CORRIDORS H O LY T R I N I T Y S C H O O L | FA L L 2018
Shaping Character:
THE HEART OF THE MATTER
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Publication Director Carolynne Bull
Editors Stephen Vogan
Art Direction Esya Osherovsky
Photography Carolynne Bull Eunice Chan Brian Csinos James Darling Courtesy of Mark Farrant '90 and CBC Ryanne Hollies Megan Huang '18 William Meijer Photography Meera Sayal Andrea Schaaf Sharon Schultz Courtesy of Seher Shafiq '08 Stephanie Stephens Courtesy of Chris Teehan Storey Wilkins Photography Elizabeth Wilkinson
Contributors Stephen Crowther Brian Csinos James Darling Mark Farrant '90 Maria Locacciato Helen Pereira-Raso Shawn and Innis Seit Seher Shafiq '08 Maggie So '13 Stephanie Stephens Melanie van de Water Elizabeth Wilkinson Danielle Younge-Ullman '90
Please send comments and suggestions to Carolynne Bull at cbull@hts.on.ca.
Contents FALL 2018 IN EVERY ISSUE
FEATURES Students Making Connections Across the Grades
4
Life in the Classroom
23
A Word From Father Crowther
13
Feeling Is Palpable: HTS The Community Events
32
Campaign Update - A Year In Our New Spaces
16
Character Development Program Challenges Students to Find The Courage to Be Better
7
21
Personalized, Immersive and Engaging Experiences Thrive In Our Innovation Labs
25
Chapel and The Development of Character
26
Sportsmanship Happens When Character, Courage and Participation Unite
28
Individual Growth Through Experiential Learning
SPOTLIGHT 9
Alumni Spotlight Mark Farrant '90
18
Alumni Spotlight Seher Shafiq '08
30
Donor Spotlight Shawn and Innis Seit
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Welcome
FROM THE HEAD OF SCHOOL
Character is the essence of humanity and the foundation of an HTS education.
To our wonderful community, Since the first day HTS opened its doors, the HTS educational experience has been rooted in developing young people of character – young people who value and live with integrity, respect, empathy and courage. These values are essential human attributes that contribute to a life that is generous, compassionate and mindful of others. They shape our students decision making, actions, leadership style and ultimately who they are as people. This has always been the work of schools, and today there is an importance placed on character education that feels more urgent than ever before.
“CHARACTER IS KNOWING THE GOOD, DOING THE GOOD, AND LOVING THE GOOD – THE HABITS OF THE MIND, THE HABITS OF THE WILL, AND THE HABITS OF THE HEART.” – JAMES C. HUNTER I hope you enjoy reading the pages that follow as they share stories, experiences and reflections of the beauty and power of an HTS education in transforming and preparing students for life. There are also stories of alumni who are acting as champions of human rights and activists in their communities, contributing to a greater good in our world. You will discover the ways in which our staff leverage the hidden curriculum – teaching students to be leaders, developing their courage, empathy and compassion. Experiences in Chapel, experiential learning and our athletics program all build the students' understanding of the world. A rapidly evolving world demands confident, intellectually agile, empathetic and courageous citizens. Developing young people to know what is good and be willing to do good is the only way we will transform the world to be a better place for all. These stories highlight the way HTS is preparing students to become adults who will make an impact on our world. With great pride, Helen Pereira-Raso Head of School
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LIFE IN THE CLASSROOM
Educating for Humanity BY HELEN PEREIRA-RASO, HEAD OF SCHOOL
Too often we speak about schools with one single purpose – preparing young people for university. Yes, this is a function of an education, but it is not the only purpose. What does it mean to prepare a 17-year-old for university and beyond? We know from our own experiences that university demands more of us than just intellectual capacity across various disciplines. Being prepared for independence and adult responsibilities means having the necessary set of skills, values and experiences for making good decisions – persevering through difficult moments, understanding time management, prioritizing commitments and building new
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relationships are just a few. This leads us to look for ways of providing students with experiences and guidance that will instill values and skills that shape their character. Academic knowledge and skills are an essential part of building a foundation for expertise in any area students decide to pursue. Students also require skills such as critical thinking, collaboration and creativity, and values such as empathy, respect and integrity in order to work successfully among diverse communities at school or in the workplace. It is the combination of both these realms that nurtures an adult who lives a full and meaningful life.
"STORIES ARE THE GATEWAY FOR OUR LEARNERS TO BEGIN THEIR JOURNEY OF FORMING THEIR ETHICAL AND MORAL SELVES - ENCOURAGING THEM TO ACT WITH COMPASSION AND BE OPEN TO ALL THAT IS DIFFICULT IN LIFE, AND NOT TO BE AFRAID OR IGNORANT OF WHAT EXISTS IN THEIR WORLD. STUDENTS CAN BE PART OF A SOLUTION ONLY IF THEY KNOW PROBLEMS EXIST." Because we know what good character brings to an adult’s life, our programs, people and educational spaces have all been designed to enhance the student experience, and character education is a large focus. At HTS, developing our students’ character is the foundation of all we do. Our motto Ex Doctrina Mores – from good teaching comes good character – continues to inspire our commitment to our learners. Our academic program is not limited to disciplinary knowledge. Our responsibility as educators is to leverage the content of our disciplines to model and explicitly teach our students values and competencies that support their development into independent, impactful citizens. Our students are taught the skills of critical thinking and discernment so that they are able to make decisions and ask important questions. We help them understand their responsibility to be stewards of their natural environment as well as caring for the people within it. We also want our students to learn to care for themselves: mind, body and soul.
with compassion and be open to all that is difficult in life, and not to be afraid or ignorant of what exists in their world. Students can be part of a solution only if they know problems exist. Across all disciplines, the curriculum cultivates the essential competencies, but it also requires students to explore and reflect on diverse perspectives, histories, experiences and issues from around the world. Projects such as the Grade 5 Intelligent Giving Project, the Grade 6 Invention Convention, the Grade 12 law project “Do Something About It” and the Middle School Flexible Learning EXperience (FLEX) program’s “Change Agents” each require our students to develop a level of active citizenship where they not only explore issues that matter to them (at local, national and international levels) but are also challenged to explore possible solutions. We intentionally build an academic program with connections to developing our moral compass so that our students may be willing to make a difference. These attributes shape the way our students see themselves in the world, helping to develop young people who are confident and ready to make an impact because they know their significance. As early as Kindergarten, our students explore the concept of identity as a starting point in understanding themselves. Great examples include the Uniquely Me Project in Grade 8 drama and the Grade 5 exploration of identity. This work truly allows our students to come to know themselves and others. They build empathy, respect, and an understanding of the differences and similarities in our humanity.
Across the divisions, our students read a variety of literary texts that introduce them to the complexity of humanity. Students in the Lower School read The Breadwinner by Deborah Ellis, I Am Malala by Malala Yousafzai and Christina Lamb, and Because of Mr. Terupt by Rob Buyea. As they move into the Middle and Senior Schools, they are introduced to more complex issues in texts such as Night by Elie Wiesel, The Laramie Project by Moisés Kaufman, The Hate U Give by Angie Thomas, and Everything Beautiful Is Not Ruined by Danielle YoungeUllman ’90. Stories such as these broaden our students’ minds and hearts and help them understand social and political issues, discrimination, mental health concerns and many of the other struggles people face. Stories are the gateway for our learners to begin their journey of forming their ethical and moral selves – encouraging them to act
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Learning at HTS has never been limited to our classrooms; in fact, our teams, clubs and field trips are all extensions of the academic learning program which enhances our students’ experience. We offer a plethora of co-curricular programs that augment the classroom experience all led by HTS staff who share their passions with our students. Students design, make decisions, collaborate with their peers and learn from guests to the school.
"THESE ATTRIBUTES SHAPE THE WAY OUR STUDENTS SEE THEMSELVES IN THE WORLD, HELPING TO DEVELOP YOUNG PEOPLE WHO ARE CONFIDENT AND READY TO MAKE AN IMPACT BECAUSE THEY KNOW THEIR SIGNIFICANCE."
Our world needs young people who are intellectually strong and able to act with empathy, make connections and forge relationships in new environments. They need the courage to make decisions independently while finding their emotional strength to face adversity, challenges and disappointments. This is how we prepare our graduates for university and beyond. These human attributes have always been essential to a good life. At HTS, we continue to be intentional about creating an environment that graduates young adults who are smart and strong enough to truly make a difference in the world, wherever they may be. This is the promise of an HTS education, one that cultivates and inspires the intellectual capacity of our young people, while activating their character.
Students Making Connections Across the Grades BY MELANIE VAN DE WATER, DEAN OF STUDENTS
One of my most cherished novels growing up was Laura Ingalls Wilder’s Little House on the Prairie. I connected to the feeling of this small community in the American Midwest where everyone knew each other – parents, children, community members and teachers. Not surprisingly, as a child I found it difficult to believe that children of all ages could learn together under one roof. How was this possible? In the novel, there was one schoolhouse in the community, often with one teacher. In today’s day and age, with so many types of learning opportunities, this one-room schoolhouse feels like a thing of the past. But in fact, HTS is rather special in being one of the very few leading co-educational independent schools where all students in Kindergarten through Grade 12 learn in the same building, under the same roof. There are several aspects of this type of learning that can be beneficial for learners and teachers, creating that community feel within the walls of HTS. Having students of all ages under one roof provides an opportunity for connection. This is often seen in our weekly Chapel services. Three mornings per week, our school community is led in Chapel by our school Chaplain, Father Crowther. Our Prefects walk the younger students
in, holding hands as they join other students and staff to participate in talks on empathy, respect, integrity and courage. The entire community is a part of the same messaging on our values and traditions. Many of our graduates say they look back on Chapel as a pivotal part of their HTS education. At alumni reunions, it is common to hear former students break into renditions of Chapel songs as they reflect on what they remember most from their time at HTS. There are purposeful connections between ages across all divisions. During Middle School Flexible Learning EXperience (FLEX) periods, the Middles to Littles program pairs up our Middle School students with Kindergartners as reading buddies. Our wellness program is led by students in Grades 5 through 12, who work together to provide messaging on health and well-being to our school community. Our experiential learning opportunities take these connections outside the school walls, pairing our senior leaders with students in Grades 4 through 8 during our Breakaway Trips with ALIVE Outdoors, and during the winter overnight programs at the Bark Lake Leadership and Conference Centre and Camp Wanakita.
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Our House system also brings our students together across all divisions. When students are enrolled at HTS, they are assigned in one of the six Houses, which they remain a part of through their time at school. Siblings, cousins and other family members are all part of the same house, and on days such as the Father Bob Run and Trinco Day, the colours, face paint and flair are as abundant as the smiles on all faces. The House system is used throughout the year, not just for spirit events but also for unique innovative programming. Events such as these give the younger students the opportunity to learn alongside our Middle and Senior School students. While there is planned programming across all three divisions, having our students under one roof provides the 8 | CORRIDORS
opportunity for spontaneous, genuine connections. There are waves from the younger students to the seniors as they exit the Dining Hall from lunch; there are hugs in the hallway for a counsellor or a reading buddy. Throughout the day, there are high-fives and fist bumps between students after a Chapel presentation or announcement gone well. These unplanned interactions give our students the ability to grow and learn alongside each other. While it may seem that the old schoolhouse is part of days gone by, this schoolhouse feeling is alive and well within the walls of HTS.
ALUMNI SPOTLIGHT
Mark Farrant ’90 BY DANIELLE YOUNGE-ULLMAN ’90
Photo credit CBC News Ottawa
When HTS alum Mark Farrant ’90 reported for jury duty in 2014, he had no idea that doing his civic duty would leave him with post-traumatic stress disorder (PTSD). He certainly could not have predicted that having PTSD would then lead him to spending years as an advocate for mental health care for jurors, and helping to make legislative change on a national scale – but that is exactly what happened. The high-profile murder trial Mark sat on lasted months, and the evidence was both graphic and disturbing. Though highly stressed at the time, Mark figured that he would feel better once the trial was over. But in fact he had been traumatized, and continued to feel increasingly worse as time went on.
”ALL OF THIS STUFF IS STACKING UP, AND I’M THINKING, (A), I SHOULDN’T HAVE TO BE DOING THIS, AND (B), HOW MANY TIMES HAS THIS HAPPENED TO SOMEBODY ELSE?" When Mark realized he had PTSD and needed help, getting help turned out to be difficult. He first went to the court system, assuming there would be something in place for jurors in his situation, but he discovered there wasn’t. “In Ontario at the time, the court-supported counselling had to be issued by the judge of the case that you sat on,” Mark says. “If the judge hadn’t issued the order for counselling, there was no court-supported counselling available.” When he went to find help elsewhere, one clinician after another was unwilling or legally unable to treat him due to the stringent laws about jury confidentiality.
Mark says, “All of this stuff is stacking up, and I’m thinking, (A), I shouldn’t have to be doing this, and (B), how many times has this happened to somebody else?” Despite the fact that his own PTSD was getting progressively worse, Mark felt compelled to do something. He started with a Facebook page (Canadian Jury Help) to help raise awareness. At the same time, he began researching online and talking to friends who were lawyers. “I wanted to know, is this a big issue like I think it is, or is this just my problem that I’m going to have to deal with?” The answer from his lawyer friends was, “No, you’re right – this is an issue.” At the same time, Mark began to hear from other jurors who’d been through the same thing, and he was spurred to take further action. “I started aggressively writing letters, a number of letters – to the Attorney General of Ontario, to every Attorney General across the country, to the Minister of Justice. I was dogged in my determination to raise the profile of this issue that didn’t have a voice at all.” One of the letters Mark wrote was to former Chief Justice Patrick LeSage, who was the judge on the Paul Bernardo trial in the 1990s. “He was the one that gave me the courage to go forward on this issue. I spoke to him for quite a while. He had been very open about how the Bernardo trial had affected him personally. And he knew that it had affected the jurors, and everyone in the courtroom.” Mark had no desire to go public, but he was beginning to think he would have to. “I was getting piecemeal responses back from officials in government. I just kept writing letters. But I knew in my heart that the pressure needed to be applied, and how are you going to apply pressure? The decision to go public was not easy and it wasn’t something CORRIDORS | 9
that I really was comfortable doing. For the first time, I would be identifying myself, to extended family members, my workplace and others, as somebody living with a significant mental illness. And that’s got stigma attached to it as well, and I had to think, what does this mean for my career, what does this mean for my family, what does this mean for what social life I had left at that point?” In the end, he decided: “This issue is too important not to go public, and I’ll just deal with it. So I did.” Mark jumped in, pursuing the media angle, and soon his efforts led to the CBC picking up the story for a national broadcast. Mark stayed on the issue, seeing things begin to change. Since Mark began his campaign, the provinces of Ontario, Saskatchewan and British Columbia have all created juror support programs, and other provinces are also working on making changes. In addition, in May 2018, the federal government released 11 recommendations to improve the lives of those who serve on juries. These recommendations wouldn’t have happened without pressure from Mark and fellow supporter Patrick Fleming,
who had sat as a juror for another high-profile murder trial. Last year the two of them drove to Ottawa with a package of “12 Angry Letters” – one for each juror seat – which included letters from former jurors on several trials, including those of Paul Bernardo, Dellen Millard and Mark Smich, Michael Rafferty, Robert Badgerow and Jennifer Pan. “We worked our buns off,” Mark says. “We met with as many MPs as we could, and we passionately delivered that issue to them.” The result of Mark and Patrick’s trip to Parliament Hill was the formation of a committee to look deeper into the problem. Their recommendations included providing jurors with psychological support and amending a section of the criminal code to permit jurors to discuss jury deliberations with mental health professionals. “The fact that a multi-party committee unanimously agreed to every single recommendation without issue is incredible,” Mark says. Only three of the 11 recommendations can be mandated federally, and the other seven would have to be implemented provincially. Mark wants to ensure that the changes will be made across the country.
Photo taken at the House of Commons Press Conference Room, on the release of the Justice and Human Rights Committee's Report "Improving Support for Jurors in Canada." From left to right: Hon. Rob Nicholson, Michael Cooper, Iqra Khalid, Anthony Housefather, Murray Rankin, Mark Farrant ’90, Patrick Fleming, Alistair MacGregor, Ron McKinnon, Colin Fraser.
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The pressure is still on for Mark, who had already done 20 interviews on the morning I spoke to him. “It’s not easy. Every interview I do chips away at me. I do it because I have to and I prepare myself for it but it’s hard. It is really hard. There are other things I’d rather be doing. I’ve had clinicians who’ve said, ‘I have to tell you to stop doing this because every time you do an interview it sets you back.’ But I say to them, ‘If I don’t talk about it and I don’t keep the issue alive, it’s not going to go anywhere. I’m not a member of an organization; I don’t have a big funding body behind me. I’m just me. Until this is done, I don’t feel like I can stop."
"THE FACT THAT A MULTI-PARTY COMMITTEE UNANIMOUSLY AGREED TO EVERY SINGLE RECOMMENDATION WITHOUT ISSUE IS INCREDIBLE."
from HTS – truth and integrity. Those things are part of what made me want to undertake this mission in my advocacy work, and I certainly got that from the school.” Mark has fond memories of HTS, in particular being involved in the theatre productions – something that likely laid the groundwork for him being the confident, articulate and passionate speaker that he is now. After high school, Mark went to Dalhousie University to earn an honours degree in sociology and anthropology with a minor in statistics. He then worked in research at WSIB Ontario, followed by positions with Ipsos, CBC, Labatt and Rogers. He now works in digital and media analytics for Walmart Canada. Mark lives in Toronto and has two children, who will grow up in a world that is measurably better because of what their father has achieved.
Mark’s courage and persistence are striking, as is his integrity. “I think integrity is probably the biggest core value that I got
"I THINK INTEGRITY IS PROBABLY THE BIGGEST CORE VALUE THAT I GOT FROM HTS - TRUTH AND INTEGRITY. THOSE THINGS ARE PART OF WHAT MADE ME WANT TO UNDERTAKE THIS MISSION IN MY ADVOCACY WORK, AND I CERTAINLY GOT THAT FROM THE SCHOOL." - Mark Farrant '90
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Each year, HTS families, alumni and staff come together to further our mission by making financial contributions to the school through the HTS Annual Fund. These gifts are beyond the cost of tuition and provide additional resources that allow HTS to be extraordinary. While tuition funds our mission, annual giving inspires our vision for tomorrow – the school we aspire to be. At HTS, we steward each dollar to ensure every child gets the best education and we don’t stop there. Each year, we continue to update our facilities, programs and experiences for our students – the Annual Fund allows us to do this. This fund supports special projects and student financial aid, both of which are not covered by the cost of tuition. The Annual Fund offers our families, alumni and staff a way to support those investments with a tax-deductible gift. Annual Fund donations can be directed to either of the following initiatives:
Head’s Discretionary Fund
Student Financial Aid
Supports special projects that enable us to respond to critical needs and capitalize on new opportunities throughout the year.
Directed to our endowment in support of scholarships, bursaries and awards.
Your support directly impacts students and every gift, regardless of size, is an investment in them. Thank you for your commitment to HTS. All gifts are 100% tax deductible. Charitable registration #122397417RR0001
To make a donation, visit hts.on.ca/donate
FINANCIAL AID In 2017–2018, 17 students benefited from over $208,875 in financial aid. The HTS endowment provides student financial aid in the form of scholarships, bursaries and awards to deserving students. As a result of the investment income generated by our endowment, four worthy students receive a full scholarship to HTS every year. In addition, a number of smaller scholarships, bursaries and awards are given to HTS students on an annual basis.
Scholarships & Bursaries Edwin Alexander Terbrugge Bursary
HTS Parents’ Guild Scholarship
George Rutherford Scholarship
Parker Family Scholarship
Grade 9 Entrance Scholarship
Timothy Pryce & Friends Memorial
Grade 9 Graduation Endowment Fund Scholarship 12 | CORRIDORS
Awards Proficiency Award Trinitarian Award
The Feeling Is Palpable HTS COMMUNITY EVENTS
BY MARIA LOCACCIATO, EXECUTIVE DIRECTOR OF COMMUNITY RELATIONS AND DEVELOPMENT
The cornerstone of our community is our families, and when we come together at events, we build upon the foundation of all those who are connected to this vibrant, social, inclusive, joyful school – our students, parents, alumni, staff and friends. Just as fellowship is a result of community events, so is creating a sense of belonging. This feeling is one that we pride ourselves on from the moment families come to learn about the school. It is what many say is the reason they applied to be part of this special place. We welcome our new parents in May at a reception where they can meet other new parents, parent volunteer leaders and staff. We are intentional in September on how we welcome new students to the school and those who have moved up to the next division. We create belonging by providing purposeful social engagements for students and parents to connect with one another.
The numerous community events throughout the year provide even more opportunities to grow together, to celebrate together and to strengthen connection and belonging. Evening community events provide opportunities for the adults in school – parents, alumni, friends and staff – to meet each other and participate in a common purpose, whether it be fundraising, celebrating accomplishments or friend-raising. Most of these events are initiated by our passionate, dedicated parent volunteers. These parents answer the call to support and build our community. The biennial Gala has brought together parent volunteers from all HTS divisions to help raise funds for their children’s school and create a magnificent night for all to remember. The annual (and always sold-out) Parents’ Guild Supper Club gives new, returning and alumni parents a chance to connect over an outstanding meal created by a passionate
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“A SENSE OF BELONGING IS A HUMAN NEED, JUST LIKE THE NEED FOR FOOD AND SHELTER.” - KARYN HALL, PHD, PIECES OF MIND BLOG
chef. The revived Trinity Fair brings together all ages and stages to play and be joyful. The parents that work on these events give much of their time, talent and, in many cases, financial gifts. They support the school and in turn their children. By doing so, our parents are also key role models in the community. When they come together to plan, organize and execute an event, they model the character and values that are the foundation of the HTS community – respect, integrity, leadership, service and confidence. Belonging and face-to-face connectedness cannot be measured – it can only be felt. But this is what happens when we come together. For anyone who has participated in one or many HTS community events, you can attest to the energy in the space when it all takes place. The feeling is palpable.
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CHARACTER DEVELOPMENT PROGRAM CHALLENGES STUDENTS TO FIND
the courage to be better BY JAMES DARLING, DIRECTOR OF CHARACTER AND LEADERSHIP DEVELOPMENT
“How are you going to be?” Our school’s ability to develop the character of a learner, alongside their academic, athletic and artistic ability, has long been a key standard upon which we proudly promote the value of an HTS education. The exemplary modelling of our teachers and our specialized programming, paired with the foundational lessons delivered during assemblies and Chapel, provide opportunities for all students to learn about and reflect 16 | CORRIDORS
upon their personal values within multiple communities. As HTS continues to expand and develop its character education program, there are many exciting character-building initiatives that students have already begun. One great example, involving students from Grades 7 to 12, was the Courage Project. During a Middle School Flexible Learning EXperience (FLEX) period, a group of Grade 7 and 8 students initiated the
Middle School Courage Project. These students wanted a way to recognize their peers for having the courage to be themselves or to support another person or the school at large. A successful nomination earned the recipient a courage badge and a place on the Courage Wall outside the office of Mr. Rob Thomson, Head of Middle School. Students nominated each other for a variety of reasons, from helping with charity without being asked, to having the courage to sing in front of the whole school, to always being a kind and genuine person. Following the efforts of their peers in the Middle School, a small committee of Senior School students spearheaded their own Courage Project in recognition of students who were living their lives in admirable and courageous ways. Students submitted online nominations for all manner of courageous behaviours – from supporting a friend in difficult times to standing up for one’s beliefs. With the permission from the nominees, each nomination was posted on the Senior School Courage Wall so that all students could appreciate the courage of their peers. Examples of what students wrote about each other included: “She is always incredibly kind and supportive and always has a smile on her face. She has been super strong and selfless no matter what, and she gives me and others inspiration and strength to get through the day.” “He has been an enthusiastic member of Student Council who continues to demonstrate positive initiative and contribute to the success of his group members.” “She is the epitome of courage. As a Prefect, she always brings energy and life to her position. She never fails to brighten everyone’s day. She reminds me that adding time for the things you genuinely enjoy will ensure you stay healthy and happy.”
During Teacher Advisory Group (TAG) time, Senior School students were asked to explore the theme of finding courage in their individual TAG sessions. Students were prompted to consider something in their lives that might take some courage to overcome or address. Once they had settled on an idea or commitment, they wrote a promissory declaration on a sticky note and shared it with their peers on a public bulletin board. The act of declaring a specific idea and “making it public” was a small but symbolic example of how students were finding the courage to be better. Each year, Senior School students are challenged with a theme designed to inspire and focus them on a character aspect or an attitude with which to approach the school year.
In previous years, students have been asked to “Look in. Look up.” or to “Start new. Start fresh.” What was unique about last year’s theme – “How are you going to be? Find courage.” – was that it asked students to think about “how” they are going to behave when they grow up versus “what” they are going to be. The “find courage” part challenged them to find the courage to actually live the best possible version of themselves that they could imagine. Many students spent the year answering this challenge. There are those who argue that our other moral virtues – attributes such as respect or integrity – cannot be achieved unless we are able to first act courageously, pushing out into the world. Certainly, the benefits and recognition some in our community deservedly received through the Courage Project would not have been possible without the dedication and selfless courage that a few of their peers had shown. As we look forward, we do so with the valuable lessons that an initiative like the Courage Project taught us all. Understanding the importance of working together – creating relationships that benefit others, not just oneself – and having the courage to see and acknowledge the value in another person will undoubtedly help the entire community be better together. CORRIDORS | 17
ALUMNI SPOTLIGHT
BY MAGGIE SO ’13
The journey beyond school looks different for every individual. While some students take time exploring their options, others feel more set in their career paths. One such student is Seher Shafiq ’08, who is currently working at the CivicAction Leadership Foundation and also volunteers with The Canadian-Muslim Vote (TCMV). After graduating from HTS in 2008, Seher knew she wanted to pursue her interest in international affairs and continued her studies at the University of Toronto, where she earned her bachelor’s degree with a double major in International Relations and Ethics, Society and Law. Following her undergraduate degree, Seher earned her master’s degree in Global Affairs at the Munk School of Global Affairs. While completing her master’s, Seher accepted an internship at the United Nations Office in Geneva, where she was involved in the United 18 | CORRIDORS
Nations Population Fund. There, she covered the emergency response to the Syrian refugee crisis, including participating in the UN Human Rights Council and ECOSOC meetings. After completing her graduate studies, Seher worked at a non-profit called HC Link, and she later joined Lifeline Syria as their Manager of Community Engagements and Partnerships. During this time she also focused on expanding her professional network through LinkedIn. She says she has networked with many professionals, and it was by reaching out that she became involved with TCMV during the 2015 federal election. Seher explains that she has always been interested in international relations, but it was not until her work with TCMV that she truly developed an interest in Canadian politics. During the 2015 election, Seher had the opportunity to actively pursue grassroots outreach and
connect with local communities, which ultimately changed her career path to look closer to home. When asked about her experience at HTS, Seher speaks about the impact that Chapel talks had on her. She remembers how the talks aligned with the school’s principles, and she notes the daily talks helped reinforce strong values and character. Of her teachers, she says, “they always encouraged you to go for leadership positions.” In addition to Help the Society and Debate Club, Seher especially enjoyed taking part in the CAIS Leadership Conference. As she looks back on her experiences at HTS, she says what influenced her the most were the guest speakers who visited the school. She admired the work that people had done and the passion they had for their careers. Seher says that, in her eyes, “they were the ones setting the bar” in terms of what could be achieved after school. Now celebrating 10 years since she graduated from HTS, Seher has certainly achieved a lot during that time. This past May, Seher had the pleasure of speaking about civic
“IT’S ABOUT RECOGNIZING THAT THERE ARE BARRIERS FOR THESE COMMUNITIES AND THEY NEED SOLUTIONS FROM PEOPLE WITHIN THE COMMUNITY.” engagement in immigrant communities on TVO’s The Agenda with Steve Paikin. She discussed TCMV’s work to understand why certain communities are not participating in the democratic process and how they are working to provide education and support to these communities. When asked about her motivations, specifically in regard to her work to increase voter turnout and civic engagement, she replies, “It’s about recognizing that there are barriers for these communities and they need solutions from people within the community.” Seher emphasizes the importance of offering a voice that is representative of the community. Seher also offers some advice for navigating the path from school to career. She says, “I believe in creating your own opportunities.” By networking on LinkedIn, Seher was able to seek mentorship and information from other professionals, and she says it is absolutely worth reaching out. More than anything, Seher suggests you must always look to “connect the dots.” She says that in any situation, it is crucial to determine all parties that are or could be involved and to push for collaboration. By opening a project up to collaboration, you are opening the door for innovation and improvement.
Aside from her work at CivicAction and TCMV, her other passion in life is food. She is a self-proclaimed foodie and enjoys finding great new places to eat. As for her current projects with TCMV, Seher reports that she recently had the opportunity to interview each of the leaders of the four major political parties in Ontario. Videos of the interviews are available on TCMV’s website, and we look forward to seeing where Seher’s work will take her next.
"I BELIEVE IN CREATING YOUR OWN OPPORTUNITIES." - SEHER SHAFIQ '08 CORRIDORS | 19
HOLY TRINITY SCHOOL PROUDLY PRESENTS:
Music & Lyrics by Lisa Lambert and Greg Morrison HTS.ON.CA/EVENTS
FEBRUARY 27 - MARCH 2, 2019 7:30PM FRANK M. D'ANDREA THEATRE | HOLY TRINITY SCHOOL
Book by Bob Martin and Don McKellar Original Broadway production of The Drowsy Chaperone produced by Kevin McCollum, Roy Miller, Bob Boyett, Stephanie McClelland, Barbara Freitag and Jill Furman.
The Drowsy Chaperone is presented through special arrangement with Music Theatre International (MTI). All authorized performance materials are also supplied by MTI www.MTIShows.com 20 | CORRIDORS
PERSONALIZED, IMMERSIVE AND ENGAGING EXPERIENCES THRIVE IN OUR INNOVATION LABS
Here’s Why
BY STEPHANIE STEPHENS, EXECUTIVE DIRECTOR OF LEARNING INNOVATION AND TECHNOLOGY
"The essence of these spaces is that you have choice and that’s how I learn best, and I think my classmates would say the same."
Having written calculations all over the glass walls and tables, a small team of Grade 5 students deeply contemplate the error in their Genius Project design, clearly evident from the remains of an unusable 3D print scattered in front of them. Undeterred, they happily tussle with some tough questions around angles and measurement, while two eager students –ALEXANDRA COLBY, HEAD PREFECT take my clue about circumference to heart and excitedly hunt prototype too? A patient Grade 12 art student helps an eager for more information. There is an audible groan when I say it is time to clean up and return to their classrooms. “How could group of Lower School students from the club downstairs, 90 minutes have just passed so quickly?” they ask. “If we work as she sets her intricate etching work aside to laser-cut the jigsaw puzzle they have specially designed themselves. “Not on it together tonight, can we come back in the morning to to worry, Mrs. Stephens – I’ve got this,” she says with a smile. print it?” As the rest of our Middle School Young Innovators team Moments later, the busy after-school crowd arrives. Two arrives, one student proudly shares the coding that he has excited Grade 9 students cautiously approach, hoping that I will entrust them with loading the printer/cutter on their own finally got to work with his microcontroller project, and he is excited to try soldering again. On the adjacent collaboration so they can prepare the huge trade-show banner they have station, a few more eager arrivals excitedly lay out their spent hours designing. Could Julian 3D-print his product game-board prototype for a group of willing friends they
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have brought to test it out. Over much mad scribbling, new ideas and new sketches for version 3.0 emerge. Through the wide open sliding glass doors, the sewing machines hum busily in the art room next door. LED lights, conductive thread and delicate laser-cut silk flowers are scattered all over the tables ready for an exciting creation to take shape, and Emily happily swirls around the open space showing off her latest costume design for the upcoming drama performance. This is a typical afternoon in our innovation and design labs. These remarkable spaces have fuelled creativity, inspired learning and facilitated powerful collaborations all year long. Without a doubt, we all have exciting times ahead as our students, staff and extended community, including parents and alumni, have only just begun to dabble with the opportunities the spaces provide. Bright, beautiful, open design and flexible furnishings frame the space. Being equipped with an incredible set of tools and resources makes it easy to feel inspired, but true learning doesn’t happen without one more special ingredient: courage. Here is where everybody plays a part. For our learners, they begin their journey with big ideas and dreams and learn to tackle them step by step. Where do I start? What are my goals? Whom do I learn from? What are my options? It takes courage to stay the journey, embrace failure, honour feedback and iterate many times over. And don’t just assume the “learners” are strictly students. On any given day, you will see staff learning the ropes. Even parents and alumni have been involved in workshops this year. Like many other teachers using the space, I realize how our roles are also changing for the better. Students are designing their own pathways for learning, and our role
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has shifted from creating learning experiences to facilitating them. We coach our students to explore their strengths and interests and build upon them. We help them create realistic goals, and we work with them to find the right tools, resources and expertise that will get them where they want to go. Courageously, we embrace this new model and take heart in what we see our learners accomplish.
A WORD FROM FATHER CROWTHER
Opinion and Debate
are alive & well in Grade 6 Religious Knowledge There was much that was noteworthy in Grade 6 religious knowledge classes this past year. In addition to dramatizing Bible stories under my direction, the students created their own Bible dramas using iMovie on their iPads. Also, under the guidance of Ms Brenda Balfour, three groups of Lower School student leaders prepared and presented three Chapels on the themes of Lent, Easter and Pentecost. What really stood out, however, were the many lively debates. Over the years, Grade 6 classes have generated many good discussions – but this years discussion turned to debate, and debate became an integral part of each lesson. It all started in September when I asked for their opinion: Is it better to speak up and deal with a problem, or should one let the problem work itself out? To my delight, their feedback was much more than I anticipated. The majority of students had an opinion and could examine their viewpoint well. As they spoke, many disagreed with something that had been said previously and included criticism with their opinion. I was pleasantly surprised by each student’s ability to examine the subtle nuances of the issue being addressed. No stone was left unturned. Even more apparent was the passion behind their opinions. With each new class, the students asked to debate again.
The students were, in the main, very respectful of one another. But from time to time, owing to their age and their lack of debating experience, they had to be reminded to respect a differing opinion or to state their own opinion in a way that did not insult the other. It was inspiring to watch them gain control of their instinctive reaction to take things personally and so keep the debate to a discussion of ideas. The process really challenged how they perceived one another and how they treated each other. It was inspiring to see young people develop their character. It was a testament to their inner strength as they began to appreciate the degree to which people differ and how we are all God’s children who are worthy of respect. There were times when the excitement of the debate resulted in many people talking at once, but it did not take much to calm them down so that everyone had a turn to speak. This allowed the quieter and more introverted students a chance to voice their opinion. To speak one’s mind with clarity, to back up one’s beliefs with proof, to agree to disagree, to wait one’s turn, and to trust the process – these were all lessons learned from the Grade 6 debates of the last school year.
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JIM MACDONALD AND MAUREEN HEITZNER WITH THEIR SON BEN '18 AND DAUGHTER KATIE '11.
"HTS has provided an outstanding academic environment, established a foundation of values, a sense of community and instilled purpose in our children. Every child should be given a chance to experience HTS, irrespective of the household financial ability." - Jim MacDonald and Maureen Heitzner, Graduation Endowment Fund Co-chairs
A Tradition of Excellence The Graduation Endowment Fund provides financial aid to deserving students who could not afford an education at HTS. This fund ensures that another student receives the same incredible educational experience that our graduates have. Thank you to our graduating families for your support – it ensures that every year we have a Senior School student who experiences our vibrant HTS community and all that it has to offer. 24 | CORRIDORS
CHAPEL AND
the Development of Character BY JAMES DARLING, DIRECTOR OF CHARACTER AND LEADERSHIP DEVELOPMENT
It can be difficult to put your finger on a particular way in which we help develop character at HTS. So in a recent meeting, a group of teachers and administrators discussed the various elements within HTS that are shaping and building character in our students. After several more-obvious ideas were mentioned, there was a pause – then someone piped up, “Well, no other school has a Father Crowther!” Heads enthusiastically nodded in agreement and smiles reverberated around the table. All were in complete agreement that one of the major founts of character development at HTS over the past 18 years has been Father Stephen Crowther. But why is it that Father Crowther’s words and actions do so much for the character of the souls that walk our hallways? In his book The Road to Character, author David Brooks writes about the special place that people who have dedicated their life to the service of others occupy in our collective psyche. Brooks argues that people living a life in this manner are actually more “fully engaged…in the practical problems” of daily life. This can clearly be said of Father Crowther as he, through his life’s work, offers good counsel to whoever and whatever situation knocks on his door and lives a daily calling filled with the need for real respect and honest integrity. Through the power of our interaction with him, we are called to ask the same of ourselves, to live for a higher purpose – in effect, to create our own contract with all others who might look to us to lead.
the countless ways one can give back and were challenged to work together to grow a spirit of charity and acceptance. Alumni guest speakers asked students to “trust in yourself” and to “see yourself through the eyes of others.” Student speakers spoke eloquently about the power that comes from passion or the powerful story behind Pink Shirt Day. And always there was Father Crowther, leading the way with his uncanny ability to weave a moral thread of character into so many of his own life-inspired narratives. And so it is through his presence in Chapel, in our classrooms and throughout our daily lives that Father Crowther, and the Chapel life he has inspired, is a beacon for moments that feed much character into the lives and minds of our entire community. We learn from him and gain insight into our own character and behaviour as a result of his modelling and his willingness to develop better human beings.
And out of his model come some of the most inspiring moments of character development and education that a school could ever desire. In the past year alone, many HTS students and teachers were motivated to take their turn at the microphone during Chapel to give meaningful messages. Morning Chapel has been filled with teachers talking about what sacrifice means to them, or the power of memory, or the importance of making progress away from tragedy. Others spoke about the inspiration of spring, or the comfort of knowing you have a place where you belong. In many morning reflections, students were shown CORRIDORS | 25
Sportsmanship Happens When Character, Courage and Participation Unite BY MELANIE VAN DE WATER, DEAN OF STUDENTS
At HTS, our athletic program isn’t about winning or being the best; we focus on sportsmanship. Beginning in Lower School, students have the opportunity to participate in athletic opportunities that are of interest to them, at the level they desire. Participating in an organized school event, trying out for a team or being recognized for character attributes instills in our students sportsmanship values that we strive for. The social, collegial and competitive aspects of our athletic program encourage students to participate, developing courage and character through the many activities and experiences available to them. Every school year, students participate in two organized full-school events, the Father Bob Run and Trinco Day. These 26 | CORRIDORS
events bring students of all ages together to participate as a team with their House. Students wear their House colours, participate in non-traditional sports and cheer on their peers in friendly competition. Good-natured House rivalry is a part of the fun, and all Houses compete for the elusive House Trophy awarded at the end of the year. These events are great ways for students to try something new, push themselves further than the last year, and spend time connecting with their peers. With a variety of spaces, activities and teams available, students have the ability to self-direct beyond organized school events and coordinated sports in physical health and education class. Intramural activities, co-curriculars,
competitive teams, pickup games during recess, our outdoor trail and the fitness room all give our students the opportunity to challenge themselves physically and mentally, while engaging in healthy competition amongst peers and leagues. During the first week of school, tryouts for sports teams and sign-up for co-curriculars begin. Students find their courage when participating in a new sport unfamiliar to them, or trying out for a team with the hopes of making it. Some of our student-athletes also pursue an elite-level sport outside of school – our High-Performance Athlete Program offers support and flexibility to students who have heavy training schedules, encouraging them to follow their passion. These student-athletes show courage in their personal pursuit of greater achievement in their sport, and this program honours our athletes’ endeavours within our school and beyond.
school career and have displayed team spirit and true sportsmanship. The most prestigious athletic awards are based on character and sportsmanship throughout their career at HTS. Many of these awards are named after exceptional members of our community, such as the Doug Caines Award named after our previous Athletic Director who developed an athletics program that would offer our students choice and an opportunity to be a part of a team, in a competitive environment. Several awards are named after former students who embodied the character values HTS embraces, including integrity, courage and respect. The Gerry Ford Memorial Award and the Soar to the Mountains Award in Memory of Jimmy Corvese ’91 are examples of athletic awards that embody strength of character and sportsmanship. The names of all our athletic award winners are engraved on plaques that we hang proudly in our hallways – even long after these students have moved on from HTS. Playing on a competitive team, participating in our cocurricular program or even taking a walk on our beautiful trail gives students the opportunity to participate in daily physical activity. Most importantly, our students challenge themselves in an environment where participation and sportsmanship are valued above all else. Through this focus on teamwork and participation, our students learn to practice, travel and compete with one another, creating bonds that last well past their time at school.
In the 2017–2018 school year, many of our competitive teams and individuals stood out among the competition in their leagues. A number of students qualified for OFSAA in track and field, tennis and badminton, and the Senior Girls Volleyball and U14 Girls Field Hockey teams both took home championship titles. Whether it’s competing on a championship-winning team, or bonding together with a team that lost games all season, or just having fun shooting hoops at recess, every athletic pursuit has an impact. These experiences help develop character in our students, teaching them about dedication, commitment, leadership, team spirit and sportsmanship. No matter the age, our students are recognized for their athletic achievements during our special Sports Chapels throughout the school year. Dedication in Sport awards are presented to Senior School students who have competed on a team for the duration of their high CORRIDORS | 27
Individual Growth Through Experiential Learning BY BRIAN CSINOS, DIRECTOR OF EXPERIENTIAL LEARNING
Learning through a lived experience is vital to knowing how other people live within our local communities as well as nationally and globally. Not only is the experience important, but through the power of reflection and analysis, the exposure transforms us and deepens our knowledge and understanding. Throughout the year, students from Kindergarten to Grade 12 engage in experiential learning opportunities that further transform them into responsible, caring, empathetic and courageous citizens. These opportunities instill three important lessons: to relate to different people and have empathy; to learn from others and be open to growth; and 28 | CORRIDORS
to engage in one’s community by walking beside others. One great example comes from the 44 Middle and Senior School students who raised funds for WE Walk for Water and paired off to carry a full pail of water along a 5.3-kilometre stretch of the Oak Ridges trail. This experience not only gave our students a glimpse into what it is like for many women and children in our world, but it was also a great learning opportunity that highlighted the importance of our local water sources along the Oak Ridges Moraine. This walk helped our students gain a positive outlook on the change needed for global water issues.
Last year’s Grade 5 students welcomed 28 exchange students and three teachers from Colegio Tilatá school in Bogotá, Colombia. For the five months leading up to the arrival of our visitors, the HTS and Colegio Tilatá students kept in regular contact through group Skype calls and handwritten letters. In April, the Colombian students and teachers arrived at HTS and were billeted by HTS families. Through this program, the students bonded and formed close friendships that will last a lifetime! When asked to reflect on the Canadian experience, Pablo, a Grade 5 student from Colegio Tilatá, said he knew from the deepest part of his body, his heart and his mind that when something feels hard, uncomfortable or bad, if he waits a little bit, he will see the positive and good that comes out of it. This courageous statement speaks volumes of the individual growth that is possible in a 10-year-old through experiential learning opportunities such as an exchange. Our experiential learning trips help transform our students, each in its own way – whether it’s learning a new language in France or Spain, being immersed in new cultures in Europe, living with host families in Nepal or participating in a physically, mentally and emotionally demanding hike in Costa Rica. These are experiences that students look forward to, and they inspire significant growth in each participant. The experiential learning opportunities at HTS are abundant, and we have plans for a service trip to Malawi, a band trip to Austria and the Czech Republic, an
exchange to France and Spain, the Model United Nations Conference, Space Camp in Alabama another WE Walk for Water and more Colombian exchange students in the 2018–2019 school year. We know that learning through lived experiences undoubtedly develops each of us, so we strive to provide global and local opportunities for our youngest to oldest students on their path to becoming responsible, caring, empathetic and courageous citizens.
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DONOR SPOTLIGHT
Shawn & Innis Seit For Dr. Shawn and Mrs. Innis Seit, the choice to enroll their children in Holy Trinity School came when their twins Montgomery and Zach were entering Grade 7, and Ashton was going into Grade 8. With three children close in age, along with the demands of their bustling business, Rejuuv Medi Spa, the family was keen to find a school that inspired full confidence. HTS was a natural choice, says Innis. “Holy Trinity School has a really good reputation. We have a lot of family friends whose children attended the school, and everyone was saying great things about it.” Shawn adds, “We thought the school was excellent for helping children get into and prepare for university.” Good timing, with the boys on the cusp of entering high school. Now, with Ashton in Grade 12 and the twins in Grade 11, university is just around the corner.
“HOLY TRINITY SCHOOL HAS A REALLY GOOD REPUTATION. WE HAVE A LOT OF FAMILY FRIENDS WHOSE CHILDREN ATTENDED THE SCHOOL, AND EVERYONE WAS SAYING GREAT THINGS ABOUT IT.” The school’s counsellors have been amazing, says Innis, when it comes to talking to the students about course load and potential schools. “They do a really good job in terms of knowing what universities’ requirements are and helping us with information, even for schools in the UK or US. That helps us as busy parents.” Two of the boys are interested in the sciences, and one is interested in the arts. Innis says, “Wherever life takes them, they’ll be prepared – academically, socially and personally. Academically, they get a lot of support from the school. 30 | CORRIDORS
They have student-directed time, so if the kids have any questions with the homework or they just need some extra help in certain areas, they know it’s available – during school time or after school.” Shawn and Innis are also pleased with Holy Trinity School's focus on manners. “In terms of how people interact with one another, it’s always respectful,” says Innis. “You greet people a certain way. I think it’s really good that the school upholds these kinds of standards.” Shawn agrees. “Their friends, socially, and with the teachers... everything has helped in terms of shaping them.” He believes strongly in the need to ensure this supportive environment continues. The Seits act on that conviction by being avid supporters of the school, including giving regularly to the Annual Fund and the Capital Campaign. “Because it’s an independent school, everything that they need to build or to improve depends on donors.” The Seits appreciate knowing that their gifts help preserve and enhance the school’s environment not only for today’s students but also for those who will attend HTS in the years to come. As Innis points out, “The kids have lived through the phases of expanding the school and we know that some of it is not going to totally impact us, because our kids are already older.” But the family is happy to give today to “pave the way” for future students. Shawn adds, “It’s important that we look after not just our children but the community.” He himself grew up in a very
“BECAUSE IT’S AN INDEPENDENT SCHOOL, EVERYTHING THAT THEY NEED TO BUILD OR TO IMPROVE DEPENDS ON DONORS.”
poor area, and he says that support from the community helped him get to where he is now. “It’s a full circle. Once you become able to support or help, you have to do your part.” That circle has seen the Seit family generously and enthusiastically sponsor both HTS galas held since they joined the school community. “It’s a huge event,” says Innis, “a really well-put-together, fun event... and it supports a good cause.” She encourages parents to get involved with this high-profile evening of friends, food and entertainment – in any way possible. She notes that many put a lot of hours into helping pull the event together. “I, unfortunately, didn’t have time to do that part, but absolutely any kind of support would help.”
“IT’S IMPORTANT THAT WE LOOK AFTER NOT JUST OUR CHILDREN BUT THE COMMUNITY.” during the evening, they are demur when asked about the recognition. Their motivation for support is not about business or legacy building. On the contrary, says Shawn, “Our legacy is our children.” For the Seit family, it’s all part of celebrating and appreciating “a really wonderful experience for us and our children at the school,” says Shawn – and helping that continue well into the future.
While the Seits’ sponsorship of the Gala is acknowledged
“IT’S A FULL CIRCLE. ONCE YOU BECOME ABLE TO SUPPORT OR HELP, YOU HAVE TO DO YOUR PART.” CORRIDORS | 31
CAMPAIGN UPDATE
a year in our new spaces The Shaped by Experience campaign has made it possible for our students and all of our learners to explore their interests in science, technology, engineering, art and mathematics (STEAM) in the new labs and music in the new music rooms. These new spaces are full of excitement as our learners innovate, create and learn under the guidance of and alongside their teachers and our technology integrators.
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INSIDE THE MUSIC CLASSROOM The new Middle and Senior School music classrooms give our students the opportunity to explore their instruments and utilize the expanded spaces. The additional space allows our music classes to work together in one large group, or section off into their instrument sections and practice in smaller groups – something that was not previously possible due to space restrictions.
A valuable addition to the HTS Music Program has been the four new music practice rooms, which are available to students to practice music on their own or receive oneon-one support from their music teacher. We are now in our second year of the Private Music Lesson program, available to students from Grades 1 to 6. Students who are enrolled in the program receive 30-minute private voice or piano lessons with the Coordinator of Instrumental Music. Parents and students love the convenience of the in-school lessons and look forward to continuing their lessons in the years to come.
ART AND INNOVATION The implementation of the innovation and design labs has been another exciting addition to the school. Housed within the labs are five MakerBot 3D printers, a Trotec laser cutter, a 52� Roland printer/cutter, soldering equipment, cameras and supporting equipment, sewing machines,
electronics and microcontrollers, a set of Arduinos for an entire class, sensors, batteries, motors etc., and eight iMac computers mounted on suspension arms. All of this equipment is available for all divisions and departments to collaborate together. With direct proximity to the innovation labs, the art teachers work hand in hand with the technology integration team to infuse technology into the art program. The innovation labs give art students a new view on the ways in which they can create using the broad variety of technologies available. One notable illustration of how our students have incorporated technology into their efforts was seen in the work done for the Fashion Forward project. The laser cutter was used to cut patterns of material, students used sewing machines to put pieces together, and incorporated Arduino and LED lights into their garments. This fabulous project all came together with a final fashion show that was presented to the HTS community during Chapel in May.
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CAMPAIGN UPDATE
a year in our new spaces FULL COMMUNITY INVOLVEMENT Our new facilities are not only an asset for our students, but they’re also a place where parents, staff and alumni can participate in workshops to learn and innovate using the equipment in the labs. Throughout the year, our spaces are used for many great community building events such as: • • • • •
Alumni workshops on 3D printing Parent workshops on laser cutting Staff workshops The Parent Speaker Series Hands-on social media workshops
GALA PROCEEDS In 2016, the HTS Disco Fever Gala raised $100,000 in support of providing state-of-the-art equipment for the HTS innovation and design labs. These funds were used to help purchase the tools and resources that have provided HTS with a flexible and dynamic working environment. In 2017, our students, staff, alumni and parents were able to start using these spaces and equipment. Thank you to those who supported the Gala.
Thank you to everyone who supports our vision for tomorrow - the school we aspire to be. 34 | CORRIDORS
summer CAMP
We encourage our campers to be enthusiastic participants, and we challenge each camper to be the best version of themselves. In addition to providing high-quality instruction, our HTS Camp staff are passionate about teaching core values such as respect, teamwork, compassion and honour, inspiring all campers to grow as citizens in their community. At HTS, students are encouraged and supported to fulfill their potential. With our enthusiastic summer staff of HTS faculty, alumni and senior students, your child will have the chance to embrace challenges, develop skills, make new friends and build memories to last a lifetime. The HTS Summer Camps strive to offer a wide variety of safe, educational and fun-filled activities for children of all ages.
The 2019 Summer Camps will run from late June to early August and camp offerings will be announced in February along with the registration information.
Visit hts.on.ca/summer to learn more.
SUMMER School The HTS Summer School offers students a place to let their curiosity go beyond the regular academic school year. With a diverse selection of summer courses, students in Grades 8 to 11 can find one in their area of interest at the appropriate grade level. The HTS Summer School proudly offers Grade 9 to 12 credits in the subject areas of mathematics, science, humanities and English. Smaller class sizes allow students to dive into any subject with personalized support from their teacher. Having one course to focus on is a unique experience that students do not have in their regular academic year. Focused study supports students in deepening their understanding of the course material and absorbing difficult concepts, and aims to expand their areas of interest. Taking a summer course is an excellent choice for students looking to reach ahead and improve their knowledge base in a particular subject. Summer courses can help students gain confidence and hone study skills, and often add flexibility to their course selection in the following years.
Visit hts.on.ca/summer to learn more. 36 | CORRIDORS
SUMMER SCHOOL COURSE OFFERINGS GRADE 9
GRADE 11
Academic French – FSF1D
Biology – SBI3U
Mathematics – MPM1D
Chemistry – SCH3U
GRADE 10
GRADE 12
Careers and Civics – GLC2O/CHV2O
English – ENG4U
History – CHC2D Mathematics – MPM2D
We are Richmond Hill’s co-ed, JK-12 independent day school, nestled in the Oak Ridges Moraine at 11300 Bayview Avenue. Admissions: 905-737-1115 HTS.ON.CA/TAKEATOUR
DISCOVER WHY WE’RE
MORE THAN A SCHOOL. Join us at an upcoming Open House or a Tuesday Tour and see the HTS experience for yourself.
Open House
Wednesday, April 10, 2019 10:00am to 12:00pm For a complete list of tour dates, visit HTS.ON.CA/takeatour or call Admissions at 905-737-1115 to learn more.
