531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
139 Banbury Rd, Oxford, Oxfordshire, OX2 7AL, United KingdomIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
139 Banbury Rd, Oxford, Oxfordshire, OX2 7AL, United Kingdom
5,693.0 km
3,577.8 km
1953
1953
450
276
JK to 12
10 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
15
9
Learning, Developmental, Behavioral
$10,000 to $16,000
$57,830
$123,525
Yes
No
18%
0%
JK to 12
None
$900
$0
30
92
0%
82%
0%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 10 - 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.
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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
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"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."
"St Clare’s, Oxford offers a distinctive sixth form experience as England’s oldest IB World School. With students from over 50 countries, we combine academic excellence with a truly international outlook. Our university-style environment develops independence, leadership, ambition and global awareness. Expert teachers, outstanding IB results and exceptional university guidance empower students to think critically, embrace challenge and shape their own future with confidence."
"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."
"St Clare’s stands apart through its long-standing expertise as England’s oldest IB World School. This is not just delivery of the IB curriculum, but active contribution to it - our educators train IB teachers globally and shape best practice, ensuring classroom teaching is at the forefront of international education. We combine this academic rigour with a university-style environment in Oxford that actively builds independence, leadership and intellectual curiosity. Students are trusted to manage their learning, supported by exceptional teaching, pastoral care and personalised academic guidance. Our global community of 50+ nationalities brings internationalism to life daily, while structured leadership and enrichment programmes develop decision-making, collaboration and ethical responsibility. The outcome is students who consistently outperform global IB averages, secure top scores, and progress confidently to leading universities worldwide with independence and purpose."
"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."
"St Clare’s has made clear, intentional choices to prioritise depth over breadth, independence over management, and academic challenge over uniformity. As the oldest IB World School in England, we focus exclusively on the International Baccalaureate rather than multiple exam systems. This means everything - teaching, expertise, resources - is dedicated to doing one thing exceptionally well. We trade tight control for trust, giving students real autonomy to manage their learning, time, and priorities, with guidance rather than constant direction. While less structured than traditional models, this approach builds the independence, resilience and self-discipline needed for top universities and beyond. Finally, we prioritise stretch and ambition over comfort and standardisation, encouraging students to think deeply, take intellectual risks, and step beyond familiar boundaries - resulting in outstanding outcomes and globally competitive graduates ready to thrive anywhere in the world."
"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"
"St Clare’s was founded in 1953 by Anne Dreydel OBE and Pamela Morris, two visionary educators who believed that education could bridge divides and build a more peaceful world. Shaped by Anne’s experience of surviving a wartime bombing that left her paralysed, the school was established with a powerful mission: to advance international education and understanding.
What began as an effort to bring young people from across post-war Europe together evolved into one of the world's leading IB schools and the oldest IB World School in England. Yet our founding purpose remains unchanged. Internationalism, open-mindedness and academic excellence continue to define our community. We challenge students to think independently, embrace different perspectives and engage with the world beyond themselves. More than 70 years on, our history is not simply part of our story - it actively shapes the globally minded, ambitious and compassionate young people we educate today."
"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."
"St Clare’s is a place for students who are curious, ambitious and ready to embrace challenge. The young people who thrive here are open-minded and internationally minded; they value different perspectives, ask thoughtful questions, and are willing to step outside their comfort zones to grow. They are motivated not only by academic success, but by a desire to understand the world and make a meaningful contribution to it.
Students who flourish at St Clare’s enjoy the freedom to think independently and take ownership of their learning. They are prepared to balance autonomy with responsibility and see challenge as an opportunity rather than an obstacle.
The best-fit families share these values. They seek an education that develops character as well as academic achievement, prioritises global understanding alongside outstanding outcomes, and prepares young people not just for university, but for life in an interconnected world."
"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."
"St Clare’s may not be the right fit for families seeking a highly traditional, closely supervised school experience with rigid structures and constant direction. Our university-style environment gives students increasing autonomy and expects them to take responsibility for their learning, decisions and personal growth.
Similarly, families looking for a broad range of examination pathways may prefer a school offering multiple curricula. We are unapologetically focused on the International Baccalaureate Sixth Form, valuing depth, critical thinking and global perspectives over choice between qualifications.
Students who thrive here embrace challenge, intellectual curiosity and engagement with people from different cultures. Those seeking a more homogeneous environment, a narrower definition of success, or an education centred primarily on comfort rather than growth may find that our values and approach do not align with their expectations."
"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 St Clare’s because they are looking for more than excellent results; they want an education that prepares their children to thrive in a global, rapidly changing world. They are drawn to our unique combination of academic excellence, internationalism and independence. Many choose us for our unrivalled IB expertise, our consistently outstanding results, and our exceptional university guidance, with 95% of students progressing to their first-choice destination. Just as importantly, they value our diverse community of 50+ nationalities, where global understanding is lived every day rather than taught in theory. Families often tell us they appreciate our university-style approach: the balance of freedom and support, the emphasis on personal responsibility and leadership, and the way students are encouraged to step beyond their comfort zones. They choose St Clare’s because it develops not only successful students, but confident, compassionate and globally minded young adults."
"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."
"St Clare’s is widely recognised as one of the UK's leading IB schools and a pioneer of international education. In the public eye, we are known for academic excellence, outstanding IB outcomes, and our status as the oldest IB World School in England.
Equally, people associate St Clare’s with an open-minded, globally diverse community where students from over 50 countries learn alongside one another. Our Oxford setting, university-style atmosphere, and emphasis on independence create an image of a school that prepares young people not only for top universities, but for life in an interconnected world.
At its heart, St Clare’s is seen as a place for ambitious students who think differently: academically rigorous yet welcoming, internationally minded yet deeply personal, and committed to developing confident, compassionate future leaders."
"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 aspect is the transformative power of the environment we create. Families often recognise our outstanding IB results and university destinations, but may underestimate how those outcomes are achieved: through a culture that develops independence, confidence, wellbeing and global awareness. Learning alongside peers from over 50 nationalities challenges students to broaden perspectives, communicate across cultures and become more open-minded and adaptable. In the process, students form deep friendships that span continents and last a lifetime. Likewise, the autonomy students are given is not simply a lifestyle choice; it is a deliberate approach that prepares them for university and adult life. By the time students leave St Clare’s, they have gained far more than excellent grades. They leave as happy, fulfilled young people with the maturity, resilience and intercultural understanding to navigate an increasingly complex world with confidence, purpose and a lifelong global network."
"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."
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"Crawford Adventist Academy has invested in the improvement and expansion of our facilities, including updated classrooms and gymnasiums across campuses. Recent upgrades in technology have enhanced both teaching and student learning. Our music and science programs have been expanded, and new wellness and academic support systems have been implemented to address students’ evolving needs. Additionally, safety and accessibility improvements ensure our campuses remain inviting and secure. These enhancements reflect a continued commitment to high-quality, holistic education."
"Recent developments at St Clare’s reflect our commitment to academic excellence, independence, wellbeing and global readiness. We have significantly expanded our co-curricular provision, strengthening leadership and enrichment programmes alongside a more structured careers programme that provides earlier, more personalised guidance for university, internships and future pathways.
Our IB offer has also been enhanced, including the introduction of new subjects such as Computer Science and greater flexibility in allowing students to study popular subjects at both Higher and Standard Level.
Pastoral and academic support has been further strengthened through a refined leadership structure, including a Head of Boarding to oversee student wellbeing and a Head of Year system to support academic progress and personal development. Together, these changes ensure a more connected, supportive environment that still prioritises independence, responsibility and growth."
"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, St Clare’s will continue to strengthen its distinctive IB Sixth Form through expanded enrichment, leadership and careers programmes, offering more opportunities for global engagement, mentoring and real-world experience. We will further develop our alumni, university and employer networks to enhance guidance and pathways, while broadening IB subject options in response to student interests and global change. Throughout, our focus remains consistent: deepening independence, academic excellence, wellbeing and international understanding so students are fully prepared to thrive in a changing world."
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Welcome to St Clare's, Oxford!
Founded in Oxford after the Second World War by Anne Dreydel and Pamela Morris, our mission was clear from the beginning: to advance international education and understanding.
This vision, of fostering peace and progress through shared intercultural understanding, remains as important today as it was in 1953.
Today, we are proud to realise our mission by providing an outstanding international education for students at several different stages of their lives.
As the oldest IB World School in England, we are specialists in preparing students aged 15–18 for success at leading universities worldwide. Our expert teaching, personalised support and rich extracurricular programme help students achieve outstanding results while developing confidence, leadership and independence.
Our International College offers further education for older students and adults, including a university foundation programme, study abroad programmes for undergraduates, and specialist English and academic courses.
In the summer, we welcome students of all ages to our vibrant and long-established Summer School. For many decades we have been seen as one of the top summer schools in the UK because our team combines an academically stretching programme on our beautiful campus with an exciting enrichment programme of trips and activities.
We also understand the need to have the very best teachers. As a highly-respected IB World School, we organise an annual programme of teacher training on behalf of the International Baccalaureate Organisation delivered by IBO-certified workshop leaders: each year teachers travel from all over the globe to take teacher training workshops at St Clare’s to improve their practice. We also run bespoke teacher training courses for teachers from different countries, as well as CELTA and DELTA courses to help equip the next generation of EFL educators with the skills to teach effectively across the globe.
Whatever your path - Sixth Form, further study, or a short course - you will find an inclusive, supportive and ambitious environment. Our students leave St Clare’s with more than excellent grades: they gain resilience, independence, lifelong friendships and the confidence to shape a better world.
It is a privilege to be part of every student's journey.
Welcome to St Clare's, where you can unlock a world of opportunity.
Liberal Arts
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Information not available
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.
St Clare’s IB Mathematics programme most closely aligns with an equal balance of traditional and discovery approaches. Students develop strong procedural fluency through clear teaching of core methods and regular practice, particularly at Higher Level where rigour and accuracy are essential. At the same time, they engage in conceptual and inquiry-based learning, applying mathematics to unfamiliar problems, modelling, real-world contexts, and investigation tasks typical of the IB. This combination reflects the IB ethos: ensuring students are confident with foundational techniques while also being able to reason, problem-solve, and transfer knowledge across contexts.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
St Clare’s IB Sciences most closely reflect an equal balance of expository and inquiry approaches, in line with the International Baccalaureate framework. Students build a strong foundation of scientific knowledge through structured teaching, clear explanation of key concepts, and regular assessment to ensure secure understanding of core content across Biology, Chemistry, Physics and Computer Science. Alongside this, students engage extensively in inquiry-based learning through practical laboratory work, investigations, and the IB Internal Assessment. They are encouraged to design experiments, analyse data critically, and apply scientific thinking to real-world contexts. This balance ensures students are both confident in essential scientific theory and skilled in the processes of scientific investigation, developing the analytical, experimental, and evaluative skills needed for success in higher education and global scientific fields.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
St Clare’s IB Literature programme most closely reflects an equal balance of traditional and socially engaged approaches, consistent with the IB Language and Literature course. Students develop strong analytical and interpretive skills by studying a wide range of canonical and contemporary texts, focusing on language, structure, themes, and authorial craft. Close reading, essay writing, and discussion remain central to developing rigorous critical thinking and communication skills. Alongside this, students are encouraged to explore how texts relate to broader social, cultural, and global contexts. They examine perspectives, representation, and power in literature, and connect texts to real-world issues and lived experience, fostering empathy and critical awareness. This dual approach ensures students appreciate literature both as an art form and as a lens through which to understand the world, preparing them for further academic study and for thoughtful, engaged global citizenship.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
St Clare’s IB Humanities and Social Sciences programme reflects an equal balance of perennialist and pragmatic approaches, consistent with the IB framework. Students engage with major historical, philosophical and theoretical ideas through subjects such as History, Economics, Psychology, Geography, Business and Politics, developing strong disciplinary knowledge, analytical thinking and the ability to construct evidence-based arguments through essays, debate and critical discussion. At the same time, learning is consistently connected to contemporary global issues. Students apply concepts to real-world contexts such as inequality, sustainability, political systems, economic development and human behaviour, often through case studies, inquiry-based tasks and collaborative projects. This balance ensures students develop both intellectual depth and practical relevance: they understand enduring “big ideas” while also applying their learning to today’s world. The result is confident, globally aware students who can think critically, communicate persuasively, and engage meaningfully with complex social, political and economic challenges.
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.
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St Clare’s foreign languages programme most closely reflects a communicative approach, aligned with the IB emphasis on real-world language use and intercultural understanding. Students learn through authentic contexts, developing fluency and confidence in speaking, listening, reading and writing. Lessons prioritise interaction, discussion, collaborative tasks and engagement with cultural materials such as literature, media and current affairs, rather than rote repetition alone. While structured practice and accuracy remain important, students are encouraged to use language meaningfully and spontaneously, building confidence to communicate in real-life situations. With over 20 languages offered across the curriculum and wider enrichment opportunities, students are immersed in linguistic and cultural diversity. This supports the development of global awareness, adaptability and intercultural competence, ensuring language learning is both academically rigorous and practically relevant. The result is students who are not only proficient in multiple languages, but also confident communicators able to engage meaningfully in an interconnected world.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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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St Clare’s fine arts programme most closely reflects an equal balance of receptive and creative approaches, in line with the IB Arts curriculum. Students engage both in the study and appreciation of artistic works, movements and contexts across visual arts, music and theatre, developing critical understanding of technique, style and cultural significance. This receptive element builds analytical awareness and informed appreciation of the arts. Alongside this, students are actively engaged in creating and performing their own work. Through studio practice, composition, rehearsal and production, they develop technical skills, creativity and personal artistic expression, supported by reflective practice and critique. This balance ensures students are both knowledgeable about the arts and confident in producing original work. The result is creative, reflective and internationally minded students who understand the arts as both a cultural language and a means of personal expression.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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St Clare’s makes purposeful use of technology across the curriculum to enhance learning, research, collaboration and communication, while maintaining a strong emphasis on subject knowledge, critical thinking and human interaction. Digital tools are used regularly in the IB Diploma Programme for research, essay writing, data analysis, presentations and creative production. Students develop strong digital literacy through platforms used for coursework, collaborative projects, and the IB Core, including the Extended Essay and Theory of Knowledge. In addition, students studying Computer Science engage in more specialised, in-depth digital learning, including programming, computational thinking and problem-solving. Technology is also integrated into wider aspects of school life, supporting independent study, university applications and careers guidance. However, it is used as an enabling tool rather than a central focus, ensuring that strong academic relationships, discussion, experimentation and independent thinking remain at the heart of the learning experience.
Web design
Robotics
Computer science
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St Clare’s approach to physical education is rooted in participation, wellbeing and personal development rather than competitive sport alone. Through the IB framework, students are encouraged to stay active and develop lifelong habits of health, resilience and balance alongside their academic studies. Physical activity is embedded within the wider CAS programme, particularly the “Activity” strand, where students are expected to engage regularly in physical pursuits. This may include team sports, fitness training, recreational activities or outdoor challenges, supported by structured opportunities within and beyond timetabled sessions. The emphasis is on inclusion, enjoyment and personal progress, ensuring all students - regardless of ability or sporting background - can participate meaningfully. Students are encouraged to set goals, reflect on their progress and understand the connection between physical wellbeing, mental health and academic performance. Overall, physical education at St Clare’s supports the development of balanced, healthy and resilient young adults.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Regular guided independent study is central to the IB Sixth Form, with students expected to manage significant self-directed work for coursework, the Extended Essay and university preparation. Differentiated instruction ensures teaching is adapted within Higher and Standard Level pathways, providing appropriate challenge, support and stretch for each student.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
St Clare’s exists primarily to develop intellectually strong, independent and critical thinkers through the rigour of the International Baccalaureate Diploma Programme. Academic depth, curiosity and disciplined inquiry are at the heart of our educational purpose, supported by expert teaching and a culture of high expectations. Alongside this, we place strong emphasis on social development, preparing students to become globally aware, responsible and collaborative individuals. Living and learning within a diverse international community, students are encouraged to understand different perspectives, communicate across cultures and engage thoughtfully with global issues. Together, these priorities shape students who are not only academically accomplished, but also open-minded, socially conscious and prepared to contribute meaningfully to an interconnected world.
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
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
18%
0%
$900
$0
0%
0%
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 10 - 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.
St Clare’s looks for students who are curious, ambitious and intellectually engaged, with a genuine desire to be challenged. Successful applicants are open-minded and internationally aware, and are motivated by more than grades alone - they are interested in ideas, global issues, and different perspectives. We seek students who are independent and responsible, able to manage their learning and time effectively within a demanding IB Sixth Form environment. They should be willing to step outside their comfort zone, ask questions, and take ownership of their progress. Equally important is character: students should be respectful, collaborative and willing to contribute positively to a diverse international community. As we welcome students from over 50 countries, openness, empathy and adaptability are essential. Ultimately, the students who thrive at St Clare’s are those who embrace challenge, value independence, and want to grow academically, personally and globally in preparation for university and life beyond school.
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
Send an email or call our Admissions Team if you would like to discuss your application or if you have any questions. Alternatively, complete the enquiry form below and a member of our Admissions Team will be in touch with you shortly afterwards.
Please send us your school reports / academic transcripts for the last 2 years (we also accept SSAT scores if you are applying from the USA). If these are satisfactory, we will send you the online application form.
Complete and submit the online application form and registration fee. This form must be completed before continuing with the admission process.
We will invite you and your family for a campus tour and you will attend an interview with the Vice Principal or another senior member of College staff. The tour will include visiting classes, residential accommodation and other facilities and you will have the chance to meet and chat to current students. If you are unable to visit us in Oxford, you can take our 3600 virtual tour online and attend your interview online.
If successful, you’ll receive a verbal offer after the interview, followed by written confirmation shortly afterwards. The offer letter explains how to accept your place and an exciting new chapter in your life begins!
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