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Miss Edgar's & Miss Cramp's School

   
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6

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Curriculum:
Progressive
Grades (Gender):
K to 11 (Girls)
Tuition:
$17,095 to $19,570 /year
Main Language:
English
Avg. Class Size:
12 to 18
Enrolment:
Day: 320 (Gr. K - 11)

School Address
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6

Highlights:

highlights

About this school:

highlights

What is the ECS difference and secret to success? At ECS, we offer a world-class educational experience, focused entirely on girl-centred learning. Our philosophy is grounded in our 107-year commitment to academic excellence, but with a clear eye on the future. Guided by bold leadership and innovative brain research, we are on a continuous quest to better understand the world of GIRLS. This is at the heart of all that we do! — Visit school website





The Our Kids review of Miss Edgar's & Miss Cramp's School

our takeThe names are authentic—Maud Edgar and Mary Cramp founded the school in 1909—though any whiff of association to Dickens' novels ends there. Maud was the daughter of Matilda Ridout Edgar, a prominent patriot, historian, and feminist in the very earliest days of Canadian suffragism. Her ideals and her indomitable spirit rubbed off on her daughter and, in turn, were reflected in the school. The curriculum then, as now, was very much rooted in the liberal arts with an eye to leadership and philanthropy. On the school's site is a video that includes a clip where Michelle Obama notes that "the world is big. And it's full of challenges. And we need strong, smart, confident young women to stand up and take the reins." The ideal student is one who shares that vision, and who has the interest and the drive to play an active role in a changing world.


School busing:
school offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only.
Additional notes: Private buses are shared with other schools.

Principal's Message

principal

Ms. Lauren Aslin, Head of School

ECS' founders, Maud Edgar and Mary Cramp, were mavericks in corsets. Today the school has built a strategic plan with a vision that has been reclarified as ‘limitless learning in a world of possibilities.’ ECS has returned to its maverick roots. Whereas most adults were born into one world — the natural world, children today are being born into two worlds — the natural world and the digital world. Students need to learn to be well, to thrive, in both of these worlds — and, make no mistake, there are still ‘corporate corsets’ to address for girls in our world.

While a strong onus has always been put on academia at ECS, today our school is also helping support the overall power and wellness of our girls. How to be well in the 21st century? It’s a time of limitless learning, which means incredible potential but also omnipresent social-media pressure. It’s never been more exciting and more terrifying to be a girl. We’re inundated by how you’re supposed to be and how you’re supposed to look — by externals — and we’re seeing a lot of wellness issues for girls in the world. So, at ECS, cognition and wellness are welded and recognized as such in the curriculum design.

The faculty at the school is constantly striving to learn and better themselves with the student body. They leap upon learning, which is great. In the same way that we say each girl has a mind of her own that will bring her talents into fruition, the same is true for our teachers and the development of their unique talents.

The world is too large now, and no one teacher can know everything expertly — we have teachers who specialize in particular areas, so they come back and enrich our community. Everyone at ECS works together as a vital team to ensure we have the skills we need so our girls can develop the skills they need to thrive as females in the 21st century.

At ECS, we value things not traditionally considered as values, like collaboration, awareness and courage, as well as accountability and integrity. The school has moved from simple values to more complex ones. And because of those standards, our girls are deeply rooted and lit from within.

That is at the core of ECS.

Lauren Aslin
Head of School  B.A., M.Ed.


Academics


Curriculum Progressive

Primary Curriculum: Progressive


If you want to learn more about Quebec education, check out our comprehensive guide.

What school says: Please see our website at ecs.qc.ca for more information

  • Approach:
    Focus Language-based
    Academic French immersion


  • Pedagogies and subject courses:

  • Mathematics
    • What school 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.


    Early Reading
    • What school says: This information is not currently available.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What school says: This information is not currently available.


    Writing
    • What school says: This information is not currently available.


    Science
    • 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:

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

    Literature
    • What school says: This information is not currently available.


    Social Studies
    • What school says: This information is not currently available.


    Humanities and Social Sciences
    • What school says: This information is not currently available.


    Foreign Languages
    • What school says: This information is not currently available.

    • Languages Offered: • French • Spanish


    Fine Arts
    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • What school says: This information is not currently available.


    Computers and Technology
    • What school says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What school says: This information is not currently available.


    Sex and Health Education Quebec curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Quebec
    Body parts K K
    Nutrition
    Human development
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 8 Gr. 8
    Reproduction Gr. 2 Gr. 2
    Pregnancy K K
    Sexually transmitted infections Gr. 11 Gr. 11
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 9 Gr. 9
    Consent Gr. 3 Gr. 3
    Sexual orientation Gr. 7 Gr. 7
    Gender identity Gr. 3 Gr. 3
    Misconceptions relating to sexuality Gr. 3 Gr. 3
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 9 Gr. 9
    Sexual harassment Gr. 1 Gr. 1
    Body image issues Gr. 6 Gr. 6
    Mental illness
    Social justice and diversity Gr. 6 Gr. 6

    What school says: This information is not currently available.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What school says: This information is not currently available.



    Preschool/K Curriculum Play-based

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What school says: Please see our website at ecs.qc.ca for more information\n


    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    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).

    Flexible pacing:

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


    Academic Culture Rigorous

    • Rigorous
    • 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”.

    What school says: This information is not currently available.


    Developmental Priorities Balanced

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What school says: This information is not currently available.


    Special Needs Support Limited

    Limited

    school offers limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support Accelerated curriculum

    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: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

    In-class adaptations:
    Practice = 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 school says: This information is not currently available.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesK12345678
    Non-lunch recessFrequency 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 30 30 30 30 30 30 30 30 30
    Lunch recessAmount 30 30 30 30 30 30 15 15 15

    What school says: This information is not currently available.

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


    Extracurriculars

    principal
    What school says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Cross-country skiing
      Football
      Golf
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Running
      Soccer
      Softball
      Squash
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Art Club
      Audiovisual Club
      Band
      Choir
      Community Service
      Debate Club
      Drama Club
      Environmental Club
      Habitat for Humanity
      Jazz Ensemble
      Outdoor Education
      Photography
      Poetry/Literature club
      Radio club
      Robotics club
      School newspaper
      Student Council
      Yearbook

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 320
    Average enrollment per grade27
    Average class size12 to 18
    Gender (grades)K to 11 (Girls)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewN/A
    SSAT
    SSAT (out of province)
    Entrance Exam(s)N/A
    Entrance Essay
    Entrance Essay7 - 11
    Application Fee

    Application Deadlines:

    Day students:
    Rolling


    What Miss Edgar's & Miss Cramp's School says: This information is not currently available.


    Acceptance

    Acceptance Rate:

    100%

    Type of student Miss Edgar's & Miss Cramp's School is looking for: This information is not currently available.



    Student Entry Points

    Student TypeK1234567891011
    Day Acceptance
    (Acceptance rate)
    000000000000

    Stories & Testimonials

    News

    Des résultats étincelants pour les élèves d’ECS!

    Encore une fois, l’année dernière, toutes nos finissantes ont réussi haut la main les évaluations ministérielles, que ce soit dans les cours de niveau avancé, enrichi ou langue d’enseignement.

    Tout d’abord, soulignons que les élèves en avancé et en enrichi ont prouvé, comme lors des années antérieures, qu’elles savaient participer à une discussion, qu’elles étaient d’excellentes lectrices et rédactrices, et ce, en ayant des résultats souvent supérieurs à la moyenne provinciale. Bravo à toutes ces filles qui ont su mettre en pratique tout leur savoir-faire et leurs compétences en français pour avoir un taux de réussite de 100%!

    Pour ce qui est des élèves en français langue d’enseignement, notons, entre autres, les succès de trois élèves qui ont passé l’examen ministériel destiné aux élèves qui fréquentent une école française. Grâce à un enseignement rigoureux de la langue, et ce, depuis la 6e année, nos élèves en langue maternelle ont les outils nécessaires pour relever ce type de défis.

    Finalement, puisque le français est depuis toujours une priorité à ECS, rappelons que les élèves de 11e année en enrichi et en langue d’enseignement ont la possibilité de passer un examen de français de niveau universitaire. Cette épreuve leur permet d’acquérir des crédits reconnus dans certaines universités canadiennes, américaines ou européennes ainsi que dans certains collèges. Nous sommes particulièrement fiers des résultats que nos élèves ont obtenus au cours des années. En mai 2013, en plus d’un taux de réussite de 100%, la moyenne de nos filles est de 4,8 sur 5; elles se situent nettement au-dessus de la moyenne québécoise et de la moyenne internationale.

    Comme nous pouvons ainsi le constater, peu importe leur niveau, nos élèves excellent en français!

    Félicitations à toutes les finissantes de la cohorte 2012-2013! ...



    ECS STUDENT WINS PRESTIGIOUS SCHOLARSHIP

    Stephanie Pang was at home when she first received the news that she had received a Director General's Merit Scholarship for entrance to Marianopolis College.."
    I  was so happy and excited that I literally jumped around the room," explained the modest 17-year-old, who just graduated from Miss Edgar's  and Miss Cramp's School (ECS) in Montreal.
    Her entrance scholarship to the prestigious Westmount post-secondary institution is one of only 10 awarded to outstanding students from across the province. The CEGEP chooses recipients on the basis of academic merit, and letters of recommendation from teachers or others who know the student well.
    The ECS teachers who provided Stephanie's letters were more than happy to recommend her for this scholarship, which follows upon the one she received throughout her time in high school. Lauren Aslin, Director of I.T. and Curriculum Integration wrote, "Whatever Stephanie sets her mind and heart to, I am certain she will accomplish."
    For her part, Stephanie credits ECS with preparing her for CEGEP and beyond as much because of what she learned outside of classroom as in it: "I really benefitted from leadership positions, such as Co-Head of the Digital Art Club and Robotics Club. I also put my skills to use for the school's Literary Magazine and Yearbook. In addition, I was a member of the Global Awareness Club and Reach for the Top. I was the pianist in the school jazz band and lead flutist for the Symphonic Ensemble. I was also honoured to be one of four student representatives selected by my school to attend the CAIS leadership conference."
    Stephanie and the other 40 young women in ECS's Class of 2012 are moving on to post-secondary studies, some of them just around the corner at Marianopolis and Dawson College, some further afield at John Abbott and Vanier colleges, and others abroad. Of the 41 graduates, sixteen (39%) are pursuing their studies in the Sciences, eight (19%) in Commerce, eleven (27%) in Social Sciences or Liberal Arts, four (10%) in fine Arts and two are going on to a Grade 12 programme. Their future aspirations are many, and varied: Stephanie herself hopes to study Architecture at McGill after finishing in the Arts & Sciences programme at Marianopolis.
    She got an early start in the architecture field this year, wowing both Science Fair judges and visitors with her highly original project on vertical farming, which involved designing a building made to grow ethanol producing switchgrass. Her passion for science is matched by her love for the arts: she is a talented and award-winning artist, poet, and musician, who along with her sister Natalie--also a student at ECS--has played piano at Carnegie Hall.
    ECS teachers, alumnae, and students will be watching and listening for more news about Stephanie and her classmates over the coming years!

     

    ...



    Associations

    Associations
    • Canadian Accredited Independent Schools (CAIS) Associations
    • The Quebec Association of Independent Schools (QAIS) Associations


    Social Feeds

    Social





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