Crestwood Preparatory College

About Crestwood

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.

Coeducational/non-denominational
Small class size
Enthusiastic, dedicated faculty
Crestwood Entrance Assessment and interview required
Extensive co-curricular program
Accelerated math and science programs
Advance Placement courses (AP)

Our Take: Crestwood Preparatory College

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.

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Coeducational/non-denominational
Small class size
Enthusiastic, dedicated faculty
Crestwood Entrance Assessment and interview required
Extensive co-curricular program
Accelerated math and science programs
Advance Placement courses (AP)

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Location

217 Brookbanks Drive, Toronto, Ontario, M3A 2T7

Gallery

School Life Gallery

Gallery showcasing school life and general photos of Crestwood Preparatory College.

Upcoming Events Next event: January 16, 2019

Jan 16

Copy of Mini Open House
Crestwood Preparatory College, 217 Brookbanks Drive, Toronto, Ontario
Join us @Wednesday, January 16, 2019 from 09:00 am - 10:00 am

Please remember to RSVP to this event.

[email protected]

Feb 13

Applications DueApplication deadline for New Students
Crestwood Preparatory College, 217 Brookbanks Drive, Toronto, Ontario
Register by Wednesday, February 13, 2019 from 03:00 pm - 12:00 am

New Student Applications are due.

Academics

Academics Summary: [Hide summary]

Curriculum: Traditional
- Mathematics: Equal Balance
- Science: Equal Balance
- Literature: Equal Balance
- Humanities and Social Sciences : Equal Balance
- Foreign Languages: Audio-Lingual
- Fine Arts: Equal Balance
- Computers and Technology: Medium integration
- Physical Education:
- Advanced Placement courses :
- Sex and health education: Ontario curriculum
Curriculum Pace: Standard-enriched
Academic Culture: Supportive
Developmental priorities: Balanced
Special needs support: Partial Integration
Gifted learner support: Dedicated class; in-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Traditional
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at Crestwood : Traditional
Crestwood has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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 uni?ed 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.

Curriculum at schools on OurKids.net

Traditional - 43%
Liberal arts - 16%
Progressive - 25%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

What Crestwood says: 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.

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at Crestwood : Equal Balance
Crestwood has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 67%
Traditional math - 26%
Discovery math - 7%

What Crestwood says: This information is not currently available.

Textbooks and supplementary materials: This information is not currently available.

Calculator policy: This information is not currently available.

Science Equal Balance

Science approach at Crestwood : Equal Balance
Crestwood has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).
[Show: About 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 at schools on OurKids.net

Equal balance - 66%
Expository - 6%
Inquiry - 28%

Teaching approach: This information is not currently available.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Equal Balance

Literature approach at Crestwood : Equal Balance
Crestwood has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 73%
Traditional - 23%
Social justice - 4%

What Crestwood says: This information is not currently available.

Humanities and Social Sciences Equal Balance

Humanities and Social Sciences approach at Crestwood : Equal Balance
Crestwood has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism , Pragmatism approach).
[Show: About Equal Balance?]
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

Humanities and Social Sciences at schools on OurKids.net

Equal balance - 79%
Perennialism - 11%
Pragmatism - 10%

What Crestwood says: This information is not currently available.

Foreign Languages Audio-Lingual

Foreign Languages approach at Crestwood : Audio-Lingual
Crestwood has an Audio-Lingual approach to Foreign Languages (as opposed to Communicative , Equal Balance approach).
[Show: About Audio-Lingual?]
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.

Foreign Languages at schools on OurKids.net

Audio-lingual - 2%
Communicative - 38%
Equal balance - 60%

What Crestwood says: This information is not currently available.

Fine Arts Equal Balance

Fine Arts approach at Crestwood : Equal Balance
Crestwood has an Equal Balance approach to Fine Arts (as opposed to Receptive , Creative approach).
[Show: About Equal Balance?]
These programs have an equal emphasis on receptive and creative learning.

Fine Arts at schools on OurKids.net

Equal balance - 60%
Receptive - 1%
Creative - 39%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What Crestwood says: This information is not currently available.

Computers and Technology Medium integration

Computers and Technology approach at Crestwood : Medium integration
Crestwood has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).
[Show: About Medium integration?]
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

Computers and Technology at schools on OurKids.net

Medium integration - 47%
Light integration - 23%
Heavy integration - 30%

What Crestwood says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What Crestwood says: This information is not currently available.

Advanced Placement courses

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

Sex and health education Ontario curriculum

Sex and health education approach at Crestwood : Ontario curriculum
Crestwood has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Sex and health education at schools on OurKids.net

Follows provincial curriculum - 54%
Does not follow prrovincial curriculum - 46%

Approach to sex and health education:
Crestwood has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

Crestwood 's approach to sex-ed: This information is not currently available.
Jump to:

Mathematics

Science

Literature

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Advanced Placement courses

Sex and health education

Focus
Academic

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at Crestwood : Standard-enriched

Crestwood has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About 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.

Curriculum Pace at schools on OurKids.net

Standard-enriched - 57%
Accelerated - 16%
Student-paced - 27%

What Crestwood says: This information is not currently available.

Flexible pacing style

Flexible pacing style	offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Crestwood says about flexible pacing: This information is not currently available.

Academic Culture Supportive

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at Crestwood : Supportive
Crestwood has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About 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.

Academic Culture at schools on OurKids.net

Supportive - 54%
Rigorous - 46%

What Crestwood says: This information is not currently available.
Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

Secondary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

What Crestwood says: This information is not currently available.

Special needs support Partial Integration

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

Crestwood offers Partial Integration

Students are placed in a separate special education class, but are strategically integrated into a regular classroom for certain periods.

What Crestwood says about their special need support: 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.

Academic Support:

Subject Ttype	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Ttype	offered
Accommodations
Modifications
Extra support

Summary: 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.

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.
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.

Read our guide to special needs schools and special education

Gifted learner support Dedicated class; in-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

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

Curriculum delivery: Acceleration (The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead). )

In-class adaptations:

Program	offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What Crestwood says: This information is not currently available.

Language English

Crestwood offers English as the primary language of instruction.

Language of enrollment include: English
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 12, Crestwood students perform an average of 1.5 hours of homework per night.

Nightly Homework

7 8 9 10 11 12
Crestwood 60 mins 60 mins 90 mins 90 mins 90 mins 90 mins
Site Average 52 mins 57 mins 69 mins 80 mins 96 mins 109 mins

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

What Crestwood says about their flipped classroom policy: This information is not currently available.
Report Card Policy

[Show definition of Report Card Policy]
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades Gr. 7 to Gr. 12
Parent-teacher meetings Gr. 7 to Gr. 12

	7	8	9	10	11	12
Crestwood	60 mins	60 mins	90 mins	90 mins	90 mins	90 mins
Site Average	52 mins	57 mins	69 mins	80 mins	96 mins	109 mins

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Football
Golf
Ice Hockey
Lacrosse
Rowing
Rugby
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball

Clubs Offered
Foreign Language Club
Jazz Ensemble
Math Club
Musical theatre/Opera
Photography
Poetry/Literature club
Robotics club
School newspaper
Science Club
Student Council
Yearbook
Art Club
Band
Chess Club
Choir
Community Service
Computer Club
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	7	8	9	10	11	12
Day	$26,200

What Crestwood says about their tuition: This information is not currently available.

Discounts

Discount Type	Enrollment Type	Amount
2nd child (sibling)	all students	5%
3rd child (sibling)	all students	5%
4th child (sibling)	all students	5%

Need-based financial aid

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

Application Deadline:

January 08, 2016 Repeats annually

Application Details:

This school works with other. for processing financial applications

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Gr. 7 to Gr. 12	Coed	Day	440

Additional Statistics:

Total enrollment	440
Average enrollment per grade	73
Average class size	16
Gender (grades)	Gr. 7 to Gr. 12 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students
Number of different nationalities within student population	0
Five-day boarding programs offfered

Student distribution:

	7	8	9	10	11	12
Day Enrollment	50	60	95	75	65	65
Class Size	17	17	17	17	17	17

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		7 - 12
SSAT
SSAT (out of province)
Entrance Exam(s)		N/A
Entrance Essay		N/A
Application Fee

Application Deadlines:

Day students: February 08, 2016

What Crestwood says:

Entrance Procedures for Crestwood Preparatory College:

Students seeking entry to Grades 7, 8 or 9 may be required to write an entrance assessment. This assessment is at grade level and is designed to determine if the student is capable of handling the Crestwood Preparatory College curriculum. It consists of two parts: math and literacy.
Students seeking entry to Grades 10, 11 or 12 will be required to submit their transcripts and most recent report cards with their applications. Interviews will be arranged with the administration as soon as possible after necessary documentation has been forwarded. Space in the Grades 10, 11 and 12 will be based on classroom space and curriculum choices.

Acceptance

Acceptance Rate: 65%

Type of student Crestwood is looking for:
A future Crestwood student is one that is willing to join the school community both academiclly and socially.

Student Entry Points

Student Type	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	0	0	0	0	0	0

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	85
*Canadian "Big 6" placements	45
**Ivy+ placements	1

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

**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

Schools our students are admitted to (last 4 years): Acadia University American Academcy of Dramatic Arts Bishop's University Boston University Brock University Brock University Carleton University Connecticut school of design Dalhousie University Durham College European Business School- London George Brown College McGill University McMaster University New York University OCAD Pennsylvania State University Queen's University Queen's University Rhode Island School of Design Ryerson University Seneca College St. Andrews University- Scotland Stanford Syracuse University Trent University University of British Columbia University of Guelph University of Guelph University of Michigan University of Ontario Institute of Technology University of Ottawa University of Pennsylvania University of Toronto University of Waterloo Western University Wilfred Laurier University York University

Schools our students attend (last 4 years): Acadia University American Academcy of Dramatic Arts Bishop's University Brock University Brock University Carleton University Carleton University Dalhousie University Durham College European Business School- London George Brown College McGill University McMaster University New York University OCAD Pennsylvania State University Queen's University Queen's University Rhode Island School of Design Ryerson University Seneca College St. Andrews University- Scotland Stanford Syracuse University Trent University University of British Columbia University of Guelph University of Guelph University of Michigan University of Ontario Institute of Technology University of Ottawa University of Pennsylvania University of Toronto University of Waterloo Western University Wilfred Laurier University York University

Stories & Testimonials

Below, find stories and testimonials about Crestwood Preparatory College.

Crestwood Gives!

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

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

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

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

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

A good teacher can lift history off the page.

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

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

Students interview Second World War veterans and Holocaust survivors.

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

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

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

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

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

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

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

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

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

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

Masters is thrilled to win the award.

âIt is very much a surprise and a great honour to be recognized by Canadaâs History Society,â he said.

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

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

âItâs really important to get students to speak directly to somebody from this period,â Masters said.

âIt gives them that real, personal, emotional, empathetic connection. Itâs an up-close, personal view of history. Itâs not just history, itâs somebodyâs story.â

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

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

Lawee is impressed with the Oral History Project.

âIâm learning a lot about history, not just from a textbook. You canât get this from a textbook. You can get it from living, breathing people,â he said.

âWe have the ability to save what is going to be lost...(Itâs important to keep history alive because) we have to learn from our mistakes.â

See the full story online at the North York Mirror website.
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Principal's Message

Mr. Vince Pagano, Principal, Upper School

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

Vince Pagano

Principal

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