Report to our Community 2020-2021 by Mulgrave School

2020-2021

REPORT TO OUR COMMUNITY

TABLE OF CONTENTS

Message from the Head of School

Student Wellbeing

Message from the Board Chair

Curriculum and Academic Performance

Mission, Vision, and Values

University Acceptances

Who We Are

Alumni

Strategic Plan Update

Creative and Performing Arts

Our Community

Titans Athletics

Our Divisions

Outdoor Education

Global Citizenship, Student Leadership & Service Learning

GEx, Entrepreneurship & YELL

Mulgrave Statistics

land on which we live, teach, and learn is the unceded

Campus Improvements

Səl̓ílwətaʔ (Tsleil-Watuth), and Skwxwú7mesh

Governance

Gala

2330 Cypress Bowl Lane, West Vancouver, BC V7S 3H9

Mulgrave School would like to acknowledge that the traditional lands of the xʷməθkʷəy̓əm (Musqueam), (Squamish) Nations of the Coast Salish peoples.

www.mulgrave.com

604.922.3223

LETTER FROM OUR HEAD OF SCHOOL

Dear Parents, Students, Colleagues, Alumni, and Members of the wider Mulgrave Community, The 2020-2021 school year was a complex time; uncertainty due to COVID was a constant undercurrent but perhaps more importantly, we were all faced with numerous reckonings that challenged us to think more deeply and become more active on issues of inequity, privilege, discrimination and justice. Our school values and many aspects of our educational provision lay a foundation for both critical thinking and empathy. We strive to be inclusive, to seek out various perspectives, and to look inward to better understand our own identities. While some might believe that in a school setting, it is the faculty who do the teaching, more than ever this year, I feel that all of us had lessons to learn. At the start of the school year, I spoke with students and shared a video message with our broader community about my own self-reflection on my privilege and what it means to me in this tumultuous time. We all enjoy a measure of privilege by being a part of the Mulgrave community and having access to a high-quality education. What we choose to do with that privilege sets us apart and has the power to make a difference. To see students act on their passions and demonstrate authentic allyship with movements such as Black Lives Matter and Truth and Reconciliation made me proud and hopeful. Looking back on the year, we accomplished so much. There was the effort to wrap up the goals of our strategic plan and preparations to launch the new plan, the progress on our facility expansion and other construction projects, and the creativity with which our teachers and school staff tirelessly found new ways to connect with students, under restrictive measures, inspiring them to be their best. But what I will remember most, is the sense of community that was somehow strengthened, even as we all kept our distance. We proved that the smallest act of checking in on someone’s wellbeing can open the door to deeper connections when needed most. We experienced the positive impact of a smile or a gesture of kindness to lift spirits. And we saw how sharing viewpoints and engaging in meaningful dialogue can open minds to greater understanding and compassion. These connections, this trust that we have when we are vulnerable with one another, is something that I would not trade for the challenges we faced. I am ever-grateful to every member of our community - our students, teachers and staff, Board of Directors, volunteers, alumni, parents and caregivers, extended family members, and friends - for their contributions to making Mulgrave such a special place for each of us to pursue our personal best. Kind regards,

John Wray (he/him) Head of School

LETTER FROM OUR BOARD CHAIR Dear Friends and Members of the Mulgrave Community, As I peruse the content of this annual report, where we summarise the happenings of the school year, I am reminded of so many poignant moments throughout the year. There were times when we grieved over experiences lost, times when we celebrated new things tried successfully, and times when we rallied as a community. Throughout it all, I am grateful that our students experienced the near-normalcy of the year as they did, with continued opportunities to thrive. As a Board, we focus on the long-term, strategic advancement of the school. We have an incredible leadership team, faculty, and staff, who are education and subject matter experts and who are entrusted with the day-to-day operations of our teaching and learning environment. So despite the turmoil of the year, the Board focussed on progressing the final elements of our 2021-2024 strategic plan and kicked-off campus planning beyond the opening of the new Athletics and Performing Arts Centre. The strategic planning work was, quite deliberately, two years in the making. After extensive research and consultation, we have honed in on three key focus areas and look forward to introducing them to the community in the fall of 2021 (you can learn more at stratplan.mulgrave.com). I would like to thank everyone who has been involved in this effort - students, community members, leadership, faculty, and the Board Strategic Planning Committee. This has been an incredibly collaborative process, and I am confident that it will set a direction for our school that carries forward the momentum of our last plan’s progress while being reflective of our mission, vision, and values. It is also in the last year that the most visible progress on the Athletics and Performing Arts Centre has been made. We are so excited to open this new facility in the coming year, offering our students even more opportunities to express and challenge themselves, build camaraderie and school spirit, and enjoy the many benefits of movement and creativity that are so closely tied to wellbeing. I would also like to take this opportunity to thank the many people who have made everything in this report (and the many things that couldn’t fit on these pages) possible. Our students, faculty and staff, and leadership team contribute to an environment in which learning and growth are vibrant, engaging, challenging, and joyful. Our parents and caregivers encourage, nurture, guide, and model for our students, living out our values beyond our campus. Our MVP volunteers, family members, and caregivers continuously lend helping hands, adding to the many layers of support and warmth that are felt throughout our community. Our alumni and their families lay a foundation upon which we build. And my fellow Board members give generously of their time and expertise, steering the school into the future. It takes quite a team to build and sustain a place like Mulgrave, and I’m so proud to be a part of it. Yours truly,

Gopi Chande (she/her) Chair of Mulgrave’s Board of Directors

MISSION, VISION & VALUES

MEETING OUR MISSION The Mulgrave Report to our Community celebrates our journey and achievements and demonstrates how we meet our mission through the education we provide. It is also a key element of the annual reaffirmation of our status as a not-for-profit organisation. This annual publication is distributed to current parents, alumni, alumni families, staff, and local community leaders. This 2020-21 school year report contains only a small selection of the many happenings in our community. We hope you enjoy reading it and welcome your feedback.

OUR MISSION AND VISION Inspiring Excellence in Education and Life By inspiring excellence – the continuous pursuit of personal best - in education and life, Mulgrave strives to equip lifelong learners to thrive in a culturally diverse and interdependent world and to embrace, with passion and confidence, their responsibility always to do their best to support others and to make a difference by serving their communities, both locally and in the world at large.

OUR VALUES At Mulgrave we believe: • Individual values are based on personal integrity and acting with respect towards others. • Our sense of community and friendship is founded on humility, empathy, commitment, and inclusion. • Lifelong learning is built upon curiosity, creativity, agility, and innovative thinking. • A global perspective and environmental and social responsibility are central to becoming true world citizens. • All members of our community strive for wellbeing and balance and understand that striving for one’s personal best should be enjoyable. 4

WHO WE ARE Mulgrave is a gender-inclusive, secular International Baccalaureate (IB) World School predominantly serving the North Shore of Vancouver. As an independent day school with a reputation for providing a broad, holistic education and for our record of academic excellence, we offer the IB curriculum from preschool through Grade 12 in a spectacular West Vancouver setting: • Primary Years Programme (PK to Grade 5) • Middle Years Programme (Grades 6 to 10) • Diploma Programme (Grades 11 and 12) Academic, athletic, artistic, outdoor education, and service & leadership opportunities are all components of our enriched core programme. Student balance and wellbeing is a central focus, and giving back and making a difference through both local and international projects are integral elements of the Mulgrave experience.

THE MULGRAVE DIFFERENCE

• Highly skilled, committed teachers provide our students with exceptional individual care • A broad, holistic education focusses on the development of the whole child • The IB Programme nurtures modern skills and knowledge acquisition while ensuring students can acquire conceptual understanding and high-level analytical skills • The best developmental progression of learning provides students with essential skills and personal qualities for happiness and success in life • A rich array of co-curricular opportunities feed students’ passions and pique their interests • Our close-knit community shares core values • Beautiful, well-appointed facilities actively support student achievement • Our commitment to innovation and leading educational practices inspires students to reach their personal best

STRATEGIC PLAN

MULGRAVE 2020: MAKING MULGRAVE EVERYTHING WE CAN BE

The strategic plan Mulgrave 2020: Making Mulgrave Everything We Can Be was approved by the Mulgrave Board of Directors in May 2016. It established some ambitious goals to further develop our already outstanding education programme. We aim to make our education more: • personalised (learning, curriculum, and support) so that all students can achieve their potential academically and ultimately create a range of university options •

enriched with 21st century skills so that students can further systematically develop these key life skills for the future that will differentiate them from other academic high flyers

•

applied to authentic real world contexts so that students are able to apply their skills in authentic contexts and further develop an understanding of concepts and ideas in a real world setting

•

extended through enhanced co-curricular provision so that students can pursue their interests and passions, further develop their skills and establish lifelong interests and commitments

•

international so that students can live and work happily and successfully in a range of cultures and countries

to prepare our children to lead fulfilled, successful, and meaningful lives in the rapidly changing, international world mid-21st century.

Many things have been achieved during this five-year period and while not everything can be listed in this report, here are some highlights: Personalisation • •

Significant expansion of the IBDP subject choices Introduction of the ‘Enriched Pathway’ for students who choose not to sit the full IB Diploma

•

Enhancement of the MS LEAP elective programme to offer greater student choice

•

Specialist facilities in the new West Wing including US Art and Design Makerspace, Middle School Learning Centre, and new Early Years Centre

•

Significant development of support services in Learning Support, and Personal and University & Career Counselling

•

Further use of associate teachers and technicians in many areas of the school and especially in the EY and JS

•

Increased use of technology to support students’ independent learning and curriculum choices

•

Sophisticated use of assessment data to track student achievement and improve learning

Enrichment • Significant progress on the development of key skills taught throughout the PKG12 curriculum including the teaching of research and thinking skills, as well as good progress in developing digital and information literacy skills • Mulgrave-produced training videos on how to teach key skills through different subjects; processes, work, and successes presented at various international conferences

•

A number of key self-management skills assessed and reported (via report cards) consistently, allowing the school to track student and class progress

Application •

Field trips and visiting speakers expanded throughout the curriculum at different ages

•

Business and Social Entrepreneurial activities embedded in learning and now run as distinct courses in the Upper School

•

Professional and business skills for the future are more overtly taught within Character Education and Lifeskills courses

Extended •

Athletics strengthened with additional staffing and more co-curricular activities especially for younger students

•

Outdoor Education programme expanded and developed with an outdoor learning focus in addition to traditional outdoor activities, plus the appointment of an OE Director

•

Many more co-curricular opportunities developed, some in partnership with outside providers

International • Accredited by Council of International Schools and received international certification in recognition of the quality of work in this area • Developed students’ intercultural skills through cross-cultural events and sharing as well as international trips and curriculum projects • Further strengthened additional language pathways across the school

Much of the above has been achieved by a deliberate refocusing of our skills and energies. This has been made possible by additional staffing in key areas, the judicious use of collaborative planning time and staff training, additional resources, and new facilities. While some of these activities have been funded through our normal operating budget, we are very grateful for the many, many families who have supported our annual fund and capital campaign, enabling these developments. The pandemic has delayed development or suspended activities for the last two years in some areas, especially those that include offsite activity, overnight experiences, engagement with experts and personnel from outside of school, and larger group gatherings. However, as the pandemic impact begins to wane, these dimensions will come back very quickly. During the last five years, our fundamentals have remained secure. Consistent demand for admission has become exceptionally strong and we remain full and oversubscribed. We have completed two major construction projects and have ensured that our teacher compensation packages remained competitive. From a business perspective, the school is in very good shape.

Looking Forward After a deliberate, research-based, and consultative process, the Board and the School Leadership team introduced Mulgrave’s new strategic plan in the fall of 2021. It builds on the 2016-2020 plan and continues to guide our efforts to be student-centric as we strive for excellence. Through the priorities of personalisation, student health and wellbeing, and skills development, we will put additional, sustained emphasis on the aspects that strengthen our provision. Learn more at stratplan.mulgrave.com 7

FACULTY & STAFF

OUR COMMUNITY The Mulgrave community is known for its unity and tireless efforts to make our education and school the best they can be. Shared values and a common purpose strengthen our ties as we collectively strive to provide our children with an exceptional, holistic education that will prepare them for their next steps and encourage them to become happy, deeply satisfied individuals and responsible, contributing citizens.

There is no doubt that quality teaching and learning, and care and support, underpins any student’s success at school, and Mulgrave is blessed with an outstanding teaching faculty. They are dedicated and skilled IB teaching professionals who are passionate about education and work daily to improve their craft. They care deeply for the wellbeing of their students and place a strong emphasis on developing positive relationships to facilitate personal and academic growth. At the end of the 2020-2021 school year, we bid farewell to some of our long-serving faculty as they transitioned to a well-deserved retirement or moved on to different adventures in other parts of the country. These teachers shared their knowledge and expertise and challenged students to be their best, leaving a wonderful legacy within our community. Our thanks to: Libby Soper (18 years), Lee Hardy (20 years), Rob Eakin (15 years), Megan Collins (13 years), and Natassja By (10 years).

ALUMNI With each passing year, our alumni community grows. The deep connection of our students to one another, as well as to our school, is the foundation for lifelong friendships and relationships. We are always thrilled to welcome any of our near 1,200 alumni back to the school for a visit, for a mentorship opportunity with current students, and even as prospective parents.

FAMILIES Parents, extended family, and caregivers are essential to the success of our school as key partners in the attainment of our common goals. With their invaluable support and input, we collaboratively help our students reach their true potential. Whether involved as organisers for our many community-building events, as volunteers who help nurture students’ love of reading, or as ambassadors for our school, all of our parents share our mission to inspire excellence (the continuous pursuit of personal best) in education and life. We so appreciate their consistent participation and support.

STUDENTS Our students are all unique individuals at different points of their educational and developmental journeys, with trajectories that will take them in a myriad of directions. Through personalised guidance and a genuine interest in facilitating the discovery of their own voices, we delight in our students’ progress as they find their passions, become lifelong learners, and grow into their roles as stewards of a changing world. Our students continually inspire us, and we are grateful to them for the many gifts and talents that they share with our school, local, and global communities.

MVP The Mulgrave Volunteer Parents Association’s (MVP) primary goal is to sustain our school’s sense of community and foster a broad-based spirit of participation. The MVP is a group of passionate, dedicated individuals who radiate warmth and inclusivity, and they make our school a better place. They rally dedicated volunteers for vital roles such as class reps, and library, M Store, and cafeteria volunteers, and are the force behind our lively community celebrations. We are incredibly grateful to them for their generous donation of time and energy year upon year.

OUR DIVISIONS

EARLY YEARS

(PK3, PK4, & KINDERGARTEN) • IB Primary Years Programme (PYP) for the Early Years is outstanding preparation for formal schooling • Inquiry-based approach to teaching and learning • Highly trained and experienced teachers and associates • 1:8 teacher to student ratio in PK classrooms, plus an associate teacher for PK3 and one for PK4 • Two fully certified teachers in each K classroom • Focus on developing socialisation, collaboration, and advanced communication skills in a play-based environment • Inquiry-based learning supports the development of curiosity and self-determination while solidifying numeracy and literacy skills • Social events (online in 2020-2021) for parents and students which enrich the EY community • A purpose-built facility for our PK programme, and age-appropriate learning and play spaces for our K students • Access to outdoor play spaces and nature trail • Specialist teachers for physical and health education (PHE), performing arts, and outdoor education • Introduction to Mandarin Chinese (PK and K) and French (K) via specialist teachers • After school clubs for PK4 and Kindergarten students, plus enriching field trips and special guests (paused in 2020-2021)

JUNIOR SCHOOL (GRADES 1-6)*

• IB Primary Years Programme (PYP) as the core academic programme in G1-5 and Middle Years Programme (MYP) in G6 • Highly trained and nurturing teachers • Small class sizes • Two fully certified teachers in all G1-3 classrooms • Associate teachers in G4-6 and specialist classes • Specialist teachers for physical and health education (PHE), music, performing arts, additional languages (French and Mandarin), and outdoor education • Grade team leads and curriculum coordinators to enhance student learning • Dual-stream Mandarin programme: native and non-native speakers • Engaging and dynamic learning environment • Inquiry-based approach to teaching and learning • Focus on developing a wide range of 21st-century skills • Technology Integrationist & Design Coordinator to support and expand learning opportunities • iPad use in G2-6 classes to provide technology-enhanced learning • Extensive co-curricular programme, both before and after school *In the 2021-2022 school year, Grade 6 will shift to Middle School

MIDDLE SCHOOL (GRADES 7-9)*

• IB Middle Years Programme (MYP) as the core academic programme

• Well-rounded education with a focus on personal growth

• Range of personalised course offerings through the Learning Enrichment and Personalisation (LEAP) elective programme

• Bring your own device (BYOD) technology integration with a focus on developing digital literacy and citizenship skills

• Advisory programme offers strong care and 1-to-1 support

• Comprehensive offering of co-curricular activities to support growth, development, and exposure in arts, athletics, service and leadership, and outdoor education

• Life Skills course teaches a range of metacognitive skills, including a strong focus on wellness, identity, and positive education, as well as practical skills, such as budgeting • Use of the CAS (Creativity, Action, Service) framework to develop global citizenship competencies and growth in areas beyond academics • Use of live-time feedback to help students develop a deeper understanding of their learning

• Global Experiential (GEx) Learning Programme to expand educational experiences, further develop their real-world and intercultural skills, and engage in meaningful and high impact service learning (2020-2021 activities were all local due to COVID) • Extensive opportunities for all students to develop their leadership potential

*In the 2021-2022 school year, Grade 6 will shift to Middle School

SENIOR SCHOOL (GRADES 10-12)

• IB Middle Years Programme (MYP) in G10 and IB Diploma Programme (DP) or Enriched Pathways (IB/Provincial) in G11 and 12

• Enrichment programme of distinguished speakers and interdisciplinary expeditions/trips (2020-21 activities all local/national due to COVID)

• Outstanding preparation for university and beyond

• Personal university and career counselling services and regular interaction with university admissions representatives from around the world

• Focus on developing critical thinking, research, social, communication, responsible citizenship and self-management skills, alongside course content • Requirement to engage in global issues, interdisciplinary learning, and committed social service • Advisory-based structure to help build independence and offer 1-to-1 support • Innovative Character Education course aimed at developing life skills beyond a classroom environment and to facilitate social-emotional learning and well-being

• Comprehensive leadership opportunities in a variety of contexts (academics, creative arts, athletics, and service) • Extensive array of extra-curricular activities focussed on the personalisation of learning experiences and co-led by students and teachers • Emphasis on academics, arts, athletics and service, enhanced by an outstanding outdoor education programme • Graduates earn a prestigious double qualification - the IB Diploma (or IB Course Certificates) and BC Dogwood Diploma 13

STUDENT WELLBEING

Mulgrave’s approach to further enhancing student wellbeing is based on the work of Martin Seligman and the theories of Positive Psychology. In 2020-2021, we introduced an adapted version of Seligman’s PERMA model. The Mulgrave IPERMAH framework includes the following dimensions of social and emotional development and wellbeing: • Having comfort with my emerging identity, including: • Understanding my own identity, the privilege I have, and the challenges I face • Understanding the identity of others, the privileges they have, and the struggles they face • Having the Intercultural skills to connect with others • Having a clear sense of purpose, meaning, and value in what I am doing • Having positive relationships • Managing my emotions and maintaining positive emotions • Feeling and being positively engaged • Being positive about my accomplishments • Maintaining my physical health and wellness

The dimensions of IPERMAH are learned and supported through: • the formal IB curriculum • our pastoral care and support systems • curriculum enrichment opportunities • our school’s ethos and values

PERSONAL COUNSELLING Mulgrave has three full-time counsellors who provide both intervention and prevention services to students and support faculty with their classroom practice. The focus of personal counselling is to enhance the wellbeing of students and to empower positive change. Counsellors work closely with faculty and students from preschool through to Grade 12. 14

GLOBAL EVENTS OF 2020-2021 The COVID pandemic posed many challenges throughout the 2020-2021 school year, but one of our main concerns was the toll that it took on our students’ mental and physical wellbeing. Mulgrave committed to offering students the consistency and stability of a safe campus environment where high-quality learning could continue and where social connections were still able to flourish despite restrictions. As needed, students were also supported with at-home learning, ensuring uninterrupted engagement in their classes under the guidance of familiar teachers and with peers. Additionally, impactful events related to the Black Lives Matter movement and Truth and Reconciliation defined much of the year. Throughout this period, our counselling team, faculty, staff, and leadership emphasised the importance of strong mental health for students and shared tools and approaches, as well as programmes and activities, that enabled students to navigate the uncertainty and turmoil of this time. Initiatives that channelled students’ energy into creative, athletic, outdoor, and service pursuits all contributed to an environment in which student wellbeing and empowerment was at the forefront.

CURRICULUM

& ACADEMIC PERFORMANCE Mulgrave offers the International Baccalaureate programme to all students. With the IB’s emphasis on the Learner Profile, international context, forward-looking approach, and academic rigour, we believe it is the best education available today to help prepare our students for tomorrow. It is through an IB education that we can equip our students to become true global citizens and develop the skills and qualities they need to thrive in their future lives. The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

PERSONALISED LEARNING In support of a personalised approach to teaching and learning, Mulgrave offers students a variety of programmes, resources, and opportunities, including: LEARNING CENTRES The Mulgrave Learning Centre uses effective, evidence-based strategies to support students in achieving their personal best and becoming successful lifelong learners. Working collaboratively with students, their teachers, and families, our Learning Strategists provide personalised and intentional approaches that build upon each student’s unique strengths and capacities. Centered on the learner, our team supports skill development in critical areas such as time management, organisation, reading effectiveness, study strategies, and self-advocacy. LEAP ELECTIVE PROGRAMME Middle School students participate in a robust Learning Enrichment and Personalisation Programme which offers the opportunity to explore more than 60 offerings across the academic disciplines, arts, athletics, leadership, and outdoor education. This chance to personalise their course selection offers young teens greater voice and choice in their learning, and the opportunity to expand their horizons, and go deeper into their areas of passion. ENRICHED PATHWAY Some of our Senior School students choose to follow an enriched pathway to graduation. They customise their programme with selected IB courses and BC Provincial courses in order to pursue their commitments to athletics, the arts, or other interests or because the flexibility is best for their personal circumstances. These students benefit from the rigour of our IB programme and create a balance that allows them to manage demands on their time while excelling in other areas of their education. 17

CANADA

Alberta College of Art & Design Bishop’s University Capilano University Carleton University Concordia University Corpus Christi College Dalhousie University Huron University College McGill University McMaster University Queen’s University Ryerson University Simon Fraser University University of Alberta University of British Columbia University of Calgary University of New Brunswick University of Ottawa University of Regina University of Toronto University of Victoria University of Waterloo Western University Wilfrid Laurier University York University

UNIVERSITY ACCEPTANCES & PROGRAMMES OF STUDY The Class of 2021 is an insightful, dedicated, and resilient group of students who have overcome many challenges. Carving out this year as their own, they have demonstrated their creativity and agility by finding unique ways to pursue their respective passions for learning, the arts, sport, and service. Their positivity and tenacity have been inspiring and will propel them to be incredible collaborators and leaders on an even bigger scale. We celebrate their many accomplishments in a wide variety of pursuits and applaud their incredible $2.4 million in scholarship awards.

UNITED STATES

AMDA | College and Conservatory of the Performing Arts American University ArtCenter College of Design Babson College Barnard College Baylor University Bentley University Berklee School of Music Boston College Boston University California College of the Arts California Polytechnic State University - Pomona California Polytechnic State University - San Luis Obispo Chapman University Claremont McKenna College Dartmouth College Emory University Fashion Institute of Design & Merchandising Fashion Institute of Technology George Washington University Illinois Institute of Technology Maryland Institute College of Art New York University Northeastern University Occidental College Otis College of Art and Design Pace University Pepperdine University Pratt Institute Reed College Rhode Island School of Design Rice University Santa Clara University Savannah College of Art & Design School of the Art Institute of Chicago School of Visual Arts Southern California Institute of Architecture Syracuse University The New School - College of Performing Arts The New School - Parsons School of Design University of Alaska - Anchorage University of California - Berkeley University of California - Davis University of California - Irvine University of California - Los Angeles University of Calfornia - Riverside University of California - Santa Barbara University of California - Santa Cruz University of California - San Diego University of Chicago University of Illinois - Urbana-Champaign University of Michigan - Ann Arbor University of North Carolina - Chapel Hill University of Notre Dame University of Oregon University of Pennsylvania University of Portland University of San Diego University of Southern California University of Washington Whitman College

INTERNATIONAL

City, University of London Duke Kunshan University Durham University Erasmus University Rotterdam Hong Kong University IE University Spain King’s College London London School of Economics Parsons Paris | The New School Rotterdam School of Management Royal College of Surgeons in Ireland Thammasat University University College Dublin University College London University of Aberdeen University of Edinburgh University of Essex University of Kent University of Manchester University of St. Andrews University of Sussex Yonsei University

PATHWAYS AS UNIQUE AS EACH STUDENT Each of our 87 graduates is embarking on a post-secondary pathway that is the best fit for them. Through their education and experiences, and with the help of their counsellors and teachers, they have discovered the many facets of their identities and are ready to take on new adventures. Find out how our students find a path that’s right for them by visiting findyourfit.mulgrave.com. We will eagerly follow along as this group spreads their wings to land at a wide range of universities where they will pursue their passions in:

• Acting

• Law

• Applied Sciences

• Liberal Arts

• Architecture

• Life Sciences

• Aviation

• Medicine

• Business

• Media Communications

• Cognitive Sciences

• Music

• Commerce

• Nursing

• Data Science

• Philosophy, Politics, Economics (PPE)

• Engineering • Fashion • Film • General Sciences • Humanities • International Relations

• Political Science • Psychology • Social Sciences • Theatre • Visual Arts

MULGRAVE SCHOOL ALUMNI COMMUNITY Mulgrave’s alumni are spread throughout the world where they continue to ‘inspire excellence in education and life’. Our students graduate from our campus, not from our community - once a Mulgravian, always a Mulgravian! Mulgrave alumni bonds remain strong well after students graduate. Connections are created and strengthened by attending events, serving as a volunteer, acting as a career and network advisor, or by being an ambassador for the school. In the 2020-2021 school year, the school continued to grow Mulgrave Connect (mulgraveconnect.com), an easy-to-use social networking platform where our alumni can find one another and share their own personal and professional journeys. Through this tool, the efforts of our Alumni Advisory Board and Class Reps, and social media outreach, more than 97% of our alumni are connected to the school. Due to COVID, our events all moved online for the year, but that didn’t stop our dedicated and fun-loving alumni from connecting with one another, faculty, and current students through the following activities: • Return of the Mulgravians events where alum shared their university wisdom and tips with Senior School students • Participation in Senior School networking sessions • Performances at our virtual gala, raising funds for scholarships • Virtual gatherings to connect with long-serving teachers like Lee Hardy and Libby Soper • A virtual Homecoming event that included Mulgrave Memories Trivia Game, Coaches Corner, and 2K20 Basketball Tournament • eReunion for the Class of 2010 We continue to share memories and events as well as celebrate alumni milestones through Cypress Magazine, the Mulgrave Digest digital newsletter, and on social media (@mulgravealum on Instagram, Facebook, and Twitter).

THE ARTS AT MULGRAVE Every child needs to find their voice, and it is through the arts that we can help every student thrive and express themselves. In world-class facilities and supported by expert staff, Mulgrave students take risks, experiment, collaborate, and think in embodied, tactile ways across the full range of artistic forms. They can pursue specialisation in a range of fields (creative and academic), or they may choose to celebrate their creativity beyond the classroom in a more free-form way. 20

We cannot possibly capture such awesome creative energy in just two pages, but the following is a snapshot of activities that took place during the 2020-2021 school year (many adjusted to accommodate COVID restrictions and protocols):

PERFORMING ARTS

CREATIVE ARTS

Multi-Disciplinary Events

• •

Workshops on filmmaking, animation, art, music, dance, and theatre by a variety of guest instructors, many of whom connected virtually from locations across the globe Middle School students learned about a variety of art forms from cultures around the world through Artsapalooza

•

Social media series, Artists of Mulgrave, featuring the Class of 2021

Design

•

Students developed ambitious ideas and created working models and prototypes using 3D printers and tools. Examples of projects include functional cookie cutters that resembled endangered

Music

• •

protective equipment, and robotics competitions emphasising

and co-curricular ensembles took the stage at Mulgrave to film

iterative design

concerts for loved ones around the world to enjoy Co-curricular choirs, bands, and ensembles continued safely with COVID measures, creating music and friendships

Theatre

•

species, sustainable approaches to COVID-related personal

From PK to G12, all classroom music, performing arts classes,

Online Upper School Theatre Festival included three versions of

Visual Arts

•

A Diploma Arts Exhibition showcasing the two-year culmination of

•

Students across divisions, and in collaborations with various

our Senior School students’ Begets: Fall of a High School Ronin by Qui Nguyen, one from each grade cohort with student directors as well as Middle School students’ creation of their film 2082: A Journey Through Space

creative work by our senior Visual Art students clubs, worked on a variety of in-school displays including a Remembrance Day cenotaph, Lunar New Year installation of Nian,

•

Earth Day ocean waste installation, and Day of the Dead display Day in the Life photo contest

Film

•

Hosted a virtual Zoom Film Festival where one of our Senior School students won the Best Overall Film award in collaboration with peers from other North Shore high schools (also awarded

• •

Best Cinematography at the BC Student Film Festival) Senior School filmmaker and director won Best Thriller/Horror/ Action film at the BC Student Film Festival Online cinematography workshops and talks with industry leaders in stunt coordination, special effects, and more, as well as with the New York Film Academy (Directing Actors and Lighting)

TITANS ATHLETICS Mulgrave offers a rich variety of athletic opportunities that enable our student-athletes in G3-12 to flourish in a number of individual and team sports. While most competitions in our usual North Shore Secondary School Athletics Association (NSSSAA), the Greater Vancouver Independent Schools Athletic Association (GVISAA), the Independent Schools Athletic Association (ISAA), and the Independent Schools Elementary Association (ISEA), couldn’t happen this year due to COVID, our coaches continued to support our student-athletes in their pursuit of athletic excellence and personal best. Strong emphasis is also placed on our core values of character, commitment, communication, confidence, and heart.

2020-2021 UPPER SCHOOL HIGHLIGHTS BC School Sports Basketball Pandemic Challenge

• • •

G8-12 Boys: 1st G8-12 Girls: 3rd Highest number of participants amongst AA schools

North Shore Secondary Schools Athletic Association

•

Senior Boys: 2nd

2020-2021 JUNIOR SCHOOL HIGHLIGHTS

Senior Girls: 6th

Training continued in the following sports:

Cross Country - 3rd Overall in Virtual North Shore Championships

• • • •

Junior Boys: 2nd Junior Girls: 3rd

Track and Field - 5th Overall in North Shore Virtual Meet #3

Training continued in the following sports:

• • • • • • •

• • • • • •

G3-6 Cross-Country Running G5 and 6 Volleyball G5 and 6 Soccer G5 and 6 Basketball G5 and 6 Rugby G4-6 Track & Field

Volleyball

Over the last two and a half decades, our

Basketball

students, faculty and staff, and many parents

Cross Country

have generously supported the Terry Fox

Soccer

Foundation and the Heart and Stroke

Rugby

Foundation. These events continued in

Track & Field

2020-2021 in grade groups, bringing great

Badminton

community spirit to our campus.

OUTDOOR EDUCATION Mulgrave offers a vibrant, experiential Outdoor Education programme in support of student balance and wellbeing. Through multisensory, experiential learning in nature-based contexts, the programme builds resilience, an appreciation for our surroundings, and the skills to actively participate in, and advocate for, our remarkable region. Often, themes of Indigenous ways of knowing are also woven through the experiences. The following are highlights from the 2020-2021 school year:

SUMMIT LEAP PROGRAMME As part of the Middle School LEAP elective programme,

DAY CAMPS Due to COVID, our camp programme was re-imagined into a series of day trips instead of overnight experiences. Seasonally-appropriate activities enabled social connections, developed students’ skills, and created greater appreciation for our local surroundings. Fall: Students in Grades 7-9 engaged in hiking, rock climbing, canoeing, camp skills, team building, and kayaking. Students in Grades 10 and 11 kicked off their school year with retreats designed to build class cohesion, stretch problem solving skills, and soak up the wellbeing benefits of the great outdoors. Winter: At Callaghan, Grade 7s participated in snowshoeing, Grade 8s did classic cross country skiing, and Grade 9s tried out skate skiing. Instead of their usual overnight winter camp, Grade 10 students enjoyed a few days of downhill skiing and snowboarding lessons, indoor rock climbing, archery tag, team building and winter survival skills, and snowshoeing with kitchen building and cooking. Spring:

Summit offers opportunities to develop a broad understanding of outdoor skills and knowledge. Summit 1 (Grade 8) students participated in activities such as hiking, indoor bouldering, snow shelter building, tarp construction and survival skills, orienteering, leave no trace principles, stand-up paddle boarding, snowshoeing, and mountain biking. Summit 2 (Grade 9) students also enjoyed a wide variety of activities including day hikes, snowshoeing, snow shelter building, and learning about wilderness first aid and bear safety.

DUKE OF EDINBURGH’S AWARD Founded in 1956 by Prince Philip, this worldwide programme of distinction allows youth to develop a sense of responsibility to themselves and to their community. Given COVID restrictions, our Outdoor Education team collaborated with students on day-trip planning which participants then embarked on their own. A Gold-level kayaking trip also took place at the Broughton Island Group and Telegraph Cove.

New this year, Middle School students embarked on voyageur canoeing, Grade 10s participated in kayaking and stand-up paddleboarding, and Grade 11s had an ultimate frisbee competition.

OUTDOOR ED EXPERIENCES Students throughout Junior and Upper School participated in a series of experiences including snowshoeing, shelter building and outdoor cooking, hiking, ecology, trail maintenance, and learning about invasive vs. native species and local flora. Junior School students also enjoyed early summer days learning in Stanley Park, participating in an Indigenous history walk, identifying species and plants in the intertidal zone, and canoeing. Senior School students had access to the Get Out programme - voluntary informal activities to help participants unplug and engage with nature and their peers. Activities included hiking, indoor bouldering, snowtubing, kayaking, stand-up paddleboarding, and ultimate frisbee. And, our youngest Mulgravians were thrilled to explore our new nature trail with specialist Outdoor Education faculty. 23

GLOBAL CITIZENSHIP As a core tenet of the IB Programme and central to Mulgrave’s ethos and values, we solidified our definition of Global Citizenship in the 2020-2021 school year: Mulgrave’s Global Citizenship education empowers our community to build empathy, make connections and take action for a better world for all. Our responsibility to embrace the diversity of the human experience will be fulfilled through our commitment to: •

diversity, equity, and inclusion

•

sustainability

•

cultural competence

•

Indigenous knowledge systems

•

social justice

Global citizenship is closely tied to students’ understanding of their own emerging identity and the privileges and challenges they have, as well as those of others. Intercultural skills also enable students to connect with others through curiosity, open-mindedness, knowledge and understanding, dialogue, action, respect, empathy, and courage. Our curriculum and co-curricular activities offer students increasing opportunities to learn about, understand, and embrace the UN Sustainable Development Goals. The goals pair well with the transdisciplinary nature of the Primary Years Programme, global contexts of the Middle Years Programme, and in-depth study in the Diploma Programme. Additional offerings such as Global Citizenship Experiential Learning (more on page 26), CAS, and a wide variety of clubs and leadership opportunities further enrich student engagement in the most pressing issues that face our world today.

CAS: CREATIVITY, ACTIVITY, SERVICE & MORE

COLLABORATION

The Mulgrave MYP and DP CAS programmes facilitate sustained student engagement and learning in our local and

service, complementing the academic programme. Mulgrave students identify growth opportunities in five competencies that promote global-local engagement and understanding: school engagement, collaboration, intercultural skills, leadership, and personal health and wellness. Students in Grades 6-12 set annual goals related to efforts

ACTIVITY

CREATIVITY

Involves physical activities, exertion, well-being, and develops lifelong habits of physical and mental wellness.

Involves creative and original thinking, expression, talents, interests, passions, and imagination.

L SKILLS URA ULT RC TE IN

CAS balances the three elements of creativity, activity, and

SCHOOL ENG AG EM EN T

global communities, often beyond the traditional classroom.

GLOBAL-LOCAL CITIZENSHIP

in creativity, action, and service, which focus on personal outcomes (vs tasks). With their advisor’s support, students monitor and report on their goals using the five competencies (G6-10) or IB CAS Learning Outcomes

During the two-year Diploma Programme, Grade 11 and 12 students also take on a personalised, authentic service learning project, develop an ongoing personal health and wellness plan, and embark on a global-local community engagement initiative. It is truly a culmination of their Mulgrave and IB social impact learning experience. 24

LE A DE RS HI P

Involves meaningful, unpaid, and voluntary exchange within a community (school-based, local, national, international) in response to an authentic or real need that includes learning and reciprocal benefits for those involved.

W EL LN ES S

SERVICE

(G11-12) as the basis for their reflections.

TH AL E H AL ON S R PE

LEADERSHIP

Leadership encompasses a broad spectrum of student engagement across the arts, athletics, student voice, service, outdoor education, school clubs, community volunteerism, and other school partnerships. Students connected with global and local issues which inspired their action,

COMMUNITY PARTNERSHIPS With an emphasis on supporting our local community, below is a list

advocacy, and allyship, including the Black Lives Matter Movement, Truth and Reconciliation, environmental sustainability, and the impacts of the pandemic. The following captures the breadth of student leadership teams in the school:

of the partnership organisations

• Junior School Leadership Team

with whom we were involved in

• Middle School Ambassadors

the 2020-2021 school year:

• Middle and Senior Service Action Councils (SAC)

• Backpack Buddies Community First Foundation

• Mulgrave Middle and Senior Student Voice

• BC Children’s Hospital

• Athletics Council

• Binners’ Project

• House Leadership Team

• Heart and Stroke Foundation

• Arts Council

• Environment Club • Global Nomads

• Insight Global Education

• Mulgrave Emergency Response Team (MERT)

• Kids Help Phone

• HeadsUp and the Gender Sexuality Alliance (GSA): Mental Health, Wellness and Diversity Team

• KidSafe • North Shore Harvest Project • Ocean Wise • Project Backpack: Directions Youth Services Centre • Terry Fox Foundation

Our Student Board members, as well as the Co-Chairs, are elected by their peers, faculty, and staff. This leadership team looks after the social and emotional well-being of their peers. It is a group of Grade 12 students, some who have been at Mulgrave since Kindergarten and some who are newer to our community. The following are

• Urban Native Youth Association

members of our 2020-2021 Student Board:

• World Partnership Walk: Aga Khan Foundation

2. Angela Li, Co-Chair

1. Amin Gulamani 3. Gabi Novak 4. Isaac Manji, Co-Chair 5. Jack Chen 6. Joaquin Revello 7. Kai Lu 8. Miles Sullivan 9. Sadaf Ghanbari Miandoab 10. Tessa Rinck

GLOBAL CITIZENSHIP EXPERIENTIAL LEARNING GEx challenges and inspires students to become engaged responsible global citizens who act to make the world a better place. The programme recognises the necessity of real-world experiences and connections beyond the classroom to develop compassionate, globally competent young leaders of tomorrow. Through a continuum of experiential learning and engagement, students in Grade 7-11 explore themes and skills through the UN Sustainable Development Goals. In the spring of 2021, amidst COVID restrictions, GEx workshops shifted to a local focus, engaging with community partners in our surrounding area. A ‘week without walls’ challenged students to engage in the following themes: • • • •

Grade Grade Grade Grade

7: Sustainability 8: Reduced Inequalities 9: Health & Wellbeing 10: All of the above, plus Diversity & Inclusion

Community partnerships include:

• • • • • • • • • • • •

Insights Global Education KidSafe National Zero Waste Council Oceanwise Talaysay Tours Honey Bee Centre Fresh Roots Threading Change Hip Hop Reflections with Nigel Mojica UBC Climate Hub Lifespace Gardens 3 Crows Productions

Grade 10 and 11 students embarked on a deeper learning journey, collaborating with a local community partner to conduct a needs assessment and design a specific, implementable action plan. This project was also in support of students’ DP CAS Collaborative Project (see page 24).

MULGRAVE CENTRE FOR YOUNG ENTREPRENEURS AND CHANGEMAKERS (MCEC) The MCEC is a structured programme, outside school hours, for students with an interest in starting or further developing businesses and social enterprises that will create positive change in our world. Programming includes the Changemakers Club, YELL, and Networking Coaching Workshops and events.

YOUNG ENTREPRENEURSHIP AND LEADERSHIP LAUNCHPAD (YELL) In the 2020-2021 school year, as part of our Centre for Young Entrepreneurs and Changemakers, Mulgrave launched the YELL programme as an elective course for our Senior School students. Students gather weekly for lessons pertaining to entrepreneurship, such as networking, finance, negotiation, market research, digital marketing, business planning, and presentations. Guest speakers also attend each session to share their journeys and make real-life connections to the course material. Through these interactions, students also develop mentorship relationships and peer networks with like-minded individuals. The YELL programme offers students the opportunity to not only learn the fundamentals of entrepreneurship but to be inspired to create businesses that the world needs and that can contribute to a better future. In just its first year of programming at Mulgrave, our entrepreneurs had a very impressive showing at the YELL Venture Challenge. All three of our teams made it into the top 12 semi-finals, with co-founders of signR (a start-up fostering an inclusive community for the deaf and hard-ofhearing through telecommunications) winning the entire event against 49 other teams across BC. 27

MULGRAVE INDEPENDENT SCHOOL SOCIETY STATEMENT OF FINANCIAL POSITION HIGHLIGHTS

MULGRAVE INDEPENDENT SCHOOL SOCIETY STATEMENT OF OPERATIONS AND CHANGES IN NET ASSETS HIGHLIGHTS

JUNE 30, 2021

Assets

JUNE 30, 2021

Revenues

Cash and investments

$21,493,804

Tuition and fees

$25,732,044

Account receivables

601,652

Grants

3,425,889

Prepaid expenses

579,268

Fundraising and donations

3,922,079

Property and equipment

82,472,428

Other

1,255,018

Total Assets

$105,147,152

Liabilities and Net Assets

$35,878,512 Expenses

Accounts payable and accrued liabilities

$5,239,719

Amortisation

$2,238,133

Deferred revenue

20,675,526

Interest on long term debt

45,468

Bonds payable

885,334

Other operating expenses

5,980,463

Family deposits

9,189,847

Salaries and benefits

20,678,220

$35,990,426 $69,156,726

Net Assets Total Liabilities and Net Assets

$28,942,284 Excess of revenue over expense

$6,936,228

Net assets, beginning of year

$62,220,498

Net assets, end of year

$69,156,726

(does not include capital expenditures)

$105,147,152

NUMBER OF STUDENTS BY DIVISION (As of September 2020)

2019

139

Junior School

391

Middle School

246

Senior School

260

K-12:

957

2020

NUMBER OF STAFF BY DIVISION (As of September 2020)

Administration EY

2019

Junior School

Middle School

Senior School

Upper School

MULGRAVE STATISTICS

2020

STUDENT RESIDENCE (As of September 2020)

West Vancouver

64%

North Vancouver

24%

Vancouver

7.7%

Other 4.6%

2019

2020

CAMPUS IMPROVEMENTS ATHLETICS & PERFORMING ARTS CENTRE Throughout the 2020-2021 school year, great progress was made on the construction of our new Athletics and Performing Arts Centre. The additional 32,000 square feet will house the following amenities:

• • • • • • •

NBA/NCAA-sized basketball court with viewing gallery and bleachers seating for 600 (350 during full-court games) Multi-purpose space/gymnasium Dance space and yoga studio Choral and performance spaces and rehearsal rooms Team room Field-level locker rooms Fitness Centre

These spaces will further enhance our athletic, Physical and Health Education, and performing arts provision. The entire structure was erected and key elements such as electrical, plumbing, and HVAC were completed during the school year. At the close of summer break, gym floors were in place and finishing touches were on the horizon. Students will have the pleasure of exploring the spaces over the fall months of 2021 with opening celebrations to take place in December at our annual Homecoming event. While the strong fiscal management of the school has enabled us to fund the basic construction of this project through responsible bank debt, we are grateful to the families who have already supported this initiative with generous donations. Please see page 3 of the accompanying Donor Impact Report for more details and recognition.

NATURE TRAIL In the 2020-2021 school year, we opened a new nature trail that circumnavigates our campus. Students in all grades used the trail to connect with our incredible natural surroundings, improve their physical fitness, and connect with their classmates in an outdoor environment. The trail was also host to a number of special activities including a pumpkin patch for our Early Years students, tree identification and labeling project in the Junior School, and an Upper School tribute to Missing and Murdered Indigenous 30

Women and Girls.

SUMMER OF 2021 PROJECTS During the school break, numerous projects were in flight, including:

•

Construction and organisation of our new embedded library model with new spaces designed for specific use by Junior and Upper School students

•

Conversion of our previous library into a new Junior School Makerspace and Art Studio

•

Creation of a Black Box Theatre, a more intimate performance space with flexible layout

•

Construction of two new Upper School science laboratories

•

Remodel of the green room to incorporate two dedicated changing rooms

LEADERSHIP ADVISORY BOARD

The Mulgrave Advisory Board offers insight to the Head of

BOARD OF DIRECTORS

School and the Mulgrave Board of Directors on the following: • Mulgrave’s broad educational provision and philosophy • International innovations and trends in PK-12 education

The Board of Directors is entrusted to operate and run the school on behalf of the Mulgrave Independent School Society. The Society is a not-for-profit registered charity. There are up to fourteen parent or alumni-parent members of the Board, and we thank them for their selfless service and for the work they do to support the school. The Mulgrave Board as of the October 2020 AGM: Gopi Chande, Chair

Magdalina Ivanova

Harry Wierenga, Vice Chair

John Pao

Katherine Hoogendoorn, Secretary Roz Seyednejad Navida Suleman, Treasurer

Helaine Shepard

Beier Cai

Malik Talib

Richard Cheah

Shannon Vrsnik

Charles Chang

Since 2019, the Board has welcomed student representatives. Mona Xie and Bronson Lo were in Grade 11 when selected via application process and interviews and will serve until the 2021 AGM in October.

• Diversity, equity, and inclusion Members in 2020-2021 include: •

Tony Allard

•

Marianne McTavish

•

Lindsey Berns

•

Samir Manji

•

Jesse Calderon

•

Axel Meisen

•

Brad Carter

•

Nabila Pirani

•

Gopi Chande

•

Helaine Shepard

•

Paul Dangerfield

•

Samantha Tsuruda

•

Pam Goldsmith-Jones

•

Harry Wierenga

•

Silvia Heinrich

•

John Wray

•

Chan Hon Goh

•

George Iwama

•

Martin Jones

•

Simon Lesieur

•

Gordon MacIntyre

BOARD COMMITTEES

Our committees are comprised of Board members, staff, students, and parents, and they serve in the following areas:

Audit Building and Land Executive Finance Governance Nominations

DESTINATION: INSPIRED MULGRAVE’S FIRST VIRTUAL GALA Destination: Inspired was an evening to remember! On March 6th, more than 220 households, including parents, students, faculty and staff, alumni, alumni families, and board members, gathered around their screens, in the comfort of their own homes, to watch John Wray and Elizabeth Calderon host the gala live from Mulgrave. The family-friendly event was filled with student talent performing covers of popular artists like Adele, Ed Sheeran, U2, and Imagine Dragons. Several ballet and classical piano performances, as well as Junior School Jokes were also featured throughout. Wij the Magician used props like money, magic ropes, and Rubik’s cubes to delight and entertain; alumni Daniel Qin, Maddie Campeau, and the Blue Daisies showcased how they have developed their skills since Mulgrave; and the local band Undercover had everyone grooving to Motown hits during the intermission and final act. Mr. Wray even had a costume change mid-way through!

In addition to an incredible community gathering and display of Mulgrave spirit, we raised an incredible sum to add to our scholarship fund. Please see page 12 in the Donor Impact Report for more details and thank yous to sponsors and generous contributors. *A special note of gratitude to Mulgrave parent Shima Fasihi who worked behind the scenes to recruit sponsors, gather items for our silent auction, and build enthusiasm for this unique event.

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