Cypress Magazine 2022 by Mulgrave School

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CYPRESS 2021-2022 M AG A Z I N E

CONT COVER ART BY ROYA HAKIMZADEH GRADE 11

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HEAD OF SCHOOL MESSAGE

IB: MULGRAVE’S CURRICULUM OF CHOICE AND THE BEST PREPARATION FOR UNIVERSITY AND LIFE CURRICULUM IN ACTION THE FUTURE OF LEARNING TECHNOLOGY AT MULGRAVE OUT OF THE COMFORT ZONE AND ONTO THE STAGE AND A FIVE, SIX, SEVEN, APAC!

LIGHTS, CAMERA, ACTION!

THE IMPACT OF APAC

THE ATHLETE ADVANTAGE LET’S GET OUT WITH MR. FISHMAN REFLECTION ON LESSONS FROM THE GREAT OUTDOORS SOUND, PRESENCE, AND LEADERSHIP: STUDENT VOICE THROUGH STUDENT ADVISORY COUNCIL

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THE POWER OF PARTNERSHIPS

STUDENTS IN SERVICE AMPLIFYING STUDENT VOICE, THE ROLE OF THE STUDENT BOARD AT MULGRAVE A LOOK AT SUSTAINABILITY WITH ALI MCTAVISH FIND YOUR FIT

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BECOMING A MULGRAVE ALUMNUS MULGRAVE’S NEW ALUMNI RELATIONS COORDINATOR JOURNEY ALONG TE ARAROA: WALK OF A LIFETIME ALUMNI MILESTONES

OUR ALUMNI BOARD

DEPARTING FACULTY

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H E A D O F S C H O O L M E S S AG E BALANCE

Dear Friends of Mulgrave,

When we think of the word balance (the theme of this year’s Cypress Magazine and one of Mulgrave’s core values), most often, simple visions of seesaws and scales come to mind. But when applying the word to the notion of a balanced individual, the concept becomes much more multi-dimensional, with many aspects pushing and pulling, tipping and toppling. We have always endeavoured to offer Mulgrave students a ‘balanced’ education - one that provides opportunities across a wide range of disciplines, and which considers the development of strong personal skills and characteristics in addition to tangible learning. As importantly, we have always strived to ensure that our students maintain balance with their academic and other school-based activities as well as with time for friends, family, and social lives outside of school. It’s through these dimensions of balance that we can achieve all aspects of personal wellbeing. As we emerge from a truly remarkable few years, many of us are questioning even more what balance looks like in this new time. Many families enjoyed the slowing of activities, daily meals together, and the simplicity that came with less travel and more time exploring our neighbourhoods.

But many missed the hustle and bustle of extra-curricular activities, the energy of competitions and live performances, and of course, the connections with loved ones around the world. Finding our way now and re-evaluating the things we say ‘yes’ to are an important part of our personal wellbeing and societal evolution.

Over the past few years at Mulgrave, we embraced a great deal of change, rooted in our desire to focus more on the connections and relationships that bring deeper meaning to our lives. Our school culture has become less formal, we’ve found more opportunities for teamwork and to enjoy the outdoors, and placed greater emphasis on play. We’ve sought out a new equilibrium that is a little less focussed on rules and systems in the minutiae, adapting to better support safety, wellbeing, and positive mindsets. We remain a school that is focused on powerful learning in all its forms, that develops respect and empathy, and that supports students to develop and express their emerging sense of identity. We can do this while maintaining high standards, high expectations, and a culture of excellence as defined by personal best. It just takes a bit of balance. Kind regards,

JOHN WRAY (he/him) HEAD OF SCHOOL 3

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I B : M U LG R AV E ’ S C U R R I C U L U M OF CHOICE AND THE BEST P R E PA R AT I O N FOR UNIVERSITY AND LIFE BY L I N D S E Y B E R N S ( S H E / H E R ) , D E P U T Y H E A D O F S C H O O L & E L I Z A B E T H C A L D E R O N ( S H E / H E R ) , A S S I S TA N T H E A D O F S C H O O L Elizabeth: When touring prospective families, the most frequently asked questions center around our curriculum and what it means to be an International Baccalaureate school. To be honest, they are my favourite questions to answer. Committing to the IB framework means that we prioritise critical thinking and creativity over memorisation; that our students drive their own learning through goal-setting and reflection instead of through extrinsic motivators; and that our goals go far beyond university acceptances to include the development of an array of personal skills that foster confidence, self-advocacy, positive relationships, empathy, and competence. In preparation for the development of our Strategic Plan 2021-2024, Weaving Our Future - Common Threads, we confirmed - through surveys and focus groups that the IB framework was still the right curriculum for Mulgrave and that its focus on character development in conjunction with academic skills supports our goals of global citizenship, inclusion, and social responsibility. Lindsey: A PK4 student, works with classmates to build a shelter from branches in the forest, incorporating a friend’s suggestions. Back in the classroom, she proudly shares that she was open-minded like Magic the Octopus, the puppet that reminds students to listen to one another’s ideas and understand that there is more than one way to do things. Down the hall, a Grade 11 student meets with his Extended Essay supervisor to refine the research question for his comparative study of the role of social media campaigns in different countries’ social justice protest movements. Meanwhile, upstairs in the Makerspace, Grade 8 students refine their creativity and collaboration skills through a group project, using design thinking to develop solutions to the global waste problem posed by disposable face masks during the pandemic. 5

These learning engagements, as different as they are, exemplify the focus on personal attributes, internationalmindedness, and transdisciplinary skills that are the hallmark of IB programmes. Mulgrave is amongst many of the world’s best-known international schools (including 20 across Canada) offering the full IB Continuum, covering a student’s journey from preschool all the way to graduation. All encourage their students “to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” understandings they will draw on as they navigate a world of increasing polarisation, misinformation, and structural inequality. We must not only ensure that our students are wellprepared to excel in university, but also to adapt to the accelerating pace of change and intensifying global challenges and opportunities that characterise life in the mid-21st century. While there are many excellent curriculum frameworks, the IB stands out for its continuum of programmes with a consistent focus on the Learner Profile: attributes that not only to academic success, but also to personal and social wellbeing. These include being principled - acting with integrity and taking responsibility for your choices - as well as being risktakers - approaching new situations with courage and independence, and having the confidence to experiment with new ideas and strategies. We develop these attributes at Mulgrave by explicitly teaching and reinforcing transdisciplinary (or ‘soft’) skills, known in IB as Approaches to Learning. In a world where infinite ‘content’ is available at the click of a button and where artificial intelligence is reshaping nearly every aspect of human endeavour, leaders in every field will need to identify problems and generate novel solutions, work with others to achieve shared goals, engage in critical reflection, and challenge assumptions and biases. IB students, whether in the Primary Years, Middle Years, or Diploma Programme, learn how to learn - how to confidently take their place in a world of complexity, ambiguity, and uncertainty, and use their unique gifts to make that world a better place.

“I OFTEN FIND MYSELF EXPLAINING THAT IB IS NOT A CURRICULUM, BUT A WAY OF TEACHING ANY CURRICULUM. WHILE THE CONTENT MATTERED, IT’S MORE THE SKILLS HONED IN LEARNING THE CONTENT THAT I’VE CARRIED WITH ME. THOSE SKILLS, LIKE TIME MANAGEMENT, ORGANISATION, SELF DISCIPLINE, AND PERSEVERANCE, ARE THINGS THAT I APPRECIATE MORE AND MORE EVERY YEAR.” CAROLINE SINCLAIR, CLASS OF 2019

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The IB education I received at Mulgrave facilitated a fantastic foundation for personal and professional development. Aside from the rigorous, internationally-recognised curriculum, which prepared me well for university, I adopted the mindset of being an inquisitive global citizen committed to lifelong learning. Since Mulgrave, I have graduated from medical school in Ireland and am now in my residency training at Lions Gate Hospital. I carry the lessons learned from the amazing IB teachers at Mulgrave with me, and believe I am a better person and physician for it. Thanks, Mulgrave!

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– ANGELA JOANNOU

CLASS OF 2015

Having an IB Diploma allowed me a smooth transition into post-secondary education. Through the IB I learned and developed both research and writing skills as well as gained the experience of writing a paper or a lab report to completion. Having this knowledge prior to beginning my university experience allowed me to focus on the new content I was learning rather than how to format it.

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– SARAH BERTON

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CLASS OF 2020

The ability to manage my time, write effectively, and lead a team are just a few examples of assets gained during the IB programme which have become indispensable in my day-to-day life, and I can confidently say that they will continue to do so in the future.

– WILL COLLISTER CLASS OF 2020 6

CURRICULUM I N AC T I O N In Mulgrave’s personalised, inquiry-based environment, our faculty embrace the craft of teaching and learning, getting to know their students and what sparks their interests. As Spanish teacher Christopher Baumunk puts it, “sometimes the best learning happens when students don’t even know it’s what they are doing; they are simply absorbing through an engaging activity.” Here are a few examples of curriculum in action at Mulgrave:

EARLY YEARS: GETTING CREATIVE WITH LOOSE PARTS PLAY Loose parts play uses a wide selection of everyday objects and materials to create, build, invent, experiment, and play to develop imagination, creativity, physical health, fine and gross motor skills, cooperation, communication, teamwork, and concentration. “Examples are replacing a dollhouse with the materials to create structures, or using loose lego pieces instead of a building kit,” explains Sydney Hill, Early Years Vice Principal. “It’s also a great way to recycle materials and show students that learning and play don’t require shiny new things.”

JUNIOR SCHOOL: USING THE MAKERSPACE TO ENHANCE CLASSROOM LEARNING Grade 1 curriculum includes the Unit of Inquiry ‘How we organise ourselves’ which examines the importance of signs and symbols. For the first time, thanks to our new PYP Creative Makerspace, the entire grade collaborated on a learning experience. “Students used the construct of a town, brainstorming key services and buildings, then creating them out of cardboard,” shares Suzanne Finlayson, Grade 1 teacher. “They were challenged to think about the layout of roadways and placement of universal symbols as well as signs, created in various languages thanks to the involvement of French and Mandarin teachers. To create and learn at this scale has been a highlight of the year.”

MIDDLE SCHOOL: ARTSAPALOOZA, AN INTER-DISCIPLINARY PHE AND PERFORMING ARTS EXTRAVAGANZA

SENIOR SCHOOL: MANIE MUSICALE / MANÍA MUSICAL, A SPANISH & FRENCH SONG SHOWDOWN

Students from Grade 6-9 embark on an annual exploration of performing arts from around the world under the guidance of external experts. “In this interdisciplinary Physical Health Education and Performing Arts unit, Middle Schoolers delve into cultural expression and learning new skills,” says Mike Olynyk, Middle School Vice Principal. “Their appreciation for and understanding of art forms such as Samba drumming and Bhangra dance culminates in a performance for families, which further develops risktaking, communication, and teamwork skills.”

What better way to connect with teens than through popular music? Our Spanish and French classes enjoyed a riff on basketball’s March Madness, pitting songs against one another in a bracket-style competition. Teachers Christopher Baumunk and Rhonda Beaupre explain that they intentionally select artists and music that infuse lessons with cultural connections, highlight different genres, and even broach subjects of inclusion and tolerance in different parts of the world. “It has also been a wonderfully fun way to study vocabulary and grammatical structures,” adds Rhonda.

THE FUTURE OF LEARNING T E C H N O LO GY AT M U LG R AV E Our school has always been characterised by a desire to embed learning practices that are innovative, integrate the best technological advances, and serve our students as they develop a wide variety of skills. As our use of technology has grown in support of these goals, we recognise that there is a need to centralise our resources and focus attention on the use and application of both hardware and software. Guiding us through this evolution is Fareed Teja, our Director of Learning and Information Technology, who was appointed at the start of the 2021 academic year. Just spend ten minutes with Fareed, and you’ll get a sense of his reflective good nature, commitment to fostering a respectful and collaborative environment, and passion for innovation, which goes hand-in-hand with good practice in process, governance, and safety. Fareed spent the year reviewing external audits, walking the halls and visiting classes, speaking with faculty and staff, discussing challenges with peers from other leading Canadian schools, and reflecting on his own extensive IT experience. The result is a transformation of our IT Department into Learning and Technology Services (LTS), which combines technology integrators, who work closely with teachers and students, with IT staff to more effectively serve the Mulgrave community. Fareed also led the collaborative development of a multi-year plan to:

1. Transform IT at Mulgrave 2. Integrate systems and data 3. Innovate in learning, teaching, and curriculum 4. Empower learning through and with technology 5. Build teacher and staff capacity Fareed explains, “It will take time to fully implement and embed these practices into daily workflows, but the enthusiasm for the development of these action plans is there. The LTS team is partnering across the school to streamline processes and make it easier to access needed information and resources.”

W I L L I T WO R K ? PILOTING BLENDED LEARNING IN CYBERSPACE Following the pandemic lockdown, we did a deep dive into online learning, vowing to take the positives - the flexibility and student agency - and integrate them into our regular teaching practices. We appointed Lian Anson as Blended Learning Coordinator, and she has overseen the pilot of a collection of blended classes, including Physics 10 and Design 10, as well as DP courses in film, math, and ESS. Blended learning gives students the choice of in-person or supported self study. The nature of classes depends on the teacher and the subject matter. Most commonly, students attend in-person for midday blocks and have the flexibility of blended learning for start or end of the day periods. Some teachers offered blended learning through project-based work maximizing flexibility for ‘work blocks’ while others identified specific units or content that lent itself to students working at their own pace, allowing for teachers to have more individual time with students who need it. As Lian reflects on the year, she says, “Students LOVED the ownership and flexibility. Our Seniors were especially grateful for the way they could prioritise their time, focusing on upcoming tests or deadlines when necessary and then spending greater focused time on project-based work that they could then choose to do in their own time.” For teachers, it required more organisation and preparation in advance, but also enabled more 1-1 opportunities with students who needed more attention. “It also took some effort to make sure students had the executive functioning skills to maintain progress, but we focussed on specific AtL skills, such as self-management, organisation, and time-management.” The reality is that our children will need to be comfortable with hybrid environments, whether as university students or employees. Lian adds, “Our students need exposure to these models; we know they will be relevant no matter what they do or what the future holds for the world of education and work.”

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Design, as a subject within the MYP, lends itself extremely well to the blended learning format. Students can take control of their own projects, deciding when and where is best for them to complete their research, develop their ideas, create their chosen solution, and gather evaluative data. Students in G10 Design General and Robotics used the opportunity to successfully enrich their projects, understand the way that they progress best, but most importantly, make mistakes and bounce back.

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– CHLOE MACBEAN (SHE/HER)

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UPPER SCHOOL DESIGN TEACHER

It was great to confirm that blended learning can work with a high-content class such as mathematics at the DP level. It makes it possible for advanced students to do more extension and move quickly through the tasks. The flexibility allows high-performing athletes, art students, or those that work, the chance to set a more personalised schedule. All in all, there are huge benefits to accessing blended learning, as long as students have the discipline to meet deadlines.

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– KYLE PRIOR (HE/HIM) SENIOR SCHOOL TEACHER &

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DP MATH CURRICULUM COORDINATOR

With blended learning materials in Physics 10, students can complete the course anywhere, any time, and at their own pace, as long as they meet the assessment deadlines. Giving students choice in when and how they work is a key element of personalisation. In this course, lessons take place in-person as per the timetable, but students can opt to attend all, some, or none of them by completing the corresponding online modules.

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– MICHAEL MOORE (HE/HIM), DIRECTOR OF ATL SKILL DEVELOPMENT & DATA FOR

LEARNING / SENIOR SCHOOL TEACHER

Scan this QR code for a video of student reflections on blended learning.

O U T O F T H E C O M F O R T ZO N E A ND O N TO THE STAGE The house lights fade, and excited giggles and nervous chatter give way to silence. Bodies hurriedly find their place in the darkness. A deep breath as another moment passes by. The performers’ sudden burst of adrenaline is almost as loud as the explosion to their senses when the curtain opens and overhead lights illuminate the stage. Hundreds of glistening eyes are staring back at them. It is showtime.

Moments like these are why our performing arts students rehearse and train for months. They might be one of the first forays into a lifetime of artistic pursuits or might solely boost fundamental skills that help them throughout their chosen careers. We profile three current students to discover their experiences with the performing arts at Mulgrave:

The music programme at Mulgrave allows me to find new ways to creatively express myself and bring novel concepts to other areas of my academic life. Even during the most challenging times, music is a safe place for me to relax and be myself. Bringing the IB mindset to music has allowed me to explore what interests me the most. This year, for example, my studies have focused on music theory to understand the choices that artists make when composing music. The community support is integral to the arts at Mulgrave. No matter what, the applause is raucous.

AVA ASHNAI, GRADE 10 KATHERINE BRAND, GRADE 10

Despite being in band since Grade 5, I struggled to muster the confidence to put myself forward to perform in front of others. In Grade 9, I made the active choice to face my fears. The fun performing arts environment provided me with a springboard to get involved with the Grade 10 play. Performing arts allows me to explore different facets of my personality that are otherwise suppressed. I find that performing creates a safe get-away from the dualling pressures of the IB Diploma Programme and high-level athletics. The productions and my two years in IB Theatre helped me understand that as art imitates life, theatre imitates sport. I have learned through first-hand experience and by watching my peers push boundaries. Some of my fondest memories are from when things did not go as planned. Although this sounds odd, it reinforces the familial bond that I have with my cohort.

I also had the opportunity to work behind the scenes, which arguably has provided me with my favourite moments so far. There are many ways to test my creativity, such as scriptwriting, directing, and costume design, all within a like-minded community of enthusiastic people. Taking a leap of faith might set you on your path to what you love to do.

KATHERINE BRAND, GRADE 10

The plan doesn’t always go as you hope. Learn to adapt and improvise on the fly.

AVA ASHNAI, GRADE 10 GARRETT DAI, GRADE 12

A N D A F I V E , S I X , S E V E N , A PAC Since the Athletics and Performing Arts Centre (APAC) opened in late 2021, Mulgrave students have had a state-of-the-art, purpose-built dance studio at their disposal. Overseen by Lauren O’Neill White, the space features sprung flooring, floor-to-ceiling mirrors, colour-changing LED lighting, and a modern speaker system. “Having this space enables students unfamiliar with dance to become accustomed to the feel and etiquette of a professional class,” says Lauren. “It is also the proper environment for those with an existing dance focus to expand their growth and development.” The studio provides precisely that to the likes of Grade 12 student, Leona Li, who credits the studio for helping her recover from an injury that kept her sidelined for the better part of a year. “Between Covid and my injury, I missed being in a dance studio; with this space, I gradually reintegrated dance into my life in a semistructured way,” she explains. Dance is now offered to students from preschool to Grade 12. “Auditory, visual, and kinesthetic senses are all targeted,” says Lauren. “Students are engaged through listening to the music, hearing the counts, moving, and watching the teacher demonstrate. This mind-body connection is a specific skill that nurtures an intense focus.” Lauren says that dance intertwines with the existing Performing Arts and PHE curriculum, adding “dancers are athletes and artists. The core elements of dance focus on the body, space, time, energy, and relationships its breadth allows for many interdisciplinary connections to music, theatre, film, athletics, and science.” The impact of dance reaches far beyond the studio walls. For Leona, it was a pathway to explore her cultural heritage and improve many of the skills related to an IB education. “Beyond exploring who I am, dancing has helped me develop interpersonal skills, stress management strategies, resiliency, and self-confidence. Through dance, I’ve learned to recognise that the process is as important as the results.” When asked about the future of dance at Mulgrave, Lauren emphasises the importance of building bonds and that she’ll continue to find unique collaborations throughout the community. 13

L I G H T S , C A M E R A , AC T I O N ! Mulgrave’s film programme offers an incredible opportunity for students to explore both the technical and creative aspects of this communication and art form. We chatted with two students from the Class of 2022, Peter Zhu and Mona Xie, to get their take:

What’s the draw of film? PETER: I deeply enjoy film as I can both realise elements of my wild imagination and bond with other talented, like-minded people during the production process.

What advice would you give students entering the DP film programme? PETER: Don’t be discouraged when your script receives harsh feedback, your end product isn’t what you imagined, or you run into unexpected, unsolvable problems. These challenges help you become a better filmmaker, as long as you learn from mistakes and hardships. As long as you trust the process and put in the work, you will create something great and have lots of fun along the way.

How has Mulgrave’s film programme supported your development? MONA: It strikes a steady balance between academic analysis and creative production of films. Supported by industry-level equipment and a rich network of professionals and alumni, students make lasting friendships during collaborative projects and express themselves through a meaningful creative outlet.

How has your understanding changed through the IB DP film programme? MONA: My friends and I made comedic skits and YouTube-esque blooper reels in Middle School, but DP taught me to see film as equal to more traditionally celebrated art forms (visual art, literature, etc). I matured by exploring my multicultural and philosophical interests and learned to understand film as a language that transcends barriers - a medium for social commentary and historical record-keeping around the world.

How will the skills you learned in film transfer to post-secondary? PETER: I will attend the University of Southern California and my goal is to become a writer/director for films, TV, and games. No matter where I end up, Mulgrave’s film programme inspired my love of film and storytelling, and what I’ve learned will be crucial to my start in Los Angeles.

MONA: Through film production and analysis, I honed my creative and critical thinking skills. As a prospective law student, this will be especially valuable in understanding the stories that unfold in courts: witness testimonies, the facts of the case, and conflicting interpretations of who’s in the right and who’s in the wrong. Film is a vehicle not just for creativity, but for information. 14

T H E I M PAC T O F A PAC The dust and din of power tools already seem a distant memory. Construction of our Athletics and Performing Arts Centre took place throughout the height of the pandemic, yet the incredible facility opened nearly on time and on budget. Since December 2021, students and community groups have been enjoying the impressive Championship and Upper Gyms, a well-equipped fitness centre, dance studio, and team rooms. “This facility rivals those of many colleges and universities,” says Claude Leduc, Director of Athletics & PHE. “We have four regulation-sized basketball courts and can run eight volleyball or 18 badminton games at once. Plus, students can still be upstairs in the dance studio or working out. The spaces definitely support our goal of engaging the maximum number of students as possible in any form or level of physical activity.” Claude explains that while student-athletes are keen to be in the facility (even seeking out supervision outside usual hours), all are benefiting. “Students who are not usually involved in athletics are also gravitating towards the space. We’re seeing more and more students using the open gym time at recess and lunch and feedback is that the fitness centre is accessible and welcoming. There are so few opportunities these days for free, unstructured play - to make up games and set the rules - and there is so much learning in those experiences; students build leadership and interpersonal skills simply by doing.” Younger students are also getting incredible benefit from the new spaces and teaching expertise, most notably in the dance studio. “We used to include some dance in PHE for our Early Years and Junior School students, but now we’ve quadrupled the offering with more continuous classes over the span of months,” explains Zsu Zsu Straub, PYP Athletics Coordinator and PHE Teacher. Some of the other APAC spaces are geared more towards Upper School students, but for PYP students the knock-on effect has meant that the Wallster Gym is now a dedicated space. “We can accommodate all of our Early Years and Junior School classes now in the gym and our students see this space as theirs,” says Zsu Zsu. “From the posters on the walls to the equipment in the gym, it is a very inviting place. With such a wide age-range of students at various stages of development, our teaching team needs specialised resources and it is wonderful that the school can provide these opportunities.” 15

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STUDENT SOUNDBITES:

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WHAT’S THE BEST PART OF THE APAC?

“Seeing the ocean while you’re on the treadmill is motivating!”

– SARA”SUNDERJI, G10 “I’m a big basketball person so having nice gym floors is a dream. The amount of space is great because lots of kids can practice at once.”

– RILEY ARMSTRONG, G7

P R OV I N C I A L S U C C E S S E S VARSITY BOYS SOCCER NORTH SHORE CHAMPIONS AA BC PROVINCIALS - 9TH PLACE VARSITY BOYS CROSS COUNTRY AA BC PROVINCIALS - 6TH PLACE VARSITY GIRLS VOLLEYBALL AA BC PROVINCIALS - 5TH PLACE SWIMMING AA BC PROVINCIALS - BOYS: 400M FREESTYLE RELAY - 4TH, 50M FREESTYLE - 10TH, 50M BUTTERFLY - 12TH; GIRLS 200M MEDLEY RELAY - 16TH VARSITY GIRLS BASKETBALL NORTH SHORE CHAMPIONS VS2S ZONE CHAMPIONS AA BC PROVINCIALS - 2ND PLACE VARSITY BOYS RUGBY 7S AA BC PROVINCIALS - 16TH PLACE VARSITY TRACK AND FIELD AA BC PROVINCIALS - JR BOYS: 4X400M - 11TH, 400M - 18TH, 500M STEEPLECHASE - 27TH; SR BOYS: 800M - 18TH, 1500M - 23RD VARSITY TENNIS AA BC PROVINCIALS - QUALIFIED

NORTH SHORE ALL-STARS PLAYER OF THE YEAR: EVA RUSE - BASKETBALL 1ST TEAM MIA RUSE - VOLLEYBALL EVA RUSE - VOLLEYBALL RYAN CHEAH - SOCCER BRENDAN YU - SOCCER ABTIN ZEHTAB - SOCCER KAIDEN TALIB - BASKETBALL AVA WILSON - BASKETBALL JENNA TALIB - BASKETBALL 2ND TEAM JAKE TAKEUCHI - SOCCER ZIYAN HEMANI - SOCCER HUNTER STEFANI-THOMPSON BASKETBALL ABTIN ZEHTAB - BASKETBALL LUCY XU - BASKETBALL 3RD TEAM ALI TALIB - BASKETBALL SPRING ALL-STARS TO BE ANNOUNCED PROVINCIAL ALL-STARS BEST DEFENSIVE PLAYER: EVA RUSE - BASKETBALL 1ST TEAM AVA WILSON - BASKETBALL LUCY XU - BASKETBALL 2ND TEAM MIA RUSE - VOLLEYBALL 16

T H E AT H L E T E A DVA N TAG E It’s no surprise that the skills and characteristics developed by athletes have the potential to transform young adults into strong and resilient leaders. Regardless of the sport, belonging to a team teaches collaboration, agility, and determination. Mulgrave’s athletics programme deliberately supports students in striving for their personal best by developing self-confidence, emotional intelligence, and positive leadership - all skills transferable to other situations and valuable throughout life. A plethora of research demonstrates the inextricable connection between traits of athletes and success in corporate and professional life. Digging into The Drive Group’s 9 Reasons Why You Should Hire Athletes, we chatted with alumni Rebecca Kendrick and Mikhail Talib for their real-life perspectives.

REBECCA KENDRICK MULGRAVE STUDENT, 2008-13, 2X AUSTRALIAN LONG DRIVE GOLF COMPETITION WINNER

MIKHAIL TALIB CLASS OF 2020, NYU STERN SCHOOL OF BUSINESS

How have sports helped develop your character? “In any competitive practice - whether it’s sports or investment banking - character is always tested. It was one of the Titans’ core values, and I think I got so used to acting with a strong character from basketball that it has become second nature in every other aspect of my life. I never want to cut corners to get the job done if it means sacrificing character; as I enter the workforce in the next couple of years, this will still hold true for me.” How about perseverance and adversity? “Basketball taught me that adversity is part of life and it’s an opportunity to grow. Many people around me see failure as a terrible and unrecoverable thing. Sports allowed me to have perspective when facing adversity and gave me the strength to see the glass half full. I owe a lot to Coach Leduc and credit him for a lot of the skills and traits I have today.”

What skills did you learn from sports, and how have they transferred to other areas of your life? “Sports helped instil moral values such as self-discipline, commitment, healthy competitiveness, and self-belief. I also developed tenacity and the ability to handle myself in high-pressure situations. I learned how to be still and present in the moment and trust that I can work through anything. As I pursue professional athletics, I can focus on what I need to do to achieve success without letting outside pressures disturb me.” How has your leadership style developed as a result of sports? “Through sport, I developed into a more encouraging and positive leader. I want to be the type of athlete that leads people to realise their potential and makes them believe that they can achieve their dreams - no matter how big. As a leader, I have also become more emotionally intelligent. Through self-development and self-growth, I have honed the ability to understand and work through my emotions in a more positive light.” As the legendary coach John Wooden said, “success comes from knowing that you did your best to become the best that you are capable of becoming.” Such is the case through involvement in school sports, where student-athletes have countless opportunities to challenge themselves, face adversity, collaborate in pursuit of a common goal, and reflect on their performance.

LET’S GET OUT WITH MR. FISHMAN A REFLECTION ON LESSONS F R O M T H E G R E AT O U T D O O R S BY B L A K E C O R M AC K , G R A D E 1 1

One of the fastest growing programmes at Mulgrave is outdoor education. Defined as ‘organised learning that takes place in the outdoors’, outdoor education reveals the surrounding land to students and helps them apply that to all aspects of their character. It can simply be learning how to survive, but it can also be an aid to help further academic learning, problem-solving, leadership, and determination. At Mulgrave, outdoor education takes many forms:

Grade-wide camping experiences, from the first short Grade 3 overnight cabin trips to the grittier but extraordinary Grade 10 winter camps Duke of Edinburgh Award trips that see students take to the waters and mountains through modes like backpacking and sea-kayaking Science-focussed retreats for the Senior School Winter and Summer Days for the Upper School with activities like downhill skiing, paddle boarding, snowshoeing, hiking, and even biathlon GetOut weekend events that allow Senior School students opportunities throughout the year to burn off steam with their friends and take a break from the common stressors of their lives through activities like rock climbing in North Van, an overnight back-country ski trip to Elfin Lakes, and a mountain biking trip in Squamish. GetOut trips are organised by the Council of Outdoor Leaders, one of Mulgrave’s sub-councils. The goal of this leadership group is to make outdoor education accessible to Mulgrave students, and it continues to evolve and grow, especially as we see the positive connection between wellbeing and outdoor activity.

OU AMIR FISHMAN, DIRECTOR OF OUTDOOR EDUCATION Amir Fishman was once on the path to becoming a medical doctor. Instead, he decided he’d prefer to white water canoe into the Arctic Ocean, sleep on the side of 2000-foot cliffs in Mexico, and bike through the mountains of Japan. He is a professional adventurer and was the owner of Overhang Adventures. He lives and breathes the outdoors. When he’s not leading trips or teaching courses, you can most likely find him hanging off some cliff, paddling down a river, or playing guitar by a campfire. Amir had his first camping experience when he was 11 years old on a 3-day, 2-night wilderness survival canoe trip, and he has been hooked since! The outdoors turned this insecure little boy with self-esteem issues into a confident and passionate leader. He loves her for her beauty and the feelings of peace she provides. He runs to her for her never-ending challenges and excitement. Most importantly, he respects her for he knows she can be equally kind and unforgiving. Amir has been leading backcountry expeditions since he was 16 years old. He has been on countless trips and finds that his personal adventures keep getting more and more exciting as time goes on. He loves being immersed in the silence that can only be found in nature, and the deepest sleep he experiences, he earns through a day of being active outdoors. 20

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Q&A

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WITH MR. FISHMAN

What event in your past had the biggest impact on how you approach the Outdoor Ed programme at Mulgrave?

There are two very pivotal points in my life that shaped my outdoor education philosophy. In elementary school, I was heavily bullied, and it certainly affected my self-esteem. One summer, my mom signed me up for a two-week outdoor programme. We learned survival skills and went on a culminating canoe trip. After that, I was a totally changed person - the bullies no longer bothered me. As I had more outdoor adventures, I found that the same was true for a lot of other people. I would see kids who were nervous and scared finish a two-week programme as changed people. It makes sense to focus Mulgrave’s Outdoor Ed programme on the same objectives: making sure we offer a wide variety of outdoor experiences so that all students can improve their personal health and wellbeing, as well as their confidence and resilience. The second pivotal moment for me was when I was finishing my second university degree specialising in outdoor leadership. I had the opportunity to do a three-month internship as a mountain and river guide in Hokkaido, Japan, and had the opportunity to work alongside some unbelievable Japanese guides. All in their 50s and 60s, their philosophy of the outdoors was very different from what I experienced in the western world. That eastern approach to collective cooperation to achieve monstrous goals was something that has stuck with me since.

Why do you think outdoor education is important at Mulgrave specifically? I think outdoor education is important for everyone, regardless of where you are and your background. But at Mulgrave specifically, I have observed that every single student at this school - especially in the Senior School - is incredibly successful and ambitious. I am in awe. The flipside to that is a lot of students are very stressed out and they aren’t prioritising their engagement in fun, low-key activities. For example, we offered a fully paid ski trip for the Senior School, and of the entire Grade 12 class, we had 25 students show up. 21

The other 65 kids chose not to come in favour of studying, which is wild to me. The reality is that students put a lot of pressure on themselves, specifically when it comes to academics and life aspirations. I think that being in the outdoors is critical for students to be well. The outdoors has demonstrated, well-researched benefits that include things like increased attention and lowered cortisol (stress) levels, which serve to both help focus and rejuvenate. It can help people think creatively and it’s a medicine for everything. Let’s find ways to inspire more students to partake in these benefits!

What are you most excited about for the future of Outdoor Education at Mulgrave?

I am most excited about the new SOLE Centre (see info to the right) in the middle of Squamish, to which we have constant school-year access. Having this space will allow us to do remarkable things for students. We can have short day trips and retreats, but we can also use it for longer grade-wide trips to help students learn about their own backyard and the necessary skills to have successful excursions. I hope we will be able to make impactful, important, and life-long learning occur at this new site.

What do you think makes the Mulgrave Outdoor programme special compared to other schools?

Being at the base of Cypress Mountain, the ease of access to trails is unparalleled, and we have a beautiful trail system on our own property. To be able to say, “Okay, class. We’re going to leave our room, step outside, and take a walk on the trail!” is something that most schools don’t have. Beyond that, having outdoor education as a central focus for wellbeing within the framework of the school’s strategic plan is huge. We also have a dedicated professional as our Director of Risk and Safety, Graham Gilley. I run all sorts of ideas by him and get really good feedback. I really appreciate that the answer is never no, it’s always how can we tweak this to make it happen.

What do you think is the most underrated piece of gear for an overnight trip?

Especially for sea kayaking, having an Ikea bag is remarkable. Eye masks and ear plugs are also some of the most undervalued gear I always bring.

OU S Q UA M I S H OUTDOOR LEARNING & E D U C AT I O N (SOLE) CENTRE

In 2022, Mulgrave entered a partnership with Easter Seals, a non-profit organisation, to share an incredible 20-acre outdoor education site in Squamish. Just a 45-minute drive from our campus, the SOLE Centre offers opportunities for Mulgrave students across all grades to enjoy single-day, overnight, and multi-day experiential learning opportunities. The Centre is a key component of Mulgrave’s efforts to focus on student health and wellbeing, skill development, and curriculum connections beyond classrooms.

S O U N D, P R E S E N C E , AND LEADERSHIP: S T U D E N T VO I C E T H R O U G H S T U D E N T A DV I S O RY C O U N C I L In the Upper School, our Student Advisory Council enables leadership in areas of passion or interest, suiting various styles and encouraging growth.

HOW IT’S GOING…

HOW IT STARTED… Previously in the Senior School, we had Student Voice: a spontaneous organisation of a few students who were passionate about contributing to the decision-making processes at school. This small group met informally every week and brainstormed recommendations, which were part disjointed, part unsolicited. To reduce the somewhat random approach and bring clarity and greater respect to the important role of student voice, the Senior School team formalised the process and committed to actively consulting with students on key decisions. Thus, it became the Student Advisory Council.

HOW IT WORKS… The 18-seat Student Advisory Council includes 50% representation from sub-councils and 50% students who are selected through a written application and interview process. Students can apply to a maximum of two sub-councils. For example, Coach Leduc receives 25 applications for the Athletics Sub-Council and picks 15. This group’s first task is to decide who will represent them in the Advisory Council in the coming year. Direct applications are reviewed by Dr. Tabet and Mr. McKillop. The make-up of the councils changes yearly to maximise leadership opportunities for students.

The Student Advisory Council is the hub for student voice, student initiative, and interaction between students, teachers, and school leadership. Council members are involved in decision-making both operationally and strategically in the Senior School. Here are some examples of awesome initiatives that have gone through the Council for feedback: The remodeling of the SSAC: When our Senior School leadership considered a revamp, they presented the idea to the Council and collaborated to reimagine and reconfigure the new space with the help of computer-generated images. Seeds of Hope: On April 21st, the Environmental Sub-Council had their representative speak to the Advisory Council about a proposed activity for Earth Day. At that same meeting, the representative from the Creative Arts Sub-Council jumped in to lend a helping hand. What ensued was a wonderful collaboration between different departments to put together messages of hope and examples of personal climate action on seed paper. Assessment culture: As a result of a full-day retreat with the Advisory Council last year, updates to the Senior School assessment policy were made to help destigmatise assessments and reinforce them as a normal practice to enhance ongoing learning. Additionally, the Student Advisory Council has played a key role in the redesign of GEx and the introduction of the Grade 10 Global Citizenship course. This year, they will also preview the Senior School Strategic Action Plan for next year and provide feedback. If you ask a student in the hall where student voice is heard and where leadership opportunities present themselves at Mulgrave, their response will be the Student Advisory Council. For the 2022-23 academic year, almost 50 students have already applied for a direct seat, and over 110 for the sub-councils; that’s about 65% of the Senior School student body. Wowza!

T H E P OW E R

OF PA RT N ER SHI P S

Developing an entrepreneurial mindset is one of the goals of Mulgrave’s strategic plan, Weaving Our Future - Common Threads. The focus is on helping students develop transferable skills that support their executive functioning and further strengthen an array of Approaches to Learning (AtL) skills: collaboration, creativity, critical thinking, and communication. But to achieve the level of success we aspire to, we rely on critical partnerships with external providers and, most impactfully, with our own Mulgrave families and friends. YELL CANADA This is the second year of our flagship course in partnership with YELL Canada, a non-profit organisation fostering entrepreneurial mind-and skill-sets. It is offered to our Grade 10 and 11 students as a for-credit course for Entrepreneurship 12. The group meets once a week after school for a lesson on everything from developing a start-up plan to how to hone a Dragon’s Den-style pitch. That’s followed by a guest speaker who provides context for the learning by drawing on their own entrepreneurial journeys. The course culminates

in a group project in which students are paired with a mentor to build an innovative venture concept from the ground up, showcasing their collaborative and critical thinking skills. They pitch the merits of their solution in the competition at the end of the year. In 2021-22, Ian Mak, Mulgrave teacher and Head of Entrepreneurial Programming, received 42 applications for the in-demand elective and doubled the course offering to two days so he could accommodate 35 students. Students showed great dedication and incredible creativity as they developed detailed plans for their businesses, which included a biodegradable and plastic-free tampon called Ruby and a software platform that connects electronic medical records from a doctor’s clinic to the patient and the pharmacy (highly relevant now that a commonly-used application is being sunsetted). Three Mulgrave teams won YELL awards, with Ruby awarded the 2022 Venture Challenge, beating out 60 other teams from across BC and Alberta - a remarkable achievement.

MIDDLE SCHOOL LEAP ELECTIVES - YOUNG INVESTORS SOCIETY AND INTRO TO ENTREPRENEURSHIP Due to high interest, Ian Mak also ran two sections of the Young Investors Society elective. Students learned about the stock market, setting long-term investment goals, and valuing a company using a simulation model. Everyone received $100,000 in fictitious funds and as they determined investments, they were taught to reflect on their personal values and incorporate them into their valuation strategies. Parent volunteers, identified with the support of Mulgrave’s Donor Engagement team, generously shared their knowledge and expertise of investment strategies to enrich the student experience. Mr. Mak also ran two sections of an Introduction to Entrepreneurship LEAP elective, a scaled back version of YELL. Students worked in groups to ideate on business concepts, and each team worked with a parent mentor every few weeks. The elective ran for three months, which provided enough time for the development of a business plan and significant market research. MULGRAVE’S GENEROUS DONOR NETWORK Ian Mak knows that a great deal of the success of these programmes is due to the incredible and generous financial support and volunteer involvement of our parents and friends of Mulgrave. The Donor Engagement Team actively seeks to support innovation and programing such as entrepreneurship as key elements of our strategic plan. Generosity from those like the Cai family, who have pledged their support through 2023, ensure these vital programmes can prepare our students to be the changemakers that they aspire to be. Ian adds, “Volunteer engagement gives our students a chance to connect their theoretical understanding to real world applications. It becomes more impactful for students to hear anecdotes that pertain to the content they are learning. Our guests bring the emotion - the successes and failures - to the table, and students engage, leading them to ask deeper and more thoughtful questions. This case-study curriculum then becomes more dynamic and inquiry-based, making the learning a lot more authentic.”

We are so grateful to the following parents who kindly offered their energy and expertise to our entrepreneurship programme this past year: G6-7 and 8-9 Young Investor Society LEAP Elective Jay Lynne Fleming: General Q&A regarding developing investment portfolios Kyle Wellwood: Investing in private companies, according to personal values Jeff Clay: Investment strategies and valuing companies using Value Line and long-term perspectives David Slater: Valuing companies based on profit margins and P/E ratios G6-7 and 8-9 Intro to Entrepreneurship Mentors: Tiki Wang, Tony Gollner, Frank Lin, Ed Reisner, Edmond Wong, Bernadette Reidijk-Fischer, Deepak Poddar, Michael Wrinch, Ron Klopfer, and Kristina Bergman G9-12 After School Workshops: Sheenah Rogers-Pfeiffer: Networking Jesse Calderon and Ivailo Ivanoff: Hiring manager insights and interviewing strategies Scott Thomson: Negotiation Russell Kling: Leadership and project management Rob Kirsch: Building high-performance teams Victoria McMillan: Gender and age diversity in the workplace G10-11 YELL Student Venture Building Support: Darrell Kopke, Beier Cai, Kristina Bergman, and Sergeui Mourachov As we look forward to next year and beyond, Ian has a goal to further incorporate job shadowing and mentorship into the programme, and he welcomes new and continued partnerships. If you are interested in supporting this exciting and dynamic programme, please email advancement@mulgrave.com.

SERVIC STUDENTS IN SERVICE

VO L U N T E E R I N G B E YO N D M U LG R AV E

Service learning is an important part of the Mulgrave experience. It encourages students to develop awareness and understanding of civic responsibility and their role in supporting and strengthening their communities, and deepens the values of humility and empathy. Here are a few stories from students who are engaged in their communities:

ILAN, ESHAN & AYDIN RAMJI GRADE 4, GRADE 5, GRADE 7 A Ramji family affair since the boys were young, Aydin, Eshan, and Ilan make Sherbat at their Jamatkhana (place of prayer) to serve to its members for celebrations such as Navroz and Khushiali. Ice cream, condensed milk, sweetened milk, evaporated milk, regular milk, vanilla and rose essences, food coloring, and ice…Sherbat requires mixing the ingredients in a very specific order, according to the siblings. The boys also volunteer for various other duties at Jamatkhana including serving refreshments and food. 27

SIANA CHAPMAN, G5

ETHAN CAU, G9

This year’s IB PYP Exhibition was an opportunity for Siana to bring a childhood passion into the classroom. As an advocate for sea turtles, their crucial role in the ecosystem, and the need for less harmful plastic in our oceans, she fabricated a swap box filled with paper bags. The idea was that anyone in the community could grab one from the box in exchange for a plastic one. Siana also plans to partner with the Canadian Sea Turtle Network to create keychains, which will raise funds for the charity.

Ethan has been involved in a plethora of initiatives both within and outside of Mulgrave, including volunteering at CapU throughout their summer camps sessions and the Aquarium pre-pandemic. Recently, Ethan interviewed for a volunteer role with the West Coast Kids Cancer Foundation as he continues to search for ways to be involved in rewarding activities. In addition to incredible experiences, he also finds that volunteering informs the work he does as part of the Changemakers elective and MSAC at school.

ULWIANA MEHTA-MALHOTRA, G10

REBECCA YAO, G11

Ulwiana volunteers for Sustainabiliteens, a youth climate action group. As a strong spokesperson, she is a member of their communication team for media and outreach and participated in a radio show and interview for a food waste documentary (photo). Most notably, she helped the group push for changes in environmental sustainability policy by meeting with MLA candidates from across the region during our snap election in October 2020. Ultimately, Sustainabiliteens endorsed eleven candidates, of which two now sit in the BC Legislature.

Rebecca is a volunteer for the Vancouver International Volunteer Association and lent a helping hand during a recent event - a cherry blossom festival at UBC. She coordinated with UBC students to plan ice breaker activities and prepare a campus tour for attendees. This work allowed her to make connections within her community and get a sense of the university’s environment as she prepares for Grade 12 next year.

AMPLIFYING S T U D E N T VO I C E , THE ROLE OF THE STUDENT B OA R D AT M U LG R AV E Over the past five years, we have reflected on opportunities for authentic service learning and the role of student voice and agency. Making space for students to share feedback and effect positive change has been a focus, and it is part of our strategic plan. One area of transformation has been the leadership structure of the Senior School where there is now both a Student Board and a Student Advisory Council. These models recognise diverse voices and emphasise that leadership is not simply an innate quality of the most extroverted. All students can be leaders and we nurture this potential through a student-centred and student-led experiential model, guided by mentorship, education, experience, and reflection.

THE STUDENT ADVISORY COUNCIL AND SUB-COUNCILS Through the Upper School Student Advisory Council and its various Sub-Councils, students can add their voice to improve a Mulgrave education and the student experience. Working with divisional principals, students can dive into areas of interest such as DEIJ, Athletics, and Wellbeing, and also discuss important issues that affect their division. For more information, check out Sound, Presence, and Leadership: Student Voice through Student Advisory Council on page 23.

THE STUDENT BOARD The role of the Student Board (previously known as the Senior Prefect Team) has changed significantly. Ten students, who have gone through a rigorous selection process, form an ambassadorial group with a key role in building our student community across all grades. Student Board members support different grades in the school, make themselves known to the students and teachers, help out with grade-based events, and represent the Senior School with the younger grades. You’ll find Student Board members welcoming students and teachers every morning, helping with visiting guests and dignitaries, and playing a leading role in whole school assemblies.

STUDENTS ON THE MULGRAVE BOARD OF DIRECTORS Since 2019, two Grade 11s have been selected to sit as student representatives on the Mulgrave Board of Directors. They make important contributions to the future strategic direction of the school by offering student-centered perspectives at Board meetings and this year, were included on the final selection panel for the new Head of School.

STUDENT B OA R D VO I C E S MEMBERS OF OUR 2022-23 STUDENT BOARD REFLECT ON THEIR MOTIVATION FOR TAKING THIS LEADERSHIP POSITION AND WHAT THEY HOPE TO ACCOMPLISH IN THE COMING YEAR: VANDA: Mulgrave has been a defining part of exactly half of my educational journey, and now, nearing the end of my high school years, I’ve seen the school grow at an exponential rate in greatness of character (and in building size.) In my time on the Student Board, I hope to further that growth. Standing on the shoulders of Board members who came before me and inspiring those who will come after me, I hope to leave my mark on the ever growing tapestry of Mulgrave’s rich history and bright future.

JOYCE: I decided to join the Board because I wish to give back to the community that has given me so much kindness and compassion. I am confident that I will be able to provoke and engage in valuable discussion, mediating communications by offering an alternative student perspective based on my service through other clubs and councils. I am excited to work alongside my peers to make Mulgrave a school that is characterised by love, care, and inclusion.

EMMA: As a younger student, I admired the students who wore blue ties and were part of a group that strengthened our community. Until recently, I don’t think I fully realised the impact these older students had on me; their presence encouraged me to partake in both leadership and community service from an early age. As a Student Board member, I hope to do the same for someone else by connecting with others and encouraging them to pursue their passions, whether that be leadership or beyond.

ARTIN: Despite having only joined Mulgrave in the 2019-20 school year, I feel a responsibility to give back to the community, which has provided me with so much, through service and leadership. I am confident that through collaboration, critical thinking, and deliberation, my fellow Student Board members and I will be able to make meaningful change that will have a long-lasting impact on Mulgrave’s community.

ASHLEY: What drew me to the Student Board was the focus on Mulgrave’s people. Over my 12 years here, I’ve developed a real passion for the school, my community, and my fellow students. I’ve seen our community go from the isolation of online learning to the return of in-person gatherings, like the MVP Welcome Back Barbecue. I hope I can use my voice to give back to and strengthen the community by creating cross-grade connections and shared experiences.

AVA-LILLIE: Ever since my brother received his blue Prefect tie when I was in Grade 2, I’ve looked forward earning a place on the Student Board. I have been at Mulgrave for my entire academic education, and

have had the opportunity to explore various passions, from team sports and organising service events, to music and entrepreneurship courses. I can offer a unique and balanced perspective to not only voice my own opinions, but those of many within the community.

JASON: When I came to Mulgrave in eighth grade, I was welcomed by Student Board members. Seeing their passion, maturity, and uniqueness, I was inspired and hoped to model the same for the next generation of Mulgravians. I’ve had so many opportunities to strive for my personal best…from extended academic conversations with teachers in my favourite subjects to managing a school-wide newspaper that is a channel for students’ voices, Mulgrave has given me so much, and it’s time to give back.

LOUIS: I don’t think the Student Board is the centre of attention, but rather, a behindthe-scenes organisation whose work results in an awe-inspiring community. Since orientation in 2020 when I was greeted by Student Board members, I have come to understanding student life through my involvement in service, running clubs, and performing arts. I want to give back by enhancing the grade links within the school and by

facilitating wellbeing - one of the primary aims of our school’s vision.

KIERNAN: In my 5 years at Mulgrave, I’ve had the pleasure of working within a brilliant, hardworking, and compassionate community. As a new student, I was warmly welcomed and quickly forged deep bonds with my peers, building my house upon a rock, able to weather any wind or flood. This sense of community is an integral part of Mulgrave’s identity, and I intend to preserve and build upon this camaraderie, allowing us all to support each other through our growth as individuals.

TERESA: It is said that everything important in life is learnt in Kindergarten. Through my work on MERT, I have witnessed the wisdom and insight of students in all grades at Mulgrave. Grade 12 students are arguably the most mature of our student body, but there is creative and inspired ingenuity throughout the grades. My role on the Student Board is to be a conduit for those ideas. Our school continues to evolve in areas of student agency, mental health, and valuing diversity, and I am excited to be a part of it.

A L O O K AT S U S TA I N A B I L I T Y W I T H A L I M C TAV ISH BY U LW I A N A M E H TA- M A L H OT R A , GRADE 10 (PICTURED LEFT) In her first year as Mulgrave’s Environmental Sustainability Coordinator, Ms. McTavish has already had an impact, embedding sustainability principles and practices. As a Sustainability Sub-Council member and environmental enthusiast, we had a meaningful discussion that left me hopeful about our school’s direction and how our students are being guided and inspired to better our planet. What’s involved in your new role as Mulgrave’s Environmental Sustainability Coordinator? Before taking on this official role, I was involved with student and faculty working groups to make changes toward a more environmentally-friendly school such as installing EV charging stations, encouraging the use of reusable coffee mugs, and spearheading waste sorting. As the Sustainability Coordinator, I collaborate with and inspire faculty, staff, and students throughout the grades to make positive changes to tackle environmental issues facing our world. Independent schools are the perfect place to drive the sustainability agenda, we can be both, and I help make sure that we are talking the talk and walking the walk!

What’s your approach to living a sustainable lifestyle? I have been passionate about environmental issues since I was in Grade 9 when I came home and declared I was vegetarian, and subsequently studied Environmental Science at university. In 2015, I began teaching Environmental Systems and Societies (ESS), and it highlighted the issues the world is facing and how important it is to make personal choices. I took a hard look at my actions and made efforts to make my life more sustainable, like making my own soap and shampoo, using beeswax wraps instead of plastic, going to refilleries, and driving an electric vehicle. Sustainable choices aren’t always easy, and I am not perfect, but we need to all make changes and also try to positively influence those around us. Do you see real change happening at government and corporate levels? It can feel like there is a lot of talk and little action at the government and corporate levels. However, change is happening. On the federal level, targets have been set in the 2030 Emissions Reductions Plan, provincially we have the Clean BC Roadmap. While international and national policies are usually slower to implement change, we mustn’t underestimate the role that more agile cities can play. We need to balance day-to-day action, spearheaded by cities and local organizations, with larger national and international action.

How do you recommend Mulgrave students and families get involved in environmental sustainability outside school? Students should tap into areas that they are passionate about, find related organisations, and volunteer. The North Shore Youth Volunteer Directory is a great place to start. Parents looking directly to get engaged in climate action initiatives can check out forourkids.ca. The podcast Outrage and Optimism is also very good at delving into climate change topics. What’s the connection between climate change anxiety and wellbeing? Feelings of fear, worry, and doom can weigh on individuals, sometimes causing them to feel that personal change does not matter. I encourage students to speak openly and honestly about their feelings and ensure that I acknowledge their negative emotions. I have been increasingly teaching about solutions to environmental issues as the common quote “action is the antidote to anxiety” rings true. I always tell my students that individuals can make a positive difference and that every action is better than inaction. Do you think there can be a balance between enjoyment of goods and services and accountability? Yes, in fact, I believe that the two can go hand-inhand. We need to be responsible consumers, holding companies accountable as well as ourselves. It is possible to find companies that align with one’s values. Instead of letting eco-guilt weigh you down, try to make informed choices and do the best that you can.

Outgoing

Focused

Fun

Dependable

Caring

| BUSINESS

Leona | ECONOMICS

FIND YOUR FIT CHOOSING YOUR NEXT STEP

Resilient

Dedicated

Adventurous Heart

e Curious

Kamran | ARCHITECTURE

Caring

Koleta | NURSING

Finding the right fit for post-secondary study is a deeply personal experience for our graduates. Through self-reflection and joint exploration with their university counsellor and loved ones, they are able to hone in on the things in their orbit to which they are most drawn. That might be programmes of study, extra-curricular passions, or personal connections that they hold dear. Learn more about the Class of 2022 and their next steps via the QR code to the left.

BECOMING A MULGRAVE ALUMNUS

Dear Mulgrave Community, In the spring of 2001, I received an invitation to join a new community of educators who were building a school in West Vancouver. Little did I know that this invitation would lead to an amazing career of teaching music, working to build authentic relationships between students, families, and the North Shore community, and being part of a dynamic community of alumni. As with all journeys, they eventually come to an end. It is with mixed feelings that I let you know that at the end of June, I will leave my role at Mulgrave and officially join the community as an alumnus. I am uncertain where the next part of my journey (dare I say retirement) will take me but I am certain Mulgrave, and the remarkable people associated with it, will continue to hold a special place in my heart. Whether I am spending time with my family, taking time to explore places I have never been to, or embracing the many new challenges that will come my way, I am certain I will approach it with the verve and ethos that inspired my work at Mulgrave.

As I join the alumni community in a new way, I am pleased to announce that Rachel Johnston, Class of ‘14, is joining the school as Alumni Coordinator. As a graduate of Mulgrave, Rachel brings wonderful memories and a dynamic energy to her new role. She has made it her goal to connect with each of you and ensure that Mulgrave’s alum stays connected with their graduating class and the broader school community. I am excited to learn about the many opportunities Rachel will create to allow our alumni community to develop and grow. A dear colleague once told me, “At the end of the day you won’t remember what was said or done, but you will always remember how people made you feel.” I now understand the true meaning of those words and am sincerely grateful for how all of you made me feel during my time at Mulgrave. I am now ready to embrace the phrase I have so often shared with you: ’Once a Mulgravian, always a Mulgravian’.

Warmest regards, MARK STEFFENS (he/him)

MULGRAVE’S NEW ALUMNI RELATIONS COORDINATOR

Dear Mulgrave Community, I am delighted to introduce myself as Mulgrave’s new Alumni Relations Coordinator. As an alum of 2014, I am thrilled to return to this vibrant and diverse community and grow into this role on the Development Team. From diving into new projects to connecting with alumni, reconnecting with teachers, and reacquainting myself with the school, my first few months have been nothing short of exciting. I feel grateful to be a part of a community as welcoming and encouraging as this one. In 2018, I graduated from Western University with a degree in media and communications. I became heavily involved with the university’s orientation programme and had various roles in communications and social media that facilitated the transition of incoming students. Since graduating, I have worked in event coordination, communications, hospitality, and have volunteered with The Looking Glass Foundation. Prior to the pandemic, I lived in Melbourne, Australia, and completely fell in love with the city and people within it. My previous experience, both work and life, have taught me the importance of living my values and that I am invigorated by making meaningful connections and helping others. While there are a number of reasons I am excited by this role, I am particularly eager to work on the mentorship programme we are building on Mulgrave Connect. No matter how equipped students may feel academically and within the walls of their school, I believe that we learn the most about ourselves, the world, and where we want to go through storytelling and relationships with others. Mulgrave Connect and the alumni community have the power to facilitate connections and celebrate our remarkably diverse network of people. I am excited to build off of the extraordinary foundation Mark Steffens has built, and thank him for all that he has done for our alumni community. Warmest regards, RACHEL JOHNSTON (she/her) 36

J O U R N E Y A LO N G T E A R A R OA : WA L K O F A LIFETIME

JOSH RUETHER (he/him) CLASS OF 2015 I woke up to the sun casting its first rays of morning light under my tarp. Shuffling around to orientate myself within the crammed bug net I had called home for the last two months, I drank my instant coffee, ate a few granola bars, and began the morning ritual of packing up my possessions. A new day of chasing the horizon began. Every day, a different sunrise and sunset, an everchanging scenery only seen by foot. My body ached, but I also felt healthy in all senses of the word. I dreaded another full day of walking on sore legs, but I also could not wait to see where my feet would take me along this single track spanning the length of Aotearoa, New Zealand, meandering through the valleys and mountain ranges of the southern alps, to farmland and dense bush and long beach walks in the north. I was on Te Araroa, the long pathway, and every day I had to remind myself how I ended up walking across a few small islands in the middle of the South Pacific. I can only blame my parents for my outdoor obsession. Every chance we had, the car would be packed and we would be off on another camping trip, ready to explore the Pacific Northwest. Add on an amazing outdoor ed program at Mulgrave with Ms. McTavish and you’ve got a kid who can’t get 37

enough of the mountains. I guess it was only a matter of time until thru-hiking would creep its way into my life and I’d be hooked forever. After finishing university in Canada in 2019, and with uncertainty about what my future held, I decided to hike the Appalachian Trail across America. Those five months forever changed my perspectives, appreciation for the outdoors, career path, friendships, and most importantly, the relationship I held with myself. A chance encounter with a chiropractor led me to shadow him at his South Carolina practice. I found immense relief when I realised this is what I wanted to do for the rest of my life. Two months later, I boarded a plane to Auckland, New Zealand, to start a new chapter at chiropractic college. They say thru-hiking will destroy the rest of your life, in the best way possible. A return to reality after such an adventure sends many into a downward spiral. Life off-trail can be dull and repetitive, with our bodies craving daily exercise and our brains needing the rush of endorphins after climbing a mountain. I was lucky to start a new adventure on the other side of the world. I did not give myself the time to miss trail; I had so much else to preoccupy my time.

“I WALKED TO SHOW EVERYONE YOU DON’T NEED TO FIT A CERTAIN MOLD TO LOVE NATURE, HIKE, CAMP, EXPLORE A MOUNTAIN, OR SWIM IN AN ALPINE LAKE. YOUR DESIRE TO EXPLORE THE WORLD AROUND YOU, IN WHATEVER WAY MAKES YOU HAPPY, IS ALL THAT MATTERS. ”

Despite Auckland’s abundance of outdoor spaces, two years into my degree, an unsettling feeling of being in one place for too long began to grow. I needed to find balance between city life and my love for the outdoors. I craved another thru-hike, and what better than one in my new backyard. I grew up thinking the outdoors was a place for everyone; that anyone who wants to hike in the bush, or climb a mountain, would have that opportunity. But I guess privilege often comes with ignorance. That’s not to say I didn’t experience hardship, growing up a gay kid at a time when you’d hear mean comments from other young kids or jokes that would go a bit too far. I was never bullied, maybe because I waited until university to come out to my friends and family. And after that, I only ever received an abundance of love and support. The only conflict I really faced was that of my own demons, not accepting myself because for so long I believed who I was, was wrong. Years down the line, now, I have the confidence to express myself fully and care little for people’s judgement. But even this came with the sad reality that places like New Zealand, often recognised as one of the friendliest countries in the world and arguably one of the most progressive, has a long list of social issues, 39

especially for young LGBTQIA+ people. That’s when I came across RainbowYOUTH, a brilliant organisation doing so much for young people who need it the most by providing counselling, workshops, education in schools, getting young people off the streets, and so much more. I knew their work mattered. It helped. And so came an idea. I’d walk Te Araroa, not just for myself, but for RainbowYOUTH. I’d walk to raise money for a group that changes lives, and one that would have made such a difference in mine when I was younger. I’d walk to show everyone you don’t need to fit a certain mold to love nature, hike, camp, explore a mountain, or swim in an alpine lake. Your desire to explore the world around you, in whatever way makes you happy, is all that matters. Te Araroa is relentless, both in how it physically and mentally pushes you to the absolute limit of what you’re capable of, but also in its constant reminder of its sheer beauty and remoteness from western society and the comforts of modern living. I set a goal of walking the whole trail in two months (the time I had off school during my summer holidays). With the help of my dear friend Abby as support crew, we set out on a challenge I could have never prepared for. Most days I walked for

12-14 hours, slept under my tarp or in a South Island hut, woke up to the sunrise, and did it all over again. At road crossings, Abby would be in the van with my food resupply so I wouldn’t have to hitchhike into town, saving much needed time. Whatever I accomplished in a day, no matter how painful or tiresome or boring or lonely it was, I was always proud that I got through it and didn’t quit. And I had RainbowYOUTH, the real motivator getting me up every morning to push on. It was devotion, love, passion, and at times, stubbornness, that would get me from Bluff to Cape Reinga. It was a rollercoaster of emotions every day: a sense of euphoria at the top of a steep mountain climb, or the torment of being eaten alive by a thousand sandflies or being soaked for a week straight from a storm. But the highs were always worth the lows - loneliness was erased by friendly smiles from fellow hikers, desperation eased by a sense of accomplishment and fear replaced by confidence.

could not have been more wrong. The sheer volume of love and support I received from friends, family, and people I had never previously met reminded me that there is space for all of us, on and off trail. Hopefully this fundraiser is just the beginning of my journey with RainbowYOUTH and advocating for outdoor accessibility. My dream is to guide outdoor camping and hiking trips and share my love for the outdoors with queer youth. If you’d like to support my ongoing fundraiser, please scan the QR code below. I was always told: too much pride and you’re arrogant and contemptuous, too little pride and you’re shy and weak. But screw it, I felt pride. Proud of who I am, proud of what I had achieved. It’s a pride that every young kid should feel growing up, no matter who they are. RainbowYOUTH, thank you for showing that to thousands of young people across this country. This one’s for you.

When I made my final steps to the lighthouse at Cape Reinga, after 68 days of walking, I was greeted by a group of my closest friends who had come to surprise me. I threw up my rainbow flag in the wind, trying to contain the tears. For so long I was convinced the world was against me - that for some reason the way I was, was enough for people to hate me. I 40

KATRINA KERNAGHAN

MARK BAKHET

MJ MAYO

ETHAN LIPPMAN

CLASS OF 2012

CLASS OF 2013

CLASS OF 2014

CLASS OF 2019

CLASS OF 2018

Manager of Label

Associate corporate/securities

Co-Founder, VP & CPO of

Product Manager at EthSign

Consultant at Carpedia

Partnerships at TikTok

lawyer at DuMoulin Black LLP

PROTOTYP3 (Los Angeles-

(crypto startup)

International

BOBBY JELVEH

Canada

KAYLA-IMAN TALIB

based design agency)

JEREMY COX

LILIANA ORLIKOW

TIRAJEH MAZAHERI

DAX INMAN

CLASS OF 2010

CLASS OF 2019

CLASS OF 2011

CLASS OF 2014

CLASS OF 2011

Award-winning

Research Associate at

Founder of Vancouver Elite

Electrical Engineer at Rivian

Senior Manufacturing

cinematographer

Boyden Management

Real Estate Team

Consultant

Controls Development Engineer at Tesla, Cell Engineering

ALUMNI

LAUREN WIERENGA

DAISY HARRIS

JESSIE XIANG

NICK ALLEN

CLASS OF 2009

CLASS OF 2017

CLASS OF 2016

CLASS OF 2014

CLASS OF 2011

Psychiatry Resident

Releasing a self-produced

Working in NYC at Pelli

Athlete at Rugby Canada

Food & beverage

cross-genre collection of

Clarke & Partners

and recent graduate of

marketing and brand

Peter A. Allard School

development for 7-Eleven

of Law at UBC

Canada

MATT DURRANS

Physician

original songs, GROW UP

HANNAH BORLAND

BROWNWYN CARERE

NIKA MAGHSOUD

MATTHEW CULLEN

UZUAZO AKALAMUDO

CLASS OF 2014

CLASS OF 2008

CLASS OF 2014

CLASS OF 2016

UX/UI Designer at M3 Tech

Doctor of Pharmacy

Commentator & Reporter

QA Engineer at ecobee

Signed with FC Pipinsried

at CBC Sports

Football Club in the Regionalliga

MILESTONES

ALUMNI CHRIS FRENCH

REBECCA KENDRICK

STEVE HURR

ALIA RIDLEY

CLASS OF 2015

STUDENT AT MULGRAVE

CLASS OF 2008

CLASS OF 2013

CLASS OF 2011

Planner 1 at the City of West

FROM 2008-13 Winner of two Australian

Research Scientist at

Registered Massage Therapist

Married in March 2022

University of North Carolina

Long Drive Golf competitions,

at Chapel Hill

CAM HENDERSON

Kelowna

JULIETTE LEVINE

training for the World Long Drive Association and the LPGA

JUDE ARAFEH

DANIELLE WIERENGA

CHRIS ROBERTSON

WINNIE HUANG

CLASS OF 2016

CLASS OF 2006

CLASS OF 2011

CLASS OF 2015

Marketing Development

Summer articling student at

Principal at Telus Venture

Associate Director, Decision

Business Intelligence

Programme (TELUS Health,

Farris LLP, Vancouver

Sciences, at UM Worldwide

Analyst at Canalyst

Digital, and SmartHome Security), TELUS

MILESTONES ANGELA SAUNDERS

ERICA NEWMAN

ARI KAUFMAN

WILL COLLISTER (RIGHT)

CLASS OF 2007

CLASS OF 2018

CLASS OF 2020

CLASS OF 2018

CEO at Vorum, Vice-Chair

Production Manager at

Software Engineer at RBC

Taking over his brother’s

Student member of the

of the Board at Acetech

Industrial Brothers

Capital Markets

business, Vancouver BBQ

Canadian Society of

Boys

Cinematographers

SEBASTIAN MARIN

RAY YUE

PAIGE GUSCOTT

KATIE KRUGER

JOSH RUETHER

JERRY LIU

CLASS OF 2014

CLASS OF 2012

CLASS OF 2013

CLASS OF 2015

CLASS OF 2018

Moved to Los Angeles for

Project Coordinator at

Expecting her and her

Hiked Te Araroa in New

Winner of Excellence in

venture capital investing and

FACTOR (administered over

husband’s first baby girl in

Zealand (see full article on

Cinematography at NYU

entrepreneurship in Web 3.0

$20 million in COVID-relief

summer 2022

page 37)

Tisch School Of The Arts

funding for the Canadian music industry)

OUR ALUMNI B OA R D

The Mulgrave Alumni Board is instrumental in establishing meaningful support for our alumni students and families. Every member is committed to further growing and sustaining our community of thoughtful, ambitious citizens. Thank you to our incredible Board for your commitment and enthusiasm for the alumni programme. We appreciate your service and look forward to your continued guidance within our dynamic community.

ALIYA BHATIA 2004

FAZILA LAKHANI 2008

BERNICE PAO 2004

SAHRA KASSIM LAKHA 2020

ALEXANDRE CURAUDEAU 2004

BRANDON AYERS 2007

SAM RUSSEL 2007

ELIZABETH CALDERON Assistant Head of School

STEVE HUR 2008

LEAH VERDONE Director of University & Career Counselling

TAYLOR SHEPARD 2008

KATHRYN CLARK Senior School Science Teacher

JOLEE TUNG 2015

HELAINE SHEPARD Alumni Parent

JESSICA SU 2016

LEE HARDY Alumni Staff Member

AVA THOMPSON 2018

JOHN WRAY Head of School

LUKE ALLARD 2012

M U LG R AV E C O N N E C T Mulgrave Connect is a simple and easyto-use social networking platform on which our alumni can find one another and share their own personal and professional journeys. The system provides exclusive access to a robust and growing network of Mulgrave Alumni who are eager and willing to share their wisdom and advice. This is a valuable tool that will not only connect our alumni but has the potential to provide support to Mulgrave’s current students as they

approach graduation, post-secondary education, and the world of work. Mulgrave Connect is ready and waiting for our Alumni to join the platform. Simply visit: Mulgraveconnect. com and follow the prompts. Signup is intuitive and takes only a few minutes. Just like that, you’re a member of the Mulgrave Connect Alumni Community!

D E PA R T I N G

FACULT Y

This year, we say farewell to two long-serving Mulgrave faculty. To stay in touch, be sure to look them up on Mulgrave Connect.

MARTIN JONES

MARK STEFFENS

ASSISTANT HEAD OF SCHOOL | 19 YEARS

DIRECTOR OF ALUMNI ENGAGEMENT | 20 YEARS

Joining us nearly two decades ago, Martin has held a multitude of roles of increasing responsibility from Junior School Physical Health Education Intern, through PHE, English, and math teacher, Upper School Head of PHE, Middle School Vice Principal and Principal, and most recently Assistant Head of School. Additionally, Martin has been a beloved rugby coach, evolving our programme into an incredible opportunity for exploration and competition for student-athletes.

Mark has been described as the Swiss Army knife of Mulgrave… adaptable and useful for many tasks! He started at the school as a band teacher and in subsequent roles in community development and outreach, he has been involved in creating many of the traditions that we enjoy today with events such as Convocation and full-school assemblies. Mark’s incredible photography skills and trumpet talents will be forever part of our school’s fabric.

Favourite memory: “Accompanying the G9-12 Boys Rugby Team on a tour to Argentina and Uruguay. It was an amazing cultural learning experience and as a result of this shared experience, I am still closely connected to many of the students who came on the trip.”

Favourite memory: “There are many, but they all stem from an invitation for a ‘coffee’ introduction to a new-ish school called Mulgrave. It turned out to be a panel interview with about 10 people in the boardroom. Agility is the name of the game at Mulgrave!”

I N S P I R I N G E XC E L L E N C E — T H E CO N T I N U O U S P U R S U I T O F P E R S O N A L B E S T — I N E D U C AT I O N A N D L I F E

M U LG R AV E .C O M | @ M U LG R AV E S C H O O L 47

Cypress Magazine 2022

Articles inside

OUT OF THE COMFORT ZONE AND ONTO THE STAGE

IB: MULGRAVE’S CURRICULUM OF CHOICE AND THE BEST PREPARATION FOR UNIVERSITY AND LIFE

LIGHTS, CAMERA, ACTION

CURRICULUM IN ACTION

AND A FIVE, SIX, SEVEN, APAC

THE IMPACT OF APAC

DEPARTING FACULTY

THE FUTURE OF LEARNING TECHNOLOGY AT MULGRAVE