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Crescent School
Crescent School
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2
Contact name:
David Shaw

Phone number:
(416) 449-2556×
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Crescent School

Crescent School

2365 Bayview Avenue, Toronto, Ontario, M2L 1A2

Grades (Gender):
3 to 12 (Boys)
Main Language:
Avg. Class Size:
15 to 20
Day: 735 (Gr. 3 - 12)

Get more information

Contact Name:
David Shaw

Phone Number:

School Address
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2

About this school:

Since 1913, Crescent School has been a leader in boys’ education. Our mission is Men of Character from Boys of Promise. Relationships are key to learning: we assure our boys that they are valued and valuable. Our rigorous academics and superb faculty foster a strong work ethic. Our arts, business, outreach, sports and robotics programs develop character outside the classroom. Our boys enjoy our 30-acre mid-Toronto site with high-tech learning facilities, a modern theatre, athletic facilities and two libraries.

The Our Kids review of Crescent School

our takeOne of the chief benefits of a gender specific school is the provision of opportunities for students to resist the stereotypes that they would encounter in co-ed schools. Crescent, of course, addresses the specific needs of boys around learning and development, though that experiential piece is equally important: to maintain an environment in which boy’s attention and curiosity can be actively engaged, and where they can participate in all curricular areas outside of any need to impress others or gain status across gender lines. Crescent begins, as they say, from the understanding that "when you remove girls from the classroom, some remarkable things can happen." And they’re right to. They also have a long tradition of doing just that. The ideal student is one who is academically curious, has broad potential, and could benefit from increased opportunity to express both their curiosity and their potential.

Principal's Message


Michael Fellin, Headmaster

Congratulations on embarking on your journey to find the right school for your son. It is undoubtedly one of the most important decisions you will ever make as a parent.

I am so pleased that you have chosen to include Crescent School as part of your consideration. Everyone at our School looks forward to the possibility of providing your son with the support he needs to become a courageous young Man of Character who will make a positive impact on this ever-changing world.

Crescent is truly a unique place for your boy to learn, grow and thrive. Now in our second century, we remain one of the top independent schools for boys in Canada, built on a solid foundation of brotherhood and an unwavering focus on character.

Our mission, Men of Character from Boys of Promise, recognizes that boys with curious minds and open hearts have the potential to develop in a manner that will fit their mission in life, whatever it might be.

Each day, your boy will be immersed in an enriched learning environment that is driven by a relevant curriculum of study. His growth will be fostered through relationships with teachers and mentors who understand the distinct challenges and complexities of boys’ growth and development.

We are a School that takes great pride in the strength of our community of alumni and parents; and we are steadfastly dedicated to ensuring Crescent reflects the rich cultural diversity of the Toronto of today.

We look forward to welcoming you and your family to our campus and to our community.


Curriculum Traditional

Primary Curriculum: Traditional

What Crescent School says: A Crescent education is exciting, fulfilling and broad. Our curriculum is taught by highly motivated teachers who understand that establishing a relationship with a boy unlocks the door to learning and engages him in his character development. At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Throughout your boy’s Crescent education, he will be exposed to a multi-faceted landscape that allows him to find his true passions and the learning skills that work best for him. He will be celebrated for both his work and work ethic and guided on his journey to becoming a Man of Character.

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics 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.
      Learn about the different mathematics approaches  

    • What Crescent School says: In Grades 3-6, our math curriculum is one grade-level ahead of the Ontario Ministry of Education expectations. It combines daily math drill and problem-solving activities with the Math Makes Sense textbook series and Crescent School-created math curricula. In Grades 9-12, we strive to challenge and support a wide range of aptitudes and abilities. Our program is streamed in Grade 9 into regular and enriched math. Students in the regular stream are given a strong foundation. Extra help is easily and widely available. Most of our students take two of the three Grade 12 math courses. For students in the enriched stream, there is a heavy emphasis on problem solving and math contests, leading to the opportunity to take AP Statistics and AP Calculus.

    • Textbooks and supplementary materials: Math Makes Sense, MathPower Series, Functions 11 (Nelson), Enriched Functions/Relations (Harcourt), Data Management 12 (McGraw-Hill), Advanced Functions 12 (McGraw-Hill), Calculus & Vectors ((McGraw-Hill Ryerson), Single Variable Calculus (Brooks/Cole)

    • Calculator policy: Regular stream: non-graphing scientific calculators are always permitted and a graphic calculator is permitted in certain courses. Enriched stream: TI-83 and 84 are recommended and any calculator allowed on AP exams is permitted in Grade 12 courses.

    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  

    • What Crescent School says: Crescent School begins at Grade 3. We offer an enriched, balanced literacy program to all of our students. A variety of reading tests are used to ascertain each student's individual reading level in order to create a personalized literacy curriculum.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What Crescent School says: This information is not currently available.

    Writing Equal balance

      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.
      Learn about the different writing approaches  

    • What Crescent School says: For Grades 3-6, Crescent School's writing program is an enriched curriculum. In addition to teacher-created materials, we use the "Step Up To Writing" program. Cursive writing is taught in Grade 3.

    Science Equal Balance

      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.
      Learn about the different science approaches  

    • Teaching approach: Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What Crescent School says: ...

    Social Studies 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).
      Learn about the different social studies approaches  

    • What Crescent School says: ...

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What Crescent School says: ...

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What Crescent School says: Crescent School's foreign language curriculum is based on a teaching philosophy known as the "action-oriented approach." Students are given real-life scenarios in which they learn the language through social interaction (rather than focusing primarily on grammar rules and fill-in-the-blank exercises). In the action-oriented approach, there is a focus on certain vocabulary and grammar rules are taught within the context of the scenario. The scenarios are complemented with materials such as newspaper articles or videos. In addition, the language being learned is used as the language of instruction. Our foreign language curriculum also strives to instill an interest in the cultures to which the languages are tied.

    • Studying a foreign language is required until:   9
    • Languages Offered: • Chinese-Mandarin • French • Spanish

    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What Crescent School says: At Crescent, students of all ages are encouraged to take creative risks and explore their artistic abilities. We produce three major drama productions each year in the school's professionally equipped theatre, giving students experience with acting, production and theatre-management roles. In our visual arts program, students are exposed to a broad range of forms, genres and styles. The experience of making art is central to the curriculum. Crescent's music program offers individual and group lessons in a range of musical disciplines. These include senior and junior choirs, chamber choirs, a senior string ensemble, a strings academy, wind bands, a guitar ensemble and chamber groups. Students perform at assemblies, recitals and concerts. Students also perform in music festivals, competitions and performance tours. Crescent also offers a strong media arts/multimedia technology program.

    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  

    • What Crescent School says: ...

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Crescent School says: We want our students to appreciate healthy active living, and to understand how living a healthy, active life can enhance all aspects of their lives. We expose them to many different types of athletic activities and exercise, so each student can find something they enjoy doing that they can choose to participate in all their life.

    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What Crescent School says: This information is not currently available.

    Advanced Placement Courses
    • AP Physics 1
    • AP Statistics
    • AP Biology
    • AP Calculus AB
    • AP Chemistry
    • AP Computer Science A
    • AP English Literature and Composition
    • AP Human Geography
    • AP Macroeconomics
    • AP Microeconomics

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What Crescent School says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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”.

    What Crescent School says: At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our boys are given ample opportunity to develop as innovative, inquisitive and creative learners. They are celebrated for both their work and their work ethic, and guided academically and emotionally on the journey to becoming a Man of Character.

    Developmental Priorities Balanced

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What Crescent School says: This information is not currently available.

    Special Needs Support High


    Crescent School provides a high degree of support for special needs students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What Crescent School says: Crescent School offers a rigorous academic curriculum. Students with diagnosed exceptionalities have IEPs with accommodations, but the expectation is that all students at Crescent School will manage the learning expectations on the curriculum.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • Summary: Crescent School welcomes students with exceptional identifications if they can manage the learning expectations with accommodations. Academic support is offered by our learning support specialists in all three divisions of Crescent School, and social-emotional support is offered by our two school social workers.

    • What Crescent School says: Crescent School offers a rigorous academic curriculum. Students with diagnosed exceptionalities have IEPs with accommodations, but the expectation is that all students at Crescent School will manage the learning expectations on the curriculum.

    Gifted Learner Support Moderate


    Crescent School offers gifted learner support in the form of inclusive practices -- special, custom arrangements made for advanced learners (who otherwise remain in the regular classroom).

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Acceleration (The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead). )

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What Crescent School says: Crescent School offers gifted learners support in the form of inclusive practices: special custom arrangements made fr advanced learners who otherwise remain in the regular classroom,

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Crescent School students perform an average of >2 hours of homework per night.

    Nightly Homework
    Crescent School 60 mins90 mins120 mins120 mins120 mins160 mins
    Site Average54 mins59 mins71 mins82 mins97 mins110 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades3 to 12
    Prose (narrative)-based feedback3 to 12
    Parent-teacher meetings3 to 12


    What Crescent School says:
    • Crescent School's robotics team, Team 610, competes in the FIRST Robotics Competition at the world level. In 2013, Team 610 won gold at the FIRST Robotics Competition World Championship.
    • Crescent School's Senior Basketball team has competed in the OSFSAA AA Championships two years in a row. In 2016, the team finished in 4th place. In 2015, the team earned the silver medal and Team Sportsmanship Award.
    • Crescent School's U14 Basketball team won the 2016 CISAA Championship at the end of a near-perfect season. Crescent's U13 D1 team earned bronze at the 2016 CAIS Nationals.
    • Crescent School's Junior Rugby team has reached the CISAA Junior Rugby Championships two years in a row. The team won gold in 2015 and earned silver at the 2016 championships
    • Three Crescent School business team members placed in the top 10 at the 2016 international DECA competition, Competing against 200 other top participants from around the world, the Crescent boys places fifth and sixth overall in their categories.
    • The Crescent School team placed third in Canada at the 2015 Kids' Lit Quiz national finals. Kids' Lit Quiz encourages a love of reading through fun competitions for children aged 10 to 13.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Martial Arts
    • Clubs Offered
      Chess Club
      Community Service
      Debate Club
      Environmental Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Education
      Poetry/Literature club
      Robotics club
      School newspaper
      Student Council

    Tuition & Financial Aid


    What Crescent School says: Crescent School tuition is competitive with fees at other independent schools. Financial assistance is available to all families based on need. Crescent tuition fees of $32,350 (2017/2018) cover most academic expenses, as well as local activities and our lunch program. Additional incidental fees are $1,000 per student on average. These costs are charged to the boy's personal sundry account.

    Need-based financial aid

    Grade range that need-based aid is offered: 7 to 12
    Percentage of grade-eligible students receiving financial aid5%
    Average aid package size$33,770
    Percentage of total enrollment on financial aid3%
    Total aid available$730,000

    Application Deadline:
    December 02, 2016 Repeats annually

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications

    Merit based Scholarships

    This information is not currently available.


    Total enrollment 735
    Average enrollment per grade74
    Gender (grades)3 to 12 (Boys)
    Boarding offeredNo

    Student distribution:

    Day Enrollment28405463838099909088



    Admissions Assessments:

    Assessment = requiredGrades
    Interview3 - 12
    SSAT8 - 12
    SSAT (out of province)
    Entrance Exam(s)3 - 7
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:
    December 02, 2016

    What Crescent School says:

    Applicants to Grades 8-12 must write the Secondary School Admissions Test (SSAT) on or before Saturday, January 15, 2017. (The SSAT can be written at Crescent School on Saturday, November 19, 2016 and Saturday, December 3, 2016.)

    All applicants to Grades 3-7 attend an assessment morning on Saturday, January 14, 2017. The assessment includes a written test as well as individual seat work and group work activities in the classroom and gymnasium. A snack (nut-free) is provided during break time. Applicants are encouraged to wear athletic footwear.


    Acceptance Rate:


    Type of student Crescent School is looking for: We welcome boys from diverse backgrounds who are intellectually curious and eager to learn, and who enjoy a variety of activities outside of academics, such as arts, sports and other pursuits.

    Student Entry Points

    Student Type3456789101112
    Day Acceptance
    (Acceptance rate)
    28 - 30 (51%)6 - 10 (42%)18 - 20 (49%)0 - 5 (24%)18 - 25 (30%)0 - 5 (20%)18 - 25 (36%)0 - 5 (15%)0 - 5 (63%)0 - 5 (10%)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size85
    *Canadian "Big 6" placements37
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students attend (last 4 years): CANADA: Brock University, Carleton University, University of Guelph, McMaster University, Queen's University, Ryerson University, University of Toronto, University of Waterloo, Western University, Wilfrid Laurier University, York University, Acadia University, Bishop's University, University of British Columbia, Concordia University, Dalhousie University, University of the Fraser Valley, University of King's College, McGill University, University of Victoria UNITED STATES: Adelphi University, American University, Babson College, Berklee School of Music, Boston University, Brown University, University of California Los Angeles, Carnegie Mellon University, Claremont McKenna College, Cornell University, Danton College, Dartmouth College, Denison University, Duke University, King University, University of Miami, New York University, Parsons School of Design, University of Pennsylvania, Pratt Institute, Rensellar Polytechnic, Rice University, University of Rochester, Santa Clara University, University of Southern California, Syracuse University, Wake Forest University UNITED KINGDOM: University of St. Andrew's

    What Crescent School says:

  • Crescent School offers a full range of high-calibre university counselling resources to help you and your son navigate each step of the university application process. Our graduates can be found in top universities in Canada, the United States and abroad.

  • Notable Alumni

    Alumnus Graduation Year Accomplishment
    Peter Aceto 1987 President and CEO of Tangerine Bank.
    Jason Beck 1989 Grammy-nominated pianist, producer and songwriter who performs as Chilly Gonzales
    Ming Wai Lau 1997 Hong Kong businessman and philanthropist
    Ted Livingston 2005 Founder and CEO of Kik Inc., a mobile communications platform with over 240 million users.
    Neil Lumsden 1971 Professional football player in the Canadian Football League

    Alumni Highlights

    • Crescent School's alumni mentoring help alumni achieve personal and professional goals. The Professional Mentoring Program connects experienced alumni with younger graduates who are pursuing similar career paths. The University Mentoring Program connects a Crescent Grade 12 student who is entering his first year with an alumnus already enrolled in the same university or university program.
    • Crescent School's Alumni Internship Program connects young Crescent alumni with employers who can offer meaningful summer employment opportunities.

    Stories & Testimonials


    Head Boy's Assembly Speech: Make Your Mark

    (Head Boy Andrew Youngson gave the following speech at Crescent School's Opening Assembly on September 8, 2016.)

    Ten years ago I sat in the front row of this gym trying to make sense of the words that the man in the blue blazer was saying. Besides, I had bigger fish to fry. My life was a constant relay of SpongeBob, GameCube, soccer, cheese strings, sleep, and repeat. The man in blue was a speck of dust in my galaxy.

    I recall the headmaster at that time, Mr. Roberts, referring to us as the graduating Class of 2017. What an insane thing to say! 2017 was as meaningless to me as the year 2026 must be to our Grade 3s here today. But each year I would move a little bit further back on this gym floor and be able to understand the Head Boy’s message a little bit better. Each year the number 2017 became less and less absurd, and here I am today, completing the full circle as the man in the blue blazer.

    Mr. Fellin, members of the platform party, staff, and my Crescent brothers, welcome to the 2016/2017 school year. My name is Andrew Youngson, and I have the privilege to serve as your Head Boy. After a summer spent serving five-year-olds an outrageous number of bagels with cream cheese at Bayview Glen Day Camp, I can honestly say that Crescent School has never looked so good.

    If there’s one thing I have noticed about this place coming back each September, it is that change is to be expected. Since Grade 3, I have seen a grass field become a FIFA-grade turf, world-class learning spaces come into existence, and chocolate milk disappear from the lunch menu, only to make a miraculous return. 

    There is but one thing that stays constant at Crescent School, and that is our culture. Each September, you can count on a warm greeting from a whirlwind of familiar faces. The truth is that despite being a massive school, we are quite a small population. It is this compact, comfortable size that allows each Crescent boy to be himself year after year. We are not a blue army like UCC; we are a Crescent family.

    This Year's Motto: Make Your Mark

    This idea of sustaining and promoting Crescent’s culture was at the forefront of the discussion for this year’s motto: Make Your Mark. The best way to explain this motto is to analyze each word individually.  

    First we have “make,” the process of creating something. The greatest inventions in history were not made in a snap; there was always a trial and error process. This year, there will be ups and there will surely be downs. It is all part of the process of creating something amazing. 

    Next, we have “your.” We were all admitted to this school because we offer something unique that benefits our community. Ask yourself, what can I contribute to Crescent School? This year, the prefect team has made a goal to offer opportunities for the student voice to be heard like never before. With your voice and your actions, make your own individualized mark on our community.

    The final word in this slogan is “mark.” If at the end of this year as you prepare for your summer vacation, you leave knowing that you have left your legacy somewhere in these walls, then what a year it will have been. Make your mark.

    Crescent brothers, I have sat where you now sit.

    To the Lower School, smile, laugh, sing, and play. Your energy really does power Crescent. The teachers that see you grow and develop in these years will be some of the best mentors you will ever find. The friendships you make will last for your entire career at Crescent. Savour those grey flannel shorts, 11:45 a.m. lunches, and recesses while you still have them.

    To the Middle School, treat one another as you would want to be treated. A lot of changes can happen in two years, but your brothers should never be left behind. As my mentor told me back in Grade 7, if a Canada goose falls, other members of the flock will fly down to protect it until it heals and is ready to join the pack again. Like geese, fly together. 

    To the Upper School, ever heard of coffee? Many times this summer I have woken up in a cold sweat with the image of Haiku telling me that there is homework to be done. One could claim that I am psychologically scarred, but I think that I have just come to miss the grind. Hard work pays off.  If you learn to love it then nothing will be able to stop you. You have all of the resources you need to succeed in the classroom and elsewhere, use them to your advantage.

    What Sets Crescent Apart

    To the faculty, what sets Crescent apart is the fact that you don’t just look at us as students; you care about our life beyond the classroom. When I have felt overwhelmed in the past, it has always been a teacher who has taken the time to talk with and encourage me. We as students understand that you really do care about us. Early morning practices, extra-help, BEAR week and even casual jokes and conversations in the hallways are what make our student-teacher relationships so special.  

    But it isn’t just the teachers; it is the lunch staff, maintenance staff, administrators, and the many departments of people in the Manor who a student can connect with at any given time. You truly do round out the Crescent family, not just as the adults in our community, but moreover as the mentors.

    To the Class of 2017, we are one of the most multitalented grades to ever go through Crescent. We have all had time to find our area of the school that we excel in. Now let’s hit the ground running and commit 100% to whatever it may be. Let’s role model what it means to be a man of character and inspire the grades beneath us to follow. More than anything, let’s unite as a grad class of Crescent brothers.

    To everyone: Make Your Mark.

    Thank you.


    Learning How to Become a Master Teacher

    What does a Master Teacher look like? That question was posed to me a few years ago by now-retired Headmaster Geoff Roberts. Put on the spot, I muddled through a response as best I could. It was an idea that I hadn’t thought much about at that time. In hindsight, I wish I was given more time to provide a thoughtful answer and the question has rolled around in my head ever since.

    Crescent School has partnered with accomplished education researcher Victoria Marsick of Teachers College, Columbia University, to explore this question in more depth. Dr. Marsick’s three-year research project is examining teaching practices in boys’ schools around the world, including Crescent. Recently, Upper School faculty member Aggie Maksimowska and I had the opportunity to participate in this research with other teachers at the Aspiring Master Teacher Workshop that was hosted by the International Boys’ Schools Coalition. It was held at the Buckley School in New York City in January.

    At the workshop, we were split into small groups that consisted of four or five teachers who are at various stages in their teaching careers. Our task was to begin to examine teaching as a profession and be reflective about our own personal practice. We considered ideas such as building relationships, building classroom climate and situational judgment (how we respond to situations with mastery). We brainstormed characteristics of master teachers, such as authenticity, good humour, flexibility and passion, among many others. It was amazing to see the diversity of thinking about how people defined mastery. At the end of these discussions I began to realize that becoming a master teacher is not about squeezing myself into the mold that I thought a master teacher should be. Instead, it is about learning how to be effective given my teaching style, personality and the situation I am in at an independent boys’ school.

    On my long trip home from New York (thanks to the “storm of the century”), I had some time to reflect on how lucky I am to be have such a strong network of experienced peers at Crescent who are able to support my ongoing journey as an “aspiring master teacher.” The entire Crescent faculty is on this journey together and becoming more intentional in our efforts to identify challenges and supports for our continuing journey as aspiring master teachers. I think this is an exciting opportunity for Crescent School.

    - Ian Fisher, Crescent School Faculty


    Outreach: Transforming Lives and Building Character

    It is my personal belief that Outreach transforms lives, not only for the person who may receive our help, but also our own. At Crescent School we promise parents that we will help turn their sons into Men of Character. We do this through academics, artistic and athletic programs, and also through our strong emphasis on outreach.

    Each outreach activity provides our boys with time to engage with and reflect on the world around them. Creating opportunities for young men to get involved and reach beyond their comfort zones also creates opportunities for character building.

    For example, Grade 8 student Marcel says the Right to Play program at Driftwood Public School made him more understanding and empathetic. Marcel had recognized what he had in common with Imran, a Grade 1 student at Driftwood. Imran liked to disappear behind the classroom furniture. His teacher viewed Imran’s behaviour as disobedience. But Marcel remembered living behind the bookshelf himself at that age. All he wanted to do was escape into the pages of a good book. By being able to empathize, Marcel made a connection with Imran that adults did not. To see the joy on each boy’s face when they meet is one of the reasons outreach is so powerful. Imran will never forget the kindness that Marcel, his new “best friend,” has shown him. Marcel will always remember what he calls “his second chance at passing Grade 1.”

    Outreach also builds respect and compassion. Recently, all Grade 7 students visited the Holland Bloorview Kids Rehabilitation Centre. This hospital for children with physical disabilities and injuries also operates a full-time school. Our boys worked with the Holland Bloorview students in their therapy sessions and physical education classes, and took part in a disability workshop.

    Each boy was transformed by the experience. They were so happy bonding with their new friends that they didn’t notice – or perhaps just didn’t care – about the physical differences. I heard comments from our boys such as, “Wow, did you hear that little girl, Ms. Murray? She is so funny!” Not one mention of the little girl’s prosthetic legs. Our students left Holland Bloorview with a lot more understanding of people with disabilities. They discovered that they were all the same, despite the physical differences: they all wanted to win at wheelchair basketball or goof off while the teacher was talking.

    These are just two examples of outreach activities at Crescent. Whether it’s a food drive for the Daily Bread Food Bank, a bake sale to raise funds for earthquake victims, or weekly tutoring sessions at local public schools, the Crescent community is always getting involved. We do this because we want the boys to be confident in their ability to make a difference. We want our boys to ask questions and be understanding of different people and situations. We want them to break down barriers and eliminate fear. And we want our boys to learn how to adapt and be flexible, because life doesn’t always follow a scripted timetable the way it does here at school.

    Outreach activities give our boys the exposure necessary to understand the big wide world in which they live, providing some of the tools our boys need to become the Men of Character who will build a better tomorrow.

    - Sheryl Murray, Faculty Member, Crescent School


    Head Boy's Assembly Speech: Be Humble, Be Hungry

    The following speech was given by Head Boy Cooper Midroni at Crescent School's Opening Assembly on September 10, 2015.

    Mr. Fellin, members of the platform party, faculty, staff, and fellow students, I cannot be more excited to welcome you all to the 2015/2016 school year. In my three years at Crescent, now entering my fourth, I have seen three generations of Crescent leaders come and go. To now be wearing the blue blazer is not only a surreal experience, but it is an honour. My only hope is that I can share with you the excitement that myself and the grad class have about this upcoming year. It will be a year filled with energy and opportunity, and personally, I cannot wait to begin.

    Three years ago this may not have been the case. And by “may” I mean… it absolutely was not. I was nervous, scared, because I was entering a new school where I knew very little people. My first day was a flurry of places, directions, with hundreds of new names thrown my way, of which I remembered barely any. You can see how that would be a problem. This was a school with a grade size that tripled the grade I had just left. The size of this community, to me, was daunting. And yet when I came here, from the moment I walked through the door, I still felt that sense of community. It was that feeling of belonging that I believe Crescent imparts in every boy that left no doubt in my mind, Crescent was the school for me.

    And I see this feeling manifest itself, every day here, in so many ways. I see it in the way boys of all ages dive into the opportunities hosted by this school, by joining clubs and teams and councils. I see it in the brotherly way the older boys walk down the Lower School hallway. And I see it in the spirit of the Houses, how a single house point is worth its theoretical weight in gold. Often I think of how being a part of this community influences me, and I realize how Crescent not only motivates me, but attracts me.

    For those of us who may not have worked the custodial graveyard shift, you can often find me in the Latifi Commons at 6:30-7:00 am. To my peers, this is insane. That I would leave the comfort of my bed, the natural habitat of the teenager, to be at school? When they ask me why, I only have one response: That I enjoy being at school, that I come early to soak in all that makes this place so special. It is the people that make this great school what it is. The laughter in the hallways, the personalities behind names on the wall. And I come early to feel a part of that.

    For the grads, this year is also veiled in a certain sadness. Sadness that you can put the words “the last” in front of most things we do during this year. Coming from this place of hindsight and general worldly knowledge, there are a few messages I would like to impart to you all today.

    Make the most of our time at Crescent

    To the Lower School and Middle School I have one message, which I will share with you in the form of a quote from a classic song I came to appreciate at camp this year, The Circle Game.

    “We’re captive on the carousel of time. We can’t return we can only look behind from where we came. And go round and round and round in the circle game.”

    I ask of all the students in this room, that you make the most of your time here at Crescent. To the Lower and Middle School, I ask that you keep this notion in your heart as you journey through the ranks of school. Because it’s true. There is no going back, there is only reflecting on the times you’ve had and the times yet to come. I know you all will bring your energy and enthusiasm with you, changing Crescent for the better in your own time.

    To the Upper School, I want for all of you to recognize that now is your time. You all have it within you to make these final years count, leave an impact, have no regrets. Now is one of the best times in your lives to take chances. As Mr. Kovacs mentioned in his address to the Upper School, what I believe to be an incredibly powerful quote from Theodore Roosevelt, “there is no effort without error.” Take those risks and put in the work. The safe and comfortable environment of high school is your friend, and even if you fall, you have the Crescent community here to catch you.

    To the faculty and staff, understand that your impact on our lives goes much deeper than education. You are our role models, whose dedication to not only teaching us the curriculum, but life lessons, makes our time here truly rich. You will hear this many a time down the road, but thank you for all your efforts so far and all those to come.

    To those new to the Crescent community, students and staff alike, I have no doubt that you soon will feel the sense of community and belonging that I alluded to before. It is merely a matter of time.

    And finally, a message to the grads. My boys. As we round this final year to a point, I ask that you make every moment count. Like I said before, there will be many “lasts,” but I hope they will be accompanied by many “bests.” I cannot think of a better group of people to spend this final year with, nor more promising boys to become Men of Character by my side.

    Be humble, be hungry

    As a grad class, we have adopted the motto “Be humble, be hungry.” We want to challenge every member of the Crescent community to display their humility and their drive. This year should be a year of appreciation, for all that this school provides. We hope you will come to understand the position of privilege you are in. This should also be a year of ambition, where we adopt the willpower to endlessly pursue our goals. Through humility and hunger, we not only have the ability to succeed but to display the highest degree of character for which Crescent is known for. 

    As I said in the beginning, I could not be more excited to see and take part in the products of this school year. From all corners of Crescent life, athletics, the arts, robotics, and community service, I cannot wait to see your hunger for excellence and the humility with which you approach it. Please join me in making the most of this year, by putting our best selves out there, exemplifying both humility and hunger.

    Thank you all for listening and have a stellar school year.


    In the News


    January 24, 2017 - Crescent gears up for robotics competitions

    Crescent School boys earned trophies at VEX IQ robotics competition, while Crescent's Team 610 prepares for the FIRST Robotics competition. ...

    January 24, 2017 - Crescent Earns High Praise in CAIS Accreditation

    Crescent's recent CAIS accreditation report includes dozens of commendations and high praise for the school's mission. ...

    October 11, 2016 - Crescent School launches concussion care strategy

    Crescent School at forefront of youth concussion care through collaboration with Holland Bloorview Kids Rehabilitation Hospital ...


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