The David Tutty Joy and Innovation Fund - Donor Report, June 2021

THE DAVID TUTTY JOY AND INNOVATION FUND DONOR REPORT

June 2021

CONTENTS

4 Overview 6 Impact 7

Progress Updates

8 Donors 9

Project Rationale

18 Upcoming Projects

THANK YOU! It has been over six years since we established The David Tutty Joy and Innovation Fund, and I am amazed at the heights our students, faculty and staff continue to climb with their innovative designs and ideas.

Collectively, our students, faculty and staff form a special community of forwardthinkers and innovators. Together, they look beyond our campus to tackle issues and challenges that impact us all, developing proposals and solutions with the potential for meaningful change in our community.

HSC continues to be a thriving community for innovation, creativity and design across all ages and I couldn’t be more proud to be part of it.

As we prepare to mark the end of the 2020-2021 school year, we look back on the truly innovative ways we have been able to adapt and create new ways of doing things. I feel that David Tutty would have been especially proud of how the students managed this extraordinary time with creativity and determination.

Please enjoy the overview of successful projects from the 2019-2020 and 2020-2021 school years.

As always, I would like to personally thank each of you for your constant commitment and dedication to this very special and heart-centred fund. This legacy is one that has great impact on the Tutty Family and the HSC community.

Thank you for supporting The David Tutty Joy and Innovation Fund.

Sincerely,

Zahra Valani, CFRE Director, Advancement and Communications

Hillfield Strathallan College

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THE DAVID TUTTY JOY AND INNOVATION FUND OVERVIEW The 2020-2021 school year brought HSC into the sixth year of The David Tutty Joy and Innovation Fund. As you can see from the Impact List, the legacy that has been left behind goes above and beyond our wildest expectations.

Students, faculty and staff continue to create and innovate their deepest designs and concepts for a better tomorrow right here on our very own campus. We are honoured that David Tutty’s family continue to champion this fund, knowing that David Tutty’s heart is rooted deeply in this legacy.

60+ projects

Since the fund’s inception, 60+ projects have been approved and have come to life.

To date The David Tutty Joy and Innovation Fund has raised over $350,000, approved 60+ projects and received 105 applications. We are so grateful for our HSC community who continue to see the value in this work.

Thank you to all our applicants on two back-to-back successful years. Thirty-two applications were received (18 in 2019, 14 in 2020) with submissions representing all four schools.

Every year in September, all students, faculty and staff are invited to submit their biggest and smallest dreams, vision and/or innovation to our committee to be reviewed. The submissions range from our toddlers to our admin staff and everyone in between!

We continue to be so very proud of The David Tutty Joy and Innovation Fund. Year over year, it is easy to see how broad and sweeping this legacy continues to be within our very own HSC community and beyond.

32 applications Congratulations on two successful years!

In 2019-2020, 18 applications were received, and 14 applications in 2020-2021.

Thanks to your generosity, we can empower HSC students to build solutions for an unparalleled learning experience.

$350,000+ More than $350,000 has been raised by our generous HSC community since 2015, and more than $75,000 was donated in the last two fiscal years alone.

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Hillfield Strathallan College

Hillfield Strathallan College

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THE DAVID TUTTY JOY AND INNOVATION FUND IMPACT The Impact of The David Tutty Joy and Innovation Fund to date: 2015 Campus Naturalization

$

2017 Finish Line Arch

$

2015 Designwerx

$ 20,000

2017 HSC Laser Cutter

$ 15,000

2015 Dyslexia Awareness

$ 1,000

2017 Launch Pad Curator

$ 30,000

2015 Field of Dreams

$ 2,500

2017 Math Design Project

$ 2,500

2015 Garden & Potting Shed

$

2017 Smile with Every Heart Beat

$

387

2015 International Radio Network

$ 2,000

2017 Stitch by Stitch

$

950

2015 Launch Pad

$ 10,000

$

6,476

2015 Marimba

$

2017 Suits and Boots for Kindergarten: Muddy Buddy 2017 World Issues Conference

$ 2,000

2018 A Flower Igloo for Biodiversity

$ 200

2018 Buddy Benches–Outdoors

$ 1,000

2018 Building Physical Literacy

in Early Education

$

2018 GSA Rainbow Crosswalk

$

4,000 2,500

4,000

2,500

5,800

2015 Me to We Spirit to Issues Conference $ 3,000

3,842

2015 Outdoor Score Board

$

2015 Solar Panels

$ 10,000

2015 Wigwam Outdoor Classroom

$ 5,000

2016 Have a Heart, Give Girls a Start

$ 30

2016 HSC Drone

$ 2,000 $ 150

2018 Heaven-Young Quad Indigenous Gardens

$

2016 HSC Original Table Renovation 2016 HSC Wood Shop Club

$ 2,500

2018 Living Wall

$ 2,000

2016 Hummingbird Attraction

$ 1,050

2018 Natural Empathy

$

3,197

2016 Launch Pad Curator

$ 30,000

$

2,500

2016 Leave No Trace

$ 2,000

2018 Outdoor Instructional

Space-Courtyard

2016 Learning Beyond Imagination

$ 1,500

2018 Tetherball Courts

$ 300

2016 Montessori Toddler Playground

$ 15,000

2018 VR in the Classroom

$ 5,000

2016 Naturalization Maintenance

$

2018 Willow Landing–Destination

$ 2,500

2016 Orange T-Shirt Campaign

$ 500

2019 3D printer legacy project

$ 3,000

2016 Osmo Purchases

$ 3,000

2019 Composting at HSC

$ 2,550

2016 Ping Pong Recreational Initiative

$

3,196

$ 2,000

2016 Worm Chalet

$

783

2019 Home biogas machine

for sustainable living

2016 Young & Heaven Outdoor Learning Space

$

4,000

2017 Botany Alive – Montessori Club

$

3,408

2017 DeGroote & Page Sound System

$

4,992

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Hillfield Strathallan College

2,000

650

21,760

2019 Hillstrath HOSA-Future

Health Professionals

$

2019 Living Directory

$

4,700

2019 Rock study

$

1,640

720

2020 Experimental Hoop House/

Potting Shed

$ 500

2020 HSC Bee Hive

$ 3,500

2020 HSC Food Forest

$

5,450

2020 Outdoor Seasonal Wonder Wagons $ 2,000 2020 PK Wellness Garden

$ 2,000

2020 Student Pergola Heaven Quad

$ 5,000 6,804

$ 1,200

2020 Vertical Writing Surfaces

in Kindergarten

$

2020 HSC Investment Club Fund 2020 Kemper Lounge Art Gallery

$

1,236

2020 VEX IQ Robotics

$

14,000

2020 LivingPlanet@School

$

2,000

2020 Zumbini Materials

$ 2,000

2020 Outdoor classroom for M5s

$ 5,000

THE DAVID TUTTY JOY AND INNOVATION FUND PROGRESS UPDATES: 2019–2020 3D Printer Legacy Project

Hillstrath HOSA-Future Health Professionals

The 3D printer project featured a long term delivery as students were going to study and build the printers, then coordinate with other schools or parties to facilitate 3D designs and creative development. Given the nature of our current school facilitations during this eventful time, this work is being put on pause. Although it is unfortunate because the current cohort of Grade 12 students are very gifted and driven for engineering design, we have no doubts that in future years HSC will be able to pivot with assets gathered and find a meaningful way to complete the original vision.

During the 2019-2020 school year, seven Grade 11 students were given the chance to compete in a nationwide Health Sciences competition, run by the HOSA Canada organization. With support from The David Tutty Joy and Innovation Fund, they were able to learn, collaborate and challenge themselves in a new way. After registering in December, the students began a long and demanding process of preparing for the competitions in April. They worked very hard to master skills for evaluation at the competition and are proud of their accomplishments. Five of them were Canada Top 10 Finalists in their Health Sciences event. Next school year, the HillStrath HOSA Chapter will be growing and preparing for an even more successful conference.

Rock Study It was with joy and excitement that the Rock Study purchased guitars and equipment at the end of last year.

The new instruments have a current home in the music rooms for the time being. With the current situation that we find ourselves in, HSC is working on moving forward with safe practices in due time under a new student leadership committee as the original applicant graduated as part of the Class of 2020.

Hillfield Strathallan College

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THANK YOU TO ALL OUR DONORS (since the inception of The David Tutty Joy and Innovation Fund) Anonymous x8

Jean Fraser

Zhohui Lyu & Hong Lyu

Gino Alborino & Zahra Valani

Stevan Gacesa ’92 & Dr. Sheila Singh ’90

Thomas Maradin & Suzanne Holick

Stephen & Deborah Altmann Sima & Mehran Anvari Paul B. Ashenhurst ’63 Ayotte Family Dr. Ed Barnard & Paula Barnard Bianca Barton ’03 Jack Barton & Willow Barton Mitch Bauer & Sara Bauer

Green Thumbs Growing Kids Sylvia Griffin Camila Gutierrez & Family B. Guyatt Hadfield Family Michael & Angela Hamilton Andrew Hammond ’98 & Nora Nolan Hammond ’98

Aveda & Melissa Mancini Lisa & Paul Masliwec Mayer Brown LLP Kaitlyn McLachlan & Mikkel Hansen Tammy & Jim McMillan

Brett F D Sampson Senior School Memorial Award Derwyn J. Sangster ’62 Adela D. Sepe Charlie Sherman ’03 & Alexandra Weaver ’02 Gwynneth and David Simpson ’73

James McRae & Andrea McRae

Dr. Hanan Sokar-Todd & Charles Todd

Reg Meecham & Lisa Meecham

Iain Souter & Sherry Phillips

Huadong Meng & Yi Qu

Shailau Spivak

Family Miceski

Peter G. Steel ’75

Robert Bensen ’99 & Lyndsay Bensen ’99

John Hannah

Mark Bentham & Xiaoyu Li

Sheila Hannah

Evan J. Miller ’21

Mike Summers & Sharon Summers

Heagle Family

Rosa & Alvi Beraldo

John S. Hedden ’69

Christine L Mills CPA Professional Corporation

Jacqueline Teggart

Anne Bermingham ’82

Marnie Helmy

Dr. April Moore

Steve Tenai

Nick & Stacy Bontis & Family

Richard Henderson & Kerry Henderson

Rashid Moosajee & Femida Moosajee

Daniel Testa & Yvonne Testa

Jeff Bradshaw ’74 Browview Realty Joan Campbell Taya Cicchetti Connelly Family Dan Corcoran & Susan Corcoran Greg Cote Sandro & Maria D’Ambrosi & Family Darcel Family Adrienne A. Davidson D’Hondt Family Dianne de Freitas

Dr. David Szalay & Sandra DeTina

Thomas-Weir Family

Lisa M. Higgins

Dr. Nigel Munce & Dr. Emily Ching

Geoff Tierney & Kris Tierney

Hill-Boutros Family

Myelin & Associates

Timmer Family

Adrian Hoad-Reddick

Neibert Family

Nick Timms

Danielle Hourigan ’82

Nemy Family

Doug Tutty & Lisa Tutty

HSC Parents’ Guild

Edoyemi Ogoh & Fidelia Ogoh

Judith Tutty

Frank Huck & Phyllis Braden-Huck

Ortega Guarne Family

Jacob VanHelder

J.J. Huffman-Krisza

Paikin Family

Bruno & Gail Vedelago

Raymond Hutton &

Caroline Hutton

Marnie & Larry Paikin

Interguild JFB-ESMN Holdings Corporation

Sam & Brenda DiLoreto

Jarrett Johnston & Sheriann Heath-Johnston

Gabriele & Ersilia Dinardo

Stanislaw Jonczyk

David Di Paolo & Lori Di Paolo

Kain Family

Doug French Inc.

Claire, Tim, Jonathan & Emily Keeley

James Parsons Amjad Parvez & Kausar Amjad Pearson Family Lou Petrash & Dr. Linda Ullman-Petrash Ms. Linda Pillinini Elizabeth Pillon

Ventresca Tutty Family Dora Ventresca * Paul Vicano & Oona St-Amant Emeritus M. B. Wansbrough & Michaele Robertson Nancy Wands Martin Ward-Doran & Catherine Minshull Derek Watts

PJKJ Law Professional Corporation

Murray ’66 & Barbara Weaver

Dr. Stephen Kelly & Dr. Lorna Kelly

Rhys J. Plenderleith

Kim Webster ’76

Robert Krull & Kathryn Yates

Dr. Ramu Popuri & Dr. Preeti Popuri

Welch Family

Ms. Amaris Pozeg & Ms. Lisa Pozeg

Penny Coyne Welch ’39 *

Myrna ’56 & Jim Evel ’55

La Cantina Ristorante

Priest Family

XiaoGeng Xia & Wei Gao

Faggion Family

Yuk Wai Lai & Eunice Yip

David Richardson

Jianjun Xu & Ruying Kang

Erick Feltham & Prof. Pippa Lock

Karrie L. Leach

Filice Family

Dr. Donald Richardson & Angela Richardson

Xiangfang Zeng

Michelle Lee

Dave Foxcroft & Carolyn Foxcroft ’87

Laurie A. Lewis

Eva Riis-Culver

Mr. Hong Zheng & Mrs. Jing Sun

Rebecca Llewellyn

Amanda Rogers

Brenda Zwolak

Rod Douglas ’62 Dr. Stephen Dyment & Dr. Heidi Kunze David & Penny Elton

Lan Zhang

* Deceased

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Hillfield Strathallan College

PROJECT RATIONALE 2019-2020 AS SUBMITTED BY APPLICANTS

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS 3D PRINTER LEGACY PROJECT Applicants: Chris DiMarino Supervisor: Chris DiMarino

share in interviews and something they will remember for a lifetime. Students will build 3D Printers from kits, learning about all the parts and leave with both a story (for interviews) and a relevant piece of technology when they graduate.

Printer Legacy Project Location: Senior School Wood Shop Cost: $3,000

For Grade 12 Technological Design I individually teach groups of architects and engineers. The engineers are often heading into Applied Science programs or will likely have a lifelong appreciation for 3D design applications. I wanted to provide a project experience that will be a story they can

This is great for personalized and authentic learning. It is also a problem based learning project that spans itself and a future project in class. Student feedback will be the means of measure. Once approved, I will acquire quotes from 3D printing manufacturers. I would get the price approved and order prior to the end of the 2019–2020 school year. The units will be delivered in time for the 2020–2021 school year and will be used in the fall. The completion of the build will occur in the fall, and the printers will be further applied in the winter of 2021 as students construct Rube Goldberg Machines.

• • •

•

•

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Hillfield Strathallan College

For Gra Looking to purchase 15 units.individu Storage will be required but looking to keep them in the woodshop. and Eng For Grade 12 Technological Design I individually teach groups • of architects The Eng and engineers.

The engineers are often heading into Applied Applied Science programs or will likely have a l have a lifelong appreciation for 3D design applications.

I wanted to provide a project/applicat experience that will be a story they • and something I wante can share in interviews they will remember for a lifetime. that wil intervie rememb •

designed for proper assembly (manufacturing) a great example of programmed motion as well as angular to linear

great introduction to electrical control systems (like Raspberry PI inputs. em properly explains heating elements and thermodynamics.

COMPOSTING AT HSC Applicants: Jade Chan, Audrey Schaefer and Elaine Xu Supervisor: Colm Cormican Location: Dining hall in year one Cost: $2,550 We want to begin an initiative of composting fruit (beginning with apples) on-site. We hope to expand this to all classrooms in the Middle School initially and then to the remainder of the college.

How it Would Work •

• • •

3D Printers are often sold in kits which require assembly.

These kits are simple (~10 pieces) so assembly can be consistent (ensuring a usable final product).

These kits often separate major components.

The project would involve learning the role of each piece of the 3D printer as we assemble them.

They will then use the 3D printer to create elements for their Rube Goldberg Machine (large final year project).

3D Printer Parts •

• • •

•

The parts of a 3D printer provide an excellent (and brief) look into mechanical/electrical design.

The chassis is rigid and designed for proper assembly (manufacturing).

The stepper motors are a great example of programmed motion as well as angular to linear motion transfer.

The microcontroller is a great introduction to electrical control systems (like Raspberry PI and Arduino) and their inputs.

Finally the hot end system properly explains heating elements and thermodynamics.

We hope composting will nurture a sense of caring for our environment and inspire our community.

We will document and record the waste that is no longer being sent off-site (as is the current practice), and we will create video footage to market the impact of this action. We are hopeful this practise can eventually infiltrate our cafeteria.

Execution Academic year 2019–2020: Composting in all Middle School classrooms and apple trees on campus.

Academic year 2020–2021: Gather compostable food waste from the dining hall.

Six composters in year one.

24 campus-wide composters for the second year of execution.

Costing of composters: $510 in year one.

Costing of composters: $2,040 in year two.

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS HOME BIOGAS MACHINE FOR SUSTAINABLE LEARNING Applicants: Tofunmi Oluwajuigbe and Mathew Maradin Supervisors: Mr. Dawn and Dr. De Lazzari Location: TBD Cost: $2,000

We would like to implement a biogas machine at HSC, that creates biofuel and liquid fertilizer from the compost that we produce at the school. This machine uses anaerobic bacteria to digest food waste and create methane which is safely stored in a compartment within. This can then be used in

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classes to demonstrate scientific processes, and enhance the learning process. On top of this, the biogas machine will help reduce HSC’s carbon footprint by processing any organic food waste.

This endeavour is extremely pertinent to HSC life today. We are faced with a world that needs to innovate and develop more sustainable energy sources. This project is centred around creating a gateway for students to gain interest and experience in maintaining greener energy sources. On a global and local level, we would be at the forefront of environmental innovation.

On the level of personal learning, this machine can be used to further enhance the understanding of certain subject matter. For instance, this machine uses anaerobic bacteria to digest the organic waste produced. Anaerobic digestion in the large intestine is part of the Grade 11 biology curriculum.

Students who are kinesthetic and visual learners would

greatly benefit from seeing the practical applications of these topics in real life. In younger grades, helping students become more environmentally aware could help them create a cohesive picture regarding their participation in the world around them. They can see the compost from their food actually turned into biofuel that can be used to cook the meals they eat. This experience is not common, but it would set apart their learning from many other students.

The biogas machine could be seen as a stepping stone for students who want to do more to support their environment but do not yet have many realistic examples to fall on.

Entrepreneurial spirit can be inspired in students through a project like this because they can connect to it on a personal level. It delivers a practical approach to environmentalism while producing results within a short amount of time.

There are many other students our age who have become more knowledgeable about their environmental impact.

We know that the future is dire if we do not do our part to mitigate the detrimental effects of greenhouse gases and climate change. There are many who want to learn new ways to help the environment because it will affect their wellness in the long run. This is why, as a collective HSC community, we should be more engaged with our own environment and use our resources to better the world at large.

This project can be assessed through its impact on student learning. If it is implemented, it can be assembled and disassembled fairly regularly. The degree of its efficiency would go down to how much use is gotten out of it every year. The liquid fertilizer could be used for plants and gardens at the school. There are a variety of uses that could emerge from this project, so its application to different parts of HSC could be a big indicator of its success.

Furthermore, the impact can be measured throughout the school by means of community engagement as a learning tool. Building strong connections to all the schools within HSC and the ideals HSC promotes, gives biogas a sturdy basis for completion. Firstly, in the Montessori School, there is a large initiative focused on sustainable farming and

learning to produce your own food. In a cycle that starts with planting seeds, then working up to preparing food, biogas can act as the final step. By showcasing how farming can be sustainable, biogas will teach the progression of organic food waste into its products to then be reused. Secondly, the environment is a large part of the learning process in Middle School. Educating children on correct processes to protect the environment, and also how to reduce your carbon footprint is essential to its purpose. The biogas can act as its own teaching tool, or a complement to the Project-Based Learning (PBL) that is prevalent in the Middle School. By using the liquid fertilizer, or gas that biogas produced, the PBL strategy can be further enhanced to cover many aspects of sustainability. Finally, in the Senior School, the biogas exemplifies many of the processes that are taught in science courses, such as Grade 12 biology focusing on metabolic digestion.

The success of this project is really showcased in the learning that takes place. By teaching the next generation of students about proper ways to take care of the environment, and promote sustainability we can make an impact on our community, as we progress to being more environmentally aware. There are several next steps that are available because of the nature of the field of sustainability. In a few years, this project has great potential to evolve into a better resource with more applications throughout our school community.

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS HILLSTRATH HOSA-FUTURE HEALTH PROFESSIONALS Applicants: Emily Foxman, Oyin Aderbigbe and Mowa Ayibiowu Supervisor: Chris Dawn Cost: $720

Timeline: November/December 2019 - registration for HOSA chapter, group convenes to prepare for competitive events December 2019-May 2020 - group continues to prepare for events, begin to construct team for the following school year September 2020 - HOSA club is opened up to all Senior School students

HOSA Future Health Professionals is the largest health science student organization in North America, with the goal to enhance the quality of health education by providing students with opportunities, technical training and leadership development related to the healthcare system.

Through yearly competitions, secondary students across Canada have the opportunity to network with like-minded individuals and medical professionals, gain hands-on experience in the health science field, and explore various careers ranging from medical photography to pharmacology.

The purpose of this proposal is to request monetary assistance in starting a HOSA Chapter (club) in the HSC Senior School. A select number of Grade 11 students with a passion for science would like to organize and pilot a small club for the HOSA competitions in the 2019–2020 school year, in preparation for creating an open club the following year. With just a small number of students participating this year, we can familiarize ourselves with the roles and responsibilities of a HOSA Chapter member, leading to a smooth roll-out next year.

One of the main initiatives of the HSC Strategic Plan is authentic learning. Our community encourages students to work to their full potential, both academically and in any other endeavours they choose. The opportunity to participate in HOSA would give students invaluable, realistic learning experiences that will apply to our lives in the future, being especially beneficial to those exploring a career in the health sciences. For those interested in this field, an out-ofclassroom enrichment option such as HOSA would

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encourage curiosity, challenge our skills, and inform us about the endless possibilities that await us. Additionally, committing HSC to another educational organization would strengthen relationships both locally and nationally, showcasing our success to schools around North America.

Starting a HOSA chapter at HSC would allow students to thrive in a supportive and sophisticated academic environment while also preparing them for their future endeavours.

After the trial run this school year with a small group of students, our success will be seen as we open the HOSA club up to all Senior School students. The goal is to have as many students as possible exploring this amazing opportunity into the health science fields. Science enrichment is something many teens should take advantage of, and all those interested are ready to begin the first chapter of a HOSA club that will last for years.

LIVING DIRECTORY Applicants: John Hannah, Jonas Hall and Xanthe Vallentin Supervisor: Adrian Hoad- Reddick, Cameron Playfair and Danielle Hourigan Location: Campus wide Cost: $4,700

The goal of the Living Directory is to create an educational garden showcasing the native and non-invasive species that are already purposefully planted around the College grounds.

This showcase garden will be clearly labeled and will have an interactive screen that can be used to learn about the plants, their benefits, and the locations on the school grounds where other habitats, plants and landscape could be found. This garden will be created with the help of students and staff from all four schools. This Living Directory will be planted in a prime location (easy access/visibility) for existing students to enjoy but also for future families to access the touch screen on tours or open houses.

The creation of a Living Directory supports HSC’s belief that our landscape is a valuable learning tool. It confirms our school’s stance that moving forward Hillfield Strathallan College is committed to increasing its sustainability as well as developing a comprehensively planned naturalization approach to managing our campus.

It will also promote whole school connectedness and cross-curriculum learning by creating an opportunity for students who are passionate about the environment to meet with other like-minded students and staff from different areas of the schools and work together on the Living Directory, from the layout of the garden to the information that will be accessible on the screen.

about this specific garden and the role of the plants before them, but also have an opportunity to explore other garden areas, naturalized areas, and outdoor classroom spaces.

Information about plants, pollinators as well as maps and trails or pathways with directions to those spaces would greatly enhance the understanding of the Learning Landscape and help direct students, staff, and visitors to those areas.

This project’s success will be based on the involvement of our students, the growth of the garden and the comments received by the HSC community and visitors Continued on next page

The project will provide a virtual gateway to other features of the campus. Visitors will use the touch screen to learn

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

Timeline (Short term): Winter 2019–2020: Our group meets with teachers to come up with classes from each school that will be involved.

Students research plants, create an outline for text Spring 2020: Prepare garden area (remove existing plants), foundation planting possible in spring (with students) Plant tags, signage, set up a touchscreen all started

Timeline (Long term): More content, tracking, maintenance of space

Resources: • • • • • • • • • •

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Equipment to remove and prepare the area Location of the space(s) Consideration of power supply and installation of a touch screen in that area Plants Maintenance Touch screen and stand: $2,500.

Signage - $350 (indoor and outdoor sign from Deesigns) Plant tags - $150 (John priced out $5/tag for 30 tags) Plants, soil, mulch - $1,500 Outdoor classroom equipment (bench or table and chairs) $200

Hillfield Strathallan College

ROCK STUDY Applicants: Danny Cox Supervisor: Estelle Arthur and Rick Kunc Location: Ms. Arthur’s Law classroom during Tuesday’s Flex Time Cost: $1,640

As a club at Hillfield Strathallan College, we believe we need funding for the expansion of our organization. Our club requires money for new guitars, amplifiers and any other small instruments including ukuleles. At the moment, my Politics and Law teacher Ms. Arthur has been kind enough to bring in any instruments she has at home including an older, cheap classical guitar and a newer, cheap regular guitar. Ms. Arthur has also brought in other amenities including ukuleles and small pianos. As a student who loves to teach others how to play guitar, I am looking to expand my club by adding three guitars and one amplifier. We would require one electric guitar and two acoustic guitars. This would help me teach my students by introducing them to different types

Equipment: • • • • •

Fender Guitars from Long and McQuade music in Burlington.

Fender CC-60S Classic Design Concert Acoustic Guitar ($280.00) Fender CD-60S Dreadnought Acoustic Guitar ($280.00) Fender Player Stratocaster Maple - 3 Tone Sunburst ($900.00) Fender Mustang I V.2 20W 1x8 Guitar Combo Amplifier ($180.000)

This would overall help HSC create a space for students to either listen or learn music. I want students to believe they can always come to me for assistance in anything.

of guitars, while also helping me play at the same time as at least two other players. This would increase productivity and promote students coming together to play along with each other at the same time rather than switching off.

In Grade 11, I walked into my Law and Politics teachers’ room after a guitar sitting on a stand caught my eye. I started to come to the class every morning and every spare to play guitar with my teacher. After about three months, I felt like I was starting to get better and better at playing, as I started to learn more and more complicated songs. After one year, every Tuesday between period one and two we had about 45 minutes we called “Flex Time”, to either study for academics, or use the time for a wellness period. I decided to start a guitar club during this time. After the first week of guitar club new students eager to learn guitar started to arrive, which was when I started to teach my peers and new friends how to play guitar. The start for me was very tough, but soon enough my teaching skills started to play off, and the students I am teaching are getting better and better.

Patience was a hard learned virtue in this experience, but watching the students I am teaching become happier and happier with their playing and watching them increase in skill was an amazing reward for my hard work.

I started playing guitar during summer 2018. Initially, my goal was to learn three songs. As of now, Ms. Arthur has been kind enough to lend us a couple of her old guitars, and I believe it is time to obtain higher quality and quantity guitars.

Timeline: • •

•

November 11 or 18 will be the start date of this operation.

On November 11 or 18, we will start this project by purchasing our first Fender Guitar from Long and McQuade.

November 25, if all goes well, we will purchase the next acoustic guitar along with the electric guitar and amplifier.

Hillfield Strathallan College

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THE DAVID TUTTY JOY AND INNOVATION FUND

UPCOMING PROJECTS: 2020-2021

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Hillfield Strathallan College

Since its inception in 2015, The David Tutty Joy and Innovation Fund has inspired students, faculty and staff to dream big and share their ideas for making HSC better than ever. Each year, we see interest in the program expand with increasingly ambitious and innovative project proposals. As you will see in the following Project Rationales, 2020-2021 was no exception.

Enjoy reviewing all the fantastic submissions and we look forward to working together to transform HSC in the months to come.

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

EXPERIMENTAL HOOP HOUSE/POTTING SHED Applicant: John Hannah Supervisor: Adrian Hoad-Reddick Location: Middle School/Beside boiler room by the Young Building Cost: $500

SUMMARY:

TIMELINE:

Simple ‘Hoop House’ to host plants for propagation, potting, etc. to support the vegetable gardens and more in an extended season.

Spring 2021 - This is a simple structure that could be done by myself and a couple of students in a single day or two.

RESOURCES / SPACE NEEDED:

STRATEGIC PLAN / MISSION: Student Wellbeing: get students gardening earlier and longer in the year. This can also serve as an experimental greenhouse for trying out new propagating strategies for the College from seed collecting to propagating to potting up for planting at school.

Purposeful Spaces: Rather than invest in a full-on greenhouse structure, this utilizes the perfect south-facing space near our raised garden beds and facilitates a pilot project on the concept.

MEANS TO MEASURE: Creating space for learning about gardening techniques and incorporating compost, solar heat collection, greenhouse effect. This could support student projects anywhere seeds are grown and gardens are being planted. It can also support natural restoration efforts by allowing us to experiment with propagating and growing our own plants on a small scale before investing in something like a working greenhouse.

This project will be used to assess the merits of scaling up greenhouse ideas for the future.

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This would be a temporary structure that would go beside the boiler room at the end of the Young Building. We have been planning a more permanent potting shed/small greenhouse in this location for a while. It would be great to set up a very low cost, low maintenance, temporary structure that will function like a larger greenhouse.

HSC BEE HIVE Applicants: Eleonor Kerr, Cameron Playfair, Michael Dean Supervisor: Marc Ayotte Location: TBD Cost: $3,500

SUMMARY: We would like to implement a bee hive on campus as a learning opportunity for our students. This would tie in nicely with Michael’s Food Forest proposal (pg.8) as well as the pollinator gardens that have been planted.

STRATEGIC PLAN / MISSION: To support sustainable and purposeful spaces through personalized and authentic learning.

MEANS TO MEASURE: Staff and student engagement and understanding of the importance of bees and the job they do to ensure our food source continues.

TIMELINE: By outsourcing the initial installation, maintenance and education from a third-party vendor on a one-year term, we would learn step-by-step what it takes to build and manage our own hives going forward.

RESOURCES / SPACE NEEDED: Outdoor space enough for 2 hives.

BUDGET: $3,000 for rental, $500 for additional surrounding areas.

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

HSC FOOD FOREST Applicant: Michael Dean Supervisor: Taya Cicchetti Location: TBD Cost: $5,450

SUMMARY: In an ever-changing and unknown world, food security has become a necessary concern. With the implementation of a ‘food forest’, a self-contained, productive, and long-term solution is attainable with initial input and further minimal maintenance. Essentially, a food forest mimics a natural ecosystem in which food-producing plants are chosen for specific reasons, from trees, vines, bushes, understory plants, groundcover, and annuals for maximal output throughout the growing year. The main focus of a food forest is producing food during the spring and fall to respect the school year.

Biodiversity of species ensures safety of edible output should one species not produce well one season while also promoting pollinators and local fauna. No chemicals, pestdeterrents, or other human input is required after establishment, rendering the forest an organic, self-sustaining producer and space. The forest would give students, staff, and faculty a natural space to enjoy for many years, only becoming more efficient and productive with time and an evolving, dynamic educational area. A permanent, safe, and attractive landscape fixture integrated into the college grounds would thus be created for future generations of HSC students. The resilience, cohesiveness, and wellness of those individuals and groups who learn and experience the forest with collaboration on a shared vision of the future of the community are a benefit in itself, supported by the social change theory to focus on how to work with diverse groups of people when conceiving of, designing, and implementing the ecosystem. People, not the plants, are the most vital component of community food forests.

STRATEGIC PLAN / MISSION: Environmental sustainability, food security, and the United Nations Sustainable Development Goals, coupled with 22

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the new designation of the EcoSchool and the CAIS Green School initiative, strive for a carbon negative operation at CAIS Schools. Evidently, the food forest project would impact the whole College population. Opportunities for outdoor learning in an allocated space accessible to all create authentic learning opportunities for students and staff, and favourable conditions for learning from trial and failure are embedded in the creation of an environment while fostering College-wide wellness goals on many levels. Community engagement and project management are integral components to the implementation of such a project and tie in with the whole-school connected goal of the College.

There is currently not much information for creating such a habitat in Ontario. This forest would thus pioneer the process for other schools with support from community experts such as Royal Botanical Gardens with whom we have a growing partnership. Opportunities for other connections in the broader community would be encouraged that would be mutually beneficial, such as Neighbor to Neighbor and https://notfarfromthetree.org/ that share fruit harvests with families in need within the nearby community and open opportunities for service work. Documentation and testimonials from students and project leads would serve to close the learning circuit from initiation to product and reflection.

In addition, there are many links to Indigenous teachings in this process that apply to all levels of student, already begun in the Middle School years, such as the three sisters gardens, and encourage a more diverse and inclusive school environment with awareness of our history.

MEANS TO MEASURE: The overarching goal of the food forest project would be to learn about sustainable, seasonal, and local food production and also produce food for the school community on school

property. The continued involvement of the staff in Lawson Hall would be imperative for the success of the endeavour.

They have already begun to use herbs, greens and other vegetables that students have grown in the past using our raised garden beds. The foods produced from the forest could feature not only in the lunch hall, but also as a part of the snack program, depending on the season, bringing more awareness to the students of local, organic produce and their benefits to nutrition and wellbeing. A greater connection to the natural world with the involvement of the students, from seed to table and back again, is embedded in the venture.

In addition, the four schools using the space as an alternate teaching and learning space and blending traditional subject lines and working together in cross disciplinary, cross school projects would be a true measure of success.

RESOURCES / SPACE NEEDED:

TIMELINE:

BUDGET:

After initial implementation, the forest would continue indefinitely with minimal input. Ideally, most of the work would be completed by students and staff, and not by the grounds crew unless necessary. The phases of the project, if successful, would encompass the following.

Trees/vines/bushes.canes/plants etc. would be the largest cost at the onset, but do not need to be purchased again.

Depending on the area chosen, and degree of high-intensity planting, $2,500 should cover one-time costs for the bulk of the plants used. This included the bare-root trees, vines, shrubs, canes, and seeds.

1) Breaking ground and establishing the environmental and ecological structure. This would entail the removal of sod, digging-in of trees and other woody plants, and then seeding or planting of the first species of annuals and perennials.

This would by far be the most time-consuming part of the process but only needs to be done once. The trees and other woody plants are best planted in very early spring or else in early November.

2) The creation of pathways to access the area and for maintenance, and to delineate the planting areas, and following the predetermined plan or sketch.

3) Spreading of mulch and leaves to cover bare soil while the plants become established.

4) Supervision of watering/irrigation during the first year of establishment.

5) Annual maintenance and pruning.

6) Annual census of what worked, where things need to change, and possible removal of plants in favour of better suited species.

Physical space: The food forest would ideally be situated in an area that was accessible to all four schools both easily and visually. The semi-orchard and basswood tree island west of the transportation office could suit these conditions as it is central to the College and received adequate sunlight, is shielded from strong winds, and has pre-established trees that would serve as canopy.

Resources: A large volunteer body of students and staff would be ideal to create the space from all four schools.

These groups could change depending on the task.

Grounds department: Removal of sod and tools for transport of materials if needed, necessary to water first year to establish plantings during the summer months if needed.

Soil/Mulch: Enough to cover the pathways and to amend the existing soil - $500 Removal of sod: Could be done by participating students and staff at no additional cost.

Bee hives: 2 hives per year is about $1200 and that produces roughly 48 500ML jars of honey. This would only be added if the “HSC Bee Hive” project (pg. 5) is not approved.

We will hire students for the months of July and August and pay them $15/hr (2 hours/day for a total of 10 hours/week).

The total cost for the students will be approximately $1,200.

Hardscaping: Benches, shelter for learning space, possible water access to be determined. These are not necessary, but can be a future discussion.

The project would seek to have possible return on investment from produce after the forest comes into bearing.

In summary, the maintenance of the area would be initially time consuming, and later tapering off as the forest establishes itself.

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS HSC INVESTMENT CLUB FUND Applicants: Adesh Mehta, Ali Haider, Akash Mehta, and Jack Scholes/HSC Investment Club Supervisors: John Bulger and Maria Athanasiou Location: Senior School Cost: $1,200

SUMMARY: The HSC Investment Club is a collective group of students who are focused, driven, and passionate about learning more about financial markets as well as other forms of investing. The main goal of the club is not only to provide knowledge on these topics but also to help students get ready to make real-life applications of the knowledge gained from this club. Over this past year, the HSC Investment Club has been actively participating in virtual simulations using real live data. Through deep research analysis done by the club and active involvement from all members, the club was able to generate a profit and return of 116.87%. Following this 6-month simulation, we proceeded with another virtual simulation that was set for 3 months. Learning from previous trials and tribulations, staying up with current events, as well as learning new strategies, the club was able to post a return on investment of 223.70%. This hands-on experience has helped students build confidence, patience, learn more about their specific niches, and most importantly how to generate positive returns!

The HSC investment club is seeking a $1,200 grant through The David Tutty Fund to create a bundle of subscriptions for members of the HSC Investment Club. This bundle of subscriptions that would best benefit the club are the following: Bloomberg (Digital), Marketwatch (Revolution Investing), CNBC Pro, and The Wall Street Journal. These subscriptions come with premium news stories, videos, interviews with fund managers and analysis. Access to these resources will allow members of the club to learn strategies first hand, apply and expand their knowledge, and finally prepare them to generate a positive return. This proposal is a great opportunity for experiential learning, as it would focus on real-life 24

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applicable skills, such as the understanding of how different financial markets work and the research behind investments.

Moreover it will help build a basic foundation on how to create a proper analysis report.

STRATEGIC PLAN / MISSION: The bundle of subscriptions would create a connection between the portfolio and the College’s strategic plan by enabling greater research and analysis on socially responsible and environmentally friendly companies such as Biomass control and Carbon Engineering. Furthermore, the grant would allow for students to explore a different type of learning environment, as it would be a collaborative handson practical experience. This initiative would also help engaged young alumni of the College, as seen throughout HSC’s social media #wheraretheynow series. We have already seen an alumni connection grow and develop through the club as we have had a graduate and a member of our local HSC community come and speak to the club virtually about the importance of due diligence when researching a company.

MEANS TO MEASURE: ■ Knowledge regarding how to pick and research a company ■ Gaining the real life experience of trading ■ Networking gained ■ Engaged audience from the members of the club TIMELINE: ■ Subscribe to news outlets ■ Read, analyze and discuss RESOURCES / SPACE NEEDED: ■ Subscriptions to news outlets BUDGET: ■ Bloomberg Digital: $415 USD annually or exclusive offer of $545 for 2 years USD ■ The Wall Street Journal: $67.60 CDN annually ■ CNBC Pro: $300 USD or $378 CDN annually (For students and educators, they offer 10% off the first annual PRO subscription. We can redeem this offer by using the following code at checkout: CS10) ■ MarketWatch: $99 USD or $126 CDN annually Total = $1,200

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

KEMPER LOUNGE ART GALLERY Applicants: Senior Visual Art Class Supervisor: Julia Hillyer Location: Kemper Family Alumni Lounge Cost: $1,236

SUMMARY:

TIMELINE:

The Kemper Lounge is an area frequented by students, their families, and visitors to the College. Adding student artworks to the area would help to create a warmer, more colourful atmosphere, and would also allow students to showcase their creativity.

Grade 12 students are currently working on their Legacy paintings. If this project is approved, we would simply need to order the frames and meet with the administration to determine the location of the hanging of each piece within the Kemper Lounge. When we are permitted to return to campus, the paintings could be installed by May or June of this year.

Each year, Grade 12 visual arts students would create a theme-based series to be installed in this space for one year. After the one year period, these ‘Legacy’ paintings could be distributed to other areas around the school or collected by the graduating students. As this would be a rotating exhibition of works, the canvases would need to be replenished each year. However, the frames could be reused indefinitely.

RESOURCES / SPACE NEEDED: Access to the Kemper Lounge and maintenance team members to help install the artworks.

BUDGET:

STRATEGIC PLAN / MISSION: “There is no greater joy than that of feeling oneself a creator.

The triumph of life is expressed by creation.” -Henri Bergson This quotation summarizes the inherent value of creating art. Art brings joy to the individual who created it, and it can also bring joy to the individual who views it. Giving art students a dedicated space to showcase their skills and creativity would be empowering and inspiring.

The budget for this project is based on a one-time purchase of frames of a variety of sizes. (Students already have the canvases and paint needed to create the works, provided by the Senior Art budget.) All that remains to be purchased are the frames for each painting. Prices for each frame are listed below (before tax). The number of frames needed each year may vary, based on students’ choice of scale.

However, as these frames will be re-useable, there should be minimal additional cost year-to-year.

Frame Dimensions and Prices (approx., before tax):

MEANS TO MEASURE:

9”x12”: $48.00 x 8 = $384.00

The impact of this project would be positive feedback and appreciation from visitors to the College, as well as from students, staff, and parents.

11”x14”: $60.00 x 8 = $480.00

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20”x24”: $93.00 x 4 = $372.00

LIVINGPLANET@SCHOOL - WWF GO WILD SCHOOL GRANTS Applicant: John Hannah Supervisor: Adrian Hoad-Reddick Location: Adjacent to the Oak-Savannah current project Cost: $2,000

SUMMARY:

RESOURCES / SPACE NEEDED:

Naturalization project in partnership with World Wildlife Fund’s (WWF) LivingPlanet@School. HSC has proposed a section of the Oak-Savannah project be enhanced with additional prairie plant species as part of this WWF project pilot.

10 metre extension of land adjacent to the current OakSavannah project plot, either 10 metres out and along one side of the Oak-Savannah strip or 5 metres out and along both sides.

BUDGET:

STRATEGIC PLAN / MISSION: Development of outdoor learning spaces (specialized prairie habitat), naturalized corridors, enhanced biodiversity, environmental stewardship. This project supports all the new strategic plan elements.

$500 Grant from WWF. $2000 from Tutty Fund for purchase of plant material and seed.

MEANS TO MEASURE: Enhanced understanding by HSC students, staff and families on the importance of our campus as part of the watershed of Cootes Paradise Marsh and adjacent to the UNESCO World Biosphere Niagara Escarpment. Through project-based learning, students will learn what it takes to ensure healthy natural ecosystems while increasing their interest in environmental issues and inspire environmental leadership and action.

TIMELINE: Spring 2021 - Earth Day timing

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

OUTDOOR CLASSROOM FOR M5S Applicant: Danielle Hourigan Supervisor: Marc Ayotte Location: Montessori/Outside M5s classroom Cost: $15,000

SUMMARY:

TIMELINE:

We would like to extend the M5s classroom out into the outside by allowing access to the grounds just adjacent to the class. The class is the smallest class in square footage and the children are the biggest ones on the first floor. An outside class would allow the students to work outdoors, extending the classroom, allowing for nature studies and engage in artistic projects and building and design work with natural materials.

Summer 2021:

STRATEGIC PLAN / MISSION: This project supports outdoor education, environmental stewardship, personalized learning and collaborative working opportunities. It helps build community and responsibility skills in our students. The project would also support purposeful engagement and joy of learning and is perfectly timed for the age and stage development of this age group.

■ add door for outside access ■ fence the area on 2 sides, using the L formed by the Montessori building as the other two sides ■ level the area ■ put in steps down as the class is higher than the ground ■ fence in area ■ put in interlocking brick to maximize use- area is very muddy for a large part of the year if only grass ■ put in some outdoor child size furniture ■ parcel out a section for a small garden for the kids to plant RESOURCES / SPACE NEEDED: ■ building materials

MEANS TO MEASURE:

■ fence off a small portion of the playground

■ use by the students ■ their selection of the space

BUDGET:

■ integration into the curriculum

Waiting on estimate from C. Playfair but best guess is $15,000.

■ observation of the students ■ tracking of student engagement

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OUTDOOR SEASONAL WONDER WAGONS Applicants: Laura Macri Supervisor: Shailau Spivak Location: Junior School Cost: $2,000

SUMMARY:

MEANS TO MEASURE:

I am proposing to create Wonder Wagons for our Prekindergarten program to include various learning tools and materials to promote engaged personal learning. The Wonder Wagons would have seasonal books and various learning tools to be used outside to support early literacy and materials to enhance students’ fine and gross motor skills. We will be supporting the student’s learning by providing opportunities to extend their knowledge in all areas of their development. Physical literacy is an essential part of each child’s development, supporting the whole child as it fosters their emotional, social, academic, and physical needs. Our outdoor learning classroom has always been an essential aspect of our Prekindergarten program, but it is even more critical this year with the pandemic. Our world and learning environments have changed, and to support this ongoing change, I believe that the new teaching strategies and materials will benefit each student’s learning.

The importance of our outdoor education, getting as much fresh air as possible, is an enormous benefit for all our students and staff supporting physical and mental health.

We will measure this project’s impact and success by teacher observation and assessments using Early Learning For Every Child ELECT document. Teachers will witness and document the child’s physical growth and social-emotional development. The Wonder Wagons could be implemented throughout the school if teachers in older grades are interested, potentially reaching students from PK2 to Grade 4.

STRATEGIC PLAN / MISSION: This project connects with the mission statement to ‘Learn with Joy. Live with Purpose.’ This project will support the student’s personalized learning and support the student’s resilience and wellness. My vision for the ‘wonder wagons’ will connect what is happening in the world around them.

For example, in the fall, we can provide books to promote their early literacy skills by providing stories about different types of trees, colours they may see, animals they see outside, etc. This initiative will promote physical literacy in our toddler and preschoolers and be an excellent addition to our outdoor classroom. This movement is a unique way to increase individual fundamental skills by enhancing expressive and receptive language skills. This early experience sets the trajectory for healthy habits and positive attitude to learning which will continue throughout their lives.

TIMELINE: ■ November: Initial consultation with co-teachers to develop ideas/ research materials.

■ December: Follow up on lists/ideas and begin purchasing upon approval from grant.

■ Late Winter/Early Spring: Implement Wonder Wagons to PK2 and PK3 classroom.

RESOURCES / SPACE NEEDED: This project’s physical space is a small section in the atelier room to store two wagons and seasonal bins. I will further research the source of materials and teaching tools upon approval of grant.

BUDGET: ■ Two new wagons to transport materials and resources to the outdoor learning environment.

■ Six containers total (labeled fall, winter, spring/summer): three for PK2 and three for PK3.

■ Seasonal books.

■ Fall: age-appropriate rakes to rake leaves, wooden blocks, dinosaurs, outdoor cars, steel bowls, shovels for digging in the natural playground.

■ Winter: Winter shovels, snowball makers - large and small, toboggans.

■ Spring/Summer: magnifying glasses, bug nets, plastic insects, play lawn mowers.

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

PK WELLNESS GARDEN Applicant: Timea Strifler Supervisor: Shailau Spivak Location: Junior School/PK natural playgrounds Cost: $2,000

SUMMARY: Toddlers and Preschoolers are full of curiosity and wonder by nature. They are constantly on a mission of exploration and adventure, very intune with the natural world that surrounds them. As a whole the PK Program runs on the philosophy of the environment as the third teacher. Our program brings nature inside the classroom as well as takes our classroom outside. We spend a minimum of two hours outside everyday with the children, more so when the weather is in our favour. The main components of the initiative would ideally be for two types of gardens within each of the PK natural playgrounds. One garden being three small planter boxes that run along the fence with annual plants that are native to Ontario and the region. These plants would be grown from seeds with the children indoors, allowing for many connections to science and math. The second Garden

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would be a raised garden bed that would contain fruits and vegetables as well as herbs, that would be a mix between plants grown from seeds and as well as small plants to plant in the garden bed. The children will learn responsibility and pride that comes from working hard at something and then enjoying the fruits of the labour. The children would be introduced to new flavours, textures and foods.

STRATEGIC PLAN / MISSION: This initiative connects directly to personal authentic learning by providing the children with real time, hands on exposure to answer the questions that naturally come from their developing minds. It also is sure to have the children learning with joy and living with purpose because every year, we can grow new things depending on where our initial inquiries take us.

MEANS TO MEASURE:

RESOURCES / SPACE NEEDED:

This project would be measured by how well our plants and gardens do throughout the year, and any mistakes will be used as learning opportunities to try and get it right the next crop. This is something that can grow and change along with the classes with every new year. The children will have a better sense of how and where their food comes from.

This project’s physical space is the two divided natural playspaces in the PK program in the Junior school.

■ Lumber to build 6 small planter boxes for flowers and 2 raised rectangular garden beds; ■ Soil and plant food;

TIMELINE:

■ Seeds and plants;

■ November: Consultation with maintenance and landscaping.

■ Grow lights, cart, pots; ■ Gardening tools, such as watering cans, trowels, labels.

■ December: Follow up with maintenance and landscaping upon approval of the grant.

■ Late winter/early spring: Construction of garden boxes, growing of seeds, and planting.

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

STUDENT PERGOLA HEAVEN QUAD Applicant: John Hannah Supervisor: Adrian Hoad-Reddick Location: Middle School/Heaven Quad Cost: $5,000

SUMMARY:

TIMELINE:

Open pergola walkway to support student space for sitting in shade and for supporting vining plants that attract hummingbirds.

Spring 2021 in consultation with Graham Clements and Jeff Osinga and myself.

RESOURCES / SPACE NEEDED:

STRATEGIC PLAN / MISSION: This project was initially proposed and designed by Grade 6 students during a Biodiversity PBL unit. It meets many of the goals of the strategic plan.

Post holes, lumber, fasteners, shade sails, appropriate vining plants etc. Possibility of suspending some hammocks between posts for additional student use.

BUDGET:

MEANS TO MEASURE: Outdoor space for students to meet, sit and enjoy nature.

Student and pollinator use will indicate success.

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Incomplete at this time. A preliminary investigation for post hole excavations was done. Graham Clements is working on a lumber budget and is in discussion with a shade-sail maker for possible costing. Consideration of a pea gravel walkway vs mulch vs grass is ongoing with Grounds Staff.

Total costs would be expected to be less than $5000

Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

VERTICAL WRITING SURFACES IN KINDERGARTEN Applicants: Carla Bera Supervisor: Shailau Spivak Location: Junior School Cost: $6,804

SUMMARY: We would like to purchase indoor and outdoor vertical writing surfaces to be used by the Junior School Kindergarten students. It is during 3 to 6 years of age that children begin developing stronger fine motor skills, which aid in the development of their pencil grip. Holding a pencil or other writing instrument properly requires strong fingers, hand and arm muscles as well as dexterity. The ability to hold a writing instrument correctly can affect a child’s attitude towards learning and academic achievement. Incorrect pencil grip can be painful and quickly cause fatigue in a student’s arm and hand. Writing on vertical surfaces helps to develop a child’s core strength, posture, shoulder and elbow stability, which encourage better pencil grasp, dexterity and fine motor control of writing instruments.

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STRATEGIC PLAN / MISSION: The use of vertical writing surfaces will enable students to express their creativity and learn with joy while strengthening the muscles required for fine motor tasks, such as writing.

Students will be able to use writing and art materials (e.g., paintbrushes, dry-erase markers, crayons, pencil crayons, pastels, pencils, etc.) to engage in drawing and writing activities on the vertical writing surfaces both inside the classroom and on the playground.

MEANS TO MEASURE: Teachers will notice an improvement in students’ dexterity, pencil grip and control of writing instruments when completing written and other fine motor tasks.

SUMMARY: We would like to purchase indoor and outdoor vertical writing surfaces to be used by the Junior School Kindergarten students. It is during 3 to 6 years of age that children begin developing stronger fine motor skills, which aid in the development of their pencil grip. Holding a pencil or other writing instrument properly requires strong fingers, hand and arm muscles as well as dexterity. The ability to hold a writing instrument correctly can affect a child’s attitude towards learning and academic achievement. Incorrect pencil grip can be painful and quickly cause fatigue in a student’s arm and hand. Writing on vertical surfaces helps to develop a child’s core strength, posture, shoulder and elbow stability, which encourage better pencil grasp, dexterity and fine motor control of writing instruments.

TIMELINE: ■ Measure outdoor spaces for the installation of vertical surfaces.

■ Order indoor and outdoor vertical writing surfaces.

■ Assemble and install vertical writing surfaces in classrooms and outdoor spaces.

RESOURCES / SPACE NEEDED: For the outdoor vertical surfaces, we would like to use the outdoor space, along the brick wall on the west side of the Early Education gymnasium to install the wall mount and acrylic boards.

BUDGET: 1. Mobile vertical writing surface x 4 ($430 x 4 = $1720 w/ tax = $1943) 2. Tabletop vertical writing double-sided board OR whiteboard wall sticker x 4 ($46 x 4 = $184 w/ tax = $208) 3. 4 x 8 Wall mount chalkboard by Nature’s Instruments ($2167) 4. 4 x 8 Post mount acrylic board by Nature’s Instruments ($2200 w/ tax = $2486) Hillfield Strathallan College

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

VEX IQ ROBOTICS Applicant: Giuseppe Scichilone Supervisor: Adrian Hoad-Reddick Location: Middle School Cost: $14,000

SUMMARY: The goal of this proposal is to place a robot into the hands of every child in Grade 5. VEX IQ allows students to build their own robot and program it in order to complete a variety of increasingly complex tasks. We have used these kits in the past during our community time activities and have sparked tremendous interest by Middle School students of all ages. Parents from the Junior and Montessori schools have asked every year if our Middle School offers coding, robotics, or other computer science possibilities. Coupled with the launch of the new Mathematics curriculum, there couldn’t be a better time to invest in our Grade 5s by investing in these VEX IQ Robotics Kits!

Currently, we have enough pieces to build approximately 6 robots. During last year’s VEX robotics club, I had over 30 students interested in VEX robotics. This provides every 5 students one robot, approximately. These are not optimal learning environments, nor do they create authentic learning experiences for the students who signed up for this club. I would argue that we need teams of 2-3 students. Allowing students the opportunity to type and execute code, building robots, and problem solve in a collaborative environment.

With teams of 5 students, however, all they will be doing is waiting in line for their next turn.

STRATEGIC PLAN / MISSION: Although we may not know what the future holds, there are plenty of statistics that suggest computer science will be a part of it. If it is our responsibility to prepare our students for the fast-changing world, then we too much act quickly to adapt our pedagogy.

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VEX IQ allows students to build robots to complete a variety of complex tasks. Many of these tasks simulate real-life scenarios. For example, one of the more challenging tasks requires students to program a robot to perform commands based on colour inputs. If, for example, the colour was green, then the robot would continue to move. If it was red, however, the robot would stop moving. With autonomous self-driving cars rapidly making their way into markets, this example alone shows how authentic the learning experience can be.

Externally, students are able to compete regionally, nationally, and internationally in VEX IQ robotics competitions. VEX IQ releases challenge details prior to the competition and makes all robotic fields and equipment available to competitors ahead of time in order to prepare for all competitions. These kits are sold separately and change yearly.

If you’ve ever witnessed a child persevere and overcome a challenge, then you will know how difficult it is to qualify or quantify such an amazing feeling. What I can say is that it never gets old. Students are so determined to complete these tasks and the amount of joy they demonstrate afterwards is incredible.

As mentioned in my summary, we’ve had many parents ask during our transition meetings whether or not we provide computer science, robotics, and coding experiences for our students. I’d also be confident in assuming almost all other independent schools provide some sort of STEM-based programming.

MEANS TO MEASURE:

RESOURCES / SPACE NEEDED:

■ Delivery - Actually having a robotics kit for every pair of students.

■ VEX IQ Classroom Bundle X2

■ Retainment - Keeping students interested in robotics after Grade 5, possibly by measuring the number of students who sign up for extracurricular activities focused on computer science, STEM, etc.

Physical Space

■ Competing in VEX IQ - My goal would be to have at least one group attend a regional VEX IQ competition after two years of integrating this program into our Grade 5 curriculum.

■ TIMELINE: ■ Order 2 classroom bundles and upcoming VEX IQ playing field (timing unknown).

■ VEX IQ Field Kit ■ One classroom; or ■ A structure on wheels to rotate playing fields for easy storage – something like a ping pong table??

BUDGET: ■ VEX IQ Classroom Bundles X2 ■ VEX IQ Field Kit (Full 6’x8’ Field) ■ VIQC Rise Above - Full Field & Game Element Kit

■ Create “Introductory Lesson Timeline” and integrate it into grade-level timetable (1 Day).

■ Create lessons, tasks, etc., and include them on myHSC for future use (1 month).

■ Provide teachers with a PD day (which I can run and facilitate) to explore products (1 day).

■ Initiate programming throughout the school year (recurring annually).

■ Participate in VEX IQ challenge (during following academic school year).

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PROJECT RATIONALE AS SUBMITTED BY APPLICANTS

ZUMBINI MATERIALS Applicant: Aayesha Ahmed Supervisor: Shailau Spivak Location: Junior School Cost: $2,000

SUMMARY:

MEANS TO MEASURE:

Children are provided with many opportunities to work through their ideas. They are encouraged to depict their understanding of the world and their ideas through various representations. Children have 100 languages to express themselves. One that is commonly seen is expression through music and movement. In PK a big part of our day and routine is music. We sing through transitions; when the children are sad or happy; and when we want to be heard.

We use music as a way to be able to express ourselves.

By providing the same opportunity for the children, we are giving them access to be able to explore and react to their needs. This year during the lockdown, I did virtual training for Zumbini, which is a mix of zumba and music with children.

The children all get to sing and dance along with instruments with the instructor. We would like the opportunity to share this with the PK classroom, to help bridge and get them ready for the music program in Junior School. Due to COVID-19, we were not able to have a rotary teacher, we started to implement our own music program. For support, we would need to have musical instruments for the children.

This project would be measured by how well the children are able to sing and explore the songs and materials throughout the year. This gives them the opportunity to continue their learning into musical and physical literacy.

STRATEGIC PLAN / MISSION: This initiative connects learning to the whole child and helps students explore different means to express themselves through music and movement. This program will go hand-in-hand with our goal of developing the whole child by being able to provide them with different opportunities that help them grow in each field of life.

TIMELINE: ■ December - Implement the songs, get them used to the songs.

■ January - Introduce the instruments and scarves for the children.

RESOURCES / SPACE NEEDED: ■ drum sets ■ egg shakers ■ scarves ■ books with songs (optional) ■ sticks ■ storage totes ■ we would need materials for both classrooms - PK2 and PK3 ■ 23 egg shakers + 18 egg shakers ■ 23 scarves + 18 scarves ■ drum sets - 9 + 12 PK ■ 23 sticks + 18 ■ 4 totes

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Hillfield Strathallan College

Hillfield Strathallan College

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For additional information, please contact: Zahra Valani, CFRE Director of Advancement & Communications 905-389-1367, ext. 162 zahra.valani@hsc.on.ca Katie Haick Manager, Major Gifts 905-389-1367, ext. 107 katie.haick@hsc.on.ca HSC Advancement and Communications Office Hillfield Strathallan College 299 Fennell Avenue West Hamilton, ON L9C 1G3 www.hsc.on.ca

Charitable registration number: BN 11895 7810 RR0001