217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
360 Colborne Street, Brantford, Ontario, N3S 3N3, Canada
Indirect Support:
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
360 Colborne Street, Brantford, Ontario, N3S 3N3, Canada
2001
2018
540
100
7 to 12
7 to 12
Coed
Coed
Day
Day, Boarding, eSchool
English
English
Academic
Academic
Traditional
Traditional
Varies
10 to 15
Learning, Developmental
Dedicated class; in-class adaptations
$29,500 to $31,000
$8,500 to $13,900
$21,100 to $26,500
Yes
No
5%
0%
7 to 12
None
$10,000
$0
90
17
0%
50%
30%
0%
7, 8, 9, 10, 11, 12
Feb 08, 2021
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 7 - 12
No
No
“One thing that characterizes the student population, in our experience, is that the students all have clear ambitions—they all want to go places.”
“Faculty describe the school as happy and supportive, something that the parents we spoke with all seconded.”
Read The Our Kids Review of Crestwood Preparatory College
information not available
There is a rich program of extra-curriculars, though the focus is on academics, including the development of sound study and test-taking skills. The Maximizing Academic Performance Program (MAPP) begins in the lower school, and augments a traditional approach to education, one that is didactic and where assessment is objective. The ideal students are those who have their sights set clearly on success within a university career, are motivated toward that goal, and are seeking to augment or improve their academic prospects.
View full reportThe school makes good use of the location, including competitions and outreach with nearby universities, Waterloo and Laurier. Haven is very much a preparatory college, attracting students who intend to advance to post-secondary studies, particularly within North America. That said, there is a dedication to ensuring that they live well day-to-day, challenging themselves, yes, but also having time in their day to reflect and enjoy the experience. The diversity of the student body adds to the sense of internationalism, though with an annual enrollment of 100, students find themselves in a close-knit community of like-minded, academically inclined peers and mentors. All the services are represented and then some, including counsellors to advise and help students through the visa and student permit application process. A short-term student exchange program—they come for month-long sessions—is unique, and offered to student in Grades Grade 7 through Grade 11.
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"The school community at Crestwood is like no other."
ella newton - Student (Aug 05, 2022)
Starting high school at a brand new school, not knowing many people, and being one of the younger on...
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"The school and teachers do a great job communicating with the parents."
Sandra Currie - Parent (Aug 05, 2022)
I have two daughters at Crestwood Preparatory College, one who just graduated and they both have had...
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"The school leadership and administration are awesome."
Megan Van Volsen - Parent (Aug 05, 2022)
My son attended Crestwood from grade 7-grade 10. My daughter started this year in grade 8. Both kid...
View full review
information not available
"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."
"Haven international School is a private school that empowers young minds to reach their fullest potential in education. We deliver Ontario’s Curriculum, but what sets us apart is our ability in delivering this curriculum through individualized learning. At Haven, students are guaranteed a unique educational experience where individual goals and aspirations are valued and met. Haven’s team of teachers are all fully committed and dedicated beyond expectation to offering a one of a kind independent education."
"Crestwood prides itself on both an exceptional academic and co-curricular program. Our co-curricular program includes several areas of interest ranging from high level sports teams to unique clubs that any student can join during their school year. Our co-curricular Elite Basketball and Hockey programs are widely known throughout the GTA and beyond, but Crestwood does not stop there. We have over 45 sports teams and over 55 clubs which are open to all ages and abilities."
"At Haven, we do not only care for our students academic growth. We also make sure that they grow emotionally, spiritually and socially in other to be prepared for the outside world. We engage our students in a variety of extracurricular activities like sports, board games, etc. which builds their confidence. Furthermore, we make sure that there is no discrimination no matter who they are or where they come from. Study periods are created to allow students build their study habits."
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"Crestwood Preparatory College attracts students who are committed to academic excellence, personal growth, and making a positive difference in their communities. While each student is unique, they share a common commitment to learning, leadership, and community engagement. We are looking for students who are motivated, academically driven, and one who has a passion for interests outside of the classroom such as extra-curricular activities."
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"Crestwood prides itself on our dedicated teachers with advanced degrees who love what they do and appreciate their students.
“I am a grade-ten student that just switched to Crestwood this year. From the minute I started, I have never met such great staff and students that are so welcoming. This year has been amazing already, and I love to come to school each day. Thank you for making learning so much fun! —S. Mincer”"
"Haven shows a great deal of care for our students. We make sure that they attain their academic goals while building their talents and gifts in other areas. We also provide lunch for our students. Furthermore, when compared to other schools like ours, we are considerably less pricey and more dedicated to meeting individual students' goals."
"Crestwood Preparatory College can be seen as an institution with high academic standards as well as community involvement. Our current and previous students have helped in putting Crestwood on the map for athletics and academics. Our continued student success has helped us become what we are today."
Information not available
"Crestwood offers an abundance of extra curricular opportunities for all. If we don't have what your son or daughter is looking for, then we will create it. We believe that the inclusion of all is absolute necessary in order for everyone to enjoy their time while at Crestwood. Teachers continue to volunteer their time outside of the classroom in order to ensure that everyone is happy."
"Our small class sizes that allow for one-on-one communication between students and teachers. This allows the teachers to attend to each students individual needs. We provide personalized coaching that helps children to become successful and our self-improvement strategies will increase their confidence."
"Crestwood offers a family feel. We are a community who believes strongly in the old saying that it takes a village to raise a child. Each and every teacher, administrator, cafeteria staff and fellow students proudly take a hand in helping to make Crestwood feel like a close knit community."
"Our school really cares. When students attend Haven, they join the Haven family which comprises of the students, teachers and all staff of Haven. At our school, students do not miss home because we make them feel like they have a home away from home with us. Families are surprised to see the student's level of achievement in a very short time."
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"In the next five years, Crestwood will continue to inspire excellence and nurture individuality. We will continue to do this by integrating the latest technology and continuing to expand and meet the academic needs of all of our students. Crestwood also aims to continue to focus on wellness and mental health while still providing diversity, equity and inclusion initiatives."
Information not available
“Crestwood’s most important mandate is to provide an environment where students can walk into school every morning and know that they will be respected for who they are and what they bring to the school as individuals. With this mindset, success on all fronts is virtually limitless. The entire Crestwood community is proud to be part of this philosophy. We constantly strive to uphold this promise and give our students the best possible education. ”
Dave Hecock,
Head of School,
Crestwood Preparatory College
Welcome to Haven International School, where our standard of excellence provides international and local students with the foundation for entrance into top-ranked Canadian and world universities. This is an exciting stage in your child’s life; they will become ready to enjoy new experiences and face new challenges. By the time they graduate from Haven International school, they will be equipped to leave with the confdence, knowledge, skills and responsibility essential to fourish in university and ultimately become an active and contributing member of society.
Haven’s students and teachers work together in a caring, vibrant community that promotes personal and academic growth. Our high-quality student-centred learning environment supports each student’s unique needs and goals, while building on their strengths and weaknesses. Our blend of local Ontario and international students live, learn and grow in an environment that emphasizes excellence, responsibility and morality, both inside and outside the classroom. Students are constantly motivated, challenged and stimulated to always strive to be the very best they can be in everything they do at all times. Haven’s academic and English as Second Language programs are based on the curriculum expectations of the Ontario Ministry of Education and lead to the awarding of the prestigious Ontario Secondary School Diploma. This diploma is recognized and acknowledged worldwide as meeting the entrance requirement for university. Far from being a blank canvas, your child joins us with a rich palette of unique colours. We recognize the personal qualities of each student and celebrate individual talents. Haven students are re ective thinkers, creative problem-solvers, curious learners and energetic performers. Our exceptional co- curricular provision sets us apart: whatever your child’s enthusiasm, there will be an activity just right and lots of new things to try.
An open door and a warm welcome await you.
Traditional
Information not available
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.
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.
Not applicable
Our curriculum approach essentially involves two important attributes, enrichment and preparation. Students are regularly provided in class and out-of-class opportunities to participate in activities and subjects that will only add to their life's experience in a positive manner. Many of these pursuits will become the basis and raw material for more specific or sophisticated skill development or awareness.
Information not available
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Not applicable
Not applicable
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Not applicable
Not applicable
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
Information not available
Information not available
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
Information not available
Information not available
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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Information not available
Not applicable
Not applicable
Information not available
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.
Information not available
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.
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Crestwood has developed program accommodations that address varied learning needs. We understand the importance of providing students with a foundation in basic skills through a structured environment and with a process-based approach to learning. Academic and life skills success does not solely rely on mastering content; it is critical that students begin to acquire skills such as time management, self-advocacy, study habits and communication skills with the end goal of independently accomplishing them.
Information not available
Crestwood feels it imperative that the learning style of each student is understood and encouraged in order to inspire success. Our Student Services Department meet with students on an ongoing basis and these meetings allow us to communicate directly with students about their academic experience, and then liaise with teachers and parents regarding each student’s strengths and needs. During these sessions, we have the opportunity to discuss strategies and tools that students can apply to experience future success.
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
5%
0%
$10,000
$0
30%
0%
7, 8, 9, 10, 11, 12
Feb 08, 2021
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades 7 - 9
No
Yes: grades 7 - 12
No
No
No
A future Crestwood student is one that is willing to join the school community both academiclly and socially.
Good Academic with Great Marks University Scholarships Individual Talent
Entrance Procedures for Crestwood Preparatory College:
To Apply to school
Canadian students need:
International Students need: (Admission Flow Chart)
1. Complete the application form.
- Copy of the original school transcript or at least 2 years of report cards.
- Provide a $200 CAD Registration Fee (non-refundable). Bank money order or draft for registration fee.
2. Upon approval of application form and submitted documents, the school will issue an offer of Admission Letter to the applicant.
3. Make the tuition payment as directed in Offer of Admission Letter.
4. Once the tuition fees are received by the school a letter of Acceptance, Receipt for payment and Custodian Document will be issued to the applicant.
5. International Applicant applies for travel documents and student visa through the local office of the Canadian High Commission or Embassy.
6. Once Student Visa is received by the student; a copy of the visa should be sent via e-mail or fax to the school with confirmation or travel arrangement and arrival date.
7. Upon arrival in Canada, student will need to present all the necessary documents, including valid passport and student visa immigrations to Canadian Immigration.
8. Academic assessment test(s) at the school.
9. Commence education at Haven International School
Applications Deadlines
For Canadian Students: Wednesday the 30th of September
International Students can join Haven International School for Semester II on January 11.
International Students can join Haven International School for Semester I, third week of September, when they submit their application, because the process will take some time.
School Year Calendar
SEMESTER ONE
September 8 FIRST DAY OF CLASSES, SEMESTER ONE
October 9 THANKSGIVING SCHOOL CELEBRATION
October 13 THANKSGIVING DAY – NO CLASSES
October 29 LAST DAY OF CLASSES, SEMESTER ONE, TERM ONE
MID-SEMESTER STUDENT ASSESSMENT
October 30 FIRST DAY OF CLASSES, SEMESTER ONE, TERM TWO
MID-SEMESTER REPORTS AVAILABLE
November 11 REMEMBRANCE DAY ASSEMBLY
December 15 – 18 FINAL EXAMINATIONS, SEMESTER ONE
December 18 CHRISTMAS LUNCHEON & CAROL SERVICE
LAST DAY SEMESTER ONE
FINAL SEMESTER ONE REPORTS AVAILABLE
December 22 HAVEN GRADUATION CEREMONY & PROM
December 21 - CHRISTMAS BREAK – NO CLASSES
SEMESTER TWO
January 11 FIRST DAY OF CLASSES SEMESTER TWO
February 14 VALENTINE’S DAY ASSEMBLY
February 15 FAMILY DAY – NO CLASSES
March 15 – 19 MARCH BREAK – NO CLASSES
March 30 INTERNATIONAL DAY
April 2 GOOD FRIDAY – NO CLASSES
April 5 EASTER MONDAY – NO CLASSES
April 13 LAST DAY OF CLASSES – SEMESTER TWO TERM ONE
MID-SEMESTER STUDENT ASSESSMENT
April 14 FIRST DAY OF CLASSES, SEMESTER TWO, TERM TWO
MID-SEMESTER REPORTS AVAILABLE
April 21 WELCOME SPRING CELEBRATION
May 19 – 25 FINAL EXAMINATIONS, SEMESTER TWO
May 24 VICTORIA DAY – NO CLASSES OR EXAMINATIONS
May 25 LAST DAY OF SEMESTER TWO
May 31 HAVEN GRADUATION CEREMONY & PROM
FINAL SEMESTER TWO REPORTS AVAILABLE
