11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
11300 Bayview Avenue, Richmond Hill, Ontario, L4S 1L4, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
1981
1909
825
295
JK to 12
K to 11
Coed
Girls
Day
Day
English, French
English, French
Academic
Academic
Progressive
Progressive
18 to 24
12 to 20
In-class adaptations
In-class adaptations
$32,214
$21,800 to $26,380
Yes
Yes
2%
15%
SK to 12
6 to 11
$5,000
$5,000
55
25
0%
0%
45%
60%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 11
No
No
No
Yes: grades 7 - 11
information not available
“[ECS] was founded in 1909 by Maud Edgar and Mary Cramp, two trailblazing educators who were determined to open a school—not just any school, mind you, but one that would advance the cause of gender rights and equality. … [and] believing to their core that the school would play a role in quite literally changing the world.”
“While the strength of the academic programs is understandably a principal draw, the thing that sets schools apart is their moral ecologies: the values and expectations they prioritize, and the ways of being they demand of the students who participate within them.”
“The administration isn’t prone to resting on laurels, but instead consistently reviews best practices and builds new programs to meet the evolving needs of the student population.”
Read The Our Kids Review of Miss Edgar's & Miss Cramp's School
Since it was founded in 1981, Holy Trinity School has sought to promote the values—respect for self and others, strength of character, encouragement, and insight—that are expressed by the Anglican tradition. Families are drawn to the student-centred instruction, the community feel, the dedication to academic development and innovation, as well as the school’s proximity to green space. The program is designed to reward curiosity, and to develop well-rounded learners who are adept and engaged in a broad range of literacies. The ideal student is one who will thrive within an academically challenging environment, as well as one that is intellectually, culturally, and philosophically diverse.
View full reportMiss Edgar's & Miss Cramp's School was founded in 1909 by Maud Edgar and Mary Cramp, two trailblazing educators. Although still not allowed to own the property that housed their school, or even to vote, Miss Edgar and Miss Cramp were determined to create educational opportunity for young women, to change their place in the world. Those roots in activism and leadership—and the desire to do things better, and more equitably—remain at the school today. The strength of the academic program is a principle draw, though the values, very rightly, are as well. The school has built itself around an ethos of achievement, providing opportunities for authentic engagement with the curriculum and substantial interaction with like-minded peers and mentors. 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.
View full reportinformation not available
information not available
"A Holy Trinity School (HTS) education is a learning experience like no other. Our co-ed, K-12 day school is a borderless, inclusive global learning ecosystem where the world is the true classroom. HTS learners are curious and encouraged to come to know themselves, others and the world. Through a personalized and inclusive learning environment, HTS learners are seen, known and empowered — this is the HTS difference and promise."
"Miss Edgar’s and Miss Cramp’s is small in size and big in ideas. An innovative girls’ school founded by female mavericks in 1909, ECS values and stewards each girl’s distinct journey. We offer an engaging and exceptional education to thrive in an ever changing world. At ECS, she will feel a sense of belonging and receive individualized attention giving her ownership over her learning process. By fostering an entrepreneurial mindset, each girl is empowered to create her own future and become a global citizen."
Information not available
"ECS is committed to redefining the status quo in education with a strong academic offering and through our innovative Entrepreneurial Platform (EP). Collaborative in spirit, this Platform fosters an entrepreneurial mindset which is opportunity-seeking, persistent, and resourceful. Through the iterative process, they learn to reframe problems as opportunities as well as express and execute their strategies with clarity."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"ECS offers an environment where all students have access to opportunities to thrive, grow, and reach their full potential. Guided by our vision and mission, we strive to mentor each girl on her distinct journey. Small class sizes, strong academics and a vibrant co-curricular programme are just a few ways that we inspire students as they pursue their academic and discover their passions."
Information not available
Information not available
Information not available
"Our Co-curricular and Athletics programmes are exceptional. Students experience life outside of school though trips, special events and guest speakers who touch upon many social issues. From sport tournaments to field trips they get to experience the world in a safe and nurturing environment with our wonderful staff. Student Life at ECS provides opportunities beyond the classroom, that build leadership skills, self and global awareness, and independence."
Information not available
"ECS is a home away from home. Students love their school and they are nurtured by a dedicated teaching team and surrounded by a caring student body that spans Kindergarten to Grade 11. Students not only find peers within their class but also through special school activities and events throughout the school year. Students at ECS are part of a sisterhood that lasts beyond their school years and carries them into the future."
Information not available
Information not available
Information not available
Information not available
HTS is an exceptional community; a vibrant, caring home to students from JK to Grade 12, whose talents are developed by committed and caring teachers using innovative and creative approaches to learning.
Our outstanding academic program enables students to thrive and thoroughly prepares them for success at university and beyond. This is complemented by extensive sports, music, drama and art programs that provide a rich and well-rounded school experience for students of every age. What truly sets HTS apart is our focus on character and values – respect, integrity, leadership and confidence – to help our young people develop exceptional capabilities and a strong moral compass.
Life at HTS is multi-dimensional and no website or prospectus can fully capture the spirit of this wonderful school. The only way to get a genuine feel for what we believe in and what we do is to visit and meet the people who are the beating heart of the school – our students. Happy and confident, and characterized by their open and welcoming manner, our students will offer sincere words of welcome when they greet you. They are proud of their school.
Please take the next step and contact our Admissions Office to arrange a tour of the school. I know you will be struck by the happy, purposeful, and friendly atmosphere. HTS is no ordinary school and I am confident you will like what you see.
I look forward to meeting you.
Helen Pereira-Raso
Head of School
information not available
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Not applicable
At Holy Trinity School, our goal is to help students find and develop their interests and then provide them opportunities to build a rich portfolio of experiences in the classroom, on the field and in their community. Our remarkable staff encourage and motivate our students to be the best they can, and work with them through successes and challenges to achieve their goals. We welcome you to visit our campus to feel the positive spirit and atmosphere that truly makes Holy Trinity School a place where students and their families feel right at home.
From Kindergarten through Grade 11 we are committed to engaging students in the rich process of inquiry, asking questions and defining problems, designing methods of investigation, analyzing and interpreting data, communicating findings, and reflecting on the experience. This process is relevant no matter the learner’s age or the subject at hand. Please see our website for more information: www.ecs.qc.ca.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Information not available
Information not available
Balanced Literacy
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.
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.
Approach in French and English is aligned to support student learning and progresses through the grades as they hit touchstone requirements. This method supports both revision and enrichment so students may still be comfortable at their language level. Teachers make sure students are exposed to quality texts and stories and learning to think like an author.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
This testing is to inform teaching.
Equal balance
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.
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.
We teach writing structure, but also learn to build their knowledge through drafts and revisions. This approach is taught in both languages; French and English in order to support students in making connections across the curriculum.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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).
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
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.
Information not available
The importance of our programme is to practice French and have a bilingual proficiency. We nurture reading, writing and speaking in both English and French. Spanish is offered from Grades 8 to 11. We nurture speaking and reading in Spanish to become proficient in conversation
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
Beginning in Kindergarten, technology is integrated into daily life at ECS. Students quickly learn that these tools ENHANCE their learning but technology does not replace pencils, paper and books. Teachers integrate technology to create a stimulating learning environment and students are at ease working on many different programmes.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Our Kindergarten classrooms are physically located at the heart of our school. This allows every member of our community an opportunity to engage and be role models for our youngest learners. Students in our Lower School, including Kindergarten, work with specialist teachers that offer a rich and engaging experience that allows children to explore, create and discover.
Please see our website at ecs.qc.ca for more information
Accelerated
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).
Information not available
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”.
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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
Not applicable
Not applicable
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
SK - 12
6 - 11
2%
15%
$5,000
$5,000
45%
60%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 11
No
No
No
No
No
Yes: grades 7 - 11
No
Yes: grades 1 - 11
No
No
No
No
At HTS, we value and develop the whole child. While our commitment to academics is our number one priority, students are not selected based on their academic results alone. We are looking for students who are also passionate and curious about the arts, athletics, leadership, and service to the community. The interviews and teacher recommendations are also of great value. Ours is an incredible learning community and we want students to flourish and grow to their greatest capacity.
Curious, courageous, mission-appropriate, risk-takers, motivated to learn, well-rounded. We're looking for the sparkle in their eye - the girls who are keen to learn, enthusiastic. We're looking for the girl who plays rugby, the oboe, and loves ballet; the girl who loves math, engineering, and a good book. Our student body is varied and diverse - give us a call.
Applications are welcome at any time. It is recommended that parents apply in the fall before the entry year. Please contact the Admissions Office when you are ready to begin the process.
Initial offers of acceptance will be sent out during the month of January. Applications will continue to be accepted throughout the year.
Birth Certificate
Final Report Cards for Last Two Years
Junior School - Permanent Residency cards or Certificate of Eligibility or Study Visa or Parent Work Permit or Parent Diplomatic Status
Middle / Senior School - Certificate of Eligibility or Study Visa or Parent Work Permit or Parent Diplomatic Status
Candidate photo
$50 application fee
Admissions test and ‘Spend-A-Day’ on site
Family interview
International applicants Grade 8 through 10 must provide their IELTS/TOEFL scores.
All Grade 7 applicants must write the Common Admissions Test with Brisson Legris (mid-October). If inquiring after the deadline, please contact our Admissions Team.
In some cases, we require a copy of the child and parent's passports
