BEYONDGOING
The Official Lauremont School Magazine | Winter 2024
START HERE, GO ANYWHERE
A Message from the Head of School
WHEN I THINK OF THE PHRASE Start Here, Go Anywhere I immediately conjure up the image of a globe. As a child, I was once given, as a birthday gift, an oversized globe on a wooden base that allowed it to spin. Each time I spun it, new countries and continents would come into view. This globe was colour-coded for deserts, forests and oceans (there were no cities in this version of planet Earth). However, the really exciting feature was that all the mountain ranges from the Appalachians to the Himalayas were actually raised like little bumps on the surface of the earth.
Gazing at a globe reminds me that in our inter-connected and increasingly shrinking world, Start Here, Go Anywhere is an accurate description of many people’s lives. This would be true of a large number of Lauremont families, teachers and staff who have travelled from far off lands to make their lives in Canada.
Start Here, Go Anywhere also speaks to the inward journey that every child takes as they move through the stages of their life towards adulthood. It is a path marked by milestones, bumps in the road, steep climbs and descents into valleys, and sometimes breath-taking views of distant horizons.
literally do “go anywhere”, as their future studies, careers and holiday travels will see them experiencing the extraordinary beauty, diversity, colours and textures of this unique world that we call our home.
One of the most powerful messages a teacher can send to a child is that they hold within them the capacity to go anywhere and be anything they choose to be, as long as they are willing to work hard and never lose sight of their goals. As the French poet and journalist Anatole France once wrote, “Nine-tenths of education is encouragement.”
“Nine-tenths of education is encouragement.”
At Lauremont School, we are devoted to making this phrase a lived reality for every one of our students. We know that we have a finite amount of time in which to share this stage of their life journey with them. All of our energies are focused on preparing them for the wider world they will move into sooner than we–or they–can imagine. Our graduates quite
The teachers who had the most long-lasting influence on me were those who made me truly believe that I could belong in the larger world beyond the walls of my school in rural Ontario. They gave me the courage and self-confidence to spend 29 years with my family living and working in independent and international schools in Turkey, Venezuela, Belgium, Japan and Germany before returning to Canada in 2021. There is of course no need to take the phrase “Go Anywhere” quite so literally. If education does its job well, children will grow into adults with rich and vivid imaginations, able to go anywhere they choose through the power of literature, music, the arts and whatever else takes them out of the narrow confines of their own individual experience.
Andrew Cross Head of School
ANDREW CROSS
w.discover ydaycamp.ca
Discover y Day Camp is a fun, exciting, and memorable day camp for children (4 years of age and older) that offers a diverse set of programming. Campers are given the opportunity to experience a multitude of activities including the creative arts, science and robotics, swimming, athletics and the great outdoors.
Swimming lessons will be offered to all campers in partnership with the Lifesaving Society’s Swim For Life Program, with multiple opportunities to earn swim badges.
Youth Program campers will enjoy an adventurous time outdoors with treehouses nestled in one of Ontario’s most beautiful conser vation areas.
Introducing yoga and mindfulness practices to young kids, offering a fun and engaging way for children to explore the benefits of yoga, such as improved flexibility, balance and body awareness.
A series of exciting programming for different camp groups, including the Musical Theatre Program and Stop Motion Animation.
Custom-made STEAM activities for Discovery Day Campers: Science, Technology, Engineering, Art and Math-based topics.
Our Youth Program benefits from the outstanding canoeing program offered by the Toronto and Region Conser vation Authority
FEELS LIKE HOME...
It’s opening night, the buzz backstage is palpable, costumes are on, make-up touched up, the curtains open, a hush falls over the crowd and, hearts pounding, the children begin.
THINK BACK to your first time on stage as a child. We all had to perform, whether we were the lead in our school’s play or we were playing a tree in the background: performance is a rite of passage for young students. Performing allows the shy student to find confidence, the budding artist to showcase their masterpieces, the curious learner to explore themselves through drama and music, and those very important trees to find their way in a busy world.
Just like a production, the completion of our beautiful new Performing Arts Centre (PAC), which opened in November 2024, took the work of a collective. From our planning committee to the teachers who helped imagine what a space like this could look like, the PAC was the dream of many that will now stand as a place for new dreams to take flight. It will be a hub for creativity, where students explore theatre, dance and
instrumental music. It will host concerts, talent shows and workshops, bringing the school community closer together. Without the support of our donors we would not be able to celebrate this milestone in Lauremont’s journey. Through our Take Your Seat campaign, we were able to raise much needed funds to support the renovation of this space. To recognize the enormous impact these donors have made on the school and its growth, contributors were invited to join us for a special sneak peak of the PAC. This special evening in November was highlighted by Juno award winning singer and composer Chantal Kreviazuk, who joined us for an intimate concert experience.
As Chantal charmed us with stories of her days at a CAIS independent school, she sang a 45 minute set that left everyone eager for more. But it wasn’t just that soulful voice and familiar lyrics,
it was the warmth of the space and the people within it that made the evening so memorable.
Located on the Lower School campus, the 384-seat PAC, equipped with a stage, theatrical lighting and acoustic design, is more than just part of a building—it is a beacon of opportunity. Beyond individual growth, the PAC will enrich the school in countless ways. It will enhance students' collaboration skills, boost their self-esteem and act as a gathering space for families to enjoy the talent of their children.
This theatre represents a dream come true – a space where creativity, imagination and self-expression will flourish. Starting here students will take centre stage, share their talents, passions and stories… and go anywhere.
Jennifer Shaw Executive Director of Community Development
TOP:
Chantal Kreviazuk plays for our donor event.
INSET: Our beautiful new Performing Arts Centre.
RESTORING REST
The Midnight Foundation's Student-Driven Mission to Help Seniors Sleep Better
At Lauremont School, we embrace a holistic approach to education as modeled by the International Baccalaureate (IB) programme, focusing on developing not only academic but communityminded students who are conscious of and prepared to contribute to a better world.
AT LAUREMONT SCHOOL, we embrace a holistic approach to education as modeled by the International Baccalaureate (IB) Programme, focusing on developing not only academic but community-minded students who are conscious of and prepared to contribute to a better world. We believe that education extends beyond textbooks and tests to cultivate a generation of responsible, compassionate individuals. Our curriculum reflects this ethos, encouraging students to grow intellectually while fostering empathy, resilience and a commitment to positive change.
In both the Middle Years Programme (MYP) and the Diploma Programme (DP), students develop learner attributes through diverse skill-building exercises and varied approaches to learning in the classroom, focusing on critical skills like self-management, communication and creative thinking. These Approaches to Learning (ATLs) are interwoven with each subject area, forming a solid foundation for the application of knowledge in realworld scenarios. But it is through unique, purpose-driven projects that students can truly internalize these values and apply their skills to issues of personal significance. The MYP, for instance, includes projects centered on Service and Action, while the DP encompasses Theory of
Knowledge (TOK), the Extended Essay and CAS (Creativity, Activity, Service), which are designed to foster inquisitiveness, personal growth and social responsibility. Through these projects, students are encouraged to challenge their own beliefs, explore different perspectives and apply their skills and subject knowledge to answer complex questions about the world.
One of the cornerstone elements of the DP is the CAS project, which is a service-based initiative that encourages students to extend their learning beyond the classroom by engaging with the world around them in a meaningful way. CAS stands for Creativity, Activity and Service—three pillars that inspire students to pursue their passions while actively reflecting on how these experiences shape them as individuals connected to local, national and global communities. Each CAS project is built around one of the core principles of creative exploration (whether through art, performance or other forms of expression), physical activity or service-oriented volunteering, making it a unique blend of personal development and community impact. Through the CAS program, students develop valuable qualities like empathy, perseverance and adaptability, building character and real-world skills that will
“The Midnight Foundation was born out of a desire to use their artistic talents to enhance the lives of senior citizens.”
serve them well beyond school. They gain leadership, teamwork and communication skills as they work individually and collaboratively to design, implement and reflect on their projects. This hands-on, experiential learning approach fosters a mindset of continuous growth, pushing students to reflect on their strengths, acknowledge areas for improvement and embrace a lifelong learning journey.
One standout example of a CAS project this year is the Midnight Foundation, a non-profit initiative spearheaded by three Grade-12 students: Lacey W., Carrie Z. and Yitong Q. This student-led organization exemplifies the spirit of CAS and is aligned with the United Nations Sustainable Development Goal of “Good Health and Well-Being.”
The Midnight Foundation was born out of a desire to use their artistic talents to enhance the lives of senior citizens, particularly those dealing with insomnia and related issues that can negatively affect well-being.
Lacey, Carrie and Yitong recognized that many elderly people in their community were struggling with sleeplessness, a challenge that often impacts physical and mental health. Motivated
by a desire to make a difference, the students took their CAS project a step further by not only creating a solution but also crafting a meaningful experience for the elderly. They produced an original music album entitled The Midnight Melodies, consisting of ten acoustic soundtracks specifically composed to soothe and relieve symptoms of insomnia. But the project did not stop there.
To make their initiative even more impactful, the students designed wellness-themed care packages that included physical copies of the album, as well as thoughtful items such as medicine organizers, candles and mugs. These packages were then delivered to senior care homes in Aurora, Unionville and Richmond Hill. This initiative not only serves to provide comfort to elderly residents but also to build an ongoing connection with the community.
Looking forward, the Midnight Foundation has ambitious plans to host holiday concerts at senior homes during the Christmas season. During these performances, the students will play live renditions of their album songs, bringing joy and companionship to residents. Through the Midnight Foundation, Lacey,
Carrie and Yitong have created a service that uniquely demonstrates compassion between generations, reminding us that community care can take many forms.
Completing a CAS project like the Midnight Foundation prepares students for future success by equipping them with skills essential for university and career environments. It pushes them to become globally aware and socially conscious, leveraging their strengths to face real-world challenges. The experience of creating something meaningful that directly benefits others teaches them about responsibility and the importance of community, turning academic skills and talents into tools for positive change.
At Lauremont School, the CAS program and similar service projects demonstrate our commitment to developing well-rounded, engaged learners who are prepared to leave a lasting, positive impact on the world. Through projects like these, our students learn that education is more than academic success; it's about using knowledge and compassion to make a real difference.
Shane Small IB Diploma Programme Coordinator
RIGHT:
Lacey, Carrie and Yitong hold their Midnight Melodies album.
A Day in the Life of a Toddler at Lauremont
Megan Chatz Toddler Program Coordinator
TINY TRIUMPHS
1
INDEPENDENCE
The Toddlers demonstrate independence each morning when they say a quick goodbye to their family and enter the school carrying their belongings. At times, the backpacks look bigger than the student, but they are determined to carry these items to the threshold of their classroom independently. Children are capable and confident in their abilities. We provide our Toddlers with the appropriate space and time to prepare themselves for the day. They hang up their outerwear, change their shoes and put away their supplies before beginning their work cycle. These activities enhance their fine and gross motor skills, independence and self esteem while following their strong sense of order.
Step into the bustling world of a student in our Toddler program, where each day is an adventure filled with learning, play and discovery. From the moment they enter the classroom, curiosity drives every step, and social bonds form in unexpected ways. Explore the routines, challenges and joys that shape their day at Lauremont.
2
LANGUAGE
It is important for children to be immersed in an environment rich with language! In our Toddler classrooms, the children have a reading corner with a variety of books and lots of replicas with matching cards. These activities and the attention to meaningful conversations enrich the children’s vocabulary, expression and social skills. Being part of a community also provides vast opportunities for socializing!
“There is a ‘sensitive period’ for naming things… and if adults respond to the hunger for words in an appropriate way, they can give their children a richness and precision of language that will last a lifetime.”
–Dr. Silvana Montanaro
3
WORK CYCLE
An uninterrupted work cycle is imperative to developing strong work habits. At Lauremont School, we provide students with a period of learning without interruption. This allows their brain to enter a state of flow and enables children to be fully absorbed and focused on a task. During this time the children are strengthening their fine motor skills, logical and sequential thought patterns and self-help skills.
GROSS MOTOR SKILLS
At Lauremont School, our Toddlers have the opportunity to visit the Gross Motor Room each day. This bright and airy space provides children the opportunity to strengthen their muscles, practice balance and risk taking, learn new skills, sing and dance to music, build large structures, learn social skills and the importance of taking turns.
OUTDOOR PLAY
MEAL TIMES
When given the opportunity young children are very capable of feeding themselves using appropriately sized utensils and open cups. During this time, they prepare their place setting with a placemat, spoon and cup prior to enjoying their food. After eating independently, they discard any leftover food into the compost bucket. Their plate, cup and cutlery go into basins for washing and plate, cup and cutlery into basins for washing and their linens into a laundry basket for laundering. Meal time is a great opportunity for socializing too! Good food, good friends!
“To assist a child, we must provide him with an environment which will enable him to develop freely”
-Dr. Maria Montessori
Young children love to explore nature. We are fortunate to have large grounds and a dedicated naturalized playground specifically designed for Toddlers. These spaces further enhance the children’s gross motor skills and encourage exploration. Young children enjoy collecting small treasures from nature – rocks, leaves, bark, flowers and snails are often put in a safe place to share with family and friends. Don’t forget to check their pockets prior to starting the laundry! 4 5 6 7
NAP TIME
Sleep is linked to brain development. Our brain synapses make connections during this time and memories are formed. Therefore, during the largest time of growth and development in a human (birth to age 5) it is important to get enough rest to assist in positive brain development. We follow the individual needs of each child to ensure they obtain just the right amount of rest each day.
“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”
-Dr. Maria Montessori
BUILDING MINDS AND HEARTS
How the New Middle School Design Prioritizes
Learning and Growth
THE MIDDLE SCHOOL EXPERIENCE at Lauremont School is intentionally designed to guide students through the unique and sometimes daunting transitions that come with early adolescence. As students move from the Elementary model to the more independent and rotational model of high school, our program ensures that they are not just academically prepared but also socially and emotionally ready for the journey ahead. Everything we do is with the Middle School student in mind, developing their strengths and helping them to overcome challenges.
CREATING CONNECTIONS
Research consistently shows that Middle School students thrive when they feel seen, valued and connected to their teachers. At Lauremont, we make this insight our guiding principle. More than just a slogan, “I am known” represents our promise that each student will be recognized for their individuality and potential. We believe that feeling understood by both their teachers and their peers is critical to their personal and academic growth.
This commitment begins with our Advisory program. Starting in Grade 7, each student joins a small, supportive advisory group led by two dedicated Advisors. These teachers work closely with their group, guiding them through academic changes and the new social dynamics of Middle School. They help students with practical skills like navigating their timetable, setting academic and personal goals and managing their time. Perhaps most importantly, they are there to support students through social and emotional challenges. Adolescence can be an overwhelming time; students at this age are highly perceptive and often feel things intensely. By providing them with trusted adults who check in on them, listen to their concerns and offer guidance, we ensure that each student has a strong foundation of support within the school.
TOP: Alistair M. works independently in our Middle School space.
TOP RIGHT: Mr. Bisnauth helping with student work.
A PURPOSE-BUILT ENVIRONMENT FOR LEARNING AND GROWTH
Our Middle School building reflects our commitment to meeting the unique developmental needs of early adolescence. Each floor has 3 classrooms that open onto a shared breakout space, purpose built to balance focused quiet work, small collaborative projects and social interaction, all important aspects of the Middle School experience. We know how crucial it is for students at this age to have space to socialize, move around and work in ways that suit their own learning styles. Our breakout spaces offer varied seating options, from high top desks that encourage focused study, to comfortable couches and round tables for group discussions and teamwork. It is rare to see these spaces without students spread out making use of every available surface! The Middle School has truly fostered a sense of community and belonging for our students.
ACADEMIC AND PERSONAL GROWTH IN GRADES 7 AND 8
During Grades 7 and 8, our goal is not only to teach curriculum, but perhaps more importantly, to help students learn to build the skills and confidence they need to be successful in high school. Middle School teachers work closely with Grade 6 teachers to create a seamless transition from elementary to middle school. This continuity of learning and support helps students feel more confident as they step into a new environment with more independence and responsibility.
Within the MYP curriculum, we push students to think critically, explore new ideas and take creative risks. Projects and group work are integral, enabling students to learn to communicate, negotiate and problem-solve collaboratively. A pillar of the IB programme is to combine rigorous academics with experiential learning; students are provided opportunities to apply what they are learning in meaningful ways.
We offer over 15 lunchtime clubs to provide Middle School
students with a variety of opportunities to try out new activities in a relaxed, supportive setting. From Lego Robotics and Jewelry Making to Public Speaking and Student Council, these clubs encourage students to take risks, discover new hobbies, and develop their skills outside of the classroom. By having the chance to try new things, students can have a clearer sense of who they are and where their interests lie, allowing them to be more focused with their co-curricular activities in Grade 9 when they may need to be better balanced with their workload.
Finally, we place an emphasis on social-emotional learning to equip students with tools for self-awareness, resilience, and empathy. Middle School is a time when peer dynamics shift, friendships deepen, and students start to separate themselves from their parents as they develop independence. Our teachers recognize the importance of guiding students through those changes and encouraging them to consider who they are, what they value, and how they might contribute to the community.
SUPPORTING THE TRANSITION INTO HIGH SCHOOL AND BEYOND
Just as we support students as they enter middle school, we also focus on preparing students for their transition into Grade 9 and the rest of high school. In Grade 8, we gradually introduce students to high school expectations, helping them to build organizational and study strategies they will need in Grade 9. Subject teachers help students to break down large assignments into more manageable pieces with mini-deadlines, while advisors focus on the importance of balancing multiple deadlines across their subject areas.
Through every stage of Middle School at Lauremont, teachers and Advisors work hard to create a supportive, empowering environment where students feel known, valued and prepared for what is ahead.
Caitlin Harris Middle School Coordinator
FEEDING FUTURES
How Lauremont is Paving the Path to Zero Hunger
“WHAT’S THE POINT OF SCHOOL?” is a question every teacher has heard and finely crafted a response to: “To prepare students for life,” “To impart key skills for success,’ Or, my personal favourite, “To create global citizens.” The United Nations defines global citizenship as, ‘the umbrella term for social, political, environmental, and economic actions of globally minded individuals and communities on a worldwide scale.’ This is a mouthful, but essentially, global citizens care about their responsibilities and take sustainable action for all, not just themselves. This is what we hope to inspire in our Lauremont students.
As part of this ongoing work, Lauremont recently introduced United Nations Day on October 24th and our most recent focus was Sustainable Development Goal 2: Zero Hunger. In all parts of the school, students and faculty are learning so that they can lead initiatives to address inequalities in food insecurity at a local and global level. Here are a few examples of the work our community celebrated this year.
In Lower Elementary, students worked with Ms. Tomaso to grow crops, like basil, kale and green-leaf lettuce, in an aeroponic tower garden. This innovation uses ultraviolet light and recycled water to grow crops year round in smaller spaces, making it a viable resource for areas with limited resources. In the future, this could become an essential apparatus in areas of the world facing droughts or extreme climate changes and our students are gaining firsthand experiences using it and observing its benefits.
The Friends of the Community Club recently ran their most successful food drive to date, collecting 4000 donations for 360°Kids. This effort comes at a time when food bank usage has risen by 25% from 2023. Thoughtful work
like this is not only humbling but educational for our students, as they learn about the challenges Canadians face and how we can help with relative ease.
The Grade 6 students visited Loblaws this term to learn more about food affordability in Ontario and just why so many families are struggling. They learned that food prices for staples like cheese and milk have risen while salaries have stayed relatively stagnant. The question was also raised about how grocery stores can minimize food waste; for example, by relocating food with a shorter best-before date to the front of shelves and making donations to food banks.
At the Upper School, some students who worked on The Lauremont Schulich Project in the summer of 2023 prepared to visit the Lower School to share their plans for sustainable food practices with the elementary students. These included designs for solar farms in shipping containers to address food insecurity in Nunavut, as well as sustainable fish farms in British Columbia which seek to manage disease and ensure biodiversity.
This is just a glimpse into a few months of learning about Zero Hunger at Lauremont School. You can imagine what more inspirational work is achieved throughout the year and what our students will accomplish as global citizens when they graduate and become our next generation of leaders.
Charlotte Brown Elementary Faculty
THE FRIENDS OF THE COMMUNITY CLUB RECENTLY RAN THEIR MOST SUCCESSFUL FOOD DRIVE TO DATE, COLLECTING 4000 DONATIONS FOR 360° KIDS
CHANGE MAKERS Our Compassionate, Connected and
AT
LAUREMONT SCHOOL, we strive to create a nurturing environment where students feel a deep sense of belonging and connection. This approach promotes overall well-being, builds empathy and understanding and cultivates a strong sense of self-awareness whereby our students can successfully start their social emotional journey and further these skills to create a strong sense of self in the future.
COMPASSIONATE, CONNECTED AND CURIOUS LEARNERS
We believe that the key to fostering compassionate, connected and curious learners is to get to know each student, understand their unique backgrounds and inspire them to love learning and personal growth. We strongly believe in every student’s potential to make a positive impact on society. Creating an environment where children thrive demands a collective approach within the classroom and school setting, and one of our call to duty as educators is to create welcoming spaces that amplify diverse voices and support the holis tic development of every student. We are confident that with our innovative programming and progressive approach to Montesori education, our Lauremont Elementary students who start here can go anywhere.
Curious
Learners are Tomorrow's New Leaders
DEVELOPMENT OF A CONNECTED CITIZEN WITH HIGH EMOTIONAL EQ
Our Grade 6 students are developing innovative thinking skills through the Design Thinking Program, where they are researching sustainable solutions to food waste and management. This program includes partnerships with Loblaws, Aramark, and Y2 Entrepreneurship Labs, and provides students with authentic experiences to support deeper understanding of various issues. Students explored how food is stored and sourced, and how some grocery stores handle surplus food. They also learned about how our Aramark staff approach food waste management and food sourcing in our Dining Hall. Through the design thinking process and experience, students learn to approach complex problems creatively and collaboratively. They gain critical skills in research, problem-solving, and empathy, and explore sustainable solutions that benefit both their community and the environment.
SOCIAL EMOTIONAL AND WELLNESS CURRICULUM
An exciting new initiative launched this year is the Elementary Nest Program, where each Elementary student joins a nest that includes both students and teachers from all grade levels. This fosters a sense of belonging and connection across grades, and helps students build relationships with peers and teachers beyond their own classrooms. Some fun Nest activities included “Fill-A-Shoe for Terry” where students brought in monetary donations towards the Terry Fox Foundation. On United Nations Day, students were challenged to reduce the amount of food waste in the Dining Hall during lunch. The Aramark team tracked the results and identified the Nest with the least food waste. This was a fun and engaging way to raise awareness about the goal of Zero Hunger.
Rachel Marks Head of Elementary
Andrea Ng Elementary Director of Academics
Inside the World of High Level Performers Program
Empowering exceptional students to reach new heights, Lauremont School's High Level Performers Program fosters academic excellence, leadership and personal growth. We’ve connected with three of our students to find out how they are being supported by this program.
THE HIGH LEVEL PERFORMER (HLP) Program aims to support and prepare students who are regularly engaged in high-level individual or team activities outside of school (20+ hours per week) for success in Lauremont’s IB MYP and DP academic programmes. This application-based program offers enhanced support, academic coaching, and increased flexibility to help students balance their commitments. Showcased below are three current High Level Performers to tell you more about our HLP Program.
MAXWELL L., GRADE 10
Since joining the High Level Performer Program in Grade 7, Maxwell L. has skillfully balanced a rigorous academic schedule with a competitive career in sabre fencing. With support from dedicated advisors like Mrs. McLean, Ms. Cantor and Dr. Kresky, he has developed effective time management strategies that enable him to thrive both in the classroom and on the piste. Weekly meetings and a structured support system have provided the guidance needed to stay focused, motivated and academically prepared while competing at a high level.
In managing the demands of both the IB curriculum and competitive fencing, Maxwell has embraced proactive planning as a cornerstone of success. Each year, he maps out a detailed calendar of training and competition dates, identifying academic deadlines well in advance to stay organized. This level of preparation allows him to complete assignments early, coordinate project milestones and request flexible deadlines and alternate test dates when competition
schedules require him to be away from school. He shared, “When I am traveling for competitions, I make the most of my downtime, whether it is in airports, on flights or at hotels. I use any free moments to review study notes and catch up on class content. It is all about maximizing those small pockets of time. This approach keeps me on track academically, even when I have a packed training schedule”.
With standout achievements that include top provincial rankings, multiple gold medals and a bronze at the 2024 Canadian National Fencing Championships, Maxwell exemplifies dedication and discipline. In addition to competing, he is certified as a provincial referee, officiating at tournaments across the province, reflecting his deep commitment to the sport.
Focused, disciplined and motivated, Maxwell embodies the mission of Lauremont’s HLP Program, achieving excellence academically and athletically with remarkable balance and resilience.
DECLAN Y., GRADE 8
Since joining the High Level Performance (HLP) Program in Grade 7, Declan Y. has been able to excel both academically and musically, channeling his passion for piano into a disciplined, successful pathway. With a structured support system, the HLP program has provided Declan with resources and encouragement to navigate the IB curriculum while dedicating countless hours to piano practice. "The program really showed me how much the school values the passions of the students
and wants to help us succeed," he shared, reflecting on how Ms. Cantor has helped him manage academic pressures and prioritize practice schedules.
A firm believer in proactive planning, Declan has developed effective time management strategies, balancing daily practice sessions, additional lessons before competitions, and academic work. Through setting goals and maintaining discipline, he has achieved an impressive range of accomplishments in piano. Declan has earned over 30 first-place finishes and numerous prestigious awards, including the RCM Gold Medal for the highest score in Grade 8 piano in Ontario. Internationally, he has won top awards at competitions such as the Toronto Steinway Piano Competition, Crescendo International Competition, and IYMC Music Festival and performed at renowned venues including the Aga Khan Museum in Toronto, Carnegie Hall in New York and Musikverein in Vienna.
With exceptional talent and resilience, Declan exemplifies Lauremont’s commitment to fostering excellence, achieving remarkable success both as a musician and as a student through the invaluable support of the HLP Program.
BRIDGET Y., GRADE 12
Since joining the High Level Performance (HLP) Program in Grade 11, Bridget Y. has been able to successfully balance the demands of both academics and competitive golf. The program has been instrumental in providing flexibility around her busy schedule, allowing for makeup tests and extensions during tournament seasons. Bridget appreciates the understanding and
“The program really showed me how much the school values the passions of the students and wants to help us succeed.”
—Declan Y.
support from teachers, who are always willing to adapt to her needs. "The program has been very accommodating and I feel a lot less pressure for large assessments, benefiting my mental health and and resulting in a happier. student life," she shared. Effective time management and communication are key strategies for balancing her academic and athletic commitments. Whether it is emailing teachers for missed notes or meeting with Mrs. McLean and now Dr. Kresky for weekly check-ins, Bridget ensures that she stays on top of classwork while attending tournaments and practices. Maintaining an organized agenda for both school assessments and golf competitions allows her to plan ahead, staying prepared for the weeks to come.
As a competitive golfer, Bridget has achieved impressive success, including being selected as a Team Ontario member for 2023-2024 and securing top placements in various tournaments. In 2023, she finished 5th in Ontario’s U19 division and 3rd in the U17 division, with notable finishes at the Ontario Junior Girls, Ontario Spring Classic and Golf Canada Next Gen Atlantic Championship. Highlights from 2024 include a top-10 finish at The Highlands AJGA tournament in the U.S. and a 6th-place finish at the Ontario Women's Amateur Tournament. Bridget is also a back-to-back CISAA Champion and earned a 5th-place finish at OFSAA in 2023. Most recently, she received a roster spot on the Lehigh University women’s golf team, ranked 46th by the U.S. News.
With aspirations to continue excelling in golf while maintaining a balanced life in university, Bridget looks forward to competing at a higher level while enjoying the academic and social experiences that university life has to offer. Grateful for the support and resources provided by Lauremont’s HLP Program, she hopes that future students will also benefit from its guidance, just as she has.
Jody McLean Assistant Head of Upper School
SHINE
Kickstarting the Day with Early Morning Sports at Lauremont
AS THE SUN RISES and the school bell looms, there is a buzz of excitement at Lauremont. But it's not the usual classroom chatter; it is the sound of basketballs bouncing, volleyballs soaring through the air, and the laughter of kids engaging in a dynamic, high-energy morning activity. Our Morning Development Program, where students can learn and practice basketball and volleyball two mornings a week, offers more than just a fun start to the day—it promotes physical health, teamwork and confidence in ways that will last far beyond the final whistle.
The concept is easy; give the students all these reps at a young age and by the time they arrive at the Upper School, their proficiency in that sport is so much better than with just the repetition done in their physical education classes. Lauremont partners with two sport-based programs that are widely considered to be the top of their field in the GTA. For our basketball partner, we have Elite Camps and for volleyball, Thundercats Volleyball Club. With a maximum number of students that we could take, the demand was high and so was the enthusiasm. Over the course of the last three years, we have opened the participation to younger and older grades and we have also introduced badminton on Friday mornings; working with KC Badminton Club, a powerhouse in GTA badminton.
THE POWER OF EARLY MORNING ACTIVITY
While many schools offer after-school sports programs, the morning time slot has become a game-changer for active kids. Research has shown that starting the day with physical activity helps boost energy, improves mood and enhances focus throughout the school day. The morning basketball, volleyball and badminton program is designed to harness these benefits, giving kids an outlet for their energy while fostering a sense of accomplishment early on.
We have also seen an increase in confidence. One of the key benefits of this program is its focus on building self-esteem. Many students gain confidence not just in their athletic ability but in their capacity to work as part of a team. Whether it is a competitive game or a simple warm-up drill, each child learns the value of persistence, communication and collaboration.
Many students who would never have otherwise tried out, parlayed their morning repetitions into a place on one of
Our Morning Development Program promotes physical health, teamwork and confidence.
our after school Titans Teams. We use the same Morning Development partners to coach our after school basketball, volleyball and badminton teams and compete against other CISAA schools. Some students who show a great desire and passion for their sport have also sought out extra opportunities outside of Lauremont hours by joining our Partners’ house leagues, weekly lessons, camps and rep teams, furthering their athletic prowess in these sports.
START HERE…
At this age, we are working on the long term athletic development of each child. We don’t play for banners or championships, but everyone has the opportunity to shine by playing for the same amount of time. In a situation where we previously would have only had one team, we are now able to offer two teams and further develop the skills and confidence of more students.
By the time they reach the Upper School in Grade 7, students are ready to play for banners and championships. We believe that starting them off in the Morning Development Program in the early grades, giving them hundreds of repetitions of the skills, and having them compete on Titan Teams, will all lead to much greater athletic successes at the Upper School.
By providing opportunities for kids to discover their talents and passions, the program helps to lay the foundation for a lifelong commitment to health and wellness.
Whether they’re sinking a three-pointer, making a perfect volleyball serve, or simply enjoying the camaraderie of their peers, kids who participate in the morning basketball, volleyball and badminton program are not just getting a head start on their day—they’re building the foundation for a healthier, happier future.
Dave Cordner Lower School Athletics Director
The Duke of Edinburgh Award and the Power of Outdoor Education
FEATURE STORY
For over 60 years, the Duke of Edinburgh Award has provided a life-changing opportunity for young people to discover their potential, build essential life skills and gain a sense of accomplishment.
IT IS A PROGRAM that goes far beyond physical boundaries, encouraging students to push themselves mentally, emotionally and socially. This program helps students to develop the confidence and resilience needed to face the future head-on.
The Award is built around three levels: Bronze, Silver and Gold, and participants are challenged to complete a variety of activities that focus on four key areas: physical activity, skills development, volunteering, and an expedition. Each section encourages personal growth, whether that means learning a new instrument, mastering a sport, or contributing to the community.
“The Award experience helped me to meet new people, develop new skills and become more physically active!”
Thomas X., ‘23
The Award is a marathon and not a sprint. It is a non-competitive program in which participants set and achieve personal goals for community service, skills, fitness, and adventure. It is all about dedication and commitment to staying consistently active. Volunteer activities boost high-yield skills like advocacy, leadership and empathy. Physical Recreation activities and the Adventurous Journeys not only establish healthy physical habits, but build transferable skills such as collaboration, motivation, resilience and self-awareness. One way that Lauremont supports the Award and gives students experiential learning opportunities is through our Outdoor Education Program. Students in Grades 7 to 11 participate in an annual camping/outdoor educational experience during the month of September. Trips are at various camp locations in Southern Ontario. In Grade 7 our students head to Camp Muskoka where they get an introduction to outdoor
LEFT: Students discover the forest using slacklines.
TOP: Sea kayaking on the East Coast. harcite
ABOVE: Winter camping in Ontario.
TOP RIGHT: Students working together in Mansfield.
education through a camp experience. In Grades 8 to 11 our students complete various camping experiences with our partner Outward Bound Canada. Outdoor skills are scaffolded with increasing difficulty each year, all culminating in a Grade 11 three day portage trip through various camping locations while cooking on campfires and sleeping in tents each night.
Over the last couple of years we have added additional outdoor education opportunities for students to help them fulfill the Adventurous Journey requirements of the award. In June 2023, students in Grade 10 and 11 travelled to Nova Scotia where they participated in a sea kayaking expedition. In the 202425 school year students will have the
opportunity to participate in winter camping in Algonquin Park. Future exciting opportunities to central and west coast Canada are on the horizon. These expeditions help our students gain an appreciation of the great outdoors and continue to develop their interpersonal skills.
The Duke of Edinburgh program has allowed our students to go beyond their comfort zones and try new activities. It allows students to truly explore their passions and continue to develop their skills in the things they love.
Despite the challenges posed by the COVID-19 pandemic, Thomas X. (Class of 2023) completed all three levels of the Award and was invited to the Award Holder Celebration and was recognized for his Gold Award achievement by His Royal Highness, Prince Edward, Duke of Edinburgh and Her Honour, the Honourable Elizabeth Dowdeswell, Lieutenant Governor of Ontario.
Ultimately, participation in experiential learning like the Duke of Edinburgh Award offers more than just a series of activities. It is an invitation to explore the world, develop as an individual and discover just how far one can go. For the young people who take part, the metaphorical journey to "go anywhere" becomes a tangible reality, equipping them with the skills and experiences to succeed in whatever they choose to pursue
Aaron Walker CAS and Outreach Coordinator
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GOALS OF OUTDOOR EDUCATION
Help students learn to appreciate nature.
Learn new skills related to the outdoors.
Help to build a team amongst peer groups.
Show students they can persevere through adversity.
Learn more about the natural world.
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Show students how to effectively lead others.
THE ART OF CURSIVE WRITING
Children's House
Student's First Steps in Cursive Writing
Have you ever wondered what that paper is that your child brings home so often in Children’s House, with an outline of a geometric shape and a squiggly line inside?
CHILDREN COMPLETE MANY Metal Insets during their enrolment in the Children’s House. It is believed that it takes 10,000 hours to become proficient at a task. Young children understand the importance of repetition in mastering a skill. They complete an activity over and over again to develop themselves, physically and mentally. They are thoroughly engaged in the process and by repeating a movement or skill they are solidifying their knowledge and abilities.
The importance of repetition is illustrated with the children’s use of the Metal Insets. The student chooses the shape, traces the inset on paper and fills in the geometric shape with various lines. The initial presentation has the child draw serpentine lines within the given space. At first the strokes appear to go beyond the outline and are not fluid.
LEFT: Students develop cursive writing skills
With the development of the fine motor movements, muscular control and hand-eye coordination the designs become more controlled and fluid. Eventually the students will have developed their fine motor skills to the point where they are creating beautiful designs with a variety of shapes. This material enables the child to acquire mastery of the hand using a writing instrument. It assists in the development of lightness of touch and controlling fine movements within a given space in preparation for hand-writing. So, every time your child proudly presents you with the coloured shapes, know that they are working diligently to develop their penmanship.
WHY IS CURSIVE WRITING TAUGHT IN CHILDREN’S HOUSE?
Dr. Montessori was an innovator! She observed young children and designed an educational pedagogy based on her findings and her knowledge of child development.
Within our Language curriculum we have maintained Dr. Montessori’s curriculum which includes teaching students to write cursively. We are often asked why we teach it to such young children or why we teach it at all. There are many benefits to learning cursive writing to enable our students to express themselves freely now and prepare them for future skills needed in society; for example, learning to write their signature. The movements of cursive writing are more natural and the letters are easy to form. Cursive script is composed of gently curved lines and is therefore an extension of the natural movements of the hand. The most difficult movements for the hand to create are the perfect circle and a straight vertical line. Print involves these two shapes to create the alphabet. There are many letters in lowercase print that are confused as they are the reverse image of another letter; for example, b and d, p and q. This is not the case in cursive writing. When children see cursive letters attached they understand that the combination of letters make a word; they are not single unrelated sounds. This helps a child to learn decoding easily too. We teach cursive for writing and print for reading and the students are able to transition seamlessly between print and cursive.
One of the Language outcomes from the Children’s House curriculum is children writing cursive words on lined paper. This writing includes compositions they have created with the story alphabet. They express themselves with stories about life events, messages of kindness to others, letters and cards to seniors and veterans and celebration of holidays; for example, Valentines and letters to Santa.
Carolyn Reid
Head of Toddler and Children’s House
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MIRRORS
BENEFITS OF CURSIVE WRITING
Some mirrored letterforms in print can be particularly confusing for some people, especially those with dyslexia.
GENTLE CURVES
Cursive writing avoids perfect circles and vertical lines, mimicking the natural movements of the hand.
COMPREHENSION
Cursive writing encourages learners to see words rather than individual letters, increasing comprehension.
b d p q
FULL STEAM AHEAD
The future of innovation at the Upper School
Through a bespoke partnership with local STEAM experts, Lauremont continues to build a strong foundation of innovation for our Middle and Senior School students.
LAST SPRING, a small group of Lauremont faculty organized by MYP Coordinator, Jessica Wong, walked north up Edward Ave. from the Upper School campus to be introduced to and tour The Steam Project’s facilities. After seeing the workshop space equipped with laser cutters and laser printers, sewing machines, woodworking tools, coding areas and robotics equipment, it became clear that Lauremont students could really benefit from involvement in their programs. The hands-on STEAM offerings have been uniquely designed by owner, Jay Wengle and his staff, to engage learners of all ages. Independent modules allow students to experience the equipment, learn design, coding, and shop skills, all while constructing varying projects of varying scope and complexity. The Steam Project programs bring an intentional blend of the Arts into Science, Technology, Engineering and Math.
From that initial visit some six months ago, Lauremont has created a vibrant partnership with The Steam Project. This fall, their staff ran two
LEFT:
Students building a tiny home model
BOTTOM LEFT:
Students building machines in the robotics program
BOTTOM RIGHT: Woodworking in The Steam Project lab
lunchtime programs for our Grade 7 and 8 students. One such program is called Inventor Series in which students work in small groups to invent, design and build an item. Carmen N. describes how her group is designing and building a jackin-the-box toy using Tinkercad software across the 10 week lunch program. At the end of November, our Middle School Coordinator, Ms. Harris, who has helped to steward the programs at the school, will be giving a new group of students an opportunity to engage in the Steam Project modules, and this will then be extended and rotated a third time in the spring term. Due to the modular design of the projects, students wishing to engage in multiple sessions can gain a new experience each session and build on their skills incrementally.
software in the process.” Shayan S. states, “I enjoy the teachers who are really fun and I have learned how to use Tinkercad to make designs and how 3D printers work in the Battlebots program.” New faculty member Ms. Aileen Li, who is helping with the robotics team twice a week, is enjoying seeing the teamwork and evident learning by the eight Middle School students who are preparing to build, program, and enter a robot in the First Tech Challenge competition in the spring. This particular group is learning advanced coding, collaboration, engineering and presentation skills as they work towards their competition deadline.
“I have learned how to use certain tools, such as a belt sander and a drill press. It was a fun experience for me because I love learning new things.”-Kylee S, Grade 7
Simultaneously, Lauremont’s partnership with The Steam Project has allowed our students exclusive access to several extra-curricular school programs including woodworking, battlebots, tiny homes and robotics. Kylee S. in Grade 7 comments, “in woodworking, I have learned how to use certain tools, such as a belt sander and a drill press. It was a fun experience for me because I love learning new things.” Serena J. shared that, “I enjoy engineering so when it came time to do it in a TINY version (Tiny Homes) I was so happy to design and build a house, learning sketch up
With an eye to continuing to evolve our unique partnership, The Steam Project will be using the Upper School at Lauremont as a home base for its 2025 summer camp. Students from Lauremont and other local schools will have the opportunity to attend these extra-curricular programs for two-week sessions across July and August. Aimed at students from Grade 3 to Grade 9, there may also be some opportunities for senior students at Lauremont to either volunteer or work as summer counsellors helping to mentor younger students in their design projects.
In only a few short months, it is clear that the TSP-Lauremont partnership is helping to address a need in our school program. Engaging our Middle School students in creative, fun and skill- building experiences both at lunch and after school, marks an important beginning to providing enrichment opportunities in STEAM areas. As the Upper School continues to grow, there is tangible excitement to gather and accrue Lauremont resources, as well as plan for future growth of programs and spaces. It is our hope that a new innovation space in which programs like robotics and design can be housed is in the not so distant future of Upper School expansion. In the meantime, our partnership with TSP and the development of internal resources is pushing us to find transition space to help facilitate the delivery of more of these experiences at Lauremont.
Peter Hill Head of Upper School
A FRESH START
Determination and teamwork lead our Grade 3-6 Cross Country team to success
This season has been one of growth and triumph for our Grade 3 to 6 cross-country team, who embraced the theme of a “Fresh Start” with incredible courage, compassion and connection.
FROM NEW RUNNERS finding their stride to seasoned athletes reaching personal bests, each team member exemplified these values, contributing to one of our most successful seasons yet.
Cross-country running is not just about physical endurance; it’s a test of mental strength, teamwork, and heart. Our young athletes stepped up to the challenges, embracing the notion of a fresh start as they tackled everything from early practices to race days. The values of courage, compassion and connection became the foundation for a season that united the team and inspired everyone around them.
THE COURAGE TO KEEP PUSHING FORWARD
Every runner faced moments of self-doubt, from the steep hills to the relentless pace. But what shone through was their courage—the willingness to face these challenges head-on and keep pushing forward. Whether it was a Grade 3 student in their first race or a Grade 6 runner working to beat their previous best, each athlete showed remarkable bravery.
Courage was displayed in small and big ways: in the decision to keep going when tired, to sprint the last hundred metres or to support a teammate along the course. This inner strength not only helped them achieve new milestones but also created a culture of resilience that will benefit them on and off the track.
COMPASSION IN EVERY STEP
Cross-country is often seen as an individual sport, yet compassion emerged as a defining trait of our team. From encouraging each other through tough workouts to offering a high-five after a race, the athletes displayed an empathy that bonded them as a team. Seasoned runners took younger members under their wings, offering advice and support, while new runners brought a fresh energy that uplifted everyone.
The compassion shown by our athletes did not go unnoticed. Their sportsmanship, whether through helping a competitor who stumbled or cheering
for fellow runners at the finish line, made our team stand out at every meet. These acts of kindness were not just moments of support—they were moments of connection that reinforced the value of teamwork in a sport that’s often individually focused.
CONNECTED AS A TEAM AND COMMUNITY
Connection was another theme woven into every race, practice, and cheer. The athletes were not just running for themselves but for each other and the team. This season, we saw a powerful connection among teammates, coaches, and parents, all working together toward a common goal. The shared experience of training, racing, and achieving helped them understand the value of being part of something bigger than themselves.
Through meet days filled with excitement, anticipation, and camaraderie, the team felt the support of the community behind them. Families, friends, and teachers all rallied, showing that our athletes’ accomplishments were something for the entire community to celebrate.
A SEASON OF SUCCESS AND LESSONS FOR LIFE
This season’s accomplishments are a testament to the hard work, courage, compassion, and connection displayed by each runner. Every athlete achieved personal victories, from completing their first race to placing in the top spots at local meets. Beyond the ribbons and medals, they have gained qualities that will carry them forward.
As we look to future seasons, we know this team has set a high standard for what it means to be a successful athlete and a compassionate teammate. Here’s to a season well-run, and to the fresh starts, brave steps, and new connections that lie ahead. Congratulations to our incredible Grade 3 to 6 CrossCountry team!
Perry Enyedi Lower School Guidance Counselor
EXPLORING THE GREAT OUTDOORS
At Lauremont School, we are paving the way for outdoor education with a program that offers students an immersive experience in nature.
OUTDOOR EDUCATION ignites curiosity through hands-on experiences, such as exploring greenhouses and hydroponic gardens, fostering a deeper understanding of ecosystems and plant life cycles. It cultivates compassion as students care for plants and observe wildlife, building empathy and teamwork. Through these activities, students connect with their environment and community, linking academic concepts to real-world applications and learning the impact of sustainable practices.
Students engage in a variety of outdoor activities to support growth across physical, social-emotional and academic areas. For physical development, they participate in nature hikes, orienteering and gardening to build stamina and coordination. Socially and emotionally, teamwork tasks like setting up outdoor gardens foster collaboration, patience and ecosystem appreciation. Academically, students observe, record and identify local plants and animals, strengthening critical thinking through discussions on environmental impact and sustainability.
Throughout the year, they work with a hydroponic tower garden, learning soil-free cultivation for sustainable food production, planting in outdoor gardens and the greenhouse and applying science concepts like plant life cycles and stewardship. These hands-on experiences cultivate respect for the environment and promote sustainable practices in their communities and beyond.
The students at Lauremont School have been energized by the outdoor education program, eagerly diving into each new project and learning experience. Their enthusiasm for exploring nature has been inspiring, and it is clear that they are building a lifelong appreciation for the environment. Understanding the importance of environmental stewardship at such a young age sets our students on a journey to be ambassadors for global initiatives as the leaders of tomorrow.
Andrea Tomaso Camp Director
WHAT'S NEW
Faculty and staff updates
New Hires
Tasneem Bhavnagarwala
Lower School Extended Care
Assistant
Megan Chen
Lower School Administrative Assistant
Hugo Cheung
Lower School Extended Care Assistant
Akanksha Gupta
Upper School Faculty
Jessie Huang
Lower School Event Coordinator/Office Assistant
Hye Leen Jeong
Lower School Faculty
John Kim
Upper School Faculty
Lisa Kresky
Upper School Learning Strategies Lead
Carey Lam
Upper School Faculty
Aileen Li
Upper School Faculty
Sonia Masih
Upper School Faculty
Riley Mirheydari
Lower School Receptionist/ Office Assistant
Cassaundra Petrini
Upper School Receptionist/ Office Assistant
Jennifer Shaw Executive Director of Community Development
Natalia Vinogradova Lower School Faculty
Penny Yu
Upper School Faculty
New Appointments
Peter Hill Head of Upper School
Jody McLean Assistant Head of Upper School
ALUMNI SPOTLIGHT
Q
Anugreh Kaul, Class of 2020
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AAnugreh started at Lauremont in Grade 4 at our Lower School Campus, graduated in 2020 during the pandemic and accepted an offer to attend his first choice university and program – UC Berkeley for Mechanical Engineering. We caught up with Anugreh from his Bay area home to see what he has been up to since graduating from Lauremont.
What are you currently doing?
I am currently working for a Medical Device startup company in the Bay area. Our focus is creating robotic devices to support surgeons performing surgeries on lung cancer. To be more specific, we create robots that allow surgeons to perform precise surgery with microscopic tools, through the natural openings in a body which results in increased safety and much shorter recovery times. The tools we create help to minimize human error, thus increasing the overall success of our surgeons.
Take us back to what you did after you graduated.
I graduated during the pandemic. This meant a virtual graduation ceremony and also spending my first year of university at home. This was unfortunate, as I was really looking forward to moving to California. Once I moved to UC Berkeley I felt at home and very comfortable right away. I spent four years in my first choice Mechanical Engineering program while also completing some very interesting internship opportunities. Last summer, I worked on some projects that utilized drone technology in different settings. I started in my recent role a couple of months ago.
What is your favourite memory from your time at TMS?
The school trips that we went on in Grade 10 and 11 hold a special place in my heart. Whether it was a camping expedition or trips to Montreal or St. Donat, I still remember the bonds created with my classmates on those trips as well as the teachers. I distinctly remember the struggle Mr. Alves and I had with a canoe while we were portaging on a camping trip!
Another great memory I have is working with the music teacher Mr. Marles. He saw that I made an electronic music album for my Grade 10 Personal Project and approached me to see if I was interested in working with him on a project for the Winter Music concert. Mr. Marles wanted to combine my electronic music with the band that he was conducting, on the Michael Jackson piece Thriller, as he felt that an added 80’s feel would make for a fantastic performance. While in the end, the performance did not occur due to some external factors with Michael Jackson at that time, I know that the performance itself would have been amazing!
What were your favourite subjects as school?
Physics and TOK (Theory of Knowledge) stand out in my memory. Physics had an element of “chaos” to it in the sense that the problems we tackled were done as a group. There were not always obvious answers and we would stand around a whiteboard and work together as a team to find a solution – very similar to how we tackle issues in my current workplace. TOK really forced us to look at the world through a different lens and our teacher, Ms. Hurley, brought so much energy to each class that it really motivated us to open our minds to new ideas and arguments.
Are there any skills that you learned as a student at the school that help you today?
Yes! Task-switching skills are ones that force you to switch your mindset between different tasks at a fast pace, which I use in my workplace on a regular basis. As I look back, the current skills that I have to task-switch are built on a foundation
learned at the school. Going from a physics class, to an economics class to a TOK class forced us to use different reasoning skills with very little time between each lesson– just like my current workplace.
Tell us about one of your proudest achievements from your time at TMS. Aside from my academic achievements, one of the proudest moments I had at the school was on the cross country team. While I am not the most athletic person, I saw the cross country team as an opportunity to spend time with my friends and try something out of my comfort zone. I’ll admit that I wasn’t a fan of early morning training and thought of quitting a couple of times, but the encouragement that I got from my friends and coaches kept me going. At the end of the season, I had not only learned a new skill, but I also entered and completed a cross country meet representing the school!
Is there any advice you would give our current students as you look back at your time at the school? Try everything! Take on every opportunity available to you. You will like some and not be a fan of others but the reality is that no one knows what they like until they try it! Put yourself in uncomfortable, new settings – the school has created a safe
environment for you to try things. This will make you a well-rounded person and set you up nicely for the next stage of your life. I remember being the narrator of a Peter Pan play and even dressing up as Titus the Mascot!
Once you leave school, the onus will be on you to try and find new things to do – they won’t be presented to you as conveniently as they are at Lauremont. By trying more things now, you will be more open to jump at new opportunities when you are older. I tried rock climbing for the first time in my life, something very much out of my normal comfort zone.
What are you future plans?
I hope to eventually start my own business, using the skills and experience I will gain over the next few years in the industry. There is still a lot for me to learn and I am ready to build on the foundation of my education by adding to my knowledge in the workplace. I would also like to continue my travels around the world, discovering new places. Who knows? I may even be back working in Canada at some point.
Rakesh Tripathi Director of Alumni and Community Relations
ABOVE: Anugreh and friends at The Sabrewing Aviation Company
GO ANYWHERE
AKI ERENBERG '12
Founded and opened BEAR Steak Sandwiches in 2023, a brick-and-mortar hot sandwich shop located in Little Italy. After achieving social media virality, BEAR hopes to continue serving excellent hot sandwiches to Toronto and is looking to open a second location by 2025.
OMAR MARZOUK '22
After graduating, I continued teaching painting to children and leading a project exploring painting as a therapeutic tool. This term, I presented my research at ACR 2024, focusing on novel methods for classifying cognitive impairment in lupus patients. I earned personal trainer and nutritionist licenses, specializing in training those with juvenile rheumatoid arthritis. Last summer, I completed a term as a research assistant at a Genetics Epilepsy Lab in Toronto, working on a project identifying genes linked to Dravet Syndrome. I also took on the role of Project Lead for the Health and Wellness branch of the DMV Music Alliance, supporting the well-being of music professionals. In the future, I plan to pursue a career in medicine.
SAMIYA ARSHAD '21
I am thrilled to be graduating from McMaster University this year with an Honours Degree in Political Science, specializing in Public Law and Judicial Studies. My time at McMaster has been truly transformative. This past fall, I had the privilege of representing my faculty as an orientation leader during Welcome Week, helping first-year students transition to university life. Over the summer, I participated in a life-changing community development internship in Silana Village, Fiji, where I gained invaluable skills, built lasting relationships, and developed a deeper appreciation for global community engagement! These experiences have reinforced and shaped my passion for human rights and justice. After graduation, I plan to pursue law school, with the goal of specializing in civil rights litigation so I can continue to advocate for meaningful change in our community.
ALEX XU '20
Since graduating from TMS in 2020, I completed my Bachelors degree at Carleton University, where I am now pursuing a Masters of Communication at the University of Ottawa, with a specialization in Organizational Communication. I had the privilege of speaking at a Graduate Caucus panel as an undergraduate student, which was a great way for me to build my public speaking and leadership skills. Currently, I am in the process of organizing and presenting another conference on Visual Hunger, an event that centres around themes of culture and representation in food. While pursuing my education, I have also had the opportunity to work at various jobs across all kinds of sectors. I had worked in the Government of Canada for over two years before most recently gaining experience at the CAA Club Group. After my studies, I am hoping to find fulltime employment in the private sector, gaining new experiences while also looking to build up my leadership qualities.
GAUTHAMAN RAMESH '20
After graduating from TMS, I attended Rochester Institute of Technology to study finance and compete on the NCAA men’s varsity baseball team. After one year, I transferred to Arizona State University, to further pursue my career goals. At ASU, I have gained valuable experience through internships, including an internship at Manulife and my current investment banking internship at Martinwolf in Scottsdale, Arizona, where I will return in the upcoming spring semester. Upon my graduation from ASU in May 2025, I have accepted a full-time offer to join American Airlines as a Finance Division Analyst at their headquarters in Dallas, TX.
JULIA FU '18
Since graduating in 2018, I attended the University of Pennsylvania, where I earned a Bachelor’s in Architecture and Visual Studies, with minors in Art History and Urban Real Estate Development. After graduating, I moved to New York and joined BCG (Boston Consulting Group) as a Management Consultant, tackling a range of strategic projects. Recently, I transitioned to Google, where I’m continuing to work on high-impact strategic initiatives. If you’re in the NYC area, feel free to reach out—I’d love to connect and help build a local community!
KAREN TILAYOF '10
I graduated in June of 2024 with a diploma in Practical Nursing from Seneca College. Following this I was able to pass my RexPN and became registered as a practical nurse with the College of Nurses of Ontario in September of 2024. I'm currently working in community nursing with the hope to grow my career with special interest working in prevention and health promotion.
DYLAN MARKS '24
I graduated from TMS in 2024 within the final graduating class of TMS. I am currently in my first year studying journalism at Toronto Metropolitan University in downtown Toronto where I contribute weekly to the school newspaper, The Eyeopener. I also contribute to the school’s satire focused paper known as, The Abnormal School, where I attempt to write funny stories. Looking forward I aim to have a permanent position as an editor with The Eyeopener during my second year and hope to continue to write stories that people enjoy! As a side note, my mother works at this school so, no matter what, I can never truly leave it.
KISHAN VETHANAYAGAM '22
I am currently in my third year of studies at the University of Toronto, pursuing a BASc in Engineering Science, majoring in Robotics with a minor in Artificial Intelligence. This upcoming summer I will be going on a year-long work term, and just recently accepted an offer to work as a PEY Analyst in Risk and Regulatory Consulting at Deloitte. Often I find myself appreciative of my time at TMS in developing the study skills that I use on a daily basis in a program that can be as demanding as Engineering Science. I am still not certain on my career path, whether that is in software, finance, or consulting, but I am excited to see what the future holds for me!
ANTON KONACH ‘19
After attending TMS, I completed my undergraduate degree at the University of Toronto, majoring in Criminology with minors in European Affairs and Philosophy. I’m thrilled to share that I am now in my first year of law school at Western University, working toward a career in law. My time at TMS provided a strong foundation for my academic and personal growth, and I’m incredibly grateful for the teachers and experiences that guided me along the way. Excited for what’s next!
ALYA FANCY '21
I am currently in my fourth year at the University of Toronto and will be graduating in Spring 2025. I will be graduating with a Bachelor of Commerce with a Specialist in Business Management and a focus in Finance and Strategy. During the summer I completed my Investments and Developments Internship at Graywood Developments which is a real estate investments firm in Toronto. I really enjoyed my experience working at this firm and gained a lot of industry-based knowledge. Additionally, I just competed in a Case Challenge with the brand Kotn and the company Good & Well where I presented my research and proposal for a shift in the company’s supply chains with a sustainable fashion focused lens. I am currently a Corporate Relations Associate at the Rotman Commerce Real Estate Association and I continue to play both soccer and field hockey!
