525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
1909
1915
295
375
K to 11
Preschool to 12
Girls
Girls
Day
Day
English, French
English, French
Academic
Academic
Progressive
Progressive, International Baccalaureate
12 to 20
15 to 17
In-class adaptations
Accelerated curriculum
$21,800 to $26,380
$15,540 to $29,700
Yes
Yes
15%
24%
6 to 11
6 to 12
$5,000
$6,800
25
23
0%
0%
60%
70%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades Preschool - 12
No
No
Yes: grades 7 - 11
No
“[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
Elmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
Read The Our Kids Review of Elmwood School
Miss 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 reportElmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
View full reportinformation not available
information not available
"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."
"Elmwood is one of the most innovative girls’ schools in North America, offering all three levels of the IB Programme. Acclaimed for its academic excellence, caring atmosphere and strong community spirit, Elmwood is a school where girls are encouraged to stretch themselves, try new things, create and explore. We strike a balance between traditional academic goals and innovative approaches to achieving those goals. We create inquiring lifelong learners, engaged global citizens, and confident, compassionate leaders."
"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
Information not available
information not available
When we talk to the girls about what makes their school special we get as many different answers as we have students. Not far from every girls answer though is family and confident young women. There is something here for each and every girl to love, to get involved in and to find inspiring.
Over 100 years ago, Theodora Philpot, an entrepreneurial and visionary woman, founded Elmwood School. Although the subjects we teach and the manner in which we teach have evolved dramatically since 1915, Mrs. Philpot would still recognize the essence of the school she created. Every girl here is known and valued-we see them as individual girls on individual journeys, and we inspire each girl to reach her full potential. That is the School's mission statement, and it is something every member of our community lives every day
Our holistic approach to girls' education combines superior academics with outstanding co-curricular activities and healthy lifestyle choices. The powerful and supportive all-girls environment here gives students the freedom to stretch themselves, take risks and learn from their mistakes. We are specialists in how girls learn, so we can tailor things to exactly what works best for them.
At the base of everything is our reputation for academic excellence. Elmwood is the only school in Ottawa accredited to deliver all three levels of the International Baccalaureate (IB) programme ranging from preschool right up to the senior grades. This is a fully transferable, world-class education, and the combination of the "gold standard" IB program and a strong Ontario curriculum is the best preparation for university and beyond
When girls graduate from Elmwood they are ready to move on to the next phase of their education with confidence. They have become inquiring, lifelong learners with an exceptional education, confident, caring leaders and compassionate, engaged global citizens.
I hope you will come visit us soon. We all look forward to sharing our school with you.
Best regards,
James Whitehouse, Head of School
Progressive
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
We believe that the best kind of education is one that combines a world-class curriculum, passionate teachers, innovative teaching methods and small class sizes, so every student gets individual attention. Elmwood exceeds the expectations of the provincial curriculum and is more rigorously evaluated than any other school in Ottawa. At Elmwood, we encourage and challenge our students to strive for academic excellence and inspire them to develop a lifelong love of learning, knowing that this strong foundation of knowledge and skills is crucial for success in the 21st century. Our outstanding faculty draws on best practices in girls’ education as they inspire students to be principled, knowledgeable, and reflective learners. From the early years to graduation day, Elmwood students benefit from a program of study that is student-directed, inquiry-based, rigorous, relevant and specifically designed to prepare students for life and work beyond the classroom.
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
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.
Information not available
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.
Information not available
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The 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
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
Information not available
Information not available
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.
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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.
At Elmwood, we believe that competitive sports help our students develop into determined, well rounded global citizens and teach them the grit and determination that gives them the stamina to see things through. We also believe that every girl can find an activity she can become passionate about. Elmwood is a place where the beginner can dip her toe and try new sports or national competitors can develop further and receive focused academic support. The girls regularly take on new sports and quickly learn the skills needed to not only progress but to excel in their chosen activity. In the middle school, our aim is to give the opportunity to play on a competitive team for whichever sport they choose.
Play-based
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.
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.
Please see our website at ecs.qc.ca for more information
Our nurturing environment encourages our youngest students to feel secure and helps them start to build their independence. We balance a rich, academic environment with creative and purposeful play, helping students construct a solid base of knowledge of the world around them. A skilled, dedicated educator who is an expert in early childhood education and inquiry-based learning leads each classroom. In our purpose-built Junior School, the Kindergarten classrooms are designed to meet the needs of our youngest students. Through experiential and imaginative play, Elmwood students engage in early literacy activities and tackle mathematical problems using a variety of strategies, helping them establish a strong foundation for their future studies.
Accelerated
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).
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”.
Elmwood offers an enriched programme combining the Ontario Ministry of Education curriculum and the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). The IB promotes an internationally recognized, inquiry-based curriculum, which focuses on skill development and brings together learners and teachers from around the globe. Girls thrive in our nurturing community where they are challenged by highly engaged teachers who are experts in personalizing the learning of each girl. Elmwood graduates exemplify the school motto: Summa Summarum—the highest of the high. They are academically strong, socially adept, confident and resilient young women.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Not applicable
Not applicable
Elmwood’s curriculum focuses on developing the whole girl – we want students to develop intellectually, emotionally, socially and physically during their years with us. Here they feel free to take risks, stretch themselves, and by doing so learn the true extent of their abilities. Our graduates are inquiring, life-long learners, compassionate, engaged global citizens, and confident, caring leaders.
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
6 - 11
6 - 12
15%
24%
$5,000
$6,800
60%
70%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades Preschool - 12
No
No
No
Yes: grades 6 - 12
Yes: grades 7 - 11
No
Yes: grades 1 - 11
Yes: grades 6 - 12
No
No
No
No
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.
At Elmwood, we’re looking for motivated and enthusiastic girls who will contribute positively to the life of the school through their motivation, intellectual curiosity and willingness to try new things.
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
Interested families should fill out our online application form: http://www.elmwood.ca/application-form/
