TMS Going Beyond Vol 4 Issue 1 2018 by Lauremont School

GOING

BEYOND Volume 4, Issue 1, 2018

TMS is building new spaces in which I can thrive and be SIGNIFICANT. Can you help? We are in the midst of TMSâ&#x20AC;&#x2122; Building our Significance Capital Campaign. But we need your support. Your gift will help us build spaces that will animate the best learning of our students and provide them with every opportunity to celebrate their Significance. Your donation will make a profound impact on TMS students now and for generations to come.

To make your gift please contact: Rakesh Tripathi, 905-889-6882 x2248

To view the plans: https://www.tmsschool.ca/buildingoursignificance

THIS ISSUE

MESSAGE FROM THE HEAD 2 TMS SIGNIFICANCE 4 ADVISORY PROGRAM GROWTH 6 BEYOND THE WALLS OF TMS 8 HOUSE SYSTEM 10 INNOVATION 12 STUDENT DESIGN THINKING 16

LEADERSHIP AT TMS 18 ACADEMICS 22 ARTS 26 CITIZENSHIP 32 ATHLETICS 42 COMMUNITY 48 ALUMNI 58

GOING

BEYOND Volume 4, Issue 1, 2018

ON THE COVER: Elementary students take learning outdoors. 1

MESSAGE FROM

Andrew Carnegie died in 1919, almost a hundred years ago, and yet his impact, his significance, remains as palpable and obvious today as it was during his life. He was born in Scotland in very modest surroundings and his early experiences were ones blighted by hardship and poverty. He was so poor in fact that his family was forced to immigrate to the United States of America (USA) in 1848. His working life began as a young adult and he navigated a quite extraordinary journey, which culminated in him being the richest man in the USA. Yet, it was his childhood years in Scotland that provided him with his values; with two fundamental pieces of learning, learning so seamlessly woven into Carnegie’s mindset that it formed the motivation and perspective that marked his life and achievements. As a child, Carnegie’s parents, although experiencing very difficult times, taught him about commitment to his community, the way to rally around those who need help. It was a lesson he learned young and through the realness of personal experience. As a young boy, 2

Carnegie was able to attend school for free due to the generosity of a local gentleman who had bequeathed his small town a school. Later, as a teen, he was able to make use of the personal library of a wealthy businessman who opened it in the evenings for the poor of the town. These experiences stuck with Carnegie. Carnegie also had an uncle with whom he had a close relationship. His uncle patiently taught him about business and guided him to understand the need for constant and ongoing hard work. In essence, by the time Carnegie arrived in the USA, he had embedded in him a deeply held belief in the importance of goodness toward one’s community combined with a raw desire to drive towards excellence in his work. These were deeply engrained traits shaped by personal experience and trusted relationships. A teenage Carnegie began working as a humble telegraph messenger boy. Over the next 40 years, step by step, with incredible hard work and determination, Andrew Carnegie worked his way up through the railroad industry, eventually

owning the largest company in the USA and, as such, becoming the richest person in the USA. His pursuit of excellence was abundantly clear to everyone. But he wasn’t finished. Andrew Carnegie sold his company and spent the rest of his life determined to use his enormous wealth for the benefit of others, for the betterment of community. On his death, it was estimated he had given away 90 percent of his wealth with the desire to positively impact and benefit others. Many of his gifts continue to bring value to communities to this day. He founded the Carnegie Endowment for International Peace, the Carnegie Institution for Science, Carnegie Mellon University, the Carnegie Libraries, Carnegie Hall, Peace Palace, the Carnegie Trust for the Universities of Scotland, and the Carnegie Hero Fund. He also funded the building of thousands of local libraries and educational facilities that today would cost of billions of dollars. It a great story of a life that held Significance.

M THE HEAD

At TMS, it is our Vision for our students that they learn the dogged pursuit of excellence in whatever their passion is â&#x20AC;&#x201C; it requires resilience, hard work and an internal determination, which are learned traits garnered over years. Equally, we want them to aspire to goodness on behalf of community â&#x20AC;&#x201C; the desire to give and be deeply involved in community, however they describe community. This is something learned best through experience and the influence of great relationships. In our TMS Vision, where Excellence and Goodness meet, where those two traits intersect, we call that Significance. It is our aspirational goal behind all we do. We believe that the best way to motivate, nurture and inspire your child towards significance is by knowing them. I Am Known is work we are putting our collective shoulders to over the coming years.

Lower School Robotics Team and Head of School

As you read through this edition of Going Beyond, it is my hope that you see the beginnings of much of this exciting work at TMS. I hope that you see how our students are able to experience meaningful ways to contribute and connect with their community, at TMS and beyond as they aspire to goodness. I hope that you see the new ways in which pathways are being created to scaffold habits of excellence. And I hope that you see the interplay between both because it is there that we will see Significance.

2018 Winners Our students have advanced to provincial level for the past three years. This year’s winners: C. Kimball, A. de Mello and G. Liang.

CHANCELLOR’S SCHOLARSHIP Rahul Kapur was awarded a Chancellor’s Scholarship from Queen’s University. The Chancellor’s Scholarships recognize academic excellence, demonstrated leadership and creative thought. As Head Boy, he organized a TMS service trip to Martinique.

TMS ALUM GOLD ON THE TRACK! At the 2017 Canada Summer Games, TMS Alum Karson Kowalchuk (2016) earned two gold medals (100m & 4 x 100m) and one silver medal (200m) in track. Photo courtesy: Boris Minkevich / Winnipeg Free Press.

TMS STUDENT WINS MIT VR HACKATHON David Gu took his interest in in virtual and augmented reality (VR and AR) technology to the MIT Media Lab in Cambridge, Massachusetts. David has also been recognized with the Young Entrepreneur Award in Richmond Hill for creating a business that teaches students to create virtual and augmented reality apps.

SCHULICH LEADER SCHOLARSHIP Sandra Sabongui won the $60,000 prestigious scholarship from Western University.

STUDENT’S WORK IS SHORTLISTED FOR CBC’S THE FIRST PAGE STUDENT WRITING COMPETITION Anik Babul’s (Grade 11) work Canada 300 was one of 10 stories shortlisted for CBC’s The First Page writing competition with over 2400 submissions.

DECA is an organization that prepares emerging leaders and entrepreneurs through their 3,500 high school chapters around the globe. DECA Ontario is the largest single association. 2018 Results: 100% of TMS members who completed the qualifying process made it to the Provincial Championships. Five qualified for the International Career Development Conference (ICDC). Outstanding results from outstanding students. Anik Babul won three medals and placed in the top 8 in the Business Services Marketing category. 2017 Results: David Gu and Danny Dawd placed in the top 6 in the International Business Plan category and advanced to the international competition held in Anaheim, California. Elise Carnovale placed in the top 8 in the Fashion Merchandising Promotion Plan category. Jay Parthasarthy placed in the top 10 in the Business Finance category.

Our team had a very successful showing at the Ontario Model United Nations Conference James Wall received the award for Most Outstanding Delegate.

CANISIUS COLLEGE SCHOLARSHIP Jacob Martins won the prestigious full scholarship to the baseball powerhouse Canisius College, a premier private university in Buffalo, USA where he will compete in NCAA Division 1 Baseball.

TMS STUDENTS PLACE 1st 2nd 3rd IN NATIONAL DESIGN EXCHANGE COMPETITION 1st - Amanda Carnovale 2nd - Demetre Kanargelidis, 3rd - Su Gorener

FUTURE DESIGN COMPETITION WIN Anik Babul, Madison Muzzo, and Lucas Smith won the competition! They pitched their idea of a social networking app to help assist immigrants and refugees settle in Canada. 5

ADVISORY PROGRAM

GROWTH 6

At the Upper School, we’ve focused on the Advisory Program as the foundation for knowing our students their strengths and areas for growth, and all the facets that make them unique! To kick off the season, Grade Advisors designed Advisory field trips in the fall. These trips helped to develop IB learner profile traits, including CARING, PRINCIPLED, and OPEN-MINDED. Grade 7 Advisors took their Advisory students to Evergreen Brickworks, to learn about sustainability. Grade 8 students stayed at the School and competed in various challenges to get to know one another. Grade 9 students focused on “growth”, using the theme to create

terrariums for each student, and picked apples to donate to 360°kids. Grade 10 students went to L’Arche Daybreak, a community for adults with intellectual disabilities. Grade 11 students explored the Royal Ontario Museum, focusing on the Museum as a construct and social institution. Grade 12 students stayed at TMS to bond and grow as a group and focused on the concept of legacy, as well as study skills. Each group grew their connections, their understanding of one another, and were able to bond over shared experiences. Many groups are now focusing on their own projects. Over Spirit Week, for example, Ms. Wong’s

Advisory Group in Grade 9 continued their theme of CARING by selling baked goods in support of the Ontario Society for the Prevention of Cruelty to Animals (OSPCA). Advisory field trips are just one way we are using the strengths of the TMS Upper School Program to build connections among the students, and build communities within the whole. Many other Advisory Group initiatives are planned at TMS! Ashley Bailey, Student Life Coordinator, Upper School

BEYOND THE VOLUNTEERING

WALLS OF TMS IN TANZANIA It’s the middle of the day, and in Tanzania, that means it’s very hot. I am running down a dirt road as fast as possible, completely drenched in sweat. I struggle with carrying two balls as I try not to drop them on the way. I can’t help but laugh and think, how did I get into such a mess? This summer, I was able to give back in a way that many people couldn’t even dream of. I didn’t even imagine it until I did it! This summer I travelled to Kibaha, Tanzania with my dad and brother to volunteer our time and services at a facility by the name of WIPAHS, which is a hospital, orphanage, and school all in one. We began our journey with a one hour drive from the airport to WIPAHS, where we received a brief tour of the facility. The next morning, we introduced ourselves to the administrators of the school and the orphanage and offered our services in whatever capacity they needed. We got to know the children by playing soccer with them, reading to them and just having fun getting to know each other. They taught us their native tongue Swahili and we taught

them English. They talked to us about their life and days in the facility. We were able to give back by providing them fundamental education such as reading and general knowledge. I realized how lucky we are to receive the education we do. There was a small daycare set up for children who did not attend school and whose parents worked in the fields. Our daily routine was set. During the early morning, we would teach the kids near the field. Once their parents came to pick them up, we would then go sit in classes with the older children until lunch time. After lunch, we would play with the orphans until the evening.

see the children have a better learning environment, better teachers and improved quality of learning. I believe this can be established by having better vocational training as well as having more educators volunteer their time. I also thought about how difficult it must be for the whole operation to be selfsustaining, and that’s when I realized that I wanted to make a difference. My goal is to collect funds to help build the children a proper playground and to help with dairy production at the farm. I think that I can really make a difference in these childrens’ lives and intend to put my best effort into it.

We toured the farm and were shown how they were attempting to be selfsustaining. The importance of having sustainability is key to keeping the facility running. This creates work for the adults and allows the facility to expand and thrive. By investing in zero grazing and real estate, they can provide food and milk for the children.

Hassanali Bhimji, Grade 9

After leaving, I thought about how privileged we are, and how unfair it is that the children don’t have the same opportunities as we do. I would love to 9

The House System at the TMS Upper School underwent considerable changes in preparation for the 2017-2018 school year to align the Houses with the Advisory System. As there are four Advisory Groups for each grade level, four new Houses were developed: House Atlas. Rich earth and mountain peaks. Strong communicators. Perseverance without fear. House Helios. Golden sun, heat, and fire. Steadfast principles. Bold risk-takers. Light the way. House Phoebe. Waxing moon and celestial stars. Keen knowledge. Even balance. One’s wisdom is another’s lunacy.

Four banners depicting each logo and colour hang in the Student Commons at the Upper School to greet all community members and visitors when they enter the School. Mr. Alves is the Houses’ Co-ordinator overseeing the Houses. This year’s House Council consists of Reyana Lalani as Head of Houses and House Captains Jack Reisman and Kristin Bessai for Atlas, Jason Lo and Ray Reyhanian for Helios, Alex Priolo and Demetre Kanargelidis for Phoebe, and Nikhil Samant and Karina Fainchtein for Tethys. The success of House events and the immense spirit that is generated throughout the House System would not be achieved without the leadership, commitment and dedication of these individuals.

House Tethys. Babbling brooks and the deepest oceans. Calm thinkers. Reflective pools. Still waters belie tempestuous fury.

HOUSE

All new students were inducted into their House on the first day of school and received their House shirts. The student body is a colorful array of Green Atleans, Red Helians, Purple Phoebans, and Blue Tethans on Titans’ Days. It is easy to see students’ excitement and feel their energy when Houses compete with each other. The range of events and activities allow different students to shine and get involved with their House initiatives. House participation extends beyond our students, as the Upper School teachers also encourage the friendly rivalry and participate in the spirit competitions. Seeing the staff come together to embody and support their Houses is inspiring. House spirit ran even deeper into the community at the Upper School Parent’s Night when parents accessorized with their child(ren)’s House colour(s). In December, Grade 6 students from the Lower School experienced the spirit and community that awaits them next year as they were welcomed into a House for a day and participated in special events. The Houses have also been integrated into every aspect of TMS life. Intramural teams are arranged by House and large school events, such as the Terry Fox Run, Francophone Week, and Bullying Awareness Day utilized the House System to organize and schedule students. Other events, including the Terry Fox Run Fundraiser, We Scare Hunger Food Drive, and Toy Mountain Drive display donations and progress according to Houses. House points are awarded for participation in, and victory of, all events and challenges. Where there is an opportunity to come together for a common goal, whether based in Citizenship, Arts, Athletics, or Academics, there is House spirit and bonding.

SYSTEM

At an assembly, Ms. Thomas spoke about what it means to be part of a community. Integrating Houses with Homeroom Advisory means that each student feels a dual sense of belonging. Students belong to their homeroom and create bonds with their peers and teachers, and collectively each homeroom belongs to a House. House challenges through homerooms allow students to work together as a team to learn and demonstrate skills while competing for their House’s victory. House homerooms provide a meeting space for Houses to receive important messages from their House captains, prepare for challenges, celebrate their achievement and participation, and bond over brunches and pizza lunches. There is evidence of House participation throughout the School and House Spirit has left its mark in different forms. In November, students earned a new House Pin to adorn their blazers and uniforms. In December, House Hoodies were introduced so students and faculty could show their House Spirit on Titans’ Days and outside of TMS. House logos and colours decorate different parts of the Upper School a possible favourite being the Phoebe benches in the upstairs window nook. House events and activities have had strong participation during the fall and winter months. Additional events included January’s Spirit Week, Winter House events, and March Spirit Day. More events are planned for the spring including June’s House Cup.

Wishing the Atleans, Helians, Phoebans, and Tethans good luck for the remainder of the year! Which House will be victorious? Stay tuned and Go Titans!

INNOVATION When it comes to new products and processes, methods and mindsets, innovation is certainly afoot at TMS Lower School. In response to feedback from community stakeholders, TMS embarked on a year-long investigation which included researching white papers from educational technology leaders, visiting other schools at the leading edge of technology integration, collecting and examining examples of best-practices and habits of mind. When these results were collected and analyzed, a plan was formed, decided upon, and put into action.

TMS Media Creation Team

The result has been dramatic.

An entirely new technology curriculum was developed from the ground up, based on desired competencies in a 21st Century skills framework. The entire class schedule of rotations was adjusted to accommodate the fresh commitment to technology, doubling the scheduled technology time in each cycle for most classes. To deliver the program, a new type of educator was brought in, with a background and qualifications in both Elementary teaching and technology integration, including industry experience and professional media creation.

AT THE LOWER SCHOOL So, what does this completely revamped program actually look like? Within the first week, the Lower School’s computer lab was no more; in its place sat the newly christened Innovation Zone, itself a bold declaration of the changes under way. Blank walls were replaced by decor with a distinctly non-traditional flavour. Students from Grades 1 to 6 stared, open-mouthed, upon entering the new space for the first time: “Wow, is that a disco ball?!” “It feels like we’re in space!” From day one in September, all Lower Elementary and Upper Elementary students were learning coding, robotics, media literacy, and digital citizenship lessons, the four overarching strands of the new curriculum. Later, a steel cart showed up, which opened to reveal an entire set of iPads, complete with apps for everything from robots to reading, coding to creativity. The subtle subtext of this move should not be understated: iPad represents an entirely new operating system in the technology ecosystem, necessarily precipitated by major changes to the underlying IT infrastructure, including a completely new server.

TMS MEDIA CREATION TEAM

The School’s inclusion of the new platform is indicative of a level of change more far-reaching than simply bringing in new equipment or even new people. It flirts with a change that’s second-order in nature: a new way of thinking about innovation and technology altogether. Indeed, these changes required meetings and collaboration between multiple levels of stakeholders including faculty and administration, finance and IT. Support and commitment at each level was paramount, yet done in a way that still allowed the voices, concerns and hopes of everyone involved to be truly heard, trusted and accommodated. For all of the whirlwind changes that have happened thus far, the program is still in its infancy, including its fledgling spinoffs: The School’s Lego Robotics Team has just finished its first competition, placing very respectably for its first time out; the Media Creation Team, also still within its first year of existence, tasked with capturing and creating pro-quality video throughout the year, is continually expanding its capabilities and is already prodding at the limits of its original mandate. Already there’s more talk of collaboration between specialists, classroom teachers, meetings have already been scheduled involving the Upper School, and outside technology education partners; the wheels are turning, and this train is building momentum. Although it’s sometimes difficult to define within the context of education, one thing is crystal clear: At TMS, the foundation has been laid, the stage has been set, and the players are in motion …let Innovation begin.

Paul Yip, Technology Teacher, Lower School

The Upper Elementary students of our TMS Media Creation Team have been busy honing their filming and editing skills. Students from last year’s team have joined a new crop of keen participants to explore the fascinating world of media. They produced a video entitled, “TMS Upper Elementary Students Reflect on Remembrance Day” for the Lower School Remembrance Day Assembly. Last year, the team completed videos of classrooms in action in all areas of the school from Toddler to Upper Elementary for use by our Admissions Department and they will be working on additional Admissions projects. This year, the team is building on the skills learned last year. They are learning more about how to film effectively, the various methods of shooting footage and the tedious task of editing, Adding audio, text and music is a lengthy and complicated task that the team takes on eagerly. 13

ROBOTICS TEAM (TECH MONSTER STORMERS) The Tech Monster Stormers (Robotics Team) skyped with Dr. Michael Rennie. Dr. Rennie is an Assistant Professor of Biology at Lakehead University and is Lakehead University’s newest Canada Research Chair. A large part of the FIRST LEGO League (FLL) Competition which the students are preparing for focuses on a research project. The theme this year is “Hydro Dynamics” and, after much contemplation, the students decided to research “The Presence of Microplastics in Drinking Water in York Region”. The research project has involved the team in many exciting new opportunities to ask “experts” their opinions and ideas on this subject. This team also was able to ask experts from LAUFT in Aurora about apps and how to design and captivate an audience, or potential users for their app design for the December FLL Competition.

THE HOUR OF CODE!

GRADE 3 STUDENTS TAKE PART IN CODING

A global movement with 180+ countries participating during Computer Science Education Week (December 4-10, 2017). Head of School, David Young, joined a Grade 4 class and some students guided him to learn how to code a program.

Students in Grade 3 put their coding skills into action as they program robots to solve a series of challenges. The robots are part of the refreshed Technology Program at the Lower School, implemented from Grades 1 through 6.

MEDIA LITERACY WORKSHOPS FOR UPPER ELEMENTARY: LIGHTS! CAMERA! ACTION! Grade 4, 5 and 6 students were excited to enter the production world of media. The students worked together in groups to produce two types of production: Stop Animation and News Reporting. The Grade 4 students prepared for the workshop by writing story boards, planning scenes and creating story board backgrounds for filming. The Grade 5 and 6 students wrote scripts for a fast breaking news report based on a variety of topics but all firmly based in the imagination. They brought in costumes and props for filming and were thrilled to be immersed in their work all day. The students were able to share their work with their families the same night.

TMS STUDENT WINS MIT VR HACKATHON David Gu, a TMS Grade 12 student, took his interest in in virtual and augmented reality (VR and AR) technology to The Massachusetts Institute of Technology (MIT). He decided to try the MIT VR Hackathon out to apply his experience creating VR and AR software, meet people with similar interests, and explore new applications of the technology. He’s grateful for teachers providing him with further encouragement. The Reality, Virtually, Hackathon! competition took place from October 6 to 9 at the MIT Media Lab in Cambridge, Massachusetts. David built the program with a team of 3 other people with different backgrounds who he met there. Together they formed team HOVR. Each team member had a different role, and David’s role was to design the app’s software systems and implement the majority of the components. Together, they designed and built the software in under 36 hours. The Reality, Virtually, Hackathon is a yearly event and David and his team created a virtual reality app to improve the experience of indoor exercise and to encourage exercise in the elderly by simulating an outdoor environment in virtual reality, winning a grand prize. HOVR Virtual Reality Demo: https://youtu.be/DU7LGNfe3cw David’s expertise has been recognized with the Young Entrepreneur Award in Richmond Hill for creating his own business that teaches students to create virtual and augmented reality apps.

STUDENT DESIGN THINKING

Design Thinking is both a mind-set and a practical strategy used in approaching creative solutions to complex problems for a particular user group. TMS Upper School student designers have been hard at work creating unique and sophisticated products. MYP Year 4 students (Grade 9) completed a Graphic Design unit in which each student designed and produced a research informed INFOGRAPHIC. Each student chose a Design Career as a topic of inquiry for their infographic poster. The unit included planning, product development, and evaluative testing which have all been recorded on their impressive online Design Portfolios. The unit also included a field trip to CANON Canada’s headquarters and interactive showroom in Brampton. This excursion was made possible by the D’Souza family and we hope it will become a tradition of partnering with CANON. The students were blown away when they saw their own work printed large scale and presented on the walls of the showroom prior to our arrival. You can see samples of this excellent work throughout the Upper School halls. MYP Year 5 students (Grade 10) completed the mammoth task of designing, fabricating, and testing their own lighting design prototypes. They also recorded their entire Design Cycle process in their online Design Portfolios and, subsequently, encapsulated their whole project process in a “Dragon’s Den” style presentation to their peers, their teacher, and to the guest ‘Dragon’ Mr. Paul Yip who was visiting from the Lower School. We shared some of our Design Cycle graphics by Year 4 students with Mr. Yip and his Elementary Technology classes. As part of our Advisory Group Field Trips the entire Grade10 cohort visited L’Arche Daybreak in Richmond Hill for an empathy workshop and wellness retreat. We were also fortunate to be able to visit one of the facilities where their core members are employed. The L’Arche ‘Woodery’ woodworking shop employs adults with intellectual disabilities to create wooden parts for various customers in the GTA. We were given some of their sample parts and various cut-offs to see if we could creatively incorporate them into our lighting prototypes. This became a part of the success criteria for the project. TMS student designers sought to integrate small wooden parts that we acquired from The ‘Woodery’. This was a way for our students to connect with a local community in an authentic way and share in a creative experience with these new acquaintances. The results are enlightening! The Year 5 Dragon’s Den design entrepreneurs were very convincing. These students displayed serious business negotiation skills alongside the technically informed multimedia presentations of their unique products. The ‘pitches’ were recorded and we will seek a way to showcase some of this excellent work to the TMS community. John Sweetman IBDP Visual Arts, IBMYP Design Upper School 17

TMS STUDENT AMBASSADORS “Being a TMS Ambassador matters because we get opportunities for leadership at our own school that will prepare us for our futures as leaders at the Upper School and beyond. Communication, collaboration and leadership are important life skills and learning them at school in a fun way like the Ambassador Program ensures that they will last forever.” These are the words of a group of TMS Grade 6 students, students who this year embarked on a new leadership program at our Lower School. Since September, we have seen the growth and development of 14 Grade 6 students who were ready for leadership opportunities and eagerly agreed to be part of our new TMS Student Ambassador Program. TMS has a strong Student Ambassador Program at our Upper School. Typically, these are Student Council members who support our Admissions process by guiding new families around the school and sharing their experiences as a TMS student. The Ambassadors also represent the School when we have official visitors, help on-board new TMS students, and greet families attending TMS events. As we develop on-going ways to connect both campuses and create common experiences across all parts of the School, we identified student leadership at the Lower School as such an opportunity. Our Ambassadors work with our Admissions Department to do most of our tours and have been heard charming prospective parents with stories of their time at TMS. Parents regularly comment on their delight at engaging with students who so obviously love the School and who are so knowledgeable about academics, arts, athletics and citizenship.

“We love being ambassadors because of all the amazing opportunities we get when touring parents and children. We get to share our journeys with others and this helps us better understand our own growth and emerge as leaders.” These students are looking forward to continuing this leadership experience as they move to the Upper School in September. After the training, students said, “We got to connect with senior students who involved us in decision making and problem solving and got us excited about what’s to come at the Upper School!” Elementary teacher Rachel Marks who has been instrumental in the development of the Lower School Ambassador Program said, “It is incredibly gratifying to me to witness the immense growth in my students’ leadership. Students who before the Ambassador Program, struggled to address a group can now be seen walking the halls with their heads held high, not only talking about their own journeys but inspiring others to share their stories.” Our goals with the Ambassador Program are to: • Develop leadership abilities • Build confidence and further develop public speaking skills • Showcase the School to new families through our students

Our Ambassador Program builds on our work around I Am Known. All the students invited to be ambassadors are known by their teachers to have the ability to develop quiet leadership confidence. Teachers have commented that these students are speaking up more in class, offering to mentor their peers, advocating for causes, and showing great joy in their learning. In the words of some of our Lower School Ambassadors, “We have improved our public speaking skills and feel more confident when addressing a group. Before we became ambassadors, it was hard for us to speak to others but now it seems very natural. Even our parents have noticed the difference in how we conduct ourselves!”

Lower School Ambassadors Leadership Training at Upper School

At the Lower School this spring, we will bring on a new group of students to be Ambassadors for the 2018/19 school year. These Grade 5 students will partner with our current Grade 6 students to learn the role and benefit from their experience. If you are at either campus and have a question about TMS, just look for students with the TMS Student Ambassador pins â&#x20AC;&#x201C; gold at the Lower School and red at the Upper School. They will be happy to speak from the heart about their journey at TMS and welcome you to a school they love.

TMS CREATES AND HOSTS CIS THRIVE SUMMIT LEADERS SYMPOSIUM The Leadership Program at the Upper School has been growing for the past few years. Three years ago, we added the Leadership Retreat to train our leaders in the specific skills they need to work as an effective team. This February, we hosted the inaugural CIS Ontario Thrive Leaders Symposium. This conference was an idea laid out by the TMS Student Council Heads - Reyana Lalani, Kristen Shiozaki and James Wall, and further developed in conjunction with Faculty Advisors. The CIS Thrive Leaders Symposium was facilitated by our Senior Student Council and their members hosted and presented seminars for other CIS member schools and their student leaders. Each school community faces unique challenges, and celebrates unique situational successes in student leadership. The purpose of this conference was to collaborate with other schools and student leaders to help one another through unique school challenges, and to help great student leaders to network and build skills together to enrich their own communities. 20

Hard skills, like the Stanford Design Cycle and budgeting complement soft skills like Social Intelligence and classroom management towards effective leadership. Participants in this conference were able to take ownership in their groups of various challenges facing their own leadership, and collaborate with others in a similar role (e.g. Treasurer, House Captain) to solve these challenges. The Stanford Design Cycle, used by the TMS Upper School leaders as a problem solving tool was one of the concrete take-aways for all student participants. Our Student Council leaders performed astoundingly well while hosting the conference. As the founders of this conference, TMS has the pleasure of hosting for the next two years in order to showcase the growth and talent of the next generations of senior students at the Upper School. Ashley Bailey, Student Life Coordinator, Upper School

IB EDUCATIONAL LEADERS AT THE UPPER SCHOOL

Our teachers are educational leaders engaging in learning communities beyond TMS!

When we need to look for IB expertise, we can look to our own TMS faculty. Many of our teachers are IB Site Visitors and IB Workshop Leaders. Our teachers not only teach in the classroom but also share their expertise with the greater IB community. This past fall, two of our teachers were presenters at the IB Schools of Ontario Fall Conference. Tanya Neff led sessions on Enlivened Learning for Inspired Teaching and Brad Bohte shared A Guide to Taking Over the World Through Experiential Learning. At the start of the year, teachers from various IB schools in southern Ontario came to IB Middle Years Programme (MYP) Roundtables hosted by TMS to share best practices and learn from our expert teachers: MYP Arts (Tanya Neff and Roger MarlĂŠs) and MYP Design (John Sweetman and Chris Flood). Thoughtful discussions about mindfulness, technology Integration, design thinking, standardization of assessment and current educational models were lead by our faculty members. The MYP Phys-Ed Department (Ashley Willis, Mary-Jo Oâ&#x20AC;&#x2122;Brien and Aaron Walker) hosted another IB Roundtable sharing their expertise with other IB Schools.

ACADEMICS

CHILDREN’S HOUSE CURRICULUM ENRICHMENTS The amazing TMS Children’s House curriculum is enhanced by visits from outside specialists and field trips. This year the students were educated and entertained by various guests and events. CH1 students were taught about the importance of variety in our diets and nutrition with Rainbow Plate and nutritionist Janet Nezon. The CH2/3 students saw where this wonderful food came from as they visited Round The Bend Farm. Children’s House students visited The Richmond Hill Centre for the Performing Arts (RHCPA) and saw productions of Biscuit and Jillian Jiggs. Musicians Jack and Cosima Grunsky entertained all Children’s House students in December as we celebrated the family in a fun-filled interactive morning.

Scientists in School

Scientists in School visited the Children’s House students where they investigated “Sensational Science” by exploring their senses and investigated how they help us to see the world. Animal Ambassadors visited us in February with their Great Canadian North Show and taught the students about amazing animals in Canada and what we can do for backyard conservation.

Rainbow Plate

Animal Ambassadors

First Day Back at the Lower School

TAKING ELEMENTARY LEARNING OUTSIDE The TMS Lower Elementary students enjoyed lessons outside of the classroom this fall as a way to enrich their Montessori curriculum experiences. Grade 1 students identified various types of lines such as horizontal, vertical and oblique, on the playground equipment. The Grade 2 students identified shapes of leaves and defined parts of the leaf. The Grade 3 students estimated the length and width of various structures found in the playground.

Toddler Gingerbread House Field Trips

LOWER ELEMENTARY MONTESSORI FAIRS

The Lower Elementary classes held Montessori Fairs in November. The parents, staff and Children’s House students spent time in the Lower Elementary classes, seeing their friends and witnessing their presentations.

UPPER ELEMENTARY GOLD MEDAL AT THE NATIONAL 2017 MATH KANGAROO CONTEST Gordon Liang placed in the top 14 out of 752 students the National 2017 Math Kangaroo Contest.

UPPER ELEMENTARY ROMAN VISIT Students in Upper Elementary had the opportunity to learn about Roman history through a special presentation.

FRENCH ALL AROUND US LE FRANÇAIS AUTOUR DE NOUS Yesterday, I had a French immersion experience over 24 hours! This experience has been interesting!

Hier, j’ai eu une expérience d’immersion en français pendant 24 heures ! Cette expérience a été très intéressante !

In the morning, when I arrived at School, all of my friends from French class boarded the bus to go to Queen Street West in Toronto. We ate at a restaurant called Café Crêpe. This was my favourite part because the crepes were delicious! Then, we went to Lula Lounge where we learned an African dance and African drumming. I love music and dance so I thought this would be fun and it was fun. Finally, we went to the Alliance Française. There, we visited an art gallery and their bookstore to learn more about Francophone artists, authors, and books that are available near us. We returned to School for a continuation in immersion where we ate a French meal prepared by Breton chefs from la Bréhandaise Catering, watched a movie, and slept. The next morning, we reunited for breakfast and continued our immersion in French class and through the final activities of French Week with all of the Upper School students.

Le matin, quand je suis arrivée à l’école, tous mes amis de la classe de français sont montés dans le bus pour aller à Queen Street West à Toronto. Nous avons mangé dans un restaurant appelé Café Crêpe. Ça c’est ma partie favorite car les crêpes étaient délicieuses ! Ensuite, nous sommes allés à Lula Lounge où nous avons appris une danse africaine et des percussions. J’aime la musique et la danse alors je croyais que ce serait amusant et c’était très amusant. Finalement, nous sommes allés à l’Alliance française. Nous y avons visité une gallérie d’art et leur librairie pour apprendre plus sur les livres et les auteurs francophones qui sont disponibles près de chez nous. Nous sommes rentrés à l’école pour une continuation en immersion où nous avons mangé un repas préparé par des chefs bretons de la Bréhandaise Catering, regardé un film, et dormi. Le lendemain, nous nous sommes réunis pour un petit déjeuner et avons continué notre immersion dans la classe de français et les activités finales de la Semaine de la francophonie avec tous les élèves du lycée.

To summarize, I liked this experience. At the beginning, I had been somewhat confused by how the activities of the trip were linked to Francophone culture but at the end of the day I realized that there are a lot of Francophone cultures around the world and in particular in Toronto, where there are many diverse cultures. A lot of people speak French every day and the places that we visited were indicative of this. Additionally, it was not too difficult to speak French when we were in a situation where the setting asked for it. It’s like if you were in France and you needed to speak French to communicate. During this experience, I learned that you can find Francophone culture if you look in the right places, in particular, when we visited the bookstore and when the chefs from Brittany came to School. Consequently, my 24-hour immersion experience was great! Amanda Carnovale, Grade 11

Pour résumer, j’ai aimé cette expérience. Au début, j’ai été un peu confuse de la façon dont les activités du voyage étaient liées à la culture francophone mais à la fin de la journée je me suis rendue compte qu’il y a beaucoup de culture francophone autour du monde et en particulier à Toronto, où il y a beaucoup de cultures diverses. Beaucoup de gens parlent français chaque jour et les lieux que nous avons visités étaient indicatifs de ça. Aussi, ce n’était pas trop difficile de parler en français quand on était dans une situation où le lieu le demandait. C’est comme si vous étiez en France et que vous aviez besoin de parler français pour communiquer. Pendant cette expérience, j’ai appris que vous pouvez trouver la culture francophone si vous regardez dans les bons lieux, en particulier, quand nous avons visité la librairie et quand les chefs de Bretagne sont venus à l’école. Par conséquent, mon expérience d’immersion pendant 24 heures a été bonne ! Amanda Carnovale, 11e année

ARTS

CHILDREN’S HOUSE SING-A-LONGS The Children’s House 2/3 students entertained their family members with some holiday songs and enjoyed a festive refreshment of hot chocolate and baked goods together to end the first term of school and welcome the winter holidays!

Toddler Music Keys

CHILDREN’S HOUSE DRAMATIC ARTS WORKSHOP Children’s House 2/3 students participated in a workshop provided by the Richmond Hill Centre for the Performing Arts prior to attending the Jillian Jiggs production The Dramatic Arts Workshop was fun and interactive and the the students used their imagination to perform some skits.

PIANO STUDENTS PERFORM AT THE ANNUAL RHENISH CHURCH OF CANADA CHRISTMAS CONCERT 2017 Riley Yip, Jordan Xu, Amy Ding, Caleb Tin, Emily Ray, Gillian Leung, Tyler Mo, Trevor Lam, Jacob Xu, Aakash Kapur and Michelle Yan.

Lower Elementary - Millan and Faye: Twinkle to Stardom and Introduction to Opera

CELEBRATING ART! 44 of our TMS students were published in the Fall 2017 Celebrating Art Anthology. This opportunity is “devoted to the promotion and appreciation of student art. The intent of our student art contests is to motivate student artists. The top entries are published in an anthology that will record the creative works of today’s student artists.” (Tom Worthen, Celebrating Art Anthology, Editor) The artwork comes from all over North America and the anthology is published in the United States. Through a panel of educators, they select the top 25% of artwork submitted and invite those selected for publication. We admire all the effort, skill, talent and creativity of our students. Their artwork is now clebrated in a beautiful hard cover book. Children House: Abigail Yang Tiffany Zhang William Chen Arya Ladak Lucas Yang Grade 3: Aaron Lai Mikayla Singh Grade 4: Aiden Ayala-Samaniego Emily Guo Natalie Jude Caleb Tin Isaac Kwan Lianah Ayala-Angumba Grade 5: Newsha Ziaei Mandy Wang Sandy Wang Mikayla Thomas Sarah Osten Ariella Gold Lily Muzzo Jacqueline Chan

Kelton Yeung Tia Malhotra Alessia Tsiantis Grace Zhang Jessica Torkos Grade 6: Rhea Misra Lucy Staples Sophia Pirnak Ian Hung Sheri Zhang Shivani Kumeta Carina Lai Giulia Bernardini Sasha Dell’Elce Laara Jiwan Amber Bajaj Sadiq Habib Britton Bowes Ava Lie Aleena Rahemtulla Rojin Ahmadi Siena Ierullo Grade 9 Anugreh Kaul

LOWER SCHOOL ART CREW Exhibit at the annual Glynnwood Retirement Home Art Gallery exhibit, The Celebration of Art. 28

Congratulations to Carina Lai in Grade 6, who achieved a High Merit Recognition for her abstract acrylic painting: Abstract Sunset in the Fall 2017 Celebrating Art Anthology.

ILLUMINATE Celebrating the creative talents of the TMS Artists in the Community, “ILLUMINATE, an exhibition of photographs” was held on October 12. The photographs of nine TMS students were on display at the Richmond Hill Centre for the Performing Arts for the 2017-2018 Season’s Opening Night. ILLUMINATE was an opportunity for students to focus on their interpretation of the theme- enlightenment, revealing light and shadow. It was curated by two graduating students. TMS has provided a rotation of images for the RHCPA created by its students for the past 3 years.

UPPER ELEMENTARY “TWINDERELLA THE MUSICAL” Upper Elementary students were thrilled to present “Twinderella the Musical” to a packed theater at the Aga Khan Museum in February. The Upper School student musicians Raha Afkhami Nemati, Karishma Doodnauth, Maya Sekhar, JuliaLauren Singh and Eileen Wong provided the audience with some beautiful pre-show entertainment.

UPPER SCHOOL CISMF MUSICIANS Irfan Arif (Clarinet) Concert Band Evan Beri (Trombone) Wind Ensemble Natasha D-Sousa (Flute) Concert Band David Gu (Clarinet) Senior Choir Sofia Ierullo (Flute) Concert Band Kornellia Lauren (Alto) Senior Choir Raha Afkhami Nemati (Flute) Senior Choir Christian Niem (Baritone) Concert Band Jasper Ng (Trombone) Concert Band Audric Pau (Trumpet) Concert Band Kristen Shiozaki (Flute, Strings) String Ensemble James Wall (Alto Saxophone) Senior Choir Eileen Wong (Clarinet) Wind Ensemble Charlize Yao (Clarinet) Concert Band Arthurine Yu (Flute) Concert Band Angie Xu (Piano) Jazz Ensemble The Conference of Independent Schools Music Festival (CISMF) includes a selected group of students from more than 40 private schools in the Conference of Independent School (CIS) of Ontario. They all rigorously auditioned and performed in the Senior Choir, Wind Ensemble, Concert Band, Jazz and Symphonic Bands. Roger Marlés, Upper School Teacher 30

Lower Elementary Winter Celebration

Upper Elementary Winter Celebration

Upper School Winter Celebration

CITIZENSHIP

GRACE AND COURTESY An essential part of our School and classroom community is treating each other with grace and courtesy. In the Toddler and Children’s House classes we teach the students these positive attributes in a number of ways: greeting each other with a handshake and/or eye contact and a welcoming word; respecting each other’s property and work space; sharing materials and toys; turn taking while working or speaking; helping our classmates and teachers; comforting our classmates who are sad; holding doors for others, etc. These skills help to make TMS a wonderful place to learn and grow.

REMEMBRANCE DAY! REMEMBRANCE DAY AT THE LOWER SCHOOL For Remembrance Day, Children’s House students created poppies, paused for a moment of silence with Elementary during our Lower School Assembly, created a bouquet of poppies to accompany the letters and poems composed and handwritten by Children’s House 2/3 students that were delivered to the Royal Canadian Legion in Aurora. In Toddler, the students produce lovely artwork inspired by poppies.

REMEMBRANCE DAY AT THE UPPER SCHOOL This day was filled with depth and reflection. Sanam Singh spoke of her grandfather. James Wall spoke of the significance of the monument at Vimy Ridge and the National War Memorial. The speeches by Aaryan Wadwha, Rebecca Russo, and Alex Priolo about the significant battles in WW1 and WW2 were followed by a speech written by Chase Drieberg and performance by Jack Reisman on the role of women in the war effort. The Grade 10 Integrated Arts class performed symbolic tableau which showed the sacrifice of those sent to war. Students created and planted a poppy in the school’s field with a verse of In Flanders FIelds wrapped inside. Each poppy symbolically representing 500 people who died serving in Canadian conflict.

360 KIDS °

LOWER SCHOOL INITIATIVES Friends of the Community collected over 1000 food items for the Food Drive.

360°kids Accessories Drive

Hot Chocolate Sale - Grade 5 students raised $459.15. Winter Accessory Drive - Hats, scarves, gloves were collected. $2,000 raised from the Build a Bear Sales at the TMS Marketplace. Grade 6 Sleepover Initiative raised $5,000. The TMS Faculty and Staff collected over $2,500 worth of products for 360°Kids Stay Program. The TMS Faculty and Staff collected Tim Horton’s gift cards ($1,395) for the youth at 360°kids.

Upper Elementary students raised $458.15 for 360°kids from a hot chocolate sale

UPPER SCHOOL INITIATIVES Justice League’s We Scare Hunger Food Drive collected 900 items of food. Covernotes Open Mic, a musical fundraiser by Alex Priolo in Grade 12 raised over $450. Musical GoFundMe page run by Angie Xu in Grade 11, releasing music to raise money. Justice League’s Toy Mountain - Collection for teen items.

Build A Bear for 360°kids

COVERNOTES OPEN MIC This musical fundraiser raised over $450 for 360°kids This event was organized by Alex Priolo, as part of his CAS Grade 12 initiative. 34

360°KIDS SLEEPOVER INITIATIVE TMS partnered with 360°kids to create a student initiative that directly connected to the Knowledge Building workshops the students have been engaged in as they learn about the needs of the youth who utilize the resources 360°kids has to offer. The TMS students were inspired to become engaged citizens and, in the meantime, contribute to this supportive organization by raising money through various events. The TMS / 360°kids Sleepover took place the night of February 15th. This was the first time that 360°kids had undertaken an initiative like this with any school in York Region. To raise money, the students created a webpage so they could fundraise for 360°kids, and involved teachers, parents and staff, and media to build understanding of the issues of homelessness. The event was a wonderful success that raised $5,000.

“I learned it’s not easy to be homeless and without basic needs. Building a shelter from material that wasn’t waterproof was hard and very cold. We were wet and hunched together in a very small space. The 360°kids leaders are very kind and patient. What I liked most about the night was working as a team to build a shelter and then trying to have us all fit in it. comfortably. Not possible! The materials we used weren’t long lasting. I was really tired and I can’t imagine having to go to school today.” Dylan Marks Age 11 “I learned how hard it was to be a homeless child living on the street everyday and with little money and little hope. I also learned that anyone at any age can make a difference. I remember most building the shelter with cardboard. I was cold and my fingers were numb. I also lost a glove! I also remember coming inside and feeling how warm it was and realizing that most children were not able to come inside and feel that warmth and brush their teeth!” Ava Lie Age 11 35

UPPER SCHOOL

Upper School Justice League 2017 2018

JUSTICE LEAGUE CLUB- FALL/WINTER As an Upper School citizenship club, Justice League considers, raises awareness for, and takes action on social justice and environmental issues. Our Vision is to provide TMS students with guided opportunities to support their local and global communities through community service. This is accomplished through facilitating a supportive and inclusive environment in which students can come together to work towards supporting charitable causes they feel connected to. We Scare Hunger Food Drive - This fall food drive collected food for both 360 Kids, which supports homeless youth, and LifeCorps, a surplus food bank that supplies several local food banks and shelters. This successful three week food drive collected over 900 items of food with the majority being healthy foods and items that 360 Kids had specifically requested. Good Shepherd Centre - Throughout the month of November, Justice League members collaborated with students at the Lower School to further prevent hunger in our community. Together and with the support of teachers, they cooked casseroles for the Good Shepherd Centre, which provides meals to the homeless in Toronto. 36

Justice League Fuzzy Fridays Toy Mountain Toy Drive was a success, collecting gifts and gift cards appropriate for teenagers for the winter holiday season.All items collected were donated to the Salvation Army.

JUSTICE LEAGUE

JUSTICE LEAGUE - COLLATERAL DAMAGE REPAIR Ms Tara Sutton, a Canadian Journalist and filmmaker, spoke to the students of the Upper School about The Collateral Repair Project (CRP). The CRP is a grassroots organization looking to repair the collateral damage done through war by helping Syrian and Iraqi refugees settle in Amman Jordan and victims of war and conflict. CRP helps to build community among families displaced by war and helps to support refuges acclimatizing to their new homes. The Justice League is teaming up with the CRP through its annual Goody-Gram initiative to raise awareness and funds to help out this worthy cause. In addition, the Justice League students met with Ms Sutton to discuss the power of stories, emphasizing that curiosity is one of the key skills journalists bring to their jobs, and how to more effectively tell our stories through film.

Having had the opportunity to meet with Ms. Sutton, the Justice League learned that through film they have the power to educate, inform and connect with others. Justice League members sold “Goody-Grams”, which included a card and cupcake delivered to recipients on Valentine’s Day, to support the Collateral Repair Project. This annual tradition not only spreads love at the Upper School, but also raises money for important causes. In addition to this, Justice League members made some baked goods that they brought in to sell alongside the Goody-Grams The Justice League was ultimately able to raise $400 for the Collateral Repair Project. 37

CITIZENSHIP ASSEMBLY “Find a Need. Commit to it. Help out with the tools you have at your disposal, and watch the impact you can make.” TMS Student Emcees The significant work our Upper School students are undertaking in the community is inspirational to everyone who hears about it. It was a joy to see the celebration and their continued impact on the world around them. The Upper School Citizenship Assembly showcased students involved in service in their community. Making Service Personal was this year’s theme. Students were encouraged to use their own passions and talents to give back. Keynote speaker Justin Park from World Vision Canada shared his story of passion for justice. He explained that you will find your service opportunity at the centre of what the world needs, what you love, and what you are good at. Presentations were made by the Justice League, Conservation Club and Red Cross Club, out of school, Chase Drieberg’s (volunteer work at Rogers Media), Kristen Shiozaki (youth council volunteer work and leadership opportunities) and teachers who shared their volunteering efforts. - Ashley Bailey, Student Life Coordinator, Upper School

PINK SHIRT DAY AT THE UPPER SCHOOL Our CAS project this year is to integrate a wellness program into the TMS Upper School throughout the entirety of this year. This wellness program is a multifaceted plan to improve student life and positivity in a number of ways. Our bimonthly themes allow us to focus on each theme through a number of specific activities. November and December’s

theme was anti-bullying. This topic is important to both of us and we want to change how students in our school views mental health and illnesses. Pink Shirt Day for Anti-Bullying raised $360 for the Pink Shirt Day Organization! This organization funds anti-bullying programs that support children’s healthy self-esteem, and teach empathy, compassion and kindness. We raised awareness about bullying by having everyone wear pink, and through an anti-bullying presentation.

Students then took part in implementing anti-bullying strategies. This included activities to promote positivity, small discussions, and it resulted in each student taking a personal pledge to do something to stop bullying. Each pledge was used to create a large scale “wall of pink” at the Upper School and serves as a reminder of what they did during Pink Shirt Day and focus on anti-bullying awareness. Andrea Chang and Raha Afkhami Nemati, Grade 11

RED CROSS CLUB TMS Red Cross Club carried out a fundraising initiative in September in support of the Canadian Red Cross’s International Disaster Relief Fund (IDRF). It came in the midst of a series of catastrophic natural disasters striking America and the Caribbean, including Hurricanes Harvey and Irma and a devastating earthquake in Central Mexico. The campaign’s most prominent message was that “every dollar counts.” It became representative of the collective impact that was ultimately produced from each individual dollar, action, and thought. Our student body, faculty, and parents in both the Upper and Lower School clearly took this message to heart, evidenced by their great compassion, empathy, and generosity throughout the initiative. We are proud to declare that the event raised over $1,200! These funds, directly reaching the IDRF and, were put towards funding the extensive relief projects required in recently affected regions. With the help of the TMS community, what started out as a simple idea to help those in need turned into an action that will surely make a tangible difference in many lives. As a club, we cannot begin to express how grateful we are for the TMS community support we received. It is this spirit of giving back that inspires students to take action and motivates our club to plan similar initiatives in the future. Anik Babul, Leader of TMS Red Cross Club 38

PINK SHIRT DAY LOWER SCHOOL

BUILDING THE TMS PEACE WALL The TMI students led the children of TMS in the creation of the TMS Peace Wall to celebrate Montessori Week and Dr. Montessori’s vision of world peace. This was inspired by the theme of peace at the Winter Olympics in South Korea. The classes took turns building the peace wall hand by hand. The result of this Lower School project is an impactful message from our youngest champions of peace. Rosanna Gaudio, Senior Trainer, TMI

PEN PALS In November we began an exchange of messages and letters with a French secondary school called Collège Saint Nicolas in the small town of Tiffauges in Vendée. The students in 7B first recorded short videos in French which were then shared with the French class and they responded just before Christmas. Our pupils then wrote a letter in French and today we received their latest responses! In the future, Grade 7 students will be challenged by a video in French for them to understand and respond to! Melanie Coudert, Upper School Teacher

THE COOKING CLUB PREPARES MEALS FOR GOOD SHEPHERD CENTRE Some Upper Elementary and Upper School Justice League students, along with Madame Sarkis and Mrs. Cantor, are giving back to the community by preparing meals for a charity in Toronto called Good Shepherd. This shelter feeds many hungry and homeless individuals. The number of meals served has doubled in the past decade, making it the largest free meal program in Toronto. On average 1,371 meals are served between 2 to 4 pm each day. Our small group meets every Tuesday to cook different meals, including cabbage casseroles, beef and pasta casserole and macaroni-baked casserole. We peel, cut, measure, and are practicing using the stove in order to prepare these meals. To-date, we have made 25 casseroles in four one-hour long sessions, which will provide 500 servings. This has been a very fun experience and I enjoy the opportunity to cook for charity. I have learned many skills and am very grateful to have played a part in this. Laara Jiwan, Grade 6

TERRY FOX

FRIENDS OF THE COMMUNITY

Lower School Food Collection

Toy Mountain for the Salvation Army

Friends of the Community Fall Food Collection for 360°kids

Friends of the Community Food Drive for Yonge Street Mission

VALENTINE’S DAY DANCE Friends of the Community raised $ 1,940 for the Hospital for Sick Children - DIPG Research Fund.

ATHLETICS

LOWER SCHOOL ATHLETICS U10 Tier 2 basketball teams Team members participated in the SSAF developmental basketball tournament in February. Both teams showed great development in their skills and showed great sportsmanship and teamwork. Coach Marshall and Coach Coffin were impressed with each athleteâ&#x20AC;&#x2122;s accomplishments.

Cross Country at Milne Park TMS had numerous athletes finishing in the top five, four had podium finishes, and all showed great determination and many ran personal bests. Cross Country at Norval Each athlete completed a personal best and five finished in the top 20 out of more than 100 runners. U10 Co-ed Soccer This young teamâ&#x20AC;&#x2122;s players always worked hard and showed its true strength against the strongest teams in the SSAF. U12 Co-ed Soccer Comprised of experienced and new players, this team worked hard during practices developing new skills, improving with each game and showing great sportsmanship.

U10 Indoor Soccer

U10 Tier 1 basketball HoopDome Tournament games were very close and team members showed skill development and improved their play in every game.

U12 Tier 1 basketball This team was 3-1 in the round robin. The team greatly improved and played a great game in the playoffs, losing to the Silver medal team. Both our losses came from two of the top four teams.

U12 Tier 2 basketball This team has worked hard to prepare for the SSAF developmental basketball tournament in February. At the tournament, this team was able to demonstrate how much they had grown and developed while showing great teamwork. Coach Coffin was so impressed with the accomplishments and development of each athlete.

CROSS COUNTRY

CROSS COUNTRY SKIING

DRUMFIT

ST. DONAT SKI TRIP

UPPER SCHOOL FALL & WINTER TEAM ATHLETIC AWARDS The Athletic Award Ceremonies held in November and March provided us with two occasions to recognize and celebrate our Athletes and Coaches who participated on a teams as well as highlight our Athletic Programâ&#x20AC;&#x2122;s accomplishments. Many of our teams advanced to CISAA play-offs after earning successful league play records. Our U14 Boys Volleyball team were ranked 1st overall after their season and earned the right to host CISAA Final Four! Our U14 Girls Basketball team had an exceptional season and were unstoppable at the Final Four earning our first 2017-2018 Championship Banner! Sarina Chong-Yen advanced to OFSAA

Championships, representing TMS in the JR Girls provincial race. All of our teams in the Winter Season advanced to play-offs, with 50% of our teams earning Final Four spots. Open Curling and SR Boys Basketball earned Silver medals and our SR Girls Volleyball team earned Gold and the banner after another flawless, undefeated season. Julia-Lauren Singh, our Student Council Athletic Chair representative, has done an excellent job as Master of Ceremonies, continues to give back to Athletics, and has shown great leadership with her Athletic peer-tutoring initiative.

Team Awards â&#x20AC;&#x201C; Each coach will nominate 1 Athlete per team who best meets the criteria stated for each award. These awards are presented at the end of each season during our Athletic Assembly.

MVP Award

This award recognizes the most valuable player for each team. This Athlete demonstrates outstanding physical performance and is highly competent and consistent when executing sport-specific and fitness in competitive events.

Titan Award

This award recognizes a player who is extremely coachable and is an excellent team player. This athlete demonstrates an exemplary attitude, commitment and perseverance.

Fall Season Team

Winter Season

MVP Award

Titan Award

SR Boys Volleyball

Kenneth Nguyen

Harish Kugathasan

JR Boys Volleyball

Gauthaman Ramesh

U14 Boys Volleyball

Team

MVP Award

Titan Award

SR Boys Basketball DIII

Chase Drieberg and Jack Reisman

Harish Kugathasan

Arman Jamal

JR Boys Basketball DII

Joshua Martins

Aryan Aghamohammadi and Robert Roth

Stephen Bian

Joshua Osten

U14 Boys Basketball DIII

Jussun Mehta

Nathaniel Mark

SR Girls Basketball

Katherine Bessai

Caileigh Maskery

U14 Boys Basketball EXH DIII

IrshaadKarim Devje

Aydin Tang

U14 Girls Basketball

Mari Pietersen

Hayley Hencher

SR Girls Volleyball DIII

Julia Groza and Caileigh Maskery

Lauren Fichman

OPEN Girls Cross Country

Sarina Chong-Yen

Kristen Shiozaki

JR Girls Volleyball DIII

Tiana De Cotiis

Cinzia Palmisano

OPEN Boys Cross Country

Chase Drieberg

James Wall

U14 Girls Volleyball DIII

Hayley Hencher

Shirley Xie

SR Girls Field Hockey

Meghana Narang and Su Gorener

Madison Muzzo

U14 Girls Volleyball EX DIII

Vera Tong

Olivia Varma

JR Girls Field Hockey

Vanessa Huang

Maral Moshiri

SR Open Curling

Kristen Shiozaki

Jeff Cheung

Irfan Arif

Hayden Leong

U14 Coed Curling

COMMUNITY

TODDLERS VISIT ROUND THE BEND FARM This October, the Toddler students along with their parents and teachers enjoyed a fun and sun-filled morning at Round the Bend Farm. Beginning the day with a ride on a school bus was definitely a highlight. Farmers showed us the vegetable garden, allowing the students to pick some of their own vegetables and a little pumpkin. Farm animals such as rabbits, chickens, pigs, and alpacas were a lot of fun to watch during our visit. Everyone enjoyed a wagon ride through the forest and corn fields with the big green tractor! There is so much to experience and learn from life on a farm! Kathe Leyser, Toddler Coordinator

CHILDRENS HOUSE 2/3 CLASSES VISIT ROUND THE BEND FARM They learned about a variety of vegetables, saw farm animals, went on a wagon ride, learned about the lifecycle of a pumpkin and finally, they chose their own pumpkin to take home.

TMS HOLIDAY MARKETPLACE On November 18, 2017, TMS hosted the first annual TMS Holiday Marketplace to support our School and local community. The Marketplace was a celebration of Canada 150 and featured artisans and entrepreneurs selling unique locallyproduced products. This community event showcased the artistic talents of TMS students and included exciting activities. The Build a TMS Animal activity and raffle at the TMS Holiday Marketplace raised funds for one of the School’s charitable partner’s, 360°kids (www360kids.ca) a registered charity and the leading youth services organization in York Region. 360°kids provides a full complement of programs and services that are essential to the health and well-being of at-risk and homeless youth. Last year, they helped more than 5,000 children, youth and families in need in York Region alone. 49

HALLOWEâ&#x20AC;&#x2122;EN AT TMS

LOWER SCHOOL

UPPER SCHOOL TMS FAMILY EVENT The second annual TMS Family Movie event, a special screening of Boss Baby, was attended by over 210 members of the TMS Community. Families snacked on pizza and popcorn that was served by staff and Upper School student volunteers, while enjoying the movie. 50

HERITAGE DAY

CELEBRATING DIWALI I am a Sikh. Diwali is a special celebration to us because on this very day our sixth guru, Guru Hargobind Singh Ji, and fifty-two princes were freed from prison. Sikhs are Hindus and Muslims who believe in the teachings of our ten gurus. Our gurus are the priests that started our religion. They taught us that there was only “Ik Onkar”, only one god. They taught us that our god, Babaji, is the goodness that exists inside of everyone.

Every year my family celebrates Diwali. When I was very little they used to take me to India and we would eat delicious sweets and watch the fireworks display. This year we had a lot of fun celebrating. First, my grandparents made our special diyas. Then, we ate the sweets that my grandma made. Finally, we lit sparklers in our front yard and took pictures. We had a great time! Amber Bajaj

My family is Hindu. On Diwali, we celebrate at my grandmother’s house. We pray to our goddess Lakshmi for good health and happiness and success in the coming New Year. After we finish our prayers, we open the gifts we got. The last thing we do before we leave my grandmother’s house is go outside and enjoy the beautiful night. Hindus celebrate Diwali because of this story: Rama the prince of Ayodhya was ordered by his father, King Dasharatha, to leave his country and live in the forest for fourteen years. So Rama went into exile with his wife Sita and brother, Lakshmana. Together the prince and his brother fought many battles and eventually they all returned to Ayodhya after fourteen long years. The people celebrated by lighting “diyas” and setting off firecrackers in happiness at the return of their king. Ever since then, Hindus have celebrated Diwali. Laara Jiwan

TITANS’ WEEK

Titans’ Week at the Upper School was eventful as student leaders designed events to celebrate their communities. The students competed with other levels through Grade Wars, celebrated their Houses through House Hallway Decoration, and represented them through Athlete vs. Mathlete and Twin Day. On the last day of the week, all came together to celebrate Team Canada and the Winter Olympics. February was an important time to celebrate school spirit - and it was the perfect time to re-engage and re-invest in our communities of support as we set goals for the second half of the academic year!

The Fire and Ice Ball, the Upper School’s new Winter Semi-Formal Dance, was a sold-out, dance-the-nightaway affair at the Eagles Nest Golf Club. Student Council planned and organized - headed by Madison Muzzo, Achu Mukundan, and James Wall. As a cap off to TMS Titans’ Week, the dance was a huge success. Most students stayed to the very end and have been talking about it ever since. “A lot of positive feedback was received regarding the event and everyone enjoyed the entertainment - including our Upper School Emcees - Jack Reisman and Alex Hamaniyan. The dancing continued right until the very end, and the success of this new Winter Semi-Formal will ensure it continues for years to come!” Raha Afkhami Nemati 52

STUDENT PERSPECTIVE: CAREER DAY AT TMS “Some wonderful parents and community members took their time to come in for Career Day to talk about their jobs and answer questions. There were a range of jobs addressed at Career Day here at TMS - from law to medicine, entrepreneurship and more. The speakers at each panel have different jobs within their field, so as students, we were able to see different directions our studies could go in. Listening to the speakers share what they do for a living opened our minds to the multiple career possibilities. It was clear that you can still be highly successful without a concrete plan at this stage, because most likely, your plan will change as you begin to discover more about the options you have in the future. As a facilitator, I was able to see the audience and their reactions to what they were hearing. They asked many interesting questions that made it evident that they were engaged. Career Day enables students to think more about their future. A strong message that came across was that being well rounded is important for TMS students and our future careers, and is an idea strongly promoted in our school.” Hanna Alladina, Grade 10

CAREER DAY

CAREER COLLISIONS: THE NEW NORMAL The 2017 theme for Career Day was Career Collisions: The New Normal. We wanted our students to hear about how new opportunities emerge when traditional careers collide with innovative and entrepreneurial thinking. By career collision, we mean things like technology, social impact, and entrepreneurial thinking colliding to disrupt with a traditional career path to create new opportunities. For example, a dentist becoming an entrepreneur, a doctor forgoing private practice to work for Médicins Sans Frontières or a vet creating a start-up to develop prosthetic limbs for dogs. Given that our graduates will be creating work of their own, embarking on careers that will be changed and disrupted by technology, the environment and the desire to do social good, we thought it would be beneficial for them to hear from people who have had a number of interesting and exciting collisions of their own. This year, we focused on speakers in STEM, design and business, since those are the main areas of study our students are pursuing at university.

TMS SUCCESSFULLY LAUNCHES NEW SPEAKER SERIES On October 5th, TMS was thrilled to host Dr. Alex Russell who spoke to over 250 parents, staff and community partners on the value of building resilience in our children. Dr. Russell is a Toronto-based psychologist and author who helps children develop resilience to succeed at school and life. Dr. Russell’s talk was well aligned with TMS’ theme for year – To Thrive – as he focused on the positive and emotionally rewarding role parents and educators can play in children’s lives. The lively presentation resonated well with parents of children ranging in age from toddlers just starting their journey at TMS to students in Grades 11 and 12 planning their next steps beyond TMS. Parents heard about strategies they can take to understand the impact of technology on their children, ways to encourage them to become effective decision makers and, as parents, ways to safely and supportively guide them towards independence. One parent described the tremendous effect of the learning, “Dr. Russell was engaging and informative. He supported our value systems as parents while at the same time challenging us to think about the impact our personal biases may have on our decision making. What he said will definitely affect the discussions we have with our children. Taking the time to pause and identify our own feelings and concerns before addressing them with our children is essential to fostering positive relationships as we guide our children along the road to independence.” 53

CAMP FUN Our students build strong relationships with each other through unique outdoor experiences. The overall goals of outdoor education at TMS are to 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 appropriate adversity, learn more about the natural world and what’s in it and show students how to effectively lead others. “It was a good experience with some good food and some good time to get to know some other students.” Paul, Grade 9 (Camp Walden) That sentiment echoes what a lot of our students have said about our September camps. The camps are run from our Upper School with the same noble goals now that we had at the beginning. “Organizing and running the activities for the Grade 7 and 8 students was both fun and funny!” Angie, Grade 11 (Camp Muskoka) It is from this engaging environment at Camp Muskoka that our students begin to stay outside in tents at Camp Walden and first explicitly learn leadership at Bark Lake Leadership Centre. After the gradual build-up of skills and confidence in the face of a refreshing breeze, trees whistling with the wind and a rigorous hike or canoe ride our students take on the challenge of staying in tents their whole trip. “Our trip was great because we got to spend time with the friends we had made over the last few years at school.” Mojan, Grade 12 54

This community recognizing statement defines us and our School. We have strived to make a set of journeys that each of our students can embark on with a mixed set of emotions ranging from impatience to wonder and from repetition to ambition. A school trip where your child gets the chance to stay overnight, away from the familiarity of home, in the shared nervousness of a cabin or tent with their peers, is exactly the kind of environment where your child grows into the responsible young adult you may recognize today. There are many experiences that help our children grow and it is still our hope here at TMS that your child gets to be a part of as many of these opportunities as they can. Camping is one of those great opportunities. Brad Bohte, Upper School Teacher

Bon Echo

UPPER SCHOOL CAMP TRIPS This yearâ&#x20AC;&#x2122;s September camps took our Upper School students to Camp Muskoka, Camp Walden, Bark Lake, Bon Echo Provincial Park and to the North Frontenac Park Lands.Â Each year level enjoyed a variety of outdoor activities in some of the best weather imaginable for a September trip. It was another successful year of starting fresh, building relationships and keeping community connections strong.

Camp Walden

Camp Muskoka

Frontenac

UPPER ELEMENTARY KETTLEBY VALLEY CAMP TRIP This September, the students had a wonderful time engaging in a variety of activities that enhanced their communication, leadership and collaborative thinking. Participation in exciting challenges such as low ropes, orienteering, rock wall climbing and the Web of Life, allowed students the opportunity to develop their team building skills and work on their self-confidence in a supportive and encouraging setting. 55

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DR. HUI TEACHES STUDENTS THE IMPORTANCE OF TAKING CARE OF YOUR TEETH Dr. Hui, Story’s father, spoke to the students of class 109 about his career as an oral surgeon. Dr. Hui delivered an engaging and interactive presentation on the importance of caring for your teeth, tools used by dentists and even went through a few dental procedures! The students were thrilled to dress up and take home their very own mask, gloves and cap!

Parent Social Night at the Upper School

Pizza Day Volunteers Career Day Volunteers

IN THE

NEWS

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g and . Russell was engagin of the learning, “Dr host Dr. effect value systems as parto our lled ted por thri sup was TMS rmative. He think On October 5th, e challenging us to parents, staff info le at the same tim spoke to over 250 may have on our build- ents whi Alex Russell who our personal biases on the value of act imp ners ct the part ut affe ity ly abo nite and commun Russell is a at he said will deﬁ our children. Dr. ision making. Wh . Taking ing resilience in with our children or who helps dec e auth hav and we st ons logi cho discussi ings and Toronto-based psy at school and the identify our own feel lience to succeed time to pause and with our children children develop resi with TMS’ the re addressing them was well aligned befo s talk ’s cern s as we sell con ship Rus the tion life. Dr. focused on ering positive rela To Thrive – as he is essential to fost independence.” theme for year – ng role parents and along the road to ardi dren rew chil ally our tion e pendent positive and emo s. The lively guid 1, is a leading inde in children’s live S, established in 196 educators can play ntessori and Internaof children TM Mo nts the s pare bine with l d wel that com ents presentation resonate their jour- school rks to provide stud calaureate framewo toddlers just starting ning tional Bac ss and excellence. ranging in age from for a life of goodne Grades 11 and 12 plan in tion nda ents Hill fou stud nd the to S hmo ney at TM heard about two campuses in Ric ond TMS. Parents TMS operates from ments for their next steps bey l learning environ and the impact of ona erst epti und to exc ng take providi the GTA. This strategies they can encourage them s and stages across r children, ways to children of all age for TMS’ new technology on thei akers and, as parents, veral events planned

d in 2016om AA team ha rora Panthers At g season the Au s Tour nament in ven Ra loo What an excitin ter luding the Wa many golds, inc nament, gold in 2017. They won Silver Stick Tour gold in the 2017 by th gold ed low fol ed 6, d finish off wi November 201 Durham West, an s Tour nament in and then gold in ips nsh pio am the Bolts & Heart y League Ch kes Female Hocke rking girls who in the Lower La a team of hard wo pionships. Truly am er herself ! Ch l cia nh vin iley Wicke eis the 2017 Pro message from Ha congratulatory even received a

TMS ALUMNI REUNION

Over the course of two days, over 40 of our Grade 12 graduates returned to TMS for many activities such as: visiting with faculty, staff and students; addressing our Grade 11 and 12 students on a panel discussing what to expect in university; getting their photographs taken professionally for their LinkedIn and Social Media profiles; playing basketball against staff and students; and finally a cocktail reception with other alumni and staff from both campuses. As our alumni body continues to grow, we plan to expand the types of activities for them, at different times of the year, to accommodate both our local and international alumni.

Students who have attended TMS in the past often come back to visit Mrs. Laehnemann, â&#x20AC;&#x153;being in your class was the best thing ever - probably the happiest time in our childhoodâ&#x20AC;?. Jenny Fong (in her TMS t-shirt), Mrs. Laehnemann and Tiffany Leung 58

T H G I L T O P S I N M ALU TMS Lower and Upper School prepared me for my studies and future career…

THEN

I was given a number of opportunities to showcase my talent at TMS, and was given the freedom to study and excel in my talent and skill of violin. I was extremely prepared for my music history and other academic courses. The International Baccalaureate (IB) teaches students how to write confidently in an academic setting. My university courses were all very well supported - for example mathematics - through the IB courses. My Extended Essay allowed me to pursue my passion in music theory and analysis - the most academic piece of Music - and achieve success. My independent study for the Extended Essay allowed me to accelerate into thirdyear Music Theory courses in University. At TMS, there were so many opportunities that have benefited me, and it was clear that my teachers knew my strengths and areas for growth and were willing and available to support me.

WILL THAIN GRADUATE, 2015

NOW I am in third year Violin Performance at McGill University with a minor in Management. My program is unique because it’s part performance and part academics. It’s not your average university program. Their aim is to give students a variety of experiences - solo performance, orchestra, quartet, as well as academic study to develop our skills for professional life. My business minor is a refreshing break from performance classes - a complete subject change - with more skills I can use in the future. I love the city of Montreal, and it was absolutely the best choice for me in terms of studies and community. I plan to be a performance violinist - as a member of a professional orchestra as well as establishing a teaching studio. In order to achieve this, I plan to apply to the Master of Music in Violin Performance and Pedagogy.

Student Life at the Upper School

To make your gift please contact: Rakesh Tripathi, 905-889-6882 x2248

To view the plans: https://www.tmsschool.ca/buildingoursignificance

The TMS Going Beyond editions are published by TMS. We are evolving our magazine to best serve our TMS community. Please send your comments, questions and/or ideas for future issues to the Director of Marketing & Communications / TMS Going Beyond Editor: Ann Bianco-Harvey at editor@tmsschool.ca. Â© 2018 TMS.

LOWER SCHOOL

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UPPER SCHOOL

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500 Elgin Mills Rd. E, Richmond Hill, ON L4C 5G1 Tel: (905) 780 1002 Fax: (905) 780 8981