400-570, Dunsmuir Street, Vancouver, British Columbia, V6B 1Y1, Canada
411 Lawrence Avenue East, Toronto, Ontario, M3C 1N9, Canada
2013
1963
300
450
10 to 12
JK to 6
Coed
Coed
Homestay, Day
Day
English
English
Academic
Academic
Progressive
Traditional
10 to 16
15 to 18
Learning, Developmental
$16,500 to $22,800
$20,300 to $30,300
No
No
0%
0%
None
None
$0
$0
100
50
0%
0%
100%
100%
8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 6
No
No
information not available
information not available
In many ways, Alexander is very much an expression of its context, namely the cultural and social life of Vancouver. The approach is international, drawing students from a range of cultural backgrounds, though also teaching with an eye to global communication and issues. The school is very forward looking, adapting programs to address 21st century literacies, and providing support for individual student success, including flexible scheduling. Academics are front and centre, just as they should be, but there is an attention to student life within the walls of the school and beyond. The location is proximate to a range of resources, including galleries and museums, arts venues, and transportation. The ideal student is one preparing for university studies.
View full reportThe school was founded in 1980 with an eye to providing a strong, focused academic program for the lower grades. In the intervening decades it has very much kept with the times, including an early adoption of e-learning tools and texts, at times in partnership with national publishers. Student success is gauged through mastery of the course material, and the ideal student is one who is able to thrive within a supportive yet academically challenging environment. In 2001 the program was extended into the upper grades with the creation of the Crestwood Preparatory College.
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"The community at Alexander Academy is welcoming."
Kate Mezentseva - Parent (Nov 03, 2022)
The school is very compact, has under 100 students, and feels very private and personal. My son love...
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"Alexander Academy is a private high school for students in grades 10-12 and is dedicated to educational excellence that is both student-centred and community-oriented. Alexander Academy offers the BC Dogwood Diploma, a unique University Transfer Program and an English Language Development Program for our international students. Our approach is to offer personalized learning, relevant out-of-classroom experiences, and the opportunity to earn advanced university transfer credits."
"Located in a picturesque, wooded valley in the Bayview/Post Road area, Crestwood School provides quality education to students in Junior Kindergarten to Grade 6. At Crestwood, we practise the traditional art of teaching-challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others. Each teacher is the key. With a well-planned program, a positive rapport with each student, a close communication between home and school, and a sense of commitment and dedication, our goals are met!"
"We recognize that each student has their own academic goals, learning style, passion, and talent. Our teachers are committed to ensuring students have the opportunity to challenge themselves academically to reach their full potential. Alexander Academy’s teaching staff is comprised of 11 full-time equivalent qualified faculty members, as well as our Head of School, Headteacher, Student Services Manager, Health and Wellness counselor, and a full-time Librarian. Our student-teacher ratio is 1:11."
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"Alexander Academy is dedicated to the pursuit of excellence in an ever-changing world. We aim to foster a safe, caring, student-oriented community by focusing on building strong relationships between a diverse and inclusive group of internationally-minded learners. We do this by cultivating a collaborative and supportive learning atmosphere that encourages action, inquiry, healthy living, and life-long learning."
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"What makes us special? Alexander Academy is widely proud of the 100% University Acceptance of its students."
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"Our staff promotes holistic education and sustainability practices that place the students first. We aim to cultivate creativity, engagement, collaboration, empathy, and integrity in our students. Alexander Academy seeks to raise awareness for the process of truth and reconciliation and creating authentic connections with Indigenous communities. We nurture skills such as leadership, creativity, resilience, and responsibility to prepare our students for success in an increasingly interconnected w"
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Welcome to Alexander Academy. We are delighted that you have found us and invite you to get to know us better. As you will see, at Alexander Academy our lively classrooms celebrate the joy of learning and foster the quest for excellence and exploration. The first thing you will notice when you arrive at Alexander Academy is that the excitement is tangible: you will feel the energy and sense the vibrancy as soon as you enter our school. You will grasp the wonder of discovery in the classrooms as each student and faculty member engage in authentic critical thinking and learning. Our small classes provide the opportunity to challenge students to express themselves in an environment where teachers are a vital part of each student’s daily experience. Our personalized community also helps to build lifelong friendships among students and faculty.
We are a professional learning community following a holistic approach to education. We educate the whole person: academically, artistically, physically and socially as we put the student and their strengths and interests first. No two students or journeys are alike and we will go out of our way to find and nurture each student’ unique abilities. To help students on their path, we craft a unique program designed for each student. Ultimately, it is our goal is to shape 21st century leaders who have the courage to take intellectual risks as they work effectively with others. Our aim is that every student should leave Alexander Academy happy, fulfilled and prepared for the next stage of their life.
In navigating through the pages of this website, I hope that you will get a real sense of the richness and diversity of life at Alexander Academy. Above all else, I hope that you will gain a strong impression that, at Alexander Academy, the interest of our students comes first.
Please do come and visit Alexander Academy. You will be warmly welcome.
Parents who want their children to receive a “good education” must concern themselves with what kind of education is best for their children and how their education will directly affect their growth into adulthood. It goes without saying that children should be competent in the 3R’s (reading, writing, and arithmetic) but at the same time, parents must look at long term goals for a lifetime of education.
One of the most important goals of education is to teach children how to learn. Children must be able to think critically in order to evaluate what they see, hear, and read. This is a skill which is paramount, not only to structured education, but to life in general. Another goal that must be achieved is to have children develop the necessary traits of a healthy personality. Self-assurance, self-respect, trust in others, and respect for others must be developed.
Next, we want the children to work well with others. Sharing with others, understanding the needs of others, and assuming responsibility for the well-being of others are important qualities one must have in our world today.
Finally, we want the children to work creatively in order to fully express themselves as the unique individuals they are.
I feel that when children are provided with a stimulating and nurturing environment, a positive attitude to education and to those around them results.
At Crestwood, our goal is to provide students with sound academic skills, while at the same time providing them with the framework from which they can develop the necessary lifelong skills which I feel encompass a “good education.”
Dalia Eisen
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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Alexander Academy is authorized to offer the BC Graduation Program. We also offer an English Language Development Program and a unique University Transfer Program in conjunction with Alexander College. Alexander Academy is dedicated to providing educational programs that inspire students to follow independent paths to success. We recognize that each student has their own academic goals, learning style, passion, and talent. Our teachers are committed to ensuring that each student has the opportunity to challenge themselves academically, enabling them to reach their personal level of academic excellence. Out-of-Classroom Learning Alexander Academy recognizes that students thrive in an environment that has relevance and context to their learning. Through authentic, out-of-classroom learning experiences, students are inspired and obtain in-depth knowledge of the curricular subjects they are studying through active and engaged learning, inquiry, real-world exploration, and challenges.
We practise the traditional art of teaching - challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Systematic approach
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.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Visual Arts
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Play-based
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.
Junior and Senior Kindergarten are often a child’s first introduction to “formal education.” Therefore, these years are the foundation upon which attitudes towards all subsequent education are built. The early learning curriculum involves mathematics, reading, written and oral expression, environmental studies and an introduction to French. It also includes activities that develop social, physical, and creative skills. Every child’s style of learning is identified through close observation, attention to the child’s needs, and most importantly, individual time with the teacher.
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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Our aim is to see well-rounded citizens gain acceptance to the university of their dreams.
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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
Accommodations
Modifications
Extra support
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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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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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
8 - 12
0%
0%
$0
$0
100%
100%
8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 6
No
No
No
No
No
Yes: grades 1 - 6
No
No
No
No
We seek to identify students who will be the best educators of one another and their teachers—individuals who will inspire those around them during their high school years and beyond.
At Crestwood our students are responsible, cooperative, respectful, honest and courteous.
Applicants are required to submit the completed online application, supporting documents and fees, and attend an admissions interview either via Zoom or in person.