2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
Indirect Support:
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
#200 - 1490 W Broadway, Vancouver, British Columbia, V6H 4E8, Canada
1913
2022
800
40
3 to 12
8 to 12
Boys
Coed
Day
Day
English
English
Academic
Science and technology
Progressive
Progressive
16 to 20
15 to 20
Learning
In-class adaptations
In-class adaptations
$39,590
$1 to $23,400
Yes
Yes
5%
70%
5 to 12
8 to 12
$27,000
$8,000
80
8
0%
0%
25%
0%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2020
Rolling
Not available
Not available
Yes: grades 3 - 9
Yes: grades 8 - 12
No
No
According to the students, the academic culture among peers is encouraging and cooperative. The schools’ emphasis on collaborative learning would naturally encourage this, but the students also described an environment of mutual academic support.
Read The Our Kids Review of Crescent School
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One of the chief benefits of a gender specific school is the provision of opportunities for students to resist the stereotypes that they would encounter in co-ed schools. Crescent, of course, addresses the specific needs of boys around learning and development, though that experiential piece is equally important: to maintain an environment in which boy’s attention and curiosity can be actively engaged, and where they can participate in all curricular areas outside of any need to impress others or gain status across gender lines. Crescent begins, as they say, from the understanding that "when you remove girls from the classroom, some remarkable things can happen." And they’re right to. They also have a long tradition of doing just that. The ideal student is one who is academically curious, has broad potential, and could benefit from increased opportunity to express both their curiosity and their potential.
View full reportVancouver Independent School for Science and Technology (VISST) is a tech-heavy high school where all teachers are PhDs and UBC professors. Learning is project-based and follows the B.C. curriculum at an accelerated rate in which both the sciences and humanities are taught at a challenging pace. Currently, the school is admitting Grade 8 and 9 students, with more grades, and computer science is taught from Grade 8. Fun is deeply woven into the programming, creating an environment where students are excited to learn. and learning new things is not the only metric for success—creating a learning environment where students are excited to learn is key. The school respects students’ capabilities and time, and it clearly communicates goals to each student and for each project. VISST has a flexible tuition model that accounts for each family’s financial situation and resources.
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"Life at Crescent is very healthy, fulfilling and meaningful."
Claire Chen - Parent (Jun 21, 2018)
The character education is very unique and useful. There are four pillars— Respect, Responsibility...
View full review
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"Crescent School has been a leader in boys’ education since 1913. Our mission, Men of Character from Boys of Promise, drives our academic and co-curricular programs and guides students as they learn about who they are, how they can lead and the legacy they can leave behind. Our dedicated faculty are committed to active, experiential and relational learning which brings out the best in boys. We cultivate excellence in academics, arts, athletics, business, outreach and robotics on a beautiful state-of-the-art campus."
"Vancouver Independent School for Science and Technology (VISST) is Vancouver's first & only dedicated STEM high school, offering the full BC curriculum with accelerated/enriched STEM taught via a mix of traditional methods and project based learning. VISST isn't just for the "math whiz" type -- you will find all sorts of students at our school, united by a shared curiosity and passion for learning. We believe science and technology fundamentals are important for any path our students might take after high school."
"Character development is the defining feature of a Crescent education. Crescent has identified thirteen character traits that are explicitly incorporated in the school's curriculum and re-inforced in our Character-in-Action co-curricular programs, including signature programs in the Arts, Athletics, Business, Outreach and Robotics. Crescent graduates can answer the questions: Who am I? How do I lead? What is my legacy?"
"VISST is a reimagining of high school and differs from other schools in several ways. We ar a STEM school with enriched and accelerated STEM offerings, delivered by experts in our respective fields. VISST deeply values student buy-in and ownership. We include students in important decisions such as which teachers to hire. VISST staff are open and transparent with students, and avoid reinforcing power dynamics. Teachers and students are all just people, on a journey of self-improvement together."
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"Families choose Crescent School because they believe we can help develop their sons to be well-rounded individuals who will impact the world. Our families' values align with our School's values and they believe that Crescent is an environment that will foster their son's growth both academically and emotionally."
"Families are drawn to VISST for different reasons: the STEM curriculum, the way students are treated and respected, the project-based learning, the like-minded peers. One of VISST's key competitive advantages is our teachers. In BC, it is not required that a teacher have a degree in a subject in order to teach it. In contrast, VISST teachers are highly trained experts who buy into VISST's philosophy and values. We give our teachers the time and resources to shine and do their life's best work."
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"Our staff practice a culture of care. Everyone from faculty members to our Facilities team shares a responsibility for the boys' well-being. Daily positive interactions, whether large or small, help our boys feel welcome, seen, and cared for."
"VISST's culture is sometimes underrated. In a word, we are a STEM school -- this features in our school's name, even. But in sentence, we are a STEM school with an utterly different school culture. At VISST students are first class citizens. Students call teachers by their first names, share social spaces with teachers, interview teacher candidates during hiring, and participate in school governance. Students truly feel a part of VISST, and in doing so they build justified self-confidence."
"Crescent is a warm and welcoming school with a very active and engaged parent community. There is a very strong partnership between Crescent School and parents. Crescent School strives to be a place where every boy belongs and where every boy is known, valued and understood."
"Some families think of VISST as a school for "math genius" types. While we do provide an excellent environment for students who excel in STEM subjects, VISST was created for a broader audience. We measure success by how much a student grows in 5 years, not by where they start or end up. All students at VISST enjoy STEM, are curious about it, and are capable of succeeding, but math doesn't have to be your strongest suit for you to attend and thrive at VISST. We also welcome "artsy" types!"
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Thank you for taking this opportunity to learn about Crescent School. I am pleased you are considering us on your quest to find the ideal school for your son.
Crescent is proudly a school where boys can learn about who they are, how they can lead and begin to discover the legacy they can leave behind – all so important, when the need for good men in this world has never been greater.
As a father myself, I deeply know how important it is for you to send your son to a school with the right culture, values and support he needs to cultivate an ongoing passion for excellence and achieve future success.
I believe that we are that kind of school.
For over 100 years, we have maintained an unwavering focus on character development. Our mission, Men of Character from Boys of Promise, recognizes that boys with curious minds and open hearts have the potential to develop in a manner that will fit their mission in life, whatever it might be.
Our desire is to be a place where boys come to be well. This is what motivates our ambition to nurture their social-emotional and physical wellness in addition to their academic achievement.
Our actively involved and culturally diverse community of staff, faculty and parents steadfastly supports our efforts and our vision. And because lasting friendships and strong bonds are an inherent part of the Crescent School experience, your son will graduate with an alumni brotherhood that will be with him for life.
We look forward to welcoming you and your family to our campus and our community.
Welcome to the Vancouver Independent School for Science and Technology (VISST)! Before founding VISST, I was a computer science professor at UBC where I taught over 25 courses to thousands of students. At UBC I made two key observations. One, that university students are much more comfortable with well-defined short-term tasks than with ambiguity and long-term planning; this, I concluded, is likely a product of our current high school system. And two, I observed firsthand the insatiable demand for computer science at UBC and all universities around the world, which is well beyond our capacity to provide it. This is unfortunate, I felt, because kids are more than capable of learning computer science. Combining these observations with my teaching experience, I decided to create VISST along with a fantastic team. VISST is a non-profit high school in Vancouver that aims to address the struggles I observed in university students and the lack of computer science in high schools.
Our pedagogical approach is to combine project-based learning with rigorous fundamentals. The former builds teamwork skills, long-term planning, and comfort with ambiguity. The latter is an essential component to STEM excellence. An overarching theme of our educational philosophy is to have students interface with the real world as much as possible. Whether it is publishing an article, interpreting data from the news, or partnering with a community organization during a project, real-world experiences are motivating and educational. We would consider it a failure on our part if our students are left wondering, "Why am I learning this?"
We look forward to having you explore VISST. Welcome to the VISST community.
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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A Crescent education is academically rigorous, exciting, fulfilling, relevant and broad. We exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our curriculum is taught by highly motivated teachers who have the competencies essential for boys to flourish. They understand that establishing a relationship with a boy unlocks the door to his learning and engages him in his character development. We offer an optional Advanced Placement (AP) program for mathematics, sciences, English, French, geography and economics. This allows our Upper School students to earn university credits or placement into a second-year university course. All of our curricular and co-curricular activities reflect "The Crescent Way" - they are closely aligned to our mission, vision and values and are responsive to boys' unique interests, capacities and aspirations.
Our curriculum philosophy involves a mix of rigorous fundamentals with project-based learning. Projects provide an incredible opportunity for students to pursue their interests, practice teamwork, grapple with ambiguity, and go deeper when their curiosity tugs. On the other hand, we also believe in the value of structured learning to build up fundamental knowledge and skills through practice, continually pushing the boundaries of our students’ capabilities. Our courses, STEM and otherwise, will be delivered through this combination of techniques. We have found that, often, progressive education models come at the expense of rigor. However, there is no need for this tradeoff: a curriculum can be both progressive — incorporating methods like project-based learning, inquiry-based learning, emphasis on self-reflection and mindfulness, etc. — and also highly rigorous. We are aware that an entirely project-based approach may leave gaps in students' knowledge; thus we combine projects with methodical and structured learning to achieve the best of both worlds.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
In Grades 3-6, our math curriculum is one grade-level ahead of the Ontario Ministry of Education expectations. It combines daily math drill and problem-solving activities with the Math Makes Sense textbook series and Crescent School-created math curricula. In Grades 9-12, we strive to challenge and support a wide range of aptitudes and abilities. Our program is streamed in Grade 9 into regular and enriched math. Students in the regular stream are given a strong foundation. Extra help is easily and widely available. Most of our students take two of the three Grade 12 math courses. For students in the enriched stream, there is a heavy emphasis on problem solving and math contests, leading to the opportunity to take AP Statistics and AP Calculus.
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Math Makes Sense, MathPower Series, Functions 11 (Nelson), Enriched Functions/Relations (Harcourt), Data Management 12 (McGraw-Hill), Advanced Functions 12 (McGraw-Hill), Calculus & Vectors ((McGraw-Hill Ryerson), Single Variable Calculus (Brooks/Cole)
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Regular stream: non-graphing scientific calculators are always permitted and a graphic calculator is permitted in certain courses. Enriched stream: TI-83 and 84 are recommended and any calculator allowed on AP exams is permitted in Grade 12 courses.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Crescent School begins at Grade 3. We offer an enriched, balanced literacy program to all of our students. A variety of reading tests are used to ascertain each student's individual reading level in order to create a personalized literacy curriculum.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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For Grades 3-6, Crescent School's writing program is an enriched curriculum. In addition to teacher-created materials, we use the "Step Up To Writing" program. Cursive writing is taught in Grade 3.
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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.
Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Crescent School's foreign language curriculum is based on a teaching philosophy known as the "action-oriented approach." Students are given real-life scenarios in which they learn the language through social interaction (rather than focusing primarily on grammar rules and fill-in-the-blank exercises). This approach imparts vocabulary and grammar rules within the context of the scenario. The scenarios are complemented with materials such as newspaper articles or videos. In addition, the language being learned is used as the language of instruction. Our foreign language curriculum also strives to instill an interest in the cultures to which the languages are tied. Students in Grades 8 to 12 prepare for the DELF (Diplôme d’Études en Langue Française), an internationally recognized exam that is based on the Common European Framework of Reference for Languages.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
At Crescent, students of all ages are encouraged to take creative risks and explore their artistic abilities. We produce three major drama productions each year in the school's professionally equipped theatre, giving students experience with acting, production and theatre-management roles. In our visual arts program, students are exposed to a broad range of forms, genres and styles. The experience of making art is central to the curriculum. Crescent's music program offers individual and group lessons in a range of musical disciplines. These include senior and junior choirs, chamber choirs, a senior string ensemble, a strings academy, wind bands, a guitar ensemble and chamber groups. Students perform at assemblies, recitals and concerts. Students also perform in music festivals, competitions and performance tours. Crescent also offers a strong media arts/multimedia technology program.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
We want our students to appreciate healthy active living, and to understand how living a healthy, active life can enhance all aspects of their lives. We expose them to many different types of athletic activities and exercise, so each student can find something they enjoy doing that they can choose to participate in all their life.
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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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
VISST heavily incorporates project-based learning into the curriculum. During projects, students work at their own pace and can dive as deeply into a topic as their curiosity takes them. Outside of projects, VISST provides individualized instruction through small class sizes, expert teachers, and community mentors.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our boys are given ample opportunity to develop as innovative, inquisitive and creative learners. They are celebrated for both their work and their work ethic, and guided academically and emotionally on the journey to becoming a Man of Character.
Students attend VISST because they are looking to challenge themselves. That said, a core value at VISST is balance. VISST students are not expected to sacrifice a good night's sleep due to homework. We want to make the most of students' high school experience, using time effectively, but we recognize the boundaries. We want our students to have both a great education and a happy childhood.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Crescent School, we seek to build good men who make responsible choices and lead honorable lives, while encouraging our students to pursue high academic achievement and taking care of their wellbeing.
Balance is a key value at VISST. We view the purpose of school as beyond academics. The primary purpose of school is intellectual development, but school should also help students understand their passions and learn about career options; it should be a time of character development and personal growth; it should be a place where lifelong friendships are forged; and it should be fun! We keep all these purposes in mind when making decisions at VISST.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
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Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Crescent School welcomes students with exceptional identifications if they can manage the learning expectations with accommodations. Academic support is offered by our learning support specialists in all three divisions of Crescent School, and social-emotional support is offered by our two school social workers.
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Crescent School offers a rigorous academic curriculum. Students with diagnosed exceptionalities have IEPs with accommodations, but the expectation is that all students at Crescent School will manage the learning expectations on the curriculum.
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RecreationalRec. |
CompetitiveComp. |
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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
5 - 12
8 - 12
5%
70%
$27,000
$8,000
25%
0%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2020
Rolling
Not available
Not available
Yes: grades 3 - 9
Yes: grades 8 - 12
No
No
No
No
Yes: grades 3 - 11
No
No
Yes: grades 8 - 12
No
No
We welcome boys from diverse backgrounds who are intellectually curious and eager to learn, and who enjoy a variety of activities outside of academics, such as arts, sports and other pursuits.
We are looking for students who want to be challenged and who demonstrate the potential to meet those challenges. A strong applicant will also demonstrate that they understand what VISST is about and that they would really like to be a part of this unique school and community. As a STEM school, we are looking for students with an interest in STEM, but this does not have to be your only interest! On the contrary, we welcome students with a broad range of interests; a diverse student body will enrich the experience for everyone. You will find that VISST innovates, and employs amazing teachers, in all subject areas.
Please see the Crescent School website for complete instructions and the online application.
Particular application requirements:
See https://www.visst.ca/admissions for admissions information.
