531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, Canada
5,693.0 km
5,688.0 km
1953
2016
450
330
JK to 12
5 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Academic
Traditional
Traditional
15
10 to 25
Learning, Developmental, Behavioral
$10,000 to $16,000
$22,000
Yes
No
18%
0%
JK to 12
None
$900
$0
30
41
0%
0%
0%
90%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Rolling
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 reportAs a distinguished private school, Westfield Secondary School offers a unique blend of academic excellence and tailored support for its students. The school's rigorous curriculum, delivered by expert teachers, and their emphasis on extracurriculars, gives students a truly well-rounded education. Westfield maintains a nurturing community, where students can excel in their academics, while at the same time developing essential life skills. The personalized attention and guidance builds the students’ confidence to reach their full potential and envision their future plans, including post-secondary success. Through rigorous coursework, extracurricular involvement, and personalized support, Westfield Secondary School offers a transformative experience that prepares students for a bright future.
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
"Teachers are passionate and knowledgeable."
Dorothy Osehobo - Parent (Nov 07, 2024)
Physical activities/sports/recreation are exceptional in this school. Students have access to the gy... View full review
"The school offered strong academics, diverse extracurriculars, and a welcoming community, contributing to a generally enjoyable atmosphere."
Christy Yiu - Alumnus (Jan 06, 2025)
I spent my whole high school life in Westfield Secondary School and I would be always thankful for h... 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."
"Westfield is a boutique private school in North York offering a rigorous academic program, small class sizes, and personalized mentorship. Designed for ambitious students and forward-thinking families, Westfield blends top-tier AP academics with university advising, extracurricular depth, and a culture of aspiration. We specialize in helping high-performing students unlock elite post-secondary pathways—both in Canada and abroad—through a focused, future-facing environment."
"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."
"Westfield Secondary School has a singular focus - to balance the academic needs of students with chances to feel happy and find time for fun! Our program's academics are dedicated to success at the highest level, and we encourage students who are looking for top grades for University applications to choose us - we can help push them to the greatest heights of their lives! But the best kind of success does not exist in a vacuum - we wish for our students to be satisfied with the choices they have made, and to find time in their busy schedules for excitement and collaboration! Developing the "whole" student means appealing to both sensibilities - and this is our greatest success!"
"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."
"Because Westfield Secondary School has dedicated itself to the highest tiers of academic success, our program is focused on the very best students around and those with the greatest potential for the future. As such, we have limited supports for those students on IEP's who have a large arrangement of modifications - our classes are focused on teaching Ontario curriculum with the greatest of challenge, and this may not be appropriate for students who need layers of additional support."
"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 history of Westfield Secondary School is one of fast growth and rapid development. From a small founding in 2016, to surviving and thriving throughout COVID, moving to our current campus location (33 Mallard) all the way to now, growing ever faster due to our programs and policies, Westfield is poised to be a force in the world of Toronto Private Schools.
However, let's highlight a few specific moments which outline just how prestigious Westfield has become:
-Collaboration between students and teachers - during our sport practices, seeing everyone working together and being happy while playing games together helps us feel Westfield is both a safe, but also a happy place to be!
-Receiving congratulations to our Graduates from both Doug Ford and Justin Trudeau.
-The experience of seeing every day as a new and special challenge."
"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."
"Westfield Secondary School's main focus is to support students who have complex ambitions. The best fit for a student within our school environment is a student who is dedicated to their own success. We support our students with all manner of supplementary help, but we believe it is ultimately up to the students to decide what to do with their lives. We will help them with those choices, and support them in their endeavours. So for students who are truly unsure of their futures, or those who are not serious about school, those students may struggle in the Westfield environment. Still, we can provide the help those students need to make a change, should they so wish it."
"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."
"The greatest mismatch between Westfield Secondary School and a student is simply a student who is not interested in school; Westfield's entire existence is predicated on student ambition and a lack thereof among students would be detrimental to their success in this environment. In addition, we are not a school with a wide variety of supports for IEP students; those students may not receive the same level of modification to their course plan as other schools may provide, which could impact the success of that student."
"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."
"The Westfield Secondary School comparative advantage can be described with a single word - support. In all aspects of our program, students will receive more care and scrutiny than they would receive elsewhere; the ratio of student to teacher is small, but the ratio of student to Guidance Counselor is even smaller. Every student can meet with their advisors frequently, and prepare their post-secondary applications with comprehensive support. But students also have the oppourtunity to meet with their teachers frequently during after-school office hours, where any student can find any teacher to receive additional help. With those program in place, every student who wants to learn and grow will be given additional oppourtunties and support in doing so."
"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."
"Westfield Secondary School is still establishing its reputation with its current campus, as we have only been located here a few short years. But in that time, we hope and expect that Westfield's reputation in this neighbourhood will continue to grow, and feed back onto itself - with continuously successful students, our reputation as a school dedicated to academic excellence will shine through to everyone. Our graduation and post-secondary destination numbers speak for themselves - we graduate the majority of our students into prestigious University programs in Ontario and across the world!"
"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."
"Our biggest underappreciated reality is our current status as a high-functioning, academically-focused school. We are working tirelessly to tell the world just how good our programs are at graduating students into prestigious post-secondary programs. We believe it will not be long before many more Canadians become aware of just how good a destination we can be for academically-focused students."
"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."
"Westfield Secondary's School most surprising aspect to many parents would be our growth compared to our age. We have grown exponentially every year we have been open, because we continuously prove to families that choosing us as their destination will help ensure their child's future. We do everything we can to prepare students for post-secondary studies, and our entire program is focused on this goal. As such, parents may be surprised to learn just how much focus we put on each, individual student, and how much individual time they receive with their advisors. This translates into rapid growth; Everyone is cared for here!"
"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."
"There are several new initiatives happening at Westfield Secondary School which we are excited to have seen come to fruition during the past year, which include, but are not limited to:
-Application to Canadian Accredited Independent Schools Program;
-AP classes offered for the first time with College Board approval;
-Model UN Program connection with TMUN conference."
"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."
"Westfield Secondary School's current five-year plan (2022-2027) has a number of important initiatives we expect to see begun and even completed, which include:
-CAIS Application Approval;
-CIS and CISAA memberships begun - New Sports Leagues to join;
-Campus Expansion and new Locations Opened across Toronto;
-Further review and development of Student Service Teams with support for their expansion."
information not available
Warm regards to all members of the Westfield Family, including our dedicated staff, motivated students, supportive parents, and valued community members!
As your Vice Principal, I am excited by the excitement we harbor for the approaching school years. With a commitment and positivity, we stand ready to provide unparalleled care and support to every student who walks through the doors of Westfield Secondary School. Here, we firmly believe that every individual has the capacity to reach their aspirations, and it is our collective mission to ensure that they do.
I anticipate the opportunity to collaborate with each and every one of you as we enter on this journey together. Remember, Westfield Secondary School isn’t just a school—it’s a place where dreams flourish and potential is realized. It’s exactly where you belong!
Traditional
Information not available
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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Westfield Secondary School utilizes the Ontario Curriculum to deliver content to its students with the goal of delivering OSSD's to all of its students. With a high school diploma from Westfield, students will have an advantage in applying to post-secondary institutions, due to the additional support and care offered to all students. With a specialized Guidance program designed to assist and raise the profile of all students, everyone will beenfit from our traditional, academically-focused approach.
Traditional Math
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.
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.
The Westfield Secondary School approach to mathematics is unique to our school, and a program developed based on the best, latest pedagogical methods to ensure positive student outcomes. As such, our current system utilizes about 80% of traditional math approaches, giving students from a variety of backgrounds a clear, consensus-based approach to understanding mathematics. However, our teachers also utilize elements of discovery math, especially in assignment differentiation and project-based approaches, to provide the best of both worlds.
We utilize the textbook and ideas from the Ontario Trillium List, but supplement as needed with more up to date examples and project ideas.
Calculator usage is determined by the project - while there are many examples of projects and assignments where students and encouraged to use calculators, at other times students are asked to demonstrate their learning through notation, and a balanced approach here is best for all involved.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Using a purely expository style does not allow for the teacher to reach students who require some differentiation in their instruction, and sometimes a more dynamic approach is called for. However, inquiry-based learning cannot also reach all students at all times, and therefore, Westfield emphasizes a whole-student approach which blends both ideas equally, and provides multiple oppourtunities for students to demonstrate their learning in a variety of contexts.
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
Traditional
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.
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.
Information not available
Westfield Secondary School has adopted a more traditional approach to literature which blends the experiences of Canadian students with our international student experiences. Because of the widely varied opinions entering into our classrooms, we tend to focus on a more traditional approach, based in the Ontario Curriculum, which emphasizes skill development and competency in writing. Despite the rise in AI-assisted technology, Westfield still believes it is vitally important to teach students to be good writers, and to be able to understand complex literature and develop critical thinking.
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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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Westfield Secondary School believes that the humanities and social sciences are vital programs to developing better understanding of the world and world events, and also to develop higher order critical thinking skills. As such, our teachers and our program focuses on a pragmatic approach, giving students real-world skills and examples to better their understanding. This approach allows us to put focus where student demand is highest, and cater that approach to students who wish to better themselves in these categories.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Our students arrive from Toronto neighbourhoods, as well as far-flung countries from around the world. As such, we provide a variety of language courses as well as an ESL program designed to give students a fast-paced but ultimately useful English instruction. All students have oppourtunities to learn other languages at school, including French, Spanish, and Mandarin, and our shared diversity allows all students to learn from each other using the communicative approach.
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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
Westfield Secondary School thinks of its students in our art programs as artists. We emphasize their creativity, with essential skills as the base. All subjects and all topics are based on finding ways for students to express themselves creatively, and this creates at atmosphere conducive to fun, learning, and free expression. With such a powerful focus on student achievement, we have found this method works best to "awaken the artist" in each student.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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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Westfield Secondary School recognizes the power of technology in the 21st Century, but beyond this, we also recognize the utility it has in the lives of students, our first generations of digital natives. The technology they will utilize in their future employment will become more and more integrated into every day society, and therefore Westfield prioritizes this approach within the classroom. Laptops are encouraged, every classroom is equipped with digital technology including TV's and sound systems, and many after-school programs and activities emphasize things like AI development and coding projects.
Web design
Robotics
Computer science
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Westfield Secondary School utlizes our spacious and well-equipped gymnasium to provide a variety of physical education activities to students. Beyond curriculum-based classes, a variety of sports, games, and fun activities utilize this space as well. We believe in the blending of traditional techniques, including the mastery of specific physical activities and the rules that govern them, and more modern approaches, such as the "Meaningful PE" approach, which emphasizes social interaction and personally relevant learning. Students will find themselves with many oppourtunities to demonstrate their physical learning at Westfield.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
We expect students to be placed in classrooms based on their merit, their pre-requisites, and their own interests. This can sometimes mean students wish to take an accelerated track towards graduation, and because we allow this, sometimes classrooms can find themselves with mixed age groups.
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”.
Westfield Secondary School's main focus is on academic success. Everything we are designed to do relates to the achievements our students can accomplish while with us. We promote and push a rigorous academic schedule, with more credits per year earned than in public school. We also emphasize more individual support, and better academic supports from enrollment to graduation. This means students achieve more in less time!
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our programs are designed for our students to achieve at high levels in post-secondary environments. Our goal is to see our students successful at the highest academic levels. We promote intellectualism first and foremost; developing this skill equals better oppourtunities later in life. However, we also understand at Westfield that strong social skills provide enormous advantages in the 21st Century, and we promote this highly as well.
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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||||
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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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||||
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Our special needs program is highly limited to accommodations for only a small number of issues. The majority of Westfield's academic program is geared towards high-achieving students and rigorous academic learning, and so students with significant issues may find themselves without needed supports.
Information not available
Westfield's primary focus is on academic learning at the highest levels, and therefore we do not offer most of the supports for diagnosed learning disabilities. However, students with minor difficulties can be accommodated.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
18%
0%
$900
$0
0%
90%
Rolling
Not available
Not available
Rolling
Yes: grades JK - 12
No
No
No
No
No
No
No
No
Yes: grades 9 - 12
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.
We are looking for students to join us who are dedicated to their own success. We provide the tools, the support, and the care for students to achieve at the highest possible levels. The attributes they should possess are simple ones - a drive for success, ambition to develop themselves, and a goal they want to achieve. We will help you get there!
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
(Please Note: Some steps in the application process do not apply to Canadian Residents - these will be marked with an asterisk (*).
Step 1: Application - you may submit your application online at westfieldeducation.ca or call the school directly at 905-707-9119 for more information.
Step 2: Assessment - Westfield will assess your application, which may include completing an entrance essay and/or English placement test, if needed. We normally process all applications within 5 business days.
Step 3: Offer - depending on the specific situation, Westfield may offer three types of "Letter of Acceptance" - A) Provisional Letter of Acceptance / B) Conditional Letter of Acceptance / C) Unconditional Letter of Acceptance. Please read the letter you receive and follow its instructions closely to proceed to Step 4.
Step 4: Acceptance - Once you have completed all steps listed in the above letter, you are ready to attend Westfield! Congratulations!
Step 5: Visa* - If needed, the Government of Canada will issue you a visa, or study permit, to be able to attend Westfield in person.
Step 6: Arrival in Canada* - If needed, Westfield will arrange for an airport pickup for you and help you get settled in your new location.
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