2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, CanadaIndirect Support:
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
4175 West 29th Avenue, Vancouver, British Columbia, V6S 1V1, Canada
5,689.4 km
7,665.0 km
1913
1930
825
1202
1 to 12
K to 12
Boys
Boys
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Traditional
Varies
18 to 22
Learning
In-class adaptations
$46,270
$33,300 to $34,300
$70,000 to $94,800
Yes
Yes
6%
8%
7 to 12
4 to 12
$27,000
$17,500
69
92
0%
7%
25%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
information not available
information not available
information not available
Dec 01, 2024
Not available
Not available
Feb 01, 2019
Yes: grades 1 - 9
Yes: grades 1 - 12
No
Yes: grades 4 - 12
According to the students, the academic culture among peers is encouraging and cooperative. The schools’ emphasis on collaborative learning would naturally encourage this, but the students also described an environment of mutual academic support.
Read The Our Kids Review of Crescent School
“In short, the school wants to shape not just the boys who attend, or even the local community, but the world we live in.”
“Teachers at St. George’s quote the common saying in academics: They aren’t teaching math; they’re teaching students. And the school doesn’t just say it—it is baked into St. George’s infrastructure.”
“The school’s approach to learning is holistic to ensure a well-rounded experience.”
Read The Our Kids Review of St. George's School
One 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.
View full reportDriven by the mission of educating young men who become impactful leaders and community partners, St. George’s School maintains a strong and lively academic culture, enriched with experiential opportunities and a significant number of Advanced Placement (AP) courses. The school's motto, "Building fine young men. One boy at a time," reflects its dedication to individualized attention and holistic development. The school's environment integrates modern, eco-friendly facilities with a focus on natural light and fresh air ventilation. Co-curricular programs are diverse and mandatory, encouraging students to explore various interests, from sports to arts. The boarding program helps to maintain a close-knit community, with activities that leverage Vancouver's local amenities. Boarding students, alongside over a dozen house parents, participate in weekend activities and overnight trips, promoting a sense of extended family. St. George's School aims to shape confident, capable, and compassionate young men who are well-prepared to make meaningful contributions to the world.
View full report
"Life at Crescent is very healthy, fulfilling and meaningful."
Claire Chen - Parent (Jun 21, 2018)
The character education is very unique and useful. There are four pillars— Respect, Responsibility... View full review
"One of my favourite aspects of St. George's is the community we have."
Matthew O'Leary - Student (Dec 18, 2024)
I love everything about St. George's School. As a lifer, which means I've been at Saints for all 12 ... View full review
"They truly create an environment where students feel supported academically, socially, and personally."
Timothy Trinh - Student (Jan 06, 2025)
My experience at St. George's School has been amazing, and I truly feel like I couldn't have asked f... View full review
"At St. George’s, the academic work feels well-balanced, challenging us without overwhelming us."
Ziming Wang - Student (Jan 06, 2025)
Joining St. George’s in Grade 7, I’ve had the privilege of experiencing the unique and supportiv... View full review
"Crescent School has been a leader in boys’ education since 1913. Our mission, Men of Character from Boys of Promise, drives our academic and co-curricular programs and guides students as they learn about who they are, how they can lead and the legacy they can leave behind. Our dedicated faculty is committed to active, experiential and relational learning which brings out the best in boys. We cultivate excellence in academics, arts, athletics, business, outreach and robotics on a beautiful state-of-the-art campus."
"Founded in 1930, St. George's School is a world-class boys school in Vancouver offering a Day Program for students in Grades KG–12 and a Boarding Program for students in Grades 8–12. With a strong emphasis in character development, the school is known for its breadth and depth of curriculum, with over 50 academic electives (25 APs), 40 athletic options, and 50 clubs. A dedicated guidance department ensures that each year, 100% of the graduates are accepted to universities around the world."
"Character development is the defining feature of a Crescent education. Crescent has identified 12 character competencies and incorporated them into the school's curriculum and co-curricular programs, including our signature Character-in-Action programs in the Arts, Athletics, Business, Outreach, and Robotics. Crescent students frequently reflect upon the questions: Who am I? How do I lead? And what is my legacy?
Crescent is one of the only GTA schools with a full-service lunch program included in tuition. Shared meals and the social interaction during communal dining are essential to building community at Crescent.
The development of Men of Character from Boys of Promise happens best when fostered by a supportive relationship between school and family. This partnership is key to your son’s success, and we aim to make Crescent a rewarding experience for the entire family."
"St. George’s School knows boys. For nearly 100 years, we have focused our efforts on building the best learning environment for boys to excel both academically and socially. This focus is evident in our teaching and learning approaches that recognize the different ways that boys learn, with emphasis on role models, active movement, and character development.
In addition, our reputation and history connects our students to a network of mentors and alumni throughout the city and the world that ensures a strong foundation of brotherhood and belonging.
Finally, thanks to our considerable resources in course options, athletic, and co-curricular experience, we provide an education that is uniquely tailored to each student and a commitment to future-readiness as a modern boys’ school."
"We focus on character education and building a close community, meaning we invest more energy in mentoring, fostering strong relationships, and developing co-curricular programs. This type of effort places significant time demands on our faculty and staff, who are deeply committed to educating boys, relational learning and character development throughout the Crescent journey.
Small class sizes and a selective admissions process help create a culture where every boy is known; however, this approach limits overall enrolment. Crescent has an acceptance rate of approximately one student for every six applicants, disappointing many prospective families."
"At St. George’s School, we prioritize collective experiences. We foster a community enriched through shared adventures and discoveries. All students contribute to Arts Week, grade-wide Outdoor Education Trips, and are committed to co-curriculars extending beyond the traditional school day. Personalization requests, like missing parts of the school day, school calendar, or seeking exemptions from community-based activities aren't supported. Even our flagship Varsity sports operate for two out of three terms. This allows athletes time during the ‘off-season’ for self-discovery in new areas. Families enrolling at St. George’s School share a deep belief in the transformative power of collective experiences for boys."
"Founded in 1913 as a “kinder, gentler” alternative to traditional boys’ schools, Crescent School has always emphasized character and care. In the 1930s, the curriculum expanded to include the arts, a forward-thinking move at the time. Our multi-disciplined arts program continues to be a signature part of the School’s curricular and co-curricular offerings. Moving to the Bayview campus in 1970 allowed the School to add high school grades and significantly expand programs and the student population. The School’s 2021 acquisition of the Bob Rumball Centre property holds an as-yet-to-be-determined opportunity for future growth and evolution."
"The identity of St. George’s School has evolved through several key moments. All of them, however, are rooted in the school’s founding vision in 1930, and the core mission of character-based, all-boys education in the heart of Vancouver. In 1979, the Junior School campus, with its heritage architecture, was added. The school has provided boarding for Gr.8-12 since inception, and this expands the school's global reach and builds diverse perspectives and enriches student life. More recently, the development of a bold 10-year strategic plan and the construction of new state-of-the-art Senior School buildings represent a renewed commitment to innovation, accessibility, and future-readiness, which ensures the school evolves while remaining connected to its founding values."
"Crescent is best suited for intellectually curious boys who want to grow as leaders and individuals, are involved in their local and school communities, and are compassionate and respectful to others and themselves. Some traits we look for in our applicants are boys who are effective collaborators, who take and share responsibility, and who reflect on their thoughts, feelings, and actions. There is a vast array of opportunities to get involved outside the classroom, which is essential in rounding out a Crescent education. Boys who like to try new things, actively pursue their interests and passions, and are willing to learn from their mistakes are best suited to take full advantage of the Crescent experience."
"Students who thrive at St.George’s School are those who embody our Core Values: Empathy, Humility, Integrity, Respect, Responsibility, and Resilience.
Boys who are a good match for the school are those who are collaborative and able to work effectively in teams. Creativity is highly valued, so students who are original thinkers and can adapt to various situations thrive in our environment. Additionally, we look for inquisitive minds — students who are curious and eager to explore knowledge deeply and critically. A sense of courage is also essential; we want students who are ready to take on challenges and approach obstacles with resilience and determination.
All things considered, a good fit for our school is a boy who is ready to make a positive impact and possesses the qualities of collaboration, creativity, curiosity, and courage."
"While rigorous, the School prioritizes character and mentorship over pure academic achievement or competition. Crescent suits families who value the School’s mission, its close community, and holistic development. Crescent is not for families looking for the most expedient pathway to get into an Ivy League university. Families interested in the IB program or a less competitive admissions process may want to consider alternatives."
"One of the many strengths of St. George’s School lies in our breadth of program and the vast array of opportunities that we offer our students. For this reason, a family who is considering our school for a singular or very specific reason may not find what they are looking for. A student who is highly specialized in a sport or program that we do not offer may struggle to connect. We have high expectations of our students to try their best not only in their academics, but also in the larger School community. A successful student at St. George’s School is open to experiencing all that we have to offer, and who is willing to take risks, try new things, and explore. Students who participate and engage in our programming will also find a sense of belonging here quickly. Families who have expectations around routinely pulling their son away from the school day for commitments outside of St. George’s School may find that challenging."
"Families choose Crescent School because they believe we can help develop their sons to be well-rounded individuals who will have positive impacts on the world. Our families' values align with our School's values and they believe that Crescent is an environment that will foster their son's growth both academically and emotionally."
"Families choose St. George’s School because of the school’s holistic commitment to excellence, which includes the academic, personal, and social domains. Parents are drawn to the individualized attention each boy receives, the strength of the school's character education, and the breadth of co-curricular options. The school’s long-standing reputation, global alumni network, and modern yet grounded approach to boys’ education further make it a compelling choice. Many families mention the strong sense of community, high levels of care from staff, and the school’s efforts to make boys feel seen, known, and valued. For boarding families, the urban location within Vancouver, alongside the warmth of the residential program, is a particular draw."
"Crescent is known as a leader in boys’ education, strongly committed to character development and academic success. The School has a warm, inclusive reputation balanced by respect for tradition. We are recognized for producing well-rounded young men ready to take on leadership roles and positively contribute to society."
"When people think of St. George’s School, they often think of boys in uniform. They might picture our castle school, and they are likely aware of the high standards we hold for all that we do, from admissions to academics.
As the only non-denominational all-boys independent school in Vancouver, in operation for nearly 100 years, the school has a reputation of tradition and prestige. It is known for its location on the westside of the city, near the picturesque forest of Pacific Spirit Park, and down the street from UBC. With this history and place in the city, we know that it also comes with some stereotypes: that the School is exclusive and impossible to get into. The reality is that St. George’s is striving to be a destination for students from all corners of Vancouver, with extensive Financial Assistance, and an admission process that is welcoming and inclusive. We hope for the next 100 years, Saints will continue to be known as the best destination for boys in Vancouver."
"Our staff practice a culture of care. Everyone from faculty members to our Facilities team shares a responsibility for the boys' well-being. Daily positive interactions, whether large or small, help our boys feel welcome, seen, and cared for."
"One underappreciated aspect of St. George’s School is the depth of its mentorship model. Going beyond formal advising and counselling, every student is deeply known by multiple educators across teaching, coaching, and co-curricular contexts. This level of relational care, combined with a culture that encourages openness, creates an environment where boys feel safe to be themselves, take risks, and thrive. While the school is often recognized for its academic and athletic excellence, it is this web of intentional relationships that most deeply supports boys through their formative years."
"Crescent is a warm and welcoming school with a very active and engaged parent community. There is a very strong partnership between Crescent School and parents. Crescent School strives to be a place where every boy belongs and where every boy is known, valued and understood."
"Families are often surprised by how warm, expressive, and emotionally mature the students are. In a single day, you might see boys in uniform playing rugby and then enthusiastically working on pottery or performing in a jazz band. The absence of gendered expectations allows boys to explore interests more freely and form deeper friendships. Another surprise is how tradition coexists with innovation: from Remembrance Day ceremonies in a historic chapel to hands-on projects in cutting-edge learning spaces. And despite the school’s reputation, many families are surprised by how welcoming and down-to-earth the community feels."
"Crescent completed a major campus enhancement project in the summer of 2026. At the heart of the project is a state-of-the-art community hall that serves as a dining space and hub for connection and school spirit. We also created a new entrance and common areas to give Lower and Upper School students improved access and a stronger sense of identity. Financial assistance is a strategic priority, supported by the Crescent School Foundation endowment, which has more than doubled in the past decade. Our plan is to double it again in five years, advancing our vision of one day becoming needs-blind so that no deserving boy is denied a Crescent education due to financial limitations. Crescent continues to embed 12 core character competencies across all courses and co-curricular activities. This intentional emphasis helps students actively reflect on their character journey throughout their time at Crescent."
"Recognizing the challenges that adolescents, are facing in a rapidly changing and complex society, St. George’s School is re-doubling its efforts to focus on values and character development — values such as resiliency and responsibility are more important now than ever before.
Ensuring that students have a wide range of activities to express themselves and build their identity has been a focus for the school for the past several years. Whether this has been through increasing the number of sports activities or the range of clubs, the school is determined to have the largest Co-Curricular program in the city.
Finally, the accessibility of the school continues to be a focus for the school, an example of this is the school’s commitment to providing expanded financial support. Now all entry grades, with the exception of Kindergarten, are eligible to apply for financial assistance."
"Crescent has identified four strategic domains to guide the school through 2030.
Academics: We’ll enhance boy-centric, experiential learning and co-curriculars; reimagine Student Services to support well-being, engagement, and belonging; and invest in character education and advanced technologies to ensure Crescent’s relevance, sustainability, and long-term leadership.
People: We’ll support professional learning, student and faculty research, and parent education; strengthen our team through a robust talent strategy; and expand recruitment efforts to ensure an exceptional Crescent education experience.
Community: We’ll nurture a strong culture of philanthropy; deepen alumni bonds; and grow the endowment to sustain Crescent’s mission for generations to come.
Campus: We’ll celebrate the completion of our campus enhancement project; expand infrastructure and auxiliary programs; and invest in long-term stewardship of our campus and ravine."
"It is an exciting time at St. George’s School. In the coming years, we are excited to continue evolving and enhancing our educational experience guided by our Mission of “Building Fine Young Men, One Boy At A Time”, and the goals outlined in our Strategic Plan.
We’re extending learning beyond our campus through bold partnerships in our city and beyond. These collaborations will offer students unique, hands-on learning experiences that connect them with the broader community and global issues.
Our focus on stewardship means we’ll foster a diverse and inclusive community, helping students appreciate different perspectives. We aim to lead in boys' education by promoting sustainability, innovation, belonging, and future-readiness.
Finally, our new state-of-the-art senior school buildings opening in 2024 will reflect our commitment to excellence. These modern spaces will provide an inspiring learning environment."
Thank you for taking this opportunity to learn about Crescent School. I am pleased you are considering us on your quest to find the ideal school for your son.
Crescent is proudly a school where boys can learn about who they are, how they can lead and begin to discover the legacy they can leave behind – all so important, when the need for good men in this world has never been greater.
As a father myself, I deeply know how important it is for you to send your son to a school with the right culture, values and support he needs to cultivate an ongoing passion for excellence and achieve future success.
I believe that we are that kind of school.
For over 100 years, we have maintained an unwavering focus on character development. 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.
Our desire is to be a place where boys come to be well. This is what motivates our ambition to nurture their social-emotional and physical wellness in addition to their academic achievement.
Our actively involved, culturally diverse community of staff, faculty, and parents steadfastly supports our efforts and vision. And because lasting friendships and strong bonds are an inherent part of the Crescent School experience, your son will graduate with an alumni brotherhood that will be with him for life.
We look forward to welcoming you and your family to our campus and our community.
Building Fine Young Men... One Boy at a Time.
I am really glad that you are taking the time to find out about our School. It’s a community we care deeply about and an environment we believe our boys thrive in.
I’d value the opportunity to share two foundational pillars of our School through which I believe you will have the best chance to understand the essence of Saints.
Firstly, I’d like to share our Mission; it’s our purpose, it’s what drives us. It is contained in two short phrases:
Building Fine Young Men... One Boy at a Time.
Building Fine Young Men... The first phrase reflects the truth that we are involved in future-facing work. We are passionately committed to the difficult but vital endeavour of nurturing, over time, a graduate who has the nuanced attributes to step into an increasingly complex world as a good man, a man ready, a man able to succeed excellently in his chosen arena, and a man who holds a foundational responsibility to contribute to and uphold his communities and his society. Our world desperately needs fine young men, and we are resolute in our desire to support each of our boys in his journey towards manhood.
One Boy at a Time. The second sentence reflects our understanding that each boy is wonderfully unique, that each boy holds a series of identities, histories, interests, strengths, fears, and hopes that are specific only to him. To allow each unique boy the very best chance to uncover his fullest potential requires him to first feel that he belongs and secondly to know that he is surrounded by trusted relationships with people who seek to understand and care for him. It is our belief that when a school community has relationships at its centre, a boy can find his personal confidence: confidence to try, fail, try again, and, over time, explore and develop into his own actualized version of a fine young man. It is tender work. There are infinite ways to be a boy, and we celebrate and support them all. All boys can find their path at St. George’s, where a beautifully diverse array of good men can grow. It is what our world urgently requires.
Take a closer look. Come and visit St. George’s School! We look forward to welcoming you to our community.
Best wishes,
David Young
Head of School
Sine Timore aut Favore (Without Fear or Favour)
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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A Crescent education is academically rigorous, exciting, fulfilling, relevant and broad. We exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our curriculum is taught by highly motivated teachers who have the competencies essential for boys to flourish. They understand that establishing a relationship with a boy unlocks the door to his learning and engages him in his character development. We offer an optional Advanced Placement (AP) program for mathematics, sciences, English, French, geography and economics. This allows our Upper School students to earn university credits or placement into a second-year university course. All of our curricular and co-curricular activities reflect "The Crescent Way" - they are closely aligned to our mission, vision and values and are responsive to boys' unique interests, capacities and aspirations.
St. George's School is Canada’s World School For Boys: There is compelling research evidence to suggest boys and girls learn differently. We are a school that focuses on the specific needs of boys while ensuring that each of our students has a global mindset. St. George's School is Committed to Authentic Learning: Using approaches like Harkness and project-based-learning, our students are consistently shown how to apply learning in real life, problem-solving contexts as they seek authentic connections between their curricular and real world problems. Our Boarders Benefit from an Urban Boarding Program: Being a boarder at St. George’s does not mean being isolated. Our boarders, who come from 20+ countries worldwide, interact with over 750 local day-students while they enjoy all of what Vancouver has to offer — whether urban, cultural, or outdoor. Our Boys Lead from Within: Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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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.
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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.
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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)
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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.
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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.
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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.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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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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Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.
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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
Physics
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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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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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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). This approach imparts vocabulary and grammar rules 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. Students in Grades 8 to 12 prepare for the DELF (Diplôme d’Études en Langue Française), an internationally recognized exam that is based on the Common European Framework of Reference for Languages.
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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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These programs have an equal emphasis on receptive and creative learning.
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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
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.
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
At the Grade 10 Level, students choose our optional theme-based Majors called “cohort programs” that transcend multiple disciplines including: Science and Technology and Outdoor Education.
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”.
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.
Our mission is Building Fine Young Men. One Boy at a Time. At St. George's School, every student is encouraged to explore new opportunities and take on challenges in their learning. We are a community that inspires our students to grow in mind, heart, body, and spirit. With a wide variety of courses, clubs, arts, and athletic options, students find and pursue their passions.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At Crescent School, we seek to build good men who make responsible choices and lead honorable lives, while encouraging our students to pursue high academic achievement and taking care of their wellbeing.
“Making a positive difference to your community.” That’s how we define leadership at St. George’s. Guided by our six core values - Integrity, Humility, Resilience, Empathy, Respect, and Responsibility - our students lead from within in a school where every boy is known, loved, engaged, and achieving.
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 | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
Information not available
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.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
4 - 12
6%
8%
$27,000
$17,500
25%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Dec 01, 2024
Not available
Not available
Feb 01, 2019
Yes: grades 1 - 9
Yes: grades 1 - 12
No
Yes: grades 4 - 12
No
Yes: grades 6 - 12
Yes: grades 3 - 11
No
No
No
No
No
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.
Application requirements differ from grade to grade. Click here for complete details.
Application requirements varied by grade level. For specific details for each grade, please refer to www.stgeorges.bc.ca/admissions
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