525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
25 Burnhamthorpe Rd, Toronto, Ontario, M9A 1G9, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
25 Burnhamthorpe Rd, Toronto, Ontario, M9A 1G9, Canada
1909
2000
295
100
K to 11
Preschool to 11
Girls
Coed
Day
Day
English, French
English, German
Academic
Academic
Progressive
Progressive, International Baccalaureate
12 to 20
11 to 16
In-class adaptations
$21,800 to $26,380
$12,300 to $22,300
Yes
Yes
15%
8%
6 to 11
Preschool to 9
$5,000
$5,000
25
7
0%
0%
60%
100%
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
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
No
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
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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 reportGIST bases instruction on the curriculum developed in Thüringen, a state at the geographic and cultural heart of Germany. It’s also inspected regularly by officials from that region who come in order to ensure that the school meets the standards set out within the curriculum, something it does for all of the 140 German schools around the globe. They were formed to offer education to German expats, though their popularity grew in response to local demand. The schools offered a quality, a unique pedagogical approach, and a sense of globalism that was hard to find in other institutions. The school provides dual-immersion, admitting students for whom either of the instructional languages are mother tongues. The ideal student is one who is intellectually curious, keen to learn languages, and who is excited by the prospect of learning and living within a rich, diverse, and uniquely authentic cultural environment.
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"My children have had some caring but firm teachers."
Rani Beharry - Parent (Jun 09, 2022)
I have 2 children at the GIST currently in grades 2 and 4. They have been enrolled since 2018, havi...
View full review
"GIST has truly provided a holistic and enriching experience for our children."
Michael Schwanzer - Parent (Jul 26, 2023)
Our children's experience at the German International School Toronto (GIST) has been nothing short o...
View full review
"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."
"The German International School Toronto, an IB world school, provides a unique environment for learning in German, English and French. The combination of the German curriculum, known for its excellence, and the Ontario curriculum ensures a well-rounded education in subjects like math, science, languages, and the arts (STEAM). The school promotes critical thinking, creativity, and problem-solving skills and, through its Charakter program, encourages students to become independent and lifelong learners."
"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."
"Modern, state-of-the-art education must go beyond academic excellence. We believe that a balanced and challenging program of character education sets the stage for children’s educational success. Our character framework inspires every child to be their best self. To achieve this, we rely on an individualized approach to learning and an excellent student-teacher ratio, along with the development of monthly character themes."
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"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."
"As a German School Abroad that is part of a network of over 140 schools worldwide, we follow both the German and Ontario curricula. Our students receive a high-quality education and obtain German as well as local qualifications. The emphasis on individual development, multilingualism and intercultural exchange form the cornerstones of the German International School Toronto. It opens a world of opportunities for its students to communicate and interact with people from all over the world."
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"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."
"Our highly qualified and internationally experienced faculty and staff are the foundation of our German School Abroad, providing a wealth of international knowledge and experience that ultimately has a positive impact on students' academic and learning experiences."
"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."
"At GIST we know every student and we care for every student! The small class sizes enable our teachers to respond individually to the students and not only support them in their learning process, but also challenge them to develop into intelligent, independent, and self-confident young people. In addition, small learning groups allow for more intensive support and encouragement of the students: we see the children with their individual needs, talents, and characters."
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The German International School Toronto is a private, co-educational, German immersion school which provides students with a unique international perspective by combining the best of both the Canadian and German curricula.
Non-denominational and co-educational, the German International School Toronto teaches German and English-speaking students side by side and offers its students a seamless transition into both the Canadian and the European school systems. With classes from Kindergarten through Grade 11, the school creates a unique, multicultural experience within a warm and nurturing environment.
By combining a strong curriculum with small class sizes, a wide array of cultural events and extracurricular programs, including Drama, Art and Music, the school allows students to excel academically and develop individually. As Ontario’s only German full-time day school and one of 140 recognized German Schools worldwide, we offer a very attractive alternative to other Canadian independent schools.
The German International School Toronto is part of a network of 140 German Schools Abroad which are sponsored by the Central Agency for Schools Abroad (ZfA) on behalf of the Federal Foreign Office. From Kuala Lumpur to Kiev and Toronto to Tokyo German Schools Abroad place particular emphasis on individual development, multilingualism and intercultural exchange. With the support of the Federal Republic of Germany and excellent teachers, students of German Schools Abroad receive a first-class education and obtain German as well as local qualifications. It is the German language and culture, education, as well as encounters and exchanges that form the cornerstones of German Schools Abroad.
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.
Our curriculum is a synthesis of content and competency based pedagogy. It is enriched with subject matter from the Ontario curriculum, but its content, processes, methods, and assessments primarily focus on the German curriculum, as defined by the federal state of Thuringia. Academic proficiencies are coupled with competencies directed at developing students’ skills (studying, motivating, partnering, and participating) and their personal attributes (relating, cooperating, and communicating).
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.
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We follow the curriculum of math as defined by the German curriculum of the state of Thuringia.
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Phonics-intensive
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.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
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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.
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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.
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STEAM_MINT @ GIST follows the teaching principle of research-based learning and offers the opportunity to go deeper into inquiry based learning, ask questions, collect ideas and hypotheses, try things out and carry out experiments, observe and describe, record and discuss results. The students receive a comprehensive education in a learning environment that combines scientific work with scientific and humanistic knowledge.
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
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
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.
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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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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
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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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.
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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.
In line with their age, students should engage in physical activity. Our goal is for students to realize that exercise is fun, brings a sense of achievement, and increases personal well-being to the point where they are intrinsically motivated to participate in sports. In addition, our sports activities lead to a strengthening of the sense of belonging within the group, which has a positive effect on the students' social behavior.
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 Kindergarten program is based on a traditional German model of discovery, examination, and the development of personal skills as they relate to oneself and others. The program is delivered in an atmosphere of caring, understanding, and compassion. Subjects that will become traditional tenets of elementary school are carefully and slowly introduced. The Kindergarten program is also enriched with aspects of Ontario’s Inquiry Based Learning Model. Its emphasis on the joy of new experiences and early learning strategies like conversation, sharing, and imagining play a significant role in our students’ growth as inquisitive and inspired learners.
Standard-enriched
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).
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.
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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”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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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
6 - 11
Preschool - 9
15%
8%
$5,000
$5,000
60%
100%
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
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
No
No
No
No
No
Yes: grades 7 - 11
No
Yes: grades 1 - 11
No
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.
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
To apply for admission at our school, we ask interested families to fill out an Application for Admissions Form and return it to us along with all documents indicated on the form and to pay a non-refundable registration fee.
As a next step, we offer Zoom and in-person meetings to address any questions families may have. We are also happy to invite families to our scheduled Virtual Open Houses (more information at http://www.gistonline.ca/virtual-open-house/)
Following this, families will receive additional information and documents necessary for enrolment. Upon receipt of the signed enrolment agreement, we will collect the admission and tuition fees, which will secure the spots.
For detailed information about the admissions process please visit https://www.gistonline.ca/application-process/
