“The future belongs to those who give the next generation reason for hope.”
Pierre Teilhard de Chardin
Eliza Bianchi
Jacqueline Butler
Stephen Crowther
James Darling
Simon Davis
Raj Dewan
Cameron Eby
Tracy Faucher
Danielle Hitchcock
Adam Hurley
Praveen Muruganandan
Bob
Helen
Abby Sasikumar
Niv Shimshon
Jason Shum
Maggie So
Stephanie Stephens
Yugo Takahashi
Adisha
Dr.
David
Katie
At HTS, our story has always been one of transformation, courageously redefining what it means to learn, lead, and belong.
Our story has always been one of transformation, courageously redefining what it means to learn, lead, and belong. Our Vision for Learning, where every student is seen, heard, and empowered to make an impact in their communities and the world, continues to guide us as we build an ecosystem grounded in relevance, purpose, and human connection.
This issue of Corridors celebrates the next chapter in that journey. It brings together the collective wisdom, creativity, and heart of a community that has embraced the challenge of reimagining education for a future that demands adaptability and empathy. Within these pages, you will discover how HTS continues to evolve as a model for learning that is rooted in a clear purpose and centred in learners flourishing.
The stories in this issue honour the foundation upon which HTS stands, one built on strong relationships, shared values, and a deep sense of purpose. From this foundation, we are able to design the future with intention and courage. Programs such as the Graduate Capstone, Internship, and Mentorship exemplify this evolution. They represent not a departure from our roots, but a natural extension. Our ecosystem connects knowledge with purpose, learning with life, and each individual to a greater sense of self and community. Together, they affirm that the future of learning is grounded in our enduring commitment to excellence, character, curiosity, and innovation.
From innovation programs to character education, this school nurtures students as thinkers, creators, and citizens who understand that excellence is defined not only by achievement but by the quality of one’s character. Through the generosity of our community and the strength of our partnerships, we continue to create opportunities for every learner to flourish.
As I reflect on my years as Head of School, I am filled with immense gratitude. To our students, who have been my greatest teachers and inspiration; to our staff whose dedication and brilliance bring learning to life; to our families whose trust and partnership sustain our shared vision, and to our alumni, who carry the values of HTS into the world with pride. You have each brought me great joy and reminded me why this work matters so deeply. HTS will forever hold a special place in my heart.
As we look ahead to the next chapter under Ms. Amanda Kennedy’s leadership, HTS will continue to grow as a place where learning and humanity are inextricably linked. A community where the future is not something we wait for, but something we build together.
With gratitude,
Helen Pereira-Raso Head of School
Welcome from Board Chair
It is with immense pride and gratitude that we reflect on a season of change and renewal.
This year, our community bid farewell to Ms. Helen Pereira-Raso, whose leadership and unwavering commitment have propelled HTS to new heights. Helen’s tenure was marked by her dedication to inclusive learning, academic excellence, and a deep belief that every student should feel seen, heard, and empowered. We wish her continued success as she embarks on her next chapter as Superintendent and CEO at Dubai American Academy, where she will continue to inspire future generations just as she has here at HTS.
At the heart of our journey is our newly appointed Head of School, Ms. Amanda Kennedy. Amanda joins HTS with more than twenty years of experience in independent school leadership. With her profound dedication to building strong, connected communities, Amanda brings her expertise and a clear strategic vision for student success. Her background spans across all grade levels and the impact of her warmth and inclusive approach can already be felt throughout the school. Amanda’s commitment to innovative education and social-emotional well-being will enrich the lives of our students, their families, and staff. We are delighted to welcome Amanda and are confident she will guide our school with energy and purpose as we build on our tradition of excellence.
As we navigate this transitional period, the values that define HTS remain our core principles respect, integrity, compassion, and the power of diversity. The community is united by a dedication to nurturing the development of each student, empowering them to grow into confident leaders and responsible global citizens. These fundamental beliefs will continue to steer our shared vision and shape daily life at HTS. We look to the future with optimism and excitement, knowing that our strong foundation and values will guide us on our journey as we embrace change and continue to grow. Thank you for your ongoing partnership, trust, and engagement in life at HTS.
With gratitude,
Raj Dewan Chair, Board of Governors
By Ms. Maggie So
Over her eight years as Head of School, Ms. Helen Pereira-Raso exemplified what it means to lead with compassion and conviction. Known for her strategic mind and her unwavering commitment to people, Helen has shaped HTS into a community where purpose and possibility thrive.
Her dedication has been both personal and profound. She poured her heart into every initiative, guiding the school through a time of growth, renewal, and visionary change.
During her tenure, Helen led HTS through a period of remarkable transformation. Her leadership combined strategic foresight with care for people. Every decision, from
designing programs to building an online campus, was guided by her belief that schools must be both intellectually vibrant and deeply human. She often said that learning should be personal, purposeful, and profoundly connected to life a vision that became the foundation for the HTS Learning Network, an ecosystem that
wove together academic rigour, real-world engagement, and student agency.
Helen understood that a great school begins with great people. She invested in the incredible faculty, empowering teachers as innovators, researchers, and leaders of learning. Through coaching, professional inquiry, and collaboration, she cultivated a staff culture defined by curiosity and trust. Her leadership inspired educators to see themselves not as transmitters of knowledge but as architects of experiences that shape character, purpose, and meaningful learning.
At the same time, Helen oversaw a strategic renewal of the school’s programs and facilities. New educational environments emerged that reflected the vision for learning; spaces that encouraged creativity, collaboration, and belonging. Her approach was always forward-looking, positioning HTS to be nimble in an increasingly complex and rapidly changing world.
Her legacy is defined by her ability to hold both head and heart in equal measure. She led with intellect and intention, with empathy and joy. For her, leadership was never about authority or the title, but about humanity; it was about creating the environment where we collectively flourish.
As she concludes her chapter as Head of School, Helen leaves behind a more exceptional institution. She leaves an ecosystem of learning, rooted in compassion and purpose, poised to continue evolving well into the future.
By Ms. Maggie So
As Head of School, Ms. Amanda Kennedy is already making her mark blending thoughtful leadership, authentic connection, and a forward-looking vision for the community she now calls home.
Amanda brings more than two decades of experience in independent education, but it is her heart and belief in the power of belonging that define her leadership. A graduate of Bishop Strachan School, she went on to earn degrees from Queen’s University, York University, and Charles Sturt University. Her career has included roles as Director of Arts at Appleby College and Head of Junior, Middle, and Senior Schools at Branksome Hall, giving her an intimate understanding of teaching, learning, and student life programming from K-12.
For Amanda, the impact of independent education is deeply personal. When she transferred schools in Grade 5, her whole world blossomed; she learned to seize
“As a child, I wasn’t seen in the public school system, independent school changed my life.”
opportunities and went on to become the first in her family to earn a university degree. “As a child, I wasn’t seen in the public school system,” she reflects, “independent school changed my life.”
As a leader, Amanda’s approach is rooted in empathy and empowerment. She believes that strong schools grow from strong relationships, and she leads by asking, “What do you need, and how can I support you?” Whether guiding students through challenges, cheering at school events, or donning a rainbow tutu for the Father Bob Run to represent every House, she leads with authenticity.
Her vision for HTS is both ambitious and deeply grounded. She sees the school’s greatest strength in its community a precious culture of care, curiosity, and
innovation and plans to build on that foundation by expanding opportunities for students to connect learning with real-world impact. From exploring blended learning to strengthening mentorship and leadership programs, Amanda is committed to ensuring students graduate not just academically prepared, but ready to “spot and solve problems” in a rapidly changing world.
A lifelong learner herself, Amanda is the kind of leader who lives what she teaches. Once a reluctant runner, she trained for and completed a half-marathon, simply to show to herself and her students what it means to “live the hard of growth and learning.” Under her guidance, HTS is poised to do just that with courage, curiosity, and heart.
By Ms. Tracy Faucher
Academic programming is about more than keeping pace with the world; it is about staying ahead. To achieve this, rigour and relevance must remain in focus. Our dedication to these elements is fundamental to designing all learning experiences. Students are pushed to think
Equally important is our human-centred approach to emerging technologies. Artificial Intelligence, digital research, and collaboration platforms are not simply “nice-to-haves”. They are integrated in the service of deeper learning, ethical discernment, and the development of
Students are pushed to think critically, question deeply, and demonstrate their individual mastery through real-world applications. Rigour and relevance are about curiosity, creativity, and, most importantly, persistence.
critically, question deeply, and demonstrate their individual mastery through real-world applications. Rigour and relevance are about curiosity, creativity, and, most importantly, persistence.
This comes to life in our curriculum as students engage in interdisciplinary experiences connecting ideas across domains while learning to see from new perspectives. This is not accidental; it is intentionally designed to reflect the world that our graduates, your children, will inherit a world where problem-solving demands creative thinking and collaboration.
As education evolves, so must our systems and practices. For the past decade, HTS has established itself as a bold institution with one foot in the present and the other in the future. By embracing collaborative learning structures and transferable skills, we encourage inquiry and student agency. On the horizon is the development of our Graduate Capstone Program, which will be a critical turning point in how our students come to know themselves, providing a platform for them to discover their passions and create a fulfilling future.
compassionate global citizens. True digital fluency goes beyond efficiency it is about utilizing these tools thoughtfully, asking key questions, and applying them toward complex problem solving. By integrating the United Nations’ 17 Sustainable Development Goals throughout our programming, we ensure the human experience remains central to leveraging evolving digital tools and solving the problems of the future. This means students use technology not in isolation, but as a means to address real-world issues such as climate action, equity, and sustainable communities.
The result? An equally challenging and transformative program. Students graduate with a strong academic foundation and the ability to navigate complexity, connect ideas, and act with purpose. By encouraging students to ask the right questions, HTS prepares them for a future defined by innovation, while maintaining its core human purpose: to create leaders equipped and inspired to build a more just, sustainable, and connected world.
Rigour and relevance are daily practices for a community determined to equip students for an unpredictable, interdisciplinary world full of possibility.
By Ms. Jacqueline Butler
Student life is not an “add-on” to academics; it is a dynamic and intentional part of the learning ecosystem, allowing students to grow holistically while discovering who they are in relation to others. Programs are designed to complement and extend the Vision for Learning by providing students with spaces to practice leadership, build relationships, explore the world, and apply their skills in real-world contexts. From the Lower School’s early experiences in innovation and technology programs, leadership rotations, and play-based clubs to the Middle and Senior School’s opportunities in athletics, integrated arts, experiential learning initiatives (both near and far), and leadership, student life offers a coherent pathway for holistic growth that connects all divisions of the school.
Through intentional experiences, student life becomes the heartbeat of our school, ensuring that every student feels seen, supported, and inspired to thrive.
In this way, student life moves from a calendar of activities to a strategic ecosystem that enables students to develop future-ready skills in collaboration, adaptability, and creativity. Each program be it a team, service project, or House activity is an invitation for students to experience belonging, wellness, and agency in action. Our students discover that they are co-creators of the culture at HTS, with their voices shaping the school’s opportunities and traditions. Wellness is also embedded into the design of student life. Programs are care-
fully curated to provide joy, balance, and opportunities for reflection, allowing everyone to explore their strengths while feeling supported by peers and mentors. In a world where student mental health and resilience are pressing concerns, we deliberately cultivate experiences that encourage students to care for themselves, for each other, and for their communities.
Perhaps most importantly, student life fosters agency by offering authentic roles in leadership and decision-making. Students regularly reflect that involvement goes beyond organizing games and activi-
ties; they are shaping how our school builds spirit, belonging, and connection. This underscores how student life empowers learners not just to participate, but to lead with purpose.
Through these intentional experiences, student life becomes the heartbeat of our school, ensuring that every student feels seen, supported, and inspired to thrive. By embedding wellness, belonging, and agency into the daily rhythm, HTS models what a future-forward learning community can look like: one that is aligned, connected, and human-centred.
By Mr. James Darling
It is undeniable that character development lies at the very foundation of an HTS education. It is not an ideal we hope occurs as a result of walking through our doors or having it declared in a glossy publication. It is a commitment we make to our students and families through its intentional integration into our programming, classes, and daily routines.
Starting with our strong Christian foundation, literally rooted in the basement of an Anglican church, developing a person’s character values has been central to our educational philosophy since the first day of classes 44 years ago. In fact, our founders crafted it into our mission statement, promising “the development of character” as one of the key elements in the school of their dreams.
Many schools will hold up extensive leadership programs as evidence of their ability to develop character. One’s ability to lead can shape a strong set of values. However, HTS not only offers leadership opportunities to K-12 students through 60 clubs and more than 75 formal leadership positions, but we are also highly intentional in the way we teach character.
Our student life program teaches and assesses character development through a wide variety of experiences and programming, holding students accountable for evidence of growth in their values while providing support and guidance when more work is needed.
From K-12, our student leaders embrace challenges and opportunities that build the resilience and character necessary to navigate the next phase of their lives. Still, at HTS, character development is not a by-product of experience. It is intentional and specific, transforming the notion from aspirational to measurable, effective, and ultimately successful just the way our founders imagined it should be.
• A dedicated Director of Character and Leadership Development
• A Character Creed displayed in classrooms, emphasizing four core moral values.
• Accountability to these values in leadership applications, award reflections, and behavioural discussions.
• Grade 5s explore core values through the “HTS Believes” interdisciplinary project.
• Grade 8s evaluate their progress in six core competencies, including character, through unique interdisciplinary projects.
• Senior leaders connect values to actions during charity presentations.
• The TAG program integrates character assessment into one-onone advisor conversations.
• Student life frameworks map character development across all grade levels.
• Student Life Days and guest speakers are designed to reinforce character messaging.
By Ms. Helen Pereira-Raso, Former Head of School
Learning isn’t what happens to you, it is something you are part of creating.
In a world where the pace of change challenges our very understanding of what it means to learn, HTS has been deliberate in creating an educational ecosystem that places people, students, educators, and community at its core.
Our work has always been guided by one defining belief: learning must be profoundly human. For more than a decade, we have built a learning ecosystem that grows through relationships, relevance, and research.
Reflecting on Michael Fullan’s Right Drivers for Whole System Success (2021), he reimagines education reform as a moral, social, and systemic renewal. He calls us to move beyond a narrow paradigm of testing, technology, and austerity toward a human-centred approach grounded in wellbeing, equity, and purpose. It is a reminder that transformation begins with people and endures through shared vision and collective action.
Our Vision for Learning is clear: every learner is seen, heard, and empowered to make an impact in their communities and the world. It is not a statement on a wall, but a living commitment that shapes how we teach, design, and lead.
Learning at HTS is not only about what we know; it is about who we become.
Learning is deeply relational. The connections students build with staff, peers, families, and mentors shape how they come to see themselves and their place in the world. Advisors, coaches, counsellors, and teachers help each student
see beyond academics toward who they are becoming. These relationships remind us that learning is, first and foremost, a human experience.
As Fullan reminds us, wellbeing and learning must sit at the heart of education. Success cannot be measured through grades alone, but through growth, belonging, and purpose. When students feel valued
compassion and purpose.
This commitment is visible every day in our community connections, Chapel, assemblies, breakaways, Father Bob Run, Trinco Day, and homecoming. These moments are not simply traditions; they are experiences that affirm belonging and our commitment to something greater than ourselves.
and known, they flourish. Integrating wellbeing with the Six Competencies for Life: character, creativity, critical thinking, collaboration, communication, and citizenship redefines education as a force for human potential.
The HTS Graduate Profile captures this essence. Students are thinkers who push boundaries, collaborators who lead with empathy, and citizens who act with integrity. Our graduates understand that learning is not finite; it is the foundation for life.
These attributes transcend academic disciplines and define the human experience, engaging the head, hand, and heart of every learner. Together, they form the foundation of a learning ecosystem that develops not just knowledge, but
The “hidden curriculum” at HTS unfolds in moments both formal and informal, from the Grade 5 HTSBelieves project, internships, performances, art studio work, advisory, Middle School Week without Walls, volunteering, leadership programs, and service trips. Each experience invites students to reflect on who they are, what they value, and how they might contribute to the world around them. Through these experiences, they learn that growth and learning happen in relationship with others, with ideas, and with the world.
This school nurtures curiosity and connection where students learn to think critically and act kindly. Where excellence is measured not only by achievement, but by the quality of one’s character.
The model of schooling many of us grew up with was designed for a very different time. It placed adults at the centre, valuing efficiency, standardization, and the acquisition of knowledge that could be recalled. That model served an industrial society built on predictability and control. In today’s world, defined by complexity, ambiguity, and continuous change, this approach is no longer fit for purpose.
Education must now place the learner at the centre. It must value adaptability, empathy, and creative critical thinking. As Fullan reminds us, while technology continues to evolve at a remarkable pace, it can never replace the essence of what makes us human: our ability to connect, empathize, and collaborate. Education must prepare young people not only to know, but to do something meaningful with what they know. To apply knowledge, question assumptions, and design new possibilities, and connect deeply with one another.
This transformation has taken root at HTS. Our learners know they are our “why”. Nowhere is this more visible than in our cultivation of learner agency, the capacity for students to own, direct, and drive their learning. Teachers stand beside students as co-designers, collaborators, and catalysts for discovery.
In our Technological Design courses, students design solutions to problems that matter to them. A team of Grade 12 students created an Augmented Reality admissions app using Unity and Vuforia, mastering coding, branding, and storytelling while managing a design team through iterative feedback and refinement.
Across the school, this shift is evident in student-led initiatives such as F1 in Schools, TEDx, student alliances, Empower HER, and peer tutoring. These spaces, created by and for students, are incubators of leadership and collaboration.
Our teachers, both face-to-face and online, curate environments that balance structure with freedom, guiding students to set goals, document progress, and reflect deeply on their growth. They understand that learning is iterative and relational. Feedback is not a judgment; it is an invitation to refine and extend thinking. It is necessary for deep, meaningful learning and growth, whether in the classroom, on the stage, or on the court.
This philosophy transforms every space in our school into a community of inquiry and purpose. Whether in the Innovation Lab, one of our online campus courses, a student club, a school production, or on a sports team, HTS students are learning that agency and responsibility are inseparable.
Creating the Future
Fullan (2021) asserts that education holds humanity’s greatest hope for renewal. At HTS, the next frontier of learning connects knowledge to purpose and self-discovery. We remain nimble and reflective, fully present in this moment of transformation. In a world increasingly shaped by algorithms, our strength lies in our capacity to bring together purpose and humanity.
Through the Graduate Capstone Program, students embark on a transformative inquiry and impact experience that integrates research, reflection, and real-world application. Grounded in the UN Sustainable Development Goals (SDGs), students design original projects that interrogate dominant knowledge systems, explore diverse perspectives, and address complex global challenges. This process deepens their agency, critical thinking, and ethical decision-making, preparing them to become empathetic changemakers.
The Internship Program extends learning
beyond the classroom, connecting students with mentors, organizations, and industries that allow them to explore their professional interests and contribute meaningfully to authentic challenges. Grounded in the UN SDGs, the internship program endeavours to foster global citizenship competencies in our students, cultivating their awareness of the interconnectedness of local, national, and global issues. Through these experiences, students develop essential workplace skills while bridging the gap between academic study and purposeful engagement with the world around them.
Complementing both is the Mentorship Program, which nurtures resilience, selfawareness, and belonging. It establishes a shared social-emotional language and models authentic, relational engagement. Mentors guide students in cultivating curiosity, self-confidence, and empathy, equipping them to navigate uncertainty and lead with courage.
To support each learner’s growth, HTS is currently developing a learner competency dashboard, a dynamic platform where students can visualize their progress across the Six Competencies for Life. It allows them to curate a narrative of success that is authentically their own.
Together, along with our strong foundation in academics, the arts, athletics, digital proficiencies, experiential, and character education, these programs form a powerful ecosystem deeply rooted in purpose. They allow each student to see themselves as creators, leaders, and contributors. Their journeys are measured not by achievement alone, but by their impact, integrity, and the courage to shape what comes next.
HTS stands today as a blueprint for a purpose-driven, human-centred K–12 learning system. Our journey has focused on the “right drivers for transformation” (Fullan, 2021), enabling an ecosystem that endures. A community courageous enough to lead change, humble enough to listen and pivot, and firm in our belief that the purpose of education is not only to prepare students for life, but to empower them to shape it.
Learning at HTS is not only about what we know; it is about who we become.
By Pastor Simon Davis and Father Stephen Crowther
This school’s humble beginnings in a church basement imparted a valuable inheritance beyond our identity as a world-class school. From these roots, and through our continued emphasis on spirituality, we are positioned to value and support every aspect of our students’ growth in this unique historical moment. In an age often defined by the pursuit of materialism and power, many still feel an emptiness that money, wealth, and power cannot fill. We have always believed that true meaning arises from
authentic character built on looking beyond ones own interests.
Young people have a hunger for meaning and love and are wonderfully receptive when these enter their lives. You can hear it in their voices at Chapel. Without meaning and love, we become The Anxious Generation. 1 Our students are part of a cultural moment that Barna Research calls a “generational reversal” after decades of decline in all branches of religion. Today, “most Gen Z individuals identify with being spiritual,”2 and are actively exploring
a movement toward holistic growth a journey HTS has supported since our church basement days.
As students search for meaning in an uncertain world, our community helps everyone explore spirituality in a culture of care. When I joined HTS last autumn, I was surprised to hear a version of this from many families: “We are not religious, but we are so happy that you are helping our students learn more about spirituality at school.” Their children’s joy reflects that openness just ask the Grade Ones who recently visited residents at a local nursing home before Halloween.
Some families try to pass on specific religious values and beliefs through traditions; others care for their children as they explore their own spirituality. Through it all, our community’s valuing of the spiritual dimension touches the lives of students through Chapel, Religious Knowledge courses, the role of chaplains, outreach and student life programs, and the Christian Fellowship in Senior School. These initiatives continue to support individual exploration and create a sense of belonging.
By looking beyond oneself to the needs and gifts of others, one finds inner peace, as Jesus reminded us when he walked the earth. The search for meaning, the bonds of love that willingly sacrifice for another, and the still small voice of God these are essential pillars at HTS as we help students thrive in their academic journey and beyond.
1 barna.com/research/young-adults-lead-resurgence-in-church-attendance/
By Mr. Cameron Eby
Mentorship is fundamental to our culture of care that shapes lives through connection. When we ask, “What does mentorship reveal about the power of relationships in driving educational transformation?” The answer lies in the daily experiences of our students, advisors, and in the future culture we are building together. Relationships are at the heart of learning. A trusted mentor provides more than advice; they create the conditions for young people to take risks, reflect, and discover who they are becoming. In these conversations, students encounter two essential ingredients for growth challenge and support. Our mentorship programming is not onedirectional as advisors learn from their students, and peers encourage one another, modelling the humility, empathy, and curiosity required for authentic learning.
As our mentorship model continues to develop, every mentee is invited to deepen their self-awareness. Structured 1:1 conversations with teacher mentors create an environment for them to articulate their
A trusted mentor provides more than advice; they create the conditions for young people to take risks, reflect and discover who they are becoming.
goals, review their habits, and recognize their progress. These guided reflections encourage learners to notice their strengths and address their blind spots, fostering resilience and agency. Over time, they uncover not just what they are achieving, but why it matters and who they want to become.
Equally important is the community that grows through mentorship. Trust develops when one knows they are seen and supported by a teacher and a network of peers on similar journeys. Mentorship helps normalize vulnerability, reminding students that asking for guidance and offering encouragement are powerful acts of leadership. Through facilitated programs and activities, learners experience belonging, empathy, and the confidence
to contribute meaningfully to the life of the school.
As we reimagine mentorship within the fabric of Senior School life, it evinces a schoolwide commitment to relationships that fuel transformation. The ultimate measure of success is not in academic achievement alone. Still, the emergence of graduates who know themselves, can navigate complexity with integrity, and understand that their growth is tied to the flourishing of others.
Mentorship, then, is not an “add-on.” It is the foundation of a personalized education that empowers students to thrive now and equips them with the habits of reflection, resilience, and relationship-building, which will sustain them far beyond HTS.
By Ms. Adisha Taylor
In a world defined by complexity, our purpose as educators is to move beyond the confines of a traditional curriculum. We are crafting an environment that is not just a collection of subjects, but a learner-driven ecosystem designed to prepare students for a future we cannot yet predict. This intentionality is the foundation of our new Graduate Capstone Program, a flagship experience empowering learners to thrive in a world of constant change. It is a call to foster a deep commitment to systems stewardship, recognizing school not just as a place of learning, but as a dynamic space of human becoming.
The Graduate Capstone Program is our response to the demand for a new approach to education one designed to equip students with both the ability to think critically and the agency to transform
their ideas into tangible impact. It is built on a forward-looking vision, inspired by leading educational thought, that positions students as global leaders, systems thinkers, and ethical innovators.
Capstone is a mandate to embrace systems stewardship, elevating the educational experience into the transformative practice of human becoming.
By breaking free from the confines of subject silos and traditional assessment, the Capstone Program facilitates a truly
unique learning experience. Students can immerse themselves in their work while exploring global challenges. As they discover their ability to shape the world around them, students are guided by the United Nations Sustainable Development Goals, asking questions such as: What is worth knowing? What is worth solving for? And why should we care?
This is not a program based in theory alone, it is about action and practical application, whereby students design and implement projects that have real-world impact, supported by mentors, experts, and peers. Through their Capstone journey, they build portfolios that showcase what they have learned and how they have transformed as thinkers, leaders, and global citizens.
The future of education will not be defined by rigid structures or the one-size-
fits-all programming of the past. It will be determined by adaptability, student agency, and schools that foster a world of possibility. The Capstone Program embodies this vision by offering structured support in research methods, academic writing, and systems thinking, all within a framework that empowers individuals to chart their own path. For our students, the future is not tomorrow. It begins now.
By Ms. Katie Young
Preparation for an ever-changing world requires a deeper understanding of oneself and one’s unique strengths. To thrive as adults and contribute to an inclusive future, students must cultivate professional skills and mindsets. The Internship Program is a cornerstone of this vision, empowering students to step confidently into real-world environments and return transformed.
From their first UN Sustainable Development Goals (SDG) Boot Camp, exploring global challenges and discovering how
their personal interests connect to urgent issues, to Career Con events and mentorship lunches with industry leaders, students shape a sense of purpose extending beyond individual success. These experiences help them realize self-discovery is only the beginning; the real opportunity is in using their talents to make a meaningful impact as global citizens.
Through immersive internships and opportunities like healthcare simulation, industrial design, sustainability, and tech-
nology innovation, students learn more than just workplace mechanics. They encounter real challenges, collaborating with peers and professional mentors for an enhanced learning experience beyond the classroom. Many describe their first professional setting as exciting and enlightening where curiosity and technical skill are equally valued. Adaptability and initiative can lead to unexpected opportunities. “This experience made me realize that I'm more interested in working with people, which allows me to plan ahead [...] adjust my future courses, extracurriculars, and experiences to align with my longterm goal of entering the medical field,” shared one student.
With support and guidance, students connect experiences to their developing identity and sense of global citizenship. They explore important questions such as: "What energizes me? What values guide my decisions? How can my skills and passions help solve real-world problems?" Mentors echo this growth, noting, “The HTS students’ adaptability and readiness for the project were amazing. They were really committed and engaged and showed a level of professionalism that would exceed their age group.”
Parents and alumni often remark that this program bridges the gap between school and the future with intentionality and heart. It provides students with a safe yet challenging space to explore roles, make meaningful contributions, and envision their place in the world. Each placement presents a unique challenge to solve, and partnerships with world-class institutions offer cutting-edge opportunities to experience the correlation between skills and impact. Beyond career exploration, the Internship Program inspires students to know themselves, develop their gifts, and lead with purpose, making a difference locally and globally.
By Ms. Stephanie Stephens
Walking through the Innovation Labs, you will notice that learning looks very different from the traditional classroom models of the past. The range of experiences offered is varied, reflecting the diverse talents and aspirations of our students. Some are pushing the boundaries of engineering and robotics as they program autonomous cars while others blend intricate artistry and technical fashion design, constructing detailed garments. Students may be found intensely collaborating in hackathons, developing innovative solutions to real-world problems, or building elaborate architectural models. Others might be engrossed in exploring the frontiers of artificial intelligence and mechanical engineering. The opportunities and experiences are infinite.
At the core of this work is agency. Students plan out designs, project manage, and iterate as they take charge of their own learning. They are doing meaningful work, experiencing authentic interdisciplinary challenges, and connecting with, and learning to engage with, the best experts and mentors who empower them to do so. This active and engaging model of learning happens in the context of design technology courses, as part of our extensive innovation and technology co-curricular offerings, and through other courses that make use of the Innovation Labs. These are examples of how our learners are thriving as innovators at HTS.
Thoughtfully crafted and founded in years of research and development, the i nnovative Learner Continuum 1 is a detailed document outlining the expectations we strive for as a school. Our goal is for every student to embody these principles annually, achieving excellence in each category prior to graduation. Progress is monitored against specific benchmarks set for each age and stage. By continuously collecting data for ongoing improvement, our academic leaders establish annual
goals that push us to grow and thrive as a school. This commitment ensures we consistently deliver programming that offers students diverse pathways to success. Paired with our commitment to providing personal experiences, designed to connect with every individual’s unique passions, curiosities, and interests, it is no wonder our students are aspiring to such greatness.
Students plan out designs, project manage, and iterate as they take charge of their own learning. They are
experiencing authentic interdisciplinary challenges while doing meaningful.
Why does this matter? We are shaping individuals who are not just academically proficient, but intellectually curious, ethically grounded, and equipped with the intrinsic motivation to make a tangible, positive impact on the world. In other words, they are ready to take charge of their own futures, no matter the challenges ahead.
By Dr. Jacinth Tracey-Kovacs
True academic excellence and character development flourish within an environment that champions diversity and cultivates respect, trust, belonging, and psychological safety. Our school’s values echo our mission to actively and purposefully design a culture where these concepts are not hopeful outcomes, but a fundamental starting point.
It is our belief that belonging is an essential precondition for deep learning. Neuroscience shows that when students feel safe and connected, their brains are
receptive to curiosity and creativity, which fosters complex critical thinking and improves social skills. Conversely, feelings of isolation or “otherness” trigger a stress response, leading to decreased academic engagement, poorer performance, and reduced well-being.
We are dedicated to two key areas: delivering an agile curriculum; and fostering personal growth. Our curriculum covers subjects such as math, science, business, physical education, and technological innovation. Concurrently, we
intentionally develop self-awareness, empathy, respect, and cultural competence in our students. By ensuring that diverse voices in our community shape our culture, we embed equity principles into our curriculum design and ensure that learning is a co-creative, bidirectional process leading to genuine intellectual agility, socioemotional development, and global citizenship.
Designing a culture where everyone feels seen, heard, and empowered requires deliberate action. We are living out this value through guided conversations with our staff, students, and parents; professional development focused on culturally responsive teaching and
Neuroscience shows that when students feel safe and connected, their brains are more receptive to curiosity and creativity.
interpersonal relations for our educators; student-led initiatives through our Sharing Days and advocacy clubs; and parentled initiatives, such as decorating holiday tables outside the Dining Hall in celebration of our school’s rich ethno-cultural diversity. By inviting all members of the community to help shape our school’s culture, we move beyond superficial inclusion to mutual respect, shared stewardship, and real belonging for all students K-12.
Our commitment to belonging is our promise of excellence. It is the framework that guarantees that every child, from their first day in kindergarten to their graduation, can achieve their highest potential. We look forward to partnering with our families and alumni as we continue to nurture this vital and empowered learning community.
By Ms. Eliza Bianchi
The strength of our school is rooted in the connections and contributions of our community: students, staff, alumni, parents and past parents, grandparents, and supporting partners. They are essential in building an environment for every learner to thrive, and where belonging is at its heart.
This impact is made possible by our dedicated volunteers. In contributing their time and expertise, enriching classrooms, co-curriculars, and offering real-world perspectives, they create meaningful opportunities for students, bridging the gap between academics and practical application.
The power of volunteerism is exemplified by the contributions of alumni like Meera Raman ‘17, a Retirement and Financial Planning Reporter at The Globe and Mail. While moderating an economics panel of fellow alumni, her insightful line of questioning guided students toward a better understanding of the realities in their financial futures. At our inaugural Career Con event, Clare Mitchell ’95, owner of Creating Clarety, a cold plunge and breath work facilitator, shared her passion for entrepreneurship and environmental leadership. She presented students with reasons for “finding your why” and embracing engaged, informed citizenship.
An independent school education extends beyond the student; it is a journey shared by the entire family. Our volunteers are at the driving force behind this community, creating opportunities for families to connect and build lasting friendships while supporting meaningful initiatives and enriching every aspect of school life. The remarkable commitment of our Parent Association embodies the HTS spirit, bringing everyone together with unwavering enthusiasm and dedication.
Our students’ futures are fueled by the generosity of our donors. They help build a cutting-edge ecosystem where philan-
Our students’ futures are fueled by the generosity of our donors. They help build a cutting-edge ecosystem where philanthropy ignites flexibility, responsiveness, and ambition, ensuring students are challenged, supported, and inspired to reach their fullest potential.
thropy ignites flexibility, responsiveness, and ambition, ensuring students are challenged, supported, and inspired to reach their fullest potential. A shining example is the Aubie Family. We recently unveiled a plaque on the Helen Pereira-Raso Terrace with a powerful message: “Seek to fulfill your heart, for therein lies your education.”
To the Aubie Family, an HTS education reflects values like courage, kindness, curiosity, and lifelong learning, values that shape our entire community. Their vision,
strengthened by Duane’s leadership as a dedicated board member and generosity as a donor, has transformed the terrace into a vibrant place for exploration and connection. We appreciate the commitment and financial support that made this project possible.
With gratitude, we thank every member of our community whose time and generosity uplift HTS. Your commitment lights the way for others to join in shaping an extraordinary future for our school.
By Mr. Bob Nicholson
On September 8, 1981, Holy Trinity Church welcomed sixty-six students into the basement auditorium. The founders of this new school could never have imagined that over the next four decades, their vision would transform into a 182,000 square foot facility with over 830 students. This school’s success has been fueled by a solid financial foundation. Even when impacted by ambitious expansion projects and challenging economic periods, We have been able to achieve growth in its teaching and leadership in educational innovation. This would not be possible without the generosity of the entire community, from alumni to past and present parents, whose willingness to support their child and the school helps provide resources and spaces for future students.
Throughout the school’s history, leadership has been effective in managing growth and ensuring that tuition revenue is sufficient to cover the cost of operations.
The Innovation Labs were blank canvases in 2017. Now they are buzzing with activity and creativity ranging from Fashion Forward, to STEM racing, to robotics. If you build it, they will create!
This includes recruiting and retaining exceptional faculty and staff, adapting to changing technological needs, and managing day-to-day facility operations. However, the success of HTS is a credit to the community going beyond supporting operational costs by donating to the Annual Fund and Capital Campaigns. With these financial resources, the school is able to be resilient while continuing to develop new spaces for collaboration, learning, and innovation throughout the entire campus. A prime example is the Innovation Labs, which were blank canvases when they first opened in 2017.
Today, they are buzzing with activity and creativity ranging from Fashion Forward, to STEM racing, to Robotics. If you build it, they will create!
HTS has never been comfortable with stagnation. Looking ahead, the school will be developing a new Strategic Plan and corresponding Campus Master Plan, led by Incoming Head of School Amanda Kennedy, the Senior Leadership team, and supported by the Board of Governors. It will be the roadmap to furthering our objective of developing agile, lifelong learners. The plan will only be successful if it is financially sustainable. For this, we rely
on tuition revenue covering the costs of the operations, donations supporting capital projects and new programming, other revenue streams such as facility rentals and branded academic and athletic programming, supporting reserves for long-term facility maintenance, and endowments supporting financial aid. Collectively, effective financial stewardship will form the basis for the School’s ability to continue to deliver exceptional programming.
By Praveen Muruganandan
At HTS, we love to dream big! We are renowned for our community, where every child can build lifelong friendships. Since our student body has grown and the demand has expanded across York Region, we now have 860 individuals enrolled across the HTS Campus and HTS Online. In our short history, we have established a reputation for being an innovative place for learning, constantly pushing the
boundaries to develop future-ready learners. Our classrooms are a microcosm of the world, filled with students striving to become the best versions of themselves, as evidenced each year at graduation.
Recognizing the importance of personalization, retaining exceptional teachers, and providing unique experiences, we understand that this investment is essential for all of our students to help achieve their goals. There is also an opportunity to give more students an HTS education. In our commitment to accessibility, we continue to focus on a strategic growth plan to make this dream a reality.
What can growth look like?
Growth is about providing more opportunities! While we have reached full enrolment, there are pathways across the Learning Network that offer unique alternatives. HTS Online continues to see a growing demand from a subset of students who require a
non-traditional schedule to pursue their passions, from those seeking full-time internships, to aspiring Olympians, to globally minded travellers.
Along with enrolment, we are exploring additional revenue streams that continually provide enhanced services for all students. In the near future, HTS will implement additional services and programs to help deliver excellence to our students, giving them every advantage to thrive. These initiatives include expanding Summer Camps, introducing Enrichment After-School activities, developing specialized High Performance Athletic Programming, and fostering global partnerships to expand the reach of the HTS Global Online Campus.
In addition to strengthening the school’s brand, revenue generated from
In our short history, we have established a reputation for being an innovative place for learning, pushing the boundaries to develop future-ready learners.
these partnerships and auxiliary programs will enhance programming for current students and invite a more diverse group of students and families into our community. When our growth initiatives align with our core mission, the result is a truly impactful school. A mission-aligned strategy is about more than financial sustainability; it is about creating a transformative educational experience that empowers students to thrive while fostering an enriched community.
By Adam Hurley
We are always looking for ways to make learning meaningful and connected. Our Global Online Campus brings students from six continents together in one online community, where they take live classes, join co-curriculars, attend weekly assemblies, participate in a mentorship program, and build friendships across the world. This online experience complements our on-campus programs, helping students learning from anywhere feel fully included and part of the school community.
We continue to partner with schools and sports organizations to give more students
the chance to experience the HTS difference. These partnerships help students stay engaged academically while connecting with a diverse network of peers from different backgrounds.
At its heart, the Global Online Campus is about access and community. It opens doors for students who face unique challenges, whether they are elite athletes managing rigorous training, international learners pursuing the Ontario Secondary School Diploma, families who travel frequently, or local families seeking flexibility. It has also proven to be a great
option for on-campus families, with several students joining the online campus due to relocation or personal preference. No matter the situation, anyone can enjoy the benefits of an HTS experience while receiving personalized support from teachers and staff.
Teaching online is not just about moving lessons to a screen. It is about fostering connection, collaboration, and interactive learning thavt bring students together across time zones. Students share perspectives, form friendships around the globe, and develop skills that help them thrive academically and personally.
The Global Online Campus is more than a program, it is part of the larger school community. It values each student as an individual while helping them feel part of something bigger. Through a balance of personal attention, flexibility, and global connections, we are helping students grow as learners and as citizens of an interconnected world.
The story of the Global Online Campus reflects HTS itself: curious, learnerfocused, and always exploring what’s possible. By bringing students together from across the globe, we’re helping them access rich learning experiences, build friendships, and see that education truly has no boundaries.