Corridors 2015

Fall 2015

HTS

Holy Trinity School

WHAT LEARNING

INTERPRETIVE

LOOKS LIKE

A SENSE

PLUS

TRAIL: OF PLACE

TODAY

STUDENT SUCCESSES GUEST SPEAKERS TEACHER SPOTLIGHTS

contents

35

Corridors FALL 2015

14 20

12 Student Photographers Gain Exposure 14 HTS Interpretive Trail Takes Learning Outdoors 20 HTS Theatre: The Challenge of Growing into New Roles 25 A Poignant Reflection on Transition 28 The Beauty of Belize

38

31 Understanding the Role of IT

28

33 HTS Welcomes Special Olympics Athletes 35 Kicking Up Our Heels at the Hawks Hoedown 38 Reading Has Everyone Talking!

44 The Trinitarian Award: A Rewarding Experience

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04 Corridors

contents

Corridors Fall 2015

Corridors FALL 2015 IN EVERY ISSUE

Publication Director Tracy Yan Editors Margo Northcote Stephen Vogan Art Direction Kim Speed

View from the Top

by Barry Hughes Head of School

6

Photography Aerial PhotoWorks Stickman Stunts Photography Storey Wilkins Photography WTB Photography

17

Alumni Spotlight: Courtney Whiteside ’99

A Word with Father Crowther

11

08 Class of 2015 23 Life in the Classroom 26 Lower School Teacher Spotlight 36 Middle School Teacher Spotlight 42 Senior School Teacher Spotlight

Contributors Jacqueline Butler Fr. Stephen Crowther Brian Csinos Colin Darling Tracy Howard Barry Hughes Georgette Marshall Christine McIsaac Amy McLennan Helen Pereira-Raso Shantel Popp Stephanie Stephens Danielle Stock Nadia Warriner Jessica Wroblewski Tracy Yan Danielle Younge-Ullman Please send comments and suggestions to Tracy Yan at tyan@hts.on.ca.

VIEW from the

TOP

by Barry Hughes

“

Guest speakers enrich the HTS experience –

for all of us

I believe very strongly that the next generation can be motivated by eminent speakers from all walks of life.

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”

A

t the annual HTS Athletic Banquet I am usually placed next to the guest speaker, who is invariably an athlete of considerable distinction. Over the years it has been my good fortune to be able to spend time with people who have achieved incredible things in sport and to hear firsthand just what they had to do to achieve their goals.

Last year I found myself in the company of Dorota Urbaniak, a former member of the Canadian National Rowing Team. In a long and successful sporting career competing at the very highest level, Dorota won numerous events on the international circuit, including three world championships. She told me though that her career highlight came when she won a bronze medal in the women’s eights at the 2000 Summer Olympic Games in Sydney, Australia.

In her speech to the audience of students, parents and teachers, Dorota told the story of how her rowing career had started by pure chance in the fall of 1993 when she was a third-year student at the University of Toronto, and what she had had to do to qualify for the national team. Her total commitment to her sport was truly impressive, and I am sure our young athletes can only have been inspired. And that was the point – to inspire people.

I believe very strongly that the next generation can be motivated by eminent speakers from all walks of life, like Dorota, and over the last few years we have worked very hard to give the students access to experts and leaders in their fields. Some of the country’s highest-achieving individuals across the fields of journalism, education, business, sport, technology, science and the arts have given their time and shared their wisdom and experiences to help our young people become more confident, determined and ambitious. For example, recent visitors to HTS have included such prestigious people as former Archbishop

of Canterbury, Lord Carey of Clifton, three-time Nobel Peace Prize nominee and bestselling author Dr. Izzeldin Abuelaish, and Professor Irshad Manji, author and founder of the Moral Courage Project.

Just as inspiring students is integral to ensuring their success and encouraging them to fulfil their potential, our teachers also derive huge benefit from coming into contact with experts in their fields. With this in mind, amongst many other fine educators, we have welcomed digital mathematics consultant Dan Meyer and Professor Ron Lancaster from the Ontario Institute for Studies in Education.

Many of our guests also have things to say that are of great interest to our parents. We have more and more families with two working parents at HTS, so we usually ask speakers to give their talks in the evenings; but to make them as accessible to our families as possible, we look for other times as well. On a couple of occasions a year we have partnered with the HTS Parents’ Guild via Breakfast with Barry to welcome expert speakers like Dr. Robert Brooks, a member of the Harvard Medical School faculty; Dr. Robert Evans, Executive Director of The Human Relations Service in Wellesley, MA; Ken Steele, a futurist with expert knowledge on emerging trends in education; and Professor Yong Zhao, whose work focuses on the implications of globalization and technology on education. The feedback after these events has been fantastic, and it is clear that our parents enjoy the opportunity to engage with these experts.

Whatever their background or experiences, our distinguished visitors have given good advice, helped instil a culture of aspiration and offered insights beyond the formal curriculum or routine school life. This coming year will see several more opportunities for us all to be stimulated and encouraged by those who shape the world. Watch this space!

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Class of

2015

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T

he Class of 2015 consisted of 99 incredibly successful students with a broad array of talents. This year, 30 students achieved Academic Excellence (90% and higher), and 43 achieved Academic Honours (80% to 89.9%).

We are extremely proud to share that these students received acceptances to very competitive programs at prominent

Canadian and international institutions. In total, 539 university offers were made to this year’s graduates, and 77 students were offered scholarships worth an impressive total of $1,268,550.

We extend our heartfelt congratulations to the Class of 2015. We hope the experiences gained at HTS will allow you to continue to set new goals, explore the edges and discover an endless world of possibilities.

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Class of 2015 University Offers and Destinations (Destinations highlighted in bold) Canada Acadia University (NS)

Quest University (BC)

Algoma University (ON)

Ryerson University (ON)

Bishop’s University (QC)

Simon Fraser University (BC)

Brescia University College (ON)

St. Francis Xavier University (NS)

Brock University (ON)

Trent University (ON)

Carleton University (ON)

University of British Columbia (BC)

Concordia University (QC)

University of Calgary (AB)

Dalhousie University (NS)

University of Guelph (ON)

King’s University College (ON)

University of Ontario Institute of Technology (ON)

Laurentian University (ON)

University of Ottawa (ON)

McGill University (QC)

University of Toronto (ON)

McMaster University (ON)

University of Waterloo (ON)

Mount Saint Vincent University (NS)

University of Windsor (ON)

Nipissing University (ON)

Western University (ON)

OCAD University (ON)

Wilfrid Laurier University (ON)

Queen’s University (ON)

York University (ON)

United States Bentley University (MA)

Rensselaer Polytechnic Institute (NY)

Cornell University (NY)

San Francisco Conservatory of Music (CA)

New England Conservatory of Music (MA)

University at Albany – SUNY (NY)

Parsons The New School for Design (NY)

University of California, Los Angeles (CA)

Other Cours Florent Drama School (France) Royal College of Surgeons in Ireland (Ireland)

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University College London (United Kingdom)

Areas of Study for the Class of 2015

21%

32%

3% 4% 4%

14%

9% 13%

Business / Commerce

Engineering

Arts/Social Sciences

Communications/ Public Relations

Medical/Health/Life Sciences

Technology/Computer Science/Graphic Design

Science

Architecture/ Urban Planning

A Word with Father Crowther

Another lesson from the playground

W

hile on recess duty I came upon a dispute among five students. It was a four-against-one situation.

One student accused another of pushing, and the remaining three backed the accuser, declaring that they had seen the whole thing. The offending and outnumbered student did not deny the accusation but stood there with a trembling lower lip.

Four against one – have you ever known the pleasure of being among the four against the one? Have you ever known how good it feels to be in the right because your foe hasn’t got a leg to stand on? There is a certain satisfaction to being an undisputed winner, a certain satisfaction to being four times more in the right than your opponent.

Unfortunately, such a win/lose approach leaves a broken relationship and the resulting repercussions in its wake.

That recess, after hearing the righteous claims of the four, I turned to the accused student and asked for the other side of the story. Instead of explaining, the student with the trembling lip broke into sobbing and tears. Two

sentences came through the sobs: “I’m so lonely,” and “I have no friends.” The tears, the sobbing and the sentences softened the countenances of the righteous group of four.

No doubt each of them had once been a lonely student on a playground. Then one of the four, the one who had been pushed down, said to the one who was crying, “I will be your friend.” The accused accepted the offer, and the line of loneliness was crossed. The remaining three quickly followed suit with offers of friendship. The five then ran off together to make the most of the remainder of recess.

It is good to listen, even when we don’t have to. It is honourable to move from a position of being in the right to a position where we can discern another’s pain – not to excuse an offence, but to discover the motivation behind it. When the root problem is uncovered, it can sometimes be set aright in the context of humility and compassion. A little sacrifice on our part, although we be without spot of sin, can sometimes heal another’s pain. In my opinion, such an action allows life to unfold in a way that God intended.

It leaves the people, whom Jesus died for, with a little more peace in their hearts. It enables love to rise again.

SERIOUSLY

FOCUSED

Accomplished photographers make their mark at HTS

by Tracy Yan, Marketing & Communications Coordinator

I

t is a sight we have all grown familiar with: a camera in the hands of Lucas Gismondi or Benjamin Lappalainen, focused on the epic moments and everyday events of school life – the classes, concerts, plays, displays, teas, tournaments and (most of all) people that make HTS special.

The accomplished lensmen and close friends have graduated from HTS with much more than their diplomas to show for their time here. Between them, they have accumulated an astonishing array of accolades and awards for their achievements in photography and filmmaking.

In 2014, the two led their team, which included HTS student Malik Deluy, to top honours in the Toronto International Film Festival’s Next Wave 24-Hour Film Challenge. Their entry, Running Out of Time – unanimously voted best in show by TIFF judges – was screened at the TIFF Bell Lightbox, with full red-carpet fanfare.

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The cover photographs for this issue of Corridors were provided by Lucas Gismondi.

“

Their entry, Running Out of Time – unanimously voted best in show by TIFF judges – was screened at the TIFF Bell Lightbox, with full red-carpet fanfare.

”

While the friends’ passion for photography is a common bond, their talents and skills have developed in very different ways. A specialist in drone photography, Lucas took advantage of funding from the province’s Summer Company program to launch Aerial PhotoWorks (aerialphotoworks.ca). The startup quickly attracted an impressive roster of A-list clients, winning bids for high-profile projects from TLN’s Salsa on St. Clair Street Festival in Toronto to the Assassin’s Creed Leap of Faith event for video game giant Ubisoft in Montreal. In the process, Lucas also picked up Summer Company’s William F. Bell Young Entrepreneur Award.

He plans to grow his business by shooting aerial video and photography of properties for the real estate sector.

Benjamin’s accomplishments are equally remarkable.

An interest in astrophotography – capturing images of astronomical objects and large areas of the night sky – led to a volunteer stint at the David Dunlap Observatory in Richmond Hill, where his skills so impressed his superiors that he was engaged to give a presentation to the Royal Astronomical Society of Canada. He has since been invited to demonstrate his processing techniques to a wider public audience at the Ontario Science Centre.

But his camera is not always pointed at the sky.

Benjamin’s work has been selected for inclusion in the Ageless Project and Beauty Project exhibitions, jointly curated by PhotoSensitive and the Conference of Independent Schools (CIS). And his photo Thermite Ignition, taken during Ms. Irani’s class, was one of 100 chosen by the Royal Photographic Society (UK) from over 2,300 entries worldwide for the 2015 International Images for Science exhibition.

However, photography will be a sideline, for the next few years at least, as the HTS grads focus on their studies at the University of Toronto – Lucas, for a Bachelor of Computer Science degree, and Benjamin, his Bachelor of Applied Science in Engineering Science.

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Discovering Our Sense of Place HTS interpretive trail provides fertile ground for learning

by Jacqueline Butler, Science Teacher and Environmental Sustainability Coordinator

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At

a ribbon-cutting ceremony last fall, HTS unveiled an interpretive experience built into the meandering trails that surround our beautiful campus. The project, entitled A Sense of Place, was designed to provide HTS and the wider community with an opportunity to learn about our campus and the interactions between living and nonliving things that have shaped our ecosystem and created the spaces that we live and work in every day. With generous funding from the Blazers and Bling Gala team, a series of 17 beautiful signs were created, displaying information researched and designed by the Grade 11 environmental science class of 2014.

One of the greatest assets that the trail offers our students is a flexible learning space. While there are many curriculum expectations that dovetail nicely with the environmental education content on the signs, the addition of a QR code on each sign opens up the opportunities for teachers and students to use the signs as a launch pad for lesson plans and information that may not be directly related to the information displayed. It provides an opportunity for students to learn outside, in nature, which has been proven to be beneficial.

A QR code is a readable optical label that contains information about the item to which it is attached. In this case, the students can use their iPads or smartphones as a QR code scanner, which links to a web page. Senior School biology teacher Jacqueline Butler, Lower School science teacher Jason Wood and Middle School science teacher Shantel Popp have created the web pages. They all contain a wealth of lesson materials, labs and inquirybased learning experiences with a variety of curriculum connections.

Ms. Popp, recently recognized as an Apple Distinguished Educator, explains, “Students get to learn about the environment in the natural environment, and having technology at their fingertips allows them to access information in ways that build understanding.” In her science class, students can be found looking at food chains and understanding the living and non-living things that make up the campus food webs, studying the science behind snowflakes or using the headwaters of the Rouge River that flows through the campus to study water quality.

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Mr. Wood is admired and loved by students for his hands-on approach to learning and the opportunities for autonomy he offers them. His students are often spotted out on the trail during all four seasons of the year. The Grade 3 children build lean-to shelters out of fallen brush, which links to a science unit about structures. Grade 4 students play a habitat survival game with a focus on camouflage, demonstrating how prey animals survive by hiding rather than running away from predators. The Grade 6 class observes plant life on different parts of the trail, with an eye out for similar and different species, for a science unit on biodiversity. He sums up his use of the new interpretive trail by saying, “Turning over a rock still remains the ultimate learning experience, regardless of age.”

The trail is by no means limited to environmental or science education. This past academic year, it enriched learning for classes in all divisions, including: o Grade 12 English students exploring elements of the book Into the Wild o Grade 8 math students doing “math-ineering” by solving various problems linked to each of the signs o Middle School language students teaching each other vocabulary and directions as they lead one another from one sign to the next o Grade 11 biology students collecting insects and creating a dichotomous key to identify them o Kindergarten classes taking part in inquiry walks.

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The new interpretive trail promises to provide any wanderer with a profound sense of place, as well as a fascinating exploration of the treasures that lurk beyond the walls of the HTS classroom. Consider this your invitation to walk the trail and discover what the new interactive signs have to offer.

ALUMNI

SPOTLIGHT

A Keen Eye for the Unmet Need

COURTNEY WHITESIDE ’99

by Danielle Younge-Ullman ’90

“L

ife is short. Take a chance. Do it.”

“Don’t ever think your idea is too small.”

These are words of advice from HTS alum Courtney Whiteside in her keynote speech to the Grade 9 students at their 2015 Trade Show.

Courtney is the owner and co-founder of the Campus Servus Group, which offers various services for college, university and boarding school students across Canada.

Through Store Your Dorm, Dorm Essentials, ScholarFX and Student Airport Welcome, Campus Servus helps thousands of students every year. As the company continues to expand, Courtney finds herself more and more passionate about her work, and about entrepreneurship.

After HTS, Courtney went to the University of Guelph to study politics and economics, and then on to an MA from the University of Warwick in the UK – an experience that changed her perception of the world and, perhaps, planted the seed of the idea of helping international students. Back in Canada, Courtney found work at a recruitment firm, a job she soon realized she did not love but which gave her experience and exposure to the corporate world.

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here – arts, sports, all of the co-curriculars – to find out what your true passion is, because you have to be really passionate about something to stick it out in the long haul.”

Nuggets for future entrepreneurs included:

Then two things happened. First, she thought back on her summer between high school and university. Perceiving cottagers’ needs, she created a newspaper-to-dock delivery service on the lake at her family cottage and expanded it into a property maintenance company. She had earned a substantial amount of money, for a 19-year-old, that summer.

But more importantly, she realized, she’d been motivated and happy creating her own business. While still thinking about this, Courtney moved into a condo and noticed there was nowhere to store her off-season clothing. She suddenly found herself perceiving an unmet need again, with an idea about how to meet it. In short order, she left her job, rented a warehouse and created Store Your Style, a clothing storage service for condo dwellers.

Before long, it occurred to Courtney that university students had dorm rooms full of stuff that had to be stored for the summer, and she expanded. The new brand was Store Your Dorm, which provides students with packing materials, picks up the packed boxes, stores them for the summer and returns them in the fall. Through her dorm business, Courtney connected with international students and their families, and Student Airport Welcome was born. Picking up a mini-fridge for one of these students led to becoming a rep for Danby and the creation of Dorm Essentials. Now working with the universities themselves, Courtney established Campus Servus, which includes ScholarFX, a tuition payment service for international students coming to Canadian schools, and is poised to do more work with international education.

The Campus Servus brands offer exactly what their names suggest, and Courtney explains that the naming was very deliberate. She and her partner realized early on that students respond best to branding that speaks directly to a specific inner need. Therefore each service provided has its own brand and functions as its own business, from the customer’s point of view.

In talking to the HTS students, Courtney had this advice: “Spend the next four years saturating. Do as much as you can

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•

“Take a risk. If you fail you’ll have almost certainly learned something… more than if you hadn’t tried at all.”

•

“It’s cool to make mistakes.”

•

“Listen twice as much as you speak.”

•

“Know what your strengths and weaknesses are.”

•

“Don’t turn away opportunities.”

•

“Don’t be afraid to go back to the drawing board.”

•

“Start lean.”

•

“Plan to make money.”

Courtney feels strongly that her time at HTS helped her become the creative and successful person she is. “HTS allows for and encourages creative thinkers,” she says. “It’s a well-rounded education where you’re involved in a lot of things at a young age.

You’re exposed to arts, music, sports. That really allows you to learn more about yourself. For me, a lot of it happened on the field – competition and teamwork and having to make decisions on the fly really started me out down that entrepreneurial path.”

Courtney also cites experiences such as Camp Kandalore, Kilcoo Camp and travelling to Washington, DC, as highlights and experiences that helped her grow as a person.

Interpersonal skills are another valuable asset Courtney says was honed at HTS. “You get into the workforce and there are all the small things, like standing up when someone comes into the room, shaking someone’s hand, looking them in the eye. It sounds crazy, but I meet people in their 30s who don’t do any of those things. At HTS that’s just what you did. Those were the expectations. HTS instilled so many life skills.”

Never content to rest on her laurels, Courtney is continuing to use her many skills and talents to shift and expand. “We’re definitely going towards online, to being less logistically and seasonally focused. When we started out, all of our businesses were exceptionally seasonal, which is very difficult for staffing because you can’t employ people year-round.” She hopes to do more consulting and international student recruitment, helping schools attract more students from all over the world. “The area we’re passionate about is ‘internationalizing’ education, and finding more ways we can do that.”

There’s no question that, with her willingness to take risks and go after what she wants, she’ll make all of this happen. And as she goes along, she’ll continue to adapt her ideas to opportunities as they arise, taking on new and exciting projects that might not have been in the plans. Because clearly, for Courtney, that’s half the fun, not to mention a key ingredient in her recipe for success.

Financial Aid

The HTS endowment is crucial to providing student financial aid in the form of scholarships, bursaries and awards.

As a result of the investment income generated by our endowment, five deserving students receive a full scholarship to HTS every year. In addition, a number of smaller scholarships, bursaries and awards are awarded to HTS students on an annual basis.

In 2014/2015, HTS provided over $320,000 in financial aid, which benefitted 39 students.

Scholarships - George Rutherford Scholarship - Grade 9 Entrance Scholarship - Grade 9 Graduation Endowment Fund Scholarship - HTS Parents’ Guild Scholarship Awards - Parker Family Award - Proficiency Award - Trinitarian Award Bursaries

h t s. o n . c a /f i n a n c i a l a i d “Attending HTS has opened so many new doors to things I could have never even imagined before. I feel that I have much more potential for a successful future and am so thankful to have been presented with this remarkable opportunity.”

—Scholarship Recipient

Student financial aid applicants must have an independent financial assessment completed by Apple Financial Services. Applications for the 2016/2017 school year must be submitted online at applefinancialservices.ca no later than January 31, 2016.

Apple Financial Services will provide applicants’ financial information to the HTS Financial Aid Committee for consideration.

Putting

The demands – and rewards – of HTS theatre productions 20 Corridors

it all out there

by Colin Darling ’17

I

can say from personal experience that being in an HTS production requires the most amount of work you will ever have to do at school, but is also the most rewarding experience. In last year’s production of Footloose, I was lucky enough to play the lead role of Ren McCormack, a rebellious teen who wants nothing more than to dance his way through life and all its struggles. As soon as I accepted the role, I knew that the road ahead of me was going to be full of long hours and hard work. When doing a musical, the preparation and

workload is very different from that of a regular play as there are two more components. Both singing and dancing were added and I had to do them both at the same time! This being said there were many high points on the journey, but there were also a few low points for me as well. Some of the high points included learning choreography – keep in mind that this was the first time I had ever danced in front of an audience. Some low points included tough singing parts and feelings of doubt weeks before the show. But, in the end we pulled it off and put on a pretty good show I might add.

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I would say the most rewarding part about HTS productions has been meeting older members of the high school and maintaining their friendships after the show was over. A good example of this was working with my female costar, Dallas Rodin, who played the role of Ariel, the love interest of Ren. I relied on her for motivation and I know that a lot of other people did too. This is a great example of the teamwork that goes on leading up to the performances of these productions. She is now one of my better friends in Grade 11. I would definitely have not been able to do it without her, and her support and wisdom. The most important people in making this one of the best experiences of my life were the directors and the other members of HTS faculty who took time out of their busy schedules to guide us in the right direction. They provided everyone with notes about acting, singing and dancing, and never missed a rehearsal. The directors were responsible for the creative vision behind the whole show and without their work on lighting, set and many other things behind the scenes, this show would not have happened.

The last thing that makes HTS productions that little bit more special is the transformation of first-time actors into confident actors. The previous year’s production of Fortune’s Fools, it was my first time acting in front of an audience and

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I received small roles like Ross in Macbeth and Friar Francis in Much Ado About Nothing. This was a great learning experience for me and I grew as an actor throughout the year and came back and had the chance at a lead role.

Being involved in an HTS production forces the best out of you and is the best experience available at HTS. You get to meet new people, collaborate towards one goal and become part of a community. I can honestly say that I cried on the last performance night and I had no shame. I would encourage everyone to get involved in theatre during their HTS years whether it be in the spotlight or painting sets!

LIFE IN THE CLASSROOM

What an ‘A’ looks like today

What’s going on in the 21st-century classroom and why

by Helen Pereira-Raso, Deputy Head

I

t’s no secret that education is changing. The world is changing, and the educational tools and learning approaches needed to thrive in it must keep pace. This isn’t news to most people, but a lot of lofty intoning by new-age educators about “learner agency” and “failing forward” has left some parents wondering if their children are getting the best possible grounding to compete and succeed at university and beyond.

A look inside the modern classroom may not offer the reassurance they were hoping for. It can be disconcerting to find clusters of students in raucous debate instead of orderly rows of obedient children. Teachers who seem to be following the class rather than leading it, listening more than lecturing. Games, videos and brainsketching assignments in place of drills and worksheets. What exactly is going on here? More importantly, what exactly is being learned here?

The truth is, we are all hard at work creating meaningful learning experiences, and we are astonishing ourselves. These new learning experiences are enabling HTS students to exhibit a mastery of skill and subject matter that is quite remarkable. From the musicians who took honours at the Royal Conservatory’s Canadian Chopin Festival, to the Middle School student who invented a new iPhone app, to the Grade 12 aerial

photographer who has launched a successful business during the summer break, our students are excelling in ways that even they couldn’t have imagined only a few short years ago.

What is interesting to note is that not one of these achievements was “for marks.” In each case, the student was following through, outside of school, on a personal passion that was given room to flourish in an HTS classroom. And it is just a taste of what can be accomplished when students are allowed to be creators and curators of learning rather than mere consumers of it.

This personalized learning is the key to understanding life in the classroom at HTS today. Students enter our world, not as empty glasses to be filled, but as individuals brimming with talents to be cutlivated, ideas to be tapped and potential to be fulfilled.

Basic knowledge – times tables, periodic tables, world maps, historical chronology, the conventions of grammar and spelling – remains as important as ever. But now it is important as a tool of education, not the sole purpose of it. The rate at which information is changing has made that inevitable. It is not only what you know but what you do with it that matters.

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This contrasts with what happened in the past. For example, consider that until the last years of the 20th century, knowledge was so slow to change that the venerable Encyclopaedia Britannica saw fit to update its content only twice a decade. Education focused on knowledge retention and students were assessed on their ability to spit out vast quantities of facts, theories, dates and data, because that was what was required to thrive in the world. In those days, you could say that “A” was for accumulating, assimilating, absorbing and accepting what was taught.

Questioning it was out of the question. Facts were facts. Books contained the truth, the whole truth and nothing but the truth. Experts were the only keepers of knowledge. No need for a second opinion. Teachers knew everything and had all the answers. There was one right way to solve a problem, and it led to the one right answer. Students either got it or they were left behind.

Right or wrong. Pass or fail. Good or bad. Either or.

The rate at which data is given to us daily has changed things. Education today is not about swallowing facts for the purpose of regurgitating them. It is about

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critical thinking, creativity, entrepreneurship and leveraging technology. Question the source. Look for bias. Consider the audience and the point of view.

Deconstruct. Critique. Probe. Postulate. Interrogate.

How many ways can you solve the problem? What does that mean? Why is that relevant? Top marks are earned by deep thinking and intellectual risk-taking.

Today, “A” is for asking, assessing, analyzing and applying what you know.

The Ontario curriculum recognizes this in its four assessment streams: Knowledge, Thinking & Inquiry, Communication and Application. And HTS embraces it fully in our vision of a learning environment that offers “a personalized experience through which students become confident and agile thinkers, able to operate independently and collaboratively in all settings.”

For me, it evokes an image of the HTS graduate: a critical thinker and risk-taker, who artfully navigates all situations guided by a growth mindset, intense curiosity and highly developed technological and collaborative skills. It is an image of a confident citizen thriving in our world.

STUDENT SUCCESS CENTRE

With the waxing of floors comes reflection

by Tracy Howard, Director of Student Success and University Planning

T

he halls are quieter; there is stillness without the conversations, without the laughter that can so often be heard throughout the life of a school year. Classrooms are bare as furniture is stored in hallways and rooms are cleaned and prepared for the next school year, even before summer has really begun for our graduates – before their departure has truly settled in. Now, what remains behind are their individual legacies, all that they worked hard to build in their time at HTS. Their faces, full of promise and accomplishment, smile back from the graduation composite.

While the month leading up to graduation is a whirlwind, filled with finalizing the university decision-making process, sharing in prom proposals, attending last chapels and studying for the final set of exams, adrenalin is high and the Grade 12s are in full tilt. Adrenalin keeps them moving forward, seemingly effortlessly. Parents encourage sleep, good eating habits and balance. It is a conversation they have had many times before, yet this time there is a realization that they are sharing their words of wisdom with a young adult.

They pause and wonder whatever happened to the Grade 9 student they worried about fitting in, getting good grades, managing Senior School and gaining admission to a postsecondary institution of their choosing. Who is this young adult, ready to leave home and tackle the next chapter in life?

While graduation is an intensely exciting time for Grade 12 students and their parents, it is also a time of reflection.

Some parents are seeing their first or only child look to the future and worry about whether or not their child will make friends, enjoy residence, manage the workload.

Other parents prepare to say goodbye to a fourth child following in the steps of older siblings, heading off to university close to home or much farther away. Parents reflect on what life will be like without the familiar sound of their child’s voice echoing throughout their home come late August. Life will be exciting, and yet different. Both graduates and parents are linked together in the process

of transition. I am reminded of Teresa Tsalaky’s words in The Transition Witness: “Light precedes every transition.

Whether at the end of a tunnel, through a crack in the door or the flash of an idea, it is always there, heralding a new beginning.”

On the day of graduation parents ask how I manage to say goodbye each year to students whom I have come to care for, for whom I hold so much hope and happiness for their futures. In the now quiet of my office, devoid of cellphones and water bottles – remnants of conversations revealing both joys and sadness – I begin to uncover what has long been forgotten, clear space on a desk and reflect on this question.

I recognize that I, too, am in transition. I step back and recognize how fortunate I am to have chosen a career that allows me to share in humanity, to share unique and pivotal moments with so many students and parents. With humility, I hope that I have encouraged resilience, a passion for learning and the development of character supported by grace, integrity and a curiosity as well as a caring for others.

I put up my copy of the graduation composite, smile at the faces and open my heart, welcoming transition to a new phase. I quietly say goodbye to this year’s graduates, hoping to hear news of them next fall as they face their next chapter, while wondering what next year’s Grade 12s will be like.

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TEACHER SPOTLIGHT

Lower School

Georgette Marshall,

MUSIC DEPARTMENT HEAD 1. What inspired you to become a music teacher?

I started taking piano lessons at five, and my music teacher, Miss Gaultois, inspired me to become a music teacher.

I loved her classes and going to private piano lessons. My true passion in music came when I started vocal lessons at the age of 10 with Mrs. House, and then I truly knew what I wanted to pursue as a career.

2. How long have you taught at HTS? I just finished my 15th year of teaching at HTS.

3. What has been your greatest teaching highlight?

That is a difficult question to answer. There have been many over the years. In general terms, it is always rewarding when a student “finds” their singing voice, sometimes after years of instruction. I particularly enjoyed working on last year’s production of Footloose as well. Really, there are highlights every year and far too many to mention. Every year a highlight for me is seeing students fall in love with performing.

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4. What has been your greatest teaching challenge?

Finding enough time to institute all the opportunities I would like my students to have in music.

5. What musical interests do you have outside of teaching? Do you sing or play an instrument? Are you in a band?

I love musicals. My family and I like to attend musical productions. I sing and play the piano, but I am not currently in a band or choir.

6. How do you think learning to play music complements students’ academic experience?

and philosophy, but most importantly music, for the patterns in music and all the arts are the keys to learning.”

Listening to music helps recall memories and increases productivity. Playing music increases memory and language skills.

7. What are the most frequently listened-to songs on your iPod? I listen to music on my phone and I have an eclectic mix of songs. The Aladdin Original Broadway Cast Recording is a daily listen, I enjoy music from Newfoundland and listen to a lot of Great Big Sea, and I like pop music as well, everything from Imagine Dragons to Lady Gaga.

“Music makes you smarter.” You hear this again and again. Plato said, “I would teach children music, physics

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F

ifteen students, two teachers and one guide.

What started off as 18 individuals turned into one big family by the end of a two-week service trip to the country of Belize. The group departed early on March 4, with little sleep but lots of excitement and anticipation of a great trip about to begin. After a seven-hour journey, we finally arrived in Belize and were greeted by Ruth Williams, principal of Zion Park Methodist School, the school we had come to serve. The first portion of the trip consisted of constructing an extension to the kitchen, excavating a hole for the new septic tank, painting the newest building and – our favourite activity – interacting with the students.

Collectively, we worked well together and were able to manage both the physical and educational aspects of our service at Zion Park.

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The second leg of the trip took place at Cockscomb Basin Wildlife Sanctuary. The sanctuary is a popular hiking spot and is known as one of the largest jaguar reserves in the world. Despite humid conditions and vast numbers of bugs and critters, the team kept morale high and never gave up during the rigorous hikes. This aspect of the trip was definitely the most challenging but was very worthwhile. Though we enjoyed the hikes, we didn’t feel the full Cockscomb experience until we heard the howler monkeys defending their territory in the middle of the night. As we listened from the tents at our camp, the deafening howls certainly added an element of challenge to our adventure. After enjoying the beauty and wildlife that Cockscomb had to offer, we treated ourselves with a day at Placencia, a coastal town, before beginning the rest and relaxation part of the trip.

2015 SERVICE

TRIP TO BELIZE An amazing experience for our students and teachers

by Christine McIsaac, English Teacher, and Shantel Popp, Science Teacher

The final days of our journey began with a water taxi ride to Caye Caulker, an island off the coast of mainland Belize. When we arrived on the island we immediately noticed a cultural difference between the hustling and bustling town and the relaxed vibe on Caye Caulker.

This leg of the trip challenged our negotiation and communication skills, which were instantly put to the test when we realized the hotel we had booked gave

away our reservations, forcing us to find alternative accommodations. Fortunately, the new accommodations were in a more active location, close to the docks where we would depart for our one-day snorkelling adventure.

We snorkelled at three different sites, Coral Gardens, Shark and Ray Alley, and Hol Chan Marine Reserve. Each location was unique, with a variety of wildlife including sharks, rays, beautiful corals and several schools of fish.

Snorkelling was a definite highlight for the team, as it was a good way to end a memorable trip.

The two-week-long journey taught all 18 individuals how to work together, communicate ideas and take initiative for each other and themselves. Though the trip has come to an end, the memories, skills and friendships that were created during the journey will be kept and treasured always.

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Helping our children become extraordinary leaders For more than 30 years, HTS has encouraged students to go beyond academics to explore their passions inside the classroom and out, take risks, lead by example and practice at school the values they live at home. This is how tomorrow’s leaders get their start.

It’s how our students become confident, agile and compassionate thinkers and doers.

Your gift to the Annual Fund is a critical part of making these experiences possible for every HTS student.

“Seeing the continual growth and improvement, not only in our children, but in all the children and the school, is extremely important to our family.”

—Rod ’90 & Carrie Darmaga Parents of Sierra ’23 & Blaise ’25

h t s . o n . c a /d o n at e

Celebrating our children’s success As HTS graduates, your sons and daughters are the extraordinary leaders of tomorrow. They got their start at a school that is committed to helping every student along their path to success. Now, in honour of their graduation, it’s your turn to ensure that those who follow them benefit from the same opportunities.

Gifts at every level will make a difference to HTS students for years to come, as the principal amount of an endowed gift is never spent. It is the investment income earned on the endowed funds that is distributed as scholarships.

“The opportunity to grow up in such a remarkable atmosphere is a privilege I will always be thankful for. HTS has given me life-changing experience and opportunities.”

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—Scholarship Recipient

IT FEATURE

Technology with a heart

by Stephanie Stephens, Director of Innovation & Technology

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S

ome people believe that it is my role to encourage the use of any technology in our classrooms at HTS. I believe it is very fitting to use technology when it enhances teaching and learning, but it is equally important to understand when it is appropriate to set the devices aside.

Encouraging our community to use technology respectfully and in balance with other opportunities for learning is as important an element of the process as introducing the tools themselves.

You need only look at our wonderful new digital book, Shaped by Experience. Enabled by Technology, to understand that this is precisely what we have achieved at HTS. The videos, images and text clearly illustrate the meaningful ways in which technology is being used at our school. It is evident that we are not merely using the tools because they look shiny and impressive, but rather that we use them to broaden the scope of learners, and to help our students think more deeply, be more creative and work more collaboratively.

In other words, at HTS, technology has a heart.

We routinely receive requests from other schools wanting to know more about the positive attention HTS is attracting. We welcome these interested friends, and after only a few minutes of hearing from our teachers and students, and seeing our practices in action, they immediately understand that our community is unique and truly innovative.

It is no surprise to us that HTS has been recognized by Apple as a distinguished school for innovation, leadership and educational excellence. Apple recognized that we are making a difference in how we use technology, and they were keen for us to share our story more broadly. This distinction, awarded to only a handful of schools around the world, connects us with other Apple Distinguished Schools, thereby giving us even more opportunity to make what we do even better.

What is my role in all this? Fundamentally, I am an educator who cares very deeply about empowering our students to be the best they can possibly be. I truly believe technology is providing learning opportunities that have never existed before, and I am thrilled that by building on my own classroom and leadership experiences, I can help construct a pathway to make those opportunities a reality.

On a more practical level, this translates into working with teachers to design and develop curriculum with technology at its heart. There are many aspects to this work, including preconferencing, working together in the classroom, working

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through assessment and evaluation, and also documenting and reflecting on the learning.

Having the unique perspective of seeing every grade, every teacher and every subject in action at HTS provides an incredible opportunity to share best practices more fully, ensure balance and help people connect across curricula and age groups. It also informs the leadership that I provide to our IT Department. Our choices are focused on maximizing the use of our resources and ensuring that the learner is always our first priority, no matter the circumstance.

As a member of our Senior Leadership Team, I have an opportunity to support our students and teachers by ensuring that the tools they need are accessible and in line with our Strategic Plan. For example, I work with our Deputy Head to build relevant and meaningful professional development opportunities for full staff development. Our approach is to model what we hope to see in the classroom. We focus on the goal of helping faculty learn about the latest educational research, using technology as a vehicle to curate materials and generate new resources.

At HTS we know that technology can help us to realize our dreams, but we also know that it is the people in our community that give it a heart. As we wholly embrace this principle in all that we plan, create and design at HTS, we are learning to harness the true power of technology. I am very proud to say that I have been involved with these initiatives and feel confident that our journey is completely on track.

You can download our digital book by using the following link: http://bit.ly/HTSADSbook

Special Olympics

Athletes Hold Court HTS hosts Four Corners Basketball Tournament

by Tracy Yan, Marketing & Communications Coordinator

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HTS

turned out in force to welcome visiting students to the Special Olympics Four Corners Basketball Tournament, held in the school gym in April. Lower School fans cheered and waved handmade signs as the delighted athletes made their way into the school. York Regional Police were also on hand to add to the excitement and lend their support. Once inside, volunteers from the Senior School took care of registration and led the teams in warm-up drills. HTS mascot Hawkeye, a perennial favourite, kept spirits high and energy flowing throughout the day.

“

I’m thrilled that it has continued

to be embraced by HTS. I know the athletes really appreciate the warmth and enthusiasm of the school community.

”

– Bob Nicholson, Former HTS board member and past president, Ontario Special Olympics

Former HTS Organizational Development Committee Chair Bob Nicholson (proud father of Carly ’12, Derek ’08 and Kristy ’07) has been actively involved with the Special Olympics organization for over 30 years. “I’m thrilled that it has continued to be embraced by HTS. I know the athletes really appreciate the warmth and enthusiasm of the school community,” he states.

The Special Olympics Four Corners Provincial School Championships program offers students with an intellectual disability, aged 13 to 21, the opportunity to participate in high-level competitive sport.

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HTS Hawks Hoedown A rompin’ stompin’ good time Jessica Wroblewski, for one and all byDevelopment Coordinator

O

n November 21, 2014, the gymnasium was taken over by cowboys and cowgirls of all ages who were dressed to impress for the HTS Hawks Hoedown. The hoedown brought together the HTS community for a fun Western-themed evening of line dancing, bull riding and BBQ. If that wasn’t enough, a bouncy castle obstacle course, a photo booth and face painters were on-site to keep everyone entertained throughout the evening.

Guests were also treated to the musical talents of Grade 7 student Melissa Suma, who beautifully covered two Taylor Swift songs, while students from Grades 3 and 4, led by Ms. Marshall, taught their parents how to line dance.

At 8:30 PM, the grand prize draw for the HTS Tuition Lottery took place. With much anticipation, Mr. Hughes announced the lucky winners. Congratulations once again to Ken Scanes (1st Prize – Full Tuition to HTS – $23,500), Yvonne Townsend (2nd Prize – Half Tuition to HTS – $11,750) and Victor Pela (3rd Prize – HTS Parking Spot for One Year – $200). Later in the evening, Lore Attardo’s bid won her an HTS parking spot for the remainder of the 2014/2015 school year.

For all those who attended, the Hawks Hoedown truly was an event to remember. In the words of Grade 2 student Marshall Clarke, “BEST. NIGHT. EVER.” Thank you to everyone who helped make the hoedown so much fun for all, especially Joyce Wong, the Hawks Hoedown Committee and the Advancement Office.

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Middle School

TEACHER SPOTLIGHT

Danielle Stock, MUSIC TEACHER

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1. Why did you pursue the study of music?

I have always enjoyed and been interested in learning instruments and performing with ensembles. Music is the combination of technical and artistic challenge. It reflects cultures. There is always something new to study.

2. How long have you taught at HTS? Four years.

3. What do you find most interesting about your job as a music teacher?

I enjoy finding music that interests and challenges students and seeing students work through the repertoire and be successful. The discussion and questions that arise in the process, and the fact that the program culminates in a concert where the students and their families see the results of their hard work, are satisfying.

4. What musical interests do you have outside of teaching?

I enjoy playing flute and piano, singing with choirs, attending musical conferences and workshops around the world, and mentoring young musicians.

5. Where are some of your favourite places that music has taken you?

Flute performance in Oxford, choral conducting in the United States and Austria, music workshops in Bologna, Italy; Thessaloniki, Greece; and Beijing, China.

6. How do you think learning to play music complements students’ academic experience?

Music creates a sense of community. Each student with some effort can find a level of success within the group. It offers an opportunity for students to develop as individuals and also within a larger ensemble. It teaches discipline, responsibility and teamwork.

Students take an active role in all aspects of the music-making process – they are asked to reflect, analyze and problem-solve at all stages. It teaches a critical awareness of their learning.

Music is a technical, artistic and creative study.

It both melds and expands all perspectives.

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Creating a Buzz

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About Books

by Nadia Warriner, Lower School Teacher and Librarian

Students share their opinions and excitement about reading

R

eading is social. That may seem like a strange statement to make about a silent, solitary activity, but it is true. And in our increasingly interconnected world, reading is more social than ever before. For adults, sites like Goodreads and Shelfari offer a way of sharing our opinions, rating books and getting recommendations from others. In our Lower School classrooms, teachers are using innovative approaches to create this kind of positive buzz about reading.

Let’s peek into a Grade 6 classroom. Here, students are sharing their excitement about reading in many different ways. One student is making a book recommendation aloud to the class, and it is clear she has made a strong connection to the main character. Another is asking to display the book he just finished on the feature bookcase, where students have their favourite “picks” prominently showcased for others to see. A look at the class website reveals their online book nook, where students write about their own identity as a reader. Sophia writes, “I love reading all the time. It puts me in a different world.” Ryan describes his reading this way: “When I am looking for a book, I look for a book that absorbs me into the story and takes me away from reality.”

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Up the hall in Grade 5, the classroom library is growing continually based on student recommendations. A student is pleading his case to his teacher that she “has to read this book!” Students also participate in the creation of a Community of Readers page on their class website. On it, they share a brief teaser to entice their classmates to read a particular book, and also provide a star rating. Mia rates one particular book “5 stars. Because I can really picture everything in my mind as it’s happening.”

Chloe shares with her class, “I have started reading this April 13th. Can’t wait to see if Molly gets the job!” In addition to this self-selected reading, students participate in Twitter chats about their shared reading with their book groups, their teacher and, in some cases, even the authors themselves! This class Twitter chat was so popular last year that students asked if it could continue into the summer holiday. So two books were selected by those who were interested, and they read and posted comments and questions for each other through July and August.

As we continue our tour of the Lower School, we see evidence of this excitement in Primary classes as well. The Grade 2 students have opinion letters on display outside their classroom. They are at times quite vehement about which books they have liked and which they have not, and they back up their opinions with reasons and evidence. I see several letters here that start with “Dear Mrs. Warriner, You HAVE to buy this book for the library!”

How can I refuse? If we are coming through the Lower School on a Wednesday morning, we will see that every teacher and every student is engaged in pleasure reading from 8:15 to 8:45 AM. What a great way to start the day.

Creating lifelong readers is the central goal of the reading program and of the Library Learning Commons. If students pick up books even when they don’t have to, we will have achieved this goal. So how to carry this energy about reading

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through the summer and other holidays, and even after formal schooling ends?

Donalyn Miller, author of The Book Whisperer and Reading in the Wild, speaks and writes extensively on this issue. She blogged recently about the importance of summer reading to stave off summer reading loss, but she states how ironic it is that reading incentive programs are ineffective in improving children’s desire to read. She gives four highly researched elements that make a summer reading program, or any reading program, effective: 1. Time to read. Miller identifies many “reading emergencies,” such as a long car trip or a rainy day, when a book is the perfect solution.

2. Access to books. While purchasing books is an option, there is something very exciting about the unlimited access of a public library and your very own library card! Students are highly encouraged to take advantage of their public library.

3. Choice in reading material. Choice, choice, choice!

Recent studies have proven again that “children who are given choices for summer reading read more and report higher reading engagement and motivation after summer ends.” Choice is a huge factor in engagement in all areas of our lives, and reading is no exception.

4. Family/community involvement. Teachers and parents who model and share positive reading habits with children have an incredible impact on their lifelong reading behaviour.

Whether it is through leveraging social media, having faceto-face conversations or participating in group discussion, our students are sharing their passionate opinions about books through the school year and beyond. Conversations between children, their teachers and their parents is an essential and very rewarding piece of the puzzle.

So, read any good books lately?

Dance Drama ACTIVE BODIES. ACTIVE MINDS. Soccer Adventure Discovery Basketball Young Genius Volleyball Musical Theatre All Sports SUMMER PROGRAM

A happy, fun and productive summer starts here.

HTS is a special place where students are encouraged to live and learn to their full potential. With our enthusiastic summer staff of HTS faculty, alumni and senior students, your child will have the chance to embrace challenges, develop skills, make new friends and build memories to last a lifetime.

Find out more at hts.on.ca/summerprogram

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Senior School

TEACHER

AMY SPOTLIGHT McLENNAN, MUSIC TEACHER 1. What inspired you to become a music teacher?

Music has always been the one thing that has kept me going. During the happiest and saddest moments of my life, my music inspired me, comforted me and allowed my imagination to soar. I was fortunate enough to have had amazing music teachers every step of the way, and they truly inspired me to do what they helped me to do – to love the subject. To this day, I’m still friends with all of my teachers, and I’m proud to be one of the chosen few who continue to inspire.

2. How long have you taught at HTS? I am heading into my fifth year at HTS – how time has flown by!

3. What has been your greatest teaching highlight?

It’s pretty amazing to see the changes in my time here with the Senior music program. It literally exploded with student interest! What makes me the most proud is the fact that students are proud to be band geeks. We have shared many powerful moments together – in particular on tour in 2014. I shared one of the most magical moments with my band that included goosebumps, shivers and tears. Words can’t even explain how moving that moment was.

4. What has been your greatest teaching challenge?

The greatest challenge in my teaching is trying to motivate the largest team to work together in unison. It is

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sometimes challenging to get 60 people to focus on the task at hand. You win some and you lose some – some days are better than others. You just keep going, hoping that tomorrow will mean a better rehearsal.

5. What musical interests do you have outside of teaching? Do you sing or play an instrument? Are you in a band?

I love to sing and I love jazz. I also love playing jazz saxophone. But the most important and inspiring role I have in the music community is my role as conductor.

I am the Musical Director of the Mississauga Pops – a community ensemble that truly rocks!

6. How do you think learning to play music complements students’ academic experience?

I think music complements every other subject. It’s part math, part science, part history, as well as being artistic and athletic… but what sets it apart is how it can open the mind and affect how we see things in the world. It develops greater perspective on things and causes the heart to grow.

7. What are the most frequently listened-to songs on your iPod? I’m a firm believer that there is good music in every genre, even country! My collection is very eclectic, but most likely you’ll hear me rocking out to Dave Matthews Band, Radiohead, Tower of Power… I love jazz, funk, rock, indie, you name it!

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The Trinitarian Award

by Brian Csinos, Social Sciences Teacher

“Shaped by Experience” sums up nicely the tremendous impact that the Trinitarian Award is having on students here at Holy Trinity School.

O

fficially launched in the spring of 2014, the award has three levels (Bronze, Silver and Gold) and is centred on five components – Physical Recreation, Arts, Service, Global Education and Leadership – encompassing the rich variety of experiences that are offered at HTS. Last year three students were the first recipients to be awarded the Bronze level of the Trinitarian Award: Jordan Ko (Class of 2014), Christine Wu (Class of 2015) and Rohini Pasricha (Class of 2016).

Over the past year, a number of students have been working toward the first level of the Trinitarian Award. I am very pleased to announce that at the Grade 12 Graduation this year, five students were recognized with the Bronze level of the Trinitarian Award: Dayo Ajisafe, Lucas Gismondi, Alisha Nanji, Natasha Nanji and Sarah Turner-Hawtin.

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A reflection on the Arts Experiential Experience – the Tritones:

A reflection on the Global Education Experiential Experience – Model United Nations:

“This was something that I never really saw myself doing, until a small voice in my head convinced me to try it out: ‘Why not? It’s your last year, it’s now or never.’

After a hefty debate, I eventually conceded and went to the first meeting. Right from the beginning I felt uncomfortable; I felt as though I didn’t belong. However, I soon found support from the other members as well as Ms. Marshall. Having known me for some time, she encouraged me to take risks and do something that I never really appreciated in the past: sing. It was new, it was scary, and it was different. But, with so much support, I began to invest myself into the group more and more. Now, looking back, I can say that I am much more comfortable singing and expressing myself musically – something that usually

“I learned the importance of being confident when speaking to a public audience, specifically those you do not know. After all, no one is going to listen to a shy, timid person, who seems unsure of their ideas. This experience also taught me how to collaborate and compromise with others, as life is not perfect, and adjustments must be made. Success is found when there is a compromise between people, not when only one party wins. Lastly, I learned the importance of being respectful to others. By respecting others, you will be respected and listened to, resulting in more success.”

Rohini Pasricha, Bronze Trinitarian Award Recipient 2014

only happened behind closed doors. With a group like the Tritones, I learned that the more you put into it, the more you’ll get out of it.”

Jordan Ko, Bronze Trinitarian Award Recipient 2014

A reflection on the Service Experiential Experience – Help the Society: “My time with the Help the Society Club has definitely enhanced my integrity. Exploring these social issues and being involved in these movements have developed my moral principles and have broadened my perspectives and empathy. I also feel as if my citizenship has also been enhanced. It is easy to be sheltered and ignorant to certain social issues, since I am so privileged. However, my time with this club has encouraged me to get more involved and support causes such as the 30 Hour Famine or Vow of Silence. It has encouraged me to read more news about these causes and educate myself more.

Overall, the lessons I’ve learned throughout my time as a member will be applied in my future.”

Christine Wu, Bronze Trinitarian Award Recipient 2014

The Trinitarian Award is based upon David Kolb’s model of experiential learning, the founding HTS values of respect, integrity and confidence, and Michael Fullan’s six Cs (character, citizenship, communication, critical thinking, collaboration and creativity). Designed to be challenging yet attainable, it celebrates the accomplishments of HTS students while encouraging them to take risks, stretch their wings and strive for new goals. Flexibility at each level and within every component of the award criteria gives students a variety of ways to qualify.

Working toward this distinction demonstrates a student’s engagement, leadership and service to the HTS community. Earning it opens up new opportunities, and is a great asset on a resumé and university applications. It is my hope that students will continue to recognize the profound and lasting value of the new Trinitarian Award.

A reflection on participation in the Trinitarian Award: “I will apply what I have learned by trying new things, keeping a positive attitude and persevering. Overall, (the Trinitarian Award) has provided me with many skills and helped redefine certain aspects of my character.”

Natasha Nanji, Bronze Trinitarian Award Recipient 2015

If you have any questions or want to learn more about the award, please send an email to Mr. Csinos at bcsinos@hts.on.ca.

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JK-12 Co-ed Independent Day School

11300 Bayview Ave., Richmond Hill, Ontario 905.737.1114 | hts.on.ca