531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
977 Pantera Drive Unit 2, Mississauga, Mississauga, Ontario, L4W 2W6, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
977 Pantera Drive Unit 2, Mississauga, Mississauga, Ontario, L4W 2W6, Canada
5,693.0 km
5,702.2 km
1953
2010
450
200
JK to 12
1 to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Traditional
Traditional, International Baccalaureate
15
10 to 15
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$10,000 to $16,000
$14,800 to $16,800
Yes
No
18%
0%
JK to 12
None
$900
$0
30
17
0%
0%
0%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
information not available
information not available
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportUSCA is a full-service international school teaching to the Ontario curriculum. Class sizes are small, allowing for personal instruction, and with an enrolment of 200, students are known, and feel a part of the school community. The campus is proximate to key international travel hubs, as well as all of the key municipal services of the city of Mississauga, including city hall, the art gallery, and the Living Arts Centre. It’s very much a preparatory school in the traditional sense in that the goal is to help students gain acceptance to the university of their choice, and to thrive once there. And USCA has a proven track record of doing precisely that.
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
information not available
"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."
"USCA Academy is a leading international school and private school, situated in Mississauga, Toronto, Ontario. We offer a wide variety of programs ranging from G1-12 Ontario Secondary School Diploma Program, OSSD, G9-12 University Preparation Program Elementary School Program(G1-8)"
"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."
"Global Citizenship and Cultural Diversity
USCA Academy celebrates cultural diversity and fosters a global perspective, creating an inclusive community where students from various nationalities learn and grow together. We emphasize global citizenship through international days, cultural fairs, and exchange programs. Our curriculum and extracurricular activities promote inclusivity, respect for different cultures, and a deep understanding of global issues. Students develop a global mindset, cultural sensitivity, and the ability to collaborate effectively with peers from diverse backgrounds. This prepares them for success in a globalized world, equipping them with the skills to navigate and thrive in diverse environments."
"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 USCA Academy, our commitment to core values involves deliberate tradeoffs. We prioritize personalized learning over standardization, offering tailored education plans but requiring more resources and limiting a one-size-fits-all approach. Emphasizing community and collaboration over competition fosters teamwork and reduces stress but places less focus on individual rankings. Our holistic development approach encourages diverse extracurricular participation at the expense of deep specialization. Balancing tradition with innovation integrates modern teaching while respecting classical methods. Focusing on global citizenship over local traditions enhances cultural sensitivity but may reduce local community emphasis. Encouraging creativity within a structured framework balances discipline and innovation but can challenge maintaining strict discipline. Lastly, promoting individual growth within a community context fosters empathy and responsibility but might highlight individual achieve"
"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"
Information not available
"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 will get the most out of USCA Academy are those with a curiosity and enthusiasm for learning, who thrive in a personalized, student-centered environment. They benefit from tailored education plans and opportunities to explore their interests deeply. Collaborative and team-oriented students will excel in our inclusive community, appreciating the emphasis on teamwork and communication skills. Adaptable students who are open to new experiences, including diverse extracurricular activities, will make the most of our holistic approach. Families who best match our school have a mindset that values personalized education, holistic development, and a balance between tradition and innovation. They expect a nurturing environment that fosters both academic excellence and personal growth. These families support their children’s involvement in a wide range of activities and prioritize long-term success over immediate competitive achievements. They understand and appreciate the tradeoff"
"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."
"USCA Academy is committed to delivering a personalized, holistic education, but we recognize that our approach may not suit every family. Here are the conditions under which we might advise against choosing our school:
Highly Competitive Environment
Families seeking a highly competitive academic environment focused on rankings and individual awards may not find our collaborative approach satisfying. Our emphasis on teamwork, community, and mutual support means we prioritize collective growth over individual competition. These families may want a more intense focus on academic accolades and standardized test scores, which we do not emphasize. Local Focus Over Global Perspective
Those prioritizing local traditions and community engagement over a global perspective might find our commitment to global citizenship and cultural diversity less appealing. We emphasize international experiences and cultural sensitivity."
"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."
"High University Acceptance Rate
Best Teachers"
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"In the public eye, the most prominent feature of USCA Academy is our commitment to global perspectives and international diversity. When people think about USCA Academy, they often envision a culturally rich environment where students from around the world come together to learn and grow. This image is deeply connected to our brand identity, emphasizing:
Global Perspectives: USCA Academy is known for its strong emphasis on global citizenship. Our curriculum integrates international viewpoints, preparing students to understand and engage with global issues. This focus ensures that students develop a broad and informed worldview, essential for success in today's interconnected world.
International Diversity: Our school is recognized for its diverse student body, representing multiple nationalities and cultures. This diversity creates a vibrant learning environment where students gain first-hand experience with different cultures, fostering mutual respect and understanding."
"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."
Information not available
"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."
Information not available
"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."
"At USCA Academy, our commitment to global perspectives and international diversity has driven several recent, concrete changes and improvements. These decisions not only reinforce our brand identity but also provide tangible examples of how we are enhancing our educational environment to better serve our students and community.
Enhanced Global Curriculum
Recent Change: We have revamped our curriculum to include more global studies courses and international perspectives across subjects.
Impact: This change ensures that students are exposed to a broader range of global issues, cultural studies, and international histories, aligning with our commitment to preparing them for a globalized world.
International Student Support Services
Recent Change: We have enhanced our support services for international students, including additional language support, cultural orientation programs, and dedicated counselors.
Impact: These improvements ensure that international students feel welcomed."
"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."
"Advanced Technology Integration
Future Plan: Invest in cutting-edge technology, such as virtual reality and AI, to create immersive learning environments and enhance global connectivity.
Impact: These technological advancements will allow students to experience virtual field trips, international collaborations, and real-time global events, making learning more engaging and expansive.
Expansion of Extracurricular Activities
Future Plan: Broaden the range of extracurricular activities to include more global and cultural programs, international competitions, and global service projects.
Impact: Students will have more opportunities to explore diverse interests, develop new skills, and engage in meaningful global service, enriching their overall educational experience.
xpansion of Support Services
Future Plan: Enhance support services for students, including expanded mental health resources, career counseling with a global focus, and additional academic suppot."
information not available
We welcome all international and local students
Traditional
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.
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.
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.
Ontario Curriculum.
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.
At USCA Academy, our approach to teaching mathematics is centered on fostering a deep understanding and appreciation for the subject across all grades. We employ a progressive curriculum that builds foundational skills in the early years and gradually introduces more complex concepts. Our teaching methods integrate hands-on activities, real-world applications, and technology-enhanced learning to make mathematics engaging and relevant. In lower grades, we focus on developing number sense and problem-solving skills through interactive and exploratory activities. As students advance, we introduce abstract thinking and analytical reasoning with a strong emphasis on algebra, geometry, and calculus. Our small class sizes allow for personalized instruction, ensuring that each student receives the support they need to succeed.
We use textbooks such as "Math in Focus" and "Advanced Mathematics" by Richard G. Brown. Major supplementary materials include Khan Academy, IXL, and Mathletics to provide additional practice and interactive learning experiences.
At USCA Academy, calculators are introduced starting in Grade 6 for specific tasks to enhance understanding. From Grade 9 onward, graphing calculators are required for advanced courses. Emphasis remains on mastering fundamental skills without calculators in early grades to ensure strong mathematical foundations.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
At USCA Academy, our approach to teaching early reading is rooted in a balanced literacy framework. We combine phonics instruction with whole language strategies to ensure students develop strong foundational skills and a love for reading. In the early grades, we emphasize phonemic awareness, phonics, vocabulary, and fluency through engaging and interactive lessons. Our curriculum incorporates a variety of literature to expose students to different genres and writing styles. Guided reading sessions are conducted in small groups to provide targeted instruction and support. We also integrate reading with writing activities to reinforce literacy skills and comprehension.
No
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Information not available
At USCA Academy, our approach to teaching writing in the younger grades emphasizes creativity, foundational skills, and a love for expression. We begin with a strong focus on handwriting, spelling, and sentence structure to build essential writing mechanics. Interactive activities like journal writing, story creation, and picture prompts are used to inspire students and make writing enjoyable. We integrate writing across the curriculum, encouraging students to write in various contexts such as science reports, social studies reflections, and personal narratives. Writing workshops provide opportunities for peer collaboration and individual feedback, fostering a supportive environment where students can share and improve their work. Teachers use mini-lessons to teach specific writing skills and strategies, followed by independent writing time for practice. Regular assessments and personalized feedback help track progress and guide instruction. This comprehensive approach nurtures young writers, helping them develop confidence, creativity, and competence in their writing abilities.
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
At USCA Academy, our approach to teaching science emphasizes inquiry-based learning and hands-on experimentation across all grades. In the early years, we focus on building curiosity and foundational knowledge through interactive activities and simple experiments. Students explore basic concepts in biology, chemistry, physics, and earth science using engaging, age-appropriate materials. As students progress to higher grades, we introduce more complex scientific principles and encourage critical thinking. Our curriculum integrates laboratory work, field trips, and project-based learning to deepen understanding and application of scientific theories. We utilize technology and digital tools to enhance learning experiences and keep students engaged. Cross-curricular connections are made with math and technology to provide a comprehensive understanding of scientific concepts. Regular assessments and individualized feedback help ensure students grasp key concepts and skills. This holistic approach prepares students for advanced studies and fosters a lifelong passion for science and discovery.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At USCA Academy, our approach to teaching literature fosters a deep appreciation for diverse texts and critical thinking skills. In the early grades, we introduce students to classic and contemporary literature through read-alouds, storytelling, and guided reading sessions. These activities help develop comprehension, vocabulary, and a love for reading. As students advance, the curriculum includes a wide range of genres and cultural perspectives to broaden their understanding. We emphasize analytical skills, encouraging students to explore themes, characters, and literary techniques through discussions, essays, and projects. Literature circles and book clubs promote collaborative learning and deeper engagement with texts. We integrate technology to enhance literary studies, using digital resources and multimedia presentations to bring texts to life. Cross-curricular links with history, art, and social studies provide context and enrich students' understanding. This comprehensive approach ensures students develop strong interpretative skills and a lifelong passion for literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Information not available
At USCA Academy, our approach to teaching social studies in the elementary grades emphasizes building a foundational understanding of communities, cultures, history, and geography through engaging, hands-on learning experiences. We start with concepts familiar to young students, such as family, school, and local community, and gradually expand to broader topics, including national and global perspectives. Our curriculum incorporates storytelling, role-playing, and project-based activities to make social studies relevant and interesting. Students explore diverse cultures, significant historical events, and the principles of citizenship through interactive lessons and field trips. We use maps, globes, and digital tools to teach geographical skills and spatial awareness. Critical thinking and discussion are encouraged through inquiry-based learning, where students ask questions, conduct research, and present their findings. Integration with other subjects, like literature and art, provides a multidisciplinary perspective. This comprehensive approach helps students develop a well-rounded understanding of the world and their place in it.
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
ChatGPT At USCA Academy, our approach to teaching the humanities and social sciences integrates history, geography, culture, and civics to provide students with a comprehensive understanding of human societies and their development. We emphasize critical thinking, empathy, and global awareness through inquiry-based learning and hands-on activities. In the humanities, we explore literature, philosophy, and the arts, encouraging students to analyze and interpret human experiences and expressions. Discussions, debates, and projects foster a deep appreciation for diverse perspectives and cultural heritage. In social sciences, we focus on historical events, geographical skills, and the principles of citizenship. Interactive lessons, role-playing, and field trips make these subjects engaging and relevant. Students are encouraged to ask questions, conduct research, and present their findings, developing their analytical and communication skills. Our multidisciplinary approach connects the humanities and social sciences to current events and global issues, preparing students to be informed, thoughtful, and active global citizens.
Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
Information not available
At USCA Academy, our approach to teaching foreign languages emphasizes immersion, cultural understanding, and practical communication skills. Starting in the early grades, students are introduced to foreign languages through interactive and engaging methods such as songs, games, and storytelling, which make learning fun and accessible. As students progress, we incorporate more structured language instruction, focusing on listening, speaking, reading, and writing skills. Our curriculum includes real-life scenarios and conversations to develop practical language use. We use multimedia resources, language labs, and digital tools to enhance learning and provide diverse linguistic exposure. Cultural immersion is a key component, with lessons on the traditions, customs, and history of countries where the languages are spoken. We organize cultural events, language clubs, and exchange programs to give students firsthand experience of the languages in context.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Information not available
At USCA Academy, our approach to teaching the fine arts emphasizes creativity, expression, and skill development across various artistic disciplines. From an early age, students are exposed to a broad spectrum of the arts, including visual arts, music, theater, and dance, through engaging and hands-on activities. In visual arts, students explore different mediums and techniques, such as drawing, painting, sculpture, and digital art. We encourage experimentation and individual expression, allowing students to develop their unique artistic voice. Music education includes learning to play instruments, understanding musical theory, and appreciating different genres and cultures. Regular performances and recitals provide students with opportunities to showcase their talents. Theater and dance programs focus on developing performance skills, creativity, and teamwork. Students participate in productions, workshops, and competitions, building confidence and stage presence.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
At USCA Academy, computers and technology play an integral role in our curriculum, enhancing learning across all subjects. From the early grades, students are introduced to digital literacy, learning essential skills such as typing, online research, and safe internet practices. As students progress, technology becomes a key tool for deeper exploration and understanding. Interactive software, educational apps, and online resources supplement traditional teaching methods, making lessons more engaging and accessible. In subjects like math and science, technology enables complex problem-solving and interactive simulations. We also integrate technology in creative subjects, using digital tools for art, music, and design projects. Our computer science curriculum covers coding, programming, and robotics, preparing students for future careers in technology fields. Moreover, technology facilitates collaboration and communication through platforms like Google Classroom, where students can share projects and receive feedback.
Web design
Robotics
Computer science
Information not available
At USCA Academy, our approach to teaching physical education emphasizes overall fitness, skill development, and the importance of a healthy lifestyle. We offer a well-rounded program that includes a variety of sports, exercises, and activities designed to improve physical fitness, coordination, and teamwork. In the early grades, we focus on fundamental motor skills and basic game play, using fun and engaging activities to foster a love for movement. As students advance, we introduce more structured sports and fitness routines, promoting skill development in areas such as soccer, basketball, swimming, and track and field. Our curriculum also incorporates lessons on nutrition, personal health, and wellness, teaching students the importance of maintaining a healthy lifestyle. We prioritize inclusive participation, ensuring all students, regardless of skill level, can enjoy and benefit from physical activity.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
|
||||
| Learning disabilities | ||||
|
Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
|
||||
|
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
|
||||
|
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
|
||||
| Developmental | ||||
|
Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
|
||||
|
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
|
||||
|
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
|
||||
|
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
|
||||
| Behavioral and Emotional | ||||
|
Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
|
||||
|
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
|
||||
|
Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
|
||||
| Physical | ||||
|
Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
|
||||
|
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
|
||||
|
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
|
||||
|
Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
|
||||
|
Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
|
||||
|
Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
18%
0%
$900
$0
0%
0%
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
No
No
No
No
No
No
No
No
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
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
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
