It’s deeply inspiring to witness our collective dedication to nurturing each student’s unique path and igniting their passion for learning through enriching experiences. There’s a palpable sense of purpose in our commitment to creating environments where our students and community can truly flourish, both now and sustainably into the future. More than anything, this update reflects the heart and soul of HSC – a community that champions wellbeing, inclusivity, and genuine connection at every level. The spirit of innovation and the deep care for one another that permeates our College are truly what make HSC so special. I am filled with optimism as we continue to build a vibrant and impactful future for all.
Marc Ayotte, Head of College
PERSONALIZED LEARNING
Enhanced student engagement through authentic and experiential opportunities.
PERSONALIZED LEARNING
PURPOSEFUL AND SUSTAINABLE LEARNING ENVIRONMENTS
All of our learning environments enhance the College experience in purposeful and sustainable ways.
STRATEGIC GOAL: ENHANCE THE LEARNING EXPERIENCE
RESILIENCE AND WELLBEING
The development and nourishment of the whole child with attention to the wellbeing of our entire community will be our daily focus.
A WHOLE COLLEGE–INCLUSIVE AND CONNECTED
A locally and globally connected community offering a seamless educational experience from 18 months to 18 years that fosters a sense of belonging.
A WHOLE COLLEGE–INCLUSIVE AND CONNECTED
JOYFUL ENGAGED INCLUSIVE COMMUNITY
STRATEGIC GOAL: DIVERSE, INCLUSIVE, EQUITABLE LIFELONG COMMUNITY
PURPOSEFUL AND SUSTAINABLE LEARNING ENVIRONMENTS
STRATEGIC GOAL: REIMAGINING TIME AND SPACE
RESILIENCE AND WELLBEING
Highlights:
THEME ONE: PERSONALIZED LEARNING
Enhanced student engagement through authentic and experiential opportunities.
A key aspect of our Strategic Plan is to give our students opportunities to find, engage and seek solutions for real-world problems and engage in authentic and experiential learning opportunities. In addition, this Strategic Plan aims to develop, deliver and support interdisciplinary and crossgrade collaboration and learning. Ultimately, we aim to empower each student to have input into their personalized learning pathway, allow them to engage in learning opportunities that will follow their interests and passions, and give them the confidence to take appropriate risks and try new things.
» Walk to Read: In response to Acadience data, the Junior School has created a walk to read program in which students are grouped by their reading needs to have targeted instruction to create a more individualized approach.
» Art Partnership with Ancient Civilizations: Ms Taryn Fleming (Middle School art teacher) ran a clay-making workshop for Mr. Jeremy Johnston’s (Senior School teacher) Classical Civilization students. Students learned about ancient pottery, mosaic tiles, and ceramics, as well as the archaeological significance of examining culture through the lens of clay artifacts and artwork. They also worked with clay, creating personalized tiles and ministatues to deepen their understanding of ancient artistry and craftsmanship.
» Grade 8 Think Locally, Act Globally PBL: Grade 8 students examined global issues from a local perspective in the GTHA, proposing solutions to economic, environmental, or social problems. The project concluded with a film festival featuring top projects. Flint AI served as a facilitator, guiding students with data visualization and project requirements, while ensuring student ownership of their work.
» ISEEN Winter Institute: Six faculty members from all four schools attended the conference, themed “What is Our Impact? Relationships as the Future of Experiential Education.” They returned with a renewed appreciation for experiential learning and innovative classroom ideas.
Junior School’s Walk to Read Program
Grade 8 PBL: Think Globally, Act Locally
iSEEN Winter Institute Conference
Clay Art with Middle School and Senior Ancient Civilizations
Grade 8 PBL: Think Globally, Act Locally
Highlights:
THEME TWO: PURPOSEFUL AND SUSTAINABLE LEARNING ENVIRONMENTS
All of our learning environments enhance the College experience in purposeful and sustainable ways.
We are grateful to have a large campus with many resources to support student learning. We continue to enhance our indoor and outdoor learning spaces to support and deliver authentic teaching and learning for every grade. We know that the spaces we use and design support empowered learning and must be flexible, dynamic and adaptable to student needs. We also recognize the critical importance of our environment and the existential challenges of the global climate crisis. We are committed to making HSC a leader in Canadian education with respect to practicing, learning and teaching environmental sustainability.
» Advanced Energy Systems Thinking PBL in Grade 6: Grade 6 students are investigating energy systems for space travel, such as solar and nuclear, using systems thinking and AI analysis. They will present their findings and models at a Space EXPO, showcasing their understanding of efficient energy solutions for both space and Earth.
» Green Campus: John Hannah is leading HSC’s Green Campus initiative, addressing climate change, biodiversity loss, and mental health through green infrastructure and curriculum integration. This program emphasizes handson learning and nature immersion, aiming to enhance student wellbeing and environmental stewardship.
» Climate Action Plan: Eleonor Kerr, our Director of Operations and Human Resources, was part of a panel of speakers at the Global Summit on Climate Education in February 2025. She spoke about HSC’s Climate Action Plan and our commitment to reducing our carbon footprint.
» Campus Master Plan: A key step towards HSC’s next major campus expansion is being finalized for construction to begin early Summer. Engineered designs for HSC’s new entrance off Garth Avenue have been sent to the City for final approval. Once approved, the construction company tendering process will begin with the hopes of construction being completed in the Fall.
Global Summit on Climate Education
Grade 6 students collected leaf samples to make herbarium specimens and inventory 36 species of trees at HSC
Garth Entrance construction to begin in 2025
Grade 6 Energy Systems PBL: Space EXPO
Grade 6 students process nearly 4000 Red Oak acorns for planting with kindergarten students
Highlights:
» Social Emotional Learning (SEL) Pilot in Early Education: Junior School and Montessori faculty are collaborating to develop an SEL scope and sequence for Early Education, evaluating the Second Step program.
THEME THREE: RESILIENCE AND WELLBEING
The development and nourishment of the whole child with attention to the wellbeing of our entire community will be our daily focus.
We are developing practices to amplify wellbeing and embed it into our school structures and daily routines. We strive to develop a community where students are physically active daily, demonstrate gratitude, are engaged in learning, are mindful and present, and are actively open to caring for others and themselves. Our focus on the HSC ideals enables students to grow into well-rounded leaders who can act with the best interests of themselves and others in mind. In addition, researching and implementing research-based programs and practices that focus on students’, faculty’s, and staff’s physical, mental, emotional and spiritual wellbeing continues to be a priority.
» Purple Power Basketball Partnership: On January 17, the Mohawk College Women’s Basketball coach Mihai Raducanu and some of the Mountaineers players came to HSC for the fourth annual Purple Power Day to encourage girls in Grades 3, 4 and 5 to continue to develop their basketball skills through a series of skill activities and 3-on-3 games.
» HPE Indigenous Games Unit: This February, students in Grades 5 through 8 were able to bundle up and get outside to enjoy the snow while taking part in traditional Indigenous games like lacrosse and longball.
» Outdoor Education Program in Early Education: HPE teachers Bryan Simmons and Fiona Sawyer are piloting an outdoor education program for Early Education students that they will expand in 2025-2026
» Adult SEL in Middle School: Middle School faculty completed two years of Adult SEL PD using the Second Step platform. This training focused on building trust, managing stress, and fostering resilience, strengthening faculty SEL skills and wellbeing.
» Faculty, Staff and Community Book Club: Participants discussed “The Anxious Generation,” focusing on challenges faced by children and strategies for managing screen time. The series concluded with a fireside chat featuring Jake Ernst from Straight Up Health.
Middle School Indigenous Games Unit
Community Book Club
Outdoor Education in Early Ed.
Purple Power Day with Mohawk Mountaineers Basketball
THEME FOUR: A WHOLE COLLEGE –INCLUSIVE AND CONNECTED
A locally and globally connected community offering a seamless educational experience from 18 months to 18 years that fosters a sense of belonging.
We endeavour for all stakeholders to have a sense of belonging to the HSC community, where all members are accepted and celebrated, not only for what brings them together but also for what makes them unique. We are actively focused on becoming a more pluralistic community through recruiting and admitting students and hiring staff who represent the broader community. This also includes ensuring that all members of our community feel safe and welcome. In addition, HSC offers a seamless educational experience for students from 18 months to 18 years. We are uniquely positioned to thoughtfully develop a curriculum continuum that ensures continuity across grade level and division boundaries. Finally, we are committed to fostering a sense of belonging among our entire community, including students, staff, faculty, parents and alumni.
Highlights:
» Changes to the Senior School Prefect Selection Process: The Senior School Prefect selection process now includes video submissions and DEI-focused interview questions, promoting a more equitable and vision-driven evaluation of leadership, and reflecting the College’s diverse community.
» Engaging in Dialogue for Inclusion Conference: Ten HSC students and four faculty attended the “Engaging in Dialogue for Inclusion” Conference, participating in workshops and discussions on EDI. They shared concerns and solutions, and were challenged to implement actionable change within their school community.
» Faculty Anti-Racism/Anti-Oppression PD with the Hamilton Centre for Civic Inclusion (HCCI): Middle School faculty participated in anti-racism and anti-oppression PD with HCCI, learning about Anti-Black Racism, oppression, and Islamophobia, and discussing strategies for inclusive student interactions.
» Empowerment Squared partnership: Senior School faculty and students partnered with Empowerment Squared to discuss accountability and address issues of respect and responsibility within the school.
» Jam the Gym and Ram the Rink: These events brought together the entire HSC community to passionately support senior sports teams. They fostered a strong sense of belonging and connection across all school divisions and age groups, showcasing athletics as a powerful community builder.
2024-2025 Student Prefects
Early Education Fans at Jam the Gym
Leo Johnson presenting Ubuntu
Young Spectators at Ram the Rink
GOAL ONE: ENHANCE THE LEARNING EXPERIENCE
We will empower each student to have input into their personalized learning pathway. Voice and choice will extend to student assessment and evaluation. HSC will incorporate a focus on wellbeing throughout all we do and will be at the forefront of all decisions – striking a balance between academic rigour and wellbeing. We will support and empower our faculty to grow as a community of professional educators. Experiential learning opportunities will be a key aspect of our programs. To support this, we will establish a robust network of local, regional, and global partners to provide learning opportunities for our students and teachers and create opportunities for our stakeholders to become more active leaders in our region.
Highlights
» Model UN Conference at HSC: HSC’s inaugural Model UN conference, themed “Think Globally, Act Locally,” offered students diverse simulations led by alumni, fostering critical skills and global awareness, while raising funds for Gore Park Community Outreach.
» HSC Students Providing Technology Support to College Events: HSC students, guided by faculty, provided expert technical support for College events, including Remembrance Day and Carol Service, gaining professional-level experience in sound, video, and broadcasting.
» CIS/Future Design School AI Microcredentials Course: Faculty and staff participated in an AI Microcredentials Program, gaining skills and knowledge in AI and its educational applications.
» Future Prize Challenge: Six Middle School students and three faculty attended the Future Prize Challenge, engaging in a design thinking workshop, creating tech solutions, and winning the Teamwork Award.
Program attended by Four HSC Staff Members
Katelyn Galer
Successfully completed the
Microcredential II: Productivity with
Middle School Future Prize Challenge
HSC’s Model UN Conference
Student Production teams led by Mr. Brandon Prodger
GOAL TWO: REIMAGINING TIME AND SPACE
We will reimagine our schedule to empower student learning and enable coordination across schools. Our spaces will also support empowered learning, and we will examine the use of our current spaces and the design of our future spaces to reflect student needs and best practices to promote flexibility and collaboration. We will exemplify environmental sustainability in our decision-making and make HSC a leader in Canadian education with respect to practicing, learning, and teaching environmental sustainability. We will also strive to become one of the most biodiverse campuses in Canada and leverage the learning potential of our outdoor spaces to support authentic teaching and learning.
Highlights
» Winter Camp Experience at Camp Wanakita: Grade 5 students experienced winter outdoor challenges at Camp Wanakita, building on fall E-Week skills. Activities like skiing, snow-shoeing, and fire building enhanced HPE and SEL competencies. The trip fostered personal growth, teamwork, and discovery in a dynamic winter setting.
» Grade 2 Students Visit Norval Outdoor School: Grade 2 students visited Norval Outdoor School, enjoying a day of snow activities focused on community building and learning Indigenous games. The trip provided a memorable experience of exploration and cultural learning.
Grade 2 Students Visit Norval Outdoor School
Grade 5s at Camp Wanakita Winter Experience
Grade 2 Students Visit Norval Outdoor School
Grade 5s at Camp Wanakita Winter Experience
GOAL THREE: DIVERSE, INCLUSIVE, EQUITABLE, LIFELONG COMMUNITY
We recognize, celebrate and honour the diversity in our HSC community and we will actively focus on becoming a more pluralistic community. In our curriculum and learning experiences, we will prioritize the inclusion of widely diverse voices. We will develop a curriculum scaffold that ensures continuity across grade level and division boundaries and will support interdisciplinary and cross-grade collaboration and learning for both students and faculty. We will continue to build lifelong connections with our alumni as integral members of our community. Finally, our parents are key partners in the learning experience for their children and we will deliver a robust parent education program that helps parents partner effectively in support of the shared goals and values of the HSC community.
Highlights
» Montessori Family Art and Music Night: The Montessori school’s Family Art and Music Night engaged parents in their children’s artistic activities, providing a hands-on experience and a glimpse into the arts program. The event strengthened community bonds and fostered parent partnerships and also enhanced our sense of community and partnership with our parents.
» One School, One Book: The Junior School’s “One School, One Book” event revealed Einstein the Penguin to pajama-clad families, who enjoyed penguinthemed activities and donated books for local children. The evening fostered literacy and community spirit, highlighting HSC’s dedication to both reading and local outreach.
» People of Colour Conference: Representatives from all HSC schools attended the 2024 NAIS People of Color Conference, reaffirming the College’s commitment to DEI. Participants returned with new perspectives and strategies to foster an inclusive community at HSC.
Pluralism
Junior School’s One School, One Book Event
HSC Faculty at the People of Colour Conference
Montessori School Music and Art Night
STRATEGY IN ACTION
STORIES AND HIGHLIGHTS OF OUR STRATEGIC INITIATIVES AT WORK.
CYBER SECURITY: A CULTURE OF RESILIENCE AND SHARED RESPONSIBILITY
Theme 3: Resilience and Wellbeing
Theme 4: A Whole College – Inclusive and Connected
Goal 1: Enhance the Learning Experience
Working closely with HSC’s IT team, Colin Milne, Privacy & Information Security Manager, leads efforts to foster awareness and cultivate a culture of shared responsibility in implementing security measures and ensuring the College’s digital defences remain strong. Cybersecurity is more than just technical safeguards—it is a holistic strategy that integrates human awareness, trust, and collaboration. At HSC, we recognize that while infrastructure and technology are crucial, fostering a culture of digital resilience is equally important. Our efforts focus on equipping staff with the knowledge and confidence to navigate an increasingly complex digital landscape.
Cybersecurity and privacy training at HSC begins the moment an employee joins the College and continues throughout their career. Our approach includes interactive training, phishing simulations, and hands-on workshops that empower employees to take control of their digital footprint. By integrating these practices into daily operations, we cultivate a workforce that is proactive, engaged, and prepared to respond to evolving cybersecurity threats.
An effective cybersecurity strategy doesn’t just involve staff—it also requires engaging students early on to develop strong digital habits. Teaching students about privacy and security from a young age ensures they are equipped to navigate an increasingly online world safely and responsibly. Kim Ayotte, HSC’s Learning Commons Coordinator, works closely with students, helping them
understand the importance of privacy and digital citizenship. By instilling these critical skills early on, we ensure that students develop a strong awareness of responsible digital behaviour, giving them the tools they need to make informed decisions as they progress throughout their time at the College.
A key aspect of our strategy is fostering a culture of trust. Employees and students must feel comfortable asking questions, reporting concerns, and contributing ideas related to cybersecurity and privacy. When individuals see themselves as active participants in safeguarding our digital environment, security becomes a shared responsibility rather than an isolated function. This approach not only enhances our cyber resilience but also
strengthens our commitment to wellbeing— ensuring that employees feel supported and confident in their ability to protect both personal and institutional data.
This work is a team effort led by HSC’s IT department, which plays a critical role in implementing cybersecurity initiatives, supporting staff, and ensuring that security measures align with the College’s broader strategic goals. Overseeing all of these areas is Linda Watson, HSC’s Director of Technology Integration & Innovation, who ensures a cohesive approach to digital security, innovation, and training across the College. By embedding cybersecurity awareness within our community, we are reinforcing our strategic goal of fostering an inclusive and connected College. Our efforts support a learning environment where students and staff alike benefit from a digitally secure and well-informed culture—enhancing the overall experience and ensuring that HSC remains a leader in privacy and security best practices.
ANTI-BLACK RACISM AQ COURSE
Theme 1: Personalized Learning
Theme 3: Resilience and Wellbeing
Theme 4: A Whole College – Inclusive and Connected
Goal 1: Enhance the Learning Experience
Goal 3: Diverse, Inclusive, Equitable, Lifelong Community
HSC is actively cultivating an inclusive and equitable learning environment, and a cornerstone of that work this year includes a professional development course focused on Anti-Black Racism. Currently, 23 dedicated faculty members are enroled in the program, slated for completion in April 2025. This program, offered exclusively to HSC in partnership with Lakehead University and instructed by Dr. Kimberley Tavares, Deputy Principal at University of Toronto Schools, is grounded in the Nguzo Saba principles and empowers faculty and staff to critically examine their practices and contribute to a more just school community. Erica Otaguro, Chair of Student Wellbeing, shares, “Through this course, I have gained a deeper understanding of how racism manifests in educational settings and its impact on students, faculty and the broader College culture. More importantly, this learning has reinforced the need for ongoing selfreflection and intentional action in dismantling barriers to equity and inclusion.”
Delivered over six comprehensive modules, the course delves into the historical context of anti-Black racism, explores personal identities and educational philosophies, and equips participants with practical strategies for creating Black-affirming spaces. Middle School French teacher Erica Vranesevic highlights the course’s emphasis on collaborative action: “For me, this course emphasized the importance of working collaboratively across the College to create practical changes in our classrooms and school communities to better support Black students.”
The program’s design, which includes discussion forums, collaborative inquiry projects, and personal learning portfolios, fosters a culture of open dialogue and shared learning. As Otaguro notes, “These discussions, held in a safe and supportive space, have allowed us to navigate
EVOLUTION OF CHAPEL
Theme 4: A Whole College Inclusive and Connected
Goal 3: Diverse, Inclusive, Equitable, Lifelong Community
The evolution of Chapel at HSC reflects the broader transformation of the College from its early days as a Protestant institution to the inclusive, non-denominational community it is today. Originally, Chapel was primarily a religious service presided over by the Headmaster and organized by faculty members, reflecting the College’s roots in Protestant traditions. The
complex and sometimes uncomfortable topics with openness and vulnerability.” Vranesevic also stated, “This course prompted me to reflect critically on my teaching philosophy and assess whether I am meeting the Ontario College of Teachers’ (OCT) standards of practice, particularly in addressing anti-Black racism. It encouraged me to ask tough questions about how I teach and what I teach, ensuring my practices are inclusive and actively combat harmful biases.”
By engaging in this transformative learning experience, HSC faculty and staff are taking meaningful steps toward creating a more personalized, resilient and inclusive environment for all students, aligning directly with the College’s strategic goals. This program is a call to action, and is helping to create a diverse, equitable, and lifelong community.
focus of these services was largely on religious observance, with hymns, prayers, and reflections centered around Christian teachings.
As the College’s demographic has become more diverse and its mission expanded to include the fostering of a non-denominational community, Chapel began to evolve into something that went beyond a religious ritual. Today, it serves as a vibrant, student-led gathering where the values of HSC — among them respect, inclusivity, and celebrating our diversity — take center stage. Rather than a religious event, Chapel has become a forum for showcasing the achievements and talents of the entire HSC community. It is a time for reflection, celebration, and connection, where students, faculty, and staff come together to honour accomplishments across the spectrum of
athletics, academics, the arts, and community service.
A key aspect of this transformation is the leadership role students now play in organizing and delivering Chapel services. Under the mentorship of dedicated faculty, students are responsible for curating and leading the event, allowing them to feel a sense of ownership and accountability over the content and structure. This shift has provided invaluable leadership opportunities in the areas of public speaking, collaborative planning and technical production, fostering a sense of pride and responsibility among students.
Chapel now includes celebrations of cultural days of significance with various affinity groups encouraged to share their traditions and celebrations with the broader HSC community. This fosters a sense of belonging and allows all students to see their unique identities and cultural practices represented. The event also provides a stage for both visual and performing arts, allowing students to share their talents with the school. Whether through music, drama, or visual art, Chapel has become a showcase for the creative excellence of students at all levels, from Montessori to Senior School.
Another change in recent years has been the evolution of the songs that are sung together as a community during Chapel. In contrast to the traditional hymns of the past, Chapel songs now include a diverse range of folk, spiritual, and multicultural selections. This shift encourages participation and allows the community to experience the magical “collective effervescence” of coming together to sing and celebrate in unity. Music has always been an
integral part of the Chapel experience, helping to create a sense of shared joy and connection among our community.
A significant recent addition to the Chapel service is the “College Commitment,” a modern creed that reflects HSC’s values and ideals. Recited at each Chapel in place of the traditional “College Prayer,” the Commitment underscores the community’s commitment to inclusivity and respect for all individuals. While the College Prayer remains an important part of HSC’s history, the Commitment, developed over time with contributions from faculty and students, resonates more deeply with the current student body, as it provides an overview of the College’s ethos and aspirations. What began as a religious observance has transformed into a dynamic, student-driven celebration of our diverse and vibrant HSC community. Through this evolution, Chapel has become not only a time of reflection and celebration but also a living testament to the values that define the College today.
A DECADE OF DREAMS REALIZED: THE DAVID TUTTY JOY AND INNOVATION FUND AT 10
Theme 1: Personalized Learning
Theme 4: A Whole College – Inclusive and Connected
Goal 1: Enhance the Learning Experience
Goal 3: Diverse, Inclusive, Equitable, Lifelong Community
For ten years, the David Tutty Joy and Innovation Fund (Tutty Fund) has been a vibrant catalyst for creativity at HSC, embodying the spirit of its namesake, David Tutty, and aligning seamlessly with the College’s strategic themes. Since 2015, this initiative has empowered students, faculty, and staff to transform bold ideas into tangible realities, enriching the learning experience for the entire community.
The Tutty Fund’s impact resonates deeply with HSC’s commitment to personalize learning. By encouraging students to develop formal proposals, complete with budgets and clear objectives, the Fund cultivates essential skills in innovation and project management. From the “Designwerx Makerspace” to “HSC Laser Cutting Systems,” projects funded by the Tutty Fund provide students with unique opportunities to explore their passions and learn through hands-on experiences.
The Fund continues to strengthen HSC’s vision of a ‘Whole College Inclusive and Connected’ through the more than 85 projects it has brought to life. From the “Wigwam outdoor classroom” to the “GSA Rainbow Crosswalk,” the Tutty Fund supports diverse initiatives that promote inclusivity and belonging. Projects like the “Residential School Memorial/ Orange T-Shirt” and “Historic Huron Basket Weaving Project” further demonstrate the Fund’s commitment to
fostering cultural understanding and promoting reconciliation.
The breadth of projects funded by the Tutty Fund is remarkable, touching on every facet of the HSC experience. From enhancing curricular opportunities and student wellbeing to promoting sustainability and experiential learning, the Fund’s impact is far-reaching. The “HSC Food Forest,” “Composting at HSC & Home Biogas Machine,” and “Pollinator Paradise” initiatives demonstrate a commitment to purposeful and sustainable learning environments. Similarly, projects like “Buddy Benches” and the “Montessori Wellness Room” directly support student resilience and wellbeing.
The Tutty Fund’s success is a testament to the generosity of the Tutty family and the unwavering support of donors. As we celebrate its 10th anniversary, we recognize the Fund’s profound contribution to HSC’s mission, transforming innovative ideas into enriching experiences and building a legacy of joy and purpose for generations to come.
READING WITH ACADIENCE
Theme 1: Personalized Learning
Goal
1: Enhance the Learning Experience
HSC is committed to fostering personalized learning experiences that empower every student to thrive, particularly in literacy development. To this end, the Junior, Montessori, and Middle Schools have embraced Acadience Reading K-9, a powerful assessment tool that aligns directly with the Ontario Right to Read initiative. This data-driven approach is transforming how teachers support literacy, ensuring that each student receives targeted, individualized instruction.
“Acadience Literacy allows us to pinpoint specific areas of need for our students,” explains Kathleen Collins, Junior School teacher and curriculum coordinator. “By assessing foundational literacy skills three times a year, we gain a comprehensive understanding of each student’s progress and can proactively address any challenges.” These assessments, covering phonemic awareness, reading fluency, comprehension, and more, provide a clear picture of student strengths and areas for growth.
Learning Services specialist Sophie Laverty highlights the program’s impact on Montessori’s intervention strategies: “The data we gather helps us evaluate intervention effectiveness over time. We use the data to create Individual Intervention Plans to ensure each student’s needs are met and the next steps are clear, precise, and attainable while ensuring teacher accountability.” Regular grade-level team meetings facilitate collaborative planning, ensuring that personalized support is delivered consistently across the school. Dynamic groupings, driven by Acadience data, allow
teachers to differentiate instruction and meet students where they are, maximizing their learning potential.
The success of Acadience Reading K-9 is also attributed to the teachers’ strong investment in the program. “Teachers were directly involved in the decisionmaking process,” Kathleen notes. “This collaborative approach has fostered a sense of ownership and a shared commitment to using Acadience to enhance student learning.” The data collected also allows for the evaluation of the effectiveness of teaching strategies, and allows for changes to be made to best support student learning.
By implementing Acadience Reading K-9, HSC is demonstrating its dedication to personalized learning, ensuring that every student has the opportunity to develop strong literacy skills and achieve their full potential. This program is a testament to our commitment to enhancing the learning experience through data-driven, individualized instruction.
MIDDLE SCHOOL MODEL CLASSROOMS
Theme 2: Purposeful and Sustainable Learning Environments
Goal 2: Reimagining Time and Space
This year marked a significant transformation for HSC’s Middle School, a shift towards dynamic learning environments that are yielding positive results. Picture classrooms where the traditional structure dissolves, replaced by a flexible, student-centred space. HSC, in partnership with VS America, introduced adaptable furniture designed to foster movement and collaboration. As teacher Sydney Hillman shared, “The students are really enjoying the MS Model Classroom, and over the course of the year, we’ve seen great growth in their ability to use the materials and space effectively.”
The addition of new furniture is empowering students to take ownership of their learning. Sydney described how, “We have a variety of student chairs and desks that allows for flexibility to meet different learning needs. The stationary and spinning chairs and the two ‘tilting’ options provide quiet movement while seated.” The desks themselves, easily reconfigured, have become a catalyst for collaborative learning, particularly during activities like literature circles. For example, during the literature circle unit, students could easily wheel their desks to form discussion groups and then return to a traditional setup afterward. This flexibility has also allowed for a sense of responsibility for their learning environment.
Beyond the traditional desks, HSC introduced alternative seating options, sparking enthusiasm and promoting self-regulation. “These choices get students excited about selecting their own workspace while also teaching them the responsibility of managing
their movement within the room,” Sydney noted, highlighting the impact of couches, floor cushions, and wobble stools. The height-adjustable standing desk further caters to diverse learning preferences. And the expansive whiteboard space, both fixed and portable, has become a hub of creativity and collaboration. The ‘floor-toceiling’ whiteboards on two walls and the 10 removable whiteboards have also been a fantastic addition. Students love using them for group and individual work, and they provide an engaging way to approach assignments.
HSC’s commitment to creating purposeful learning environments is evident in these transformed classrooms, spaces where students are not passive recipients, but active participants in their education. The positive feedback from teachers underscores the success of this initiative, highlighting the power of adaptable spaces to enhance student engagement and foster a deeper sense of ownership.
GREEN TEAM AWARENESS WEEKS
Theme 2: Purposeful and Sustainable Learning Environments
Goal 1: Enhance the Learning Experience
HSC’s commitment to “Purposeful and Sustainable Learning Environments” is vividly realized through the student-led Green Team’s innovative Awareness Weeks, spearheaded by Environmental Prefect Reagan Clark ’25. This initiative directly contributes to enhancing the learning experience by fostering a deeper understanding of environmental stewardship across all four schools.
“This year, the HSC Green Team started an exciting new initiative, where we run an awareness week at the end of each month,” Reagan explains. “During these weeks, the Green Team runs one workshop in each school. These workshops focus on spreading awareness of environmental topics on and off campus.”
The initiative kicked off with a successful Waste Reduction Awareness Week in October. In the Senior School, students engaged in a competitive House challenge, where reducing lunch waste earned valuable House points. This hands-on approach not only promoted waste reduction but also fostered a sense of community and friendly competition.
In the Montessori and Junior Schools, the Senior and Middle School Green Teams took on a mentorship role, preparing and delivering presentations on proper waste sorting. “We then led a relay, where students sorted waste items in the different waste bins,” Reagan recalls, demonstrating the team’s ability to engage younger students in practical learning. The Middle School added a creative twist to their door decorating competition, challenging students to utilize recycled materials, further reinforcing the principles of sustainability.
Building on this success, November’s Energy Conservation Awareness Week continued to engage students of all ages. The Middle School Green Team led Junior School students on an interactive “energy tour,” educating them about energy conservation. In the Senior School, students participated in a poster activity, creating visual representations of energy-saving tips.
“The Senior School Green Team ran a poster activity, where students had the opportunity to create posters based on a tip they were given on how to conserve energy,” Reagan details. “The Green Teams are extremely excited to continue running these workshops to form connections with students across the College and find fun and collaborative ways to educate students on environmental topics.”
These student-led initiatives not only educate but also empower students to become active participants in creating a more sustainable campus. By tailoring activities to each school division, the Green Team effectively communicates environmental concepts in ageappropriate and engaging ways.
DELF AT HSC
Theme 1: Personalized Learning
Theme 4: A Whole College – Inclusive and Connected
Goal 1: Enhance learning experience
The DELF (Diplôme d’études en langue française) are diplomas issued by the French Ministry for National Education to certify the French language skills. Last spring, HSC piloted the DELF examinations in partnership with The Education Academy in Toronto. The following examinations were run with great success: DELF Prim: Junior 4 students, Montessori 9 students, and 76 Grades 5 and 6 students. Success rate: 96% DELF Scolaire: Grades 7-12; A1: 52 candidates. Success rate: 98%; A2: 11 candidates. Success rate 90%; B1: 16 candidates. Success rate 67%
After a successful pilot, HSC, pursued
the opportunity to become our own DELF examination centre, working with France Education International, FEI. In January 2025, we will become the first and currently only CAIS school that is a testing centre. The local public boards have the ability to offer these exams, but only for students in Grade 12. This is an amazing opportunity for HSC students to gain confidence and recognition in their work in French, and the hope is to open up spots to external candidates in a couple of years.
In addition to being a value-added opportunity for our students and an admissions marketing tool, becoming a DELF centre strengthens the French team by giving us a direct line to the French embassy and Ontario initiatives in French, and building collective efficacy and expertise in mark moderation/harmonization as well as providing our students with a unique, authentic, and skills building opportunity in intercultural awareness.
STRATEGIC PLAN
COMMITTEE
Marc Ayotte Head of College
Carrie Annable ‘97 Chair, Academic Strategy
Liz Davidson Director of Finance
Danielle Hourigan '82 Principal, Montessori School
Eleonor Kerr Director of HR and Operations
Jason Caruana Deputy Head of College
Linda Watson Director of Technology, Innovation and Integration
JOYFUL ENGAGED INCLUSIVE COMMUNITY
Hillfield
905-389-1367
strategy@hsc.on.ca
Our core mission is to develop joyful and engaged students who live life with purpose.
The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them.
Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond.
Their journey at HSC prepares students to live with purpose—to understand their world, inspire, lead, act, and make a difference in their own unique ways.
