781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
Indirect Support:
781 Richmond Avenue, Victoria, British Columbia, V8S 3Z2, Canada
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
1913
2001
854
540
JK to 12
7 to 12
Coed
Coed
Homestay, Day, Boarding
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 18
Varies
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$20,840 to $39,005
$29,500 to $31,000
$57,260 to $73,145
Yes
Yes
15%
5%
SK to 12
7 to 12
$2,000
$10,000
57
90
3%
0%
72%
30%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Rolling
Not available
Yes: grades Preschool - 12
Yes: grades 7 - 12
No
No
“By any metric, Glenlyon Norfolk School is one of the best of its kind in Canada, namely a school that offers the full IB curriculum with two unique boarding options, and prepares students for post-secondary education and beyond.”
“What distinguishes GNS is that attention to self-awareness.”
Read The Our Kids Review of Glenlyon Norfolk School
“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
Glenlyon Norfolk School started its long life in 1913 as a girls school, the founders intending to establish something better, something more forward thinking, much like other girls’ schools that have a similar pedigree. Later, a boys school was established nearby, and in 1986 they combined to become the school, at least in broad outlines, as it exists today. In keeping with the initial vision, the school intends to be at the leading edge of instruction, continually evaluating what it offers and ensuring that it’s in keeping with what students will need for success at post-secondary studies and beyond. In 1996 it became an IB World School with the adoption of the Diploma Programme, adding the Middle Years Programme and Primary Years Programme in 2004 and 2007, respectively. With them, GNS became one of the first schools in the country to offer the full continuum. The tradition of evaluation and evolution continues today, in a very literal sense, with the school in the midst of an ambitious strategic plan, one intending to keep the school at the forefront of innovation while reflecting the values and ideals that have informed the life of the school for more than a century. The offering, rightly, is highly regarded, and serves as an example to other schools nationally. The ideal student is one who can thrive in a challenging, vibrant, dynamic learning environment.
View full reportThere 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 reportinformation not available
"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...
View full review
"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...
View full review
"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
"Glenlyon Norfolk School is an inclusive family-driven community whose members care about each other and the world around them, where dedicated teachers and staff deliver the full International Baccalaureate Program in a co-educational environment from First Steps to Grade 12. Building on our foundation as a university preparatory school, we encourage students to be curious, engaged and balanced learners who are ready to take positive risks, make mistakes and discover their true selves."
"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."
"Every student at GNS is an IB learner. During their time at GNS, they are encouraged to ask questions, investigate topics independently and take action about issues they feel are important. Building on a foundation of over 25 years of training and experience, our teachers have created a unique approach to delivering the IB curricula that enables our students to develop higher-level skills in inquiry, analysis and innovation that they can put into action in the real world today and in the future."
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
"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."
Information not available
Information not available
"At GNS, you are not just another student. The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. A strong partnership between the school and our families creates the best environment for student growth, and the relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional."
"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”"
Information not available
"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."
"GNS is a Canadian school with a global viewpoint. As an International Baccalaureate school with membership in the Round Square, our staff strive to broaden our students’ world views, both inside and outside of the classroom, to impart to each student that we all have a role to play in the maintenance and growth of our communities. Being part of the GNS community prepares students to recognize how their actions have an impact on the world around them and helps them become capable global citizens."
"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."
"We embrace the greatness of small. Our students enjoy the richness of opportunity that comes from being a part of a small school that offers large school programs, where everyone is encouraged and expected to take part. Play on the soccer team, perform in the musical, or organize a beach clean-up—we count on our Gryphons to be active, involved members of our community. As a result, students gain confidence, learn how to work for and with others, and are inspired to pursue their passions."
"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."
Information not available
Information not available
Information not available
"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."
I am honoured to be the head of the Glenlyon Norfolk School community school, entrusted with ensuring a quality education for our students from Gryphon First Steps (3 years old) to Grade 12.
We are a proudly Canadian school with a global viewpoint, as demonstrated by our International Baccalaureate (IB) World School designation.
If you’re reading these words you’ve already begun an important process. If you explore further you will find detailed information and vivid descriptions of student life, both inside and outside the classroom, at each of our two unique and idyllic campuses.
You’ll discover the depth and breadth of the IB curricula that underpins every aspect of our academic life, and you’ll learn about the first-class co-curricular opportunities that ensure each and every GNS student has the opportunity to embrace an experience that is well-rounded, challenging and fun.
In that sense, GNS is no different from so many of the other fine schools in BC, across Canada, and around the world.
But GNS is so much more than that.
The GNS experience is an enriched one that meets every student where they are and supports them to do their very best. This is possible because of our people. Our community. The partnership built between the school and our families creates a strong environment for student growth. The relationships forged between students and teachers who know them and care about them as individuals set us apart and make our great school truly exceptional.
As I often state, the foundation of GNS lies in Our Core Values. Truth. Courage. Caring. Individuality. Community. These principles guide each member of the “GNS Family,” as we ensure the school remains an exceptional place for students, parents, families, alumni, faculty and staff. I know that my two boys love it here!
Our collective philosophy is to never miss an opportunity to celebrate one another’s achievements, but to also never miss a chance to grow and to learn. As in many schools, excellence at GNS is measured in part by academic success, but it’s also gauged by the development of empathy, by the discovery of new passions, by a willingness to push beyond comfort zones, and by the ability to create and maintain enduring relationships and friendships that last a lifetime.
We’re so excited that you’re considering joining our community, and we look forward to assisting you through the process. If you have questions, please ask. If you have comments, I hope you’ll share them with our Director of Enrolment, Trevor Mannion.
The journey you are about to embark on is one that is shared and enhanced by every other member of this community. Together, we’ll ensure that the future is brighter for you, for your family, and for our school.
Warmly,
Chad Holtum
Head of School
“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
Traditional
Information not available
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
As an IB continuum school, Glenlyon Norfolk School offers a seamless approach to the International Baccalaureate programmes for students at all grade levels. Our uniquely designed and delivered educational program allows us to challenge and support students of all abilities, allowing them to do their best in everything they do. Students are inspired by knowledgeable, committed teachers who are IB experts, and are encouraged to take risks and make inquiries surrounded by supportive peers and classmates. Regular communication with parents allows us to foster a positive partnership between student, family and school for the benefit of all parties. We also provide comprehensive exposure to athletic, artistic and service opportunities that allow us to develop well-rounded students of character. Ultimately, our goal is to ensure students graduate with the tools necessary to find success in their post-secondary studies and to live happy and successful lives.
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.
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.
Information not available
Information not available
Information not available
Not applicable
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.
Not applicable
Reading is taught through the IB Primary Years Programme Units of Inquiry as well as a separate foundation skill. Teachers differentiate for all learners making it possible for all students to progress at their own pace.
Information not available
Not applicable
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.
Not applicable
Students work on this skill by using a writing continuum that has been co-constructed by them. They develop their writing by being able to see where they are currently and where they are headed, making this a highly differentiated approach to learning. Writing is incorporated into all aspects of the curriculum. All teachers are considered teachers of writing, and this skill is part of every IB Primary Years Programme Unit of Inquiry.
Information not available
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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
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
Physiology
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Not applicable
Social Studies is taught through the programme of inquiry which is the focus of the IB programme at the elementary years. There are overriding unit themes such as "Where We Are in Place and Time" and then broken into units of inquiry that reflect these broad ideas in age and stage appropriate ways. Key concepts are covered in every grade and, in the earliest grades, a global perspective is incorporated into these units of inquiry.
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
Audio-Lingual
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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
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
Information not available
Information not available
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
Our students are engaged in an enriched, values-based curriculum delivered by well qualified teachers with warmth, friendliness and expertise. The International Baccalaureate Primary Years Programme provides a fabulous framework of inquiry to develop strong foundation skills that allows personalized learning to be at the forefront. Pastoral care is an important part of school life for our learners as it allows all students to challenge themselves to be their very best in a safe and supportive environment. Nature school each week complements our rigorous academic programme, as does our waterfront location allowing students to engage with nature in a meaningful way.
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 “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 “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 intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
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."
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
GNS has a team of learning strategists who are committed to inclusion and assistance in providing opportunities for all students to do their best. Through the collaborative partnership between subject and LS teachers, we nurture an environment that supports differentiation for each individual's learning differences. Support is provided through a model consisting of small group and in-class support. Emphasis is on individual learning in which students embrace how they learn and employ strategies independently to achieve success.
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.
Please contact our Admissions Office for further information about what learning supports are available for students.
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.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
SK - 12
7 - 12
15%
5%
$2,000
$10,000
72%
30%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Rolling
Not available
Yes: grades Preschool - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades 3 - 12
Yes: grades 7 - 9
No
Yes: grades 7 - 12
No
No
We are looking for well-rounded students that exhibit the 5 As: Academics, Athletics, Arts, Adventure, and Active Citzenship. A student who is curious, engaged and kind and who will appreciate the small, close-knit community that is GNS and will take advantage of all of the opportunities given to them here whether it be in the arts, athletics, the IB program, service, or the Round Square.
A future Crestwood student is one that is willing to join the school community both academiclly and socially.
Application requirements include receiving a completed application form along with a $250 application fee and the two most recent report cards for the applying student. Older students must then complete the entrance exams. We also require the completion of a confidential student report from a current teacher. For international students, we also require copies of passports for both the student and his or her parents, as these are necessary for preparation of custodianship documents. Once these items are received, we perform an onsite or Skype interview. We also prefer, where possible, for the applying student to visit the school for a day.
Entrance Procedures for Crestwood Preparatory College:
