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Brand Standards Produced by Metric Marketing | February 2020

Hillfield Strathallan College

Table of Contents

Presented Standards The standards presented in this guide are to be applied to all communications, without exception. To ensure consistency and accuracy, all outgoing materials must be approved through the communications team prior to going to production.

Materials found to be in contravention of the guidelines outlined herein may be required to be reproduced, so please be sure they are closely adhered to.

Executive Summary The following document is our brand platform. It includes corporate positioning, brand messaging and a communication structure designed to differentiate us in the marketplace and position us favourably in the eyes of our audience.

Our Organization

Our Identity

Mission. . . . . . . . . . . . . . . . . . . 2

Primary Identity . . . . . . . . . . . . 26

Core Values. . . . . . . . . . . . . . . . 3

Secondary Identity. . . . . . . . . . . 27

Marketing Structure . . . . . . . . . . . 4

Primary Identity Guidelines. . . . . 28

Elevator Stories. . . . . . . . . . . . . . 6

Secondary Identity Guidelines . . . 29

Competitive Advantage. . . . . . . . . 8

Limited Use Identities. . . . . . . . . 30

Value Proposition . . . . . . . . . . . . 9

Trojans Identity. . . . . . . . . . . . . 31

Communication Pillars . . . . . . . . 10

Athletics Identity. . . . . . . . . . . . 32

Our Audience

HSC Sub-Brands. . . . . . . . . . . . 34

High-Income, Multi-Children. . . . . 14

Logo Usage . . . . . . . . . . . . . . . 37

Parents with a Newborn . . . . . . . 15

Colour Palette. . . . . . . . . . . . . . 38

Alumni Family. . . . . . . . . . . . . . 16

HSC Font Families. . . . . . . . . . . 39

International Family. . . . . . . . . . 17

Stationery & Templates. . . . . . . . 41

Our Brand

Messaging Standards

Brand Essence . . . . . . . . . . . . . 20

Copy Standards. . . . . . . . . . . . . 50

Brand Story. . . . . . . . . . . . . . . 21

Appendix. . . . . . . . . . . . . . . . . 60

Brand Personality . . . . . . . . . . . 22

Our Organization

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Our Organization

Mission A succinct statement that defines our organizational motivations and aspirations.

Learn with Joy. Live with Purpose.

Our core mission is to develop joyful and engaged students who live life with purpose. We believe the best learning happens when students are happy to come to school, have opportunities to follow their passions and are able to participate in deep learning experiences that challenge them.

When engaged students learn with joy, they develop strong relationships with their peers and caring adults who spark and support their learning both in and out of the classroom. Their journey at HSC prepares them to live with purpose—to understand their world and to inspire, lead, act and make a difference in unique ways.

Guiding Principles

We learn With an understanding of ourselves as learners; With each other, and from each other; With a blend of challenge and support; With an expectation, and the encouragement needed, to lead; With excellence honoured and demonstrated; Through creativity and an entrepreneurial spirit to think critically; With resiliency in mind and body; An awareness of, and engagement in, global, cultural, economic, social and environmental issues.

Vision 2

Hillfield Strathallan College inspires its students to reach their full potential and to better the world around them.

Our Organization

Core Values A series of beliefs that guides our culture.

Integrity We are honest with our peers, colleagues and ourselves. We stand up for what we believe in. We take responsibility for our actions. We are true to our word. We allow actions to speak louder than words.

Respect We are humble, courteous and compassionate. We think beyond ourselves, seeing others with empathy and kindness. We find a sense of worth and value in others and in ourselves.

Community We build friendships through inclusivity and we celebrate individual differences. We foster positive relationships here at school and beyond our gates.

Determination We are committed and optimistic. We encourage others to strive for their own excellence.

We persevere when faced with adversity. We learn from our missteps.

Individuality We inspire individuals to express and pursue their own unique passions. We are creative.

We are confident in who we are and in who we will become.

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Our Organization

Marketing Structure A snapshot of our organizational structure that defines key marketable segments.

Hillfield Strathallan College HSC is a co-ed, independently run day school that operates four distinct but connected schools for students from toddlers to grade 12: Montessori School, Junior School, Middle School and Senior School.

Montessori School

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Junior School

Middle School

Senior School

Our Organization

Montessori School

Middle School

The Montessori School is for children from 18 months to 9 years old.

The school nurtures personalized learning for each child and fosters respect for self, others and the world.

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Montessori curriculum and prepared class environment have been a integral part of HSC for more than 50 years The Montessori School is accredited by the Canadian Council of Montessori Administrators (CCMA) and The Canadian Accredited Independent Schools (CAIS) French (from age 3), Music and Movement are taught by subject specialists All teachers are Montessori trained and toddler teachers are ECE certified Mixed aged classrooms provide a unique community learning environment

Junior School

The Middle School guides students in grades 5 to 8 through a variety of pedagogies, including a broad range of co-curricular activities.

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Senior School The Senior School offers enriched academic programming that prepares students in grades 9 to 12 for post-secondary studies.

Athletics, arts and community service activities round out academics and help build character and well-balanced students.

The Junior School is for pupils from 18 months old to grade 4.

Students learn in open-concept classrooms through a personalized and interactive approach including Project Based Learning (PBL).

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A separate wing is dedicated to the development of PreKindergarten Students Respect, effort, attitude, honesty and control of self are character traits built into the Reach for the Stars program French (age 3), Music and Movement are taught by subject specialists Students are placed in grade level based on birthdate (Dec. 31)

Beginning in the Middle School, students attend class with a device of their choice, usually a laptop Instrumental music instruction Student travel and exchange opportunities Entrepreneurial and leadership opportunities Creative arts opportunities Makerspace Early guidance for setting university goals

More than 170 Course options are available for students to choose from Advanced Placement courses challenge students with university level credits Student travel and exchange opportunities Entrepreneurial and leadership opportunities Creative arts opportunities Design Studio Personalized guidance for career and university planning Access to an Alumni Mentorship Program 5

Our Organization

Elevator Stories Short, memorable descriptions of our college and schools that summarize the value we bring to market.

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Hillfield Strathallan College Hillfield Strathallan College (HSC) is an independent, co-ed, nondenominational day school located on a 50-acre campus in Hamilton, Ontario. Our College provides a full, independent educational experience for students from toddler to grade 12 that includes rigorous academics, sound social and emotional development and student-centered, projectbased learning within a nurturing community. Supported by robust health and wellness programming and transportation, the College aims to prepare well-rounded, community-minded students for postsecondary studies and beyond. We are a registered non-profit charitable organization and member of Canadian Accredited Independent Schools (CAIS). We are also accredited by the Canadian Council of Montessori Administrators (CCMA).

Our Organization

Montessori School Our Montessori School nurtures self-directed learning while fostering respect, responsibility, moral development, empathy and peacefulness in young children, from toddler to age nine. Guided by the child-centred philosophy of Maria Montessori, the school is a community of learners who connect to a broad curriculum through self-motivated choices based on students’ interests and their level of development.

Through working with Montessori materials, students make purposeful, self-initiated learning choices that lead to independence, challenge and discovery.

Junior School Our Junior School nurtures “voice and choice” in young students, ages toddler to grade 4, through a caring and nurturing environment and a strong sense of community. Students gain an academic advantage and a love of learning through guidance from highly motivated faculty, adaptive programming, self-led inquiry and project-based learning (PBL). A teacher-directed and student-led curriculum inspires students to take healthy risks, challenge themselves, build confidence and gain a solid foundation of knowledge. Junior School students graduate with a passion for learning.

Middle School The Middle School program focuses on helping students reach their full potential as they navigate from childhood to young adulthood.

Learning at this level includes a forward-looking academic curriculum balanced with extensive co-curricular, service and leadership opportunities. Dedicated, innovative staff work together with students in grades 5 to 8, forging meaningful connections in an authentic and personalized way that maximizes success for those students.

A project-learning based (PBL) approach, wellness and community are cornerstones of the Middle School and HSC experience.

Middle School Students graduate with a deep understanding of themselves as learners.

Senior School Our Senior School encourages students as they emerge into adulthood.

We support their excitement as they open their minds to diverse and evolving possibilities within the global community, and we help them chart a promising future. Students in grades 9 to 12 participate in student-centred academic programming that includes enriched and AP course options for exceptional students as well as athletics, arts and community service. Each student receives individualized support as they explore what will best meet their academic, social and emotional needs. A high expectation for student behaviour helps establish a safe, welcoming and positive environment. We nurture, support and challenge students as they make life decisions that will lead to postsecondary and lifelong success. Senior School students graduate with the confidence to achieve in their chosen path.

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Our Organization

Competitive Advantage A statement about why the market should choose us over the competition

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Learn with Joy Hillfield Strathallan College is the only co-ed, toddler-to-twelve, independent school in the Hamilton area. We provide a child-focused educational experience that nurtures the whole child for their whole childhood. When students attend the same school within one supportive community from 18 months to 18 years, they experience stability and a sense of community that builds confidence and shapes their world view. Our students learn by doing. They discover who they are and build enduring relationships along their journey. Our faculty and staff mentor students throughout childhood, building stronger learners and understanding deeply who they are and where they’re heading. HSC grads enjoy meaningful careers and fulfilling lives.

Our schooling makes a difference so our students can make a difference.

Our Organization

Value Proposition A set of functional and emotional benefits that deliver value to our stakeholders.

Live with Purpose When students graduate from Hillfield Strathallan College, they become the best version of themselves. They’ve grow up in a strong, healthy community of like-minded people who share their zest for learning, and they’ve come of age with a clear sense of purpose. They are ready to take on the world, and they have the confidence to succeed without any fear of failure because they’ve had the unwavering support of parents, faculty, staff and alumni. HSC students are ready to make a difference— at university, in their own communities and in all of their endeavors.

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Our Organization

Communication Pillars A clearly defined set of company attributes that we want to communicate to our stakeholders.

Engaged Learners We embrace balance and diversity in a vibrant community that nurtures students who are well rounded and engaged learners. Our students receive a world-class education on a first-class, 50-acre campus, where they build strong friendships, attitudes and habits that will last them a lifetime.

Proof Points: • Continuous independent education, from 18 months to 18 years, provides academic and social continuity, so students don’t have to switch schools midway through their schooling.

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Rigorous academic programming and a caring community culture both challenge and support students in their learning journey.

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Students have more than 100 co-curricular activities to choose from, including athletics, arts leadership and service opportunities.

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HSC offers more than 50 competitive sports teams (CISAA and CAIS leagues) as well as additional teams that are intramural.

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Senior School students have access to abundant community service opportunities.

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Entrepreneurially minded students, faculty and staff are eligible for funding to support innovative idea development.

Our Organization

A Progressive Approach

A Nurturing Community

We provide an academically forward, progressive approach to education that includes a balance of academics, athletics, arts, leadership, community service and entrepreneurialism.

Ours is a strong and healthy community that welcomes students, families, faculty and staff from diverse cultures and backgrounds.

Our students become community builders themselves.

Proof Points: • Our enriched academic programs challenge students to think critically and creatively while collaborating and solving problems in a student-centred environment

Proof Points: • Extensive support services include the Student Success Centre, teaching assistants, tutorial leaders, an RN and RPN, athletic therapists and counsellors.

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Montessori Day School provides self-directed learning, from 18 months to 9 years of age.

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HSC operates its own bus service, which provides transportation for students aged 3 to 18 who live within a one-hour drive of HSC.

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A child-centred, discovery-focused Project-Based Learning (PBL) model is employed for students of all ages in all four schools.

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Our Senior Day School offers more than 170 course options, including Advanced Placement (AP) courses with university credit for enriched learning.

Our Nutrition Program, led by a professional chef, promotes good eating and etiquette while ensuring healthy, local food is prepared and served at the College daily.

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Robust advancement initiatives provide funding to the College through partnerships, endowments and legacy gifts for scholarships, programming and innovations.

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A broad and engaged alumni community of 3,000+ members providing a lifelong network of support.

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State-of-the art facilities include a recently built Senior School and athletic complex (2012).

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Summer E-Academy courses help Senior School students broaden their knowledge and prepare for university.

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The Designwerx program is a student-run marketing and communications centre for entrepreneurial-minded learners.

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Our Audience

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Our Audience

High-Income, Multi-Children Family This family has a household income of $200,000 or higher and typically has two children. They live within a one-hour radius of HSC. The parents are professionals and may own a business. Their children’s education is their top priority, and they have likely been referred by another family whose child attends HSC.

What Matters to Them These parents may not have experience with independent schools themselves, but they want their kids to have advantages they didn’t have. They care about their child’s success, so they’ll find a way to manage their busy schedules to accommodate their child’s independent education. They value high achievement, quality education and enhanced opportunities for their children and want them and their family to feel a sense of belonging and community.

Buying Style These parents are looking for advantages for their children.

They learn what they need about independent schools by talking to friends and other parents and by doing research online. Money isn’t a primary consideration. What’s most important are good referrals, access to credible information online, a good school location, positive testimonials and helpful agents.

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Motivators and Barriers Several motivators are associated with independent schools for this group: strong academic programming; a safe and caring environment; more individual attention than their child would get at a public school; teachers who will take the time to understand their child and learning styles; a school that will build their child’s character; small class sizes; and a broad choice of sports, arts and other options. These parents want a good fit for their child and family in terms of culture, opportunity, transportation, core values, cost and aspirations.

Barriers include distance, especially if they live more than an hour away from HSC, space limitations (especially for Montessori/Junior School and Senior School), cost (only for some), academic requirements and standards (if students are not starting young), and an inability to accommodate a certain level or type of learner. Parents who didn’t attend an independent school may have trouble getting beyond the perception that independent schools are elitist.

Our Audience

Parents with a Newborn These are new or expectant parents who are thinking ahead to where they want their baby to go to school when the time comes. One or both may have gone to HSC or another independent school themselves, or they simply value independent education and can afford it. As young professionals who are building their careers, they may have a sponsor, such as grandparents, who also want the best for the baby.

What Matters to Them The education and future of their new baby or unborn child is what’s most important to this couple. They’re looking for a safe, nurturing environment with a good location, possibly with an option for transportation. They may only be looking for a good daycare option at first, but they want the flexibility to be able to keep their child there for schooling if they like the school and social environment. Because they’re just starting their family, they’re looking for a community, a sense of belonging and a good fit.

Buying Style Parents with a newborn fall into three groups. The first group wants their child to go all the way through from toddler to graduation.

They’ve already decided they want the full K-12 independent school experience, and they’re pleased to find a school that starts as early as 18 months. The second group isn’t sure that independent school is the way to go for their child, but they can afford it and are willing to give it a try. The third group is just looking for daycare—because the cost is similar and the quality is higher—and they plan to leave after two years.

Location, referrals and availability influence their decision.

Motivators and Barriers These parents are motivated by what they consider to be a good program—one they can afford, with academic, social and community values that they like and agree with. Competitive costing compared to regular daycare is a great motivator because independent school is perceived as providing greater value for the cost. Once they enrol their child, the combination of safety, good programming and a good culture and community may motivate them to stay beyond the preschool/ daycare years.

Barriers include a perception of elitism because HSC is not a public school and they may not have prior experience with an independent school.

Waiting lists for Montessori and Junior Schools are a barrier, especially if new parents waited too long to put their child’s name on a list. Besides limited space, another barrier might be that there is no transportation for half days or for children under three. The catchment for toddler students is therefore smaller. New parents may also feel reluctant to send their first-born to school on a bus every day at age three, even with the buddy system that is in place.

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Our Audience

Alumni Family One or both parents in this family went to HSC, had a positive experience, and wants the same for their child or children.

They are young professionals who believe in a good education (or their sponsoring grandparents do) and who live within the school’s catchment. They care about the legacy of going to an independent school, especially their former independent school. They are alumni who embrace the values of HSC and trust the education and cultural experience their children will receive there.

What Matters to Them Alumni have a strong attachment to what they feel is their school and want to continue a family legacy. Though the school is different now than when they attended a generation ago, they have a fondness for it and believe the rigor, spirit and challenges will be essentially the same experience for their child. What matters most to them are the school’s culture, the qualifications of the staff and programming, the overall experience, and the opportunities their child will have. They feel a deep connection to the school community and want to continue the tradition with the next generation.

Buying Style Alumni are looking for an experience similar to the one they had at HSC, which included high academic standards and strong guidance, social development, leadership and community service. Location is important, and so are transportation and overall cost. They’re looking for a good fit for their child.

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Motivators and Barriers Familiarity is a great motivator. They know what they are choosing for their child’s education, but this is an upgraded version.

Another motivator is that a small honorarium is offered to the children of alumni. Legacy connections are important and strong ties to the HSC community will motivate alumni to send their child to HSC. Barriers include distance, location and cost. In terms of the popular belief that independent schools are elitist, even an alumnus can be influenced by the perception of their neighbours, especially in a working-class community like Hamilton. Another barrier for alumni is if they didn’t have a good personal experience at school, for even if the facilities and culture have changed dramatically since they attended, they won’t be inclined to enrol their children there.

Our Audience

International Family The international family includes two types: parents who live abroad and send their child to HSC as a homestay student with another HSC family, and affluent New Canadian families who have moved to the HSC catchment area from abroad. Both types of parents have the means to send their child to independent school and see educating their child in Canada as an important investment in that child’s future.

What Matters to Them Parents who live abroad want a global experience and a better education and cultural experience for their child than they would get at home.

They know that children who attend high school in North America increase their chances at post-secondary opportunities there. The top priorities for international parents are their child’s safety and clear communication with the school. They want referrals from someone they trust who knows the school. They seek excellent graduation statistics and want rigorous academics for their child as a return on their investment.

New Canadian parents want their children to fit in and get ahead with a good education and immersion into the new culture. Both types of parents want the best education for their child and want them to fit in culturally. Reputation is very important, and they want their offspring to build school connections that will extend beyond graduation.

Buying Style When looking at independent schools, international parents seek boarding schools in Canada as their first option, and homestay schools as their second. They search online for options and articles about independent schools, and they look to agents for referrals.

Available space will influence their choice, as well as the school’s reputation and what they intuitively feel will be a good fit for their child. New Canadian parents talk to other New Canadian parents and also look online for options and articles about independent schools.

These parents rely more heavily on referrals, which can come from real estate agents, friends, neighbours or church associates, or through the testimonials of successful alumni.

Motivators and Barriers International parents can only choose independent schools they know about, so finding viable options is their biggest motivator. Another strong motivator is believing that their child will be accepted and welcomed into the school and will excel academically and will fit in.

They look for a good agent who can communicate what they want to know about a school. They also look for diversity in programming and co-curricular activities, including ESL. New Canadian parents are motivated by perceived value, prestige and affluence.

The transportation offering, especially if the family lives in Oakville, is a great motivator.

The greatest barrier for both types of parents is not knowing what options exist. For international parents, having no boarding or homestay options is a significant barrier. Also, it can be problematic if their child does not speak English and no ESL is offered. Lack of available space is a potentially significant barrier. Depending on age, their child’s ability to meet academic entry standards may be a barrier.

Also, international students must meet an age requirement to access living with a host family.

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Our Brand

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Our Brand

Brand Essence The main attribute that differentiates us from the competition and positions us favourably in the eyes our our audience.

Our Strength: Community The key strength of Hillfield Strathallan College is its people—a healthy community of students, families, faculty, resource staff and alumni who share a sense of purpose. A shared sense of community and connection is seen as an essential aspect of HSC’s supportive and successful learning environment.

Market Need: Experience The key market need for families choosing an independent day school is the desire for a positive experience that they can’t get anywhere else, one that goes beyond academics and ensures their child will fit in. This holds especially true with the recent increase in immigrating families.

Our Strength Community

Competitor Positioning: Excellence

READY FOR LIFE Market Need Experience

Competitor Positioning Excellence

The key competitor positioning centres around an offering of excellence, which applies to intellectual development and extends to the additional physical, social, community and leadership opportunities that an independent education provides for students.

Brand Essence: Ready For Life

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Our Brand

Brand Story

Ready For Life

A narrative that encapsulates the feeling our brand delivers.

Dawn breaks. A school bus arrives. The doors open and a child eagerly jumps on board. The doors close and the bus continues its route to Hillfield Strathallan College.

The bus to HSC transports students not just to school but to a learning experience that taps their innate sense of curiosity and wonder for all that life has to offer. Students at HSC are children who are ready for life. They’re ready to make new friends, ready to discover and to solve problems. Ready to explore new ways of seeing and being in the world.

They are children who come of age with a clear sense of purpose so that by the time they graduate, they are the best version of themselves and have the confidence gained from a lifetime of learning at one school within a safe and welcoming community.

When you choose HSC for your child, you are choosing a path of joy, insight and belonging. You are giving the gift of inspiration and challenging your child to become the best they can be. You are preparing them to become adults who will think critically and build communities, who will take on the world and make a difference.

Life is waiting. Is your child ready?

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Our Brand

Brand Personality A series of human characteristics that helps to describe our organization.

Caring

Curious

We are very focused on caring for others and offering support. Optimistic and positive in our outlook, we value integrity and want to make the world a better place. We are always friendly, welcoming and encouraging as we support others to challenge themselves, grow and be successful.

We are curious and engaged, continually seeking and being aware of healthy opportunities and possibilities. Never elitist or condescending in attitude, we share a light-hearted inquisitiveness, sense of excitement, discovery and exploration with others.

Capable

We value people and learning, and we’re extremely community minded, whether that means helping individuals or supporting the wider community. We deeply appreciate diversity and respect other people, perspectives and cultures.

Capable and serious, we are guided by a clear sense of purpose. We are creative, hard working and determined, and we are adept at figuring out where and when support is needed... and providing it.

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Community Minded

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Our Identity

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Visual Identity

Primary Identity

Full Colour

The HSC logo has been adapted to celebrate our history and accomplishments. It features elements from the Armorial Coat of Arms and the standardized colour palette. The colour primary logo should be used wherever possible.

Alternatives In instances where only one colour may be used, the outline version of the logo should be printed in black.

In instances where the logo must appear reversed out of a colour background, the white outline logo should be used.

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Black & Reverse Alternatives

Visual Identity

Secondary Identity

Full Colour

The stacked logo has been designed for use on promotional materials, or as a vertical alternative when there is insufficient space to accommodate the horizontal orientation of the primary logo.

Alternatives

Black & Reverse Alternatives

Reverse logos require approval prior to use, and will only be made available on an ‘as needed’ basis.

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Visual Identity

Primary Identity Guidelines

Structure

Structure The logo is comprised of three components: the crest, the wordmark and the tagline.

These components must not be altered in any way, nor should they be separated as stand-alone components. The stylized elements, colours and typography are integral to the College’s overall image, and should always be presented as shown here.

Clear Space A clear zone should be maintained around the logo with all sides equal to the height of the letter "H" to ensure the logo isn't crowded and that it is given a position of prominence on the page.

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Crest

Wordmark Tagline Logo

The height of the "H" is used as the clear space measurement.

Visual Identity

Secondary Identity Guidelines Applications Choosing the correct logo for the application is extremely important. The secondary identity is not easily identifiable on its own to external audiences. This logo should appear in conjunction with the College name to ensure brand recognition.

Clear Space A clear zone should be maintained around the logo with all sides equal to the height of the letter "H" to ensure the logo isn't crowded and that it is given a position of prominence on the page.

Crest

Lettermark

The height of the "H" is used as the clear space measurement.

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Visual Identity

Limited Use Identities

Coat of Arms

Coat of Arms The HSC Coat of Arms is a historic symbol used to authenticate official documents and to communicate the significance of special occasions and events.

It is reserved for use by the Office of the Head of College and the Board of Governors only. When officially reproduced, the Coat of Arms will be represented in full colour.

College Crest The HSC crest may be used to communicate significant or special occasions and events.

It should not stand alone, as it is not widely recognizable by those outside the College.

Full-colour and one-colour versions of the crest are only available for use under special circumstances, and must be approved by the communications team.

Lettermark The HSC lettermark may only be used on promotional items and in those instances where the primary logo or stacked logo can not be applied (swim caps, toques, etc.).

Full-colour versions of the lettermark are only available for use under special circumstances, and must be approved by the communications team.

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Lettermark

College Crest

Visual Identity

Trojans Identity

Vertical HSC Helmet

Horizontal HSC Helmet

Approval Use of the HSC athletic logos are approved by the Director of Athletics. The logos must be used in conjunction with the HSC logo when possible.

Applications The Trojan helmet cannot be used in isolation. Like the College logo, HSC athletic logos may not be manipulated or changed in any way and should always be reproduced from official artwork in official colours in the manner described in this guide.

Gym Kits: For physical education classes, college-wide athletic events, house sports, physical education gym “kits” and athletics staff wear, please use the HSC Trojans logo. These materials are purchased through the campus store.

Team Uniforms: For mandatory team gear, please use the HSC Trojans logo.

For varsity sports, individualized team logos are available. All Trojan official competitive uniforms shall be predominately purple, green or white with the only allowable accent colours being purple green or white. Production of uniforms and artwork on uniforms must be approved by the director of athletics.

Optional Team Apparel & Specialty Items: For optional team apparel and specialty items, please consult the director of athletics for purchasing options.

HSC has arrangements with specific clothing manufacturers for athletics wear.

Once the purchase is approved, consult the communications team regarding the placement of HSC branding or logos.

The Trojans logos must not be used on the seat or the crotch of shorts, pants, sweatpants, etc. Nicknames are not allowed on HSC branded items, including optional team apparel.

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Visual Identity

Athletics Identity

Athletics Identity

Approval

College Athletics Lettering

Use of the HSC athletic logos are approved by the Director of Athletics. The logos must be used in conjunction with the HSC logo when possible.

Applications The Trojan helmet cannot be used in isolation. Like the College logo, HSC athletic logos may not be manipulated or changed in any way and should always be reproduced from official artwork in official colours in the manner described in this guide.

HSC

TROJANS

HSC

TROJANS

Apparel Use of the HSC athletic logos on apparel must be approved by the Director of Athletics and HSC Communications.

Acceptable baseline apparel colours are HSC purple, HSC green, or grey.

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HSC HSC

Visual Identity

Vertical HSC Helmet

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Visual Identity

HSC Sub-Brands

HSC supports some distinct sub-brands which require unique visual identities.

In a complex organization like HSC, many departments believe their area is distinctive. While this is true, the only areas of the College that require a unique visual identity are those significant events or programs which market to external audiences as distinct areas of practice.

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Visual Identity

Usage Guidelines Positioning The HSC logo holds the greatest brand recognition and reputation, and is a valuable asset and visual association for all schools and departments.

All HSC sub-brands must follow the same College-wide mandates as set out for web, digital and print-based communications under the HSC Brand Book. With limited exceptions, sub-brand logos must be used in association with the HSC logo.

Campaign Practices Campaign branding is always practiced with adherence to the HSC brand book.

Campaign logos should be used in association with the HSC logo.

Third parties Use of the HSC brand, and any other brand identity elements, indicate HSC involvement and approval or endorsement and must always be used in an appropriate manner. Institutional brand symbols are the property of Hillfield Strathallan College, and unless permission is obtained from the communications team, use of these elements is prohibited.

To provide consistency in the application of this policy, the communications team is the delegated authority for consideration and approval of requests for third party use of the HSC brand. All third party users are provided with and required to follow brand standards which outline appropriate use.

Apparel Use of HSClogos on apparel must be approved by HSC Communications.

Acceptable baseline apparel colours are HSC purple, HSC green, or grey.

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Visual Identity

HSC Sub-Brands Usage Guidelines Positioning The HSC logo holds the greatest brand recognition and reputation, and is a valuable asset and visual association for all schools and departments.

All HSC sub-brands must follow the same College-wide mandates as set out for web, digital and print-based communications under the HSC Brand Book. With limited exceptions, sub-brand logos must be used in association with the HSC logo.

Campaign Practices Campaign branding is always practiced with adherence to the HSC brand book.

Campaign logos should be used in association with the HSC logo.

36

Visual Identity

Logo Usage

Incorrect Usage Examples

Incorrect Usage

1

1. The logo colour and proportions should never be altered.

2

LEARN WITH JOY. LIVE WITH PURPOSE.

2. The font of the wordmark should not be modified.

3. The logo should not be boxed under any circumstances.

3

4

5

6

7

8

4. The logo should not be placed on an angle.

5. The logo should not be displayed without sufficient contrast. The reverse logo should be used on dark backgrounds.

6. The logo should not appear on a patterned background.

7. The logo should not appear in conjunction with other words, such as departmental identifiers.

8. The logo should never be ‘rebuilt’, with components pulled together from other sources.

Admissions Department

9. Ensure the Hillfield Strathallan College name can only be listed horizontally.

37

Visual Identity

Colour Palette At HSC, the brand colour palette consists of green, purple and white, which are also the official HSC school colours.

Historically, our school colours were genderbased with green used for Hillfield boys and purple for Strathallan girls. This is no longer the case. As such, these colours should appear together, and whenever possible, be used proportionally. When printing both materials and items using our school colours, it is very important that the colours match the palette to most closely represent the school and our logo.

This will ensure our materials are identifiable to external audiences.

Primary Colour Palette

PMS: 357 HEX: #215732 RGB: 33, 87, 50 CMYK: 92, 18, 94, 61

PMS: 269 HEX: #512D6D RGB: 81, 45, 109 CMYK: 80, 98, 5, 27

Secondary Complementary Colour Palette

PMS: 1645 HEX: #FF6A39 RGB: 255, 106, 57 CMYK: 0, 63, 75, 0

PMS: 1345 HEX: #FDD086 RGB: 253, 208, 134 CMYK: 0, 17, 50, 0

PMS: 570 HEX: #6BCABA RGB: 107, 202, 186 CMYK: 57, 0, 36, 0

PMS: 265 HEX: #9063CD RGB: 144, 99, 205 CMYK: 52, 66, 0, 0

PMS: 151 HEX: #FF8200 RGB: 255, 130, 0 CMYK: 0, 60, 100, 0

PMS: 116 HEX: #FFCD00 RGB: 255, 205, 0 CMYK: 0, 14, 100, 0

PMS: 485 HEX: #DA291C RGB: 218, 41, 28 CMYK: 0, 95, 100, 0

Tertiary School Colour Palette

PMS: 281 HEX: #00205B RGB: 0, 32, 91 CMYK: 100, 85, 5, 36

38

Typography

HSC Font Families For a professional image and to ensure our messages are legible and easy to read, PT Sans and Source Sans Pro fonts have been selected for use on HSC materials. The fonts are web safe and will aid in creating a consistent visual brand presence across all digital and print media. These font families feature multiple versions and weights.

PT Sans Narrow is an update to the current Goudy Sans font used on HSC collateral. It shares the same geometric structure and proportions, while allowing the letters to be set in a natural width, aiding in legibility and clarity.

Primary Headline Font - Print & Web Use

PT Sans Narrow PT Sans Narrow Bold

A​‌B​‌C​‌D​‌E​‌F​‌G​‌H​‌I​‌J​‌K​‌L​‌M​‌N​‌O​‌P​‌Q​‌R​‌S​‌​‌ T​‌U​‌V​‌W​‌X​‌Y​‌Z​‌ a​‌b​‌c​‌d​‌e​‌f​‌g​‌h​‌i​‌j​‌k​‌l​‌m​‌n​‌o​‌p​‌q​‌r​‌s​‌​‌ t​‌u​‌v ​‌w​‌x​‌y​‌z​‌​‌ 1​‌2​‌3​‌4​‌5​‌6​‌7​‌8​‌9​‌0 ‘​‌?​‌’​‌“​‌!​‌”​‌(​‌%​‌)​‌[​‌#​‌] {​‌@​‌}​‌/​‌ &​‌\​‌<​‌-​‌+​‌​‌ =​‌>​‌®​‌©​‌$​‌​‌ £​‌¥​‌¢​‌:​‌;​‌,​‌.​‌* Styles

Regular Italic Bold Bold italic

Narrow Regular Narrow Bold

39

Typography

Primary Body Font - Print & Web Use

Secondary Limited Font - Print & Web Use

Source Sans Pro

Great Vibes

Source Sans Pro Regular

Great Vibes Regular

A​‌B​‌C​‌D​‌E​‌F​‌G​‌H​‌I​‌J​‌K​‌L​‌M​‌N​‌O​‌P​‌Q​‌R​‌S​‌​‌T​‌U​‌V​‌W​‌X​‌Y​‌Z​‌ a​‌b​‌c​‌d​‌e​‌f​‌g​‌h​‌i​‌j​‌k​‌l​‌m​‌n​‌o​‌p​‌q​‌r​‌s​‌​‌t​‌u​‌v​‌w​‌x​‌y​‌z​‌​‌ 1​‌2​‌3​‌4​‌5​‌6​‌7​‌8​‌9​‌0‘​‌?​‌’​‌“​‌!​‌”​‌(​‌%​‌)​‌[​‌#​‌]{​‌@​‌}​‌/​‌ &​‌\​‌<​‌-​‌+​‌​‌=​‌>​‌®​‌©​‌$​‌​‌£​‌¥​‌¢​‌:​‌;​‌,​‌.​‌*

A​‌B​‌C​‌D​‌E​‌F​‌G​‌H​‌I​‌J​‌K​‌L​‌M​‌N​‌O​‌P​‌Q​‌R​‌S​‌​ ‌T ​‌U​‌V​‌W​‌X​‌Y​‌Z​‌ a​‌b​‌c​‌d​‌e​‌f​‌g​‌h​‌i​‌j​‌k​‌l​‌m​‌n​‌o​‌p​‌q​‌r​‌s​‌​‌ t​‌u​‌v​‌w​‌x​‌y​‌z​‌​‌ 1​‌2​‌3​‌4​‌5​‌6​‌7​‌8​‌9​‌0 ‘​‌?​‌’​‌“​‌!​‌”​‌(​‌%​‌)​‌[​‌#​‌] {​‌@​‌}​‌/​‌ &​‌\​‌<​‌-​‌+​‌​‌ =​‌>​‌®​‌©​‌$​‌​‌ £​‌¥​‌¢​‌:​‌;​‌,​‌.​‌*

Styles

Styles

Extra Light Extra Light Italic Light Light Italic Regular Italic

40

Semibold Semibold Italic Bold Bold Italic Black Black Italic

Regular

Collateral

Stationery & Templates HSC stationery has been carefully selected to support our brand image, considering everything from the weight, colour and size of the paper, to the style and location of the printing. Letterhead, envelopes and business cards may serve as the first graphic representation of the College to external contacts, so it is important that consistency and accuracy be maintained.

Letterhead, envelopes and business cards must remain generic with only the College logo, tagline and contact information, and be professionally printed in colour. Cheques and forms should be printed in black on a white background.

Customized Stationery Customized letterhead templates have only been approved for the following groups, and will be limited to use by the College’s administrative staff: • • • • • •

Montessori, Junior, Middle and Senior Schools The Alumni Association The Parents’ Guild The Office of the Head of College The Office of the Chairman of the Board of Governors The Office of the Chairman of the Board of Trustees

All other personalization requests will be denied as part of our efforts to maintain a strong and consistent brand image within and outside our College environment. Under no circumstances can modified letterhead be created, either printed or electronic, by individuals or groups within HSC.

41

Collateral

Business Cards

Zahra Valani

Director of Advancement and Communications

A basic stationery system consists of an 8.5" x 11" letterhead, 3.5" x 2" business card and #10 envelope.

E: zahra.valani@hsc.on.ca

299 Fennell Avenue West

O:(905) 389-1367 Ext. 162

Hamilton, ON L9C 1G3

0.125"

Back

0.5097"

C: (905) 730-1059

0.294"

42

0.356" 0.496"

0.3594"

In order to present a unified and cohesive brand, design elements must be consistent in all applications of the stationery system.

0.5569"

Front

www.hsc.on.ca

The ultimate purpose of a business card is to act as a communicator of information, as well as a symbol of the company, and is often in competition for attention with business cards from competitors.

0.7" Margin

Letterhead All aspects of space on the letterhead support the balance between form and function.

2.92"

0.785"

3.3"

0.875"

Collateral

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Nam autmoluptas remporempro quam, sumquidi temqui samus, si ant latium fuga. Nonseris in corrorecto atem quae de modit peles am nos doluptae lanit, cumquam volonobiste denia ssimi, nis enimo erum nusaper etum facerrovid quo odi veliqui ellenec ernatium dolecto comni unda quiaaudigni que exped ut re dolorfercias et ra corro odiae cus,dio cum voloreicae lauteum adi nimo conseni mporeped molorat temolupta cum, sitatur? atem quae moluptas pro de modit peles am nos doluptae lanit, cumquam volo denia nis enimo erum nusaper fercias ra corro odiae cus, cum voloreicae laut adi conseni mporeped molorat audigni uiberit temolupta Id quietcones vero toriaero to eati ducimolest, corendame molorem videl idebisq eoscum, ratessitatur? cum escipsunt aut

evelitio te que idus, ex ea sed es exerecum et dolore, namus ne ercimetur solore earum seque eati quas audam ut

1.375"

Id qui cones vero toriaero to eati ducimolest, corendame molorem videl idebisq uiberit eos rates cum escipsunt aut

lam fugitio quis maximin umquiant quamusapiet aut ommoluptis aruptam, inciis dolorum reseque resequunt que

evelitio te que idus, ex ea sed es exerecum et dolore, namus ne ercimetur solore earum seque eati quas audam ut

nimolec aborit alite eum ut ulla dolum fugiate mpore, unt.

lam fugitio quis maximin umquiant quamusapiet aut ommoluptis aruptam, inciis dolorum reseque resequunt que

1.15"

nimolec aborit alite eum ut ulla dolum fugiate mpore, unt.

Bis eum ut velestrum reperrum apid eaquunt aspedignia quae volupta enimustiusam quis et int quias alique

moluptatur re, quistinvent. hitat rerferovit, nes dollore rataest ut rernatatur, volendictum ipsum, Biserferes eum utetus velestrum reperrum apid eaquuntEt aspedignia quae volupta enimustiusam quis et int quias alique

sum fuga.

Et odias evelit res ea volorrum repedig eneceatia volest, coruptavolendictum voluptassumipsum, eius quae poriore erferes etus moluptatur re, quistinvent.

Et hitatullatem rerferovit, nes dollore rataest ut rernatatur, perorio nsequis ad que reris imoluptae aditasse nit voluptatet, consenis dolore et et fugit sum fuga. Et odias evelit resvoluptisquis ea volorrum ullatem repedig eneceatia volest, corupta voluptassum eius eate quaecus poriore porepre debisadreium ipidebitatem esedis atam aditasse quat quis et harum, atiur, temperum doloratem. Cea perorio nsequis que voluptisquis reris imoluptae nitnim voluptatet, consenis dolore eate id cuset, etenis et fugit porepre debis apidis reium ipidebitatem esedis quatseque quis nim atiur, temperum et, enisquiae doloratem. voluptatur, cus es apelique nisatam earum, conetreharum, idignatesto quamusdaidexplit, si volorCea asped min et voluptatur, cusint es et apelique nis earum, seque et con idignatesto quamusda quiae si volor asped min et experibusapidis ni cum fugit everro blaborum exreeossimu sdandam lamexplit, voluptio exces es reperum, experibus ni cum int et fugit everro blaborum et ex eossimu sdandam lam voluptio exces es reperum,

Et hitat rerferovit, nes dollore rataest ut rernatatur, volendictum ipsum, sum fuga. Et odias evelit res ea volorrum

Et hitat rerferovit, nes dollore rataest ut rernatatur, volendictum ipsum, sum fuga. Et odias evelit res ea volorrum

ullatem repedig eneceatia volest, corupta voluptassum eius quae poriore perorio nsequis ad que voluptisquis reris

ullatem repedig eneceatia volest, corupta voluptassum eius quae poriore perorio nsequis ad que voluptisquis reris

imoluptae aditasse nit voluptatet, consenis dolore eate cus et et fugit porepre debis reium ipidebitatem esedis

imoluptae aditasse nit voluptatet, consenis dolore eate cus et et fugit porepre debis reium ipidebitatem esedis

atam quat quis nim et harum.

atam quat quis nim et harum.

Et hitat rerferovit, nes dollore rataest ut rernatatur, volendictum ipsum, sum fuga. Et odias evelit res ea volorrum

Et hitat rerferovit, nes dollore rataest ut rernatatur, volendictum ipsum, sum fuga. Et odias evelit res ea volorrum

ullatem repedig eneceatia volest, corupta voluptassum eiusporiore quae poriore ad que voluptisquis reris ullatem repedig eneceatia volest, corupta voluptassum eius quae perorio perorio nsequis nsequis ad que voluptisquis reris imoluptae aditasse nit voluptatet, consenis dolore eate et etporepre fugit porepre debis reium ipidebitatem imoluptae aditasse nit voluptatet, consenis dolore eate cus et cus et fugit debis reium ipidebitatem esedis esedis atam quat quis et harum. atam quat quis nimnim et harum.

Hillfield Strathallan College Hillfield Strathallan College 299 Fennell Avenue West Hamilton, ON L9C 1G3

299 Fennell Avenue West Hamilton, ON L9C 1G3

T: (905) 389-1367

F: (905) 389-6366

T: (905) 389-1367

F: (905) 389-6366

0.36"

43

Collateral

Nametags All aspects of space on the nametag support the balance between form and function.

0.6711"

44

0.875"

1.25"

1.75"

Collateral

#10 Envelope 0.38"

Hillfield Strathallan College 299 Fennell Avenue West Hamilton, ON L9C 1G3

0.5"

Respective to indicia and postal regulations, the HSC logo is positioned in the top left corner of the envelope.

0.32"

4.125" x 9.5"

1.95"

45

Collateral

Commercial Envelope

0.5"

Respective to indicia and postal regulations, the HSC logo is positioned in the top left corner of the envelope.

0.57"

0.63"

5.88" x 9"

1.93"

46

Collateral

Respective to indicia and postal regulations, the HSC logo is positioned in the top left corner of the envelope.

0.57"

2.8"

0.66"

10" x 13"

0.63"

Open End Envelope

47

Collateral

Letterhead Envelope

0.84"

Respective to indicia and postal regulations, the HSC logo is positioned in the top left corner of the envelope.

0.6"

0.6"

9" x 12"

3.52"

48

Collateral

IMPORTANT: These templates should only be sent via electronic means, and should not be printed and used in place of official letterhead.

Electronic Stationery Today, personal communication is largely conducted electronically through e-mail. To ensure this communication is captured under the branding program, electronic templates are available and should be utilized whenever possible in outgoing, electronic communications.

Impression With the reliance of e-mail messaging in the workplace, it is important to remember that such messages may be the first interaction a contact has with the College. As such, electronic stationery must be consistent with our brand message, and cannot be altered or adjusted in any way. Correspondence should always be professional both in tone and appearance.

Formatting Decorative backgrounds, borders, informal typefaces (fonts), favourite photos or quotations are inappropriate. Individualized signatures are not permitted without expressed permission from the Head of College. At regular intervals during the school year, the Communications team will distribute approved messaging to be added to all signatures.

It is important that all faculty and staff update their signatures at this time to ensure consistent messaging College-wide.

Zahra Valani

Director of Admissions E: zahra.valani@hsc.on.ca

Hillfield Strathallan College

O: (905) 389-1367 Ext. 162

299 Fennell Avenue West

C: (905) 730-1059

Hamilton, ON L9C 1G3

Unless otherwise expressed by the communications team, all outgoing signatures should be formatted as shown.

49

Messaging Standards

50

51

Messaging Standards

Copy Standards Abbreviations Use only abbreviations and acronyms (abbreviations pronounced as words) on their own if they are very familiar to most readers. If you are using an abbreviation that is not well known, spell out the full name in the first reference with the abbreviation in parentheses. Then use the abbreviation or a short form of the full name in all subsequent references.

•

The Brain, Learning, and Applications Institute (BLAI)

Brackets (Parentheses) Use regular brackets (parentheses) to indicate a separate thought or expression within a sentence.

Regular brackets can be used to offer an explanation or definition of a term or an acronym that is to be repeated within the text.

Use brace or square brackets within a direct quote to indicate words of explanation that are not actually part of the original quotation.

52

Apostrophes Use the apostrophe before an “s” to indicate the possessive (i.e. something that is of or belonging to something else — the graduating class of Hillfield Strathallan College).

•

• • • •

HSC’s graduating class If something is descriptive rather than possessive, it does not take an apostrophe (the guide for students, the college for teachers, the outfielder for the Jays).

Students guide, teachers college, Jays outfielder In cases where the noun ends in an “s”, use a single apostrophe after the “s”.

The McMaster School of Business’ faculty members Professor Bridget Jenkins’ research

Note that the “s” followed by an apostrophe reads awkwardly, so it might be better to rewrite the sentence.

• •

Faculty members in the McMaster School of Business Research by Professor Bridget Jenkins

Messaging Standards

Apostrophes (cont.)

In cases where the possessive is plural, use a single apostrophe after the “s” or rewrite the sentence.

• •

The students’ grades will be posted.

The senators’ votes were counted at the end of the meeting.

or • • • •

Grades will be posted.

At the end of the senate meeting, the results of the vote were counted.

Use an apostrophe with plurals of lower case letters.

Mind your p’s and q’s. Dot the i’s and cross the t’s.

Capital letters and numbers have no apostrophe before plural-s.

• • • • • •

She got straight As. We teach the three Rs. The 1960s was a decade of rapid growth for Hillfield Strathallan College.

Do not use an apostrophe with the possessive pronoun “its”.

The program is in its third year.

Use an apostrophe with the contraction meaning “it is”.

It’s a difficult course.

Capitalization The basic rule is to capitalize all proper names, trade names, government departments and agencies of government, names of centres, departments, Faculties, universities, associations, companies, clubs, religions, languages, nations, races, places and addresses; e.g., Parents’ Association, Alumni Association, Faculty of English. Otherwise lower case is favoured where a reasonable option exists, e.g., alumni, current parents, faculty, parent of alumni. Upper case slows down the readability and comprehensibility of a sentence.

Capitalization Academic Subjects In general usage, subjects should be listed in lower case. Exception: when you are describing a subject that is also a language, culture or religion, capitalize it, e.g., English, French.

When a subject is being described by its official or short form name, course or program title, it should be capitalized.

Capitalization in Athletics When a team is being referred to by name, the name is to be capitalized, e.g., The Middle School U12 Boys’ Soccer team won their CISAA championship. Sport references and event categories should not be capitalized, e.g., In track and field highlights, Sarah finished fourth in the midget triple jump event.

53

Messaging Standards

Copy Standards Capitalizing Job Titles When the title comes before the name, it should be in capital letters; e.g., Chairman Smith, President Jones. When the title comes after the name, it should be in lower case (with the exception of the title “Chair”).

Commas In a series, place commas after each item but not before the final and/ or. In a quotation, put commas and periods inside quotation marks unless the quotation is not a phrase or clause. When writing a specific date that includes the day of the week, put a comma between the weekday and the month.

Use a comma before a list beginning e.g. but not before etc. at the end of a list. The walls were painted in a variety of colours; e.g., blue, green, peach, ivory etc.

Use a comma before a list or clause beginning with i.e.

•

Abbreviations are helpful when taking notes in a lecture, i.e. they can save you time and space.

Note that there is no comma between the penultimate item in a list and ‘and’/’or’, unless required to prevent ambiguity. However, always insert a comma in this position if it would help prevent confusion.

• • •

54

“I ate apples and oranges, peanuts and walnuts, and cake.”

“We studied Camus, Freud and Jung, and Shakespeare.”

This is known as the serial or “Oxford comma”.

Dashes The dash should not be confused with the hyphen. A hyphen is used to break a word over two lines, or to join two compound words. A dash sets off mid-sentence lists or explanations, and can be used instead of a pair of commas, or instead of a colon. Use dashes to set lists apart from the rest of the sentence. Use dashes when commas (generally preferable) would create confusion.

Dates and Times Write specific dates within the body of a text as follows.

• •

Saturday, September 19, 1998 Wednesday, November 25

Do not change the order of construction, e.g., do not use “Saturday, 19 September” • •

For dates that are distant, omit the weekday.

February 20, 2006

NOTE: The months of March, April, May, June and July are never abbreviated because the words are so short. They are instead written out in full.

• • • •

May 9, 1985 Thursday, July 3, 1997 When writing approximate dates within the body of a text, spell out the month in full.

During December (month only)

Messaging Standards

Dates and Times (cont.)

Avoid commas when you are referring to a specific month within a specific year.

• •

Starting in September 1999 (no comma, month spelled out in full, year listed numerically.)

The target for completion of the project is August 1999.

When writing about decades, use numbers.

•

The 1920s, the 1980s, the ’80s, the mid-1960s.

When writing about periods of time over years, write the numbers out in full using a hyphen not a slash.

• •

1985-1990 (not ’85-’90) 2019/20 (not 2000-’01 or 2000/2001)

When writing about centuries, as with numbers, spell out the first nine as words, and use digits for 10 and above.

• •

the fifth century the 19th century

Hours are written numerically with zeros. Do not capitalize but use periods with am and pm.

• •

9:00 a.m. or 11:45 p.m. noon (not 12 noon. The 12 is redundant.)

A range of times is written using the word “to” in text.

•

The reception is scheduled from 8:00 to 11:00 p.m.

Ellipses Also known as dot, dot, dot or ...

Three periods (...) comprise an ellipsis, with the addition of a fourth period to end a sentence. Ellipses are used to indicate omission of text.

There are no extra spaces before, between or after each of the periods of the ellipsis except at the end of a sentence.

Hyphens Use a hyphen when you join two words to form an adjective.

This eliminates confusion.

• • • • •

first-year course full-time equivalent third-year students part-time studies the government-mandated budget cut

Use no hyphen when the meaning is clear and there is no ambiguity.

• • •

one half course a full course one half of the students

55

Messaging Standards

Copy Standards Hyphens (cont.)

A hyphen should not be used to join a prefix to a root/base except to avoid doubling a vowel, tripling a consonant, duplicating a prefix or when the context is confusing or causes ambiguity.

• •

anticlimax (a familiar term, requiring no hyphen) antibiotic

but • • • • •

anti-inflation anti-junta anti-ageism anti-racism anti-semitic

Use a hyphen with the prefix “re” where the word would otherwise be confusing.

• • • •

re-admission re-entry re-coiled the rope (as opposed to recoiled in horror) re-covered a chair (as opposed to recovered from an illness)

Italics In the old days, some typewriter keyboards did not offer a way to type italics, so underline marks were a signal from the writer to the typesetter that the text should be italicized. Underlining still indicates italics in typography. Avoid using the underline function except to indicate italics.

Italicize the titles of books, journals, periodicals, newspapers, pamphlets, proceedings, collections, theses, dissertations, plays, movies, operas, oratorios, paintings, drawings, sculptures and other works of art.

Do not italicize titles of articles, chapters in books, short stories, regular poems, radio and television programs, lectures, papers read at meetings and manuscripts in collections. Instead, set them inside quotation marks.

Lists: Bullets, Numbering Etc. There are three basic types of lists: 1.

2.

3.

56

Lists which contain only a few words in each item, not containing a full verb phrase; Lists of items which combine to form one giant sentence, each item completing the partial sentence interrupted by a semicolon; Lists of items that are each at least one independent sentence.

Messaging Standards

Type 1 - must be introduced by a grammatically complete sentence which introduces the coming list of nouns, noun phrases etc. Items are brief, of only a few words (not a clause containing a verb). Each item begins with a lower case and no punctuation follows.

•

Hillfield Strathallan College has introduced several new programs for this academic year: • information technology • business and society • business economics • international studies

Type 2 - must be introduced by a grammatically incomplete sentence, and all items end with a semicolon except the final one, which has a period to end the sentence.

•

The students demanded that the government: • take steps to end corruption among party officials; • institute political reforms leading to more democracy and less authoritarianism; • end martial law in the capital.

Type 3 - must be introduced by a grammatically complete sentence, often containing an anticipatory word tipping off the reader that a list is to follow.

• • •

The students made these demands.

The students listed several demands.

The students presented a long list of objectives.

These items are each at least one complete sentence. They can contain more than one sentence, but cannot run more than one paragraph, except possibly the final one. Each item begins with lower case and ends without a period.

•

The students demanded that the government: • arrange a meeting between the student executive and the administration within the next two months • coordinate bi-monthly meetings to continue developing funding initiatives

NOTE: If the items are each too long and/or too complicated to match with either type 2 or 3, the info/story is not suitable for bullets or numbered lists.

57

Messaging Standards

Copy Standards When to use Bullets, Numbers and Letters Each item should be identified with a number if the list is introduced with a phrase such as: •

There are three reasons or advantages...

Items should be identified with numbers or letters if they will be expanded on and referred to in the text following. They must be consistent and clear when referencing the items given earlier. For all other occasions, bullets should be used to identify each item.

Numbers Write the numbers one to nine as words. The same goes for first. . .ninth. Except when denoting a grade in which case it should be written as Grade 1.

•

There are nine students competing in the spelling bee.

Write the numbers 10 and up as numerical figures.

•

3,500 26 99th 10th

When the number is four digits or longer, separate with commas rather than spaces or periods.

• • •

58

100,000 not 100 000 or 100.000 There are 1,200 students.

A $430,000 grant

For large numbers, it is better to use words or a combination of words and numbers. Write 1.4 million rather than 1,400,000. Write one million rather than 1,000,000. For the plural of numbers, including decades do not use an apostrophe before the “s”.

• •

The 1960s were exciting.

Give me all the 10s and 20s.

Possessives Use an apostrophe followed by the letter “s” to indicate the possessive in most cases. Use an apostrophe only to indicate possessive following a word or name that ends in “s”. If something is descriptive rather than possessive, it does not take an apostrophe.

•

A hitchhikers guide, students council, teachers association

Punctuation With a short series (list), use commas. However, do not use a comma before the final conjunction.

•

Students will need compasses, rulers and calculators.

With a long or complex series (list), use semicolons.

•

His main research areas include 20th century literature and criticism; aesthetics of criticism in the postmodern era; deconstructionist criticism and French literature; and theatre history for set designers.

Messaging Standards

Spelling

Spelling - Common Problems

Follow the Canadian Oxford Dictionary, which is the authority for CP spelling. Use the primary entry in the case of acceptable choices.

its (possessive pronoun)

The department cut its budget.

•

it’s (contraction/abbreviation for “it is”)

It’s going to be a busy semester.

presently

means in the future, soon, or after a short time, as in “He will arrive presently.” It means soon. It should not be used to mean now.

(Use currently if you mean now.)

entitle

means to give or to render, as in “The claim entitles Native Canadians to fish on the land.”

This word should not be used in reference to a book, unless one is speaking of the author’s act of giving the book a name, as in “He decided to entitle his book, A Life in Progress.” But the book is titled or called A Life in Progress.

in regard to

not ‘in regards to’

irregardless

This is not a word. Please don’t use it. The word is regardless.

• • • •

centre (not center, unless part of a proper name, usually a US organization), in past tense is spelled centred per cent (two words, not percent or % in text) focused, focusing (not focussed, focussing) program (not programme) College (capital “C” when referring to Hillfield Strathallan College or the College)

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Messaging Standards

Copy Standards

Appendix

Quotations

A

C

accommodate adviser allotted alumnae (rarely used) alumni

caffeine carburetor carry forward

Double quotation marks frame direct quotes. Anything inside them is assumed to be exactly what was said or written. Anything else inserted inside for clarification or explanation should be framed in square brackets.

•

He said, “We are working to improve it [the curriculum] over the summer.”

Periods and commas should be contained inside the quotation marks unless the quotation is not a phrase or clause.

• •

“This campus has a welcoming atmosphere,” said Professor Weeks.

Housekeeping said the spilled ink was too difficult to “spot lift”.

Single quotation marks indicate a quote or saying within a direct quotation.

•

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“I don’t want the phrase ‘Those who can, do, and those who can’t, teach,’ to be seen to apply to the Faculty of Fine Arts,” said the new dean.

most commonly used for plural of both sexes

alumna alumnus singular version of alumni, both sexes

analyze (not analyse) anoint

B

BA bachelor’s degree not capitalized bachelor’s degrees not “bachelors’ degrees”, and not capitalized

battalion benefited buoy buses

when used as a verb as in “I will carry forward this item to the next meeting.”

carryforward when used as a noun, as in “Place this carryforward in column three.”

cemetery centre in past tense, centred chair a verb, as in “she will chair the meeting”

Chair a noun, when referring to a title

Co-curricular College when referring to HSC, the College

colour coloration compatible confectionery connoisseur consensus coordinate cooperate

Messaging Standards

D

F

H

J

deductible defence (not defense) delicatessen deterrent dilemma disappoint doctoral degree (not capitalized) doctorate (not capitalized)

faculty

harass, harassment hemorrhage honour Honours BA honours degree honorary degree hygiene hypocrisy

jewellery judgment

E

e-mail not (email) ecstasy e.g. meaning “for example” use a comma before and after the abbreviation.

embarrass enrol, enrolled, enrolling enrolment ensure not insure (except when referring to insurance) etc. meaning “and so on” do not use a comma before the abbreviation

extracurricular

as in a group of professors, the professoriate

Faculty as in an academic division, the Faculty of Pure and Applied Science

favour focused focusing fulfill full time as an adverb, e.g., She works here full time (modifies a verb or sentence)

full-time as an adjective, e.g., He is a full-time student. (modifies a noun)

fundraiser fundraising

G gauge Governor General no hyphen, upper case only when it precedes name

governor general lower case in subsequent references and in general use without a name

grey

I

K

khaki

L

labour lead noun as in “a pencil lead”

idiosyncrasy i.e. meaning “that is to say” do not use a comma after the abbreviation

impostor infallible innocuous inoculate in regard to (not ‘in regards to’) install installation, installed instalment instill instilled interdisciplinary (no hyphen) Internet Inuit plural noun and adjective Inuk singular noun and adjective iridescent

lead verb, present tense of “to lead”

led verb, past tense of “to lead”

literature not a synonym for English (there are many different types of literature)

library in general terms, or in subsequent reference licence noun (as in driver’s licence, fishing licence)

license verb (to grant a permit to, to authorize the use of, as in, he is licensed as a chiropractor, the restaurant is licensed to serve alcohol)

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Messaging Standards

Appendix L (cont.)

P

lieutenant

parallel paralleled paraphernalia parliament no caps part time

Lieutenant-Governor with hyphen, upper case only when it precedes a name

litre or l LLD Doctor of Laws LLB Bachelor of Laws LLM Master of Laws

M

MA master’s degree (not capitalized) master’s degrees (not “masters’ degrees”, and not capitalized) metre or m millennium Ms no period -- It is not an abbreviation for anything. multidisciplinary no hyphen

N

non-profit

O

occurrence online organization

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as an adverb, e.g., She works here part time. (modifies averb or sentence)

part-time as an adjective, e.g., He is a part-time student (modifies a noun)

pavilion perseverance per cent percentage postsecondary prerequisite prerogative principal noun or adjective, meaning first in rank or importance,as in the principal of Mohawk College, the principal investigator in the research project or the principal objective of the union

P (Continued)

T

Principal upper case only when followed by a name principle

thank you not thank-you theatre not theater

noun, meaning fundamental truth or law, as in the moral principle or she has no principles

privilege program (not programme)

Q

questionnaire

R

rarefy reconnaissance restaurateur note the absence of an “n” resuscitate rhythm

S

sacrilegious semi-final shepherd siege supersede surmise surprise

unless part of a proper name, esp. in the US

ton imperial measure tonne metric measure

U

US USA

V

valour vapour versus use long form in text vs. use short form only in sports schedules and law cases

vigorous vigour

W

website weird well-known world renowned