9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
1999
1909
120
295
Nursery/Toddler to 6
K to 11
Coed
Girls
Day
Day
English
English, French
Academic
Academic
Traditional, Montessori
Progressive
Varies
12 to 20
Dedicated class; in-class adaptations
In-class adaptations
$11,000 to $13,000
$21,800 to $26,380
No
Yes
0%
15%
None
6 to 11
$0
$5,000
11
25
0%
0%
100%
60%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades K - 11
No
No
No
Yes: grades 7 - 11
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“[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
Founded in 1999, TMS has developed a reputation for offering a strong academic program that maintains a high fidelity to the core of the Montessori approach as demonstrated by CCMA accreditation. The program is regularly assessed through certification and EQAO testing, and families are drawn by the keen attention to the development of core numeracy, literacy, and early exposure to French. The size of the school hits a bit of a sweet spot, allowing for a full range of curricular and extracurricular programming, while also maintaining a close, personal, community-oriented feel. The ideal student is one able to thrive in a hands-on, social, challenging yet supportive academic environment.
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.
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"The teachers there are top-notch."
Winnie Chan - Parent (Mar 09, 2021)
My children spent most of their childhood at Trinity Montessori School. They loved the field trips ...
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"The academic excellence at Trinity Montessori School surpassed our expectations."
E Poon - Parent (Mar 09, 2021)
Both of our daughters have been going to Trinity Montessori School since they were 18 months old, an...
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"Going to Montessori Model United Nations in New York City in grade 5 was the highlight in her school life. She had the opportunity to dive into real-world issues and worked with..."
Thomson Yip - Parent (May 27, 2021)
Trinity Montessori School is like our daughter’s second home. She started in the Casa program at t...
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"Trinity Montessori School was established in 1999 and is a CCMA accredited school located in Markham. We have an excellent reputation and receive many of our students through direct referral from current and former parents. Our staff members are friendly and nurturing. We strive to instill in children self confidence and a passion for learning through our diverse and enriched educational environment. We offer stimulating intellectual and cultural experiences for children from 1.5 to 12 years old."
"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."
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"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."
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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."
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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."
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"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."
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Welcome!
My name is Elena Ho, the Principal and co-founder of Trinity Montessori School. I've been an educator for 38 years, following two generations of educators, and I believe in a holistic approach to realizing a child's full academic and creative potential.
Trinity Montessori School is a private school with a longstanding tradition of achieving student success. We facilitate an environment that is equally nurturing and academically rigorous, for outstanding students to exceed beyond what they thought was possible. All of our students are uniquely supported to maximize their potential for academic excellence and further develop an independently-motivated work ethic and enthusiasm for learning, in order to broaden their horizons as citizens of their communities and the world.
I invite you to learn more about Trinity Montessori School in evaluating the best fit for your child's academic future.
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Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Our elementary curriculum is based upon Montessori principles, which guide students to learn about the universe and their place in it. Our dedicated teaching staff follows an interdisciplinary approach to learning, highlighting the importance of the interconnectedness and interdependence of different subjects within the curriculum. We strive to enrich our curriculum with elements from the Ontario Curriculum, ensuring that our students are well prepared when they move on to other schools in grade 7. Through our school's participation in the Montessori Model United Nations held annually in New York, our elementary students gain valuable opportunities to engage in global citizenship and enhanced awareness of international social, economic and humanitarian issues and challenges.
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
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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
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.
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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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.
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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
Core Knowledge
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).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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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
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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
It is a requirement of all students who are 5 years of age or older to participate in our various physical activities programs planned throughout the school year. These programs typically include swimming, skating and multi-sports lessons, although these activities may be subject to change. (Due to Covid-19, this program is currently unavailable for the 2020 to 21 school year.)
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
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
We have four fully-equipped, bright and spacious Montessori Casa classrooms for ages 2.5 – 6 years old. The curriculum follows the Montessori approach, which offers a broad range of materials to help the child grow independently, academically and socially. Through their work, the children develop concentration, motivation, persistence and discipline, which are qualities that will help the child in their future. All Casa students will receive daily French lessons and weekly music and art lessons from specialized teachers.
Please see our website at ecs.qc.ca for more information
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).
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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”.
In our Casa program, children are encouraged to work to the best of their ability in order to reach their full potential. The Montessori materials foster a love for learning and aid a child to reach for a high level of academic excellence. Our Elementary program follows the Ontario Curriculum and is enriched with the Montessori philosophy. The blend of both curriculums challenge children to a higher level of academics as well as provides hands-on opportunities to learn through enriched field trips, interactive learning and competitive activities.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
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A balance of both intellect and emotions are criticalin a child's development. Our aim is to foster academically strong and creative individuals, who are confident and capable leaders as well. Ultimately, developing students of character and integrity, who become respected and contributing memebers of society will help prepare our students for the future.
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CompetitiveComp. |
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
0%
15%
$0
$5,000
100%
60%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades K - 11
No
No
No
No
No
Yes: grades 7 - 11
Yes: grades 1 - 6
Yes: grades 1 - 11
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.
Toddlers (18 months) to Casa (6years): Interested families are required to come in for a tour with their child.
Grade 1 to Grade 6: An assessment is required to ensure the student can cope with the curriculum provided by the school.
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
