Optimum Magazine 2024

passion &

The Heartbeat of Strathcona-Tweedsmuir School

BY CAROL GRANT-WATT HEAD OF SCHOOL

On those wonderful occasions when we proudly welcome our alumni back to campus, the conversation inevitably turns to what aspects of their Strathcona-Tweedsmuir School (STS) experience they most remember years later.

The most common responses? A teacher, an activity, a lesson that engaged them on a human level. While some anecdotes are related to a notable event, such as an Outdoor Education trip or a championship game, many emerge from what would otherwise appear to be an ordinary day at STS. Why do these memories stand out when viewed in the context of a student’s entire educational journey?

For me, the answer is simple — there are no ordinary days at STS, just as there are no inconsequential moments that aren’t pivotal to a student’s learning. The shared element is this: these moments helped inspire a student’s passion, connected that passion with a sense of purpose, and captured the instant the young person discovered their path.

Within each split second, a child has the potential to discover their passion and purpose, and it is our collective responsibility as educators, parents, and alumni to ensure these values are nurtured and given room for expression. Our role is not just to prepare the child for the path but to guide and support them in discovering their own unique journey.

‘Prepare the child for the path, not the path for the child.’

These words hang on my office wall and echo through my mind as I perform my daily ‘Hoosier Walk.’ Named in honour of the classic Gene Hackman film, I began this tradition early in my professional journey and embraced it throughout my career. I navigate our hallways, visit our classrooms, chat with students and teachers, provide updates and receive feedback, explore our trails, pay my respects at the Forever Woods memorial, and pitch in to keep our campus clean and beautiful.

These walks allow me to observe and guide the school’s ongoing operations. Still, they bless me with something even greater — a sense of perspective, an opportunity for self-reflection, and a reminder of why I chose to pursue a career in education.

There is something special about schools, particularly at STS: a heartbeat, a synergy created by passionate people connecting around a common purpose. As teachers and administrators, our passion and purpose lie in preparing young people for a lifetime of learning and success. The path we envision is a metaphor for the future, similar to the trails surrounding our campus.

Prepare the child for the path, not the path for the child.

Imagine we are walking down a forest path. Some steps we take are small, while others feel enormous. We are faced with obstacles and unexpected setbacks, but we choose to continue. Every step is important because it brings us closer to our goals and purpose.

Passion is the spark of motivation that has brought us here. It carries us down the trail and grants us the courage and determination to see where it will lead. Just as passion can be overlooked when not directed towards a purpose, a purpose requires passion to be realized. Both are vital to a student’s success in school and life.

Purpose asks, ‘What would you like to do?’ Passion asks, ‘What do you care about?’

For these reasons, we have chosen passion and purpose as the themes for the 2024 edition of Optimum magazine.

Passion and purpose — I envision STS as the ampersand linking the two, with so many avenues to give our students the opportunity to pursue both. Our deeply engaging and rigorous academic framework, through the International Baccalaureate (IB) Programme, innately instills a passion for learning, curiosity, and drive to do one’s best. Exploring the globe through outdoor education and international travel expands our students’ perspectives. Our Kindergarten to Grade 12 STEAM programming introduces kids to technology, design, creative problem solving, trades, engineering, and more, giving them the skills to thrive in the digital age. Our robust arts offerings create conditions for students of all ages to explore their creativity and discover new talents and interests. Through our new hybrid program, STAND, students can access an exceptional and flexible education, allowing them to pursue their interests in a setting and structure that works best for them. Foundationally, our core focus on living a life of purpose through the very mission of our school instills in each of us a deep sense of purpose and drive to be good humans and give back to the world.

The future is evolving faster than ever before. As educators, we cannot guarantee that the path can be altered to accommodate a student’s needs, but we can ensure that they are provided with everything they need to navigate its twists and turns safely and reach their goals. This commitment is at the core of our educational approach at STS.

Please enjoy this issue of Optimum, which I hope might inspire a renewed passion for STS and a sense of purpose in continuing to build our future together.

FLOURISH PILLARS

Planned by our student Prefects, it is the first school-wide event of the year and a perfect picture of how a community comes together for a greater purpose and instills a sense of belonging. Sporting the colours of the four STS Houses, students and staff had a friendly competition while fulfilling pledges to raise money for cancer research, and remembering a national hero.

COME ONE, COME ALL!

This is the single biggest three-in-one event for ALL! Starting with our Open House, interested families are welcome to check out the campus and receive tours from student ambassadors. A Family Fair for all STS families and alumni takes place in the courtyard, with a petting zoo, food trucks, a local artisans market, and loads of games and activities. The festivities wrap up with our annual Homecoming celebration, honouring our Nil Nisi Optimum and Distinguished Alumni recipients.

If you haven’t joined us for our Open House, Fall Fair and Homecoming, get it on your calendar – it happens every September!

REMEMBRANCE DAY

Every year, we say this one was the best, and the comment is valid every year. Without exception, this past Remembrance Day assembly was powerful and touched the hearts of all in attendance. We were honoured to hear from Malcolm Hughes, founder of the Okotoks Legion, as he shared his personal account of living in the UK during World War II and how the events changed the lives of his community.

FLOURISH PILLARS

A phenomenal feat with a live STS ensemble band, Disney-calibre singing voices, innovative set lighting and design, and fabulous costumes of every living thing under the sea — the Senior School’s production of The Little Mermaid was tough to beat.

It's just a little national music award… no biggie.

Our very own IB DP Music 30 class entered the CBC Canadian Music Class Challenge — and WON! Up against some incredibly skilled competitors, the eight-member ensemble of Grade 11 and 12 students submitted a fresh instrumental cover of Drake’s Passionfruit. Judged by a panel of some of Canada’s most talented musical artists, they came out on top — congratulations to the students and Mr. Colin Van de Reep!

HONOUR DAY

The focus of this day is to honour and celebrate Ben, Daniel, Scott, Alexander, Michael, Marissa, and Jeffrey while advancing a legacy of positive change and experiences that will continue long into the future. This year, we were reminded of the value of passion, perseverance, and connection by guest speaker Sue Ridell-Rose, a former STS parent, who encouraged the message of ‘saying yes’ to being generous and helping others.

As part of the day, we also acknowledged our Forever Woods Scholars — a particular group of current students in Grades 10, 11, and 12 who have been awarded scholarships in the names of the students we lost in 2003, through demonstrating excellence in academics, leadership, and character.

The annual literary event in honour of Marti McKay ’82 welcomed award-winning guest speakers including children’s and teen author Susin Nielsen (Dear George Clooney, Please Marry My Mom, The Reluctant Journal of Henry K. Larsen, No Fixed Address); novelist Thomas Wharton (Icefields, Salamander, The Logogryph); and children’s author and illustrator Nancy Vo (Boobies, The Ranger, The Outlaw). With hands-on workshops, small group discussions, and unique presentations, students (and staff) were entertained and inspired.

FLOURISH PILLARS

Innovation Day

Celebrating all things innovative, this public event had something for everyone — workshops, an interactive playground, faculty and student projects, panel discussions, keynote speakers, a Dragon’s Den competition, and a sneak peek of all our summer programming. Inspiring and entertaining, this must-attend annual event also left attendees deep in thought after hearing from brilliant industry leaders, including Dwayne Matthews, Dr. Jay Cross ‘80, Michael Flach, David J. Finch, and Rahim Sajan.

IB Art

A first in recent memory, three Grade 12 students completed the rigorous two-year International Baccalaureate (IB) Visual Art Diploma Programme (DP) involving three required components: a comparative study, process portfolio, and exhibition. Showcasing their work, the Exhibition is a testament to the power of visual arts to communicate complex ideas and emotions while celebrating remarkable artistic feats. Each student also submitted pieces into the Alberta University of the Arts (AU Arts) “Show Off” contest, competing with other high school students across Canada — AND all three were shortlisted for “Best of Show.” A considerable accomplishment for Becca Roth ’24, Isabelle Rutz ’24, and Pilar Ordañez ’24. Pilar’s “Dama Antigua,” a nod to her Argentine heritage, won the “Award of Distinction.” This fall, her talents will take her to Milan, Italy, where she will study fashion design at Istituto Marangoni.

DAMA ANTIGUA BY PILAR ORDAÑEZ ‘24

STRUGGLE BY ISABELLE RUTZ ‘24

TWIST BY BECCA ROTH ’24

Chocolate Bar Competition

A highlight for middle school design students was the chocolate bar design challenge, which had fierce competition. Students learn a multitude of skills in designing their chocolate moulds — from preliminary sketches to 3D printing to tempering chocolate for the perfect pour. Finally, they present their products and the process used to a panel of judges — including Eva Choi, owner of The Chocolate Lab, who then uses the winning mould to produce bars for STS to distribute on special occasions (come to one of our events to test them out *wink*).

Congratulations to Melissa Tan ’29 for being selected for this year’s design!

SPEECH DAY

More than 180 Middle and Senior School students courageously took the stage for this long-standing STS event, performing for peers, parents, staff, and guest judges. Categories included persuasive, spoken word, impromptu, solo and duo acts, radio newscasts, musical theatre, interpretive reading, and ‘after dinner.’ From classic literary presentations, thoughtprovoking essays, heated debates, hilarious pop-culture parodies, and jaw-dropping musical entertainment to the final ridiculously memorable rendition of I’m Just Ken from The Barbie Movie, Speech Day is unlike any other. For any STS student — if you know, you know.

Students in Grade 9 had the opportunity to put their French and Spanish language skills and cultural knowledge to the test by exploring France and Spain. At the same time, members of the Senior School bands were a hop, skip, and jump away in the Netherlands, performing in historical cathedrals, touring Amsterdam, and experiencing a bit of Dutch culture. On top of those trips, a group of Senior School students travelled to Morocco, taking in incredible experiences like riding camels in the desert, sand surfing, and a traditional tagine cooking class.

A brilliant and eerie performance by a talented cast and crew of Middle Schoolers captivated and entertained the audience. The play took the audience through the deep and dark depths of Edgar Allan Poe’s infamous works.

Tales of Poe

FLOURISH PILLARS

New banners for the Spartans!

The cliché is true — it was a banner year for the Spartans! Due to the incredible achievements of our athletes, room had to be made to proudly display new Golf, Cross Country, and Badminton banners, plus many individual medals in both Junior and Senior Varsity teams. Spartans dug deep with notable efforts in basketball, field hockey, volleyball, track and field, rugby, and soccer, exemplifying Nil nisi optimum.

Students from Grade 6 display their Primary Years Programme (PYP) topics focused on advocacy, Grade 10s showcase their Middle Years Programme (MYP) personal projects, and Grade 12s in the Diploma Programme (DP) discuss their essay subjects. Passion and purpose at the student level inspired peers, faculty, and all who attended the Exhibition.

IB Continuum Exhibition

Marvellous

say that 5x fast!

Senior School students in the Round Square program hosted an in-school market selling innovative products, unique arts and crafts, and homemade treats. All of the proceeds supported a local charity.

Tie Delivery Day

A simple gesture with reverberating results! A fleet of parent and staff volunteers make in-person visits to newly enrolled families, personally welcoming them to the STS family. This tradition brings joy and delight to everyone involved, building organic connections and the feeling of belonging.

Students Taking Their Passions to the next level

Middle School students practicing before the Junior Speech Nationals in Halifax, NS.

From gathering in the classroom to strategize and research international relations to travelling to Washington, DC, to witness the real thing, these Model UN participants have much to smile about.

STS Middle Schoolers proudly represent at the Calgary Youth Science Fair.

Meeting regularly after school, a group of elementary school girls participate in the Fast & Female running event in Canmore, Alberta.

2024 YEAR-END CAMPUS-WIDE events

QUEST DAY

With the soundtrack of The Little Mermaid still playing in our heads, this imaginative year-end event was themed Under the Sea.

SPARTATHLON

This high-energy race is a milestone for our Grade 5 students. It takes them all over our country campus, kayaking on the pond, biking on the trails, and running in the fields.

SPARTAN RACE

For the brave (and crazy), this year's Senior School Spartan Race conditions were mud-nificant.

DOVER

TAKES THE HOUSE CUP!

The competition was fierce, with full-school House events and initiatives over the year — in the end, Dover was victorious. A major highlight included Dan Arato Day and the ever-popular staff versus students basketball game — having the Aratos attend made the moment even more special.

Welcoming a First Nations Elder and Knowledge Keeper to our campus is a cornerstone of our commitment to Reconciliation. It creates profound opportunities for our students and teachers to learn, grow, and connect. This special relationship is a beautiful example of how STS is actively working towards a more equitable and inclusive society.

Hearing from Saa’kokoto, our Elder-in-Residence

We were sitting in the aspens on a windy day. As I went through my lessons, I started talking about the trees and the wind, and I asked the students if they wanted to dance with a tree.

The trees were swaying. We leaned against a tree and began to feel the energy coming from it. All of a sudden, they started turning around, hugging the trees, and dancing with the trees, swaying back and forth. That’s when I realized they were really feeling the energy from Na’a (Mother Earth) and all of her gifts.

I think about my responsibilities in life and the responsibility of having my great-grandfather’s name. He was a leader and teacher in his own way and was very involved in our sacred way of life. He was also a storyteller, and I acknowledge and honour him by coming to schools.

All stories have a name and purpose, and they always go back to the land or maybe significant achievements made in life. Sometimes, a grandfather is sitting there, a grandchild would run by, and they’d grab them and, at that movement, they would give their grandchild a name.

Some of my fellow members' traditional Blackfoot names go back centuries. Maybe their ancestors were great hunters or

warriors, and when they see a child or one of their relatives, they see all the qualities of that individual. This is when they’d pass on that name, and there was always a story. They would share the experiences that they had in their own lives, and it was how the stories would continue.

They would say, ‘This is the name that suits you,’ and they would tell a short story about what the name means and how it’s going to be passed on to them. The parents would remember that story so that, when the child gets older, they could say, ‘This is why your grandfather gave you that name.’

I feel that this is where my heart is: sharing that way of life with students and helping them understand the importance of respecting Na’a, all the beings of the land, the water, and the sky, and most importantly, themselves and their peers. Storytelling is a big part of that — sharing lessons.

A few years ago, I was at a summer camp in the Rockies. Every morning I would walk down this path and there’d be a log on the side of the path. One night, it was pouring rain, and when I walked down that path, it was not a log anymore. Because it was soaked with rain, it looked like a bear sitting on the side. I thought, ‘That is a gift right there.’ I left it there for others to enjoy.

So, even nature creates images that we’ve never seen before.

Na’a is an artist.

When the students are going to create something from Na’a, they find a piece of wood or branch and say, ‘It’s not just a piece of wood.” You have to think of where it came from. It does have a spirit, it’s alive, and what you’re going to create is coming from Na’a.

And so you take the students down that path, and you start right from the beginning, right from that tree. You come down to all the lessons and protocols, and, especially when you share the protocols, you begin to understand the importance and sacredness of everything that comes from Na’a. Whatever it is that you’re going to create will come right from their own spirit and thoughts of how they’re going to respect Na’a.

Students are now writing their own stories, their own interpretations of what I share with them. It is beautiful: what they write, what they create, their stories, even artwork and poetry. They really begin to understand one another, and they have a better appreciation of the stories, the lessons, and a way of life that’s been here for thousands of years. They know the importance of respecting Na’a and all the lessons that come from Na’a.

If you are making a gift, you put your whole heart, your energy and your spirit into what you’re making because you’re going to share it with someone else. You are passing on part of your spirit to that individual, and it’s all about that relationship.

I really appreciate being asked to come to STS to share our way of life. I even joined Grade 8 students on their canoe trip in May, for two nights on the land, camping on the river. I truly enjoyed that trip, sitting around a campfire and telling stories — stories are very different from what I’ll share in a classroom setting, inspired by the beautiful place we were in.

I so appreciate seeing and hearing about the impact of my stories with the students. I have talked to some of the parents when they pick up their children, and they say, ‘My child came home and shared some of these stories with me.’ This is meaningful and demonstrates how these stories have lived for generations — by being shared with others. These gifts from the STS community really stay in my heart.

FLOURISH PILLARS

with several entering programs like criminology, policy studies, international law, and direct-entry law.

OF THE GRAD’S POST-SECONDARY ENDEAVOURS

THE SENIOR BAND AT THE

As an IB school, Strathcona-Tweedsmuir School (STS) provides Grade 6 students with the opportunity to share the knowledge they have acquired over the course of their Elementary School education. An essential component of the PYP, the Exhibition (PYPX) requires students to apply all they have learned, including the skills, attitudes and behaviours they have developed over the course of their Elementary School experience.

BY KELSIE CONNOR, REBECCA FORBES, AND MELINDA MAYAN

GRADE 6 TEACHING TEAM

This year our Grade 6 students have gone above and beyond to find their purpose and to pursue their passions. Please enjoy reading about the actions and successes of the CLASS OF 2030.

Kareena Van Horne

There are many sports that are played in the world, and many of them involve sports balls. Most end up in the garbage, as it can be hard to recycle sports balls. Through my research I found that this can happen because people don't know if they can be recycled or not. Tennis balls are the hardest to recycle as they are made of materials that can't be recycled, like felt.

The first part of my action was to give some of my collected tennis balls to the bin at our school for the organization Parachutes for Pets. The second action was donating some of my collected tennis balls to Alberta Animal Rescue Crew Society (AARCS).

Charlotte Tong

As an animal lover, I understand that life as an animal can be tricky and unfair. Animals face challenges like harsh weather conditions, hunger on the streets, and living in overcrowded shelters. This has inspired me to address the issues of animal abandonment, my primary motivation being my dog.

I designed a QR code linked to the shelter’s donation page and included it in various poster designs and informational cards. These cards were fastened to small baggies containing two bracelets and dog stickers, which I distributed to the public at local pet stores and vet clinics.

After distributing my goodies, my efforts yielded positive results! A client from one of the locations I partnered with donated $500 because of my posters. As a 12-year-old, many of my outcomes surprised me, and I hope this encourages other young changemakers.

Students choose an issue which inspires them, and conduct research with the ultimate goal of taking action to make a difference in the world.

Ahana Lalli

This PYPX project helped me explore my passion for hockey through the eyes of a newcomer to Canada.

During my research I discovered a concerning statistic: 71 percent of immigrants want to play hockey, but only 1 percent get the opportunity to play, according to the Institute of Canadian citizenship. Hockey is one of my passions, and I have been playing hockey since age 4. I chose this topic because some of my family members are immigrants and they struggled with joining activities like hockey.

My actions included reaching out to organizations by giving them suggestions on how they could help newcomers, hanging up posters in the Northeast part of Calgary, and I created a short story that helps put the reader in the perspective of a newcomer. The book has now been published in the STS library!

Bobby Bond

My motivation for choosing my topic —Teen Driving, was because more and more teens over the age of 16–19 were starting to drink and drive, or take other substances like drugs before going on the road.

I decided to make a poster and put It up in the middle school community, because I know that a lot of people in the community are starting to drive. One approach to learning that I used in this project is communication skills, because at the end of the exhibition we needed to tell people about our topic and what we have learned.

Ryan Carmichael

The problem I chose is Illegal, Unregulated, and Unreported (IUU) fishing and whaling.

The documentary Seaspiracy introduced me to many things that shocked and surprised me, like whaling, slave labor on fishing vessels, and most importantly IUU fishing. It also introduced me to Sea Shepherd, a radical organization dedicated to fighting IUU fishing and whaling head-on. I wanted to take action and help in the fight against IUU fishing.

I am hundreds of miles away from the ocean, and even if I lived close, what could I do?

I took action by raising awareness and making posters. Even though my teachers told me that this would be a hard topic to research and take action on, I dove in head first.

On Dan Arato Day, Middle Schoolers created personal portraits with clay then arranged them on one canvas together to visualize the value of belonging.

A NEW CHAPTER AT STS:

EMBRACING A SEMESTERED PROGRAM

The 2023-24 school year marks a significant transition for Strathcona-Tweedsmuir School (STS) Middle and Senior School students and staff as the institution shifts from traditional full-year classes to a semestered system. This new structure, dividing the academic year into two main terms, promises enhanced flexibility in student programming and a better balance of courses, particularly for Senior School students.

For Grade 10 students, the semestered program opens up exciting opportunities. They can enroll in two Grade 11 classes if they enter the International Baccalaureate (IB) Programme in Grades 11 and 12. This change allows full IB Diploma Programme (DP) students to take additional Higher Level (HL) courses in Grade 12, providing more time to meet both IB DP and Alberta Program of Studies requirements. Additionally, Grade 10 students can now complete some Grade 12 classes in Grade 11, including writing Diploma Exams, which helps balance their academic workload. The ability to focus on four courses at a time, rather than eight in the linear system, ensures better course balance and more focused support in each class, reassuring parents that their children are receiving a well-rounded education.

As a Grade 11 student, changing classes in January offers notable advantages, including the flexibility to add or drop courses based on evolving university aspirations. Furthermore,

BY RORY STABLER HEAD OF SENIOR SCHOOL

they can add Grade 12 classes in the second semester, helping to balance their workload and aid in university admissions by applying with completed Grade 12 courses. This system also allows students to immediately retake classes if needed, ensuring that learning gaps are addressed before advancing to the next level, promoting continuous learning and growth.

For Grade 12 students, the semestered program offers similar value regarding course changes and the ability to double up on classes in the second semester. Most importantly, the shift means that all Grade 12 students write their Diploma exams in January, spreading out these high-stakes tests and allowing for rewrites within the same school year if desired. This reduces exam stress and improves students' chances of success.

The transition to a semestered program reflects STS’s unwavering commitment to meeting the high expectations of students and parents. This shift maintains the school's high academic standards and increases student choice and flexibility. As the school moves into the final year of linear classes, there is confidence that the semestered program will continue to benefit all grades. This change exemplifies the school's dedication to student success and well-being, serving as a source of pride and motivation for the entire STS community.

I really enjoy the semestered program — mostly because it allows me to focus on those subjects and not feel overwhelmed with eight different courses that I'm taking at the same time. That can be a lot.

The following twelve students completed the full DP curriculum consisting of six subject groups, theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay (EE). Each student profile features their chosen TOK subject and topic.

FLOURISH PILLARS

ASSISTANT HEAD OF SCHOOL: ACADEMICS

History may not always repeat itself, but it often rhymes. This explains why Marc Boulianne's passion for teaching Social Studies and IB Diploma History is grounded in his belief that students are responsible for understanding other people's stories and perspectives. Where possible, Marc connects aspects of the curriculum to social justice, highlighting past inequalities, inspiring critical thinking, and empowering students to recognize and address contemporary issues. Marc exposes students to historical viewpoints through primary and secondary sources that broaden their understanding and allow students to find aspects of history that resonate. By making history relevant to current events, personal experiences, and broader social issues, Marc ignites a passion for many of his students — he knows that when students see the relevance of history in their own lives, their interest and engagement in the subject grows. Every other August, as part of the European War and History Tour, Marc takes Senior School students to Vimy Ridge, where Canadian forces achieved a significant WWI victory. Visiting historical sites in this way personalizes history, helping students grasp the gravity and impact of the past in a real way. Marc feeds his passion for history through constant reading. He provides students with curated reading lists that allow them to delve deeper into historical events, figures, or periods. This opportunity enriches their knowledge and encourages students to analyze historical events critically, draw connections to contemporary issues, and engage in thoughtful debate — approaches to learning that Marc nurtures in his students over time.

Suzanne Piechotta and Mark Race teach Visual Art and Design, respectively. Suzanne’s passion for art extends back to her childhood — she was always making things. Mark's passion for design stems from his interest in how technology can be used as a tool to augment the creative process to create new objects and/or improve the design of existing ones. While art is often perceived as a medium of personal and aesthetic expression, design is typically associated with functionality and problem-solving. However, the boundaries between these two disciplines are fluid. Art inspires design by injecting creativity and innovation into practical solutions, as evidenced by an interdisciplinary project conceived by Suzanne and Mark for their classes. Grade 10 students blended creativity with functionality by breaking traditional discipline-specific boundaries to craft symbolically meaningful and beautiful objects. The art students created a deck of playing cards by developing images thematically grounded in ‘Time and Place.’ Colourful

portraits of Persephone, Medusa, Artemis, and Aphrodite depict the four-suit of clubs, diamonds, hearts, and spades. Students discovered through their research that Greek goddesses were often vilified in classical mythology — depicted as jealous, vengeful, and manipulative. Additionally, ancient Greek society was patriarchal, and the gendered myths reinforced societal norms and power dynamics, leading to the demonization of influential female figures.

Other Grade 10 artists painted high-top branded basketball sneakers used for the five clubs, diamonds, hearts, and spades — date-stamped with the year they were manufactured. With the Design Cycle and a human-centred design approach as their guide,

design students navigated the iterative inquiry, ideation, creation, and evaluation process to create six cases for the decks of playing cards their visual artist peers created. This project, a testament to the power of passion-driven collaboration, saw art and design converge to inspire creativity, innovation, and excellence under the guidance of Suzanne and Mark.

Purpose-driven teachers care about their students' overall development, knowing that education is more than meeting curricular outcomes. They encourage critical and creative thinking, problem-solving, empathy, resilience, and social responsibility. Like many of their STS colleagues, Marc Boulianne, Suzanne Piechotta and Mark Race have the capacity, interest, and passion to engage students in learning experiences that expand and connect their thinking.

FLOURISH PILLARS

L-R: Mark Race, Suzanne Piechotta, and Marc Boulianne

Examples of student-designed playing cards.

FROM CAMPS TO CAMELS:

CONTRIBUTING WRITERS

Dale Roth | Director, Outdoor Education

Scott Bennett | Head of Strategic Innovation & Partnerships

Jennifer Conway | Deputy Head of School: Operations & Student Experience

The Experiential Learning Journey

Through academics, athletics, fine arts and more, Strathcona-Tweedsmuir School (STS) strives to inspire compassionate, curious, and creative global citizens who lead with courage. But what about the possibilities that exist outside of the classroom?

As educators, we believe learning does not end at the front door. From summer camps and outdoor adventures to international travel, STS students have endless opportunities to discover the world around them and carry these lessons into their post-secondary and professional careers.

Here are just a few of the ways STS is helping students bring their learning beyond the classroom.

As one of our flagship programs, Outdoor Education (OE) is the most visible example of learning beyond the classroom at STS. The 2024-25 academic year marks an exciting expansion, including Grade 12 students for the first time. The semester system further enhances the program’s

accessibility, allowing even more students to embark on this thrilling adventure throughout the year.

Outdoor learning begins early, with our youngest students exploring our campus as part of their regular classes. Camp-based activities start in Grade 4 and continue through Middle School, featuring excursions to Camp Chief Hector, Camp Easter Seals, and others. Canoe trips are introduced in Middle School, and homeroom and physical education teachers dedicate some lessons to preparing children for each trip.

The real adventure begins in Senior School, as Grade 10 students embark on two and three-day backpacking trips, snowshoeing and cross-country skiing day trips, and a three-day ski tour. OE students receive their Remote First Aid certifications, alpine skills, and avalanche training to ensure they are equipped for the outdoors. Grade 11 takes the program even further with ridge walks, a visit to Elizabeth Parker Hut in Yoho National Park, and a 24-hour solo survival trip. Starting in September, Grade 12s can enjoy advanced activities perfectly matched to their age and skill level.

The lasting impact of OE can be measured by the strong bonds students form with each other and the STS faculty. Teachers often observe a different relationship with their students after joining them in the wild. Whether it’s having the confidence to ask a question in class or problem-solving and coming up with alternative solutions, OE allows students to challenge themselves, grow physically and mentally, and apply their learning to real-world situations. More importantly, it fosters a sense of community and belonging, making every student feel connected and supported.

“[It’s] not without challenge, and not without overcoming some difficulties at times. A backpacking trip where it’s cold in the morning can be a big challenge for some, but not so much for others. The ultimate goal, in the end, comes out in the classroom; in the hall, through their character.” — Dale Roth, Director of Outdoor Education

Summer Camps and On-Campus Programs

There’s no better way to celebrate our school than by giving students and guests the chance to spend their summers learning on our campus. With state-of-theart facilities, an inclusive and welcoming atmosphere, and 220 acres of rugged natural beauty, STS delivers learning experiences that go far beyond what many expect in a traditional school setting. These unique experiences are designed to intrigue and interest students, making learning a fun and exciting journey.

Several years ago, we embraced a missed opportunity to use our campus over the summer months. We saw the potential of offering programming to the extended community while generating a new revenue source.

Our strategy was met with almost immediate enthusiasm, with 750 students trying outdoor education, fine arts, and STEAM through our summer camp and after-school programs. Select courses include Unity VR learning, scratch coding, crafts and beadwork, chocolate camp, and more. In all, 60 one-week programs were offered in the summer of 2023 alone, providing a diverse range of learning experiences for students of all interests and ages.

“The camps are part of our summer plans. Our kids love the campus and leaders. They meet new and familiar faces and get to try something different. It’s something they look forward to!” — Parent of summer camper

One of the most remarkable benefits of these programs has been our connections with families who aren’t currently a part of the STS community. Many admitted they didn’t even know we were here! By opening our

campus to the community, we can attract new friends to STS while offering an expanded range of experiences for current students.

Travelling At Home and Abroad

“A dude in armour walked across this same floor, and I’m doing it in Nike [sneakers].” — Grade 9 student

These experiences not only help students grow as individuals but also inspire them to become more well-rounded and globally aware citizens. “It forces us to learn how to deal with stress and adversity in real-world situations. It also helps us learn about multiculturalism and the different ways of life all around the world. Not only does this help us grow as humans, but it makes us more well-rounded in the long run.” — Grade 9 student

“It was amazing to create music in a place with so much history. Great artists lived and created in the same places where the students performed at concerts. It was equally wonderful to see the students welcomed so enthusiastically by the Dutch people who came to see them play.” — Brianna Dawe, Director of Fine Arts and Trip Leader

As an IB school, we are always looking for authentic opportunities to enable students to understand and manage the interconnected complexities of our planet. We seek to develop international awareness through classroom instruction by giving a glimpse of the world outside the school. Whether visiting New York and Washington, D.C., with Model UN or joining a Galapagos Island expedition, travel is the natural extension of that learning.

STS believes the best way to illustrate a concept is by standing on the ground where that concept was born. Gaining an understanding of a region’s history, economics, ecology, and day-to-day experience helps students view that region through a different lens and gives them a new perspective on their own identity and place in the world.

Trips are conducted over a three-year cycle, with local, national, and international trips offered during that time. Each trip is proposed with an obvious set of objectives in mind. Before selecting a destination or itinerary, we examine all possible ways it aligns with our curriculum and any academic and cultural links that can support their in-class learning.

Language is a beautiful example of a lesson’s application in a real-world context. Over this past spring break, students in our Grade 9 Spanish and French programs travelled to Spain and France. Those who studied the

local language were expected to step into a leadership role when visiting that country, including communication and navigating their surroundings.

Some subjects, like music, go beyond words. Our band students visited the Netherlands this year, where they performed on an international stage and visited many sites of cultural and historical significance, such as the Canadian battlefields of the First and Second World Wars. By finding a connection through a shared passion, they formed a much stronger bond with the subjects — and society — they had learned about in the classroom.

Last year’s 12-day trip to Morocco introduced many of our students to a landscape and society vastly different from their own. Travelling during Ramadan reinforced the importance of respecting culture in how they dressed, ate, and communicated during their stay. This ability to adapt one’s actions and expectations to a new situation is an essential skill that will continue to serve them well in the future.

Beyond STS

“Nothing can replicate the value of physically experiencing an unfamiliar environment or travelling to an unfamiliar place. Students learn so much through travel and experiences. Way to go, STS, on offering these invaluable experiences to our students!” — Tara Law, Post-Secondary Counsellor and Post-Secondary Tour Trip Leader

The ultimate goal of each of these programs is to prepare students for success in their post-secondary pursuits, and our post-secondary-tours give senior students the invaluable experience of exploring multiple university campuses from British Columbia to the Maritimes. By seeing the campus and facilities for themselves, walking the hallways, sitting in the auditoriums, and talking to STS alumni, they gain a tangible, first-hand understanding of what they can expect in their university careers. This, in turn, helps them make an informed decision as to where their paths will lead.

There’s an incredible world of possibility lying just beyond the classroom, and STS students are given every opportunity to explore and grow in this dynamic global learning environment.

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WHEN WE GATHERED TO CELEBRATE OUR ATHLETES, OUR ATHLETES GATHERED TO CELEBRATE EACH OTHER.

On the evening of our annual Athletic Awards Banquet, celebrating athletes across grades participating in our many sports team offerings, I looked at the tables arranged before me as I prepared to present. From the podium, I recognized not only our athletes and coaches but also the families, friends, and community members who formed a strong support system for our students’ achievements. It was a powerful display of our school’s unity and shared commitment to our athletes.

I saw a room full of champions. More importantly, I saw the stories written this past year — stories of hope, heartbreak, perseverance, gratitude, and passion.

It was a wonderful reminder that passion, while essential to every victory, is not measured solely in awards received, banners won, or titles defended. Those elite athletes whose names are engraved in bronze will be displayed for future generations. Still, everyone who represented Strathcona-Tweedsmuir School (STS) in competition and those who shared in and supported that journey now holds a lifetime of cherished memories forged on and off the field.

The 2023-24 basketball season was our highest ever in terms of results, and our badminton program produced provincial and zone champions for the third year in a row. These achievements are simply outstanding, as building a competitive team requires a high level of talent and participation numbers — and we have both.

BY KEN ZELEZ

When we introduced boys’ soccer to our program for the first time in 2022-23, we built an all-star team and won the league championship. By contrast, this year’s soccer team saw limited success in terms of “wins,” but our players ranked it as one of their favourite seasons of all time. Why? Because they were playing with their friends.

Our Grade 9 boys volleyball team is another beautiful example of this spirit of teamwork. They faced one of their most challenging seasons to date, at one point losing 11 games in a row, yet on this night of awards and celebration, they stood armin-arm on stage to celebrate the story they had all written together.

As a coach, this is what school sports truly represents.

Our athletes attend classes, take exams, challenge themselves, win or lose, learn, grow, and experience the same ups and downs of adolescence as their peers. But through sports, they learn resilience, teamwork, and the value of hard work. In times of struggle, they come together to support one another, and in victory, they learn humility. They accept their well-deserved praise in victory and move on to the next challenge with renewed passion and purpose. This is the true beauty of school sports, and we can all draw inspiration from it.

I could not be more impressed or proud; our entire school community should also be. I can’t wait to see where the next chapter leads.

MULTISPORT EXCELLENCE at a glance.

There is no better evidence of an athlete’s passion for sport than the desire to play on two or more teams throughout the year. In fact, STS remains one of the only schools in the Calgary area that consistently builds championship teams with multisport athletes.

Of 207 Middle School students attending STS in 2023-24, 166 (over 80 percent) participated in athletics, including:

72 SINGLE SPORT ATHLETES

43 TWO-SPORT ATHLETES

30 THREE-SPORT ATHLETES

12 FOUR-SPORT ATHLETES

9 FIVE-SPORT ATHLETES

Participation in our senior-level sports continues to be exceptional, which is incredible when one considers the associated academic and social commitments, particularly for those students completing the IB Diploma Programme.

My highlight was being able to help coach a Grade 8 badminton team. I remember the year-end ceremony, and I got to come up with this team as their assistant coach. It was the best feeling being part of something bigger and belonging to this group. Seeing how each player improved over the season was very fulfilling.

— VEER KADAM ’25

Annabel Dias | Director, Student Services

Tara Leece | School Nurse

Ty Riddick | PHE Teacher & Learning Leader

One thing that I usually do is picture happy scenery. I picture doing something happy, and I keep on telling myself, ‘Don't worry, Mila, something exciting is going to happen after school today,’ or ‘Don't worry, Mila, you won't have lots of homework after school today.

STUDENT WELLNESS

TODAY, TOMORROW, FOREVER

Anyone who has ever attended school while tired, hungry, or anxious understands just how much a student’s learning can be affected by these things. However, these are far from the only challenges a child will encounter in their school careers. Sometimes, they might have difficulty identifying the root cause, but they will likely feel that something is simply off

As educators, we know students' ability to recognize and advocate for their health and wellness is essential to becoming well-rounded. Now, with programs like Open Parachute and our Student Success Centre (SSC), Strathcona-Tweedsmuir School (STS) is helping to ensure that this vital conversation is reflected in all aspects of a child’s education, with lessons tailored to fit each age and grade level.

“Our department encompasses all areas of academics, mental health, and wellness,” Annabel Dias, Director of Student Services, explains.”We aim to provide wraparound support, so students have a circle of care from all angles, fostering a strong sense of community and security within our school.”

— MILA, GRADE 6

“In teaching, we often say there’s a gradual release of responsibility. It’s ‘I do, We do, You do.’ I think students are beginning to understand that everybody learns differently on some level. Finding out how you learn best supports your success and growth in challenging areas.”

Observing one’s health and wellness begins with awareness, and our Elementary School students start by studying how they feel physically and mentally. Are they full of energy and ready to learn? Are they having trouble focusing? What words would they use to describe this?

And what did they have for breakfast? Healthy eating is, after all, a cornerstone of wellness. Therefore, it's no surprise that a favourite wellness activity in Elementary School is Rainbow Food Week, during which foods matching a specific colour are prepared in our cafeteria or brought from home, with a different colour assigned each day.

“For example, Monday is red,” the school nurse Tara Leece explains. “We talk about the benefits of those foods, and everyone gets a passport. At lunch, we have Grade 6s or volunteers come around, and you get a little stamp or a sticker to celebrate that colour.”

Elementary School students have many opportunities to explore important social and peer-based topics such as bullying or anxiety. According to Scarlett, who’s in Grade 5, students learn strategies to help them navigate similar situations. “Sometimes, if I'm angry, I scribble or draw a picture about how I'm feeling...(or) I take a deep breath and remind myself that I'm okay. This will be over soon, and there are people who love me and will support me.”

Hannah, Grade 6, gives another example: “Yesterday we had an Open Parachute (lesson) about forgiving your friends. If you should or shouldn't…if it's worth forgiving, and how to deal with it. And the checklist really helped me (with that).”

Open Parachute, created by psychologist Dr. Hayley Watson, is an international program that helps boost resilience in educators and students through mental health skill-building lessons. It covers a wide variety of topics, from regular hallway checkins –an excellent tool for promoting mental health — to navigating moving to a higher grade or a different Division.

“We’ve really focused on transitions this year,” says Dias. “Even though we’re a Kindergarten to Grade 12 school, we want to make sure our students going into Grade 7 are confident going into Middle School and that those going into Grade 10 feel comfortable and know the team who will support them at that next level.”

Middle School students continue to observe their physical and mental wellness while adjusting to the academic rigours of more advanced classes. Like the Elementary and Senior programs, they can access in-school learning strategists, counsellors, and a provisional psychologist.

Physical activity adds another perspective to the discussion of wellness, says Physical and Health Education (PHE) teacher Ty Riddick. “PHE at STS aims to promote lifelong participation through meaningful experiences. Transitioning into postsecondary life is a big step, and we want to ensure students are prepared to lead lives of wellness outside of the school gates by leading them into the community to participate in recreation options.”

Class of 2025 student Andrew Pellegrino values his and his peers' autonomy in shaping their PHE learning experiences: “The range of choices we have allows me to select activities that I can excel in.” This year, thanks to a fundraising effort by the Parents of STS (POSTS), a class set of bicycles was purchased for our Middle School students, who were often seen cruising around campus alongside their friends this spring. Many expressed it as their most memorable experience this year, a testament to their sense of independence and control in their wellness journey.

Students entering Senior School, especially those starting in the Grade 11 Diploma Programme (DP), are preparing to face the biggest challenges of their careers so far. For those requiring further academic support, the SSC is another incredible resource. The SSC, or Student Success Centre, is a dedicated space where students can receive personalized academic support. Working with our team of invaluable Educational Assistants, students are introduced to various strategies to improve learning and refine study skills. The Centre also provides a space for those who benefit from writing tests in a different environment.

“I think that by teaching some of these executive functioning skills –planning and study skills and time management–we hope that there’s a transfer of those skills when they’re in the world, on their own, doing it independently,” Dias says.

According to Rachel, a senior student and athlete, physical fitness is often overlooked in high school; between classes and tests, eating healthy, and getting enough sleep. “During my first semester, I felt that I neglected my physical activity, which previously had been a fundamental factor in maintaining good health. I felt an immense imbalance between my intellectual and physical health. Due to the demand for academic courses, this eventually led to lower energy levels and a decreased focus during the school day.”

Rachel enrolled in PHE 20 in her second semester and is glad to have done so.

“Considering the fact that my class was smaller than a typical PHE class, this facilitated many opportunities to participate in more unique experiences. My favourite has definitely been the rock climbing and bouldering unit. We visited one of Calgary's rock climbing facilities to further apply the skills we had developed on campus, which allowed me to find interest in a new form of physical activity.”

Fellow senior student Milo adds that health and wellness, like education, extends beyond the campus, and it’s essential to have a trusted support network, such as friends and family, to rely upon. “I know it's tough to talk about these kinds of things because you always think, ‘No, I have to keep the conversation light and positive.’ You don't want to worry them, but sometimes (it) makes them open to what's happening. Are you struggling with a certain unit at school, or are you worried about those things?”

Dias is happy to see so many students using the health and wellness-related resources and is excited to see where these programs will grow and evolve.

“There is still more work to be done, and I think that’s a good thing. I phrase it: what’s essential for some is good for all. We’re trying to strongly encourage those universal social, emotional, and academic supports to ensure we’re meeting a student’s needs.”

As we have shared over the years, Strathcona-Tweedsmuir School (STS) has undergone a comprehensive review and refresh of our student uniform. This work aligns with our strategic framework, Flourish 2031, which outlines the near-term initiative to “Evolve the STS uniform to be more inclusive and current.” This project also reflects the high value we place on forging an enduring sense of community, belonging, and respect.

With a clear focus on moving STS uniforms forward while continuing to celebrate our rich history, our distinctive new collection balances comfort, tradition, style, functionality, sustainability, and practicality. One of the most exciting features of this new line is that, wherever possible, we have combined pieces intended for specific age groups and/or genders from former uniform lines into new items that all students can wear.

With the latest items, there is much more cohesion while offering variety in fit and style for each clothing item to create more flexibility and choice.

Our uniform has been a beacon of solidarity, excellence, and tradition throughout our school's history. It provides many important benefits, including fostering a strong sense of belonging and pride among all students.

We spend a lot of time together each day, and our relationships are the foundation of our school community. We have collaborated with students, parents, teachers, staff, and alumni to create our new uniform collection with the clear objective of celebrating our school’s rich history, creating inclusion, upholding high standards, promoting healthy and positive relationships, and enabling

students to feel comfortable and confident — whether indoors, outdoors, or anywhere their learning takes them.

At its core, the uniform is about respect for self, others, and community. It also symbolizes our collective social contract — we celebrate our individuality while remaining cohesive as a community.

Uniforms also facilitate a fundamental aspect of the STS ethos by inspiring students to express themselves confidently and professionally at school and in their future endeavours after

graduation. With that in mind, by embracing the philosophy of "dressing for success" and upholding uniform standards, we create an inclusive and empowering environment where students can confidently express themselves while respecting the values and expectations of our school community.

A STORY OF and

BY STEVE HANULIK

CONTRIBUTING WRITER

Celebrating the legacy of Lois Haskayne (Heard) and four generations at STS

From the very first issue of Optimum Magazine, we have strived to honour the foundational beginnings and families of Strathcona-Tweedsmuir School (STS) and the role each played in making our shared dream a reality. If, however, we were to identify one individual as the true matriarch of our school, it would surely be the remarkable Ms. Lois Haskayne (Heard).

Mother, grandmother, and now great-grandmother of STS alumni, teacher, wife of our first Head of School, as well as philanthropist, steadfast supporter, and unending source of inspiration, her stoic guidance and behind-thescenes cheerleading continue to have an enormous impact on today’s iteration of STS, just as she has been an essential part of our school’s success for more than fifty years.

Lois sat down with daughters Pamela ’73 and Janice ’75 to candidly reflect on the early years of STS, their deep sense of purpose and commitment to STS, and the special traits that ensure their connection with the school and community remains strong.

“I was the second person in Rosebud to go to university,” Lois explains when asked what led her to a career in education. “That was very rare in the 1950s. It was just after the Second World War...the veterans were coming back and were given money to go back to school.”

Raised on a family farm beneath the vast prairie skies of Rosebud, Alberta, Lois (born Lois Kenney) describes her childhood as Victorian-era formal. She recalls that, as a teenager, she never attended a dance or a party without her mother, father, or brother serving as chaperone. “(We) would go to little Christmas concerts and things like that that we put on, but I ached for more. I’m a city girl, quite frankly.”

She credits her own teacher, among many other exceptional women, for inspiring her to pursue higher education. “Why did I leave? I think it is probably due to my teacher, Mrs. Ambury, who taught Grades 10, 11, and 12 all in one room. I don’t know how she did it. And she gave me literature and books to read because she knew how I was.”

“I loved books,” she continues. “For Christmas, you only had to give me one thing, and that was a book.”

Lois attended the University of Alberta in Edmonton, where she met her future husband, W.A. ‘Sandy’ Heard ’46, the founding Head of School of

STS. Like Lois, Sandy’s dream was to become a teacher. They married shortly after graduation and celebrated the birth of their first child, Pamela “Pam” Heard ’73.

Lois and Sandy were awarded positions at Melville Scott School with Sandy teaching for one additional year at Queen Elizabeth. Shortly after, Sandy received a job offer from Trinity College School (TCS) in Port Hope, Ontario, where he had been a student from Grades 7 to 13. The Heard family moved east and welcomed children Janice, Cynthia, Mark, and Rod.

Lois believes Sandy’s childhood experiences are why he sought to cultivate such a strong sense of family and community at STS. “I think, in my heart, it’s because he was shipped off to school in Grade 7, at 12 years of age, and never came home except for summer holidays. Those were the 50s and 40s…you were not jumping on an airplane, so he had to spend Christmas down east, not with family. And he only had one other sibling (eight years older). So I think he really was quite lonely.”

She recalls feeling very well looked after by her new family at TCS. “It was like a home. The families got to know each other. The Headmaster would go for afternoon tea on Sunday (and) insisted that wives and children come to the dining room at least once a month. We all had to take part in doing everything, and the kids ran all over campus. The children just loved it – it was a very happy time in our life.”

At the time, a teacher’s salary was approximately $1,500 per year. The couple ran summer camps in Ontario to earn extra money, continuing a tradition they’d begun as newlyweds at Camp Chief Hector in Alberta. Lois had served as manager, and Sandy was the waterfront director. These outdoor adventures instilled a love of camping in their children and helped inspire STS’s world-class outdoor education program. “I think that comes from

being at summer camps…always canoeing, swimming, sailing, hiking. You ask the question, ‘What drew people to STS?’ Quite frankly, a lot of it was their outdoor program.”

Lois quickly settled into her new responsibilities, which extended well beyond the home and classroom. “You have to realize that we were well-trained at TCS because spouses had to take part, pour tea at cricket matches, and entertain.” It wasn’t long before she found herself welcoming a rather notable British monarch to the campus.

“When The Queen came to TCS, she fell in love with Pamela. She asked her aide to come and get Pam…she put Pam on her knee. I have a picture of that somewhere. She just thought Pam was delightful. The little girls were like little stepstones – dresses and white straw hats, white gloves, black leather shoes, and little red coats with sailor collar trim. They were so cute!”

“And the smock dresses,” Pam adds.

“They were all identical,” Lois laughs. “I imagine the poor little kids; they must have wanted to kill me, but they just looked immaculate. They even learned how to curtsey.”

Janice Heard ‘75 (left), Pam Heard ‘73 (standing), with Lois Haskayne (Heard).

Story continued from previous page

We lived in the school when we first came...

Janice '73 and Rod '82

An agreement was made with Calgary-based Tweedsmuir: An Academic School for Girls, to share the rural campus. Construction began in 1970, and the doors opened to students in September 1971. The two schools remained independent briefly before amalgamating into the co-ed StrathconaTweedsmuir School we see today.

“Now as their children, on the other hand, we felt like we had been put into purgatory,” daughter Janice admits, “because all of a sudden you’re not in the city, and it’s so far away. You didn’t have a vehicle, we didn’t have people to play with at night. It was harder for us…but you know, you got used to it pretty quickly. We did love being out there, just because we had lots of freedom to roam, but it was definitely different.”

Pamela, Janice, and their siblings spent most of their school days amongst their friends, but weekends, holidays, and summer break meant one thing – a lot of manual labour. This included mowing the fields and lawns, cleaning the school, and tending to the grounds. “It was hard getting help out there,” Pam says. “It was a long way from anywhere, and so there were lots of times when we’d hire people, but then they’d quit. So, guess who gets to empty the garbage and clean up?”

When their work was done, the Heard children still found plenty of ways to entertain themselves: exploring, hiking, and playing in the gymnasium. According to Janice, pranks and practical jokes provided some of the most humorous moments.

“For April Fools Day one year, I think (Pam) had already gone off to university, so I think I was probably in Grade 12 or 11…and I don’t even know if I asked Dad if I could do it, I just did it — I walked out to the corner before you turn to go down the hill into the dip. I stopped the buses as they came in and said, ‘The road’s been washed out down at the bottom. Everybody’s got to walk!’ It wasn’t that far, but they were so mad. They didn’t think it was funny. I thought it was hysterical!”

Looking forward to today, Pam is proud that the STS campus of 2024 encompasses the

same family and community concepts Lois had helped instill at STS, TCS, and SSB, where parent volunteers contribute to the Lost and Found, library, and Tweeds and More store. In turn, student’s families and employees were an integral part of the campus life and community.

“Mom was constantly cooking and ironing, coming to our games, and hosting teas for the teachers. Prizegiving was always a big event; you’d have people over for that. She treated the teachers like family as well; they’d come in and drop in any time. They just would walk in, nobody knocked on the door, you were always welcome, and anybody could come. She would wake up, and there could be ten people for breakfast or two; it didn’t matter. She never made a fuss. It was a really beautiful atmosphere to grow up in. I think she’s done an amazing job as a Head’s wife and mother.”

FLOURISH PILLARS

Heard family, L to R: Cynthia ’77, Sandy ’46, Pam ’73, Rod ’82 (on lap), Lois, Janice ’75, and Mark ’78.

Rod Heard ‘82

It was a good school then, a great one now, and it’s evolved in so many ways.

“STS had way more impact on me than (university),” Pam continues. “Strath really was a way of life. It set you up for success…the life skills that I got at Strath — how to be a good person — and the teachers had a huge impact. It prepares you for life, and if you go to any university (you are) ahead of everybody. When I went to first year, I was way ahead.”

“You know, it’s an interesting thing,” Janice adds, “because when you go to university, you become an alumni there...so (you) become attached, and care very much about the reputation of the university, and do things to help the reputation. For some reason, Strath has that same ability to hold people who want the school’s reputation to continue. To be as great as it always was.”

“I think it’s quite unique in many ways because you get an enriched experience. The teachers tend to be there for long periods of time. You make the kinds of relationships there you might make in university, longterm, really solid connections. For me, it’s part of why I continue to be involved. Even if my children weren’t there, I’d want it to continue as my alma mater. It was a good school then, a great one now, and it’s evolved in so many ways.”

With Janice’s daughter, Erin Rathwell ’00 teaching at STS, and her children, who are Lois’s great-grandchildren, now attending STS, the School has welcomed four generations of the Heard family into the classroom. Looking back across the past half-century, Lois has nothing but praise for the current Head of School’s leadership and for how STS is embracing new ways of learning while honouring our most-valued traditions.

“(Carol) is phenomenal. She gets it. And she gets the family part for sure. I know Sandy would be jumping up for joy if he knew they were bringing the Houses back…that was so important to Sandy because when you have competition within your own group, they learn how to win and lose graciously. And so when they get out to these other schools and are playing against them, they have the manners to congratulate them graciously…that is really why Dick (current husband Dick Haskayne) and I decided that we would give $50,000 to the Houses — to get that firmly instilled again.”

Lois also shared how important it is that STS removes financial barriers to great students through a robust financial assistance program — believing that all young people should have the opportunity

FLOURISH PILLARS

to attend such a wonderful school and that it creates a richly diverse student body. “This was important to both Sandy and me, and I dearly hope this remains a focus of the school.”

Janice acknowledges how STS is working to revolutionize independent education in Canada. “The school can now accommodate so many different styles of learning. Not everybody has to fit into this kind of classroom. There’s the opportunity for partly online learning, experiential learning, classroom learning, the IB Programme with all of its projects — there’s just so many ways for kids to figure out what they like, what they can learn, what they want to do. It’s an amazing place, actually. I wish I could go again.”

For Lois, this special attachment goes even deeper. “I always had a feeling that we were on sacred land,” she smiles, “and I think those buffalo really got us onto that.”

Tom Lawson and Molly ’76 helping in the garden

Pam Heard ’73, Grade 9 graduation

Lunchroom at Strathcona School for Boys

STS PARENT

Individuals

BY AIMEE-JO BENOIT ’97

SCHOOL ARCHIVES COORDINATOR

Emanating strength of character and being someone who gets things done, Steven has been instrumental in setting the school up for success and navigating challenging situations. It was a true joy to visit and show him what has evolved at the school through the years.

Started at Strathcona School for Boys (SSB) in 1969.

Moved to newly established STS from 1971 to 1974.

1974 Dover House Captain.

Parent of alumni children, Ryan ’02 and Ashley ’04.

Believing that “no student should be turned away due to financial circumstances," the STS Family Bursary was initiated to remove financial barriers for future students.

SHANNON SEAMAN

Member of the Board of Governors from 1998-2005.

Chaired the Board's Development Committee, spearheading efforts to dedicate the Sandy Heard Sports Centre, and was instrumental in establishing the Advancement program at the School.

Inaugural recipient of the Distinguished Alumni Award in 2004, celebrating those who truly represent the spirit of STS — Nil nisi optimum — nothing but our best.

Shannon’s caring heart and resilience inspire all who encounter her. We appreciate her continued support of the school and always look forward to her visits to campus.

Parent of STS alumnus Scott ’96.

Founded the Scott Seaman Outdoor Leadership Award in honour of her son Scott, known for his incredibly generous spirit and love of sports, who passed away in 1997. The award also donates to the charity chosen by the recipient, in their name, through the Scott Daniel Seaman Memorial Fund (The Calgary Foundation).

Helped to fund the Bouldering Wall in the Sandy Heard Sports Centre.

Developed the Scott Seaman Multipurpose Arena in Heritage Heights and the Scott Seaman Sports Rink in Black Diamond; each space has a metal-forged sculpture created by Scott.

Member of the Alberta Children’s Hospital Patrons Council.

EUGENE F. SETKA

Acts of service are at the core of STS, and Eugene’s many contributions to the School are a testament to this. His recent visit was a highlight as we welcomed him back to campus.

Parent of alumni children, Toria ’03 and Morgan ’05.

Member of the Board of Governors from 1994 to 2001.

Elected Chair of the Board in 1999.

Helped to establish the STS Foundation and an endowment fund for the School.

Foundation Director from 2009 to 2017.

Foundation Board Chair from 2011 to 2014.

Played a key role in the establishment of the STS Distinguished Alumni Award in 2004.

BY JAMILA NATHU

PRESIDENT OF PARENTS’ ORGANIZATION OF STRATHCONA-TWEEDSMUIR SCHOOL (POSTS)

OE bike trip from Jasper to Banff in 1974.

The Strathcona-Tweedsmuir School (STS) community is proud to recognize Todd Worsley ’88 as the recipient of the 2024 Distinguished Alumni Award — the highest honour bestowed by STS upon its alumni.

The Award, given this past May as part of our Annual Alumni Dinner, was established in 2003 to recognize eminent alumni who have made an outstanding contribution to our School. Each year, STS showcases a former student who has stimulated new ideas or developments, shown exceptional dedication, creativity, or leadership, and truly represented the spirit of STS — Nil nisi optimum – nothing but our best.

“I am truly humbled by the award and grateful for the almost 45 years that my family has been part of the STS community,” Todd expressed in his acceptance speech. “The truth is that I have had a tough time getting my head around the idea that I deserve any recognition for being like

Todd’s outstanding commitment and service to his alma mater and his community are truly commendable, and we take great pride in having him as a member of our alumni family.

— Carol Grant-Watt, Head of School

NIL NISI OPTIMUM Alumni

Nil Nisi Optimum (NNO) Alumni demonstrate notable accomplishments in leadership, service, and dedication to their profession and/or community and have brought honour and pride to their alma mater.

ARLISS

SZYSKY ’94

IF YOU FOLLOW YOUR PASSIONS, SUCCESS WILL COME.

In an industry best recognized for creating stunningly complex structures, managing critical infrastructure, and shaping the world we will one day inhabit, Arliss Szysky ’94 is helping communities across the continent grow and thrive while celebrating the people who live and work there.

Arliss is a civil engineer with over 25 years of experience, of which two decades have been with her current firm, Stantec. She started in their Transportation Group and later ran the Alberta South region for six years before transferring to Buildings. She is now the Senior Vice President responsible for business operations in Stantec’s North American Buildings practice, a role that aligns with her passions: architecture and business.

“I really enjoy the people aspect of running a business,” she explains. “Because you’re not selling a product, you’re selling people’s services. I have the philosophy in business: if you do what’s right for the people, it will come back to serve you.”

Like most engineers, Arliss has always been drawn to mathematics and problem-solving in particular. She attended primary classes at Christopher Robin School in Calgary before moving to StrathconaTweedsmuir School (STS) in Grade 4, where she stayed until graduation. She says that STS provided her with a strong foundation for success, and while math continued to be her favourite subject, she appreciates how the school worked to inspire well-rounded individuals.

“It wasn’t just the technical aspects of the subjects that we learned; it was the community aspect…how you nurture the child holistically and get them to grow and develop rather than just teaching them a subject.”

Some of her favourite memories at STS involved the Outdoor Education program. For someone with limited backcountry exposure, venturing into the wilderness was a fantastic experience. “We built snow caves and slept there overnight. I remember at the time thinking this is the craziest, coolest thing, and I look back and say, ‘Who was that kid?’”

“I learned adaptability,” she continues, “by trying new things, building relationships…taking chances, and pushing myself. I think that’s always helped me in life; when you get to a point, and you feel like you can’t do it, just push yourself a little more. Put your mind to it, and you can get it done.”

Architecture was Arliss’s first love, and she explored it as a potential career path as a high school student. However, a Grade 11 career

placement convinced her to pursue engineering as an alternative, and she earned her Bachelor of Civil Engineering degree from the University of Calgary. Although engineering and running a business may appear on different ends of the career spectrum, Arliss, who sees herself as an unorthodox engineer, has achieved success by combining her humanfocused leadership skills with her technical background.

“I always wanted to take a Master’s in Business, but what’s interesting is that the further I got in my career, the more the life lessons and practical hands-on learning through the job propelled me forward.”

She continues to rely on these lessons when building a successful team. “Everyone has influence, and everyone has something to offer. Now, how do you work together to achieve more than you can achieve on your own?”

This concept of working towards a common goal is something she sees reflected in her hometown, and it’s a reminder of the deep connections that exist between a place and the people who inhabit it. “I love Calgary. I believe in the city. This is very much home, so I’ve built my roots here. It’s about having that foundation, that solid base, and how you contribute back. How do you spread kindness and leave the world a better place than when you started? Even in my career in Buildings, you have that social responsibility of what you do in your community and the world.”

She recently saw her passions come to life through one of her most notable and recognizable building projects: the BMO Convention Centre expansion, which opened in June 2024. Located on the Calgary Stampede grounds, this spectacular feat of architecture and engineering was designed by Stantec, Populous, and S2 Architecture and represents a new era for the city’s emerging culture and entertainment district. Arliss served as the Executive Sponsor for the design team, a role she held for five years.

Arliss feels fortunate to have a career that combines her original love of architecture with running a business, a union that has brought her full circle. She says that when navigating one’s path, it’s quintessential to identify and explore those interests that one is most drawn to.

“Follow what you’re passionate about. Find that passion and hone that energy because if you follow your passions, success will come.”

FLOURISH PILLARS

Peter Stewart ’90

Jan Waterous is an integral part of the STS community, and her exceptional efforts have significantly enriched students’ STS experience. With nearly two decades of volunteer service as an events host, parent chaperone, committee member and Chair, guest lecturer, and more, Jan’s dedication has left a lasting impact.

Jan’s willingness to lend a hand wherever needed has left a tangible mark on our school community. She was instrumental in organizing annual STS Easter egg hunts and Christmas parties, and her home has been a welcoming venue for new parent evenings and significant donor events. When one of her sons graduated, Jan hosted the Class of 2017 graduation party, demonstrating her commitment to every aspect of our school life.

Extending beyond the School’s events and activities, Jan’s influence is felt among parents and students who have benefited from her guidance, coaching, and wealth of experience, particularly when considering Ivy League schools. Her tenure on the Board of Governors from 2011 to 2017 and her leadership roles as Co-Chair of the Capital Campaign, Inspiring Possibilities, and Chair of the Advanced Committee further underscore her significant contributions to our school community.

Jan and her husband, Adam, have dedicated their time and efforts and made significant financial contributions to the school. Jan’s consistent commitment to going above and beyond has played a crucial role in making STS successful today — for students, parents, and our entire school community.

Eric Giesbrecht CLASS OF 1992

Oysters might be the most magnificent thing you’ve ever tasted.

Or not.

Chef Eric Giesbrecht ‘92 believes both are true. This polarity, and the conversations it generates, is how raw oysters became a pillar of his business Meta4Foods in Calgary.

“People tend to open up to you because oysters touch such a sincere and unique aspect of their being, their relationship to food and how it’s either exciting or horrifying. It’s a gateway to instant friendships, connections, and inspirations.”

Meta4Foods is a wholesale company and retail outlet selling specialty products that can be difficult to find outside of a professional kitchen. From caviar and grass-fed ghee to Brassica Mustard, Eric is your guide through an array of new tastes, informed by the truths of your experiences — and those shared with others.

Eric, who attended Strathcona Tweedsmuir School (STS) from Grades 9 to 12, recalls his own search for truth as being sparked by a formative experience in Ms. Bartel’s English class when assigned to write a paper on William Faulkner’s As I Lay Dying; a book he’s not afraid to say he disliked. So much so that he refused to write the ensuing paper. To his surprise she acquiesced but then sprung a deadline on him a month later, giving him but two days to submit it. The quick turnaround forced him to drop all pretensions as he sought his own critical eye.

“I had to re-read the book as objectively as I could, and explore why I responded to it the way I did. The book literally showed me who I was… through that kind of process you get a sense of your fullness to a point where suddenly the world becomes so much bigger. It put me into serious pursuit of what is true, not just what is true in the world, but what is true about me. And of course I fell in love with Faulkner after that!”

The decade following his graduation saw a wealth of travel, exposure to other cultures and lifechanging food experiences. Eric lived and studied in France, Poland and Austria while returning to Canada on several occasions to attend university in Calgary and Halifax at King’s College before finding a home at the Liberal Arts College at Concordia.

With just a few courses remaining, and feeling his interest in pursuing work in academia waning, he chose to return home to regroup. He says that, during his time studying and living abroad, cooking was one of the main things that allowed him to integrate his experiences.

“I would just cook for myself. You get this sense of process and immediate results; you clean up, you enjoy, you learn something and then it’s done. I was never able to do that with any of my studies — it was always papers and submissions and applications. Cooking seemed like a godsend.”

Eric graduated from Southern Alberta Institute of Technology (SAIT) at the top of his class in 2001, further apprenticing in a group of cooks that now include a number of well-known and respected chefs across the country.

“Food can be a metaphor for breaking through limiting thoughts...”

He discovered oysters as an apprentice after being posted — to his initial dismay — to the restaurant’s oyster station. Within a few months he became expert enough to place fourth in an international shucking competition in Prince Edward Island. He used this and subsequent travel opportunities to meet oyster farmers in the region, whom he relied on as a personal chef and when launching Meta4Foods.

With a full catalogue of products in-store, Eric is now able to pursue his new passion — sharing these experiences with his customers.

“A woman, who was at a party I shucked at every solstice for ten years, never wanted to try an oyster. Then, in the tenth year, she said ‘You know what Eric? This year I’m doing it.’ And she realized it wasn’t at all what she had built it up to be in her mind. She said ‘I can’t believe it! Why did I wait ten years?’ It’s almost like a novel in itself, if you explore what led that woman to one of the most important moments in her life.”

Eric’s company name, Meta4Foods, reflects this journey. “Food can be a metaphor for breaking through limiting thoughts, a launchpad for an explosion of possibilities. Like the oysters, it either pulls people in or (not). So my customers are as invested in my story as I am in their success.”

FLOURISH PILLARS

RETIRED EMPLOYEE LUNCHEON

DECEMBER 7, 2023

YOUNG ALUMNI PUB NIGHT

DECEMBER 20, 2023

Santa’s helper giving out STS socks

Chris Thompson, Mary Laughren, Layne Clark, Bill Jones, Bill Taylor, Brigid Stewart, Linda Wiggins, Karen Foley, Henk Koning, Anne Thompson, Larry Clark, Mike Keller, Bonnie Hewson, Frances MacLean ’70, Coral Tupkal, Rob Lederer, Carrie Duncan-Moore, Sharon Gibson, Pat Sullivan, Brian Uzick, Nola Adam, Carol Grant-Watt

Brenda Thompson, Bill Taylor

Olivia Resch ‘23, Ellie McArthur ’23, Audrey Rolstad ‘23 Jayhan Kherani ’19, Nicole Imoru ’19, Tom Denness ’19, Sam Dayo ’19, Aidan Wolfson ’19, Bianca Galo Bernardes ’19, Bella Reis ‘19

Nola Adam, Timothy Martin ‘21, Ethan Hagarty ‘21, Reid Lochrie ‘21, Ryan Vance ‘20, Jack Dutton ’21, Lachlan Harris-Fiesel ‘21, Jake Zelez ‘21, Eila Ortt ’21, Garret Wylie ’21

Steven Mercer ’87, Lance Harris-Fiesel ’23, Clark Griffin ’23, Michelle Melton, Andrew Love ‘23, Gavin Wylie ’23, Brady Chanut ’23

Speech Day Alumni Judges

MARCH 20, 2024

STS Alumni Stampede Party

STS COMMUNITY GOLF TOURNAMENT

JUNE 13, 2024

Karen Robinson ’92, Megan Thomson ’99, Lara Unsworth ’95, Holly Kletke ’18, Pete Stewart ’90, Sharon Gibson, Brenda Thompson, Faye Steinberg ’89, Shannon Blakely ’93, Baruch Laskin ’90, Aimee-Jo Benoit ‘97

Henry McArdle ‘18, Brian Uzick, Ian Brown, James Motyer

Paul Storwick ’78, Shirley Storwick, Kat Mosswick ’08, Will Mosswick

Cory Royal, Glenn Cook, Alan Kambeitz, Sloan Pipella-Clark ’81

Deana Dypolt and Melony O’Neill

Bruce McFarlane and Janice Heard ‘75

Rebecca Clark ‘16, Lochlyn Clark ‘17, Meghan Senger ‘13

Luke Colborne ’96 and his band Lucky Sonne

JULY 8, 2024

STS Homecoming Celebration and Fall Fair 2023:

BY BRENDA THOMPSON DIRECTOR OF COMMUNITY ENGAGEMENT

On Saturday, September 23, 2023, the STS community gathered for a day of fun and connection at the Homecoming Celebration and Family Fall Fair. Held in our picturesque courtyard, this beloved annual event was a collaborative effort between the STS Alumni Association and POSTS, drawing alumni, alumni parents, former staff, and current STS families. The perfect weather added to the joyful atmosphere as attendees enjoyed a variety of activities and attractions.

The event offered something for everyone, including merchandise kiosks, a petting zoo, face painting, food trucks, games, entertainment, campus tours, an Alumni Pit Stop, and the exciting Zorb Ball Collision course.

A highlight of the day was the recognition of our 2023 Nil Nisi Optimum Award recipients: Andrew Ferguson ’96 and Roshan Sethi ’05, as well as our Alumni Community Citizenship Award recipients: Cory Royal (former parent), Brigid Stewart (former faculty), and Jack Schneider from the Class of 1990. These individuals were honored for their significant contributions to the STS community and their remarkable career achievements. We extend our heartfelt thanks to the parents, alumni, staff, and student volunteers whose efforts made this event possible.

In addition to the festivities on campus, reunion class parties were held across the city, allowing alumni from graduating years ending in 3s and 8s to reconnect and celebrate their shared history.

The success of Homecoming 2023 and the Family Fall Fair is a testament to the strength and vibrancy of our community. We are grateful to everyone who attended and look forward to welcoming you back for Homecoming 2024, scheduled for September 21, 2024, in conjunction with our Enrollment Open House.

2023 NIL NISI OPTIMUM NOTABLE ALUMNI PRESENTATION

2023 ALUMNI COMMUNITY CITIZENSHIP AWARD PRESENTATION

ZORB ball Collision COURSE

SANDY ORSTEN ART POTTERY AND MACRAME

NNO recipient Andrew Ferguson ’96, Aimee-Jo Benoit ’97, Carol Grant-Watt

Carol Grant-Watt, Community Citizenship Award recipients Brigid Stewart and Jack Schneider ’90

Shannon Mercer-Lee ’81 and Carrie Duncan-Moore

Sandy Orsten

STS Homecoming Celebration and Fall Fair 2023:

HONEY MEADOWS FARM

MACKENZIE ROTH FINE ARTS AND GLASS

SUMMER CARVER ART

LEMONBERRY PASTRIES AND CAKES

Jon Zwiers ’02

Mackenzie Roth ’17

Michael O’Brien

Class of 1983

Class of 2013 Class of 2018

BY BRENDA THOMPSON DIRECTOR OF COMMUNITY ENGAGEMENT

On May 9, 2024, the STS community gathered at Gasoline Alley, Heritage Park for the 14th Annual Calgary Alumni Dinner. This memorable evening brought together over 140 guests, including alumni from the Class of 1957 to our most recent graduates of 2023, along with retired faculty and staff, parents of alumni, and current employees. We honored Mr. Todd Worsley ’88 as the 2024 Distinguished Alumni Award recipient. The dinner featured a heartfelt video tribute, a sumptuous meal, thrilling raffles, and captivating performances by the STS Jazz Combo. Events like these highlight the importance of fostering a vibrant and connected community.

2024 DISTINGUISHED ALUMNI AWARD RECIPIENT

Todd Worsley ’88

Three generations of Worsley’s (L to R): Willem ‘21, Todd ‘88, and Reg

OVERVIEW OF THE ALUMNI DINNER

RECOGNIZING AIMEE-JO BENOIT ‘97 FOR HER LEADERSHIP OF THE STS ALUMNI ASSOCIATION AND WELCOMING INCOMING PRESIDENT, KAREN ROBINSON ‘92

Karen Robinson ’92, Aimee-Jo Benoit ’97, Carol Grant-Watt

Shannon Taggart, Michael Simmonds. Gabe Kemp, Season Prevost, Janice Lacroix, Carol Grant-Watt, Jessica Richmond

Sharon Gibson, Wendy Rodney, Wayne Colborne, Suzanne Colborne, Brigid Stewart, Anne Thompson, Jim Gibson

Farouk Shivji, Sarah Hall, Lara Unsworth, Leigh Blakely, Ben Mercer, David Laskin, Sebastien Gittens, all from the Class of 1995

Ian Shaw, Andrew Ferguson, Daniel Pysh, Fayaz Dhanji, Dale Greene, Kazia Gerber, Claire Perks, all from the Class of 1996

FLOURISH PILLARS

Meghan Senger ’13, Jordan Hutchings ’13, Ben Roskey ’13, Jennifer Anderson ’13, Sean Porter ’13, Brandon Urban ’13, Riley Waterous ’13

Willem Worsley ’21, Marcia Moffat, Todd Worsley ’88, Isobel Foster, Reg Worsley

Judy Fairburn, Larry Clark, Eric Le Dain, Mark Le Dain ’08, Aimee-Jo Benoit ’97, Ted Rozsa

STS Senior Jazz Combo

Will Matthews ’85, Ken Domareski, Tom Howard ’85, Reg Worsley, Todd Worsley ’88, Willem Worsley ’21, B.C. Douglas ’88, Ken Douglas ’90, Scott McDermid ’88

Lennard Fink and Riley Waterous ’13

Open House

Saturday, September 21, 2024

10:00 am to 1:00 pm

We invite friends of STS families and alumni to join us for student-led campus tours, information booths, and more! Experience and share what makes your school so special!

Scan below to visit our website to register!

STS’ Giving Tuesday

Tuesday, November 26, 2024

Senior Musical Performance — The Prom

November 27 – 30, 2024

STS Campus

Young Alumni Pub Night

Thursday, December 19, 2024

7:30 pm

Joyce on 4th Irish Pub

Homecoming

2024 and Family Fall Fair

Saturday, September 21, 2024

11:00 am to 3:00 pm

STS Campus

Class Reunion Parties for graduating years ending 4s and 9s the evening of Saturday, September 21, 2024.

Marti McKay Week

October 21 – 25, 2024

STS Campus

Donor Recognition Evening

Wednesday, November 13, 2024

7:00 pm

Calgary Golf and Country Club

Tales from Undergrad Years

Thursday, February 20, 2025

10:00 am

STS Campus

Speech Day

Wednesday, March 19, 2025

9:00 am to 3:00 pm

STS Campus

Alumni Dinner

Thursday, May 8, 2025

Gasoline Alley, Heritage Park, Calgary

Grade 12 Convocation

Friday, May 30, 2025

STS Campus

Alumni Stampede Party

Monday, July 7, 2025

Location TBD

THOMPSON

To learn more about our Alumni Association, get in touch with: Director of Community Engagement

thompsb@sts.ab.ca

403-938-8318

Scan to learn more

1980s

Gordon Laird ’86, Award-winning story builder and communications leader, received three prestigious Gold Quill Awards in June at the IABC World Conference in Chicago.

Congratulations to Jennifer Giesbrecht ’89 on passing her Acupuncture licensing exam. She is now a doctor of acupuncture, DTCM and will be setting up her practice which will include mobile services.

Grady Galvin ’90, a local stunt driver and picture car supplier, is providing cars for the new movie The Order, featuring Jude Law and Nicholas Hoult. The film includes supporting roles by a fleet of ’80s-era police cars from Grady Galvin.

Anton Wootliff ’90 has started a new position as Senior Technical Program Manager, Federated Security Program (GCP), Product Security Engineering at Google!

Naim Ali ’93, CEO of Calgary’s SM2 Capital Partners, shared his family's success story in an article featured on CanadianFamilyOffices.com. Naim recounted the long journey of the founders, Shiraz Ali and Mohamed Ali, who fled political unrest in East Africa and built a successful business empire spanning car rentals, commercial real estate, and hotels.

We are delighted to congratulate Arliss Szysky ’94 on being honoured as the recipient of this year’s Nil Nisi Optimum (NNO) Alumni Award. Join us at Homecoming Celebration and Fall Fair on September 21, 2024, when we present Arliss with her award.

Mike Waddell ’95 debuted his novel, The Body in the Back Garden. This cozy mystery, set in Crescent Cove on Vancouver Island, Canada, marks the first installment in his new Crescent series.

Jeremy Trickett ’97 has joined British Columbia Investment Management Corporation (BCI) as Senior Vice President, Legal Affairs & Chief Legal Officer and is now splitting his time between Toronto and Victoria. His family is thrilled to have him closer to home!

Matt Diskin ’98 has joined Osler, Hoskin & Harcourt LLP as a partner.

Congratulations to Al-Karim Khimji ’99, whose company Propra was awarded a $100,000 prize at the 2023 Digital Commerce Bank Calgary Fintech Awards hosted by Platform Calgary. The DC Calgary Fintech Award is a prestigious initiative that supports fintech startups across Canada.

Heather Cocks ’95 was featured in the June 2024 issue of Vulture Magazine for her iconic work as a fashion blogger. Her blog, Go Fug Yourself, continues to thrive with an impressive average of 18.9 million views per month. Heather has also made numerous podcast appearances and co-authored four books, with her most recent title being The Heir Affair, in addition to writing the popular pop-culture newsletter Drinks With Broads.

Congratulations to Jacqueline (Burns) ’97 and Paul Edgerton on the arrival of their daughter Scarlett Raborn Edgerton on June 15, 2024. She joins big sister Reese in making the Edgerton’s a family of four!

Congratulations to Ciara Glendon ’98, partner Dan Newark, and big brother Declan Daykin ’28 on the arrival of their son and brother, Lochlan Séamus Glendon Newark, born on March 18, 2024.

FLOURISH PILLARS

Khalid Kurji ’01 has begun a new role as Director of Ecosystems at Sustainable Development Technology Canada – Technologies du Développement Durable Canada.

Andrea Wettstein ’02, will be awarded the Nil Nisi Optimum (NNO) Alumni Award at the Homecoming Celebration and Fall Fair on September 21, 2024. Join us as we present Andrea with her award.

Congratulations to Stephanie Kochorek ’02 and her team at Daughter Creative, who took home 3 Golds, including Best in Show and the Anvil for Good, and 8 Silvers at the Ad Rodeo Association Anvil Awards. Stephanie is Co-Founder and Creative Director at Daughter Creative here in Calgary, AB.

Jon Zwiers ’02 continues to have a thriving honey business located here in the Foothills called Honey Meadows Farms producing incredible raw, natural and unpasteurized honey.

Kendra Scurfield '03 has published two children's books: her debut novel, Something So Perfect, and her second book, My Mom. Kendra is the VP of Communications at Banff Sunshine Village. The ideal job to fuel her passion for winter sports with her family.

Tim Burns ’04, a Private Equity Partner at Weil in New York, was honored as one of the recipients of the 2023 Emerging Leaders Award by the M&A Advisor. This award acknowledges individuals under 40 for their exceptional expertise and accomplishments in the field of law, along with their contributions to the community.

Arnie Fridhandler ’06 is a partner at Weil, Gotshal & Manges LLP. He is part of their market-leading Private Equity practice and is based in New York.

Chris Sykes '06 has joined fellow classmate Kaili Cashin '06 in the event industry. Chris is leading an event business that offers software for in-person, digital, and hybrid events. You can check out the website at swoogo.events. Kaili leads communications and stakeholder relations for the Telus Convention Centre.

Alyshea Surani ‘07, is a corporate commercial litigation lawyer at Cassels Brock & Blackwell LLP in Calgary.

Kirstie Hood ’08 has been promoted to Senior Process Engineer at Chevron.

Congratulations to Kathryn Shaw ’07 and husband Andy Brown on the arrival of their second child, Addison June Brown, born on December 27, 2023.

Geoff Evamy Hill ’10 and his wife, Rocio, have moved back to Calgary. Geoff has started a new position as Manager of Applied Research (Entertainment Arts) at Bow Valley College

Alice Janssens ’10 is a researcher and Assistant Professor in Fashion Marketing and Management at the University of Southampton, England, and has recently written a chapter in the Birkenstock 250th anniversary book on the history of Her chapter follows the brand's relationship with fashion and luxury from its first appearance on the New York runways in the 1980s to Paris Fashion Week in 2017 and its rise to becoming the "it shoe" during the pandemic.

Brittany Ho ’11 has moved into a new position at Hootsuite Product Manager of growth. She’s excited about the opportunity to build for her users in such a critical, revenue-generating area of our product journey.

Ozan Ardic ’16 is preparing for his debut concert tour in the fall of 2024 as a concert composer. He currently hosts concert lectures to provide insight into classical music, delving into historical context, compositional techniques, and a variety of other music topics. He aims to enhance concertgoers' experiences by fostering a deeper understanding of this timeless art.

Hannah Wood ’11 lives full-time in Bristol, UK, and joined Mobility Operations Ltd. as a Software Engineer in August 2023. Hannah is also a part-time musician and regularly plays gigs around England and Wales.

Congratulations to Nikita Srivalsan who graduated this spring with a Doctor of Medicine from the American University of Antigua! Nikita is now heading to New York City to begin her internal medicine residency at Bassett Medical Center, an affiliate hospital of Columbia University.

Peter Sykes ’11 has been accepted into Harvard Business School in September 2024.

Ben Pluck ’12 has started a new position as Senior Associate, Generative AI Strategy, Products & Technology at PwC Canada.

Nick Wiebe ’17, a standout linebacker for the University of Saskatchewan Huskies over the past three seasons, was chosen by the Roughriders in the second round (12th overall) of the CFL Draft . Playing professional football has been Nick’s dream since he strapped on a helmet at age eight .

Congratulations to Lochlyn Clark ’17 on completing her Master of Science in Media Management at The New School in New York City.

Holly Kletke ’18 has enrolled as a J.D. candidate at Thompson Rivers University, starting this fall.

Katie Klotz ’18 graduated from UBC Okanagan this spring with her BASc in Civil Engineering (with distinction) and a minor in Management.

Congratulations to Emily Black '18, who in 2024 was honored with the Killam Doctoral Scholarship, the highest distinction awarded to graduate students at UBC, for her Ph.D. research in Zoology.

STS alumni Annabelle Hicks ’18 and Filip Krusche ’23, who are both currently studying overseas, travelled Amsterdam to watch the STS senior band perform at the beautiful Westerkerk Church.

Tess McNaughton ’18 is the Calgary Public Library’s 2024 Historian in Residence. Tess has a wealth of experience in queer and women’s history and is a recent graduate from the University of Lethbridge, working at the Galt Museum & Archives in Lethbridge. As Historian in Residence, they will be focusing on documenting the experiences of queer women, non-binary, and transgender individuals living in Moh’kins’tsis (Calgary). Tess aims to create a dedicated queer archive commemorating the overlooked stories of marginalized communities.

Ganiyat Sadiq ’18 is an advisor for the Prime Minister Youth Council, an Advocacy Officer for Justice For All Canada, and one of Alberta’s Top 30 Under 30.

FLOURISH PILLARS

Cameron Kletke ’18 has won the top award for student accomplishments at the Ottawa International Film Festival, receiving the OIAF Award. This honour is for her experimental animated short film, Between You and Me, created as her graduation project. Cameron will now be attending the Annecy Film Festival in France this June.

Ajitesh Anand ’19 is pursuing his MBChB degree at the University of Manchester and is currently in his final year. He is building his research portfolio with interests in drug-refractory epilepsy, population health factors, and surgery. In addition to his research, Ajitesh is developing a sole proprietorship company, which he hopes to use as a platform to showcase his achievements, educate medical students, and provide regular updates on advancements in his work.

Samuel Dayo ’19 graduated from McGill University with a Bachelor of Engineering in Honours Electrical Engineering, earning a spot on the Dean's Honour List. He received the British Association Medal for ranking first overall in the program. This fall, he will begin a PhD in Electrical Engineering at Stanford University, focusing on computer architecture and integrated circuits and systems.

Congratulations to Jayhan Kherani ’19 on achieving her Bachelor of Health Sciences (Honours) degree from McMaster University. This fall, Jayhan will begin her journey to study medicine at the University of Toronto.

2010s

Congratulations to Carly Black ’20, who graduated from McMaster University with a Bachelor of Social Psychology with Honours. Carly is off to UBC to pursue a Master of Education in Counselling Psychology, beginning in the fall of 2024.

Ryan Vance ’20 represented the University of British Columbia as the Lithuanian delegate at the North Atlantic Council and was honoured with the Superior Delegate Award at the 2024 International Model NATO conference hosted by Howard University in Washington. He also just finished the NATO Field School and Simulation Program and participated as a civilian in the Negotiation Mediation and Decision Exercise (NMDX) created for senior military officials.

Sarah Adam ’21 recently took part in a meteorite finding mission in New Zealand with a group of amateur astronomers. Their adventure ended in success, discovering the country’s 10th meteorite in the Lake Tekapo area.

Congratulations to Bianca Doherty ’21 on her acceptance into the Honours Business Administration program at Ivey Business School, Western University. In March, her team won 1st place in the 2024 Ivey Business Foundations Feasibility Competition among over 250 teams, earning the Robert G. Siskind Entrepreneurial Award. Their business, TAZA, offers sustainable shampoo, body wash, and conditioner tablets to reduce plastic waste in the hotel industry. The team’s presentation impressed judges with market analysis, product feasibility, and financial projections.

Nicholas Berezowski ’22, currently studying Sports Management at Brock, spent the summer in Calgary as an intern for the Surge Men’s Basketball Team. Meanwhile, another alum, Dr. Jan Jaffer ’97, announced that his TREC Dental Group is now the official dental group of the Surge for the 2024 season.

Sophia Lakhani ’23 attends Claremont McKenna College and is currently completing an internship in Uganda working to establish the first liberal arts college in East Africa. She is helping create the Centre for African Arts and Culture which aims to help creatives monetize their work and generate sustainable incomes. Sophia is also designing course curriculum for the business modelling, people strategy, and African indigenous philosophy classes which are part of the University's entrepreneurship major.

FLOURISH PILLARS

Owen Plumb ’23, currently studying Engineering at UBC Okanagan, is the chief engineer for the Aerial Robotics and Rocketry Club's Hydra project. The team is building a rocket to compete in Launch Canada, an annual competition supporting student rocketry teams.

Former faculty member, Emily (Ford) Reid, her husband Alex, and big brother Becker welcomed Scotlyn Elizabeth Reid (Scottie) on August 15, 2023.

2020s

Rhys Weissenborn ’23 received the prestigious Governor General’s Academic Medal in December 2023. This esteemed award is given to the graduating student with the highest academic standing, as shown on the official transcript of grades issued by the Ministry of Education.

Laura Boudens

ELEMENTARY PHYSICAL AND HEALTH EDUCATION (PHE) TEACHER

Ms. Boudens joined STS in 2016 and was a transformative member of the Elementary School PHE team. Her passion for joyful physical activity motivated her students to try new activities and keep active. She was also instrumental in supporting the Outdoor Education (OE) program through her planning for Elementary School outdoor learning and camps and supporting the Middle and Senior School OE trips as a supervisor. Her vision and leadership will be missed.

Yvonne Desjardins

RECEPTIONIST

Ms. Desjardins joined the STS family in 2019, initially covering for a colleague on medical leave before becoming a valued permanent member. Her quick wit, warmth, enthusiasm, reliability, care, and empathy have played an integral role as a valued member of the Reception team. Her eagerness to assist and uplift students, parents, visitors, guests, and colleagues will be deeply felt in her absence. She is looking forward to spending time with her partner, Luigi, her cherished pet, Rocky, and her loved ones and will keep busy with various knitting and crocheting projects.

fond

Melony O’Neill

We bid a bittersweet farewell to Ms. O’Neill, a remarkable teacher who has ignited the curiosity and passion for social studies in her students for five years at STS. Her commitment to education and unwavering support for her students have left an undeniable mark on our community. Her next chapter takes her to Abu Dhabi, where she will continue her educational career alongside her husband, who is the new Head of School at the Canadian International School of Abu Dhabi. We will miss her greatly but are excited about the adventures that await her.

Leanne Simpson-Cole

Ms. Simpson-Cole’s dedication and passion for teaching English and Literature are tremendous – so much so that she abandoned retirement to work at STS in the middle of the 2022-2023 school year. She has an invaluable skillset, challenging her students to achieve their best work while fostering an appreciation for writing and discussing literary works. We wish her well as she re-retires.

FLOURISH PILLARS

SOCIAL STUDIES TEACHER AND LEARNING LEADER

ENGLISH TEACHER

The David K. Francis Memorial Fund

BY BRENDA THOMPSON DIRECTOR OF COMMUNITY ENGAGEMENT

Philanthropy has long played a crucial role in fostering social progress, driving change, and supporting those in need. Acts of generosity not only provide immediate assistance but also inspire communities and future generations to cultivate a spirit of giving. Through scholarships and bursaries, STS has welcomed exceptional students, athletes, debaters, artists, performers, and humanitarians — and in turn, a diverse student body enriches everyone's school experience.

Recently, the Francis family made a significant contribution to STS, establishing the David K. Francis Memorial Fund.

David, a parent of a current STS student, passed away in 2022. The Fund honours and remembers those who have left a lasting impact on their communities, a tribute and reflection of David’s life.

In a heartfelt message, David’s wife, Pam, shared her thoughts on the Fund's importance and emphasized the enduring power of collective support.

We felt so fortunate to send Noah to this incredible place where he could achieve his full potential, travel the world, participate in first-class band and arts programs, and be mentored by passionate and accomplished teachers.

"When our son, Noah ’25, started at STS in 2019, Dave and I were extremely impressed with the school, the teachers and staff, and the many unique opportunities. Each year, we felt compelled to contribute to the School's Annual Giving Day, often choosing initiatives that provided financial assistance. We felt so fortunate to send Noah to this incredible place where he could achieve his full potential, travel the world, participate in first-class band and arts programs, and be mentored by passionate and accomplished teachers.

Dave was incredibly proud of Noah and very supportive of his academic pursuits and co-curricular activities. He drove Noah to early morning band practices, picked him up from play rehearsals, and judged at debate competitions. Attending STS has greatly enriched his life, and we wanted to help other deserving students benefit from these same opportunities. This Fund is more than just a tribute; it is a testament to the invaluable influence individuals can have on the lives of others. By contributing, we honour their memory and ensure their passion for helping others thrives. I am deeply moved to be a part of this initiative and to see the positive changes it will bring to our community."

The Fund will allocate resources to various initiatives, including student bursaries, educational programs, healthcare services, and community development projects. In Pam’s words, “The impact of philanthropy is profound. It allows us to build a bridge between the past and the future, celebrating those who have paved the way while creating opportunities for the next generation.” Through such contributions, the Fund is set to become a beacon of hope and a catalyst for meaningful transformation, demonstrating the profound impact of philanthropy in our society.

“Dave felt strongly that financial barriers shouldn’t impede an opportunity for an STS education. He would be very pleased by this Fund, knowing that more young people can achieve their potential and realize their dreams.”

FLOURISH PILLARS

Pam Francis with children Emma and Noah '25

FLOURISH PILLARS

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