3120 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
1947
1953
168
300
K to 6
JK to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive
Traditional
12 to 24
8 to 16
Learning, Developmental, Behavioral
$19,300 to $21,110
$10,000 to $16,000
Yes
Yes
0%
18%
None
JK to 12
$0
$900
24
20
0%
0%
75%
0%
K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 6
Yes: grades JK - 12
No
No
No
No
information not available
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Believing that a child’s first learning years are the most important, in 1947 The Priory School’s Founding Mothers, Frances Ballantyne and Alphonsine Paré-Howlett, succeeded in developing a school far ahead of its time. The Priory School's mission and philosophy is to nurture each child’s inherent curiosity, enable them to develop an enthusiasm for learning, and promote intellectual and creative growth and initiative. This also prepares their students to be responsible, tolerant, and self-confident global citizens. The Priory School has remained true to its roots throughout its 75 years of evolution, specializing in elementary education and providing its students with an environment that's caring, inspiring, and recognizes and addresses each child's individual needs.
View full reportCrawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
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" .... outstanding from beginning to end."
Suzanne Csik - Parent (Feb 07, 2018)
Our son's experience at The Priory was outstanding from beginning to end. The Priory curriculum and ...
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"my daughter loved going to school"
Ana Desmaison - Parent (Feb 10, 2018)
My daughter loved The Priory. She flourished because she felt safe and loved by everyone, her teache...
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"There is no way around it; Priory School's location is idyllic."
Lisa Bagchi - Parent (Mar 22, 2023)
My children both enjoy the friendships they've made at Priory School. Socially in the early years, t...
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"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills...
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"The Priory is a premier co-educational school renowned for its leadership in early childhood education, where all stakeholders recognize that 'Happy Children Learn Best.' The Priory is a place where a child's imagination and creativity are nurtured, and meaningful learning takes place in a caring and nurturing environment. Excellence in teaching and a passion for learning are at the heart of the school's mission. A Certificate for English Eligibility is not required."
"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With a strong emphasis in music, science and 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."
"As an intentionally small school, we firmly believe that every child is gifted. Our small class sizes and personalized approach to learning enable us to nurture and celebrate each child's unique talents and strengths. With our passionate and dedicated faculty, we provide a personalized learning experience where every child's needs are met, ensuring they have the tools and support necessary to thrive and reach their full potential."
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"The Priory School is an intentionally small school, where each child receives individualized attention and a personalized education. The school offers a rigorous academic program that challenges and engages students, helping them to reach their full potential. The faculty members are passionate and dedicated educators who are committed to the success and well-being of every child. The Priory School fosters a supportive learning environment, where each child feels valued, respected and loved."
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"The Priory School places a strong emphasis on character development, helping students to develop the skills and values they need to become responsible, compassionate, and engaged members of their communities."
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"The Priory School teaches mindfulness techniques as part of its character development program. Students learn how to manage stress, cultivate resilience, and improve focus and concentration. The Priory School offers a global perspective on education, with an emphasis on multiculturalism and diversity. Students learn about different cultures and traditions, and are encouraged to develop an understanding and appreciation of the world around them."
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Dear Parents,
I am privileged to be the Head of School at The Priory, and I am honoured to be part of this caring and vibrant learning community. The Priory, a co-educational elementary school, specializing in early childhood education, provides an enriched learning environment empowering students to explore their interests while nurturing their inherent curiosity through meaningful learning experiences.
The Priory prides itself in providing an environment and philosophy which supports the development of the whole child. The core values of Caring, Community, Curiosity, Creativity and Respect for others are interwoven throughout all elements of school life, enabling each child to feel confident enough to take risks with their learning and try something new. Throughout each child’s educational journey at The Priory, they are equipped to explore their strengths, foster a sense of belonging and develop confidence while taking on leadership roles. A Priory education fosters the joy of learning, embraces the individual needs of each child and enhances personal growth and world awareness.
Our talented faculty and staff are deeply committed to cultivating compassionate, kind, responsible and confident individuals, prepared with a solid foundation for their life-long learning journey ahead.
I welcome you to visit The Priory School to see and feel why I am so proud of our Priory Community.
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Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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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The Priory School follows a child-centered approach to education, which focuses on creating a positive and engaging learning environment that meets the needs of each student based on their interests, strengths, talents, and learning styles. The curriculum provides a strong foundation in both academic and personal development, with an emphasis on critical thinking, problem-solving, reading, writing, and oral communication skills in both English and French. The Priory School values character education, preparing students to become responsible and compassionate members of their community.
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Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Diverse mathematical materials and resources are used to enrich the program. Problem solving is the major focus of the mathematics curriculum. At the cycle 3 level, students learn to decode the elements of more complex situational problems. They further expand their repertoire of problem solving strategies. Students are encouraged to use manipulative materials as they model problems, to use appropriate mathematical language as they share ideas, and to validate their own solutions. Significant attention is also given to the development and practice of basic skills.
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Phonics-intensive
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.
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.
The school's Learning Specialist works collaboratively with the classroom teachers to tailor instruction and curriculum to help each Priory student flourish academically. The Learning Specialist runs the Priory Enrichment Program (PEP) which provides both in-class and small-group support for students, and also provides enrichment opportunities for students who would benefit from the additional challenge. The Learning Specialist is also responsible for implementing the Cycle One (Grades 1 & 2) individualized reading program which provides weekly one-on-one differentiated reading instruction to Cycle One students with reading material that matches their reading ability.
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Equal balance
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.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Expository
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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).
À la fin du troisième cycle, votre enfant pourra établir les contextes géographique et historique des sociétés du passé. Il reconnaîtra l'influence des personnages et l'incidence d'événements sur les organisations territoriale et sociale, ou sur des changements qu'elles ont connus. Il pourra aussi repérer des traces du passé dans des réalités patrimoniales actuelles. Votre enfant pourra aussi vous parler de ses forces et de ce qu'il peut améliorer.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
À la fin du troisième cycle, votre enfant devrait exprimer plus couramment en français ses besoins personnels et sociaux et communiquer plus spontanément et efficacement, tant à l'oral qu'à l'écrit, avec ses pairs. Il devrait se sentir à l'aise avec la littérature française et capable de choisir des livres par rapport à ses intérêts personnels. Il pourra diversifier ses lectures, établir des liens entre différents textes et les communiquer à différents interlocuteurs. Votre enfant approfondira ses connaissances par rapport à la langue française et à la culture québécoise. Il pourra participer à de nombreux échanges en français avec ses pairs et la communauté francophone.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Information and Communication Technology (ICT) at The Priory enhances learning. Students use ICT in a variety of ways: creating, composing, exploring, analyzing, communicating and collaborating. Technology is used as a tool and is integrated into the curriculum at all grade levels. The goal of the ICT Program is to provide students with the skills to thrive in a continuously changing world.
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Web design
Robotics
Computer science
The physical education program at The Priory School is designed to provide students with a range of activities that promote physical fitness, motor skills, and sportsmanship. These activities include team sports and fitness activities. The program also aims to develop students' leadership and collaboration skills through team-building exercises and group activities. The school also emphasizes the importance of sportsmanship and fair play in all physical activities. Students are encouraged to respect their peers and their opponents, and to work together to achieve common goals.
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Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
Learning through play, exploration and experimentation are important components of the Kindergarten program. Through these mediums, children learn to express themselves confidently, interact harmoniously with others and gain a better understanding of the world around them. Learning through play allows each child to build a strong foundation from which to begin elementary school.
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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.
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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
The Priory School values academic performance and creates a culture of excellence by setting high expectations, providing support and resources, and recognizing and celebrating academic achievements. Students are encouraged to take an active role in their own learning, and teachers use a range of instructional strategies to engage and challenge them.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
The Priory School believes that its purpose is to provide a holistic education that supports the development of the whole student - academically, socially, and emotionally. The school aims to prepare its students for success in secondary school and beyond, by providing them with a well-rounded education that fosters intellectual curiosity, critical thinking, and creativity. The school believes that education is not just about acquiring knowledge and skills, but also about developing character and values. The Priory School promotes values such as respect, caring, community, curiosity, and creativity, and encourages its students to become compassionate and responsible members of their community.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
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.
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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. | ||||
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
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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
0%
18%
$0
$900
75%
0%
K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 6
Yes: grades JK - 12
No
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.
Submit an Application
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