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HOLY TRINITY SCHOOL | 2023

CORRIDORS

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“ Alone we can do so little; together we can do so much.” Helen Keller ii Corridors

Contents CONTRIBUTORS

Welcome from Head of School

Transformational Learning and Self Discovery

The Role of Relationships in HTS’ Vision for Transformational Learning

Neurodiversity: Being Seen: Hacakthon for Social Good

Character at the Heart of Community

Health and Wellbeing: Integral to Belonging

Alumni Spotlight: Victoria Doobay ’06

Building Bridges to the Future

Impact of Interdisciplinary Learning: Connecting Students to a Sense of Community

Student Life Programming: Building Community and Connection Through Student Engagement

Alumni Spotlight: Thomas Zachos ’17

Preparing our Students for the Future: The Innovative Learner Continuum

Strokes of Courage: Igniting Creative Sparks on the Learning Journey at HTS

Supporting our Community: Learning Partnership with L’Arche Daybreak

Cultivating the Spiritual Self

Our community shows Curiosity, Courage and Compassion in this issue.

Curiosity

Courage

Compassion

Ani Baghouzian ’24 Julia Beal-Preston Jacqueline Butler Tanya Catallo Sydney Choe ’23 Shane Clarance Fr. Stephen Crowther Colin Darling ’17 James Darling Jason Dickinson Tracy Faucher Stephanie Florescu ’25 Chloe Guo ’25 Nichole Hill ’23 Danielle Hitchcock Tracy Howard Alice Leung ’26 Megan Ly ’24 Helen Pereira-Raso Henry Shephard Niv Shimshon Stephanie Stephens Swetha Srikanthan Mica Ricketts Danielle Tang ’24 Lisa West ’99 Jennifer Wu ’00

Together We Rise

Corridors is produced annually under the direction of the Head of School. This publication is a recognition of our past and present, with an outlook toward our aspirations for the future of learning at HTS. It is a collaboration of perspectives, experiences and research from staff, students, parents, alumni and professionals in various industries. Cover Photograph: Henry Shephard

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Welcome from Head of School

Embracing Community and Belonging: The Heartbeat of HTS In a world where change is relentless and progress is incredible, it’s easy to lose sight of the principles that ground us and give our lives purpose. At HTS, we hold dear two such values at the heart of our educational mission: community and belonging. More than just ideals to us; these values are the living, pulsating essence of HTS. They are the ties that unify us and provide us with the strength to grow, learn, and make an impact. These connections enable us to uncover our shared identity and purpose—one that goes beyond the walls of our campus.

Our vision for learning is distilled into a powerful aspiration: “HTS, where every learner is seen, heard, and empowered to make an impact in their communities and the world.” This not only guides our approach to education, but shapes our interactions as a dynamic and diverse community. In a world that prioritizes individualism, our students find their power in recognizing that they are part of something larger than themselves. From the classroom or sports field to the music studio or art room, it is in these spaces that they learn the value of collaboration and support in working together towards common objectives. In this magazine, we showcase stories that revolve around compassion, courage, and curiosity—qualities that define us as learners and as individuals. These stories are a tribute to the profound relationships that form the bedrock of our community, where we draw the strength to excel and thrive.

As you flip through these pages, you’ll find stories of individuals who have transcended personal boundaries to create a positive impact in the lives of others. Whether it’s a student launching a community service initiative, a teacher going above and beyond to ignite curiosity, or an alumni overcoming challenges to break barriers, these stories bear witness to the extraordinary potential that exists within every learner. We hope they will encourage you to reflect on your own sense of community and belonging and the difference you can make in the lives of those around you. At HTS, our students, alumni, staff and parents understand that true success extends beyond individual accomplishments. It’s about the influence we can wield in our communities and the wider world. Our community fosters an environment where everyone has the opportunity to contribute, to be seen and heard, and to make a meaningful impact.

Our vision for learning is distilled into a powerful aspiration: “HTS, where every learner is seen, heard, and empowered to make an impact in their communities and the world.” 2 Corridors

Community and belonging are the heartbeat at the center of the educational ecosystem at HTS. Together, we are more than just a school; we are a thriving community that learns, grows, and makes a lasting impact on the world. We aim for a brighter future and a legacy that improves our world. By unlocking the potential within each learner we empower them to be catalysts for positive change. As we journey forward, the possibilities are limitless. I’m grateful to be on this journey with all of you. With unwavering dedication and gratitude,

Helen Pereira-Raso Head of School

Transformational Learning and Self Discovery By Ani Baghouzian ’24

There are 21 banners on display in the HTS gym—a showcase of our High-Performance Athletes and a testament to their dedication. These banners serve as a daily reminder of HTS’s commitment to the values of perseverance and excellence, and they hold great personal significance to me. Why? Well, I actually made these banners thanks to HTS’s unwavering support, resources and belief in my abilities. The accomplishment makes me deeply proud. Upon entering HTS during my tenthgrade year, I immediately sensed that I had stepped into a realm of boundless potential. This was no ordinary institution; it was a place where passions ignited and aspirations flourished. My journey to creating the banners began when I had an opportunity to take a course called Technological Design (TDJ3M). As part of the course, I was asked to think about my greatest interests and how I might like to make an impact. My project’s goal was both ambitious and purposeful: crafting personalized banners for our HighPerformance Athletes who epitomize HTS’s ethos of determination and commitment. Guided by teacher mentors and experts, the project’s journey posed challenges and tested my confidence. Yet, each setback helped to fuel my personal growth. Fail-

ures became stepping stones which led to greater resilience and perseverance— qualities which are ingrained in every HTS student. Moreover, this endeavor marked a personal leap in my own independence. I became self-reliant—owning my ideas, implementing them and seeing them through. A particularly transformative moment occurred during a conversation with Mrs. Raso, which helped to reinforce

I stepped into a realm of boundless potential. This was a place where passions ignited and aspirations flourished. my beliefs in my own capabilities and underlined the significance of trust within our HTS community. The journey of creating the banners served to enhance my grasp of technology design, while enabling me to leave a lasting mark on our school community. But, beyond technology design, this project also kindled a passion for lifelong learning. It spurred me on to embrace new

challenges and unlocked an eagerness for future possibilities. Once the banners were complete, I collaborated with my teacher mentors Mr. O’Neill and Mrs. Stephens to scout locations to showcase them. We were seeking a prominent placement to ensure the banners would become sources of inspiration and motivation for everyone traversing the school corridors. Today, these banners grace our athletes’ space— a vivid reminder of their dedication and perseverance. Far beyond decorations, they embody the core values of HTS. Throughout this journey, supportive mentors guided me—offering instruction, but also encouragement. Ms. Bramley stood out as the driving force that breathed life into my banners—transforming them into vibrant displays within the gym gallery. Beyond the realm of technology design, this project has transformed me into a lifelong learner. It has ignited a fire within me to take on new challenges and I am filled with excitement about the future possibilities that lie ahead. I have come to appreciate that, at HTS, education transcends traditional boundaries and is not limited to lectures, textbooks and exams; it’s about embracing every opportunity to learn, grow and contribute.

Richard opris

H P A P Class Of ‘25

High Performance Athletes banners created by Ani to honour students in the program. Corridors 3

The Role of Relationships in HTS’

Vision for Transformational Learning By Helen Pereira-Raso, Head of School

Courage Through Connections The HTS vision underlines courage as a value which is characterized by openmindedness, tenacity, and a willingness to face challenges. Such courage is often derived from the assurance that one is backed by a supportive community. It is the relationships formed within this community that empower individuals to take risks and step outside their comfort zones. Lifelong Competencies Beyond academic excellence, HTS emphasizes competencies for life. Skills like effective communication, critical thinking, and ethical global citizenship are deeply rooted in the ability to form and maintain relationships. When learners engage with diverse perspectives through their relationships, they are better equipped to navigate the complexities of the real world. Grade 9 Students in our Science Lab experimenting during a Chemistry Unit.

In an era where digital connections often supersede face-to-face interactions, the importance of cultivating genuine relationships in educational settings cannot be understated. The HTS Learning Network, through its vision for transformational learning, accentuates this need—recognizing the pivotal role that relationships play in an individual’s holistic development. Ahead, we explore the ways in which relationships are interwoven into HTS’s vision and why they are considered to be foundational. Community & Belonging The HTS vision starts with the idea of community. It is the bedrock upon which all of our other values are constructed. In a nurturing community, every experience is valued and embraced, but this cannot be achieved without fostering strong relationships. A learner, when rooted in a closeknit community, gains the confidence to

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explore, and grow. This idea is closely tied to the concept of belonging. HTS envisions a space where every single learner feels that they truly belong, and this is only possible when they form meaningful relationships with peers, educators, and their broader community. Compassion & Self-Actualization At the heart of compassion is understanding and empathy, which are natural outcomes when forming nurturing relationships. Compassion drives our culture of respect and unity. When learners form empathetic bonds with others, they not only understand diverse perspectives but are also furthered in their own self-actualization process. The journey of becoming their authentic selves, as highlighted in HTS’s vision, is significantly influenced by the relationships that they cultivate.

Curated Experiences & Shared Journeys One of the standout points in HTS’s vision is the emphasis on curated experiences. Every relationship being, in essence, a curated experience. Shared journeys, mutual growth, and collective memories define the learning process at HTS, and these are all hinged on the relationships that learners form during their time here. HTS’s vision for transformational learning is not merely about academic milestones or skill acquisition. It is a holistic approach that prioritizes the human experience, understanding that the most profound learning often stems from the relationships we form. By weaving relationships into the very fabric of our educational philosophy, HTS ensures that our learners are not just well-educated but are also well-connected, empathetic, and prepared to face the world with a community by their side.

Our Vision for Transformational Learning COMMUNITY In our nurturing world, everyone’s unique experience is valued and embraced.

SELF-ACTUALIZATION An inclusive space where learners experience the journey of becoming their true self. An acceptance of self and others as they are. Conﬁdent and independent, yet always mindful of others.

CURIOSITY We stand for the limitless freedom to discover, create, imagine, and inspire this in others.

COMPASSION Ours is a culture of respect and dignity, where we strive to walk in each other’s shoes. COURAGE HTS embraces openmindedness, fearlessly trying new things, and speaking your truth.

HTS is an inclusive learning network where learners are inspired to become their best self. By experiencing self-discovery and connection, learners can ignite, explore, and fulﬁll their curiosity because HTS knows that transforming lives transforms the world.

arners r Le Ou

We are a borderless, inclusive global learning ecosystem where the world is the true classroom and the most rewarding, important learning is through experience. We inspire the courageous to expand their curiosity for the beneﬁt of themselves and all of us.

r Space u O

alues V r Ou HTS learners are inspired by ideas and driven to know themselves, others, and the world. They embody the HTS belief that Curiosity changes everything—and when that curiosity is expanded, it leads to:

• A new, evolved perspective • A greater sense of self in the context of others and the world • Intellectual agility • Ability to make meaningful change • Creating with intention • Development of character and values as the foundation to lifelong learning

erience Exp ur

HTS oﬀers a world-class educational experience in every sense. But it’s the way we think about and build that experience — captured here in four fundamental approaches — that elevates it into the values-driven, character-shaping, personally transformational experience it has become for students from all walks of life. BELONGING We’re not only open to who you are, we’re driven by you becoming it. With open access, opportunity, and advancement for every learner, HTS thrives on a diversity of perspectives and lived experiences as it strengthens our community.

COMPETENCIES FOR LIFE A diploma isn’t enough: We seek to nurture and instill the skills, knowledge and disposition that will guide our students in all aspects of their lives, here and beyond. So ingrained in our learning experience are the HTS Six Competencies for Life: communication, collaboration, creativity, critical thinking, character and citizenship.

CURATED EXPERIENCES One of the most powerful things you can do as learning professionals is to give agency and ownership over learning itself, its processes, pace and decisions, to our learners. This allows HTS to deliver intentional, curated experiences based on learners’ desires, strengths and curiosities.

AUTHENTIC LEARNING As the the next generation of world citizens, our students face having to navigate life’s complexities, detours, and interconnectedness on a much greater scale than ever before. It calls for a learning experience that leaves them agile and adaptable for today’s world – to gain multiple levels of knowledge, the ability to own a broad perspective, and the development of a critical mind. Corridors 5

Neurodiversity:

Being Seen: Hackathon for Social Good By Sydney Choe ’25, Alumni; Nichole Hill ’23, Student; Tanya Catallo, Student Success Coach and Jason Dickinson, Technology Integration Specialist

Alice, Ava, Amy and Ashley participating in the Hackathon for Social Good.

The word hackathon often conjures up images of computer science majors working in competition to design code that will solve world issues. But this couldn’t be further from the truth, as the HTS community experienced during the first hackathon summit: Hack for Neurodiversity. Sydney Choe and Nicole Hill, the grade twelve co-leaders of the innovation programming club and part of the HTS community since middle school, embraced the challenge of organizing and hosting HTS’s inaugural hackathon. Their goal was to establish a safe and empowering community where students were able to think critically and join the rising conversation on neurodiverse inclusivity. However, this gathering of unique students did more than just flex critical thinking and problem solving muscles; it created an authentic space for community and belonging. On Friday March 31st 2023, students from HTS and Sterling Hall assembled in the Lower iLab, ready for an afternoon of exploration. The Hack for Neurodiversity kicked off with an address by Stephanie Stephens,

the Executive Director of Innovation and Technology, Sydney Choe, and Nicole Hill. After this inspiring start, Ms. Christine MacIsaac and Ms. Tanya Catallo, HTS Student Success Coaches, provided the opportunity for participants to ask questions to deepen their understanding of neurodiversity. Conversations about definitions of neurodiversity, access barriers, social-emotional implications of identifications, and stories about supporting neurodiversity through capacity building with students and educators were the order of the day. These rich conversations were followed by Mr. Jason Dickinson’s discussion about his own experience with neurodiversity. Mr. Dickinson spoke about his life experience growing up with undiagnosed ADHD, as

Courage is the most important of all the virtues because without courage, you can’t practice any other virtue consistently. Maya Angelou

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well as the possibility of being on the Autism spectrum. He talked about how he has learned to cope, the strategies he has used, and the impact of learning about these things in his 40s. The participants then worked through ideas and processes to design technological applications that would support inclusivity for neurodiverse students. Participants found that the complexities of addressing neurodiverse inclusion reflected the complexities of who we are as people. Since participating in hackathons, such as the online Hack for Global Good, Sydney and Nicole have been able to expand their learning experiences. They’ve built skills such as perseverance, risk-taking and the value of empathy, connected with other students to discover new perspectives, and challenged stereotypes. In planning HTS’s Hack for Neurodiversity, Sydney and Nicole brought to HTS the opportunity for other students to grow in a similar way. The Hack for Neurodiversity provided a space for students from different grades to build their understanding of difference and their courage to speak up, as well as sharing appreciation for the unique ways that we all think. And the outcome was more than just the thought-provoking conversations and discussions that filled the Lower iLab that day, and the brilliant solutions that students developed to tackle and support neurodiverse students in school. What resulted was the illumination of the darkness that some experience because of their difference, and the creation of a space for belonging and authentic being.

Character at the Heart of Community By Mr. James Darling, Director of Character and Leadership Development

The sense of community at HTS is so palpable that visitors often remark that they notice it mere moments after having walked in the door. Whether a prefect has held that very door open or they have been greeted warmly at reception, when a visitor arrives on our wonderful campus they are immediately made to feel like they belong. I believe that this feeling comes from our belief in the importance of developing the individual character of each person on campus in order for them to have a positive effect on those around them. The fact that our community gains strength from the contributions of each individual and that we are all linked by a common mission, vision, and values, sets us all up—visitors, students, and staff—for nothing but positive outcomes. Over the course of the past school year, HTS students in all three divisions have had opportunities to reflect on their individual character and personal development. Through activities and initiatives that have challenged them to first consider their beliefs and passions, they have then been able to leverage their understanding towards developing mindsets or initiatives geared towards helping others. In the Lower School, our grade 5s worked to understand their identity before reflecting on the values of our Character Creed in order to write and speak about experiences that often referenced ways they had helped others. This was modeling at its finest and the memory of the experience will undoubtedly carry forward into their middle school years. In Middle School, after attending a virtual conference hosted by CAIS, a group of students designed a public awareness campaign designed to encourage others to be more positive and supportive of their peers. Their energy and enthusiasm for making a difference sent a powerful message to the rest of the middle school about the culture they were interested in creating.

In the Senior school, as part of two Student Life Days, students delivered workshops for their peers—from mindfulness to resume building—in a now yearly opportunity that we call “students leading students”. The opportunity to “teach back” to one’s peers is both challenging and

year. This type of communal concern for the collective experience is rooted in the programming that the student life team works to deliver, and is encouraged in our academic courses, embedded in our advisor programs, found in the philosophy of our coaches and on the stage in rehearsals and

The sense of community at HTS is so palpable visitors often remark that they notice it moments after having walked in the door. affirming as it tests an individual’s sense of self while developing an awareness of the passion and knowledge needed to effectively deliver a message tailored to your particular audience. These are just three examples of the many ways that character lives and breathes in the heart of our school community each

performances, and can be seen throughout our hallways. Development of the individual in order to be ready and able to help another is often referred to as servant leadership and is at the very heart of the “HTS way” and throughout our diverse and inclusive HTS culture and community.

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Health and Wellbeing:

Integral to Belonging By Tracy Howard, Director of Student Success and Post Secondary Counselling and Swetha Srikanthan, School Social Worker

When alumni are asked what comes to mind when they reflect on their time at HTS, the word community is often shared. Community is what creates belonging and fuels self-worth and happiness, and is shown in the strong sense that HTS students have of being a part of something much bigger than just themselves. According to the Cambridge dictionary? “A sense of belonging is one of humanity’s most basic needs”. Through the lens of the Student Success Department—including Student Success counsellors, Student Success coaches and our HTS social worker—a sense of belonging and a state of happiness cannot be viewed separately from student “success” as it relates to character, engagement and academics. Central to our individual and collective roles is the creation of an environment where students feel welcome, Noor, Audrey and Siara spending time in the George Rutherford Library.

ALUMNI SPOTLIGHT

Victoria Doobay ’06 By Colin Darling ’17, Alumni Relations Coordinator

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Arriving at HTS in Grade 4, Victoria Doobay recalls feeling nervous having left an established friend group at another school behind. However, she was immediately struck by how kind everyone was. And being the self-described “empathetic kid who always wanted to cheer her friends up”, she fit right in. As she made her way through school, she leaned heavily into the community and opportunities that her HTS education offered. The support of that community allowed her to think critically about herself within the broader world, as well as developing a questioning curiosity. She vividly remembers the events of 9/11 and how pivotal that moment was

for her family, many of whom are Muslim. For her, it represented a paradigm shift that pushed her to confront her own identity as she went off to major in psychology at McGill University. That curiosity and innate caring nature led Victoria to continue her McGill studies in the School and Applied Child Psychology program where she took a multiculturalism class which changed her philosophy forever. “I knew that I was interested in identity and diversity work, but didn’t have the language for it,” Victoria notes. Within that class, students were tasked with keeping a journal that catalogued their awareness of their own biases and identity. Victoria remembers feeling challenged

included, heard, empowered and safe—all of which foster a true sense of belonging and wellbeing. At HTS we foster a sense of belonging through our “Circle of Care” framework which was designed to embody student wellbeing—keeping the student voice, lived experiences and narrative at the center of our care. Its purpose is to influence and support student belonging and wellbeing, including one’s physical, emotional, spiritual and mental health and by embedding this Circle of Care model in our daily practices we are able to support students in the development of skills like resiliency, self advocacy and self awareness. In our Lower School educators focus on fostering a strong sense of belonging by introducing, building and scaffolding a culture of wellbeing. This begins with introducing an agenda that highlights the importance of self awareness, building relationships and resilience. There are also creative endeav-

ors like the Big Heart Journey Workshop—a workshop on developing empathy and managing big emotions—alongside initiatives like house lunches, house competitions, the reading buddy program and annual breakaway trips. In our Middle School, the advisor program focuses on wellbeing by offering regular check-ins with students and triaging to appropriate professionals at HTS for academic and emotional support. For example, the use of assessment calendars to ensure manageable workloads for students and FLEX programming to ensure student’s interests are supported. Social-emotional learning is also built into all middle school grades with monthly themes like self-awareness, self-management, decision making and conflict resolution. In the Senior School division, educators manifest the Circle of Care through TAG programming, which includes a focus on mental health and wellbeing, social-emo-

tional learning, coping strategies, transitions, and organization and time management skills. In addition, transition programming, post-secondary fairs, alumni events, cocurricular clubs/sports and the advisor programs set a precedence of maintaining a culture of inclusion which reinforces belonging and wellbeing at HTS. Students actively participate and engage in various activities to ensure connectedness is at the heart of everything we do. It is evident that at HTS, the Circle of Care model promotes a sense of self and encourages collaborative care pathways for our community. This creates a climate of belonging which influences a culture of positive wellbeing. These collective efforts remind us that the Circle of Care model is much more than a framework, but rather a way of knowing and living at HTS.

If you want others to be happy, practice compassion. If you want to be happy, practice compassion. Dalai Lama

when realizing the “level of internalized racism and sexism [she] harboured towards [herself]”. Through this process of self-reflection, Victoria found the lens through which she wanted to practice psychology. “I want to be able to identify my implicit bias, but learn how to interrupt it. And then work with populations that don’t have access to resources based on income, race or education level to be able to provide them with tools that are culturally competent,” she explains. Post-PhD, Victoria began a placement with a high school in Chicago. Through completing case studies with students, she found many instances of misunder-

stood kids that weren’t being supported in their schooling. Victoria realized that without understanding the context and humanity behind the data you’re collecting, you’ll never be able to implement interventions that truly serve the populations you’re looking to help. Victoria now works as the Senior Clinical Training Manager and a Licensed Psychologist at DePaul University’s Family and Community Services centre. She leads workshops and is passionate about making sure that all psychologists understand intersectionality, particularly with how it relates to race and trauma. When asked what she would tell her high school self, Victoria focussed on belonging.

“In a bunch of years from now, you’ll have an understanding of who you are, you’ll have language for how you feel and you’ll be able to do something about it within the systems you work in,” she says. Moving forward, Victoria has dreams of opening a holistic community wellness centre. Her biggest advice about raising children in this complex world is to help them build relationships with people who they can have open conversations with. “We don’t need to know everything to have those conversations,” she notes. “We can simply validate our kids, hold compassion and let them know that the world is often abstract—with many shades of grey.”

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Building Bridges to the Future By Jennifer Wu ’00, Director of Community Relations

Throughout our school’s history, philanthropy has been the bridge that connects our past to our present and future. When our Founders envisioned starting a new school in the basement of a church, they couldn’t foresee all the innovation that would take place in our facilities. Yet they built the foundation for a future of which we are the beneficiaries of today. Since then, donors have followed in their footsteps, supporting the school through remodels, renovations, campaigns and challenges, and enabling us to inspire students in their educational journey. And as we celebrated the close of our Inspiring Greatness campaign at the 2023 Licence to Give Gala in April, we were reminded of their generosity. Our gala Presenting Sponsors, The Fabrizi Family | Advance Marble & Granite, continued this legacy of support in the future of HTS. “We were inspired to give because the school, and Helen in particular, took a chance on our son Jase ’23 by welcoming him as a Grade 12 student,” says Renato Fabrizi. The Fabrizi’s credit HTS’s innovative and personalized learning environment with empowering Jase, Laura ’26 and Vienna ’30 to take risks and develop self-confidence. The message they share with their kids is one that speaks to any HTS student: “Find your own way, don’t follow someone else’s.” Current students Madison Choe ’25 and Sophia Balgione ’25 were a highlight of the evening—showcasing our Fashion Forward programme alongside a custom dress made for Ms. Raso using state-ofthe-art equipment, thanks to the generosity of our donors. “It was a process that was full of many challenges, one of which was to incorporate butterflies into our design to reflect our transformational journey,” says Sophia. Madison explains that “being able Sophia and Madison, designers of Ms. Raso’s HTS Licence to Give Gala evening gown. 10 Corridors

HTS Community together at the Licence to Give Gala.

Life shrinks or expands in proportion to one’s courage.

Anais Nin

to bring my designs to life was thrilling and is an experience every student should be able to have. The beauty of HTS’ environment is that it allows you to reach your potential, beyond what you thought you could do.” Bringing the moment full circle, we auctioned a Fashion Forward bespoke design and dress experience package which was purchased by Andrea DeGasperis-Ronco ’00—now a current parent at HTS. “I was so thrilled to be able to support these inspiring students while supporting HTS,” said Andrea. “The school had an amazing impact in my own life and, as alumni ourselves, it fills Michael Ronco ’99 and I with pride to be able to ensure that our kids and other students can benefit from an innovative HTS education.”

The Gala was an amazing opportunity for our community to celebrate the accomplishments of the past and all that lies ahead. Generous donors have enabled us to let our imaginations soar, so all that’s left to do now is the work of learning and leading in our community. What impact will our students have? What innovations will come from conversations in our halls? What lifelong bonds will be forged in our bright community spaces? At HTS, our learners, educators and entire community are invigorated by the opportunity to boldly imagine the possibilities ahead.

Thank You, Gala Sponsors PLATINUM

GOLD

SILVER

BRONZE

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Together

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We Rise Corridors 13

Impact of Interdisciplinary Learning:

Connecting Students to a Sense of Community By Tracy Faucher, Deputy Head

Students Joanna, Ellie and Demi enjoying another happy day with their friends in Grade 1.

Here at HTS, there is one thing that we know to be true when fostering critical thinking amongst our students—the interconnectedness of knowledge is key. While schools have traditionally taught in a way that keeps subjects and ideas entirely separate, we are building a different model to help prepare students to pull from vast and diverse areas when problem-solving. Our approach encourages students to bridge the gap between subjects through interdisciplinary

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learning experiences, which facilitate a deeper understanding of real-world issues and equip them with practical skills for the future. Interdisciplinary learning experiences take many forms across all three divisions at HTS as our teachers work together to design experiences and curricula that ignite curiosity and challenge students to integrate knowledge from multiple subject areas. An example of this from our grade 2

classrooms is when students combined mapping skills from social studies with coding skills from mathematics to build their own personalized maps. After they designed their map, they coded a path for their Beebot to travel on, before recording the code and matching it to the corresponding cardinal direction. Technology, design, mathematics and social studies were all brought together for an experience that engaged and excited students, while build-

The important thing is not to stop questioning. Curiosity has its own reason for existing.

Albert Einstein

ing the habit of approaching their learning using multiple disciplines. Our teachers are truly passionate about exploring different ways that interdisciplinary learning can exist in their courses. Middle School Drama Teacher Mr. Edward Daranyi feels that using this instructional design approach “heightens the level of engagement of students—especially those who may be reluctant to step out of their comfort zone”. As well as noting an “increase in focused attention”, Mr. Daranyi believes that interdisciplinary learning “gives students more space for creativity, critical thinking and high-order reasoning skills, all in a positive atmosphere where they don’t always need to be at a desk”. And when students see that their learning is multidimensional, it has extra value. Suddenly, it is not just Science, Drama, or English, it is something new that takes on a different feeling altogether. Our Senior school students are also involved in various interdisciplinary learning experiences. Ms. Katie Young, Acting Director of Experiential Learning, prioritizes this method of teaching in her classes be-

cause “interdisciplinary experiences enhance students’ learning by fostering connections between diverse subjects, encouraging critical thinking beyond disciplinary boundaries, and promoting a holistic understanding of complex real-world problems”. Ms. Young believes this interdisciplinary approach enables HTS learners to “gain a deeper and more meaningful insight into the interconnectedness of the world around us, making their learning experience more authentic, profound, and impactful”. By breaking down the barriers between subjects, students are better prepared for the complexities of modern careers which often demand multifaceted problem-solving abilities. And by integrating their passions into their studies—whether it’s combining science and art to explore environmental issues or merging coding and music to create unique compositions—students transform into well-rounded individuals who have the skills to find solutions to complex problems in unique and creative ways.

…interdisciplinary learning gives students more space for creativity, critical thinking and high-order reasoning skills, all in a positive atmosphere where they don’t always need to be at a desk. When students see their learning is multidimensional, it has extra value.

Top: Grade 12 Students Uyi, Erin and Katerina.; Middle: Vienna learning to extract honey from the HTS Bee Hive with our partners Aveole.; Bottom: Middle School students hanging out in the Edge.

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Student Life Programming:

Building Community and Connection Through Student Engagement By Jacqueline Butler, Acting Dean of Students

At HTS we take immense pride in our rich and diverse Student Life Program. From Athletics, Clubs, Integrated Arts and Technology and Innovation through to avenues for leadership and service, there are a wide

understanding of themselves as a person and their place in the world. Students experience many different camps and cityscapes within our province during Breakaway Trips in September, and are also

The essence of our Student Life Program goes beyond mere participation. It promotes courage, nutures connections and cultivates a genuine sense of belonging and community. array of opportunities for students to participate in. Plus, our students also have the privilege of travelling to gain a better

provided with opportunities to travel to other provinces and internationally through CAIS programming, service trips and cultural

“ Positivity showers others with possibility.”

ALUMNI SPOTLIGHT

Thomas Zachos ’17 By Colin Darling ’17, Alumni Relations Coordinator

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Thomas Zachos openly describes his life at HTS as a rollercoaster. When he arrived, his first challenge as an active kid was sitting still in class. He lived to play sports and was on every team he could try out for until his Senior School years when a new set of challenges surfaced: his body began failing him. Aged 14, Thomas suffered what would be the first of many seizures. Victoria ’20, his younger sister, remembers being terrified. His subsequent HTS years were spent juggling classes and doctor’s appointments

explorations. The essence of our Student Life Program goes beyond mere participation, though—it revolves around promoting courage, nurturing connections and cultivating a genuine sense of belonging and community, which is something we value greatly. Central to our approach is a focus on inclusivity—welcoming all students regardless of skill levels and experience. This inclusivity fosters a diverse and vibrant community where everyone feels valued and appreciated and is reflected in the variety of programs that students can explore. Whether it’s acting in a rehearsal, sweating it out in a sports practice or problem-solving alongside like-minded people, there

as daily tasks like walking and writing became a struggle. By Grade 10, he had lost his ability to play on sports teams and eat in the dining hall after being diagnosed with celiac disease. When many of his organs and muscles lost partial functionality, Thomas was forced to delay his graduation. Yet, despite the challenges, he remembers his time at HTS fondly. “The whole community was amazing. Especially for me who was struggling,” he says. His teachers and the Student Success team accommodated him in any way possible, even providing the ability to take tests on a whiteboard to make writing less taxing. In 2018, Thomas finally received a

Middle School students together in Chapel.

are so many opportunities for our students to feel a deeper sense of belonging and gain inspiration from one another. Many of our student leaders host events, socials, and gatherings connected to their program. Our community, other schools and members of the community outside are regularly invited to participate with our students and appreciate their incredible work and creativity. Some examples include

Hackathons, conferences, farmers markets, concerts, plays, TEDTalks, arts nights, athletic games and many more. These events help students to get to know one another beyond their specific interests as they provide a platform for collaboration, teamwork and a deep sense of accomplishment. These events are like our backstage passes to making new friends and feeling accomplished. They create networking opportunities

diagnosis. From birth, all three Zachos siblings were born with a mutation in their mitochondrial DNA that prevents the mitochondria in a percentage of their cells from turning sugar and oxygen into energy properly. Thomas was diagnosed with a specific subset of mitochondrial disease called MERRF—myoclonic epilepsy with ragged red fibers—which affects his whole body. The rare disease tends to get worse during adolescence because of the new energy demands associated with puberty. Upon diagnosis, Thomas decided to go ahead and try university, but quickly realized that it was impossible given his energy levels. He was forced to leave and take his

disease more seriously, leading to a period of anger and uncertainty. Kass ’14, Thomas’ older sister, remembers using her undergraduate major in human genetics to explain to their extended family exactly what mitochondrial disease and MERRF was. In 2020, Thomas and his family planned a fundraiser in conjunction with MITO2i, a research hub at U of T specializing in mitochondrial research and medicine. They sold their original hoodies to help raise thousands for mitochondrial research and immediately started working on scaling the brand, now known as Thomas and Co. “I just want things to be better for everyone. And I want people to accept who they are,” he says. These

between our students and the community beyond the walls of HTS. One of the strongest components of our Student Life Program is the mentorship that our students are surrounded by. Experienced students become team captains and club leaders, and can apply for leadership positions including prefects, house captains and the community crew. Their role becomes about guiding newcomers which, in turn, creates strong bonds and enhances the sense of belonging. Our athletic team coaches and faculty club advisors provide additional guidance and support to our students in their pursuit of excellence and following their passions. Strong mentorship promotes effective communication among participants through team meetings, club gatherings and collaborative projects— helping students to connect, share ideas, and support one another. A well-structured Student Life Program, such as ours, can be a cornerstone for students to connect and build a sense of community through engagement in athletics, technology and the arts. By fostering inclusivity, encouraging communication, organizing events and providing mentorship opportunities, our Student Life Program is like the secret sauce to making lifelong friends and having an incredible school experience overall.

desires led Thomas to self-publish his own children’s book, “Superheroes Like Me.” These days, Thomas uses a wheelchair if his energy runs low, but maintains a sense of joie de vivre—taking his chair places it’s “not supposed to be” like a gravel road or steep hill. He wakes every day with purpose despite constant uncertainty. Now finishing up her PhD at U of T’s MITO2i hub, Kass loves that she can bring Thomas to the lab when he asks questions, and Victoria says that “Thomas’ story has inspired everyone in [their] family to live with purpose and bold courage.” In the face of ever-present fear, Thomas chooses positivity and implores others to do the same.

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Preparing our Students for the Future:

The Innovative Learner Continuum By Stephanie Stephens, Executive Director of Learning Innovation and Technology and the Technology Integration Specialists

Grade 11 student Madison programming a microcontroller.

After the pandemic caused an increase in screen time for so many, it’s understandable that there is now a wariness about technology’s role in education. However, with emerging technologies like AI, IoT and Quantum Computing dominating the

workplace, it is crucial that our education system adapts. By integrating technology into learning at HTS, our students will be properly prepared for what is ahead. And by using technology with intention, we aim to foster good habits and a balanced

approach to its use with our learners. We do this via the Innovative Learner Continuum—a document that promotes agility and adaptability in our students, knowing that the world will continue to evolve technologically.

Curiosity is the essence of human existence. ‘Who are we? Where are we? Where do we come from? Where are we going?’ … I don’t know. I don’t have any answers to those questions. I don’t know what’s over there around the corner. But I want to find out. Gene Cernan

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Students working on projects and using their knowledge and skills to problem solve for their designs.; Middle: Colin, Justin, Emma, Charlton and Roy at a Robotics competition.

We focus on six areas, which have been adapted from International Society for Technology in Education to meet the needs of the HTS community: 1. Innovative Designer & Creator: Using technology to innovate, create and ideate. 2. Digital Citizen: Being kind, safe and responsible when using technology. 3. E mpowered Learner: Harnessing technology to learn, explore and solve problems with confidence. 4. K nowledge Constructor: Finding and organizing information through technology to create new knowledge. 5. Computational Thinker: Making use of technology to solve problems and think logically. 6. Global Collaborator: Learning and creating with collaborators worldwide via technology. The document is written as a continuum so that there are appropriate milestones for each age and stage. As an example, in coding we introduce: K-2: Sequencing and conditional statements 3-5: Code efficiency and sub programs 6-8: Code maintenance and conventions 9-12: The software development process At each level, the topic moves to a greater level of sophistication so that our students are continually moving forward in their learning while ensuring that the material is introduced at a suitable time in our student’s lives. The continuum also moves beyond the classroom. There are opportunities for students to acquire expertise through the

student life and co-curricular programs along with working together with their advisors in homeroom and TAG. While the Innovative Learner Continuum continues to evolve, we are always focussed on the measurement and analysis of our accomplishments. We share our findings in the form of trends analysis and data visualizations which our students are familiar with, and the data is also shared with our divisions and departments with an expectation of continued growth and improvement. To equip our HTS teachers to navigate this, they work closely with our technology integration team—a group of experienced educators who are versed in the latest

research. They collaborate on the design of our programs to ensure our teachers feel supported in accomplishing their goals. Alongside this, all HTS teachers are working toward credentials in the areas of artificial intelligence and digital literacy through courses with professional organizations like ISTE and the Learner-Centred Collaborative. No small task, the HTS Innovative Learner Continuum has transformed the way we work as a school. The research shows that our intentionality will go far in ensuring that every learner in our building is able to thrive in their use of technology in preparation for the world ahead.

6 Areas of the Innovative Learner Continuum Innovative Designer & Creator

Digital Citizen

Empowered Learner

Knowledge Constructor

Computational Thinker

Global Collaborator

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Strokes of Courage:

Igniting Creative Sparks on the Learning Journey By Ms. Lisa West ’99, Integrated Arts Department Head

Kayla working in the Art Studio.

In the world of education, courage is the silent hero that propels students on their unique learning journeys. At HTS, it takes a myriad of forms—as diverse as the students themselves. But it is always a value that sparks their inner fire; helping them to overcome challenges, embrace new experiences, and explore possibilities that they never imagined. Henri Matisse famously said “creativity takes courage”, and this is evident in our Integrated Arts classes with each brush stroke, musical note, stage choice or camera angle seeing students embrace risk. Such courage can serve as the catalyst for tech innovators launching groundbreaking ideas, content creators sharing their authentic selves, and future doctors problem-solving through complex surgeries. At each stage of their educational journey, students cultivate the courage to confront and surmount obstacles, with teachers and professional artists serving as their

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guides— encouraging them to embrace the discomfort of any trials they encounter along the way.

fills the air as students and teachers put on the Middle School play. While preparing the sets, students break all the rules and toss paint at a canvas in the style of Jackson Pollock. Sylvia Liao, a Grade 7 student, explains that she joined the crew this year for the chance to make new friends and step outside her comfort zone. “Painting sets and learning lighting cues are an opportunity for me to learn different skills and push the boundaries of learning outside a classroom,” explains Syliva. In the Senior School, students partake in field trips and collaborate with professional artists to enhance their learning. Through interaction with actors like Hailey Lewis and Jennifer Thiessen, from the Mirvish stage production of “Harry Potter and the Cursed Child”, students are able to gain insight into the process of refining work for public showcase. Grade 11 student Bethany Waisman reflects on how she was able to discover the value of risk-taking and exploration through the HTS Drama department. “This experience prepared me for a future in Health Sciences and Medical school, where creativity and confidence are essential,” explains Bethany.

… courage can serve as the catalyst for tech innovators, content creators and future doctors. In the Lower School, students demonstrate courage in our integrated music and drama program led by Mr. Zero. Students in his Grade 4 class are learning to trust, collaborate and take risks through games, activities, and authentic performances—like our annual Christmas concert at the Richmond Hill Centre for the Performing Arts. “I have been courageous when I perform because I am showing myself to others,” explains Austin Wang in Grade 4, reflecting on his time in the integrated music and drama program. In Middle School, the buzz of laughter

“In healthcare, thinking outside of the box, taking calculated risks and communicating effectively is vital—and drama has given me the tools to excel.” The range of authentic learning experiences, opportunity for public showcase, and working alongside professional guest artists in our Integrated Arts program is where courage and risk-taking are ignited. It reminds us that there is no one-size-fitsall definition for the strength it takes to walk the path of learning at HTS.

Supporting our Community:

Learning Partnership with L’Arche Daybreak By HTS Students: Danielle Tang ’24, Megan Ly ’24, Chloe Guo ’25, Alice Leung ’26 and Stephanie Florescu ’25

Compassion is allinclusive. Compassion knows no boundaries. Compassion comes with awareness, and awareness breaks all narrow territories. Amit Ray

Alice, Stephanie, Nichole, Chloe, Henry, Rebecca and Mike celebrating their learning together.

Empathy is a key principle and overarching thread that runs throughout HTS, and the ability to comprehend, relate to and express one another’s emotions truly cannot be underrated. L’Arche Daybreak is one of the many organizations that we have had the opportunity to be acquainted with in our community; a very special place with core values rooted in empathy and compassion like our own. They are a faith-based organization that welcomes those with intellectual disabilities—aiming to promote individuality, foster relationships and celebrate what is unique and individual about every person. Our journey with this organization began several months ago when we be-

gan exploring an exciting challenge called Make:Able. The objective of this challenge was to develop assistive technology using 3D printing that had been specifically designed to aid individuals who struggle with day-to-day tasks. Our group took this challenge one step further and looked for someone in our local community to connect with. This is how we came to have the privilege of meeting Mike at L’Arche Daybreak. During our first visit, Mike shared with us that he was gradually losing mobility in both his arms and hands. Inspired, we began to work on an exercise wheel for Mike’s wheelchair which would focus on allowing him to strengthen muscles that

he doesn’t often use. As a result, Mike visited the HTS campus where he received his own red magic wand. As the new year begins, we will be continuing to work closely with Mike to create a finished product that works for him. The Graphic Design Club also teamed up with L’Arche Daybreak to help support their Walk for Hope. On May 13th 2023, over 350 participants walked for 2 or 5 kilometres to help support and raise awareness of the topics that surround those with developmental disabilities. One way that HTS has helped to support this campaign is by making signage for the walk. In total, the Graphic Design Club created 22 different signs with the help of artwork from those living at L’Arche Daybreak. A wonderful partnership.

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Cultivating the Spiritual Self By Fr. Stephen Crowther, School Chaplain

Spirituality is a difficult word to define as, by its very nature, it means a great many things to a great many people. The website of the University of Minnesota’s Earl E. Bakken Center for Spirituality & Healing states that “spirituality is a broad concept with room

spiritual outlooks that express the universality of human experience. Because of the teaching I do in Middle School world religions, I am able to draw on spiritual wisdom found in other great world faiths such as Islam, Hinduism, Judaism, Buddhism,

Common themes emerge from carefully considered scripture: forgiveness, faith, patience, renewal, honesty, community, joy, and peace. for many perspectives” and reflects the kind of spirituality that is promoted here at Holy Trinity School. We are a school grounded in Christian practice, yet we have enough trust in our perspective to provide space for the many

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Christianity, Sikhism, First Nations Spirituality, Taoism and Confucianism. Of course, Anglicanism was always intended to be inclusive. One of the reasons why it came into existence was to find a common language between Protestant

and Catholic Christians. But today we aim even higher by seeking to find a common language between all people, regardless of whether they practice a faith or not. From the very beginning our school has started its chapels with a Bible reading that reminds us about people’s experiences with the Creator. When I interpret the meaning of the Bible in HTS chapel, I do so to encourage spirituality and spiritual growth among those who make up our diverse population. I seek a common language that resonates with as many as possible. To do so, I ponder why the Bible passage has stood the test of time and what good news it has to say about the human condition. Common themes emerge from carefully considered scripture: sacrificial love, forgiveness, faith, patience, discipline, commitment, renewal, honesty, community, joy, and peace. It is sacrificial love that, for me, comes to mind as an enduring theme during my years at HTS. Although it is costly, anyone can practice it. Anyone can absorb suffering and transform it into healing. As the school’s closing prayer says: “may we be willing to help another at some cost to ourself”. Life is not primarily about being first and best, life is about remembering that we are all in this together and no one should be left behind. It is this understanding of there being something greater than ourselves that truly captures the essence of spirituality. Perhaps, then, to understand what spirituality means to our school one should read our new ‘Founders Wall’ where it states: “HTS was created by those who believed in establishing a place of learning where Christian values, character development and honouring the personal integrity of every child would be held at the fore.” It is this focus on principles, progression and compassion for community that ground our journey in cultivating our spiritual selves at HTS.

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“ The smallest act of kindness is worth more than the grandest intention.” Oscar Wilde

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11300 Bayview Avenue, Richmond Hill, ON L4S 1L4 905-737-1114 | hts.on.ca

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