531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
5,693.0 km
7,665.0 km
1953
1930
450
1202
JK to 12
K to 12
Coed
Boys
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Traditional
15
18 to 22
Learning, Developmental, Behavioral
$10,000 to $16,000
$33,300 to $34,300
$70,000 to $94,800
Yes
Yes
18%
8%
JK to 12
4 to 12
$900
$17,500
30
92
0%
7%
0%
0%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Feb 01, 2019
Yes: grades JK - 12
Yes: grades 1 - 12
No
Yes: grades 4 - 12
information not available
“In short, the school wants to shape not just the boys who attend, or even the local community, but the world we live in.”
“Teachers at St. George’s quote the common saying in academics: They aren’t teaching math; they’re teaching students. And the school doesn’t just say it—it is baked into St. George’s infrastructure.”
“The school’s approach to learning is holistic to ensure a well-rounded experience.”
Read The Our Kids Review of St. George's School
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 reportDriven by the mission of educating young men who become impactful leaders and community partners, St. George’s School maintains a strong and lively academic culture, enriched with experiential opportunities and a significant number of Advanced Placement (AP) courses. The school's motto, "Building fine young men. One boy at a time," reflects its dedication to individualized attention and holistic development. The school's environment integrates modern, eco-friendly facilities with a focus on natural light and fresh air ventilation. Co-curricular programs are diverse and mandatory, encouraging students to explore various interests, from sports to arts. The boarding program helps to maintain a close-knit community, with activities that leverage Vancouver's local amenities. Boarding students, alongside over a dozen house parents, participate in weekend activities and overnight trips, promoting a sense of extended family. St. George's School aims to shape confident, capable, and compassionate young men who are well-prepared to make meaningful contributions to the world.
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
"One of my favourite aspects of St. George's is the community we have."
Matthew O'Leary - Student (Dec 18, 2024)
I love everything about St. George's School. As a lifer, which means I've been at Saints for all 12 ... View full review
"They truly create an environment where students feel supported academically, socially, and personally."
Timothy Trinh - Student (Jan 06, 2025)
My experience at St. George's School has been amazing, and I truly feel like I couldn't have asked f... View full review
"At St. George’s, the academic work feels well-balanced, challenging us without overwhelming us."
Ziming Wang - Student (Jan 06, 2025)
Joining St. George’s in Grade 7, I’ve had the privilege of experiencing the unique and supportiv... 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."
"Founded in 1930, St. George's School is a world-class boys school in Vancouver offering a Day Program for students in Grades KG–12 and a Boarding Program for students in Grades 8–12. With a strong emphasis in character development, the school is known for its breadth and depth of curriculum, with over 50 academic electives (25 APs), 40 athletic options, and 50 clubs. A dedicated guidance department ensures that each year, 100% of the graduates are accepted to universities around the world."
"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. George’s School knows boys. For nearly 100 years, we have focused our efforts on building the best learning environment for boys to excel both academically and socially. This focus is evident in our teaching and learning approaches that recognize the different ways that boys learn, with emphasis on role models, active movement, and character development.
In addition, our reputation and history connects our students to a network of mentors and alumni throughout the city and the world that ensures a strong foundation of brotherhood and belonging.
Finally, thanks to our considerable resources in course options, athletic, and co-curricular experience, we provide an education that is uniquely tailored to each student and a commitment to future-readiness as a modern boys’ school."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"At St. George’s School, we prioritize collective experiences. We foster a community enriched through shared adventures and discoveries. All students contribute to Arts Week, grade-wide Outdoor Education Trips, and are committed to co-curriculars extending beyond the traditional school day. Personalization requests, like missing parts of the school day, school calendar, or seeking exemptions from community-based activities aren't supported. Even our flagship Varsity sports operate for two out of three terms. This allows athletes time during the ‘off-season’ for self-discovery in new areas. Families enrolling at St. George’s School share a deep belief in the transformative power of collective experiences for boys."
"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"
"The identity of St. George’s School has evolved through several key moments. All of them, however, are rooted in the school’s founding vision in 1930, and the core mission of character-based, all-boys education in the heart of Vancouver. In 1979, the Junior School campus, with its heritage architecture, was added. The school has provided boarding for Gr.8-12 since inception, and this expands the school's global reach and builds diverse perspectives and enriches student life. More recently, the development of a bold 10-year strategic plan and the construction of new state-of-the-art Senior School buildings represent a renewed commitment to innovation, accessibility, and future-readiness, which ensures the school evolves while remaining connected to its founding values."
"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 St.George’s School are those who embody our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience.
Boys who are a good match for the school are those who are collaborative and able to work effectively in teams. Creativity is highly valued, so students who are original thinkers and can adapt to various situations thrive in our environment. Additionally, we look for inquisitive minds — students who are curious and eager to explore knowledge deeply and critically. A sense of courage is also essential; we want students who are ready to take on challenges and approach obstacles with resilience and determination.
All things considered, a good fit for our school is a boy who is ready to make a positive impact and possesses the qualities of collaboration, creativity, curiosity, and courage."
"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."
"One of the many strengths of St. George’s School lies in our breadth of program and the vast array of opportunities that we offer our students. For this reason, a family who is considering our school for a singular or very specific reason may not find what they are looking for. A student who is highly specialized in a sport or program that we do not offer may struggle to connect. We have high expectations of our students to try their best not only in their academics, but also in the larger School community. A successful student at St. George’s School is open to experiencing all that we have to offer, and who is willing to take risks, try new things, and explore. Students who participate and engage in our programming will also find a sense of belonging here quickly. Families who have expectations around routinely pulling their son away from the school day for commitments outside of St. George’s School may find that challenging."
"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. George’s School because of the school’s holistic commitment to excellence, which includes the academic, personal, and social domains. Parents are drawn to the individualized attention each boy receives, the strength of the school's character education, and the breadth of co-curricular options. The school’s long-standing reputation, global alumni network, and modern yet grounded approach to boys’ education further make it a compelling choice. Many families mention the strong sense of community, high levels of care from staff, and the school’s efforts to make boys feel seen, known, and valued. For boarding families, the urban location within Vancouver, alongside the warmth of the residential program, is a particular draw."
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"When people think of St. George’s School, they often think of boys in uniform. They might picture our castle school, and they are likely aware of the high standards we hold for all that we do, from admissions to academics.
As the only non-denominational all-boys independent school in Vancouver, in operation for nearly 100 years, the school has a reputation of tradition and prestige. It is known for its location on the westside of the city, near the picturesque forest of Pacific Spirit Park, and down the street from UBC. With this history and place in the city, we know that it also comes with some stereotypes: that the School is exclusive and impossible to get into. The reality is that St. George’s is striving to be a destination for students from all corners of Vancouver, with extensive Financial Assistance, and an admission process that is welcoming and inclusive. We hope for the next 100 years, Saints will continue to be known as the best destination for boys in Vancouver."
"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 underappreciated aspect of St. George’s School is the depth of its mentorship model. Going beyond formal advising and counselling, every student is deeply known by multiple educators across teaching, coaching, and co-curricular contexts. This level of relational care, combined with a culture that encourages openness, creates an environment where boys feel safe to be themselves, take risks, and thrive. While the school is often recognized for its academic and athletic excellence, it is this web of intentional relationships that most deeply supports boys through their formative years."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"Families are often surprised by how warm, expressive, and emotionally mature the students are. In a single day, you might see boys in uniform playing rugby and then enthusiastically working on pottery or performing in a jazz band. The absence of gendered expectations allows boys to explore interests more freely and form deeper friendships. Another surprise is how tradition coexists with innovation: from Remembrance Day ceremonies in a historic chapel to hands-on projects in cutting-edge learning spaces. And despite the school’s reputation, many families are surprised by how welcoming and down-to-earth the community feels."
"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."
"Recognizing the challenges that adolescents, are facing in a rapidly changing and complex society, St. George’s School is re-doubling its efforts to focus on values and character development — values such as resiliency and responsibility are more important now than ever before.
Ensuring that students have a wide range of activities to express themselves and build their identity has been a focus for the school for the past several years. Whether this has been through increasing the number of sports activities or the range of clubs, the school is determined to have the largest Co-Curricular program in the city.
Finally, the accessibility of the school continues to be a focus for the school, an example of this is the school’s commitment to providing expanded financial support. Now all entry grades, with the exception of Kindergarten, are eligible to apply for financial assistance."
"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."
"It is an exciting time at St. George’s School. In the coming years, we are excited to continue evolving and enhancing our educational experience guided by our Mission of “Building Fine Young Men, One Boy At A Time”, and the goals outlined in our Strategic Plan.
We’re extending learning beyond our campus through bold partnerships in our city and beyond. These collaborations will offer students unique, hands-on learning experiences that connect them with the broader community and global issues.
Our focus on stewardship means we’ll foster a diverse and inclusive community, helping students appreciate different perspectives. We aim to lead in boys' education by promoting sustainability, innovation, belonging, and future-readiness.
Finally, our new state-of-the-art senior school buildings opening in 2024 will reflect our commitment to excellence. These modern spaces will provide an inspiring learning environment."
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Building Fine Young Men... One Boy at a Time.
I am really glad that you are taking the time to find out about our School. It’s a community we care deeply about and an environment we believe our boys thrive in.
I’d value the opportunity to share two foundational pillars of our School through which I believe you will have the best chance to understand the essence of Saints.
Firstly, I’d like to share our Mission; it’s our purpose, it’s what drives us. It is contained in two short phrases:
Building Fine Young Men... One Boy at a Time.
Building Fine Young Men... The first phrase reflects the truth that we are involved in future-facing work. We are passionately committed to the difficult but vital endeavour of nurturing, over time, a graduate who has the nuanced attributes to step into an increasingly complex world as a good man, a man ready, a man able to succeed excellently in his chosen arena, and a man who holds a foundational responsibility to contribute to and uphold his communities and his society. Our world desperately needs fine young men, and we are resolute in our desire to support each of our boys in his journey towards manhood.
One Boy at a Time. The second sentence reflects our understanding that each boy is wonderfully unique, that each boy holds a series of identities, histories, interests, strengths, fears, and hopes that are specific only to him. To allow each unique boy the very best chance to uncover his fullest potential requires him to first feel that he belongs and secondly to know that he is surrounded by trusted relationships with people who seek to understand and care for him. It is our belief that when a school community has relationships at its centre, a boy can find his personal confidence: confidence to try, fail, try again, and, over time, explore and develop into his own actualized version of a fine young man. It is tender work. There are infinite ways to be a boy, and we celebrate and support them all. All boys can find their path at St. George’s, where a beautifully diverse array of good men can grow. It is what our world urgently requires.
Take a closer look. Come and visit St. George’s School! We look forward to welcoming you to our community.
Best wishes,
David Young
Head of School
Sine Timore aut Favore (Without Fear or Favour)
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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St. George's School is Canada’s World School For Boys: There is compelling research evidence to suggest boys and girls learn differently. We are a school that focuses on the specific needs of boys while ensuring that each of our students has a global mindset. St. George's School is Committed to Authentic Learning: Using approaches like Harkness and project-based-learning, our students are consistently shown how to apply learning in real life, problem-solving contexts as they seek authentic connections between their curricular and real world problems. Our Boarders Benefit from an Urban Boarding Program: Being a boarder at St. George’s does not mean being isolated. Our boarders, who come from 20+ countries worldwide, interact with over 750 local day-students while they enjoy all of what Vancouver has to offer — whether urban, cultural, or outdoor. Our Boys Lead from Within: Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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.
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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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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.
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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
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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative 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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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Web design
Robotics
Computer science
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Montessori
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.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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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.
At the Grade 10 Level, students choose our optional theme-based Majors called “cohort programs” that transcend multiple disciplines including: Science and Technology and Outdoor Education.
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”.
Our mission is Building Fine Young Men. One Boy at a Time. At St. George's School, every student is encouraged to explore new opportunities and take on challenges in their learning. We are a community that inspires our students to grow in mind, heart, body, and spirit. With a wide variety of courses, clubs, arts, and athletic options, students find and pursue their passions.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
“Making a positive difference to your community.” That’s how we define leadership at St. George’s. Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| 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
4 - 12
18%
8%
$900
$17,500
0%
0%
Rolling
Not available
Not available
Feb 01, 2019
Yes: grades JK - 12
Yes: grades 1 - 12
No
Yes: grades 4 - 12
No
Yes: grades 6 - 12
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
Application requirements varied by grade level. For specific details for each grade, please refer to www.stgeorges.bc.ca/admissions
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