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Crestwood Preparatory College
Crestwood Preparatory College
217 Brookbanks Drive
Toronto, Ontario, M3A 2T7
Contact name:
Dave Hecock

Phone number:
(416) 391-1441×
Crestwood Preparatory College

Crestwood Preparatory College

217 Brookbanks Drive, Toronto, Ontario, M3A 2T7

Traditional,  Military
Grades (Gender):
7 to 12 (Coed)
Main Language:
Avg. Class Size:
Day: 375 (Gr. 7 - 12)

get more information Get more information

Contact Name:
Dave Hecock

Phone Number:

School Address
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7

About this school:

Crestwood Preparatory College is a non-denominational, non-semestered university preparatory school. Students are encouraged to achieve their highest potential by balancing academic, co-curricular and social pursuits within a structured, disciplined and nurturing environment. Crestwood offers a full range of courses at the academic and university preparatory levels. The staff and administration are committed to academic excellence, while fostering integrity, creativity and responsibility to self and community. Organizational and study skills, good work habits and consistent effort are emphasized in all courses. Our program, however, does not end in the classroom. The gym, field, music/art/drama rooms, computer labs and yearbook office, to name a few, are the co-curricular classrooms of young minds eager to take on new challenges and celebrate fresh prospects. Students are consistently provided with many opportunities to create and consolidate. All these factors and the positive personal relationships developed at the school all serve to make high school at Crestwood the memorable and productive experience it was meant to be.

Upcoming Events Next event: November 05, 2015

upcoming events
  • October 17, 2015: Visit this school at the Toronto Private School Expo: booth #8
    Roy Thomson Hall, 60 Simcoe Street, Toronto, Ontario, M5J 2J5
    Join us Saturday, October 17 from 11:00 am - 03:00 pm

    The Toronto Private School Expo is the largest event of its kind. Exhibiting schools include both day and boarding traditional, arts, Montessori, Waldorf and special needs schools from across the GTA and as far away as Switzerland or Hawaii. Attend the Expo on October 17th, 2015 to learn more!

  • November 05, 2015Crestwood Preparatory College Open House
    Crestwood Preparatory College, 217 Brookbanks Drive, Toronto, Ontario
    Join us Thursday, November 05 from 07:00 pm

    November 5th at 7:00 pm

  • November 10, 2015Mini Open House
    Crestwood Preparatory College, 217 Brookbanks Drive, Toronto, Ontario
    Join us Tuesday, November 10 from 09:00 am - 10:00 am

    Mini Open House

  • February 08, 2016Applications DueApplication deadline for New Students
    Crestwood Preparatory College, 217 Brookbanks Drive, Toronto, Ontario
    Register by Monday, February 08 from 03:00 pm

    New Student Applications are due

Principal's Message


Mr. Vince Pagano, Principal, Upper School

Crestwood Preparatory College educates young men and women to develop their potential to the fullest, grasp opportunity, develop positive personal relationships, respect the good people around them who are only interested in their welfare and success, become community aware and effective citizens, and then continue to exercise these attributes as they go into adulthood and assume professional careers and vocations. More than anything else (besides excellent teachers and adult role models), a young person must be confident in his or her ability and prospects during this journey. And so… our most important mandate is to provide an environment where students can walk into school every morning and know that it’s going to be a good day. With this mindset, with this anticipation, success on all fronts is virtually limitless. Crestwood College and its teachers are proud to be part of this promise.

Vince Pagano




Curriculum Traditional, Military

Primary Curriculum: Traditional

Secondary Curriculum: Military

  • 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 school says: [school has not provided this information]

    • Textbooks and supplementary materials: [school has not provided this information]

    • Calculator policy: [school has not provided this information]

    Science Expository

      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.
      Learn about the different science approaches  

    • Teaching approach: [school has not provided this information]

    • 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 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.
      Learn about the different literature approaches  

    • What school says: [school has not provided this information]

    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 school says: [school has not provided this information]

    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 school says: [school has not provided this information]

    • Studying a foreign language is required until:   9
    • Languages Offered: • French • Spanish • ESL

    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
      Visual Arts
    • Visual studio philosophy:

    • What school says: [school has not provided this information]

    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 school says: [school has not provided this information]

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What school says: [school has not provided this information]

    • school's approach to sex-ed: [school has not provided this information]

    Religious Education
    • What school says: [school has not provided this information]

    Advanced Placement Courses
    • AP Art History
    • AP Physics 1
    • AP Spanish Language
    • AP Studio Art: 2-D Design
    • AP Studio Art: Drawing
    • AP World History
    • AP Biology
    • AP Chemistry
    • AP Computer Science A
    • AP English Literature and Composition
    • AP French Language
    • AP Government and Politics: Comparative
    • 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.

    What school says: [school has not provided this information]

    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 school says about flexible pacing: [school has not provided this information]

    Academic Culture Supportive

    • Rigorous
    • Supportive

    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.

    What school says: [school has not provided this information]

    Developmental Priorities Balanced, Intellectual

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

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What school says: [school has not provided this information]

    Special Needs Support High


    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
    • Support for moderate-to-severe special needs:

      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      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

    Gifted Learner Support High


    school offers a high degree of support for gifted learners.

    Segregated gifted programs:

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

    Inclusive practices:

    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)

    What school says: [school has not provided this information]

    Homework Policy

    In grade 12, Crestwood Preparatory College students perform an average of 2 hours of homework per night.

    Nightly Homework
    school90 mins90 mins120 mins120 mins120 mins120 mins
    Site Average61 mins67 mins82 mins90 mins103 mins111 mins

    This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades7 to 12
    Parent-teacher meetings7 to 12


    What school says:

    Crestwood Preparatory College has not provided this information.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
    • Clubs Offered
      Art Club
      Chess Club
      Community Service
      Computer Club
      Debate Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Poetry/Literature club
      Robotics club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid





    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students5%
    3rd child (sibling)all students5%
    4th child (sibling)all students5%

    Need-based financial aid

    Grade range that need-based aid is offered:
    Percentage of grade-eligible students receiving financial aid0%
    Average aid package size$0
    Percentage of total enrollment on financial aid0%
    Total aid available$0

    Application Deadline:
    January 08, 2016 Repeats annually

    More information:

    Application Details:

    Merit based Scholarships

    School has not provided this information.


    Total enrollment 375
    Average enrollment per grade63
    Gender (grades)7 to 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment506065756565




    Admissions Assessments:

    Assessment = requiredGrades
    SSAT (out of province)
    Entrance Exam(s)N/A

    Application Deadlines:

    Day students:

    What Crestwood Preparatory College says: Crestwood Preparatory College has not provided this information


    Acceptance Rate:


    Type of student Crestwood Preparatory College is looking for: school has not provided this information

    Student Entry Points

    Student Type789101112
    Day Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size70
    *Canadian "Big 6" placements69
    **Ivy+ placementsN/A

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

    **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)

    Stories & Testimonials


    Crestwood Gives!


    Over the past several weeks, Crestwood Preparatory College has been receiving donations from students in support of the Kawartha-Haliburton Children’s Fund and Sanctuary Toronto. Crestwood Gives! is an annual program run by Crestwood Preparatory College that asks students in the Crestwood Community to help those in need during the holiday season. The program has been running for over ten years and has benefited a variety of childrens charities in the Toronto area. The Kawartha-Haliburton Children’s Foundation provides support to benefit children who are involved with the Kawartha-Haliburton Children’s Aid Society. Crestwood Gives! has partnered with Kawartha-Haliburton for the past two years and provides items that benefit families including gifts for their holidays. Sanctuary Toronto is an organization that works with teenagers in the Toronto area who have been displaced from their homes. This year, Crestwood Gives! provided these teenagers with essential materials that will enhance their quality of living on a day to day basis.

    On December 7th, donations from each homeroom were collected. The generosity displayed by students and their parents was overwhelming. It is occasions like these that demonstrate the kindness and spirit of giving that is evident every day in the Crestwood Preparatory College community. A special thanks to Ms. McCourt for organizing this year’s donations and all of the student ambassadors who took time out of their busy schedules to promote the event school wide.


    Human Rights and Tolerance Symposium

    On Tuesday, November 20th, Crestwood Preparatory College held a Human Rights and Tolerance Symposium for over 200 students from seven Toronto area schools. Organized by Scott Masters and the History Department, the symposium provided an opportunity for students to engage in learning opportunities beyond their regular classroom instruction. Seventeen speakers participated in the event touching on such subjects as Human Rights Violations in Iran, the proliferation of hate on the Internet, Holocaust Survivor stories and the consequences of the historical abuses endured by the Aboriginal people.

    The symposium provided students with the opportunity to contemplate the current state of world affairs, and the role of the individual in promoting tolerance. Through a mix of inspiring stories of personal triumph and gut-wrenching moments of brutal honesty, students were reminded that the choices we make have a lasting effect on ourselves and others.

    Crestwood Preparatory College would like to thank all of the speakers for their contributions and stimulating discussion. We hope that the students of Appleby College, The York School, Havergal College, MAC College, Villanova and Marshall McLuhan Catholic School enjoyed their time at Crestwood Preparatory College and have gained from the experience of participating in the Human Rights and Tolerance Symposium.


    History project gets up close and personal


    A good teacher can lift history off the page.

    Scott Masters goes much further, inviting live history into his classroom.

    The head of social studies at Crestwood Preparatory College near York Mills Road and the Don Valley Parkway, Masters has created an innovative program called the Oral History Project.

    Students interview Second World War veterans and Holocaust survivors.

    Guests are invited into the classroom to tell their stories or students visit them at places like the veterans’ unit of Sunnybrook Health Sciences Centre or Baycrest Geriatric Health Care System.

    So far, about 200 interviews have been recorded and posted on the school’s website at www.crestwood.on.ca/ohp

    “Everyone has a story to tell,” Masters told The Mirror after stepping into the hall outside his classroom one morning earlier this month.

    Inside the classroom, 90-year-old veteran George MacDonell was telling students his life story, from his childhood in a small town delivering bread on his bicycle and gathering around the radio to cheer on the Toronto Maple Leafs, to his determination to join the army underage and the barbaric treatment he and fellow soldiers faced in a prisoner of war camp in Hong Kong.

    On Dec. 10, Masters will be rewarded for his dedication to making history come alive for his students when he receives a 2012 Governor General’s History Award for Excellence in Teaching.

    Governor General David Johnston will present awards to seven teachers, including Milena Ivkovic of North York’s Newtonbrook Secondary School, in recognition of their efforts to further interest in and understanding of Canadian history and heritage.

    The teachers will each win $2,500 and their schools will each be awarded $1,000, donated by TD Bank Group.

    Deborah Morrison, president of Canada’s History Society, said the awards show the importance of teaching history in a compelling way.

    “We all win if the next generation of Canadians has a better understanding and a greater interest in our past because they had a great history teacher. The teachers recognized through the Governor General’s History Awards have exceptional abilities to make the past more relevant and interesting for their students,” she said in a statement.

    “This program celebrates those achievements, but also creates opportunities to share their knowledge so more teachers and young Canadians will benefit from their expertise.”

    Masters is thrilled to win the award.

    “It is very much a surprise and a great honour to be recognized by Canada’s History Society,” he said.

    The Oral History Project focuses on the Second World War because it was a transformational period in Canadian history, Masters said.

    Without the Oral History Project, students may not have the opportunity to get first-hand accounts of the war. After all, their grandparents were children at that time.

    “It’s really important to get students to speak directly to somebody from this period,” Masters said.

    “It gives them that real, personal, emotional, empathetic connection. It’s an up-close, personal view of history. It’s not just history, it’s somebody’s story.”

    Grade 11 student Michael Lawee, who has participated in more than 15 sessions, is a savvy interviewer.

    As the class listened to MacDonell’s story, he was adept at asking questions from the pre-arranged list but also in finding ways to get additional information from the veteran.

    Lawee is impressed with the Oral History Project.

    “I’m learning a lot about history, not just from a textbook. You can’t get this from a textbook. You can get it from living, breathing people,” he said.

    “We have the ability to save what is going to be lost...(It’s important to keep history alive because) we have to learn from our mistakes.”


    See the full story online at the North York Mirror website.



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    Contact Name
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