Connections Spring 2019

Spring 2019

A HAMILTON DISTRICT CHRISTIAN HIGH PUBLICATION

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SPRING 2019 Vol. 12 Issue 2

Intentional Design | 6 Integrating Faith & Learning | 11 Cell Phone Awareness | 14 Bacteria Are Everywhere! | 17

Creating Beautiful Work www.hdch.org | 905.648.6655 |

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contents

9 12 19 Features 4 Successfully Building Bridges 10 Youth Helping Youth 16 Math is a Carnival 20 Co Operative Learning Enhances Wordview 23 Restorative Relationships 24 100,000 Voices Across Canada

Spring 2019 | Vol. 12 Issue 2

A Snapshot of Bridge Day Learning

Biology Students Partners with SickKids CALIPER Probability Fair is a Great Success

Reflections from Co Op Experiences

Empowering Students for Positive Relationships

Sharing the Love of Christ with Jeremy Benjamins

ON THE COVER Grade 9 MegaBloc students finish up their beautiful work. ~ Photo: Hank Rintjema

Editorial Team Adrianne Sprogis, Cheryl Webb Send all address changes to: info@hdch.org Advertising is invited. Please contact: asprogis@hdch.org Letters to the Editors Questions, comments and story ideas are welcome. Please email the editorial team at info@hdch.org.

Connections is a semi-annual publication of Hamilton District Christian High.

All contents © Copyright 2019.

No part of this magazine may be reproduced in whole or in part without express permission.

Circulation 4000

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P R I NC I PA L’S M E SS AGE Welcome to this Spring version of Connections.

Spring is finally here. Longer days bring the hope of springtime blossom. Robins, crocuses and tulips all signify Spring. And I’d like to suggest that a copy of the HDCH Connections Magazine is also a sign that warmer weather is coming. We are excited to share this magazine with our wider community because it captures what we have been doing and shows the evidence of our mission: Cultivating character through learning for a life of service to God. It’s always a treat for me to get this publication in early Spring and I love paging through it, like I flip through my phone scanning blog posts or looking at Instagram. Every publication of Connections is designed to give you a small representation of what has happened, is happening, and what we are hoping will happen at HDCH. On these pages, you will find snapshots and stories of this life, learning, community, faith and love.

On behalf of the HDCH Board and Leadership Team, congratulations, once again, to the Connections team for a job well done. And for the rest of you, may you be richly blessed by what you read in this magazine as we have been.

Enjoy.

Spring 2019

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#whyHDCH Sydney Shields ‘19

I came to HD after going to public school for all of elementary school. When I was first told I was coming here I was apprehensive; all my old friends would be left behind, and I would have to start anew. But the adjustment to life here didn’t take long at all.

I was first integrated through the Jam Session summer program that the school offered. It was there that I first met other students, and in turn, one of my best friends to this day.

As a visible minority, I was at first afraid of entering this community, but I have found a great amount of inclusivity and acceptance. I believe this is due to the wonderful staff and the environment that they try to facilitate. The staff here are also one of the main differences between HDCH and my previous schools, aside from the level of education. They are attentive and genuine, and it allows for a very personal learning experience.

Reflecting on my experience at HDCH, I can definitely see the positive impact the relationships I’ve made here have had on my life. The positive atmosphere and inclusive environment have allowed me to truly flourish as a student.

Grace & Yuma Yuma, the black lab/golden retriever pup joins grade 10 student, Grace Burnip at school each day as part of the training with the Lions Foundation of Canada Dog Guides Program.

“Yuma has settled into high school life very well and is keenly aware of what the bells mean and when it’s time to go home. Her favourite part of the day is lunchtime. She knows that when I eat, then so does she (and it helps to sit very nicely).” ~ Grace Grace tells us that Yuma’s training is coming along well - she is good in malls with the elevator, and they are working on the escalator as it is very foreign to dogs. Yuma’s biggest challenge is being left alone.

PHOTOS : HANK RINTJEMA

A moment that I remember very fondly was in my Communication Technology class when we were asked to broadcast OFSAA at Humber College. I have never had the experience, outside of HDCH, where my teacher cared so much about my learning to sacrifice two of their days to get to school at 6 am and drive that far with all of our equipment just so we could have a practical experience.

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Successfully Bridging Learning Bridge Days encourage a varied, multi-disciplinary approach to learning. An adjusted class schedule (full morning or full afternoon) provides more time for collaboration, allowing students to take on more authentic challenges and problems, and make significant connections between their learning and their community. Since 2009, Bridge Day activities have included a wide range of experiences including guest speakers, field work, off-campus research sessions, simulations and specially-designed problem based labs. The following are just some examples of what our Bridge Days have been about this year.

RECORDING CHAOS AT GRANT AVENUE STUDIOS The vocals class toured Hamilton’s famed Grant Avenue recording studio and made a recording of Steal Away, arranged

by Mark De-Lisser. “As we sing, we are thinking of how we can steal away to Jesus and throw all of our worries, burdens, troubles, aches, and sins onto Him. He heals us, protects us, and loves us through them all. And he also carries our joys, successes, surprises, friendships, and goodness.” ~ Kasia Konstanty LISTEN @ hdch.org/recording-grant-avenue

DEFYING GRAVITY The grade 12 Phys. Ed. class tried rock climbing at the Gravity Wall Climbing Gym. It was a test of strength, determination, and courage as they strapped themselves in to climb a high wall or attempted Bouldering.

EXPERIENCING STEM Grade 9 Science students enjoyed their guest speaker and learned about the life and accomplishments of Nikola Tesla and his connections to the history of Hamilton. They also got hands-on by seeing how wireless lighting could work using a Tesla coil.

WATCH @ youtu.be/L4-Jc4TUqys

GOING BACK IN TIME Grade 10 history students visited the Canadian Warplane Heritage Museum and learned about the various roles of men and women in The Second World War. The class learned how to send and receive messages in Morse Code and rivet together parts of planes. They also used a grid to determine the direction of enemy planes to decide the location of where they should send their fighter planes in defence. They learned what it meant to ration and were shocked at how little food people had to work with. And - of course - they got to see a lot of cool planes!

Wilderness Survival Training

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HELPING WITH FOOD INSECURITY Grade 11 Christians in Society students travelled to Ontario Gleaners in Cambridge to learn more about vegetable sustainability, caring for the needs of others, the vision of this mission, and lending a hand. The students focussed on providing nutritious food for those without.

FISHING FOR INVERTEBRATES Grade 11 Biology students visited Apps Mills Nature Center for some fieldwork. Aquatic invertebrates are closely connected to their environment and human activities upstream have a lasting effect on what can live in the water. By collecting living creatures and using a biotic index, students will determine the health of this ecosystem. They also investigated the health and possible solutions to human impacts on this habitat.

COMMEDIA DELL’ARTE The grade 9 students in Arts Block worked hard on their Commedia Dell’Arte project. This comical form of drama has actors wearing masks. Each student has used plaster to a create base for a mask… on their own face!

They carefully applied a thick layer of Vaseline before the layering of plaster began. It was a sticky, messy, loud, and fun day.

DESIGN CHARRETTES ETHICAL BUSINESS Grade 9 Geography students participated in design charrettes on ideal spaces with a community expert.

Grade 12 Business students visited Redeemer University College to engage in a specially designed 90 minute business ethics programme with a Redeemer professor.

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SECONDARY SCHOOL RENEWAL

Intentional Design Contributed by the Communications Team

Hamilton District Christian High is continuing on its path to meet the changing needs and expectations of current and future learners. As informed by the 2018 Strategic Plan, we aspire to be a true leader in exceptional Christian learning and sustainable Christian community.

In designing future renewal, we listened to our community at the 2017 Town Hall, at our Membership Meetings, and met with leaders in the geographic catchments that we serve. Moreover, we met with students, educators, and support staff through design charettes to learn more about what they want and need in a learning environment.

NOTE: Images seen here are exemplars of the possibilities inside a new secondary school.

It is in school community that we can create healthy conditions for Christ-centered learning, and for the development of the five habits of an HDCH graduate. At the same time, the spaces in which we teach directly impact how students learn.

The primary goal of our facility renewal plan is to enhance the learning of our students by creating exceptional learning spaces. We believe that we can bless our current and next generation of Christian teenagers with a school that will assist in cultivating their character for a life of service to God.

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Today, students need a wider variety of learning spaces —more collaborative areas for group work, better quiet areas for individual study and reflection, and more technology-infused areas primed for creativity and innovation. We have intentionally designed an environment where students can design projects, manage authentic experiments, conduct research, reflect, and develop products as evidence of their learning.

Our Secondary School plan enhances learning opportunities for our students through the creation of deliberate learning spaces, which include progressive classroom design, flexible rooms and furnishings, and integrated technologies that support vibrant discussion, debate, discovery, movement, group learning, and multimedia. Learning spaces can support developing lifelong skills in our future leaders and community members by instilling independence, collaboration, and a local-to-global mindset with a Christian worldview.

Integrated curriculum gives students the ability to see connections and practice skills.

Academic subjects can be presented in an interdisciplinary way that addresses a theme through the lenses. Integration focuses on helping students see how God’s story unfolds in themes across subject areas, allowing them to engage in relevant, meaningful activities help to increase engagement and retention in learning.

Dynamic learning environments will inevitably allow thoughts to flow more freely and a culture of innovation to naturally blossom.

We strive to give our students the broadest and deepest exposure exceptional learning that is permeated with character development and Christian worldview. Singlepurpose, inflexible spaces that separate subjects limit us. We have been intentional to create an inclusive environment in the school design: there will be four learning hubs that connect multiple areas of study with one another through flexible spaces.

These smaller learning communities, one for each grade, will have flexible classrooms and labs for core subjects, and a learning gallery for presentations and collaboration.

Students in each hub will have easy access to an inquiry and design centre which will include a makerspace, media lab, and library technology for research and development needs. Each Hub will be a welcoming space with people and community at the core.

Adaptive Environment for a Dynamic Educational Landscape.

Evolving ways of learning, advancements in technology and a growing relationship between our students and their communities call for adaptable and varied spaces. With movable furniture, permeable boundaries between activity areas and WiFi throughout, we can modify to suit project-based learning and direct instruction. Flexibility is vital in the new facility, allowing changing ideas about education to reflect the environment, providing students and teachers with the ability to customize the learning experience and implement techniques that work best for them.

Serendipitous Opportunities Multi-purpose and adaptable spaces encourage spontaneous interactions between staff, students and peers.

This results in serendipitous opportunities for learning and collaboration. It widens the sphere of learning from the confines of the classroom to the entire school campus. The whole school becomes an instrument for inspiration and learning.

Great vision requires Great Spaces Intentional design will contribute to providing an innovative environment that inspires all students now and into the future, one that will enhance and enrich the learning, improve our students’ experience, cultivate deep community engagement, and foster multi-generational connections.

Connect with us today.

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Math@MAC

By I-Hsuen Weng, Math Teacher

Canadian Music Class Challenge

By Kasia Konstanty, Music Teacher The Canadian Music Class Challenge is CBC Music’s salute to music education in Canada. Music instructors are invited to teach their students a Canadian song from a pre-approved list and enter the nation-wide contest. Winners earn a $5,000 prize to put toward music equipment in their schools.

The first verse and chorus provided them with enough structure to shape the song using harmony, beat-boxing, and solos.

In 2018, over 15,000 students from more than 1,000 music classes signed up from every province and territory to learn and perform their best version of a Canadian song.

HD Vocals includes grade 10, 11, and 12 students. The goal is to encourage one another to develop confident, healthy, and expressive singing. While our group did not win, through this CBC opportunity, the students developed strong friendships and an appreciation of the time, energy, and stamina needed to be recording artists.

The HDCH Vocals class entered the high school vocal category with their acapella version of Giants by Lights. The group was inspired by many creative vocal arrangers in the group.

The group created the unedited, onetake, live performance video that CBC required in a four-hour recording session in the front foyer of HD.

WATCH@ youtu.be/n41DS_lAWwQ

la Belle Province The senior French students had a magnifique time exploring Montreal and practicing speaking French.

They visited Notre Dame Basilica, CBC radio Canada, Pointe-à -Callière Museum, Chinatown, and Mont Royal.

Calculus students traveled to McMaster University to participate in the annual Math@MAC event, led by math professor Dr. Lovric.

Students were exposed to basic cryptology ideas and concepts. They practiced encoding a message and decoding a secret message. Since so much information is now digitalized, the security of personal information and privacy on the internet is a high concern.

Cryptology is becoming one of the most popular math programs. Along with encoding and decoding, students also examined some error-detecting algorithms for credit card numbers. The secret hidden in the credit card number is such that one cannot input random digits for the credit card number. The program has its algorithm to detect whether the numbers are valid or not.

Students also visited the James Stewart Building (the math building) and sat in one of the small lecture halls to experience what it feels like in university. They checked out one of the largest lecture halls with the capacity of 500, and briefly visited the engineering building and saw the iron ring.

The event finished with a self-guided tour around the MAC campus.

Spring 2019

Brantford City Planning

By Jessica Visser, Geography Teacher

The presentations I saw today reminded me of the presentations I saw in my undergrad.” ~ Brantford City Planner This was perhaps some of the most impactful feedback that the Grade 9 Geography students heard from Brantford urban planners after presenting their plans for various brownfield sites throughout the city.

Before first semester began, teachers were in touch with the urban planners about the possibility of students doing their community development project with a focus on Brantford.

Shortly after the school year began, Brantford’s urban planners came to share their thoughts and dreams for three sites with the Grade 9 Geography students. The classes were given some background into the sites, as well as introduced to the city’s “Master Plan Goals” that they would have to incorporate into their projects.

After being divided into design teams and presented with details about the sites, each group chose an area they felt they could work with the best. Students were then introduced to the various requirements of the project (feasibility, creativity, and applying Brantford’s Master Plans), and they also

identified the different roles necessary to work well as a group.

After identifying the ideal roles for each member, an intense six weeks followed: learning about Brantford’s history, how to apply for zoning amendments, and what it means to work together as a team to achieve a city’s goals for a site.

In December, the Geography 9 classes set out for Brantford’s City Hall. Six groups would be presenting their plans before a panel of urban planners.

Each group was given ten minutes to present. What ensued was nothing short of remarkable. From the incorporation of ski lifts to a plan for an observatory, students impressed the planners with not only their creativity but also the research that went into their ideas. When the presentations were finished, the planners expressed their amazement at how students were able to rise to the challenge.

The continual feedback from students was awe at what they were able to accomplish.

At the start of the project, understanding aspects of zoning or even imagining that they could come up with ideas that Brantford would value seemed insurmountable.

By the end, students realized what they could achieve with focus and teamwork.

Some students even discovered a love of urban planning and expressed an interest in it as a career option.

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Adult & Youth Bible Study

By Pauline VanderVelde Christians in Society Teacher A group of inspirational retired adults from our community blessed the Christian’s in Society Class by joining them weekly to focus on several driving questions related to our faith journey.

Students in the class selected Bible topics each week and together they focused on working through the studies.

We are thankful we could share insights, laugh, build connections and experience community with our weekly guests.

Hamilton Reporter Visits Law Class

By Sawyer Berkelaar ‘19 The Grade 12 Law class had the opportunity to speak with Susan Clairmont, Hamilton Spectator reporter. She talked about how she enjoys the variety of her job and how she is often on the scene when something happens to interview police and civilians. The best part of her work is to be a part of positive change.

Susan recounted when she was reporting on the Tim Bosma trial and the Bosma Army (friends and family who supported the Bosmas) invited her into their prayer circle every morning. I thought that was cool.

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PHOTOS : HANK RINTJEMA

Youth Helping Youth

By James Harskamp, Science Teacher Doctors often need samples of blood from their patients to help to diagnose an illness. That sample is sent to a laboratory where it is tested to help determine the way one’s health has changed over time, how the blood compares to others of the same age and perhaps the kind of treatment that might help.

Because drastic changes in physiology occur between childhood and adulthood, blood chemistry can also change between these stages, specifically around puberty. Many times blood tests from youth are compared to adult reference samples, which can lead to misdiagnosis.

Through the experiences of a student who regularly visits SickKids Hospital in Toronto, grade 11 Biology students became aware of a program that aims to establish a database of age (0 - 19 years) and gender-specific blood test values.

The CALIPER Program (Canadian Laboratory Initiative on Paediatric Reference Intervals) is a nation-wide initiative which seeks to bridge the data gap.

Through encouraging healthy youth to donate a small blood sample, a more accurate understanding of normal reference intervals in youth can be determined. By getting the HDCH community involved in a voluntary blood clinic, the students could make an impact on improving the diagnosis and care of children and youth.

This initiative grew extremely relevant to the class’s curricular research on the circulatory system and proved an excellent way to go deeper in and further out with their learning.

The Biology class welcomed members of the CALIPER who gave a presentation about the importance of accurate blood reference intervals and offered some findings of their research.

The Biology class promoted an in-school clinic and encouraged the student community to participate. With consent forms completed, almost 100 students gave about two tablespoons of blood, and in return, received service hours, and a small gift from the program.

“As a teacher at Hamilton District Christian High, I’m encouraged our school desires that our students’ learning has a broader reach than just the classroom. I am inspired that our students already know this, and are seeking out real-world connections that they can bring into their learning here.”

This contribution to the research CALIPER is doing will help pediatricians give better care to their patients by having a deeper understanding of the physiological changes in adolescents.

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It was beautiful to see another like-hearted Christian school in action, and also encouraging confirmation that good things are happening at HDCH, that our teachers are designing deep and meaningful learning experiences for our students.

We experienced the theory behind Surrey’s framework called Teaching for Transformation, which sets a biblical theme for every class, and brings it to a culmination in a formational learning experience, somewhat akin to the projects we use to drive the learning at HDCH.

Integrating Faith and Learning

By Christy Bloemendal, Vice Principal At Hamilton District Christian High we believe that every area of our curriculum, extra-curriculars, and school life should be permeated with a Christ-centred perspective, and oriented toward bringing God’s Kingdom into our school and to the world beyond.

The team that conducted an external audit of HDCH last year exhorted us to keep strengthening how effectively we thread this Christian biblical perspective through all of our learning. This, then, has been a focus of our staff professional development this year.

In November 2018, three staff members attended a two-day coaching conference at Surrey Christian School in BC centred specifically on weaving biblical worldview through every course.

We interacted with educators from all over Canada and the United States who were, similarly, looking to continue growing their practices in faith and learning. Time was spent visiting classes and talking with teachers and students, exploring how this looks in practice at Surrey.

We were able to experience the theory behind this framework and to see it at work in the classrooms at Surrey, and then to unpack how these insights can help us design better project-based learning experiences at HDCH. At HDCH, we have connected learning in the classroom to serving God’s world, healing brokenness, and bringing beauty: deep and meaningful learning happens through and for Kingdomoriented service. This visit to BC challenged us to be more explicit in articulating Christian perspective throughout every course.

As a follow up, Surrey Christian School’s Director of Learning, Darryl deBoer ‘96, led our Winter Residency Professional Development to help us review and reframe our courses, projects, and daily teaching rhythms with a more explicit, sustained Christian worldview. This at the core of our mission as a school seeking to do Christ-permeated, Kingdom-oriented learning.

Anthropocene @ AGO The grade 11 Drawing and Painting class visited the Art Gallery of Ontario in Toronto to experience Anthropocene. The stunning large-scale photographs, murals and immersive Augmented Reality installations ties in with their own eco-art project, which is a collaboration between our students and the Cootes to Escarpment Ecopark.

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hdch.org/events | hdch.org/camps

Senior’s Day may 2nd Students and staff cordially invite all grandparents and senior members of our community to our annual Seniors’ Day. Enjoy the morning program, visit students and staff in class, and stay for a hot lunch.

Membership Meeting may 6th

Celebration of Learning may 30th

Join in the conversation as we share what’s happening at HDCH.

Join us on this summer evening and see what exceptional work the students of HDCH are doing.

Mary Poppins spring play may 9-11 & 15-16

There will be presentations, performances, food, displays and discussions all around the school. It will be a true celebration! Take this opportunity to stroll around the school and engage with the students.

Everyone’s favorite practically perfect nanny takes the stage in this Supercalifragilisticexpialidocious musical adventure. Enjoy our student performances on select evenings at 7pm @ HDCH.

Basketball Camp

july

8-12th This camp is designed for both male and female athletes going into grade 6, 7, 8 & 9 with of all levels of ability.

connect with us:

Volleyball Camps

aug 12-16 aug 19-23

This camp is designed for both male and female athletes going into grades 7, 8 & 9 with of all levels of ability. The early camp is for experienced players and the later camp is an introductory level.

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Golf Tournament FUNDRAISING EVENT

sept 14th

Join us at Flamborough Hills for our annual HDCH Golf Tournament!

Share a great day of fun, laughter, food and golf.

Register today.

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Transportation Tech The Transportation Technologies class ventured to Hamilton Indoor Go-Karts to complete a lab on work and horsepower, factoring in distance traveled, time, and the combined weight of the driver and the go-kart.

Outdoors Club The outdoors club hiked to the Dundas Peak lookout.

WATCH @ youtu.be/sDKX1A2WxyY

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Cell Phone Awareness

By Sawyer Berkelaar ‘19 Student Contributor

Everybody seems to love their phone — especially teenagers. I’m no exception, though I’ve started to crack down on time wasting. But I frequently see friends who spend two or more hours daily on their cellular devices.

T

here are both good and bad aspects of cell phones. Staying connected, getting stuff done on the go, and planning are all positive uses. Wasting time, the constant distraction, and disrupted sleep are some of the problems of excessive phone usage.

which recommends seeking immediate help. Our class used this tool in the halls and classrooms to research HD.

The time that teens spend on their phones is a problem for many reasons, but we in the Grade 12 Introductory Kinesiology class decided to focus on the negative positioning frequently seen in cell phone users.

Ten class members each graded five individuals around the school without disclosing the purpose of the exercise.

The scores were input into a group spreadsheet with a focus on upper arm position, lower arm position, wrist position, neck, trunk, and leg position. If these body parts were in any way crooked, compressed, or contorted, we graded them as being in need of work.

While staring at a hand-held, small screen users are susceptible to poor posture in their neck and spine. The Rapid Upper Limb Assessment (RULA) tool is a relatively simple method to gauge how risky a cell phone user’s posture is. The scale begins at one, which cautions only a negligible risk, and measures up to six,

After crunching the data, the HD community scored five on the RULA scale and is in urgent need of improvement. If nothing changes, our poor positioning puts us at risk of musculoskeletal disorders including chronic neck pain, lower back pain, poor circulation, and carpal tunnel syndrome.

The first step to remedy the risk is to raise awareness that excessive phone use is linked to discomfort and damage to the neck and spine. Once people realize this, they may spend less unnecessary time on their phones which may result in being more productive and improving posture.

However, if individuals don’t limit screen time, steps can be taken for positive change. Next time you sit down with your phone, take a second or two and assess your posture. Is your neck slumped forward to read the phone? How about your back? Is your spine curved more than usual?

Try straightening up, and pay attention to how that makes you feel. You’ll likely notice a change for the better.

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Abigail VandenBrink ‘19 Courtroom Artist

Drugs in Melrose Park | Mock Trial DRUGS IN MELROSE PARK Sawyer P. Berkelaar, Court Reporter

What does it mean to be “innocent until proven guilty”? What evidence is used to determine guilt or innocence? Canada’s justice system is based on the presumption of innocence, where the Crown must prove beyond a reasonable doubt that the accused is guilty.

On a summer night in Melrose Park, Officer Charles Gomez, dressed in plain clothes, observed a probable drug deal going on at a picnic table.

Grade 12 Law students presented their case to a panel of judges and lawyers at the John Sopinka Courthouse as they argued the case against another high school law class.

The details are foggy.

MELROSE PARK DRUG BUST TRIAL Sawyer P. Berkelaar, Court Reporter

I spoke briefly to Reuben Z., the defence lawyer, days before the trial, and asked him how he felt about the trial. “I have no idea,” he replied, with confusion etched across his face.

Indeed, uncertainty clouds the case, as J, a teenage girl, is accused of trafficking marijuana and ecstasy. Her specific role, which led to her arrest, was holding the bag that contained the drugs.

The facts of the case are muddled.

The defence is expected to plead not guilty likely to claim that she did not recognize the ecstasy in the bag and that she wanted no part of the drug deal. The trial will take place tomorrow.

Erika Bruulsema‘19 Courtroom Artist

J, a 16-year-old girl, went on trial yesterday after pleading not guilty to possession of marijuana, possession of ecstasy, trafficking marijuana, trafficking ecstasy, and possession of proceeds of crime, relating to events in July, 2018.

I spoke to Defence lawyer Reuben Z. on the morning of the trial, asking him how he saw the trial playing out: “I’m feeling optimistic... I feel we can prove J rightfully innocent of the charges against her.”

There was a buzz of camaraderie in the courtroom as J’s trial was about to start.

J looked nervous, but not overly so. The Crown began strongly with an opening statement about the many harms of drug use, especially among students, then stated the charges.

J’s cross went well at the start. She refuted the criminal actions to her friend Red, as Red was the person who negotiated the price, discussed amounts and took the money.

In the end, the jury needed little time to decide. Defendant, Sophia K. wrapped

up with a blazing closing statement. The Crown’s closing statement was far weaker by comparison, and the judge cleared J of all charges.

Project-based Learning Law teacher Catherine Reulens remarks that Mock Trials are good project-based learning initiatives as students are given real-life experience in a trial setting, with actual members of the justice sector participating.

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I loved the hands-on learning of actually doing the job rather than just reading about it.

Discretion is essential as a court reporter. I needed to be clear on what I could reveal to the public and couldn’t write about anything other than what the jury hears. It was interesting how engrossing watching a trial was and this engagement help me to take better notes.

A court reporter may be a possible career path as I like the idea of the variety and communicating with people through a column. I think that it would certainly be a challenging job, but that’s ok.” ~ Sawyer

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Math is a Carnival

By Adrianne Sprogis, Communications Director

The foyer was buzzing with activity and laughter. Students and staff flooded in at lunchtime and were eager to try all the games - particularly the game that require participants to put their hand up a giant nose. You don’t get to pick a nose everyday!

The day of the carnival was a great success. Participation from the school community was significant and the students were engaged. For the Math and Data students, it was a lot of fun and an excellent way to change up the way they learn and practice math.

The students pondered ways that they could try to reduce or eliminate skill from their games or design them slightly differently for more or less difficulty. For example, the nose group talked about making the nose bigger so that there could be two nostrils, which would make the probabilities more complex.

Grade 11 Math students along with grade 12 Data Management students designed and built a Math Carnival to include games their peers could play at lunchtime. While this seemed like just plain fun, the students used this opportunity to create community while calculating the theoretical probability and odds of winning and losing.

Once the games were played and the data collected, the students compared the theoretical probabilities calculated before the carnival to the experimental and empirical probabilities determined by counting the outcomes during the event. Many found that the skill required to play the games made the theoretical and experimental probabilities entirely different.

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The games were designed to be based on chance rather than skill so that the Data students could accurately determine probabilities. The classes found if the games were not constructed properly, it would be difficult to calculate the probability accurately.

The Data Management students discovered that most of their games were not fair. A discussion grew about how many games are actually designed to be unfair to the player and profitable for those providing them like real carnival games, but also casinos and lotteries.

The students had fun making their games, which really helped the carnival go so well. Some of the grade 12s reflected that this was one of their favourite projects that they have done.

They put a lot of time and effort into making their games, and they were proud of what they came up with.

I was really proud of them, too!� ~ Sarah Veenstra, Math Teacher

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Bacteria are Everywhere!

By Kim Oppertshauser, Science Teacher Bacteria are Everywhere!

This is not something to be alarmed about. In fact, we should be thankful. As the grade 11 biology students learned, bacteria can be helpful.

Is HD crawling with bacteria?

The class sought to answer this question.

The students hypothesized as to which surface would have the most bacteria, they also polled students from other classes. The keyboards of the computers were the most popular hypothesis (28.6%), followed by the toilet flusher (14.3%) and the bathroom stall handles and the vending machine buttons (9.5% each).

Students used swabs to wipe the surfaces and then rubbed them on nutrient rich agar in petri dishes. These dishes were incubated overnight at 37°C. The next day, the bacterial colonies were observed.

Skill & Technique Working with bacteria requires a lot of skill as it is important to use aseptic technique at all times. This technique prevents the students from being infected with bacteria and also prevents the petri dishes from being contaminated,

compromising the results. Students learned the importance of disposing of their swabs in bleach and sealing their dishes before incubation.

Careful observations were taken as the bacterial colonies were categorized according to their colour, elevation, the shape of the margin (edge) and the texture.

The Results The surface that grew the most bacteria was…(insert drum roll)…the door handle to the main girls bathroom in the foyer. A surprising result was that the surface in second place was a basketball. This was followed by a toilet seat, the gym bleachers and a person’s foot and then, in sixth place was a computer keyboard from the downstairs hallway.

Reflection & Analysis Students observed that the class conducted the experiment late in the afternoon.

If they had taken swabs first thing in the morning, the results may have been different. In fact, the surfaces that we often think of as dirty, such as bathrooms, are often quite sanitary as they are areas of concentration for the cleaning staff.

Other surfaces that we touch without a second thought, such as a basketball, are rarely sanitized.

Harmful Bacteria In other projects during the unit, students had the opportunity to research harmful, disease causing bacteria. These are the diseases that we think of when we hear the word bacteria. Gangrene, syphilis, meningitis and rabies were some of the topics researched.

Helpful Bacteria Students also learned that many bacteria are helpful, even indispensable. They did presentations on the role of bacteria in soil health, sewage treatment, immunity, oil spill cleanup, plant health, cheese and yogurt production and healthy digestion.

They learned that some bacteria that live in our gut produce vitamins for us.

God’s Design Yes, bacteria are everywhere. But as you can see, this is not alarming. In fact, we can’t live without them. They are part of God’s perfect design for creation.

Science Rules!!!

Grade 10 Science students experimented using a camera with an open shutter to record all light falling on the imager for an extended period of time. The light sources were primarily LEDs.

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Success @ SOSSA | OFSAA Our Ski/Snowboard team enjoyed a fantastic day of SOSSA competition at Mt. St. Louis Moonstone.

Our athletes earned a First (Justin Sawyer) & Second place (Evan Roque) in the individual boys high school snowboard division.

Jolene Witvoet earned 2nd in the individual girls high school snowboard division.

Our boys snowboard team was First school overall. Both girls and boys Ski teams- were each third overall.

Congratulations to Justin Sawyer on bringing back 3rd at OFSAA in the high school boys division.

Volleyball in B.C.

By Sawyer Berkelaar ‘19 Student Contributor The senior boy’s volleyball team flew to Langley, British Columbia in the fall to play in the Christian High School Provincial Championship, to volunteer, and spend time together.

“BC VOLLEYBALL HAS TRADITIONALLY BEEN SOLID SO IT IS AN EXCELLENT WAY TO GET OUR BOYS EXPOSED TO THAT LEVEL OF VOLLEYBALL.” ~ Coach Heidbuurt The trip was a success, as the team played (and watched) quality volleyball and bonded. “It was a good time with the boys. Lots of mountains,” laughed Evan Bremer, a grade 11 player.

Despite being fatigued from the long travel time and missing two senior players, the team played eight games, many of them very close. It was a great experience for them to watch Trinity Western, one of the top volleyball programs in Canada, play a game against York.

There was time for some sight-seeing, so they loaded up the rental vans and traveled to Vancouver. Along with some good service opportunities to volunteer by doing lines and helping referees, the team bonded at the Airbnb. Going to Costco as a group and swimming in the very cold Cultis Lake were highlights for the team. All in all, it was a great experience.

VB Success @ OFSAA The Senior Boys Volleyball Team had an exceptional season, capping it off with a bronze medal victory at the OFSAA Boys A Volleyball Tournament in Belleville.

The HDCH Knights went 3-1 in pool play with their only loss coming to the eventual silver medalists, St. Thomas Aquinas (NWOSSAA). After winning an emotional quarterfinal match (3-1) against St. Mary High School (EOSSA), where their starting setter went down with a sprained ankle in the second set, they lost the next day in the semifinal against the eventual champions, Louis Riel (NCSSAA).

The team advanced to an exciting “Battle of Hamilton” against AC Mere-Theresa in the Bronze Medal Match. After losing the first set 26-24, the Knights came storming back to win the next 3 sets for a 3-1 victory and the bronze medal. This is now back-to-back bronze medals at OFSAA for the boys volleyball team.

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Girl’s Hockey Inaugural Season

By Christy Bloemendal, Girls Hockey Co-Coach Sixteen players and a team manager were eager to hit the ice in this inaugural season. Our athletes came from a variety of backgrounds and experiences with hockey: some had played on rep teams, some in house-league, some switching over from ringette, some from their backyard rinks, and for two it was their first time on skates. Both goalies were new to the position and picked up skills quickly.

Everyone worked hard preparing for the entry-level tournament. I had the privilege of helping Mr VanEek and Mr Vedder coach and after a few team practices focussing on the basics of stick handling, positioning, game rules, shooting, and passing, the team was ready.

For the first time in our athletic history, HDCH would compete with a Girls Hockey team.

Three dominant teams faced our players on the day of our tournament. The girls worked hard, giving it everything and continued to improve their game play and positioning significantly throughout the day. There were lots of smiles and a strong sense of team resiliency, even when the scoreboard wasn’t in HDs favour.

The fans energized the team, as parents, siblings, and members of the boy’s hockey team cheered enthusiastically.

“I think we all knew going into this that we weren’t going to win, and it’s true we didn’t, but that didn’t stop us from having fun. We improved so much from the first practice, and there was always a fun atmosphere on the ice and in the change room. So next year we’ll be prepared and won’t disappoint.” ~ Alyx VandenAkker We didn’t come away as tournament champions, but the entire team had a great day and improved tremendously. It was fun to blaze a new trail at HDCH with a Girls Hockey Program.

“We learned from our mistakes and celebrated the small victories. We all bonded as a team through the practices and the tournament, and I think I can say for everyone that the team was a big success and we all had tons of fun.”~ Emily Eising Next year we will continue to investigate opportunities for the team and see where it takes us.

“

With borrowed equipment, a couple practices, a great group of girls, and some pretty awesome coaches the new Girls Hockey team was a great example of encouragement and having fun in sport.” ~ Emily Eising

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Co Op to Enhance Student Worldview “This Co op placement gave me great insight into what being a mechanical engineer is like and it gives me valuable experience that I can use to get a job in the future.” ~ Cohen Dilda

EduDeo Ministries

~ Nicole Vos

I enjoy the idea of doing work with a real meaning behind it. As a part of EduDeo’s team, I know that our work is making an impact in the countries that we partner with, and the teachers and students we partner with. We also are doing all of our work with the bigger vision of transforming communities by the gospel - not by our work - but God’s work.

My experience at Edudeo has helped grow my passion for what I hope to do after I finish high school. I’ve known for a long time that I want to study International Development, but I think that EduDeo made that dream feel more realistic and achievable for me.

After high school, I am heading to Kenya for about six months to volunteer for a disability program through YWAM (Youth With A Mission). After that I hope to study International Development or Human Rights and Social Justice Studies.

A co-op placement can provide students with insight into who they are, what they want in life, and where God is calling them in His Kingdom.

Having a high school student serve our organization gives our team a new perspective, and a voice from a new generation.

Hannah Vermeer’10 Administrative Assistant EduDeo

“Even if you complete the coop and decide that this isn’t the field you want to go into, you still have the experience and the memories with you, and you can now know that it isn’t the right field for you. “ ~ Nicole Vos

~ Cohen Dilda

AXYZ International

I have learned how to use various drafting programs, how to operate heavy machinery and have learned how to use various computer programs that I had never used before.

I was surprised that they got me to do work that is actually used on the factory floor, it is super cool to see my work being used by a big company.

This placement hasn’t changed my plan to want to go into the field of mechatronic (robotic) engineering, but it has helped narrow which aspect of the mechatronics I want to pursue. I now have some experience of what it would be like to have a job with robots.

This placement was totally worth it. You learn a lot of skills that are specific to your field of interest, which will help you later on. It also gives you insight as to what the job is actually like, which can help you decide whether this is the right job/career for you.

Cooperative placements and hands-on learning can have a huge impact on the career paths of students. The opportunity to be placed in a business exposes a student to learning in a field they are interested and also to other potential career paths based on interactions with employees in different business units.

Leah Ciurko, Human Resources Manager AXYZ International

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Having the opportunity to learn in a cultural context that is different than the one that students might be used to can be very beneficial for students as it opens up their worldviews and allows them to be in relationship with individuals who have different life experiences, languages, cultures, traditions and beliefs. I believe this is able to strengthen students’ understandings of the world around them as well as expand their views on what they think they might want to do with their lives and careers in the future, after high school. ~ Aliya Kooistra

~ Christine DeVries Jamieson Public on the Six Nations

Ganohonyohk @ Six Nations The best thing about my co-op placement at Jamieson Public Elementary School on the Six Nations in Oshweken was working with the students.

I really got to know the kids well and build relationships with them. The students at Jamieson speak Cayuga as a second language instead of French and the school already starts using basic Cayuga words in kindergarten, so I’ve learned some words in another language.

The school hosts socials, where the whole school comes to the gym and performs powwow dances which was amazing to be a part of. Lastly, before the start of each school day, the whole school stands outside in a circle and says a thanksgiving prayer called “Ganohonyohk” in the Cayuga language. I think that’s an amazing way to start the day as a school community.

LIV Communities I love the people at my placement. They are all helpful regardless of what section of the company they work in. There is always a good atmosphere built on foundations of strong communication and organizational skills.

“I would definitely recommend doing a coop placement. Co-op helps you determine whether a certain profession is the right fit for you or not and you’ll be more confident in your post secondary decisions. Also, getting work experience is really valuable.” ~ Aliya Kooistra

~ Ethan Miller

I enjoyed learning about how diverse the job is as we deal with hundreds of companies and many municipalities that all do things differently.

“If you have no idea or every idea about what you want to do in life try a co-op, even if you don’t enjoy it, the experience will teach you valuable lessons about who you are and what you want to do. It may not tell you exactly, but it will spark an idea that will take shape as you get older”. ~ Ethan Miller

After HDCH, I want to attend McMaster or Waterloo university go civil engineering and then work for my dad in the land development department and gain experience in other fields to progress and expand my career options.

This placement has strongly reinforced my expected plans and shown me engineering is not a boring desk job, but one that keeps me on my toes about solving new problems and finishing exciting projects.

We invite you to get involved

Contact Richard Van Egmond, Director of Venture Program/Co Op Education | rvanegmond@hdch.org

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Cultivating character through learning for lives of service to God –all the Deeper In, Further Out learning you see in reflected the pages of this magazine—happens because of the generosity of the HDCH support community.

$414,000

was raised to support our students FUNDS RAISED IN 2017-2018

While the bulk of monies raised went to Tuition Assistance, the remaining funds allowed for:

who you are supporting Here is a snapshot of our 2017-2018 students

We are so grateful for the generous support that our community provides. We’re thankful for God’s faithfulness to our students through you—the community that gives, that volunteers, and that prays for this school. Exceptional learning that supports our students’ growth is only possible because this community engages in the work of Christian education together. ~ Thank you!

Spring 2019

Restorative Relationships

By Duncan Todd, Vice Principal Restorative Justice is a way of teaching, learning, and being that emphasizes our desire to operate in a with, rather than a to or for paradigm in our interactions at school. It has been our relational philosophy for more than a decade at HDCH, and we continue to grow in our understanding and practice. This year, we have taken the significant step of engaging students more deeply in the implementation of restorative practices in our school, training the first cohort of leaders.

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Thank you to all who dropped off their gently used warm items for our Warm Up Hamilton initiative. We are still collecting today and invite you to drop off hats, mitts, coats, etc. to provide those in #HamOnt who could use a little help staying warm this winter.

All this is from God, who reconciled us to himself through Christ and gave us the ministry of reconciliation: that God was reconciling the world to himself in Christ, not counting people’s sins against them. And he has committed to us the message of reconciliation. ~ 2 Corinthians 5:18-19 Twenty-one students from all four grades met off-campus in the Perkins Centre for a day of training led by Owen Webb and Duncan Todd. The idea of this training in Restorative Justice was to familiarize students with how it works in practical situations, and to explore with them ways in which they might be able to participate in building a restorative culture at HDCH. Specific training included role-plays using a restorative framework, which equipped the students for an active part in resolving conflict or facilitating informal circles. The students explored how, in the light of restorative justice, they could contribute to creating a culture of belonging at HDCH, and be involved in resolving conflict.

The newly trained restorative practitioners were eager to use their skills.

Since the workshop, several students have had the opportunity to help students who have been sent to the office, leading them through restorative questions, helping them think through ways to make things right and restore relationships.

We hope that this will grow into a culture where many more students are able to take the lead in healing brokenness and restoring wholeness in our school community.

The Grade 10s had a great opportunity to supplement their history learning by hearing world renowned Historian Andy Robertshaw speak about life during the Great War as well his work with historical movies such as War Horse and Wonder Woman. The students also participated in a number of demonstrations of weapons of WW1, medical procedures and signaling and communications.

Connect with us today.

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10,000 Voices Across Canada Sharing the love of Christ on a local, national and international level has been the vision of our faith-based social justice group, WATCH and Christians in Society at HDCH. Each year, a conscious effort is placed on including these three different levels while working together on meeting needs within God’s world. Connecting with musician Jeremy Benjamin’s I Am Not My Own tour was a remarkable fit with our efforts.

Working with World Renew and the Canadian Food Grains Bank, Redeemer University graduate Jeremy Benjamin puts his music degree and passion to work touring across Canada. By sharing his personal testimony through songs he has written about his own life, faith, and journey, Jeremy captivates his audiences and includes them in his mission.

This Canada-wide tour provided awareness and support to a local mission of our choice, it connected Christian schools and churches across our nation, and it also raised awareness and funds internationally for those suffering in poverty and strife under the grips of the Boko Haram in Nigeria.

By Pauline VanderVelde, Christians in Society Teacher

To be connected to a ministry that encompasses our yearly mission was a real blessing and made this an exciting project to plan within this context.

With a goal of gathering over 10,000 voices, he records every audience singing the chorus of his song, I Am Not My Own while touring the country. The Senior Praise Team performed with Jeremy during a concert at HDCH, while our entire school learned the chorus which was recorded live during the assembly.

This concert tour was an opportunity for the Christians in Society Class and WATCH group to brainstorm and use our creativity for raising funds, gain a deeper understanding of the campaign, organize and learn how to host a concert, along with welcoming Jeremy Benjamin tour class for discussion following the concert.

We encourage everyone to visit jeremybenjaminmusic.com to receive a final copy of the I Am Not My Own recording.

“

May we be assured that we are “not our own, but belong body and soul in life and death to our faithful Saviour, Jesus Christ.” ~ Heidelberg Catechism Q & A1

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Make buying your lunch even easier.

Reloadable Knight’s Eatery cards are available in the front office.

whyhdch Students from @redeemeruc were an authentic audience for the ESL Cultural Presentations this afternoon. #whyHDCH

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I

n English 4U this semester, we studied a short story called “A Canadian Education” by Hugh Cook. The story portrays two Canadian teenagers from vastly different realities: one from a family characterized by order, faith, and rigid principles; the other from a family shaped by brokenness, abandonment, and loss. These young people navigate life as neighbors, and the story ends with the teen narrator pondering the tension of living side by side in the story’s final line: “There is only one thing more frightening than chaos, and that is holiness.”

Our Bridge Day project was to consider the following driving question: How can art help us to explore the ways chaos and holiness live in tension in many areas of life--in both our city and ourselves? Students were asked to produce a creative response to that driving question--in the form of a poem, a short story, a photo essay, or a letter--to extend their understanding of this literary concept and of human truth. This letter was one student’s creative response. ~ Karin Boonstra, English Teacher

Chaos & Holiness in My Life Prior to one beautiful summer day, my personal experiences with chaos and holiness were absolutely nothing out of the ordinary. I experienced chaos, but only to the extent of a full load of schoolwork and maybe a fight with my dad. Holiness was present, or so I thought.

I lifted my hands in worship and truly felt the pastor’s message influencing my daily life. Whether this was just out of routine or mindlessly following in my parent’s footsteps, I am not sure, but holiness was still present.

On this summer day, we thought my mom had a simple ear infection. Little did we know that on that warm, sunny Sunday afternoon, she would walk out of the hospital with Stage 4 Glioblastoma. The most aggressive and fast growing type and grade of cancer had found its new home within the brain of my mom. This has been the epitome of chaos, but honestly, I feel nothing. This is not to say that I do not see the chaos, because if there’s anything that I have learned this past month, it’s that seeing and feeling are worlds apart.

I see the chaos in the pill bottles that seem to be strategically placed around the house, just as a constant reminder that my mom has cancer. There’s chemotherapy beside the fridge, anti-nausea on all of the coffee tables, and anti-seizure beside the toothbrushes. Chaos has been finding half blonde, half grey strands of hair scattered across the bathroom floor, spelling out “cancer”.

I see the chaos in the headscarves that are placed beside the laundry baskets and in the wigs that are lined up along the dresser. As simple as it sounds, chaos is seeing that silver SUV parked in the driveway-- continuously and without fail. Most of all, I see chaos in the shell of the woman who used to grocery shop, place my dinner on the table, and vacuum. Now, she just lays on the couch.

I see chaos everywhere, but I feel it absolutely nowhere.

Holiness on the other hand is rather similar, except in the sense that it will occasionally bring about anger. I have finally concluded that the anger is in relation to the abrupt change that has made its way in so deeply.

I get mad when I hear my prophetic father and angelic sister talk about healing in such a confident manner.

Meanwhile, all I can hear so loudly in my brain is the doctor’s apologetic, blunt voice tell us 14 months.

I feel anger in church during songs that used to point my hands to Jesus. These same songs now have me finding excuses to use the washroom and refill my coffee cup, even if it makes me more shaky. How can a “Good, Good Father” give my mom cancer?

Holiness used to be simple, but now it brings about questions that no one seems to have the answers to. I used to find holiness and order in my schoolwork; it was always something constant and reliable in my life. But now, I find myself second guessing my answers and trying to defog my thought process. I relied on my intellect to make me feel productive.

I found my holiness in consistency, but now everything is so very inconsistent. I can see the holiness everywhere, but I cannot feel even a raindrop of it anywhere. I cannot feel anything.

A diagnosis in the woman who used to be my strength has turned my emotions off and it’s not something that I take pride in. I would rather feel the chaos and work on the holiness, but I’m just not there yet. I am not at peace with cancer.

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Creating a legacy is more than leaving an inheritance.

Your legacy is about the values, principles, and ideals you’ve cultivated throughout your life. It includes how you’ve lived, what you’ve done, and the lasting benefit you’ve created in the lives of others. While finances are a component of that, real riches are much more than money and property.

You’re invited Tuesday, May 14th to learn more about legacy gifts and your Will with Christian Stewardship Services at 7:00 p.m. in the HDCH Library.

To talk more about your legacy and HDCH or to RSVP for the May 16th event, please contact Tina VanDyk at 905-648-6655 x110 or tvandyk@hdch.org.

PHOTO : HANK RINTJEMA

Come and See The best way to see if Hamilton District Christian High is right for you is to come and experience our community for yourself. Drop by the school to take a tour, attend a class, meet teachers and staff and enjoy a meal from our cafeteria.

We look forward to meeting you!

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92 Glancaster Road, Ancaster, ON 905.648.6655 info@hdch.org

To learn more, visit www.hdch.org

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HAMILTON DISTRICT CHRISTIAN HIGH 92 Glancaster Road Ancaster, ON Canada L9G 3K9 T 905.648.6655 | F 905.648.3139 | E info@hdch.org