
My daughter, who is typically shy and takes time to warm up, was initially hesitant about joining Sa... View full review
"I love the small class sizes and the student-teacher ratio—it has made a significant difference in the kids’ ability to connect and receive the attention they need from their instructors."
Katrina Lazzarotto - Parent (Mar 04, 2025)
My kids absolutely love Saplings—it was the change we all needed after coming from a public elemen... View full review
"My son is learning about nature in ways that I wouldn’t think to teach him."
Dinah Fast - Parent (Mar 05, 2025)
Saplings has been an amazing outlook for my son who has boundless amounts of energy and enjoys a dif... 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."
"Saplings Nature School teaches students to connect deeply to place, to be active citizens, and to engage critically in the world around them. Learning in, with, and from nature benefits a student's motivation, mental health, and engagement. Based on the belief that nature is a powerful teacher, Saplings’ students become intimately tied to the natural environment, responding to an ever-changing outdoor classroom. Students deepen their relationship with nature, themselves, one another their community"
"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."
"By supporting our students’ fundamental need to explore, discover, share, and create in both the indoor classroom as well as in the broader, natural community that surrounds us, Saplings’ students learn to take important risks, develop empathy, and develop a rich and meaningful relationship with the earth. By fostering an intimate daily relationship with the natural world, suffused with observations and questions, our classrooms are saturated with emergent moments of inquiry, sensory entanglements, spontaneous learning opportunities, provocative conversations, and meaningful connections. These connections to self, others, and place foster students’ lifelong understanding of the need for sustainable practices, and our responsibilities related to the earth’s preservation. We aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"At Saplings, our commitment to outdoor, play-based, and child-led learning means embracing tradeoffs. We intentionally de-emphasize standardized academics in favour of nurturing curiosity and developmental growth at each child’s pace. Technology use is limited, as we prioritize sensory-rich, nature-based experiences that foster ecological identity. We value adaptability over indoor structure, choosing year-round outdoor learning even in challenging weather. Our focus on relational teaching means we deprioritize rigid discipline in favour of emotional safety and self-regulation. These tradeoffs may not align with every family’s expectations, but they reflect our core belief: children thrive when they are connected to nature, to themselves, and to their community. By clearly naming what we prioritize—and what we intentionally let go of—we aim to build trust and transparency with families seeking meaningful, values-driven education."
"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"
"Saplings Nature School was born from a deep-rooted belief in the power of the natural world to inspire, ground, and teach children. A key influence has been founder Heather Fraser’s grandmother, Susan Fraser, whose work in Authentic Childhood brought the Reggio Emilia approach to Canadian classrooms. Her legacy shaped our values: listening to children, honouring their voices, and seeing them as capable citizens of their community. Another turning point was the COVID-19 pandemic, which forced many programs indoors or online—but for us, it was a catalyst. We moved fully outdoors, embraced by the forest and shoreline, which reaffirmed our commitment to outdoor learning. These moments—one personal, one global—shaped our identity. Today, our practice is rooted in relational pedagogy, ecological identity, and child-led inquiry, deeply shaped by both ancestral wisdom and the challenges of our time."
"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."
"A child who thrives at Saplings Nature School is curious, imaginative, and eager to explore the world through hands-on, play-based learning. Our ideal student is one who benefits from open-ended inquiry, time in nature, and meaningful relationships with peers and educators. They are supported by families who value connection to land, community, and a slower, more intentional rhythm of childhood. Children who do well here often enjoy movement, creative expression, and solving real-world problems collaboratively. Our approach especially suits learners who may feel constrained by traditional classrooms and who flourish in environments that honour their voice, autonomy, and emotional development. We welcome all children as capable citizens and encourage those who are ready to grow not just academically, but as whole people—deeply rooted, joyful, and resilient."
"If a family prefers an academically focused institution without integration of Christian principles, Crawford may not align with their desires. Our curriculum is Christ-centred, and participation in religious activities is integral. Those looking for highly specialized academic or extracurricular tracks, such as extensive Advanced Placement courses or elite athletic programs, may not find their preferences met. Families uncomfortable with regular faith-based instruction, required community service, or engagement in music and the arts may feel out of place. Furthermore, if a student is disinclined toward community engagement, active participation, or upholding our core values of service and respect, alternate schools may better accommodate their educational needs and values."
"We want every child to thrive, and that begins with a strong alignment between our values and a family’s expectations. Saplings may not be the best fit for children who are consistently uncomfortable being outdoors or who prefer highly structured, indoor environments. Our program is rooted in nature-based, play-driven learning that takes place outside in all weather. If a child finds this overwhelming or resists engaging in open-ended exploration, they may feel out of place. Similarly, families seeking a traditional academic model with worksheets, grades, or a set curriculum may find our emergent, child-led approach does not align with their goals. Our strength lies in fostering curiosity, resilience, and a deep connection to the land—and we’re best suited to families who share and support that vision."
"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 Saplings because they’re looking for something different—something more intentional, connected, and aligned with their values. Many are seeking an alternative to conventional classrooms: a place where their child can grow at their own pace, build confidence, and feel a genuine sense of belonging. Our strong relationships—between educators, children, and families—are at the heart of what we do. Parents value the way we truly see their children and honour their individuality. They’re drawn to our commitment to outdoor, play-based learning and the way we foster curiosity, resilience, and ecological awareness. Families tell us they appreciate the space we create for joy, risk-taking, and meaningful connection to the land. Ultimately, they choose Saplings because they want their child to love learning—not just for school, but for life—and they trust us to guide that journey with care and intention."
"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."
"We believe Saplings is seen as a trusted, heart-led alternative to conventional schooling. Amongst the public—especially families seeking a values-aligned, nature-based education—we are known for our commitment to outdoor, child-led learning and our deep relationships with children and families. Our school is viewed as progressive, nurturing, and grounded in purpose. Many admire our focus on curiosity, creativity, and emotional growth, as well as our ability to help children develop confidence and resilience in the natural world. While some may initially view our approach as non-traditional, those who know us recognize the depth of thought and care in all we do. Word of mouth and community trust have been central to our growth and strong public image."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"One of the most underappreciated aspects of Saplings is the intentionality behind everything we do. While families often see the joy and freedom in our outdoor program, they may not fully see the deep thinking, collaboration, and care that goes into creating those experiences. Our educators spend countless hours observing children, planning provocations, and thoughtfully designing small group work that supports each child’s interests, needs, and development. We are constantly adjusting the environment—physically, emotionally, and pedagogically—to reflect what the children are telling us through their play. The fluidity and responsiveness of our approach can look effortless, but it’s grounded in rigorous professional reflection, dialogue, and trust in children as capable learners. This behind-the-scenes work is what makes our program feel so alive, and it’s a quiet strength that deserves more recognition."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"Families are often surprised by just how much depth, structure, and intentional learning happens in what looks like “just play.” While our outdoor, child-led environment may appear unstructured at first glance, there is a deep level of planning, observation, and pedagogical intention behind every part of the day. Parents are also surprised by how resilient, capable, and self-directed their children become—from confidently navigating forest trails to engaging in meaningful peer collaboration and problem-solving. Another surprise is how strong the relationships are—not just between children and educators, but within the whole community. There’s a real sense of belonging, trust, and shared responsibility that grows over time. And finally, many families are amazed at how their child’s connection to nature transforms into empathy, confidence, and a lifelong love of learning."
"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."
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"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."
"Over the next five years, Saplings Nature School will continue to grow intentionally while staying rooted in our core philosophy of outdoor, child-led learning. We plan to expand our grade offerings to support children as they move through their elementary years, allowing families to stay connected to our community for longer. This includes welcoming more students and possibly opening new nature-based learning spaces that reflect our commitment to land stewardship and ecological identity. As we grow, we are also investing in deeper professional development for our educators and expanding our documentation and assessment practices to better tell the story of each child’s learning. While we may grow in size, we are committed to maintaining small group experiences, strong relationships, and the thoughtful, responsive environments that make Saplings unique. Our growth will always be guided by what’s best for children, families, and the land we learn on."
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Welcome to Saplings Nature School, a unique opportunity for your children to delve into the BC curriculum while learning with, in, and from nature. Here, we believe that children learn best and thrive socially and emotionally when given the freedom to explore, play, and connect with the natural world. Saplings fosters a student’s sense of wonder for the great outdoors through inspirational, stimulating, and hands-on experiences, which in turn promotes lifelong learning and supports student-driven interests.
Like the BC curriculum, Saplings aims to be learner-centered, flexible and focused on literacy and numeracy while supporting deeper learning through concept-based and competency-driven approaches. Key content, concepts, competencies, skills, and big ideas that foster higher-order thinking will also be addressed. Our goal is to help prepare students to engage in and respond to the ever-changing and demanding world they are entering. Through personalized, place-based, and curated learning experiences, Saplings' students are supported in becoming aware, thoughtful, engaged, creative, flexible, self-motivated, principled, respectful, and informed citizens who can think critically, communicate effectively, and make independent decisions.
As Head of School, who has helped Saplings transform from a home-schooling program of choice to a fully-fledged independent school, I understand how important it is to value and celebrate all of our learners' diverse abilities, identities, and experiences. I have a strong commitment to equity, and inclusivity, and to fostering an atmosphere of respect and trust for families, students, and staff. Welcoming families and staff members from diverse backgrounds, experiences, and ideas is what makes Saplings a place where everyone can feel like they belong.
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Our curriculum is project-based, and so is aimed to teach students a variety of skills and content relevant to their lives and interests. Projects aim to integrate components of literacy, math, science and the arts into each topic, thereby drawing the connections between the content and the core competencies as outlined in the BC curriculum. As student interests guide project inquiries, teachers provide explicit instruction in processing information and interacting intellectually through research, analysis, and thinking skills. Students are encouraged and supported to delve deeply into their learning through dialogue and experience.
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.
Our math curriculum seeks to prepare students to apply their skills in a variety of real-life, approachable situations. Embedded within our project inquiries, students learn the connections between mathematical concepts and the real world. Students learn math skills including, but not limited to, graphing, measurement, arrays, functions, comparison, and patterning through interaction with physical and visual representations and introductions to more complex mathematical concepts as students become ready. Supported by student-lead class initiatives (class economy, fundraisers, and design projects etc.), math centres, complex reasoning games, differentiated math groups based on readiness and ability, and skills development lessons. Students practice math skills daily during various indoor and outdoor activities as well as specialized pull out skill-building sessions with a staff member. Our overall math curriculum is supplemented by the Singapore Math system.
Singapore Math
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Our literacy program is designed to engage students in and aid their understanding and use of a variety of communication skills including writing, reading, image reading, and oral language use to understand and convey meaning. The aim is to help students understand that language is a system whose parts work together. This approach is supplemented by UFli, a phonics program to help early literacy students recognize letters, sounds and sound pairings. Supported by a variety of activities including, but not limited to: literacy component of inquiry projects, daily quiet reading, differentiated reading and writing groups, oral storytelling practice, student read-alouds, sounds of the week for early learners, literacy centers, book studies for more ready learners, and journal writing.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PlayRoly, Dolch Pre-primer and primer
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
Information not available
Inquiry
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Our science curriculum is designed to support our students’ growing connection to the world around them, specifically our outdoor classroom areas. With an abundance of natural processes apparent and available to the students during the 3-4+ hours they spend outside daily, science is approached live in action. Inquiries surround what is going on at the time combined with the students’ observations and interests. Our outdoor classroom space contains forest, stream, and more urban areas and so provides a rich diversity of experience. Students discuss conservation, sustainability, responsibility, and reciprocity, and gain awareness that we are all part of one large system. Supported through daily free and guided inquiry sessions, frequent discussions, as well as the Learning in Depth program.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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.
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Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
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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
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Along with the computer lab in the classroom, we also offer access to our STEM space which has 3D printers and Lazer cutters for the children to access while working on projects.
Web design
Robotics
Computer science
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Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Saplings mission is to foster a sense of wonder, vitality and joy into the young students educational experience by supporting their fundamental need to explore and discover. By taking students outside the classroom and into a dynamic natural environment. Students deepen their relationship with nature, resilience, practice balance, and enjoy social growth. Saplings seeks to grown and support the every changing child with our dynamic curriculum based in experiential education. By fostering a students sense of wonder that promotes life-longing learning and interests we aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future.
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.
Students are encouraged to work at their own pace in order to grow their skills and abilities in a supportive environment.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Not applicable
Not applicable
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Not applicable
Not applicable
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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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
K - 5
18%
5%
$900
$500
0%
0%
K, 1, 2, 3, 4, 5
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.
At Saplings Nature School, we welcome children who are curious, imaginative, and eager to learn through exploration, play, and connection with the natural world. We are looking for students who are open to being outdoors in all seasons, who enjoy asking questions, solving problems, and engaging in collaborative experiences. Children who thrive here are often independent thinkers, creative storytellers, deep observers, and joyful movers. They may not fit neatly into traditional classroom settings but shine when given time, space, and trust to follow their interests. We value children who bring their full selves—big emotions, bold ideas, and quiet wonder—and are supported by families who believe in unhurried childhoods, strong relationships, and learning that goes beyond academics. We are looking for students who are ready to grow not just in knowledge, but in confidence, empathy, and connection—to themselves, others, and the land.
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
Families begin the application process by completing an initial application form through Lillio. Once we receive your application, we will invite you to attend one or more Stay & Play events. These visits give families and children an opportunity to experience our environment and allow us to get to know each other in a relaxed, natural setting.
Following the Stay & Play, if we feel the program is a good fit and there is available space, we will offer your child a spot. To confirm enrollment, families must submit a non-refundable deposit of $500, which will be applied toward the year’s tuition.
Please note that spaces are limited, and applications are reviewed on a rolling basis. We encourage families to apply early and to ensure alignment with our values of outdoor, play-based, child-led learning.
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