HTS SCIENCE OLYMPIAN
2013-2014 HTS Calendar of Events
Our lively school is always bustling with a diverse array of events and activities. From trips and tournaments to concerts and community service, there is never a dull moment at HTS.
Event dates and details will be provided throughout the school year.
April
Spirit Week
Confirmation Weekend Retreat
Middle School Spring Dance
September
Awards & Celebration Evening
Middle & Senior School Breakaway
Trips
Grade 9 “Day on Bay”
Father Bob Run & Welcome Back Picnic
October
Soccer Tournaments
Grandparents’ Day
Thanksgiving Food Drive
United Way Drive
November Diwali Celebration
Visit from Archbishop Lord Carey
Bermuda Field Hockey Trip
Remembrance Day Performance
Coffee Cabaret
Mabel’s Fables Book Fair
Canadian Intermediate & Senior
Math Contests
Middle School Autumn Dance
December
Lower, Middle & Senior School
Christmas Concerts
Cookies & Carols Chapel Service
Carol Service at Holy Trinity Church
January
Grade 5 Overnight Trip
Grade 7 & 8 Outdoor Trips
Grade 9 St. Donat Trip
HTS Family Event
February
Language & Culture Week
Senior School Semi-Formal
Valentine’s Sharing Day
Ash Wednesday Communion
Senior School Play Production
March
Senior School OFSSA Banquet
Senior Girls OFSSA Volleyball Tournament
World Challenge Service Trip
Sundaes on Thursday
Middle & Senior School Girls Field Hockey Tour
Senior School Band Performance Tour
Middle School Space Camp Trip
Grade 9 Trade Show
ISOMA Math Olympics
Music Night
Earth Day Sharing Day
HTS Gala
Arts Show
Fringe Theatre Festival
May
Lower School Invention Convention
Middle School Concert
Mother’s Day Concert
Grade 4 Overnight Trip
Trinity Fair
Athletic Banquet
June
Grade 6 Overnight Trip
Family Mentor Reception
Used Textbook Collection & Sale
Lower School Family Picnic
Grade 12 Graduation Dance
Middle School Graduation Dance
Grade 8 Graduation Ceremony
Grade 12 Graduation Ceremony
Corridors
Fall 2013
In EvEry IssuE
Publication Director
Tracy Yan
Features Editor
Margo Northcote
Art Direction
Kim Speed
Photography
Storey Wilkins
Mark and Peter Yan
Contributing Writers
Desmond T. Burke
Jacqueline Butler
Fr. Stephen Crowther
Vince Delisi
Nina Dolgovykh
Kristina Farentino
Kate Greenway
Barry Hughes
David Hughes
Christine McIsaac
Vanessa and Shoshauna Oryema
David Steeper
Rob Thomson
Nadia Warriner
Tracy Yan
Katie Young
Danielle Younge-Ullman
Please send comments and suggestions to Tracy Yan at tyan@hts.on.ca.
VIEW from the TOP
by Barry Hughes
Succession Planning and Faculty Development
“This past year has seen some excellent training done around technology and the Cultures of Thinking project, and over the months ahead we will build on this as we develop the strategy.”
Those who know me will be aware that I am a lifelong fan of Manchester United, the English Premier League soccer team. This calling began in 1969 when, as a birthday treat, my father took me to Old Trafford to see them play against West Ham. Despite the quality of their opponents, United
blew them away with a glorious exhibition of attacking football from stars like George Best and Bobby Charlton. As a small boy, in a crowd of close on 60,000 rapturous fans, I was smitten.
Although recent years have seen the Red Devils dominate English soccer, there was a time in the 1970s when they just weren’t very good. Yet I stuck with them through some very poor performances – and even poorer results.
Mocked for being a “trophy-free zone” by rivals, the club appointed a succession of managers, each one tasked with turning around the fortunes of a team who had been European champions only a few years before. And each of these men failed to some degree or other, until Alex Ferguson was chosen to lead them. The rest, as they say, is history, and the club is now the dominant force in English soccer.
Only those who worked directly with Ferguson would know how closely the reality of his leadership style matched his media stereotype, but there is no doubt that his motivational skills were second to none. Possibly his greatest achievement was to instill in his players his own drive, passion and refusal to concede defeat. As evidence of this, just witness how his teams made a habit of scoring late goals to win games.
To my mind, one of his greatest abilities was understanding how to replace players who were previously thought irreplaceable. To lose a team member who has served you well, and to continue to be successful, is a challenge faced by all kinds of businesses, including HTS. Not only do we need to appoint replacements who have the appropriate skills, experience and potential, but we also need to be sure that these new recruits fully appreciate what our school is about. In other words, they must understand and support the school’s vision, mission and values – the things that give a context for all our decision-making.
To achieve this in a single interview is challenging, and so, for senior appointments in particular, we have developed a process that allows us to assess the suitability of candidates in a variety of ways. Before being invited for interviews, candidates are asked to complete an application form, rather than just supply a resumé. This ensures that we get answers to the questions we think are most relevant. We then meet the shortlisted candidates on the same day, and they therefore meet each other. As well as a formal interview with a panel of people, each candidate undergoes a series of informal discussions with senior administrators, faculty and staff, and also with students who show them around the school. Candidates take lunch with teachers and senior administrators, and the day usually ends with a reception so that everyone has a chance to meet. As might be expected, we also take up references before we appoint.
Whilst this might seem a very complicated process, it could be argued that appointing faculty and staff is the most important job any Head of School does. Our recent appointments have quickly proved to be strong additions to our community, which suggests that we are getting this right.
Effective recruitment is only one piece of the puzzle though, and it is important that we give our faculty and staff the best possible development opportunities so that they continue to grow as professionals. This past year has seen some excellent training done around technology and the Cultures of Thinking project, and over the months ahead we will build on this as we develop the strategy that will enable us to achieve our new vision for the future. More about this in due course.
Whether we are recruiting new “players” or developing those already on the team, our students deserve not only to have the finest instruction possible, but also to be taught by people who genuinely care about their progress and welfare. To my mind that is where we win out at HTS, every time.
Avoiding Big Glass Cases
Embracing Change in Education
by Katie Young, Senior School English teacher
Recently, I was asked by a colleague to choose my top ten books of all time. It brought me back to The Catcher in the Rye and the words of its deeply conflicted protagonist, who states, “certain things they should just stay the way they are. You ought to be able to stick them in one of those big glass cases and just leave them alone. I know that’s impossible, but it’s too bad anyway.”
I can’t help but wonder how much those words, first written in 1951, reflect the sentiments of teenagers today. Society is changing at a rapid pace. We understand the plasticity of the human brain, but not the impact of the modifications we place upon it. We hear the global economy described as broken. Even popular literature today focuses upon dystopian societies overrun by zombies or vampires. What does this say about the world in which our teenagers are coming of age?
It is clear to me that, with the changing face of society and the increased complexity of the business world, we as educators need to equip our children with the skills to tackle the distinct challenges that their generation will encounter.
Far more than before, students will be required to differentiate themselves in the workplace – a fact that many of our students show they are well aware of when they identify their greatest anxiety to be their ability to gain employment that is meaningful and satisfying. What methodology will help students develop these skills?
I believe it is necessary to place a greater emphasis upon self-directed learning. Mental agility, curiosity and
commitment to continuous learning need to be cultivated so students become not simply knowledgeable workers, but innovative workers.
In our English classrooms, the format of novel study lends itself nicely to the cultivation of these imperative skills. Exploring literature for its connectivity to our lives and critiques of our social structures provides students with the opportunity to make broader metacognitive connections and develop a greater sense of how to situate themselves in the world around them.
Communicating through writing, speaking and technologically self-directed means further supports the development of critical thinkers, exploring a broad range of interests. Technologically based learning stimulates mental agility, encourages trial and error, and necessitates research. Selfdirected learning helps to develop a creative skill set that students can use for a lifetime.
Anxiety towards change is natural. It is easy to fall back upon Holden Caulfield’s sentiment of sticking things “in one of those big glass cases” and to “just leave them alone.”
However, as Holden also states, we are not the first people to be “confused and frightened and even sickened by human behavior.” His ultimate solution? To learn from it. Eloquently, he provides a message to all of us lifelong learners: “…someday, if you have something to offer, someone will learn something from you. It’s a beautiful reciprocal arrangement. And it isn’t education. It’s history. It’s poetry.”
Ultimately, that is the larger goal: instilling passion, creativity and ingenuity – life skills that can be nurtured and passed on by our students to future generations.
Thinking Big with Technology
by Vince Delisi, Director of Technology and Innovation
Making the most of digital innovation in the classroom
Little People Think Big
Last year, the Grade 1 students were asked to create structures using a variety of materials. They were instructed to think about which materials and designs made strong, sturdy structures. One of the challenges teachers face is finding tools that allow students to plan, think and then explain their reasoning. HTS Technology Integrator Stephanie Stephens introduced the students to an iPad app, Explain Everything, which allowed the students to do just that. It captured not only their speech, but also gestures and drawings, to clarify the explanation.
Middle People Think Big
The history portion of the Grade 7 social studies course was turned upside down last year, thanks to innovative teachers and a new iPad program. Students were asked, “Who decides what gets to be history?” Working in groups, they researched historical topics of their choice and then created an entry for the class iText.
While researching their topic, each group needed to keep in mind the seven “essential questions” that were the focus of the course. This forced students to consider, for example, how the Loyalists influenced British settlement in Upper Canada, rather than merely providing facts and dates. Students were also expected to employ a recently learned system of inquiry, to prevent the typical mad dash to Google.
The digital format enabled students to represent their topics as text and slideshows; several groups even created videos of anachronistic newscasts. Resources created and owned by students led to rich and authentic learning.
Big People Think Really Big
HTS teachers are dedicated lifelong learners. Our Professional Development program is designed to support teacher growth in many ways. Teachers attend conferences in both their areas of expertise (such as the Math Department attending the Math and Technology Conference at Phillips Exeter Academy) and areas of interest (three Lower School teachers participating in the iPad Summit at Harvard).
The Thursday morning late start provides ongoing opportunities for professional growth. For example, last spring, one Thursday morning per month was allocated to help teachers in the Lower, Middle and Senior School prepare for iPad use in Grades 6 to 9. The HTS PD program is designed to model the learner-centred, independent learning pedagogy embraced by the school.
“ Students were expected to employ a recently learned system of inquiry, to prevent the typical mad dash to Google. ”
The explosion in technology use in HTS classrooms has created many “gurus” among the faculty. Learning acquired from conferences and classroom projects is shared among colleagues. This grassroots approach models good classroom practice and ensures the sustainability of our learning methodology.
IT Thinks Big
For the past two years, the HTS IT department has been working to increase the school’s bandwidth, to support the increased use of multimedia. We have encountered challenges including (but not restricted to) protected fish in the ditch and expired municipal easements. Sufficient bandwidth is essential to our educational process.
Internet bandwidth can be thought of as an electronic highway that connects the Internet to your computer. Increasing bandwidth (widening the lane) allows more traffic to flow, increasing speed. Bandwidth makes the difference between watching a graphics-intensive web page load over a period of minutes, or having it pop into your window like a flash of lightning. The more bandwidth your connection has, the faster it will load.
Finally last spring, with enormous help from an HTS parent, we were able to increase our bandwidth more than tenfold, allowing students to navigate properly at a reasonable cost and also supporting expansion for the future.
Even IT can now “think big.”
A Word with Father Crowther Sacred Scriptures, Storytelling, Collaboration and IT in Religious Knowledge Class
Oenacting Bible stories under my direction. Everyone enjoys the opportunity to see how their peers perform. After drama has drawn the students in, we examine related values and beliefs. The young people then tell their own stories to illustrate what they have learned. For example, if the value is forgiveness, a student may describe a time when he or she forgave a sister or a brother – or when they were forgiven for a trespass they committed.
At times, Grade 6 students are given the opportunity to create their own dramas. They interpret Bible stories, assign roles and create the script while negotiating with peers along the way. Middle School students, building upon their Grade 6 experience, become even more adept at dramatizing Bible stories as well as stories from other sacred scriptures.
(In Middle School we examine stories, origins, beliefs, practices and great leaders from the Christian and Jewish religions as well as from four other world religions: Islam, Hinduism, Buddhism and First Nations Spirituality.)
This past year another dimension was added to Middle School religious knowledge drama: iPad moviemaking. Students used their iPads to create videos based upon a Hindu story called “The Ramayana.” It was interesting to watch them first comprehend the story and then collaborate in small groups to create a movie sequence portraying the tale. I enjoyed hearing them constructively critique their efforts as they filmed a scene over and over again. It was humorous when they burst into laughter while trying to keep a straight face in front of the camera. I was impressed by their work ethic and by their willingness to support one another’s achievements: they were really practising what
It was an engaging exercise that brought many quiet students out of themselves. Often, in Middle School, students are not comfortable performing in front of their peers. Making a movie helped to overcome their reticence. Leaders emerged who were not usually leaders. The process was educational and rewarding. This new addition to religious knowledge drama integrates a number of our school’s continuing education initiatives. Finally, I want to add that what was most inspiring was the way in which this project arose from the students as much as from me.
Class of
2013
The Class of 2013 had an outstanding record of achievement. Of the 101 graduating students, 46 achieved academic honours (80% to 89.9%) and 33 achieved academic excellence (90% and over).
In addition, these students received acceptances to very competitive programs at prominent Canadian and international institutions. In total, 557 university offers were made to this year’s graduates. Over 80 students were offered scholarships, worth an impressive total of $1,250,000.
We extend our heartfelt congratulations to the Class of 2013 on all they have accomplished. We are confident that they are poised for success in this new and exciting phase of their lives!
Class of 2013 University Offers and Destinations
(Destinations highlighted in bold)
Canada
Acadia University
Bishop’s University
Brock University
Carleton University
Dalhousie University
Lakehead University
McGill University
McMaster University
Mount Allison University
Queen’s University
Ryerson University
St. Francis Xavier University
USA
Boston University
Case Western Reserve University
Trent University
University of British Columbia
University of Guelph
University of King’s College
University of Ontario Institute of Technology
University of Ottawa
University of Toronto
University of Waterloo
University of Windsor
Western University
Wilfrid Laurier University
York University
University of California
University of Southern California
Parsons The New School for Design University of Virginia
UK
City University London
University of Birmingham
London Academy of Music and Dramatic Art University of Buckingham
Newcastle University
University of Edinburgh
Queen Mary, University of London University of Exeter
University College Dublin University of Manchester
University College London University of Warwick
Areas of Study for the Class of 2013
Financial aid
HTS is pleased to provide bursary assistance to eligible families of students who have been enrolled at the school for at least one full year. To determine eligibility, applications must be submitted online at www.applefinancialservices.ca no later than January 31, 2014. Apple Financial Services will complete a financial assessment and provide a recommendation to the HTS Financial Aid Committee for consideration. Bursaries are intended to be for shortterm assistance and are available for up to 50% of tuition costs.
Culture Week
February 4–8, 2013
by Vanessa and Shoshauna Oryema, Senior School students
Although we live in a culturally diverse country, many people are unaware of the customs belonging to our wide variety of cultures.
At the end of the 2011–2012 school year, we began brainstorming the idea of bringing a Culture
Week to HTS, and upon our return in September 2012, we spoke with Mr. Hughes and Mr. Burke, who gave us a positive response and shared our vision for this initiative.
Throughout the months leading to this event, numerous meetings occurred, ideas were bounced around, and a plan of action was put into effect. Along with guidance from the Parents’ Guild and the Languages Department, we were able to develop an itinerary, which included cultural performances in Chapel; various dishes that allowed the students to get a taste of multiple countries during lunch; and an International Day that allowed students to wear their traditional clothing and showcase their backgrounds. Cultures of the Middle East, Italy, South Asia and China were highlighted throughout the week with special theme days and activities.
By bringing Culture Week to HTS, we helped to raise awareness and instill a greater appreciation for the multiculturalism existing within society.
ON DUTY IN AfghANIsTAN A DA m BAxTer ’99
One such individual is an HTS alum, Lieutenant Adam Baxter. Adam is working for NATO in Afghanistan, both as a mentor for the Afghan National Army (ANA) in Civil Affairs and as Executive Assistant to the Tactical Commander. The road to his deployment included intensive training, rescue work, more intensive training… not to mention a BA, law degree and subsequent legal career.
“HTS taught me be to be stubborn when it was necessary and more patient when circumstances
required a different approach.
It
encourages the ambitious and assists the motivated without abandoning those who require extra attention.
”
In Afghanistan, Adam’s position as Executive Assistant has given him a window into high-level military operations, and he is also responsible for putting security measures in place for meetings of the top command. But the mentoring of his small team of ANA soldiers is where Adam is really putting all of his training and skills to work.
“Civil affairs is engaging with the local population, obtaining as much information as possible about the different communities, identifying their concerns, landscaping the security dynamic and addressing fears,” Adam explains. “It is teaching them to know and analyze the context in which they operate. In the case of the ANA, much of the critical informational requirements are already in their possession. Naturally they know about their country and their surroundings. Where I make a difference is teaching them how to compile and analyze the information. In the formerly failed state that is Afghanistan, knowing the ethnic, linguistic and religious makeup of your surroundings is crucial to success.”
Adam and his team analyze data that has been collected – religion, language, ethnicity, employment rates, levels of literacy and so on – about various communities and geographical areas. From this information, Adam, with the help of his sergeant, teaches his cell to form “strategies of influence to reinforce good relations, promote co-operation and information sharing, deter collaboration with insurgents and discourage illegal or disruptive undertakings.”
Once strategy has been created for a community or area, Adam and his team go out to meet with the locals, elders and other people of influence. “The ANA takes the lead, and I slowly extract myself from the interaction in order for the ANA to properly learn from the endeavour.”
The work is detailed and high-stakes, to put it mildly, and Adam seems to thrive in this environment.
From his early years Adam knew he wanted to study law, and he also hoped to “undertake some meaningful military experience.” Though it wasn’t always deliberate, Adam pursued tandem paths to achieve his goals – one path leading him to a law degree and promising legal career, the other training and preparing for military deployment.
Adam went to McGill for a BA in Political Science & History and then got his law degree from Laval, where he also took graduate courses in International Trade & Business. His efforts landed him a position as a litigation lawyer for Liebman & Associates in Montreal. During this same period, Adam enlisted in the Canadian Armed Forces Reserves, completing increasingly difficult levels
of training. This culminated in his participating in a gruelling, five-month-long Platoon Commander Course in New Brunswick.
“There was not a single day when you did not march, quickly in snowshoes, with 80 pounds on your back. During those days in field exercise, you would not sleep more than ten minutes at a time. I lost 35 pounds and my two front teeth, I broke two ribs, and my right knee was the size of a watermelon when I finished,” Adam says.
“But I learned that obstinacy can be a virtue. I have pushed myself mentally and physically harder and further than I could have ever imagined. Despite being a reservist who could fall back on a career as a lawyer, I was determined to complete this. In order to get this deployment I had to obtain this qualification, so I did it.”
Adam went back to law, but when the Richelieu River overflowed in 2011, he volunteered and was put in command of a platoon of 35, evacuating people from their homes and protecting municipal infrastructure. Chestdeep in water for 30 days, his team “sandbagged the city and pumped a lot of water out of a lot of homes.” Adam’s exemplary work earned him a commendation from the Domestic Operations Commandant, and strengthened his passion for this kind of work. He went back to his legal career, but soon put it on hold in order to take the deployment in Afghanistan.
Adam was always interested in politics, history and religion, and HTS encouraged this curiosity and helped forge his character. “Holy Trinity, in particular Mr. Burke and Mr. Reynolds, had an enormous influence on me,” he says. “I mentioned obstinacy earlier. HTS taught me be to be stubborn when it was necessary and more patient when circumstances required a different approach. It encourages the ambitious and assists the motivated without abandoning those who require extra attention.”
His time at HTS also instilled both leadership skills and “a charitable spirit”; so much so, that when Adam had a charitable cause to champion, it was HTS he came to. This past winter, HTS students and faculty collected winter clothing and school supplies for impoverished children living near Adam’s base in Afghanistan, in a hugely successful drive. “I took the lead on this idea because I knew that HTS would come through and deliver,” Adam says. “All I did was ask, and they provided. How did HTS contribute? They teach joyful participation in the global human experience as a virtue.”
It is a virtue that Lieutenant Baxter embodies completely.
A Long Journey’s
Based on an interview given by Daniel Mogilny via Skype, from the top of a hill, deep in the woods, June 2013
by Nina Dolgovykh, science teacher
When Daniel Mogilny entered HTS in Grade 7, like any new student, he didn’t know what to expect. Academic success came quickly, with top marks in Grade 7 and 8 Waterloo math contests, a strong performance in Waterloo’s junior computing contest, and HTS Subject Awards for mathematics and social studies.
Something else happened in his Middle School years at HTS. During a whole-school Chapel in April 2011, he learned from Nicholas Schiefer about his project on a novel information-retrieval algorithm. That year, the project won gold at both the York Region Science Fair and the Canada-Wide Science Fair. “It sounded interesting and I liked to do computer programming. I also became mildly envious,” Daniel reflects. “After talking to Nicholas, I got a burning desire to do a science fair project.” When Nicholas competed successfully as a member of the national science fair team at the Intel International Science and Engineering Fair (ISEF) in 2012, Daniel’s mind was made up.
Joining the HTS Science Olympics team in the fall of 2012, Daniel gained valuable experience for future math and engineering events, as well as exposure to concepts well above his grade level. In his spare time, he worked on his science fair project: identifying characters in movie scripts based on lexical analysis. Daniel’s second-term co-curricular time was spent solving Fermi problems (How many piano tuners live in the GTA? How much rubber is deposited on
Beginning
the Ontario highways in one year?), learning how chemical properties of the elements are defined by their electronic configurations, decoding graphs of advanced functions and developing the overall idea of his science fair project.
Clearly, he was not afraid to face a challenge: his project required a new algorithm to analyze lexical patterns of different writing styles. Daniel was reading textbooks, searching online, and developing and improving his first social media analysis algorithm, aimed at finding the best match between Twitter users, based on a number of pre-assigned attributes.
Daniel and I brainstormed possible applications for his algorithm. His first idea was to create an entirely new kind of dating service, but we uncovered a number of other potential uses. For example, Daniel’s linguistic analysis could be used to detect plagiarism. It could be developed to determine authenticity in literature (Were Shakespeare’s works really written by one author?) or to help investigate, or perhaps even prevent, crimes by detecting personality changes or signs of depression.
Meanwhile, Daniel’s second term was zipping by, with regular academic work, successful participation in the Waterloo math and computing contests, stellar results at the provincial and national Geography Challenge, music rehearsals (he also plays flute), and extensive reading on computer science algorithms and natural language processing. At one point, I became really concerned that Daniel would not be able to get enough data for his project or prepare a board display in time for the science fair.
Science Fair, where Daniel’s project, “tw-Lexa: A Social Media Analysis Algorithm,” won a gold medal, earning him a week-long, fully paid trip to Alberta to compete at the Canada-Wide Science Fair (CWSF) in May.
Then came another round of project improvements, further development of applications, creative poster design and presentation rehearsals aimed at addressing all the requirements of the CWSF judging rubric. It was stressful… and exciting.
“ Daniel was reading textbooks, searching online, and developing and improving his first social media analysis algorithm, aimed at finding the best match between Twitter users, based on a number of pre-assigned attributes.
”Then came April and the York Region Engineering and
Daniel came home from the CanadaWide Science Fair with the gold medal in his computer science category, as well as the CWSF Information Challenge Award, the Actuarial Foundation of Canada Award, and $2,200 in prize money. When asked to describe the experience, Daniel’s answer was, “Thrilling excitement, but nerve-racking.” He then added, “It is a lot of work, but it pays off in the end.”
For most of the students that I have coached over the years, the end of the CWSF was just the beginning of a new and challenging journey. Daniel is not going to stop either. “My next step is to develop a complete personality analysis based on attributes, to incorporate machine-learning components, to work on topic analysis, and natural language processing, to develop sarcasm analysis and more effective evaluation of positive/negative comments and attitudes,” he remarks. When these goals have been accomplished, Daniel plans to apply to the national team and compete for the top prize at the Intel International Science and Engineering Fair.
In the meantime, he is continuing work on his science project and thinking of DNA computer analysis optimization for his future. Let’s wish him luck!
GirlPower
Workshops teach empowerment and friendship skills
Tby Nadia Warriner, Lower School Librarian
he title of a well-known bestseller announces to the world that men and women are from different planets, so disparate are their ways of relating to one another. Similarly, it is no surprise to any parent or teacher that young boys and girls can experience very different social interactions on their way to becoming adults. Boys are more apt to get into physical scuffles, whereas girls may experience eye-rolling, gossiping and exclusion, which are every bit as hurtful.
As a teacher, and the mother of three girls aged 9 to 14, I have learned through trial and error that even with the best of intentions, my interference in “girl drama” may not improve the situation. While watching your daughter go through painful times in a friendship is difficult, it is critical that girls learn the skills necessary to navigate relationships and to acquire a strong sense of themselves as individuals. Every girl will experience hurt feelings, tears and unkind words in her formative years, but not all conflict between children can be classified or dealt with as relational aggression, or bullying. Ignoring or avoiding certain people is not a solution with any staying power. Instead, girls must develop specific friendship skills, as they would develop skills in other areas of their lives.
HTS recently held two “GirlPower” events to help girls in the tween years and their mothers in this tricky area. GirlPower workshops teach empowerment and friendship skills.
Dana Kerford, a Calgary-based educator, founded GirlPower to empower girls, celebrate their uniqueness and help them to develop a sense of self at this crucial age when they are crystallizing their morality and identity. Through role play and a fun, interactive workshop, girls worked to build their social awareness, their capacity for empathy and tolerance, and their ability to stand up for themselves. GirlPower teaches young girls that there are four basic friendship facts:
1. No friendship is perfect.
2. Every friendship is different.
3. Trust and respect are the two most important qualities of a friendship.
4. Friendships change… and that’s okay.
Ms. Kerford advises that, as parents, we can most effectively help our daughters to navigate inevitable “friendship fires” by listening actively, asking them to retell the situation and having them explain how the situation made them feel. She recommends teaching girls to think of friendships on a “friend-o-meter” between a true friend and a toxic friend, and to understand that friends should respect you for who you are. Disagreements are a natural part of any relationship, and we can advise our daughters to take responsibility for their own actions and decisions, and to know when to walk away and get adult help. In her work Ms. Kerford has found that if a girl fears overreaction on the part of a parent, she may start to withhold information in future situations. It is
open with our daughters, which pays dividends as they move from the tween to the teen years. Teenagers naturally turn to friends for advice, and it is important for a mother to retain a relationship as confidante and respected guide to offer an adult perspective to her daughter. Our ultimate goal is to have our girls become independent, self-reliant, kind adults, capable of healthy relationships in all areas of their lives. As an interesting bonus to all their hard work in developing good social and relational skills, research indicates that academic performance also improves with increased socialemotional awareness.
All the World’s a Stage
by Kate Greenway, Drama Department Head
As Raj Paul prepares to make his big step overseas to the prestigious London Academy of Music and Dramatic Art (LAMDA) in England, he sits down for a chat with Kate Greenway.
When did you first know you were interested in drama?
My first major production was in Grade 3 at Waldorf. It was David and Goliath and I played David – extreme irony there [Raj is now six foot four] – and I did one every year. It came out of a place of really enjoying it. You came to HTS in Grade 9. Tell us about your drama experience here.
I saw that HTS had a play, so I thought, “Let’s try it out.” And the course was cool, because it was something I could really relate to at HTS. It helped me through some rough times in Grade 9 and 10. All clichés aside, it was that space that I could come to, that I enjoyed, that I was somewhat good at. Everyone in high school is looking for that sense of recognition: drama was my way of being recognized, feeling important to the community.
How might the four major roles you played have reflected your own personal journey through high school?
Grade 9 was very much about fitting in. About changing yourself, to be accepted by the community. Marshall in 7 Stories puts on a costume in life. He tries to be somebody else, and that’s what I was doing.
As for Alan Swann in My Favorite Year: now I was outwardly more confident. People formed their impressions of this guy who is into acting, like Alan, the movie star. But like Alan, there’s an emotional side that nobody ever saw. That was me in Grade 10. I still couldn’t show who I really was.
Hannibal, the statistician in The Curious Savage, gets fired and replaced by a machine. He doesn’t know what his point is. And I was still trying to find how I was valued in Grade 11, what my purpose was, beyond the lights and costumes.
With Tevye in Fiddler on the Roof, it was the fact of leaving, the metaphor of the village and this community I had worked so hard to build. After all those years, life comes along and kicks you out. Now it’s you against the world.
When did you decide on drama as a career?
I remember in Grade 9 writing down what I wanted to do. I was thinking of acting, interior design/architecture, or even engineering. Well, I took physics in Grade 11 and that dream died. But I think it was really after My Favorite Year –that was the turning point.
What was the audition process like?
I knew from talking to students at RADA [Royal Academy of Dramatic Art] to “prepare, prepare, prepare.” Work hard for it, and if you don’t get in, keep trying. Don’t lose heart. I started right when school began in Grade 12, searching for monologues. I got all the help I could, from you, from other professionals, to use their knowledge. Just like someone studying to get into Harvard or a competitive business program, I did my homework. I prepared three Shakespearean and two contemporary pieces, more than I needed to. I chose bravely and I think choosing a lesserknown piece from Coriolanus is one of the reasons I was accepted to LAMDA. It was nerve-racking though, seeing my friends get early acceptances and having to wait.
Mr. Voss with his four grandchildren
What do you think drama has done for you?
So many things. Analyzing the human condition and striving for an understanding of those huge questions in life, that’s really what you do in drama. By doing that I’ve gained a better understanding, not only of myself but of those around me. And the other thing about drama is the emphasis on ensemble, sharing and community. Sharing solutions to life with people, sharing emotional growth, if you are doing it right. And whenever I go through something hard in life now, I am always thinking, “What can I take from this to apply to my acting?” Drama has given me confidence, trust in myself, and the knowledge that nothing is too crazy to deal with. It’s also given me a deeper appreciation for every social interaction. So many people these days, especially with technology and social media, lose that whole emotional maturity piece and ability to interact. In drama you train that. And that’s the bigger application for anything in life. If you take drama you’ve allowed yourself the time to heighten your EQ – emotional quotient. There’s a lot of emphasis on IQ in our society. I think the true goal is to achieve that balance, and drama challenges both.
10 Tough QuesTions. 10 ThoughTful Answers.
HTS Deputy Head of Student Life Desmond
Burke contemplates his 28-year tenure at HTS, shares his favourite memories and explains why he won’t miss Senior School timetabling.
by Tracy Yan, Marketing & Communications Coordinator
1. What career accomplishment are you most proud of?
While I’ve been an administrator for quite a few years, I think I’m proudest of my work as an English teacher. When former students talk to me about what they took from our time together in the classroom, I know I chose the right career.
2. What has been your biggest career challenge?
I think the hardest part has been balancing all the different parts of my life. HTS is a demanding place to work, as we all hope to do the best work we can. But I’m also a husband and father of four children of my own, and so it was always tough finding time to do what HTS required and be an effective dad and husband, especially when the children were very young.
Of all the jobs I performed over the years, from Trinitarian editor, IT Director, acting Senior School Head to Academics Director, timetabling the Senior School was the most difficult. That will be the one job I won’t miss in retirement!
3. What is your HTS legacy?
Having been present for the bulk of the school’s history and hoping that I’ve played some part in helping it grow into the wonderful school that it has become, I am still proudest of all the former students who’ve gone on to be successes in the wider world.
This year, starting the Pastoral Care team has been very satisfying. While it functions rather invisibly in the background to students and parents, it has brought all sorts of different faculty and staff together and provided them a place to look across the entire life of the school and make sure we are doing the best we can with the non-academic life of our students. I hope that it carries on after I depart and continues to help improve life at HTS.
4. In what ways would you like to see HTS change or evolve?
I just hope that HTS keeps growing and takes its place at the forefront of great Canadian schools. I also hope that the wider community begins to realize what an excellent school we already are and have been for many years. 5. In what ways would you like to see HTS remain unchanged?
When I began teaching at HTS, it was a very small start-up. Everyone had a very strong sense of ownership and shared a sense that we were all collaborating in an important undertaking. It was always startling
HTS, what would it be and why?
I recall a Prefect canoe trip on the French River about 20 years ago with Christine and Terry Thomson, and Terry Reynolds. Not only was it such a quintessentially Canadian activity, but it was so much fun being with such a wonderful group of young people. We shot some whitewater, sang around the fire and got to know each other in a different way before the school year began – but I do recall Terry Reynolds complaining that I started the day too early.
In a more general way, Friday all-school Chapels and assemblies have always had a special place in my heart. It’s always been a wonder to me how nearly 1,000 of us can sit so happily together for half an hour when we range in age from four up to faculty who are on the cusp of retirement.
7. What is the greatest lesson you have learned from your time at HTS?
The most important thing in life for educators is listening. 8. What advice would you give to the person coming in to fill your role?
To remember that no matter how irresistible the promise of technology and the latest curriculum may seem, schools need to continue to focus on people –children and teachers.
9. What are your plans for the next phase of your life?
Here We GroW AGAiN! Two new JK/SK classes and a courtyard makeover
by Tracy Yan, Marketing & Communications Coordinator
New this fall, HTS is offering two Kindergarten classes, each instructed by a qualified full-time teacher, with the support of teaching assistants. Both classes will be a Junior Kindergarten–Senior Kindergarten mix, each with between 14 and 16 students.
By blending JK and SK, the school creates more opportunities for co-operative learning, student collaboration and leadership. In addition, educational research has demonstrated that co-operative and prosocial behaviours such as sharing, turn-taking and helping are significantly more evident in mixed-age classrooms.
“We are excited to have the opportunity to expand our programming and offer more spots to new families looking to join the school in Kindergarten,” says Director of Admissions Richard Vissers.
The HTS Kindergarten program provides students with a full day of schooling that includes core and specialty classes (French, art, music, physical education and religious knowledge). Students enjoy outdoor play, lunch in the Dining Hall and participation in the school’s cocurricular program to round out their day.
The newly renovated Kindergarten classrooms are located in the heart of the Lower School, with direct access to the completely redesigned outdoor courtyard, which offers the students a private play place for recesses and outdoor learning.
The new courtyard is a bright and colourful space that is both fun and functional. The ground surface is a material that is manufactured using recycled tire rubber. It feels spongy under the feet and is designed for safe all-season play. The main focal point of the courtyard is a quaint shed, complete with window boxes, which will house new toys and activity supplies. Two large wall-mounted chalkboards will provide young students with an opportunity to create ever-changing outdoor works of art. Also included are nature-inspired landscape structures, such as log steppers and a log balance beam.
To learn more about our new Kindergarten class, we invite you to contact Richard Vissers or Mary-Lynn Seeley in our Admissions office at 905-737-1115.
Hawks make HIstory on tHe court
U12 and U13 Boys bring home two championship titles
It was an outstanding season for both the U12 and U13 Boys Basketball teams. For the first time in school history, the U13 Boys, coached by Nicola Thompson, won the D1 championship, confidently cruising through the regular season undefeated, with a 10–0 record. In the playoffs, the Hawks worked hard to claim two come-from-behind victories, defeating Hillfield Strathallan College in the semifinals, before triumphing over Upper Canada College in the final game.
Middle School student Ian L. led the Hawks in scoring. Grade 7 students Rocco R. and Chris Y. were also great offensive threats, while Christian A. proved to be key on defence. “The whole team should be commended for their dedication,” says Coach Thompson. “The bench was always supportive and cheering, and I was very proud to coach this team.”
Meanwhile, the U12 Hawks, coached by Jason Wood, had yet another winning season, taking home the D2 championship title for the third year in a row.
Standout performances by Lower School students Harrison C., Anthony A., Cameron T. and Matthew W. throughout the entire season helped to propel the team to another big win at the championship tournament, held at Crescent School in February.
“Strong on-court leadership by Harrison C. kept the team focused in high-pressure situations,” says Coach Wood.
HTS congratulates our U12 and U13 Boys Basketball teams for bringing home the gold and for their winning attitudes on and off the court.
Innovation in Education
from the Office of the
Deputy Head – Academic
The impact of cognitive science on our culture of learning
There has been much written in the worldwide media about educational change and the crises in our schools. One need only Google the phrase “educational change” and see that there are over 200 million results to understand the pervasiveness of this discussion around the globe. Indeed, universities, colleges, high schools and even elementary administrators seem to be frantically searching for the ultimate solution to optimize learning experiences, ensure greater teacher accountability and leverage technology in authentic and effective ways. Teachers, too, are constantly on the search for the best paper resource, digital app, concrete manipulative, etc. that will ensure that the content or concept is understood and retained in the minds of their students. The pace of all this is compounded by exponential technological advancements, increasingly greater understandings of neuroscience and neuroplasticity, and an ever-changing economic landscape. Each of these has, and will continue to have, significant impact on our students, our communities and the culture of learning, and many would say that we are in a perfect storm of educational change.
Today’s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.
He goes on to differentiate between those who have grown up in this rapidly advancing world (digital natives) and those who are responsible for educating them (digital immigrants) and who, while they did not grow up in this world, are keen to leverage these tools in our classrooms for the benefit of learning. The challenge for educators is that students have fundamentally changed in the way in which they think, the way they view knowledge and even the way in which they value school and expertise
“The challenge for educators is that students have fundamentally changed in the way in which they think, the way they view knowledge and even the way in which they value school and expertise.”
Marc Prensky, an internationally acclaimed thinker and writer on technology and its impact on our youth, writes that our children are fundamentally different from previous generations as a result of the degree to which they have been exposed to technology. In 2001, more than a decade ago, he wrote a seminal article, titled “Digital Natives, Digital Immigrants,” in which he explained the degree of this digital bombardment on today’s learners:
Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach…
Is it that Digital Natives can’t pay attention, or that they choose not to? Often from the Natives’ point of view their Digital Immigrant instructors make their education not worth paying attention to compared to everything else they experience – and then they blame them for not paying attention!
Of course, we cannot put “the genie back in the bottle”; it is impossible to go back to a time when technology was not available, and so, we must find ways to use the tools we now have to engage, inspire, motivate and teach our children how to learn in this continually evolving environment. Indeed, the role of teacher has changed from that of expert and disseminator of knowledge to a facilitator, a coach, someone who asks deep probing questions requiring our students to think more deeply about their own thinking and learning.
Around the turn of the century, the field of behaviourism and classical conditioning (particularly the research of Ivan Pavlov) began to impact the field of education. The essential
tenet in this theory is that a neutral stimulus can elicit a spe cific reaction. In Pavlov’s case, he rang a bell that resulted in his dogs salivating because they associated the ringing bell with the impending arrival of food. In much the same way, a high school diploma began to be associated with a lifelong career and a stable economic future. A student who was able to work through the school system and earn the corresponding credentials would be able to take a position in the labour force and work up the proverbial career ladder. This is no longer the case; one is not guaranteed a job despite attaining a tertiary level of education. While it is true that having some degree of post-secondary education positions you better in the labour market, it does not ensure a position equal to one’s educational attainment or even a sustainable career in any way.
The combination of the democratization of knowledge (through technological advances) and the increasing understanding we have about motivation and how children of today learn are additional factors influencing our approach and methodologies in the classroom. Historically, we have given students facts and content to memorize and reproduce on tests and evaluations. For decades, teachers have used a method known as direct instruction to teach an explicit set of skills, concepts and information. Standing at the front of the room and using lectures, demonstration and modelling, teachers explain content to students who copy the notes from the board and then practise those skills through application of the process to assigned questions. As a student myself, I learned in this manner and I was quite successful in school. I figured out how to jump through the test hoops and that simply by completing as many questions as I could find in my textbook, I was able to reproduce exactly what had been shown to me. However, as I graduated from high school intending to study mathematics
at university, I realized that I had been borrowing my teachers’ knowledge over the years and really did not have my own understanding of the algorithms I had committed to memory. As is often the case in education, this methodology has come under fire for these reasons, as well as for the fact that the technology our students have at their fingertips can reproduce in a fraction of the time the algorithm that is required.
So, how are schools supposed to respond to all of these issues and challenges? How are teachers supposed to change their instructional practices to provide students with more opportunities to build, rather than borrow, their own understandings? How can technology be used in effective ways, such that students are still accountable to learn and produce artifacts that reflect their increasing abilities?
These are great questions and ones educators around the world are in constant discussion about. The answer does not lie in the adoption of a new program like IB or experiential education, nor does it lie in the ban of a particular teaching method or even the adoption of a specific technological tool. The solution lies in allowing our experts in the field of education to spend time trying out new approaches, harnessing what we already know works and leveraging current research in cognitive science. And so, as we move into the 2013–2014 year, we are all excited to be planning for the future at HTS. We have spent the 2012–2013 year asking ourselves, “How might we respond to these changing times? How should our evaluations and tests change to ensure our students have a deep and connected understanding of the important concepts in our various disciplines? How should our teaching practices evolve so that students are motivated and inspired to learn deeply? What buildings and structures are needed to support the changing landscape of learning?”
The frenzied search for the panacea, the answer to all of these questions, will result in asking more questions and searching for more answers. And such is the iterative nature of learning. It is not an end – rather, it is a journey. And as a community of lifelong learners ourselves, we continue to hope that, at the end of their time with us, our graduates leave us with the confidence and agility to succeed in any setting.
“Innovation in Education” is a posthumously published article by Kristina Farentino.
Resource: Prensky, Marc. 2001. Digital Natives, Digital Immigrants. From On the Horizon (MCB University Press), 9 (5): 1–6.
“Time flies like an arrow. Fruit flies like a banana.”
by Tracy Yan, Marketing & Communications Coordinator
When it comes to Head of Senior School Terry Reynolds, puns are most definitely intended.
a separation between school time and home time, and are investing less of their personal time at school.
Another challenge has been in complying with the tremendous changes from the Ministry of Education. Sometimes it feels like we’ve spent 20 years working on paperwork, rather than on what’s actually happening in the classroom.
How would you describe your relationship with the students? They certainly seem to enjoy your puns.
I try to empathize with the students. I recognize that they have so much work to do – and I admire all that they do – but they may also feel that in all that structure, they don’t have a lot of control. Students are looking for individuality, so I try to find a way to enforce rules with empathy. I also try to inject humour and share a smile… especially in the darkest days of February.
What school events have you enjoyed the most at HTS?
Over the years I have enjoyed being part of staff rock bands and coffee cabaret folk ensembles. I sang, and played piano, autoharp and drums.
I always enjoy alumni events and catching up with past HTS students. I like hearing them recall how important the school was to them, and how they are learning to get the most out of life.
Having a strong rugby background, I helped to contribute to the amazing growth of the HTS rugby program. I’ve taken teams to Bermuda, Ireland, Wales, the Cayman Islands and England.
I’m also proud to say that I led the set-up of HTS’s official Disc Golf course, and that the Prefect and leadership program, including Senior School service trips, came into being on my watch.
In what ways would you like to see HTS change or evolve?
I would like to see more first-class facilities to match the excellence we already have in the classroom, and the excellence of our faculty, students and families. We get compared with much older schools that have the advantage of years of fundraising for remarkable facilities.
In what ways would you like to see HTS remain unchanged?
HTS has always been called a family environment. This becomes more difficult with growth, but our
community has always come together for students, teachers and families who are undergoing significant trials and tribulations. That should remain. I will never forget the wonderful people here. I have developed many lifetime friendships.
What is your HTS legacy?
Though I am not overly religious, I have learned to love the Chapel. I think it’s beneficial for students to have a quiet, reflective start to the day. Of all the things I’ve done at HTS, I am most proud of my Chapel talks. I usually based my talks on a song, and used a video or slideshow to share a message of how to lead a proper life.
I also started an HTS United Way campaign 25 years ago, and we have been the top school fundraiser almost every one of those years. We raise now about $15,000 per year for the York Region United Way, and I have been the campaign promoter each year. We have won the Student Campaign Spirit Award for the past ten years in a row, and the campaigns are such fun for our students each fall.
If you could relive one day from your time at HTS, what would it be and why?
What we do here does not happen in a day. Year after year, the positive impact we have on people builds. There are special days every year, and when they occur I think, “Wow, this is an amazing day at a wonderful place.”
If I had to select my one best memory, it would be hugging my daughter, Kelly, on the HTS stage as she graduated in 2007.
What advice would you give to the person coming in to fill your role?
Work hard and get the job done every day. Keep optimistic about every student, teacher and family, and always find a way to bring a smile to your students’ and teachers’ faces.
What are your plans for the next phase of your life?
I am leaving HTS with plans to work in an international school, hopefully in Singapore. My wife and I love to travel, and I’m hoping to use work as a jumping-off point to see more of the world.
Eventually we may settle down in Prince Edward County, where we have a house on the lake.
Interpreting Nature Upgrading the Trails at HTS
Nestled in the heart of the Oak Ridges Moraine is the beautiful, diverse campus of Holy Trinity School. This place we call home is also home to a wide range of ecologically and culturally significant habitats, plants and animals. While we do explore some of this richness through our curriculum, it’s time we “shared the wealth” with the entire community.
HTS is set to unveil its very own interpretive trail. Meandering along the trail system that surrounds the campus, visitors will now see plaques that provide an interesting perspective on what is all around them. Environmental interpretation translates the technical language of the natural sciences so that people can understand and enjoy the natural resources of the areas they visit. In short, the intention of the trail is to provide the HTS community with a sense of place. There will be no reason to check it out if we give too much information away, but people who attend HTS should have an understanding about the kinds of ecosystems that exist here, the species that need our help, and the basic geology that explains what the moraine is and why it is important. The purpose of the trail also goes beyond education. It provides a chance to escape daily pressures and enjoy a short, relaxing walk. If it teaches us something interesting about the place we call home, so much the better.
With the steady increase in the use of technology, it is important that we provide balance for our children, giving them an opportunity to spend time outside and gain an appreciation for the life systems that sustain us. There are
by Jacqueline Butler, Environmental Sustainability Coordinator
many ecological gems on our campus that dovetail perfectly with the Ontario curriculum, and the trail provides teachers with the infrastructure to teach about the environment, in the environment. It can be a springboard for inquiry-based learning activities in science, social science, even math and business. There are also many places along the trail that can serve as inspiration for the arts and modern languages. We can use nature as a tool as well as an aid to engage and motivate student learning.
The trail is all part of the “HTS – Giving Back to the Environment” initiative that began four years ago. The main objective is to ensure that every future graduate will have an appreciation for the natural world, be ecologically literate, develop a “green” conscience and leave HTS as an environmentally responsible global citizen. We have worked to fulfill this mission through partnerships with Ducks Unlimited Canada, Audubon International, Bird Studies Canada and Ontario Streams. Projects have included adopting the portion of the Rouge River that runs through our property, providing habitat for cavity-nesting birds through Project NestWatch, community education through the Yellow Fish Road Project, and maintaining our very own vegetable garden project on campus.
The Grade 11 environmental science class of 2013 did most of the research and writing of the interpretive signs for the trail, and their names will be found on a plaque at the trail head to honour their work, and provide them with a legacy to come back to long after graduation.
You are cordially invited to come by the school and take a walk around the trail system. Hopefully you will leave with an enriched sense of place and a better understanding of our many interrelationships with the natural world around us.
Q&A with Steve Wood
HTS rewarding Career with refleC tions on a long and
by Tracy Yan, Marketing & Communications Coordinator
Business & computer studies teacher
by Liz Robinson
Steve Wood takes a look back on his HTS experiences as he prepares to complete his final year of teaching.
How many years have you worked at HTS?
I had signed a contract to start at HTS in late August 1984. My wife, Dianne, expecting our second, and I lived in London at the time. I came, but left just before exams as Rachel was born on June 3. So, based on Rachel’s age, I’ve been with HTS for almost 30 years.
Using one word, describe your experience working at HTS.
A blessing.
What has been your greatest career accomplishment?
I have truly enjoyed watching so many fine young men and women graduate and move on to have families of their own.
What is your HTS legacy?
I always appreciate students coming back and letting me know that, in some way, I have enabled them to be successful after they have headed off to university.
If you could relive one day from your time at HTS, what would it be and why?
It could be the Tuesday in September 2001 when the
World Trade Center was attacked. The week before, the Grade 12 students had been excitedly talking about the upcoming school trip to New York. I was thinking then that we had visited the WTC the year before, and but for one week we could have been there again. Today, I am thinking that we haven’t gone back but we should.
What is the greatest lesson you have learned from your time at HTS?
HTS has grown from an infant to adult since I have been here. Now, I don’t give myself any credit for the fine way HTS has turned out, but I do believe “that all things work together for good for those who love God, who are called according to his purpose” (Romans 8:28).
What advice would you give to the person coming in to fill your role?
Congratulations on your good luck! I hope you can outlast me.
What are your plans for retirement?
One of my sons wishes to convince me to cycle across Ontario next summer. Who knows?
A Service Adventure Peru 2013
by David
When most people think of a bucket list, they might include exotic, faraway places like Machu Picchu and exciting adventures like whitewater rafting, but few would include actual paint buckets. Last March Break, sixteen students and two teachers had all three of these items on their lists as they headed off on a unique two-week adventure to Peru. Led by Mr. David Steeper, Ms. Christine McIsaac and World Challenge guide Chris Smith, an eager team of Senior School students participated in a service/adventure trip that tested their endurance and challenged their teamwork.
The journey began well before the March 7th departure. Pretrip training in the months leading up to the expedition had already exposed the students to the nature of the challenges ahead of them. The ethos of the World Challenge expedition was to empower the group members to take responsibility for as many of the daily trip details as possible. With the exception of the flights and a few pre-arranged contacts, the students (a.k.a. challengers) were to be accountable for their entire trip. On the first day, close to $12,000 in cash was distributed amongst the group members to pay for all trip activities. They literally controlled the purse strings. Each day, a leader-of-the-day and assistant were chosen, and those positions rotated through the group for the duration
Steeper, physical education & science teacher, and Christine McIsaac, english teacher
of the trip. Once the team arrived in Peru, each challenger was assigned to a subgroup whose task it was to arrange accommo dation, travel, food or finances. A budget had been prepared, but it was up to the team to book, pay for, and keep an accounting of the trip as it unfolded. They were in charge of keeping to the itinerary each day and ensuring that all of the group objectives were met. Making arrangements for everything – including minibuses, taxis, restaurants, groceries, hostels and project sup plies – was the responsibility of the team, under the watchful eye of the project leader and teachers.
World Challenge had made arrangements through their incountry agents for the two major parts of the trip, the first being the service project phase. After arriving in Cusco, Peru’s ancient Incan capital, the team needed a day for acclimatization, and set about preparing for the service project. The accommodation team had booked a hostel at the top of a steep, cobblestoned road on the edge of the old downtown, and everyone very quickly found out the difference that living at 3,300 metres above sea level makes! Young and old alike had to stop many times, puffing and out of breath, simply trying to walk uphill to the hostel. Later in the day, teams fanned out across the city, purchasing supplies for four days in the remote mountain village of Saratu Huaylla.
steerage, resting between rapids and finally warming up in the sunshine with a hearty lunch. The team’s rest was short-lived, however, as the most physically demanding part of their journey faced them the next day.
The project began with a two-hour, bumpy ride out into the mountainous countryside. The direct road to the village was blocked by a mudslide, so the team left their supplies and luggage at the side of the road, to be collected by villagers with pack horses. Carrying their backpacks and a few supplies, the challengers made the steep hike up to Saratu Huaylla. There, the group camped out in the village school, sleeping in tents that they set up in the two classrooms. The challengers took turns preparing meals, and all worked hard to completely repaint the exterior of the building, fix the drainage of the school property and clean the classrooms in preparation for the first day of school. Local students arrived on the last day of the service project, and the team was delighted to be able to play games with the children and present the teacher with gifts of medical, academic and sports supplies. The village was very appreciative of the team’s efforts and the materials that were purchased with funds raised by the HTS community.
The second phase of the expedition involved a five-day trek on the Salkantay trail through the Andes Mountains, ending up with a visit to the famous heritage site of Machu Picchu. Prior to heading out, the team took a day to rest and relax by whitewater rafting on the Urubamba River. The river was swollen after the rainy season, creating ideal rafting conditions on the frigid, glacier-fed waters. There was much whooping and hollering as the challengers careened down the canyons, paddling hard for
The trek began near the base of glacier-covered Salkantay Mountain. The scenery was spectacular, but the hiking was hard going, especially with frequent rain and muddy trails. The team felt the effects of the altitude, reaching 4,600 metres on the second day, and experiencing a freak snowstorm in the middle of the night. When they crested the high mountain pass, the long descent to Machu Picchu took the group through changing climate and vegetation zones, moving from a treeless, rocky landscape to temperate cloud forest. All were excited to visit the historic site, and the team made the decision to rise early in the morning to see the sunrise and be among the first group of entrants to the park. They were not disappointed: the challengers were treated to a glorious sunrise as the morning sun lifted the clouds to reveal the magnificent Incan ruins.
Two weeks earlier, the team had set off for adventure and the chance to make a difference in the life of a small mountain community. Along the way, the HTS challengers learned to rely on each other, to work as a team, to accept each other’s differences, and to pull together to accomplish common goals. Some had to exercise humility in the face of physical challenges too great for them to overcome alone; others had to extend themselves and lead when their natural inclination was to follow. All were challenged, and all experienced a fabulous adventure together. Memories of grand mountain vistas, rushing rivers and shyly smiling Peruvian children will remain for years to come, and hopefully have a profound and lasting impact on their lives both within and beyond the HTS community.
HTS Summer Program
by David Hughes, Director of the HTS Summer Program
An opportunity to learn, grow and have fun
The HTS Summer Program is a truly unique experience. Children are offered a range of engaging programs, which are delivered by passionate faculty and counsellors within a family-like atmosphere. Our leaders have a strong connection to the school, and they foster our high expectations for integrity, deportment and care.
HTS has magnificent facilities, including beautiful trails and playing fields, three large gymnasiums, four tennis courts, Mac computer labs, a dining hall for daily snacks and hot lunches, and a 300-seat theatre. Our programming offers something for everyone, and touches upon our school’s mission of developing well-rounded students with a strong sense of values. If your child loves sports, art, adventure, music, dance
Meeting in the Middle
by Rob Thomson, Head of Middle School
Fostering relationships in Middle School
When a tour of prospective families meets me in the halls, I find that I have a hard time describing a typical day in the life of a Middle School student. Yes, there are four periods, lunch, homeroom, Chapel and co-curriculars, but this only scratches the surface of the real goings-on in Grades 7 and 8. Asked by this same tour to come up with one word to describe what goes on in a typical day, I would say, “Relationships.”
By 8:00 am many of the students have found their lockers and moved to their comfort zones in preparation for the day. Some are in classrooms building supportive relationships with their teachers. Others plunk themselves down in groups in the halls, solidifying social relationships that had their start at Kilcoo Camp in September. Many of the Grade 8 boys use the Middle School Commons to be Grade 8 boys, strengthening relationships through their own interesting customs. Pairs of students sit quietly, going over notes, helping each other prior to a test.
It is now 8:15 a.m. and we assemble for Chapel. In Middle School, students might not realize the importance of the relationships that Chapel builds, but ask an alum and it is clear that this time is fondly remembered. Having a time to relate to others in the larger school community and to do so in the setting of our Chapel gives our students a connection that is not provided at many schools.
The rest of the morning is dedicated to class time. With the important task of providing our students with a challenging and relevant curriculum, Middle School teachers understand that the most creative of lessons will do little good if a relationship has not been established with their students. Much of what happens during the first few months of school is designed to build these two-way relationships.
Lunchtime is the one time of the day when I get to be with the entire Middle School. Each day the students look tentatively at me as I pick up my tray and head straight toward them. After sitting down, I ask permission to join them. It is usually small talk about events of the weekend, plans for a holiday or successes at a dance competition, but by the end of my pudding, they have usually progressed from the monosyllabic to a rich conversation and an upgrade in our relationship.
Relationships continue to be built during the lunch recess period. The SOS Club works to find ways to connect with people who do not have the same advantages. Some students will be heading off to the Kindergarten classrooms to work as role models with our youngest students. Our student leaders find out how important relationships can be when decisions need to be made.
Class time in the afternoon – more time to build relationships. With every year, our students will be asked to become more collaborative. Authentic group work, with each student sharing a stake in the process, can only happen if they all understand how the relationships within their group can help and hinder. With the guidance of the teacher, students develop these collaborative skills and will hopefully leave the Middle School with their tool box full.
Twice a week students are given the opportunity to sit down with their advisor. The relationship between faculty advisor and pupil is of growing importance at HTS. The advice shared during these sessions supports students as they try to navigate the Middle School.
By 3:15 p.m. the co-curricular program is providing many Middle School students the opportunity to play on a school team, some for the first time. The relationships that are built on the playing field, on the stage and in the band are unique and powerful. Experiencing success or failure as a team tests and strengthens relationships.
The day is over and we have had classes, homeroom, Chapel, lunch and co-curriculars, just like most days. But diving deeper into the day, we can see how the relationships that are created and nurtured provide an environment where students feel safe and supported as they find their way through adolescence.
I think I am now prepared for the next tour of prospective families.
HTS Annual Fund
Your Contribution Makes All the Difference.
No Gift Is Too Small.
The HTS Annual Fund supports initiatives that enrich school life, enhancing our reputation for delivering the very best in education. No matter how much you give, you are helping to ensure that future HTS students live and learn to their full potential – mentally, physically, emotionally and morally.
Ways to Give
Cash, cheque or credit card
Stocks and securities
Matching gifts from employers
All gifts are tax-deductible.
How to Give
Donate Online: www.hts.on.ca/donate
Donate By Phone: Call the HTS Development Office at 905.737.1114, ext 275
Donate By Mail: Mail cheque (payable to Holy Trinity School) to HTS Development Office, 11300 Bayview Avenue, Richmond Hill, ON L4S 1L4.
Direct your gift to the initiative of your choice:
• Student Awards Endowment: Contribute to the HTS endowment that provides an HTS education to outstanding students who could not otherwise afford it.
• Facility Enhancements: Invest in ongoing improvements and upgrades to the school learning environment.
• Curriculum Enhancements: Ensure that HTS students continue to benefit from innovative programs and advanced teaching methodologies.
• Head’s Discretionary Funds: Finance initiatives in the area of greatest need, as determined by the Head of School.
Thank you for your generosity.
WHAT’Sahead
by Desmond T. Burke, Deputy Head – Student Life
Preparing students for tomorrow’s job market
Over the nearly 30 years I’ve been a teacher, my advice to students preparing for the workplace has changed profoundly. For years I was on solid ground when I suggested that simply doing well in high school and then earning a degree from a decent university would ensure lifelong employment.
But according to the experts, the job-for-life has been replaced by manyjobs-through-life. Now I feel compelled to take a different tack.
A recent article about the decline of manufacturing in North America painted a compelling picture of how the economy has changed, and the impact that will have on the work world our children will enter:
• Computers are permanently replacing jobs that people used to do.
• The job market will continue to be unstable, as work shifts globally for the foreseeable future.
Combine these changes with the fact that governments, corporations and unions are less willing and able to guarantee a “comfortable, middle-class” standard of living, and young people today are facing a future in which they will be increasingly on their own. Unlike their parents, they will have to provide for their own health care and pensions. When they fly the nest, there will be no secure safety net to catch them.
“ Despite gloomy unemployment numbers, there is a lot of work available. Think carefully about what you plan to study after high school and how it aligns with the job market.
• Increased competition with low-wage countries has weakened the social contract in the West that maintained our social safety net.
• Large workers’ associations or unions, viewed by many as making manufacturing uncompetitive with low-wage jurisdictions, are in decline.
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But if the job market has changed, so have young people. While some share their parents’ and grandparents’ work ethic, many no longer aspire to a traditional lifestyle. They are less inclined to commit to a company, a career, a marriage or a mortgage. In fact, they are less eager to leave the nest at all, remaining financially dependent on their parents far longer than previous generations. Whether this is a function of being raised differently, or witnessing – without wanting to repeat – the
baby boomers’ struggle with work-life balance, I couldn’t say. But here is what I can say, to my students and my children, as they prepare to make their way in the world:
• Despite gloomy unemployment numbers, there is a lot of work available. Think carefully about what you plan to study after high school and how it aligns with the job market.
• You are going to be more responsible for yourself than your parents had to be. You will need to do and pay more for yourself.
• You will need to be an independent, lifelong learner to keep pace with our rapidly changing world. Education will not end when you graduate.
• The world is more competitive, and hard work alone won’t suffice. Be flexible. Go above and beyond. Remember that a job description is the minimum requirement – be prepared to far exceed it.
• Critical thinking and problem solving aren’t enough. Employees need to be problem identifiers. You must be able to recognize issues before they become problems.
• Get job experience early. Young people who have never worked before graduating from university will have a hard time landing that first job, when competing against peers with rich resumés.
While the future may seem worrisome, it also contains endless possibilities for personal development. A life open to a wide variety of employment and travel opportunities might just end up being more interesting than working at the same job for your whole career. There may be more uncertainty, but for those who look and plan ahead, and prepare themselves for the challenges of this new world, there will also be the chance to experience truly rewarding work lives that their parents never dreamed of.
