531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, Canada
5,693.0 km
4,944.1 km
1953
1993
450
150
JK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Arts
Traditional
Liberal Arts, Reggio Emilia
15
10 to 18
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$10,000 to $16,000
$12,850 to $16,000
Yes
Yes
18%
39%
JK to 12
SK to 12
$900
$2,000
30
9
0%
0%
0%
50%
information not available
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 12
No
No
information not available
information not available
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportLocated in the historic Hydrostone district, Hydrostone Academy stands out for the way it combines academics with the arts, outdoor education, mindfulness, and community-based learning. The school offers a holistic model that will appeal to families looking for a more personal, reflective, and relationship-driven experience than a conventional school. The school’s evolving identity has been shaped through ongoing dialogue with the community, while preserving its long-standing core values. Those values include compassion, creativity, self-awareness, and student well-being. The school’s small size is one of its greatest strengths. Parents describe an environment where students receive meaningful individual attention and where teachers know children well. Parent testimonials also highlight the school’s strong, well-structured academic program, skilled teachers, thoughtful curriculum design, and how students are challenged and supported. Families also speak positively about the social atmosphere, describing Hydrostone as inclusive, respectful, and close-knit. For children who benefit from strong relationships, a sense of belonging, and an education that attends to both academic and emotional growth, Hydrostone Academy is a compelling option.
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
"Hydrostone Academy truly creates an atmosphere that fosters resilience and curiosity."
Susan Joudrey - Parent (Jan 19, 2026)
My child's experience has been excellent and rewarding. He appreciates how welcoming the school is, ... View full review
"Both academically and socially, my kids have thrived at Hydrostone Academy."
Andrew Cranmer - Parent (Jan 19, 2026)
My kids have had an amazing experience at the school. Both academically and socially, they have thri... View full review
"We have had the most exceptional experiences with both the quality of instruction and kindness."
Claire Simmons - Parent (Jan 20, 2026)
My child loves the warm and nurturing learning environment. There is a culture of respect between te... 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."
"We are founded on the belief that children and all people are inherently good. We maintain a very safe and accepting environment. Students take part in an integrated curriculum that ties together the five pillars of the school: mindfulness, outdoor education, community, arts education and culturally sustaining academics. This builds resilience, empathy and curiosity and prepares students not just for university, but for the rest of their lives."
"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."
"Creative and engaged academics in an accepting, small school atmosphere informed by mindfulness and the arts."
"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."
"One key trade-off we make is between standardization and personalized learning. We place less emphasis on rigid pacing guides, frequent high-stakes testing, and uniform outcomes, and more emphasis on knowing students deeply as learners and as people. This means learning may look different from classroom to classroom and student to student. The impact is that students feel seen and supported, develop confidence in their own learning process, and are more willing to take intellectual risks. The trade-off is that our approach requires more time, professional judgment, and flexibility from teachers, and it does not always fit neatly into standardized measures."
"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"
"December 6, 1917
A Strong Building
Originally built for the Alexander McKay School in 1916. As a solid brick building on the slopes of Richmond facing Halifax Harbour, it was one of few buildings in the neighbourhood to survive the Halifax Explosion in 1917. It served as a base for those who rebuilt what we now know as the Hydrostone neighbourhood.
September 1, 1993
A Foundation of Goodness
The Shambhala School was founded by a group of parents who were members of a Buddhist community in Halifax, with the intention of providing their children with a unique educational experience.
September 1, 1995
Building Strength
The Shambhala School moves into the former Alexander McKay School building on Russell Street with the generous assistance of the City of Halifax.
January 1, 2025
Building Strong Community
The Shambhala School evolves into the Hydrostone Academy, a secular school building strong and resilient youth who are prepared for university and the challenges of life ahead of them."
"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."
"Students who thrive at Hydrostone Academy are curious, engaged, and eager to take ownership of their learning. They enjoy exploring ideas, asking questions, and making connections across subjects. Our students are self-motivated, adaptable, and open to creative approaches, whether in projects, outdoor learning, or hands-on experiences. They value community, collaboration, and empathy, and are willing to reflect on their learning and growth. In short, Hydrostone Academy is a school for learners who are thoughtful, resilient, and curious, and who flourish in a supportive, student-centered environment where intellectual exploration, creativity, and personal growth go hand in hand."
"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."
"Hydrostone Academy may not be the best fit for every student. Students who require intensive one-on-one support beyond what our small, collaborative classrooms can provide might not thrive here. Additionally, our school community values inclusivity, respect, and empathy. Students who struggle to engage respectfully with peers, or who hold discriminatory or intolerant views—toward race, gender, sexuality, or other differences—may not feel aligned with our environment and may find it challenging to participate fully in our culture of care and community."
"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 Hydrostone Academy because we offer a learning environment that balances academic rigour, creativity, and personal growth. Unlike larger or more standardized schools, we provide personalized learning, strong student-teacher relationships, and a supportive community where every child is seen and valued. Our emphasis on social-emotional development, inclusivity, and hands-on, experiential learning helps students thrive both academically and personally.
Families select us as their preferred choice because they want more than grades—they want a school where curiosity, empathy, and critical thinking are nurtured, where students can explore their interests safely, and where their children feel known and supported every day."
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"In the public eye, Hydrostone Academy is often seen as a warm, homey, “hippy” or “granola” school—approachable and nurturing, but sometimes underestimated in terms of academic rigour. Families who enroll quickly discover that this is only the tip of the iceberg. They are often impressed by the level of academic challenge, the breadth and depth of topics, and the hands-on, experiential learning that complements strong intellectual growth. Our reputation reflects both a caring, inclusive community and a robust, challenging academic program.
Our reputation among academia is quite different. Universities often have a high regard for Hydrostone Academy grads. Professors often comment that Hydrostone Academy grads are creative individuals with strong critical thinking skills who are good at collaborating with their classmates."
"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 underrated aspects of Hydrostone Academy is the combination of academic rigour and close-knit community. Families often notice the warm, homey environment first, but may not realize the depth of the curriculum and hands-on learning experiences. Students and families alike come to appreciate the inclusive, supportive culture, with many students describing it as “like going to school with your cousins.” These elements together foster both strong intellectual growth and a sense of belonging."
"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 pleasantly surprised by Hydrostone Academy’s music program. Students begin learning instruments as early as Grade 1 with the recorder, and by Grade 6, each class forms its own band. Throughout the term, they practice and develop their songs, culminating in performances at our winter and spring music showcases. Many families do not expect such a robust, hands-on, and collaborative music experience alongside our strong academics."
"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."
"Recently, Hydrostone Academy has made several enhancements to better support students and families. We now have a full-time Master Social Work counsellor on staff, providing support for student and parent/guardian wellbeing. Our playground has been transformed into a nature-based space, featuring an outdoor classroom and a native plant sensory garden, designed to foster hands-on learning, creativity, and connection with the natural world. These investments reflect our commitment to outdoor education, environmental stewardship, and holistic student development."
"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, Hydrostone Academy will continue to expand and deepen the ways we serve students and families, guided by our mission of fostering curiosity, creativity, and wellbeing. We plan to enhance our outdoor and experiential learning spaces, including the outdoor classroom, sensory garden, and nature-based programming. Academically, we will continue to strengthen personalized learning, transdisciplinary projects, and hands-on experiences across all grades.
Our heritage building is a treasured part of our identity, and we plan to restore it to its original beauty while making environmentally sustainable upgrades, such as solar panels and other green initiatives, to meet the needs of modern life. Together with expanded supports for social-emotional wellbeing and inclusive community, these plans ensure Hydrostone Academy remains a rigorous, creative, and sustainable learning environment."
information not available
In a world that feels increasingly busy, fast-paced, and noisy, Hydrostone Academy is a place where children are truly known. As both an experienced educator and a parent, I believe deeply that school should be more than a place where academic outcomes are measured—it should be a place where children feel grounded, curious, connected, and confident in who they are becoming.
At the heart of Hydrostone Academy are five foundational pillars that guide everything we do: mindfulness, outdoor education, community, arts education, and culturally sustaining academics. Mindfulness supports students in developing self-awareness, focus, and resilience—skills they will carry with them long after graduation. Outdoor education invites children to slow down, engage their senses, and build a meaningful relationship with the natural world. Learning outdoors fosters curiosity, stewardship, and a sense of wonder that no classroom alone can provide.
Community is woven into daily life at Hydrostone Academy. Our students learn in relationship—with their teachers, with one another, and with the broader world around them. They learn how to collaborate, how to resolve conflict, how to show up for others, and how to belong. Our arts programming connects head, heart, and hands, offering students both an expressive outlet and a way to deepen their understanding across disciplines. It provides an essential balance—an out-breath—to the academic in-breath of learning.
Our commitment to culturally sustaining academics ensures that students see themselves reflected in what they learn, while also developing respect and curiosity for perspectives beyond their own. We strive to nurture thoughtful, compassionate young people who move through the world with empathy, confidence, and purpose—children who carry love and light forward into their communities.
The best way to understand Hydrostone Academy is to experience it. We warmly invite you to visit, ask questions, and see for yourself the care, intention, and joy that fill our classrooms and outdoor spaces every day.
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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).
Using a liberal arts approach, the curriculum integrates the five pillars of mindfulness, outdoor education, the arts, community and culturally sustaining academics. Many of the school projects for students tie together aspects from the different subjects. There is a lot of creativity and exploring in the sciences, and the development of experimentation and technique in the arts.
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.
The approach to mathematics is to guide students learning by offering engaging and thoughtful opportunities to learn new concepts, apply skills that are being strengthened in class, and deepen their critical and logical thinking skills when approaching math problems and real world scenarios. Most often, a concept is taught semi-briefly to introduce students to it, then we move onto more discovery style learning where students engage with the concept in various ways such as a game, an interactive task that requires their application of the concept, or practice problems and puzzles. The goal is to lay a foundation of understanding, then let the student build upon it to the best of their ability, while also meeting students where they are at using leveled assessment options, multiple approaches to a task, and supporting students one-on-one when needed. We also regularly factor in opportunities to work on mental math skills.
While textbooks aren’t a major component of courses, they are used as references/guides: Grades 6-9 (Math Makes Sense 6-9) Grade 10 (Foundations and Pre-calculus Mathematics 10) Grade 11/12 - No proper textbook
In middle school, when focusing on building conceptual understanding, calculators are often used to keep the focus on building understanding. In high school, calculators are often used as a tool for students to perform more complex calculations, while evaluation is on the communication and demonstration of understanding the topic.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Our early literacy program is grounded in a balanced literacy approach, but the first year of formal academics places a stronger focus on phonics-intensive instruction. In grade one, students learn individual letter sounds and spend significant time reviewing and blending them together. Letters are often introduced in creative, engaging ways (for example, through stories, related drawings, games or dramatic play). Alongside this phonics work, students are immersed daily in whole-language experiences such as morning messages, shared poems, guided-reading groups, and read-aloud novels. During reading instruction, students are encouraged to sound out words while also considering what makes sense within the context of the text.
No
Occasionally we assess letter-sound knowledge; otherwise we observe strengths and errors in students’ abilities and base lessons off that.
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
Invented spelling is encouraged in the early years. Grammar and spelling is also taught but this is done separately from independent writing, as we do have the goal to have children see themselves as capable writers and do not want them to feel the need to stop and ask for help each time they are unsure about the spelling of a word.
Inquiry
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
The curriculum continues to expand into social justice, while keeping some of the traditional approaches like familiarizing students with challenging, classical texts. For example, we still read some of the Epic of Gilgamesh, some Shakespeare, etc. but we also have some contemporary works and graphic novels.
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
Core Knowledge
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).
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).
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
The French program is primarily based on a communicative approach, with a strong emphasis on interaction and authentic language use. However, it also remains very well balanced, incorporating a wide range of activities designed to develop all aspects of language learning: listening and reading comprehension, spoken and written expression, as well as cultural understanding.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
Information not available
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
Technology is integrated across all subjects in meaningful, curriculum-aligned ways for research, writing, presentations, coding, web design, robotics, video creation, podcasting, stop-motion animation, and game development. Technology can be a helpful tool; however, creativity without technology is essential because it strengthens the foundational skills that digital work relies on. When students think, design, build, imagine, and problem-solve using only their minds and physical materials, they develop cognitive flexibility, perseverance, and the ability to generate original ideas without relying on templates or automation. These “analogue” creative experiences help students slow down, reflect, and take ownership of their thinking in ways that screens shortcut. They deepen sensory, spatial, and interpersonal skills that are critical for drama, writing, and artistic expression. Once students have built internal creative capacity, technology becomes a powerful extension of their imagination rather than a substitute for it. Non-digital creativity ensures that students remain thinkers first and tool-users second.
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Pre-Primary is a warm and nurturing environment that serves the developmental needs of three to five-year-old children. The curriculum is delivered through the classroom environment, materials and daily activities. All areas of child development are considered important. Our goal is to create a classroom culture where children are able to experience their wisdom and vitality. Rhythms and cycles are a constant part of nature and human life. The classroom routine works in harmony with daily, weekly and seasonal rhythms. Stories, songs, verses and other classroom activities enrich the experience of the seasons as well. Seasonal festivals and events provide an opportunity for parents, friends and the larger community to join in celebrating with students.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
One of our Five-Pillars is Culturally Sustaining Academics, which is acknowledging and honouring diverse cultural backgrounds, histories, and perspectives, culturally sustaining academics foster an inclusive and equitable educational experience for all students. We recognize the unique strengths and needs of each student. While we have limited resource support, we prioritize student well-being by maintaining smaller class sizes and creating calmer, lower-sensory learning environments. Our school community is dedicated to empowering students and celebrating their individual talents.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our Five-Pillars (Mindfulness, Outdoor Education, Community, Arts Education, and Culturally Sustaining Academics) provide a solid foundation for holistic development, interconnectedness, and a sense of purpose, preparing students to navigate an ever-changing world with resilience, empathy, and a lifelong love of learning.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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
Information not available
Information not available
In addition to small class sizes, we offer support services to students with their academic and personal development: Counselling Services: We have an in-house Counsellor at our school who support students’ mental health needs throughout the year. While also providing group opportunities for student engagement, enhancing their emotional and social well-being. Resource Support: In our upper school, teachers are equipped to offer one-on-one support to students through resource programs. This individualized attention helps address specific learning needs and supports students in achieving their academic goals. These services are designed to ensure that every student has the support they need to thrive in a nurturing and effective learning environment.
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
SK - 12
18%
39%
$900
$2,000
0%
50%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 12
No
No
No
No
No
No
No
No
No
No
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
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
For many families, investing in an independent school education is a big decision. We are here to help you decide if our school is right for your child. Please complete an Admissions Inquiry Form to start the conversation and book a tour.
Admissions at Hydrostone Academy
We believe that finding the right school is an important journey, and we’re here to support you every step of the way. Our admissions process is designed to ensure that Hydrostone Academy is the best fit for your child and family.
What to expect:
Once accepted, you’ll have two weeks to finalize your enrollment. We look forward to welcoming you to our community!
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