Report to our Community 2024-25

We want people to know that Mulgrave is, has always been, and will always be on the traditional and ancestral lands of the Sḵwxwú7mesh (Squamish) Nation. We are saying this not just so people hear it, but so they really learn about whose land we are on and understand why that matters.

This land is important because our everyday lives happen here. It’s where we learn, play, and build community. And it’s important to remember that this land was never just “ours.” The Sḵwxwú7mesh (Squamish) Nation has lived here since time immemorial, longer than we can fully understand. For them, this place was more than just a home. It was a safe and sacred place where they survived, practiced traditions, shared teachings, and passed down stories.

It’s now up to us to recognise the histories of this land and the people who were here first, so that we can help create a better future.

By Grade 6/7 Changemakers

2024-25

Scan the QR code to learn more about their land acknowledgement

LETTER FROM OUR HEAD OF SCHOOL

DEAR FAMILIES, STUDENTS, COLLEAGUES, ALUMNI, AND MEMBERS OF THE WIDER MULGRAVE COMMUNITY,

The 2024-25 school year was very important in the trajectory of our school; it marked a year of both inward reflection and outward research, culminating in the articulation of our Strategic Direction 2025+. This work has been interesting, invigorating, and very meaningful to me as a leader and an educator. Framing Mulgrave’s purpose and why we exist, within the context of the rapidly evolving world, has been the collective effort of students, faculty and leadership, parents, and global thought leaders.

Our faculty have done exemplary work getting at the heart of our ambition - to promote Learner Confidence in everything we do to enable our students to move into spaces of compassion and to systematically address the causes and structures that have created climate volatility, global inequity, and social polarisation. They have done so by getting back to the essence of their craft, practice, and profession, with a focus on high impact teaching. Seeing the Mulgrave team not only embrace this thinking but also actively move these efforts forward in their own classrooms and through an ongoing openness to learning and support of one another, reflects the

dedication of this faculty.

This commitment shows up in the joy that students feel when they make new connections at the start of their Mulgrave journey through to when our graduates proudly cross the stage, and in every moment in between when a new personal best is accomplished. But it is not always a smooth and linear trajectory. Ensuring that our students have the support to navigate and learn from the speedbumps along the way and to embrace ‘failure’ as a learning opportunity is just as important. These peaks and valleys help students learn more about themselves and their own potential, as they go out into the world with the ability to make positive change for the greater good.

As we go forward and implement the various elements of our strategic direction, I hope that all of you will take pride in this work. It is a community effort, made possible by the foundation of all that is documented in this report, and more.

Kind regards,

Craig Davis (he/him) Head of School

LETTER FROM OUR BOARD CHAIR

DEAR MULGRAVE COMMUNITY,

As a Board member for the past nine years, it has been a privilege to step into the Chair role as of the 2024-25 school year. The effort and dedication of volunteers, donors, Board members, leaders, and faculty over the 32 years of our history has shaped Mulgrave into the exemplary international school it is today, which is truly inspiring. But our work is not done.

It is difficult to imagine the world that our preschoolers will step out into when they graduate in 2040. What will the world of work look like? Will we have made strides in addressing climate change? Will polarisation have diminished? How will technology redefine problem solving, creativity, and access to knowledge? What new challenges will emerge? These are questions that we have been tackling as we formulated the next evolution of Mulgrave’s strategic direction. It is our job as a progressive learning institution to prepare students for uncertainty, while also supporting them in seeing their role, with optimism, in influencing the future.

While we have undertaken this big work, I applaud the school’s team for also maintaining a parallel focus on the here and now. Critical, student-centric initiatives such as a shift to school-issued devices were implemented with decisiveness, yet still well considered with a collaborative approach. The development of the innovative IB Systems Transformation course, cementing Mulgrave even more so as a leading school on the world stage, has been done with thoughtfulness and creativity. And, an emphasis on learner confidence and implementing high impact teaching strategies has been embraced by faculty in tangible ways, already demonstrating positive outcomes. Our students will see the benefits of all of this work in the coming year and well into the future.

As parents, guardians, and family members, we walk alongside the school. This partnership is essential in all of us collectively supporting our young people so they develop learner confidence, ultimately to emerge with

the intrinsic drive and purpose to make the world a better place. What you read in this report has come to bear with the benefit of the wisdom, commitment, and generosity of the professionals and families who have come before us. It’s now our turn to use this strength as the foundation for the future.

Kate Hoogendoorn (she/her) Chair of Mulgrave’s Board of Directors

MISSION, VISION, AND VALUES

MEETING OUR MISSION

The Mulgrave Report to our Community celebrates our journey and achievements and demonstrates how we meet our mission through the education we provide. It is also a key element of the annual reaffirmation of our status as a not-for-profit organisation. This annual publication is distributed to current families, alumni, alumni families, staff, and local community leaders. This 2024-25 school year report contains only a small selection of the many happenings in our community.

We hope you enjoy reading it and welcome your feedback.

OUR MISSION AND VISION

Inspiring Excellence in Education and Life

By inspiring excellence – the continuous pursuit of personal best - in education and life, Mulgrave strives to equip lifelong learners to thrive in a culturally diverse and interdependent world and to embrace, with passion and confidence, their responsibility always to do their best to support others and to make a difference by serving their communities, both locally and in the world at large.

OUR VALUES

At Mulgrave we believe:

• Individual values are based on personal integrity and acting with respect towards others.

• Our sense of community and friendship is founded on humility, empathy, commitment, and inclusion.

• Lifelong learning is built upon curiosity, creativity, agility, and innovative thinking.

• A global perspective and environmental and social responsibility are central to becoming true world citizens.

• All members of our community strive for wellbeing and balance and understand that striving for one’s personal best should be enjoyable.

WHO WE ARE THE MULGRAVE DIFFERENCE

Mulgrave is a gender-inclusive, secular International Baccalaureate (IB) World School predominantly serving the North Shore of Vancouver.

As an independent day school with a reputation for providing a broad, holistic education, our record of academic excellence, and support of students’ personal best, we offer the IB curriculum from preschool through Grade 12 in a spectacular West Vancouver setting:

• Primary Years Programme (PK to Grade 5)

• Middle Years Programme (Grades 6 to 10)

• Diploma Programme (Grades 11 and 12)

Academic, athletic, artistic, outdoor education, and service and leadership opportunities are all components of our enriched core programme. Student balance and wellbeing are a central focus, and giving back and making a difference through both local and international projects are integral elements of the Mulgrave experience.

THE INTERNATIONAL BACCALAUREATE PROGRAMME

Mulgrave offers the International Baccalaureate programme to all students. With an emphasis on the Learner Profile, international context, forward-looking approach, and academic rigour, we believe it is the best education available today to help prepare our students for tomorrow. Through the breadth and depth of our world-class IB education, we can develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

• Highly skilled, committed teachers provide our students with exceptional individual care and support

• A broad, holistic education focusses on the development of the whole child

• The IB Programme nurtures modern skills and knowledge acquisition while ensuring students can acquire conceptual understanding and highlevel analytical skills

• The best developmental progression of learning provides students with essential skills and personal qualities for happiness and success in life

• A rich array of co-curricular opportunities feed students’ passions and pique their interests

• An inclusive and diverse multicultural community that shares core values

• Beautiful, well-appointed facilities actively support student achievement

• Our commitment to innovation and leading educational practices inspires students to reach their personal best

STRATEGIC DIRECTION DEVELOPMENT

Over the course of the 2024-25 school year, we finalised the development of our Strategic Direction 2025+. Through continued research and consultation, we refined our focus, developed the operational approach, shared the evolution of Mulgrave’s Learner Hierarchy, and prepared materials to launch the new approach for the 2025-26 school year.

As a maturing school with the benefit of being confident in our identity and mandate, we have focussed on how we can create greater, far-reaching impact. Through the development phase of the strategy, we asked: How do we achieve ‘excellence’ through teaching and learning? And: How do we think of purpose in the greater sense…what is the impetus of education at its core?

Key activities in the 2024-25 school year included:

• Board of Directors engagement with the Big Questions Institute and ongoing planning

• Faculty & Staff engagement through professional development, meetings, and feedback

• MVP Executive, Advisory Board, Student Board engagement and feedback

• Development of Strategic Planning Committee with representation from leadership, Board, students, and faculty

Through this work, MULGRAVE’S LEARNER HEIRARCHY evolved. The pyramid highlights how the steps in students’ learner confidence lead to purposeful action.

Purpose

Motivated by a desire to be of consequence in the world. In a world faced with social, environmental, and technology-induced challenges to our sustainability there is a resolve to find purpose in meeting these challenges. There is a recognition to use the successes and privileges of a Mulgrave education in the service of meaningful work.

Self Actualisation

Stronger confidence in learning creates competency & autonomy, has high expectations and is making good progress which enables the mentorship of others. Confidence in self allows movement beyond themselves to become more sensitive to equity issues, social citizenship and the ‘greater good’.

Self Esteem

Has even stronger confidence in our learning process, knows they are consistently improving based on measurements, has set and met targets. This growing consistency of improvement applies to academics, sports, performing arts or outdoor learning. The growth in learning confidence means they start to help others.

Belonging

Has increasing successes in learning and has access to more support, is engaging with class teacher, advisor and support services, attending co-curriculars with enthusiasm and has a stable friendship group. Learner confidence grows.

Safety

Comfortable with teachers, has at least one trusted adult, feels seen and is learning adequately, with support and experiences both engagement,and struggle.

We also continued engagement with global institutions, aligned with our values, to bring big picture context and perspective to the work:

• BIG QUESTIONS INSTITUTE

Exploring fundamental questions such as what is sacred, what truly matters, and what our core values are, beyond transactional education.

• WORLD ECONOMIC FORUM

Analysing future risks, with the most pressing being climate and environmental concerns, followed by political volatility, polarisation, and misinformation.

• HOWE SOUND BIOSPHERE

Focussing on climate and sustainability particularly the realities of Howe Sound, and engaging in applied learning with partners.

• IB/VILLARS INSTITUTE

Engaging with thought leaders such as Olli-Pekka Heinonen (Director General of the IB) and discussions from UNESCO and the WEF on the challenges of the polycrisis and metacrisis, highlighting systems and complexity thinking as key tools for addressing these issues.

• CAIS, NAIS, UWC

Referencing complexity and systems thinking, exploring topics such as the CAIS Doomsday Clock, the relevance of independent education, and NAIS’s purpose-driven approach that leverages privilege for the greater good.

Acting

• Ability to stand up for what is right and challenge or disrupt existing structures

• Can remain determined in the face of huge challenges

• Moves beyond simplistic critique by understanding complexity, creating new solutions and resolving problems

Collaborating

• Willingness to understand the ‘other’ and embrace difference, diversity and working together

• Engaging in authentic listening that fosters genuine dialogue and conflict resolution deepening global intercultural sophistication Thinking

• Can differentiate misinformation from reliable sources and claims

• Literate in algorithmic and Al generated knowledge systems

• Skilled at working with complex and systemic issues

Relating

• Capacity to connect to one another respectfully in school, local communities, and across interconnected global ecosystems

• Ability to relate to others with growing understanding Being

• Emerging self awareness and openness

• Developing self regulation, mindful attention and being present

STRATEGIC DIRECTION 2025+

In preparation for the 2025-26 school year, we shared the strategic direction with our community. The full strategy, along with videos, can be viewed at strategy.mulgrave.com. Additionally, the June 2024 issue of Cypress Magazine includes a great deal of background and stories related to the strategic direction.

CREATING LEARNER CONFIDENCE WITH PURPOSE

Mulgrave’s strategy seeks to connect our students to the world around us, marrying aspiration with action.

Taking inspiration from the Ch’ich’iyúy Elxwíḵn (the Twin Sisters) under whose gaze we dwell and Átl’ḵa7tsem (Howe Sound) to the west of us, we aim to honour the overlapping elements of the land, the air, the water, the people, and generational voices of the past and future.

Scan the QR code to read more about Mulgrave’s Strategic Direction

Starting with an aerial view, we use the metaphor of the landscape to think broadly about the impact of our actions within the relational network of the natural world. It is here that we can see the ripple effect of education and the necessity of a grounding in the notion of the Greater Good. There are peaks and valleys across this landscape that allow everyone’s pathway to make a difference.

MAPPING THE JOURNEY FROM SELF ESTEEM TO GLOBAL ENGAGEMENT

As we sharpen our focus, we hone in on the elements of the land, sea, and sky and the details of our surroundings, making the connection to what we want to accomplish and the steps we will take to achieve our goals. We imagine the spakwus soaring down from the vantage point of the Ch’ich’iyúy Elx wíḵn to the more focussed mycelium network of the forest fl oor.

Coupled with our mission, vision, and values, this strategy is a commitment to our approach.

The fostering of ‘learner confidence with purpose’ is the goal for each student’s personal growth as they move through the enriching opportunities provided at every stage of their Mulgrave journey.

In partnership with families, this begins with each student discovering interests, passions, and joys, which form the first steps in wider meaning making as engagement increases.

OUR AMBITION

We will promote Learner Confidence in everything we do to enable our students to move into spaces of compassion and to systemically address the causes and structures that have created climate volatility, global inequity, and social polarisation.

YOU CANNOT CHANGE THE WORLD

IF YOU HAVE NOT FIRST GAINED THE CONFIDENCE AS AN EFFECTIVE LEARNER, COMMUNICATOR, AND CRITICAL THINKER.

PUTTING IT INTO PRACTICE: TRANSLATING STRATEGY INTO ACTION

Mulgrave’s strength in emphasising strong teacher-student relationships lies at the heart of our approach as we seek to maximise the conditions where growing confidence supports academic, social-emotional, physical, ethical, and existential development so students are equipped to address global challenges and make a difference.

How will we do this at Mulgrave?

• Outstanding teaching

• Professional learning excellence

• Evidence-based approaches

• Harnessing the opportunities of AI

• Distributed pedagogical leadership

• Partnerships with global leaders

• Innovative financing, fundraising, recruitment, and retention

ALL FOR THE GREATER GOOD

As individual learner confidence grows, students are better able to connect and engage in wider social issues. This is the interplay between learner confidence and a sense of belonging to a greater, meaningful community that strives to do the right thing for others as well as for themselves. This is the development of purpose, as we become aware of and able to use our privileges to make a difference for the greater good.

OUR APPROACH TO TEACHING AND LEARNING

Highly effective student learning is central to Mulgrave’s mission, vision, and strategic direction. We seek to improve all students from their own personalised baseline data points so that value can be added and tracked differently for every individual. When every student knows they are consistently making progress, self-esteem also flourishes. Mental health, wellbeing, learning, and inclusivity are overlapping and interacting domains. Moving from belonging to selfesteem to caring for others is built on the growth of learning confidence so that the progress made in mathematics can be as important as community service in helping an individual become more compassionate and aware. Knowing that we are improving and developing is key, regardless of where this occurs, so focussing on progress is crucial in helping our young people to flourish as good human beings.

In the 2024-25 school year, Mulgrave faculty put great emphasis on High Impact Teaching Strategies (HITS). Inspired by the findings of tens of thousands of studies around the

world, HITS are key teaching tools that are proven to make a positive impact on student learning. International experts such as John Hattie and Robert Marzano have synthesised these studies and ranked hundreds of teaching strategies by the contribution they make to student learning; these teaching strategies sit at the top of these rankings.

For any concept or skill, using one or more of these strategies increases the chances that students will learn it, compared to using other strategies. But they are reliable, not infallible. Knowing their students and how they learn, teachers are well-placed to judge what strategy is the best choice.

These teaching strategies alone do not constitute a complete framework for professional practice; instead, they contribute to a comprehensive pedagogical model. Having used a range of information and data to identify specific student learning needs at Mulgrave, teachers have put significant focus in the 202425 school year on enhancing their skills in a few of the most aligned teaching strategies.

TECHNOLOGY AT MULGRAVE

Our approach to technology is everevolving to respond to the rapidly changing world of teaching and learning and to best prepare students with necessary skills. In the 2024-25 school year, following research and global best practice, Mulgrave announced a shift to school-issued devices starting in fall 2025. The premise is the same as with phones, which are not allowed on campus during the school day as of spring 2024: to remove distractions from learning, while purposefully using technology as a tool.

Additionally, Mulgrave’s Learning & Technology Services team and faculty members have developed an approach to AI that supports teaching and learning, fosters learner confidence, and prepares students for the world after graduation. While addressing the ethical and environmental implications of AI, and teaching the benefits of AI in knowledge acquisition, meaning making, and task optimisation, Mulgrave continues to focus on human-centred learning experiences.

OUR COMMUNITY

FACULTY AND STAFF

There is no doubt that quality teaching and learning, and care and support, underpin any student’s success at school, and Mulgrave has an outstanding teaching faculty. They are dedicated and skilled IB teaching professionals who are passionate about education and work daily to improve their craft. They care deeply for the wellbeing of their students and place a strong emphasis on developing positive relationships to facilitate personal and academic growth.

LEADERSHIP

Our school’s success is built upon skilled and dedicated leadership at all levels throughout the organisation. Various whole school leaders and our often home-grown divisional subject leaders support and empower our front-line teachers to be the best they can be. The vision, innovation, guidance, and mentorship provided by leaders drive our students’ and school’s achievements.

STUDENTS

Our students are all unique individuals at different points of their educational and developmental journeys, with trajectories that will take them in a myriad of directions. Through personalised guidance and a genuine interest in facilitating the discovery of their own voices, we delight in our students’ progress as they find their passions, become lifelong learners, and grow into their roles as stewards of a changing world. Our students continually inspire us, and we are grateful to them for the many gifts and talents that they share with our school, local, and global communities.

The Mulgrave community is known for its unity and tireless efforts to make our education and school the best they can be. Shared values and a common purpose strengthen our ties as we collectively strive to provide our children with an exceptional, holistic education that will prepare them for their next steps and encourage them to become happy, deeply satisfied individuals and responsible, contributing citizens.

FAMILIES

Parents, guardians, extended family, and caregivers are essential to the success of our school as key partners in the attainment of our common goals. With their invaluable support and input, we collaboratively help our students reach their potential. Whether involved as organisers for our many community-building events, as volunteers who help nurture students’ love of reading, or as ambassadors for our school, all of our families share our mission to inspire excellence (the continuous pursuit of personal best) in education and life. We so appreciate their consistent participation and support.

MVP

The Mulgrave Volunteer Parents (MVP) primary goal is to sustain our school’s sense of community and foster a broad-based spirit of participation. The MVP is a group of passionate, dedicated individuals who radiate warmth and inclusivity, and they make our school a better place. They rally dedicated volunteers for vital roles such as class reps, library, M Store, and cafeteria volunteers, and are the force behind our lively community celebrations. We are incredibly grateful to them for their generous donation of time and energy year after year.

ALUMNI

With each passing year, our alumni community grows. The deep connection of our students to one another, as well as to our school, is the foundation for lifelong friendships and relationships. We are always thrilled to welcome any of our 1446 alumni back to the school for a visit, for a mentorship opportunity with current students, and even as prospective parents.

EARLY YEARS

PK3, PK4, AND KINDERGARTEN

• IB Primary Years Programme (PYP) for the Early Years starts at the PK3 level

• Inquiry-based approach to teaching and learning

• Highly trained and experienced teachers and associates

• 1:8 teacher-to-student ratio in PK classrooms, plus one associate teacher for PK3 and one for PK4

• Two teachers in each K classroom

• Focus on developing socialisation, collaboration, and communication skills in a play-based environment

• Inquiry-based learning supports the development of learner confidence while solidifying numeracy and literacy skills

• Age-appropriate and purpose-built learning and play spaces, including a new EY Mini Makerspace

• Access to outdoor play spaces and a nature trail

OUR DIVISIONS curious

• Specialist teachers for physical and health education (PHE) and performing arts, as well as special outdoor education activities

• Mandarin classes for PK and a choice of Mandarin or French for K with specialist teachers

• After-school clubs for PK4 and Kindergarten students, plus enriching field trips and special guests

• Social events for families and students that enrich the EY community

JUNIOR SCHOOL

GRADES

1-5

• IB Primary Years Programme (PYP) as the core academic programme

• Inquiry-based approach to teaching and learning

• Highly trained and nurturing teachers

• Small class sizes

• Two teachers in all Grade 1 and 2 classrooms

• Five additional teachers share extra support of Grade 3-5 classrooms, providing smaller teacher-to-student ratios, flexible student groupings, and access to greater differentiation

• Specialist teachers for Physical and Health Education (PHE), Music, additional languages (French, Mandarin), and Outdoor Education

• PYP Curriculum Coordinators to enhance student learning (Grades 1-3 and Grades 4/5)

• Math and Literacy Coordinators for Grades 1-5

• IT Integration Specialist teacher to support technology integration within the JS Curriculum

• In Grades 1 and 2 the school provides iPads to enhance learning in the classrooms (these devices stay at school)

• In Grades 3 and 4 students bring their own iPads from home and these devices go back and forth between home and school

• In Grade 5 students bring their own device (laptop of their choice) and these devices go back and forth between home and school

• Dual-stream Mandarin programme: language and literature (A) and language acquisition (B)

• Extensive co-curricular programme, both before and after school

• Purpose-built and well-equipped PYP Makerspace with specialised staff to support learning

friends teams

MIDDLE SCHOOL

GRADES 6-9

• IB Middle Years Programme (MYP) as the core academic programme

• A focus on Interdisciplinary Units to support students’ ability to transfer knowledge and concepts

• Range of personalised course offerings through the Learning Enrichment and Personalisation (LEAP) elective programme

• Advisory programme offers strong pastoral care and 1-to-1 support

• Life Skills course teaches a range of metacognitive skills, including a strong focus on wellness, identity, DEIJ and positive education, as well as practical skills, such as budgeting

• Use of the CAS (Creativity, Action, Service) framework to develop global citizenship competencies and growth in areas beyond academics

• Use of live-time feedback to help students develop a deeper understanding of their learning

• Use of subject specific Approaches to Learning skills to further develop students’ skills

• Well-rounded education with a focus on personal growth and student confidence

• Comprehensive offering of co-curricular activities to support growth, development, and exposure in arts, athletics, service and leadership, and outdoor education

• Global Experiential (GEx) Learning Programme focussing on global citizenship themes to further develop real-world and intercultural skills, and engage in meaningful experiential learning

• Extensive opportunities for all students to develop their leadership potential

SENIOR SCHOOL

GRADES 10-12

• IB Middle Years Programme (MYP) in Grade 10 and IB Diploma Programme (DP) or Enriched Pathway (IB/Provincial) in Grades 11 and 12

• Outstanding preparation for university and life beyond Mulgrave, with a focus on Student Confidence in learning and life.

• Focus on inclusion, developing critical thinking, research, social, communication, responsible citizenship and selfmanagement skills, alongside course content

• Requirement to engage in global issues, interdisciplinary learning, and committed social service

• Innovative Character Education course to develop life skills beyond a classroom environment and to facilitate socialemotional learning and wellbeing

• Interdisciplinary expeditions/trips and an innovative Global Citizenship course in Grade 10, focussing on Diversity, Equity, Inclusion and Justice

• Personal university and career counselling services and regular interaction with university admissions representatives from around the world

• Comprehensive leadership opportunities in a variety of contexts (academics, creative arts, athletics, DEJB, MERT, and service)

• Extensive array of extra-curricular activities focussed on the personalisation of learning experiences and co-led by students and teachers

• Emphasis on academics, arts, athletics and service, enhanced by an outstanding outdoor education programme, and symbolised by award winning school performances, Athletics success on the Provincial level, and lasting partnerships with local NFP organisations.

• Extension and enrichment opportunities in entrepreneurship, including afterschool courses, networking with local business leaders, and business and entrepreneurship clubs

• Pioneering new Systems Transformation course, developed in close partnership with the IB, and three other leading international schools

potential goals

PATHWAYS TO GRADUATION

Students are well-supported in uncovering the pathway that is right for them, while at Mulgrave and as they approach graduation. Our University Counselling and Careers Department is committed to providing expertise, enhancing, and guiding students in all aspects of post-secondary planning. The journey begins in Grade 9 with guidance embedded in the curriculum. In Senior School, counselling expands to include course selection advice. Our counsellors meet with each student and their families to map a personalised approach for their post-secondary ambitions.

A PERSONALISED APPROACH

Mulgrave students graduate with the IB Diploma and the British Columbia (BC) High School ‘Dogwood’ Diploma or with a combination of IB courses and the ‘Dogwood’ Diploma. They may choose a personalised pathway to graduation as well as course options that best fit their future aspirations and balance commitments outside school.

International Baccalaureate Diploma Programme

The IB Diploma is recognised worldwide as an academically rigorous programme that develops deep and broad subject knowledge, conceptual understanding, and the key 21st century skills of critical and creative thinking, problem solving, service, and intercultural communication. Key features of our IBDP are the requirements to study a reflective epistemology course, Theory of Knowledge, and to write a research paper (the Extended Essay), both of which are excellent preparation for high-level university study.

Mulgrave’s Enriched Pathway

A significant portion of our student body customises their programme with selected IB courses and BC accredited courses to pursue their commitments to athletics, the arts, or other interests. These students benefit from the rigour of our IB programme and create a balance that allows them to manage demands on their time while excelling in other areas of their education.

IB Systems Transformation: Leadership for Just and Sustainable Futures

Mulgrave has the distinct honour of being one of only four schools globally offering IB Systems Transformation, a groundbreaking transdisciplinary programme that teaches systems thinking as a framework for solving complex real-world problems. This 300hour course, developed in close collaboration with the IBO, combines traditional and experiential learning and takes the place of two Standard Level courses in the IB Diploma Programme or our Enriched Pathway.

FIND YOUR FIT

Finding the right fit for post-secondary study and adventures is a deeply personal experience for our graduates. Through self-reflection and joint exploration with their university counsellor and loved ones, they are able to uncover the things that are most important. That might be a particular programme of study, extra-curricular passions, or personal connections that they hold dear.

Sometimes, the answers are obvious, and at other times, it takes more effort to find what they are truly seeking. Regardless, each student has put a great deal of consideration into creating a future that is the perfect fit for them.

Read their stories at findyourfit.mulgrave.com

My Mulgrave is where I MET MY COMMUNITY

VANESSA L

Computer Science

NEW YORK UNIVERSITY

“My university counsellor played a huge role in supporting my transition from considering Liberal Arts to confidently pursuing STEM. I was also influenced by my peers and the empowering message of the need for women in this field, which made me feel seen and capable.”

My Mulgrave is where I LEARNED TEAMWORK

TATE P Medicine

ROYAL COLLEGE OF SURGEONS IN IRELAND

“My university counsellors were all amazing and played an important role in helping me select my schools. They provided me with all the information I needed and supported me through the various decisions I was making. The teachers were also great and inspired me to pursue the science path.”

My Mulgrave is where MY TEACHERS SUPPORTED ME

KIANA P Psychology MCGILL UNIVERSITY

“I got into music programmes, but in the end, I wanted something a bit more stable in terms of career path. I spoke to Mulgrave alumni who attend the university I was interested in. Their feedback about it being a nice place to also pursue something creative whilst studying solidified my choice.”

ALLEN H Classical Archaeology & Ancient History

OXFORD UNIVERSITY

“The university itself is an artifact from centuries ago, and after visiting its streets, libraries, and colleges, I found that the environment was fitting for conducting my studies in archeology. I knew it would provide many opportunities to expand my level of understanding and to do fieldwork in the future to practice my skills.”

UNIVERSITY ACCEPTANCES 2025

CANADA

Capilano University

Carleton University

UNIVERSITY ACCEPTANCES

CLASS OF 2025

While we share standardised results data, it is important to remember that ‘personalised pathways’ best represent our stated Mulgrave value of striving for individual progress measured against a student’s own starting point, which is different for each person.

The culmination of a mission-driven educational experience striving for ‘excellence in life’ is to instill values and characteristics that represent more than academic success criteria. This requires nurturing the type of virtues Mulgrave has defined as contributing to collective wellbeing through tolerance, intercultural engagement, advocacy for social justice, and ensuring environmental sustainability.

Concordia University

Dalhousie University

Huron University

King’s University College

McGill University

McMaster University

Queen’s University

Simon Fraser University

Toronto Metropolitan University

Trent University

University of Alberta

University of British ColumbiaVancouver, Okanagan

University of Calgary

University of Guelph

University of New Brunswick

University of Ottawa

University of Toronto - St. George, Scarborough, Mississauga

University of Victoria

University of Waterloo

Vancouver Island University

Western University

York University

UNITED STATES

Barnard College

Boston College

California College of Art

Chapman University

Claremont McKenna College

Columbia University

Duke University

Emerson College

Georgetown University

Harvey Mudd College

Johns Hopkins University

Loyola Marymount University

Maryland Institute College of Art

New York University

Northeastern University

Northwestern University

Otis College of Art and Design

Pomona College

Pratt Institute

Rhode Island School of Design

Rice University

Savannah College of Art and Design

School of the Art Institute of Chicago

Skidmore College

Swarthmore College

The New School - Parsons School of Design

University of California - Berkeley, Davis, Irvine, Riverside, Santa Barbara, Santa Cruz, San Diego

University of Chicago

University of Colorado Boulder

University of Miami

University of Michigan - Ann Arbor, Flint

University of Rochester

University of Southern California

University of Washington

Vanderbilt University

Washington University in St. Louis

Wesleyan University

INTERNATIONAL

Brunel University

Dundee University

Durham University

Eindhoven University of Technology

Jiatong University

King’s College London

London School of Economics

Loughborough University

NYU - Shanghai

Royal College of Surgeons in Ireland

SciencesPo

Trinity College Dublin

University College Cork

University College Dublin

University College London

University of Aberdeen

University of Amsterdam

University of Buckingham

University of Cambridge

University of Central Lancashire

University of Edinburgh

University of Glasgow

University of Manchester

University of Oxford

University of Reading

University of St. Andrews

University of Stirling

University of Sussex

University of the Arts London

University of York

CLASS OF 2025 RESULTS

100%

Admission to university or post secondary pathway of choice

5

Graduated with bilingual diploma (Chinese)

4.9 Worldwide average course score 36 Mulgrave’s average diploma score

Mulgrave’s average course score

30.5 Worldwide average diploma score

DIVERSITY, EQUITY, INCLUSION & JUSTICE

DEIJ MISSION

As an IB school committed to inspiring excellence - the continuous pursuit of personal best - in education and life with the goal of creating a better and more peaceful world, Mulgrave values and celebrates diverse individual identities in a community where we act with humility, empathy, commitment, and inclusion.

We have an unwavering commitment to cultivate a sense of belonging and mobilise all community members to engage in the process of influencing change. With dedication, we work to create a safe, brave space for our students where they feel comfortable using their voice and agency to advocate for themselves and injustices in their local and global communities.

We seek to make sure that the values of diversity, equity, inclusion, and justice inform our everyday interactions and our whole community’s approach to learning and interpersonal relationships.

OUR FRAMEWORK

Mulgrave’s DEIJ work uses a framework based on five, research-based best practices for advancing and sustaining our efforts. The framework’s cyclical nature demonstrates how each practice (educate all community members, build community, curate sustainability, systemise accountability and disrupt harm) are interrelated and non-hierarchical; they often take place simultaneously.

COMMUNITY APPROACH TO DEIJ

Under the guidance of our Deputy Head of School, DEIJ Director, SOGI Coordinator, and our Equity and Inclusion Coordinators for Early Years/Junior School and Upper School, we advanced the DEIJ mission and encouraged community engagement, learning, advocacy, and allyship.

Activities in the 2024-25 school year included:

• Special events for Black History Month, Women’s History Month, Pride Month, and National Indigenous History Month which included guest speakers, celebrations of food and music, and storytelling

• Lunchtime discussions and Cultural Celebration events throughout the year for Senior School

• Further development and implementation of curriculum scope and sequence including deeper integration of First People’s Principles

• Faculty/staff-wide, year-long Anti-Bias, Anti-Racism programme and Advanced programme including collaborative planning and lunchtime ‘unpacking’ discussion groups

• Culturally Competent Pedagogy Professional Development training for all divisions

• Yearlong How to Ally workshop series for faculty and staff

• Faculty team attendance at NAIS People of Colour Conference

• HR measurement and reporting of diversity of existing faculty/staff and candidates

See pages 25-26 for more in-depth information on Indigenous Education.

ACCESSIBILITY REPORT

Mulgrave School is committed to removing and preventing barriers and to promoting inclusion for individuals in our school community. In July 2024, the Access Consulting company Meaningful conducted an accessibility audit. We were pleased that their findings affirmed how Mulgrave’s accessibility and wellbeing practices extend well beyond the built environment and include strong supports for both staff and students.

Over the 2024–25 school year, we continued to act on the recommendations from the audit and made steady progress in enhancing accessibility across our campus. This important work carried on through the summer of 2025, with further facility upgrades planned to ensure our school remains a welcoming and inclusive place for all. We are proud of the strides made to date and remain committed to continuous improvement in this area.

Scan the QR code to read the full audit report

CONNECTION TO IDENTITY AND WELLBEING

Having a good sense of identity is a core component of wellbeing. Our goal is to ensure students have a growing sense of aspects of their own identities at an ageappropriate level throughout the school, including students:

• understanding their own identity and the privilege and challenges they have

• understanding the identity of others and the privileges and struggles they face

• having the intercultural skills to connect with others

See page 29-30 for more on student wellbeing.

INDIGENOUS TEACHING AND LEARNING

Mulgrave is committed to intercultural understanding and prioritises our Indigenous Education programme. A school-wide Indigenous Education Coordinator guides our teaching and learning in this area to advance our efforts in support of the Truth and Reconciliation Commission of Canada’s 94 Calls to Action, promote First Peoples Principles of Learning, decolonise the curriculum, develop an appreciation for the richness of Indigenous cultures and worldviews, and cultivate reciprocal and authentic relationships with local Indigenous communities.

In 2024-2025, the Indigenous Education Working Group, comprised of faculty, staff, and board representatives, began the development of the Indigenous Education Strategic Plan. This work honours the important progress made through the previous Indigenous Education Action Plan, while looking ahead to deepen the school’s commitments. The plan is designed to guide the school in strengthening relationships with the Squamish Nation, fostering meaningful partnerships with local and national Indigenous communities, and further embedding Indigenous pedagogies, practices, protocols, and worldviews into all areas of school life.

Professional Development: Education Through Reconciliation

Winnipeg Professional Development

As part of the school’s ongoing commitment to truth, reconciliation, and Indigenous education, 14 faculty and staff participated in a biennial professional learning trip to Winnipeg. The experience centred on the resilience and empowerment of Indigenous women in leadership, offering staff the opportunity to engage directly with community leaders, Knowledge Keepers, and organisations that are actively shaping change. The insights gained from this experience continue to inform and enrich our teaching and learning practices. Staff have returned with a deeper capacity to support

students in understanding the complex truths of Canada’s history, while also fostering student agency and responsibility in the work of reconciliation, both within the school and in the broader community.

For more information on Indigenous Education in action at Mulgrave, please see pages 19-20 in our 2024-2025 issue of Cypress Magazine

Meeting with Minister Nahanni Fontaine and Cambria Harris

PROGRESS IN THE YEAR INCLUDES:

Curriculum

• Continued implementation of First Peoples Principles in PK-G12

• Focus on age appropriate holistic and experiential learning with connection to DEIJ, Environmental Sustainability and Outdoor Education

• Development of the Systems Transformation Pathway Course with a focus on embedding intergenerational thinking and responsibility

• PK-G12 collaborative projects (UOI, IDU, G10 SOLE, G11 Group 6 collaborative project) with a strong grounding in Two Eyed Seeing

Relationships

• Ongoing development of Mulgrave’s Local Education Agreement with the Squamish Nation

• Working with Elder Florence Williams as a part of the initial building stages of our Elder in Residence program

Landbased Learning

• Student-created land acknowledgments

• Key partnership with Talaysay Tours to support experiential learning from PK-G12 with a focus on relationships to the land

• Fostering a connection to land through stewardship and engagement with Environmental Sustainability and Outdoor Education coordinators

Upskilling & Onboarding

• In-house professional development for staff

• Indspire National Gathering for Indigenous Education

• Education through Reconciliation Winnipeg Professional Development

• FNESC Conference

DATES OF SIGNIFICANCE

National Day for Truth and Reconciliation & Orange Shirt Day

This year, our school community came together to mark the National Day for Truth and Reconciliation through a full-school art installation, centred around the image of the cedar tree, a powerful symbol of strength, protection, and healing. Each class, from Early Years through Senior School, engaged in learning experiences that explored both the truths of residential schools and the resilience of Indigenous communities, with a particular focus on the local teachings of the Squamish Nation. Students contributed reflections, drawings, and words to create individual strands of wooden beads, which were then woven together to form the branches of the cedar tree. This collective installation not only honoured Survivors, but also visually represented our shared responsibility to continue learning, listening, and walking forward in reconciliation as a community.

National Day of Awareness for MMIWG2S+

To honour and raise awareness for Missing and Murdered Indigenous Women, Girls, and Two-Spirit People (MMIWG2S+), our school engaged students across all divisions in age-appropriate learning experiences that centred on the strength of matriarchy and the powerful Indigenous women we honour and hold close in our hearts. Students explored themes of identity, fairness, and justice, reflecting on the importance of uplifting and protecting women and girls in all communities. In the Upper School, students participated in a weaving activity, creating red heart ornaments that now hang from our cedar tree installation as a symbol of remembrance and love for those who have been lost. Through these thoughtful and compassionate activities, students deepened their understanding while contributing to a collective space of care, respect, and advocacy within our school community.

National Indigenous History Month & National Indigenous Peoples Day

Throughout the month of June our school community deepened its focus on intergenerational learning, connection to land, and the celebration of Indigenous culture, tradition, and ceremony. Students engaged in learning experiences that honoured the wisdom and resilience passed down through generations, recognising the importance of relationships with Elders, Knowledge Keepers, community members, and the land itself. As part of this work, members of the Changemakers Club also led the process of rewriting the school’s Land Acknowledgement for the upcoming year, with a particular focus on honouring the stories and teachings that emerge from the land on which we learn and gather. Through stories, art, and shared experiences, students explored the richness of Indigenous teachings and the strength found in cultural continuity. These moments of learning and celebration serve as a continued reflection of our commitment to building respectful, reciprocal relationships with Indigenous communities, while empowering our students to carry these teachings forward in meaningful and responsible ways.

ENVIRONMENTAL SUSTAINABILITY

Led by

Ali McTavish - Environmental Sustainability Coordinator and Environmental Systems & Societies teacher - our community made great strides in implementing core themes and action areas. Long-term goals were also set through to 2050. All of this work was built on the foundation of Mulgrave’s Environmental Sustainability Mission, Vision, and Values.

For more information on Environmental Sustainability

2024-2025 ACTION HIGHLIGHTS

COMMUNITY

Transportation:

• 3rd year of baseline data collection of the number of cars coming to campus over a one-week period; each day of the week there was a decrease in the number of cars coming to campus in 2024 when compared to the same week in 2023, suggesting a small uptake in our initiatives to reduce cars to campus

Waste:

• Continual tracking of waste by weight

• 3rd year of formal audit by Waste Control Services; we saw improvements this year in our cafeteria as well as outside of the school contamination levels

• Removal of most single use plastics from the cafeteria

• Education to staff and students by ES Council

Carbon Footprint:

• Continual tracking of our GHG consumption; 2024 saw a decrease of 31 MT of CO2e from 2023

• Carbon offset built in for all GEx trips

• Carbon offset applied for all staff flights

CAMPUS

Building & Facilities:

• Continual tracking of water and paper use

Outdoor Spaces:

• Diversified the user groups in our gardens to include LEAPS, JS clubs, classes and staff

• Staff Community Garden initiative created with 16 staff participating

• 2 additional garden beds added to the EY outdoor space

• Biodiversity audit of our campus completed in June by Diamond Head Consulting to give baseline biodiversity data

• Removal of invasive species from campus trail

• Trail Committee (ES Coordinator, Indigenous Ed Coordination, OE, JS representative, EY representative) met throughout the year to update trail plans to enhance connection to each other, the land and learning

Cafeteria:

• Friendlier containers added to replace single use plastic containers

• Cutlery return stations added throughout the SS and MS to try and decrease the number of lost cutlery

• Back of house table-top Maestro composters in kitchen with soil amendment used in school gardens

LEARNING

Curriculum:

• ES connections in each of the IDUs being done in the Middle School

• ES added into the Grade 10 SOLE Centre week conducted in the Spring

• Continued ES MY-CAS activities

• Development of IB DP Pilot Systems Transformation course

Co-Curricular:

• JS Climate Crew raised $802 this school year from sorting our Returnables containers; an additional table top composter for Junior School was purchased some of these funds

• External event and volunteer opportunities for Senior School students

• 5 Grade 10 students selected to be Villars Fellows and attend the Villars Symposium in Switzerland in June; our second year of attendance

• 5 Grade 11 & 12 students worked on and were selected as a finalist for the Zayed Sustainability Prize; 2 students (Grade 10 & 11) travelled to Abu Dhabi, United Arab Emirates for the prize ceremony and Abu Dhabi Sustainability week

Professional Development:

• Ali McTavish spoke on a panel at the GEBG Global Summit on Climate Education in February about our school’s approach to environmental sustainability and involvement of all school stakeholders

• 6 staff members pursued ES related Pro-D throughout the year

LEADING

Governance:

• ECO-MVP added this year to the MVP Committee

Engagement and Communication:

• Increased Connexions newsletter articles

• Staff & Faculty survey: 84.2% feel Mulgrave gives ES a high or very high priority (up from 69.8% in 2022), which is meeting the 2030 Leading goal of 80% positive perception

STUDENT WELLBEING

We continue to place a strong emphasis on student wellbeing, viewing it through the essential lens of building student confidence. Confidence forms the foundation of both wellbeing and learning.

As Craig Davis reminds us: “You cannot change the world if you have not first gained the confidence of someone developing self-understanding through effective and consistent learning.”

Through the IPERMAH framework, we actively support the growth of student confidence - both inside and outside the classroom - which, in turn, enables their overall wellbeing to thrive.

IPERMAH

• Having comfort with my emerging identity, including:

• Understanding my own identity, the privilege I have, and the challenges I face

• Understanding the identity of others, the privileges they have, and the struggles they face

• Having the Intercultural skills to connect with others

• Having a clear sense of purpose, meaning and value in what I am doing

• Having positive relationships

• Managing my emotions and maintaining positive emotions

• Feeling and being positively engaged

• Being positive about my accomplishments

• Maintaining my physical health and wellness

COMMUNITY APPROACH TO WELLBEING

Faculty

We remain committed to supporting the ongoing development of our faculty to ensure that student wellbeing is fully supported. As part of this commitment, faculty have begun completing Mental Health First Aid training.

Junior School

We recognise that the foundational primary years are critical for equipping students with strategies to identify and express emotions, communicate effectively, regulate their feelings, and build resilience, among many other essential skills. To further support this development, the Junior School Division began piloting a new programme, which will be fully implemented in the 2025–2026 school year.

Personal Counselling

Mulgrave has three full-time Registered Clinical Counsellors who provide both intervention and prevention services to students and support faculty with their classroom practice. The focus of personal counselling is to enhance the wellbeing of students and to empower positive change.

Peer Counselling

Our Senior School Peer Counselling Programme has been running for four years and has been a wonderful addition to the school. Peer Counsellors receive extensive training in communication and interpersonal skills, intervention techniques, and knowledge on how to support their peers when they are dealing with stress. They assist their Upper School peers with problem-solving processes and play an active role in creating and implementing mental health prevention initiatives at Mulgrave. They also help to facilitate lessons on developing healthy peer relationships, as well as workshops on strategies to reduce test anxiety and stress in the Middle School division. Additionally, our Peer Counsellors have been a welcome addition on the EY/JS playground during recess times to connect with younger students and be available as caring older peers when needed. Peer Counsellors also take on leadership roles in promoting mental health awareness days such as Bell Let’s Talk, Pink Shirt Day

and Mental Health Awareness Week. Counsellors work closely with faculty and staff from preschool through Grade 12.

Pastoral Care

Care and support of individual students are based on the class teacher (EY/JS) and advisor teacher (MS/SS) models. These faculty are charged with developing a relationship with a small number of students to maintain an oversight of their holistic development and education. They monitor and support students’ personal and academic development, as well as their participation in the many other aspects of a Mulgrave education and are the first point of call for parents/ guardians and specialist teachers.

Advisors and class teachers are aided by divisional leadership teams and a host of other school-based professionals who provide assistance according to students’ individual needs.

Family Engagement

Every year we have a number of opportunities for parents/guardians and other adults in our students’ lives to engage in learning related to their children’s development:

• Mulgrave Wellbeing Book Club for Families: Throughout the academic year, families are invited to participate in the Mulgrave Wellbeing Book Club. This initiative offers a valuable opportunity for members of our school community to connect across divisions and engage with literature that promotes family wellbeing. Past selections have included Never Enough, Permission to Feel, Good Inside, The Parenting Map, and The Anxious Generation

• Parent Education Series: Throughout the year, Mulgrave hosts learning sessions on a variety of topics to help families support their children, navigate challenging topics, and engage in homeschool partnership. Topics have included fostering resiliency, understanding teens, digital safety and impact, sexual orientation and gender identity, Indigenous teaching and learning, and diversity and inclusion.

THE ARTS AT MULGRAVE

The following is a sample of the activities that took place in the 2024-2025 school year:

PERFORMING ARTS

• Successfully launched a new JS concert model: A G1-5 Winter and Spring concert, resulting in a successful showcase of music learning from students across the Junior School. The EY community enjoyed a full EY Spring Concert.

• Our second year running the new Grade 7-9 rotation, which leads students through three units developed and delivered by specialist teachers in theatre, dance, and music. Students presented a culminating showcase to celebrate their learning.

• Middle School Performing Arts LEAP students, our Senior School Rock Bands, and our US Dance co-curricular groups, including Dance 10 students, performed in multiple showcases throughout the year during town halls for every division.

Through the performing and creative arts, we can help every student find their voice and express themselves. Under the guidance of specialist faculty, and in incredible purpose-built spaces, Mulgrave students learn to take risks, experiment, collaborate, and think in embodied, tactile ways across the full range of artistic forms. They can pursue specialisation in a range of fields (creative and academic), or they may choose to celebrate their creativity beyond the classroom in a more free-form way.

• Dance 10 was launched, and DP Dance SL/HL will run next year to further invite personalisation of learning for those students interested in pursuing dance at the DP level.

• Our US Music students performed two concerts - moving their start time for the Spring Concert to 4:30pm - increasing audience numbers by almost 50%.

• Senior School students went through significant stage-combat training in order to successfully produce and perform She Kills Monsters: Young Adventurers Edition by Qui Nguyen.

• Middle School students performed a devised-theatre driven production of Romeo and Juliet in our blackbox theatre.

CREATIVE ARTS

Multi-Disciplinary Events:

• Film & Theatre SOLE Retreat

• Group 6 in-person exhibition

• ZOOMFEST: BC Student Film Festival run and hosted by Mulgrave

• Grade 9 IDU at the SOLE Centre involving Science, English and Film/Visual Art centred around sustainability

• Grade 10 Extended stay experiential learning at SOLE; art stream experiences involving interdisciplinary art workshop for Visual Arts and Performing Arts

Design:

• Robust use of 3D printers, 3D clay printer, laser cutter, robotics, woodworking, and community-focussed ideology in Grades 9 and 10 to develop self-directed, ambitious ideas and create working models and prototypes.

• Wide variety of Middle School units enabled more exploration of diversity, inclusion and equity through projects such as Pop-Up Shop (paper-engineering through modernising classic fairy tales), and Layered Tales (layered lasered wood engineering and storytelling through a scene with perspective.)

• Integration of technology and AI learning tools explored in a Grade 8 coding and website building unit called Digital Advertising (build a small business website), and $3 Gadget (designing small 3D printed tool that serves a marketable function.)

Robotics:

• Student initiative further developed our Robotics programme by entering Mulgrave’s FIRST Robotics Competition (FRC) team and Mulgrave’s FIRST Lego League (FLL) team. In FRC, teams of students are challenged to build industrialsize robots to play a difficult field game in alliance with other teams, while also fundraising to meet their goals, designing a team ‘brand’, and advancing respect and appreciation for STEM within the local community. In FLL, teams use Lego Spike Prime to accomplish tasks on a game field for points.

Visual Arts:

• Diploma Arts Exhibition on campus showcased the two-year culmination of creative work by our senior Visual Art students.

• Grade 12 exhibition in the West Vancouver Ferry Building.

• Choice-based curriculum for all Senior School students.

• New this year, Grade 10 Visual Art split into two distinctly different sections: 2-D and 3-D Visual Art. Both courses were highly successful and have doubled enrolment for next year.

• Local curators, artists, designers, architects and other Visual Art teachers participated in sharing feedback for the Grade 12 Mock Exhibition.

• Increased focus on experiential learning through field trips as part of our Art department goal. Every cohort in the Upper School got to go on a field trip to a Gallery or Museum this year!

• Students across divisions highlighted special events through multiple Orange Shirt Day Art installations, an INKTOBER collaborative drawing display, and Zoom Festival décor.

• MS Visual Art students contributed to 12 unique artwork exhibitions displayed in the school. Noteworthy exhibitions include: Welcome Home (Grade 9 students created cups, plates and dishes connected to their cultures and identities), The Portal (Grade 7 students collaboratively created a 12 foot tall gateway out of paper), Fractured Portraits (Grade 8 students created self-portraits and mixed media identity explorations), Elements of Art Tiles (Grade 6 created mixed media depictions of objects using all “7 Elements of Art”), Abstract Self Portraits (Grade 10 students representing their identities in not figural self-portraits), and Textile Storytelling (Grade 10 students repurposed clothing and other fabric pieces to tell a story using embroidery, crochet and other fiber arts.)

Film:

• Hosted Zoom Film Festival with 90 teams from across the province (9 teams from Mulgrave.)

• Senior School students participated in workshops on Production Design.

• SOLE Centre 2-day film retreat.

TITANS ATHLETICS

Mulgrave offers a rich variety of athletic opportunities that enable our studentathletes in G3-12 to flourish in a number of team and individual sports. Our Mulgrave Titans compete in the North Shore Secondary School Athletics Association (NSSSAA), Independent Schools Athletic Association (ISAA), and Independent Schools Elementary Association (ISEA). Our coaches support our student-athletes in their pursuit of athletic excellence and personal best with a strong emphasis on our core values of character, commitment, communication, confidence, and heart.

52 teams in 14 sports

2024-25

2023-24

2022-23 2021-22

2024-2025 UPPER SCHOOL HIGHLIGHTS

North Shore Secondary Schools

Athletics Association - NSSSAA

Varsity Girls Basketball - CHAMPIONS

Juvenile (G9) Boys Basketball - CHAMPIONS

Varsity Cross Country - CHAMPIONS

Varsity Golf - CHAMPIONS

Vancouver Sea to Sky Zone

Varsity Golf - CHAMPIONS

Independent Schools Elementary Association - ISEA

G7 Girls Basketball - CHAMPIONS

G7 Girls Soccer - CHAMPIONS

Provincial Championships

Varsity Golf - CHAMPIONS

Juvenile (G9) Boys Basketball - CHAMPIONS

Varsity Girls Basketball - 11th Place

Varsity Cross Country

Varsity Swimming

Varsity Track & Field

North Shore All-Stars

1st Team All Stars

Tate Pettman - Soccer

Deanna Naemi - Basketball

Erika Panahandeh - Basketball

Maryam Mojarradi - Basketball

Tate Pettman - Basketball

Robbie Akehurst - Basketball

Lucas Lin - Golf

Riley Moore - Golf

2nd Team All Stars

Deanna Naemi - Volleyball

Ardy Jalili - Soccer

Nicolaas Van der Vorm - Soccer

Kaitlyn Takeuchi - Soccer

Grade 9 Provincial All-Stars

Eli Wilson - MVP - Basketball

Neko Wrinch - 1st Team - Basketball

Kelvin Xu - 1st Team - Basketball

Cole Vrsnik - Honourable Mention - Basketball

Adam Alghouti - Best Defensive Player - Basketball

2024-2025 JUNIOR SCHOOL HIGHLIGHTS

Junior School students embraced after-school athletics in the following sports:

Fall Season

G3-5 Cross Country

G4-5 Boys Soccer

G4-5 Girls Volleyball

Winter Season

G3-5 Swimming

G4-5 Boys Basketball

G4-5 Girls Basketball

Spring Season

G4-5 Track and Field

G5 Rugby (lights)

G4-5 Girls Soccer

COMMUNITY SUPPORT

Over the last two and a half decades, our students, faculty and staff, and many families have generously supported the Terry Fox Foundation and the Heart and Stroke Foundation (Jump Rope for Heart). These events continued in 2024-2025, bringing great community spirit to our campus.

GLOBAL CITIZENSHIP

OUTDOOR EDUCATION

Mulgrave offers a vibrant, experiential outdoor education programme in support of student skill development, balance, and wellbeing. Through multi-sensory, experiential learning in nature-based contexts, the programme builds resilience, an appreciation for our surroundings, and the skills to actively participate in, and advocate for, our remarkable region. Often, themes of Indigenous Ways of Knowing are also woven through the experiences as are connections to classroom learning in various subjects.

Students enjoy the beauty of a number of locations from the nature trail on our campus, to our 20-acre Squamish Outdoor Leadership and Education (SOLE) Centre, and beyond!

THE FOLLOWING ARE HIGHLIGHTS FROM THE 2024-2025 SCHOOL YEAR BY DIVISION:

Early Years

• PK3: Three classes on the trail related to shelters. Field trip to the SOLE Centre, which included exploring the treehouse.

• PK4: How the World Works trail walks related to seasonal changes in the fall and winter. Two field trips to the Sole Centre to explore the fall seasonal change, and in spring, exploring mini creatures, and visiting a farm in Squamish.

• Kindergarten: Weekly forest walks and a field trip to the SOLE Centre during their unit of inquiry about materials.

Junior School

• Grade 1: Weekly on-campus learning outdoors connected to the unit of inquiry. Three field trips to the SOLE Centre connecting to the units on Signs and Symbols, Human Impact on the Environment, and Storytelling.

• Grade 2: Field trip to SOLE Centre focussed on Indigenous technologies, field trip to the SOLE Centre, connected to the UOI on experimentation. Field trips to Capilano Dam related to the exploration of water, and on-trail lessons about cedar trees and nature.

• Grade 3: Invasive species removal, and native plant planting connected to the UOI on taking action and erosion. On-campus lessons about erosion, math challenge related to garlic planting, skull workshop connecting to the unit on food webs, field trip to the SOLE Centre to learn about weaving from a Squamish knowledge keeper, and field trip to Lynn Valley, observing and exploring erosion.

• Grade 4: Garden design project related to math unit on area and perimeter, overnight at the SOLE Centre connected to garden design math unit and colonisation (salmon smoking with Drew, workshop on Indigenous storytelling, returning salmon bones to the river, carving, etc.), and field trip to Stanley Park connected to units on exploration and colonisation. Weekly outdoor days connected to their units on both Exploration and Colonisation (native berry project).

• Grade 5: Field trip to Lighthouse Park related to inquiry into Indigenous migration, experiential learning field trip to the SOLE Centre exploring simple machines.

• Grades 3-5 Overnight Camps: Opportunities to build independence and strong connections with peers and teachers.

Middle School

• Fall camps: Multi-night excursions in various locations including the SOLE Centre and Cheakamus Centre. Grade 8 and 9 students select activity-specific camps such as kayaking, canoeing, backpacking, surfing, farming, and rock climbing.

• Snow school: Snowshoeing, tobogganing, Indigenous learning (Grade 6); classic cross country skiing and tobogganing (Grade 7), classic or skate cross country skiing (Grade 8), and biathlon or building snow kitchens (Grade 9).

• Summit Outdoor LEAP Elective: Students explored the outdoors and built skills. As they progressed, trips became longer with greater student accountability for planning. Summit 1 (Grade 6) and Summit 2 (Grade 7) focussed on exposing students to different outdoor pursuits. Summit 3 (Grade 8) begins some extended overnights and Summit 4 (Grade 9) culminates in a 4-day expedition and also includes the Duke of Ed programme.

• Grade 9 Interdisciplinary Unit: 4 days at the SOLE Centre combining science, English, and film to create PSA videos on UN Sustainable Development Goals.

Students also participated in white water rafting and archery.

• Grade 9 Extended Math: At the SOLE Centre, students used trig ratios to measure the heights of trees as they completed a Criterion D assessment.

Senior School

• Grade 10 and 11 Fall Camps: Multi-day experiences aimed at creating cohesion and camaraderie.

• Grade 12 Fall camp: Overnight trip to the SOLE centre with some white water rafting.

• Grade 10 Winter Camp: Focussed on personalisation with 4 level options for students to choose from, ranging from sleeping in cabins or winter camping and participating in activities at Manning Park Resort to backcountry snow camping and downhill skiing at Whistler Blackcomb.

• Activities throughout the year organised by the Adventure Council:

• Avalanche Safety Training level 1 course

• Backcountry alpine ski trip into Garibaldi Park near Elfin Lakes

• Single-day adventures such as alpine skiing

• CAS Collaborative Project: We supported approximately one third of the Grade 11 students to plan and execute a rigorous multi-day outdoor adventure. We had two groups backpack the entirety of the West Coast Trail over 7-8 days, one group bike pack through the Cowichan Valley (biking an average of 66kms per day with fully-loaded bikes) over 4 days, and a group paddling the Teslin and Yukon River over 9 days.

Duke of Edinburgh Award

The Duke of Edinburgh Award is a worldwide award programme that offers three award levels to our Grade 9-11 students (optional): Bronze, Silver, and Gold. The four fundamental requirements at each level are community service, physical activity, skill building, and an adventurous journey.

Adventurous Journeys in 2024-2025 included:

• Surfing in Tofino (fifteen Grade 9 students and ten Grade 10 students on separate trips.)

• Additionally, all of the CAS collaborative project qualified either for the Silver or the Gold levels, if the students chose to register for it.

Outdoor Education Professional Development

• The Mulgrave OE team led the second annual two-day professional development opportunity for ISABC Outdoor Educators at the SOLE Centre. Teachers participated in wilderness first aid scenarios involving their school critical response teams, had a pecha kucha presentation to share teaching tools, had a keynote speaker (Simon Priest) discuss the keys to high impact outdoor education, and had table talk discussions with the goal of bettering OE programmes across the ISABC.

• Various OE team members:

• Participated in a 2-day Classrooms to Communities workshop, and recertification as a Sea Kayak Guide.

• Taught a variety of physical education teachers safe climbing supervision and climbing teaching techniques to allow for physical education classes to use the climbing centre.

• Obtained Occupational First Aid level 2 certification.

• All Outdoor Education staff, as well as some of the SOLE staff, took their High Ropes training for the climbing wall and the giant swing at the SOLE Centre.

GLOBAL CITIZENSHIP & STUDENT LEADERSHIP

Mulgrave’s Global Citizenship education empowers our community to build empathy, make connections, and take action for a better world for all. Our responsibility to embrace the diversity of the human experience will be fulfilled through our commitment to:

• diversity, equity, and inclusion

• sustainability

• cultural competence

• Indigenous knowledge systems

• social justice

Global citizenship is closely tied to students’ understanding of their own emerging identity and the privileges and challenges they have, as well as those of others. Intercultural skills also enable students to connect with others through curiosity, open-mindedness, knowledge and understanding, dialogue, action, respect, empathy, and courage.

Our curriculum and co-curricular activities offer students opportunities to learn about, understand, and embrace the UN Sustainable Development Goals, which pair well with the transdisciplinary and global nature of the IB curriculum. Additional offerings such as Global Citizenship Experiential Learning and CAS (more on the following pages), as well as a wide variety of clubs and leadership opportunities, further enrich student engagement in the most pressing issues that face our world today.

Grade 10 Global Citizenship Course

Mulgrave’s Grade 10 Humanities course is multidisciplinary. Students explore a range of social science methodologies and further develop their critical thinking skills and understanding of complex societal issues across the globe. Each unit supports skill development needed for individuals to become active and informed citizens who can participate purposefully in civic affairs and influence public decision making. The course covers social justice and human rights, peace and conflict, sustainability and poverty, and also includes an Engaged Global Citizen Project

Student Leadership

Leadership encompasses a broad spectrum of student engagement within our school community as well as with global and local issues that inspire action, advocacy, and allyship. Our model recognises diverse voices and emphasises that leadership is not simply an innate quality of the most extroverted. All students can be leaders and we nurture this potential through a student-centred and studentled experiential model, guided by mentorship, education, experience, and reflection.

Student Advisory Council and Sub-Councils

Through the Senior School Student Advisory Council and its various Sub-Councils, students can add their voice to improve the Mulgrave education and the student experience. Students can dive into areas of interest such as DEIJ, athletics, and sustainability, and also discuss important issues that affect their division. Half of the positions are appointed via representation of a Sub-Council and the remaining seats are by application.

Student Strategic Leadership team

This group of students works directly with the Head of School to gather insights and feedback across all divisions on the strategic direction of the school. Students undergo an application process and commit to a three year term.

Leadership at all Levels

Leadership is not reserved for senior students; the following teams give students opportunities to practise their skills and exercise their voice:

• Grade 3 Mini Leaders

• Grade 5 Junior School Leaders

• Middle School Ambassadors

• Middle School Action Council

MERT

The Mulgrave Emergency Response Team is a group of highly-trained Grade 11 and 12 students who take responsibility for first aid and care on campus. Under the supervision of adults with first response training, they are on call to attend to injuries and provide a unique service to our community while practising skills that support their future interests.

Student Strategic Leadership Team of 2024-25

GLOBAL CITIZENSHIP EXPERIENTIAL EDUCATION

GEx challenges and inspires students to become engaged and responsible global citizens who act to make the world a better place. This continuum programme recognises the necessity of real-world experiences and connections beyond the classroom to develop compassionate, globally competent young leaders of tomorrow.

In pursuit of our diversity, equity, inclusion, and justice goals, the programme develops students’:

• Understanding of their own (emerging) identity and the privileges and challenges they have

• Understanding of the identity of others and the privileges and struggles they face (such as issues of prejudice, discrimination, racism, sexism, homophobia)

• Intercultural skills to connect with others

• Understanding of how we can take action together to be inclusive, embrace diversity, and strive for greater equity and justice as individuals, allies, and communities

Through a continuum of experiential learning, students in Grades 6–11 explore themes and build understanding grounded in the UN Sustainable Development Goals. In June 2025, Grades 6–9 took part in a “week without walls” GEx, engaging in local Vancouver programming with diverse community partners. Grade 10 students deepened their Global Citizenship studies - examining social justice and identity, human rights and equity, and sustainability and entrepreneurship - through a range of local GEx partnerships, communities, and perspectives. Over March Break, Grades 8–9 participated in a GEx focussed on sustainability and climate change in Costa Rica, while Grades 10–11 travelled to Japan for an immersive GEx centred on peace and confl ict, culture, and sustainability.

GEX COMMUNITY PARTNERSHIPS AND EXPERIENCES INCLUDED:

Vancouver

• A Better Life Foundation

• Backpack Buddies

• Be the Change Alliance

• Binners’ Project

• CityHive

• Come Spin With Us

• EartHand Gleaners

• Fabcycle

• Farmers on 57th

• Food Stash Foundation

• Fresh Roots

• Happy Cities

• Harvest Project

• Insight Global Education

• Lynn Canyon Ecology Centre

• Mission Possible

• North Shore Mountain Bike Association (NSMA)

• Northshore Neighbourhood House

• Old Growth Conservancy

• Pacific Immigrant Resources Society (PIRS)

• Phantom Media

• Sea to Sky Invasive Species Council (SSISC)

• Sk’elep Reconciliation

• Talaysay Tours

• Takaya Tours

• The Society Promoting Environmental Conservation (SPEC)

• Threading Change

• UBC Wild + Immersive

• Urban Bounty

• Vancouver Black Library

Costa Rica

• Fundación Verdiazul – a local nonprofit organisation dedicated to turtle conservation, hatchery work, and marine ecosystem protection

• Colegio Agropecuario – a local agricultural high school where students learn sustainable farming and ecofriendly tourism

• Animal Rehabilitation Centre (Instituto ASIS) – a sanctuary focussed on rehabilitating injured and orphaned wildlife, where students contributed to conservation efforts

Japan

• Tokyo Cultural Introduction – language basics, customs, and city exploration with local students

• Fukushima Recovery – survivor stories, museum visit, and insights into the 2011 disaster

• Akihabara Electric Town – anime, manga, J-pop, and modern Japanese pop culture.

• Peace & Reflection in Tokyo – war damage centre, Meiji Shrine, and Harajuku’s fashion hub

• Kamakura Community & Conservation

– beach cleanup, ethical jewelry workshop, and more

CAS: CREATIVITY, ACTIVITY, SERVICE & MORE

The Mulgrave MYP and DP CAS programmes facilitate sustained student engagement and learning in our local and global communities, often beyond the traditional classroom. CAS balances the three elements of creativity, activity, and service, complementing the academic programme.

Mulgrave students identify growth opportunities in five competencies that promote global-local engagement and understanding: school engagement, collaboration, intercultural skills, leadership, and personal health and wellness. Students in Grades 6-12 set annual goals related to efforts in creativity, action, and service, which focus on personal outcomes (vs tasks). With their advisor’s support, students monitor and report on their goals using the five competencies (G6-10) or IB CAS Learning Outcomes (G11-12) as the basis for their reflections.

During the two-year IB Diploma Programme and BC Dogwood Capstone Project, Grade 11 and 12 students take on a personalised, authentic service learning project, develop an ongoing personal health and wellness plan, and embark on a global-local community engagement initiative. It is truly a culmination of their Mulgrave and IB social impact learning experience.

ALUMNI

A YEAR OF GROWTH AND CONNECTION

The alumni programme of the 2024-25 year, shaped by the valuable feedback from last year’s alumni survey, focussed on creating more inclusive events to connect with alumni locally and around the world from various years, reflecting their interests, availability, and desire to stay involved with the Mulgrave community. With a balanced calendar and new opportunities for connection, the year represented a meaningful evolution in how we celebrate and support our alumni.

KEY ACTIVITIES:

Class of 2025 Convocation

Convocation 2025 was a heartfelt celebration as we cheered on our newest graduates and welcomed them to the Mulgrave alumni family. Surrounded by teachers, families, and friends, the ceremony served as a poignant reminder of the strong bonds within our community and the bright futures that await the Class of 2025.

Vancouver Social

Our Vancouver Alumni Social had an incredible turnout with some of Mulgrave’s most beloved long-time teachers in attendance. Alumni from a wide range of graduating classes came together, creating a vibrant mix of stories and shared experiences that reminded us of the specialness of coming together as a community.

Los

Angeles Alumni Social

As part of this year’s efforts to reconnect with alumni around the world, university counsellors Ms. Verdone and Ms.Tang hosted a small gathering in LA while attending a professional development workshop. Over dinner, they caught up with alumni from different graduating classes, sharing stories, updates, and plenty of laughs.

20-Year Reunion (Class of 2004)

Mulgrave’s first graduating class, the Class of 2004, celebrated their 20-year reunion in the Archive Room. Alumni reconnected with teachers like Ms. Straub and Mr. Hardy, who shared impressive, detailed memories, particularly from their Grade 8 days. The room, filled with nostalgic trophies, photos, and memorabilia, evoked many cherished memories for everyone.

10-Year Reunion (Class of 2014)

The 10-year reunion for the Class of 2014 was our largest yet. The evening was a blast from the past, packed with high school trivia, tours of the amazing new additions and renovations, and awesome chats with teachers, old and new. It was so much fun, nobody wanted to go home!

Honourary Lifetime Membership Celebration

Annually, we celebrate families whose dedication and volunteer support have helped shape the legacy we cherish today. By awarding them honourary membership to the Mulgrave Independent School Society, we recognise their commitment to our community as well as the unity and shared purpose that make Mulgrave so special. At this year’s celebration, we were honoured to also have three key members of our school’s leadership in attendance: Linda

Hamer (Founding Head), John Wray (Former Head), and Craig Davis (Current Head). Their presence made the evening even more meaningful as we reflected on the past, celebrated the present, and looked ahead to the future together.

Winter Homecoming

Nothing brings our alumni together like our annual Winter Homecoming! The energy was high, and the holiday spirit was in the air; one of the best moments was watching alums pick up right where they left off - sharing memories, catching up with teachers, and stepping back onto the basketball court as if no time had passed!

Boston Alumni Social

While in the area for Pro-D, Ms. McIntyre and Ms. Ianovskaia kindly hosted a dinner in Boston to meet and catch up with a few alumni. It was a warm and intimate gathering, making for a wonderful evening of reconnecting with Robert and Joyce (both Class of 2023) over a great meal!

Toronto Alumni Social

Our Toronto Alumni Social was one of the best yet! Ms. Anson had the pleasure of reconnecting and catching up with alumni from a wide range of graduating classes at the RecRoom. Ms. Anson reconnected with

over 25 alumni from various graduating classes. The night was filled with laughter, reminiscing, and Ms. Anson’s legendary stories. The strong turnout and positive feedback have us eagerly anticipating next year’s gathering.

Mother’s Day Photoshoot

Alumni mothers celebrated Mother’s Day with a complimentary professional photoshoot, capturing multi-generational moments and sharing their thoughts on parenting in a video. It was a heartfelt way to connect with our alumni community through lasting memories.

Podcast

As we continue to strengthen connections within the Mulgrave community, we’re proud to see the Mulgrave Alumni Podcast continue to grow and evolve. This year, we expanded our episodes to include not only alumni but also faculty, staff, and other valued members of our community, all coming together to share stories that inspire, inform, and celebrate the spirit of Mulgrave.

Mulgrave Connect

Mulgrave Connect thrives as an exclusive alumni platform, growing to 1142 members. This year, we enhanced engagement with curated content, weekly job postings, photo albums, reminders, and perks. As the network expands, its value grows, fostering connection, shared opportunities, and mutual support.

Alumni Digest

Published monthly through Mulgrave Connect, the Digest remains a go-to source for staying connected with the alumni community. This year, we’ve expanded its content to include announcements of new podcast episodes, upcoming events, personal and professional milestones, shared faculty features to reconnect with the teachers who helped shape the Mulgrave journey, and more.

BY THE EstablishedNUMBERS Alumni (2004-2014)

Young Professional Alumni (2015-2019)

Undergraduate Alumni (2020-2025)

Top 10 Professional Sectors Top 5

Fun Facts

(yearbooks, magazines,

and

Stay connected and informed through Mulgrave Connect and @mulgravealum on social media. These platforms highlight alumni achievements and strengthen our community. We’re excited to continue engaging with alumni in the year ahead!

MULGRAVE STATISTICS

MULGRAVE INDEPENDENT SCHOOL

SOCIETY STATEMENT OF FINANCIAL POSITION HIGHLIGHTS

JUNE 30, 2025

Assets

Cash and investments

Account receivables

Prepaid expenses

Property and equipment

Total Assets

Liabilities and Net Assets

Accounts payable and accrued liabilities

Deferred revenue

Family deposits

Net Assets

Total Liabilities and Net Assets $

MULGRAVE INDEPENDENT SCHOOL SOCIETY STATEMENT OF OPERATIONS AND CHANGES IN NET ASSETS HIGHLIGHTS

JUNE 30, 2025

Revenues

Tuition and fees

Grants

Fundraising and donations

Other

Expenses

Amortisation

Other operating expenses

Salaries and benefits

Excess of revenue over expense

Net assets, beginning of year

Net assets, end of year $ 32,008,348 3,869,464 2,510,023 3,714,833 3,196,620 9,108,049 28,459,081 1,338,918 77,578,641 78,917,559

NUMBER OF STAFF BY DIVISION

Interviews

GOVERNANCE

BOARD OF DIRECTORS

The Board of Directors is entrusted to operate and run the school on behalf of the Mulgrave Independent School Society. The Society is a not-for-profit registered charity. There are up to 15 members of the Board, primarily parents and alumni parents, who are elected by the members of the Society, and we thank them for their selfless service and for the work they do to support the school. The Mulgrave Board as of the October 2024 AGM:

• Kate Hoogendoorn, Chair

• Gopi Chande, Past Chair

• Andrew Marchant, Vice Chair

• Navida Suleman, Treasurer

• Magdalina Ivanova, Secretary

• Ana Maria Llanos

• Beier Cai

• Iris Lo

• Laura Guy

• Lav Chadha

• Nabila Pirani

• Navida Suleman

• Nicola More

• Payam Razavi

• Tam Matthews

Since 2019, the Board has annually welcomed student representatives. Bonnie Li and Adrian Dietz were in Grade 11 when selected via application process and interview in 2024, and will serve until the 2025 AGM in October.

BOARD COMMITTEES

Our standing committees are comprised of Board members, staff, students, and parents, and they serve in the following areas:

• Executive

• Finance & Audit

• Governance & Nominations

Ad-Hoc committees as follows:

• Building and Land

• Risk and Opportunity

Other Non-Governing ‘Boards’

• Foundation Board

• Advisory Board

ADVISORY BOARD

The Mulgrave Advisory Board offers insight to the Head of School and the Mulgrave Board of Directors on the following:

• Mulgrave’s broad educational provision and philosophy

• International innovations and trends in PK-12 education

• Diversity, equity, and inclusion

Members in 2024-25 include:

• Paul Dangerfield

• Chan Hon Goh

• Martin Jones

• Simon LeSieur

• Axel Meisen

• Nabila Pirani

• James Rout

• Helaine Shepard

• Fareed Teja

• Vijay Viswanathan

• John Yamamoto

• Roseanne Greene

• Kory Wilson

• Craig Davis

2024-2025 Foundation Board Members:

• Richard Durrans

• Craig Davis

• Kelly Chow

• Kate Hoogendoorn

ADVANCEMENT MESSAGE

Dear Mulgrave Community,

As we celebrate another remarkable year at Mulgrave, I want to extend my heartfelt thanks to every member of our school community. Whether you contributed your time, expertise, generosity, or spirit, your involvement made a lasting impact.

Through Momentum, our annual fund, we are proud to celebrate the power of participation. Every donation - no matter the size - played a crucial role in this year’s success. Your willingness to give, to show up, and to believe in the future of our students is what matters most. It is your collective support that fuels our community and drives innovation at Mulgrave.

This year, thanks to your extraordinary generosity, we surpassed our goal for the Head’s Priority Fund and fully funded both the Senior School Learning Hub and the Teacher Development Fund. These initiatives will have a lasting effect on student learning and faculty excellence. Even more, this success enables Craig Davis, our Head of School, to invest in forward-thinking programmes like the new IB Systems Transformation course, a groundbreaking offering at only four schools globally, which empowers students to tackle real-world challenges through interdisciplinary and solutions-oriented learning.

We are deeply grateful to the many donors who chose to give in ways that align their personal values with Mulgrave’s mission. Your gifts reflect a shared belief in the power of education to create a better world. We simply couldn’t do this without you.

So whether you donated, volunteered, shared your expertise, or supported us in quiet but powerful ways - thank you. Every contribution strengthens our ability to provide a transformative educational experience for every student at Mulgrave.

With sincere appreciation,

Nadine Pettman (she/her) Executive Director of Development and Engagement

WE ARE DEEPLY GRATEFUL TO THE MANY DONORS WHO CHOSE TO GIVE IN WAYS THAT ALIGN THEIR PERSONAL VALUES WITH MULGRAVE’S MISSION.”

PHILANTHROPHY HIGHLIGHTS

MOMENTUM ANNUAL FUND SPOTLIGHT:

A NEW ERA OF SENIOR SCHOOL STUDENT SUPPORT

Thanks to the incredible generosity of our donor community, we are proud to officially launch the completed Senior School Learning Hub, opening for the 2025-26 school year.

Purposefully designed as a welcoming, centrally-located academic resource for Grade 10 to 12 students, the Hub provides personalised support during some of the most important and demanding years of their educational journey, helping them confidently navigate the path to graduation.

Launched as a successful pilot this past year, the Learning Hub reimagines how we support students in developing essential academic and life skills. From study and time management strategies to exam preparation and stress reduction, it offers flexible, responsive services to meet students where they are - whether they’re looking to improve performance, overcome hurdles, or manage complex demands.

At the heart of the Hub is our commitment to personalised learning pathways. Every student learns differently, and here they can access one-to-one support from our Learning Strategies team, alongside drop-in sessions with Senior School faculty. Workshops, tutorials, and individual guidance help students take ownership of their learning and growth.

The Learning Hub also plays a vital role in removing stigma and normalising access to academic support by making it visible and

available to all. Whether a student needs a quiet study space, tailored advice, or an alternative exam setting due to illness or clashing commitments, the Hub fosters a culture of confidence, equity, and belonging.

To expand its impact, we’ve transformed additional space behind the Senior School Principal’s suite into quiet, individualised testing and work areas, thus strengthening our ability to accommodate diverse learning needs and reinforcing our commitment to student wellbeing and academic success.

The strategic relocation of the Upper School Library next to the Hub further enhances its role and brings an additional member of student support staff into the space with the appointment of Amanda Brooks as Upper School Librarian. This thoughtful pairing brings together quiet study, research, and academic support in one cohesive environment at the heart of the Senior School. To accommodate this change, the Senior School Lounge has moved to the second floor by the theatre and the administration suite.

This new resource is just one direct result of the support we received from donors to Momentum, our annual fund. In addition to driving innovation and progress at Mulgrave, our families are helping create inclusive, dynamic learning environments that empower all students with the tools, strategies, and support they need to succeed.

Students use the newly relocated Upper School Library to work, relax, and learn.

MOMENTUM MULGRAVE’S ANNUAL FUND

Mulgrave’s community members contribute yearly to the Momentum Annual Fund to support new initiatives, our financial assistance programme, and facility upgrades as needs arise.

We measure success by the family participation rate in Momentum; every gift makes a difference, no matter its size. As a non-profit organisation, we are incredibly grateful for these donations, which enable us to provide exceptional opportunities for our students collectively. DONATIONS AND SPONSORSHIPS FOR MVP/COMMUNITY ENGAGEMENT INITIATIVES

This includes support for MVP LoveFest, Lunar New Year, Nowruz, and the Mulgrave Music Festival.

We are so grateful to all of the families and friends who supported these incredible celebrations. This level of support is a true reflection of the generosity of spirit that characterises our community.

GRADE CHALLENGE... ACCEPTED!

Many hands make light work - this is the premise of our Grade Challenge. By working together as a community, we can create outstanding educational opportunities for generations of students.

The Grade Challenge injects an element of fun into one of the most valuable things Mulgrave families can do each year - simply getting involved in giving to our Momentum Fund, at whatever level is appropriate for their family. Philanthropy is not a ‘one size fits all’ affair, and we recognise that what constitutes a meaningful contribution for each family will naturally differ. Each and every gift is incredibly valuable to us, and we value participation above all else.

Our Grade Challenge highlights this ethos by measuring only the percentage of families in each grade who contribute to Momentum during the year. It’s not about the size of gifts, it’s about coming together as a community and celebrating the power of participation.

In 2024-25, our PK3 families claimed the Grade Challenge crown, earning a special treat at the start of the new school year. We also decided to celebrate the efforts of last year’s Grade 1 and Grade 7 families, who boosted their participation rates by an impressive 10% from the previous year.

As a reward, students now in PK4 and Grade 2 enjoyed an unforgettable Ocean Wise Sea Dome experience, journeying beneath the ocean surface inside an inflatable dome theatre, paired with some fascinating hands-on learning with marine mammal furs, bones, and other artifacts. Meanwhile, this year’s Grade 8 students can look forward to their own age-appropriate celebration as we honour their grade community’s growing commitment to philanthropy.

By joining in, every family helps to strengthen the Momentum Fund and carry forward a proud tradition of generosity and kindness that defines the Mulgrave spirit.

THE IMPACT OF YOUR DONATIONS

As a non-profit independent school, tuition fees cover most operating expenses while gifts to our annual fund support new priorities identified by our Head of School and faculty. Momentum, our annual fund, propels our strategic direction forward, allowing us to go above and beyond and provide an incredibly enriching educational experience for each of our students. The following details the areas where 2024-2025 Momentum funds have been or will be directed.

Head’s Priority

Junior School literacy materials

Junior School prop boxes for UOI exploration

Learning & Technology Services (LTS) AI projects

Upgraded theatre projector

Field bench shelters

Systems Transformation Pathway resources

New Nature Playground on the Hill:

playground, learning environment, and landscaping

Junior School social-emotional learning programme: Open Parachute

Upper School anti-bullying and cultural awareness programme/speaker

Senior School Learning Hub & additional enhanced spaces

(quiet work centre, The Gallery, and the Upper School Library relocation)

Teacher Development

Masters/PhD Degree Education for Teachers & Professional Development

Financial Assistance

Funds directed to the annual operating budget and the school’s endowment

$10,000 $20,000 $30,000 $45,000 $150,000 $350,000 $2,500 $20,000 $86,000 $200,000 $995,000

DONOR PROFILE THE KLING FAMILY

A CULTURE OF GIVING STARTS AT HOME

The Kling Family has always believed in giving back to the communities they are part of and their time at Mulgrave has been no different. Parents here since 2018, Russell and Jelena have been engaged in myriad ways, especially as frequent attendees for gatherings and meetings where they connect with other families and stay informed about the school’s strategic direction and ways to support their young children. The MVP cross-divisional meetings, where Jelena has learned more about what to expect as her children move into older divisions, have been very helpful in providing reassurance that they are on the right path.

As well, the Klings have been dedicated donors and one of our most consistent participants in the Momentum Annual Fund. Since we launched the fund in 2019, Russell and Jelena have not failed to make an annual contribution. Their generosity and reliability are remarkable, and we invited them to answer a few questions about their motivation to give.

What first drew your family to Mulgrave?

In one word, Mulgrave was just a very ‘happy’ place, and – after visiting multiple schools – we knew within minutes that this was the environment in which we wanted our kids to spend circa half their waking hours.

You’ve given generously every year since Momentum began. What keeps you coming back?

So long as we feel that Mulgrave is a good steward of our capital, we’ll continue to return. We believe deeply in the core values of the

school, and – perhaps more importantly, at least as it pertains to giving – believe that the school continues to evolve with those core values as its proverbial ‘North Star’. Just like any rational person would continue to deploy capital in an opportunity that has proven to be a rock-solid investment, we will continue to give to Momentum as long as we continue to believe that it’s investing and spending wisely in building the next generation of responsible, thoughtful, and ethical citizens

Have your children been aware of or involved in your philanthropic choices? If so, what has that looked like?

We try our hardest, every day, to drill into our kids how they’re – in the words of the brilliant Warren Buffett – members of the ‘lucky sperm club’, simply by virtue of being born in Canada. Nearly every kid at Mulgrave, on a relative basis to those in the rest of the world, is a member of the same club. One of the things we love most about Mulgrave is that, regardless that most (if not all) kids

start with a ‘step up’ on planet earth, there’s so much focus on working hard, giving back, and acknowledging that differences exist. We’re exceptionally proud that our kids generally (though not always) elect to collect and donate money on their birthdays (instead of collecting gifts), and our eldest child has been shaving his head to raise money for kids with cancer since he was four years old (entirely of his own volition – he just heard of ‘balding for dollars’ and declared that he wanted to do it!), so clearly Mulgrave (and we) are doing something right.

What are your hopes for the future of Mulgrave, especially as it continues to grow and innovate?

Really, we just hope that Mulgrave continues to be a ‘happy’ place, where kids are able to understand that coming from a place of privilege is indeed a privilege, not a curse, and certainly not something to be embarrassed about, but rather something that carries the ‘burden’ of understanding that privilege and –more importantly – using it wisely.

MOMENTUM CAMPAIGN DONORS

FAMILY GIVING

The 2024-2025 donor list includes the names of parents who made contributions in support of Momentum and families who are completing their pledges from July 1, 2024 to June 30, 2025. Thank you to each and every donor for their generosity. Please note that event sponsorships are not considered donations.

Class of 2025

Scott Atherton & Mary Jeanne Lee

Zongjian Cai & Kai Chen

Jeffrey & Michelle Clay

Diana & Ricardo Ferreira

Dominic Flynn & Leigh-Anne Currie

Morgan Gough & Shaojun Chen

Win Huang & Phoebe Heung

Hans Lin & Chunwei Li

Tunhua Lu & Fang Huang

Michelle Myring

Saeid Naemi & Ladan Vafi

Gordon & Vikki Neal

Shameer Noormohamed & Gopi Chande

Torsten Holst Pedersen & Johanna Marini

Nadine & Chris Pettman

Azim & Navida Suleman

Gang Sun & Wen Zhang

Edward Wootten & Ann-Margaret Tait

Kathryn Wu

Qiang Wu & Joy Chen

Yi Feng Xu & Yiou Jia

Celine Yang

Manlai Yondon & Ungu Dolgordorj

Gang & Julie Zhu

*The Class of 2025 ended the year with 100% participation in Momentum thanks to an anonymous donor who made a contribution on behalf of each family as a way to express gratitude to the school for their journey and to leave a legacy that reflects our commitment to community and generosity.

Class of 2026

Kent & Cynthia Alekson

Andrew Beaupre & Melanie Steele

Jesse & Elizabeth Calderon

Dominic Flynn & Leigh-Anne Currie

Andre Hachey & Linlin Zhang

Antony Lai & Shirley Chan

Ramin Latifi & Neda Tabatabaei

Charles Li & Jane Zhang

Alan & Andrea Linsley

Otto Ma & Lihui Yang

Eric Pan

Danut & Mihaela Prisecariu

David & Jessica Slater

Gang Sun & Wen Zhang

Taisuke Tanimura & Brenda Diaz

Hamidreza Vaziri Kashani & Sarira Molaie

Drew & Monique Vodrey

Yibing Wang & Shuhui Peng

Weijian Wang & Masako Sato

Michael Wong & Amy Yuen

Holman Wong & Suki Chong

Jiang Xu & Jessica Jiang

Fan Yang & Yijun Ji

Wenxuan Yang & Echo Liu

Jason Yang & Grace Yang

Class of 2027

MuDi Bai & ShaoMin Cai

Qian Jiang Bian & Jingying Tang

Anonymous

Kevin Carpenter & Jae Ahn

Frank Chen & Jessica Wang

Simon & Rachel Fleming

Ali Hootkani & Azi Abolfazli

Max Hou & April Wang

Momentum donor for 5 years or more

Win Huang & Phoebe Heung

Terry Jin & Mei Yu

Peyman Khademi & Nastaran Safarzadeh

Vladimir Klyaznika & Karen Myhill-Jones

Daofeng Liu & Shala Chen

Jeff McDougall & Tracie Delaney

Michelle Myring

Walter Pecora & Bernice Chan

Volodymyr Rostotskyy & Iryna Rostotska

Anthony So & Wai Hung Chan

Brad Steiman & Lisa Steiman

Peter Ting & Michelle Liao

Hilton Tse & Miyan Zhang

Duansheng You & Mei Wang

Derek Zhao & Tracy Cui

Yisong Zhao

Jane Zheng

Lianjie Zu & Bo Han

Class of 2028

Andrew Beaupre & Melanie Steele

Craig Davis & Sarah Lee

Chris Daws & Suzanne Daws

Daniel Dong & Ming Jiang

Diana & Ricardo Ferreira

Thomas Freidel & Jo Vinas

James Gardiner & Nikki Tilley

JoAndrea Hoegg

Frank & Katherine Hoogendoorn

Chung Hsiao & Edemiria Schmitz Hsiao

Justin & Faye Hui

Qi Jin & Zhuo Jiang

Max Lam & Marisa Huang

Jie Li & Xinxin Li

Matthew Ma & Krystal Wang

David & Robyn Martin

Paul Mathieson & Stephanie Gibault

Anonymous

Bambi Roy & Omri Olund

Clement Sun & Catherine Hu

Silvia Tang

Bruce Unal & Dee Unal

Michael Wong & Amy Yuen

Yang Zhang & Zhenyu Yan

Xi He Zhu & Alina Lyu

Linna Zou

Class of 2029

Kayvan Ashnaei & Maryam Heydari

Rasool Askarifar & Hamideh Saffari

Emre Birol & Hulya Birol

Lav Chadha & Zulaika Bengali

Garry Chan & Rebecca Pang

Michael Chang & Rebecca Cho

Michael Chapman & Magdalina Ivanova

Kevin Ershad & Armine Galstyan

Suzanne Finlayson & Gareth Ronald-Jones

Jason Gao & Tanya Liu

Amritpal Gill & Maya Gill

Andre Hachey & Linlin Zhang

Lili Hao

Alan Jiang & Cathy Xu

Hyunseong Kim & Jeonghwa Kim

Daniel Lee & Rita Chiu

Michael Jin & Vanessa Li

Zhipei Mei & Sherri Guan

Anonymous

Shalen Prasad & Anita Reddy

Martin & Ann Schultz

Thomas Tang & Shiwei Zhang

Bruce Unal & Dee Unal

Drew & Monique Vodrey

Robert Wang & Jessie Cui

Antony Wilson & Britt Bryan

Edmond Wong & Cindy Pau

Class of 2030

Brian & Joie Anyon

Chris Daws & Suzanne Daws

Kevin Ershad & Armine Galstyan

George Gao & Leanne Li

Ding Han & Ruili Yang

Lili Hao

Bobby Huang & Alice Xue

Sam Jomaa & Elecia Brazeau

Rahim Kabani & Nooreen Kabani

Fanlei Kong & Vera Wang

Ramin Latifi & Neda Tabatabaei

Scott Lodoen & Barbara Kershaw

Guoxiang Ni & Xiwen Zhang

Robert Pappajohn & Anna Morozova

Bambi Roy & Omri Olund

Dean & Cathryn Skea

Tommy Tang & Flora Song

Joaquin Villegas Tovar & Mishel Miranda Avalos

Guicheng Xu & Susan Qin

Peter Yang & Angela Tian

John Zhang & Vicky Chen

Degang Zhang & Lixin Liu

Class of 2031

Beier Cai & Karen Jiang

Lav Chadha & Zulaika Bengali

Michael Chang & Rebecca Cho

Michael Chapman & Magdalina Ivanova

Bin Chen & Junjun Nie

Xinguo & Jian Qiu Chen

Martin Cui & Bella Wang

Christian & Liza Cunningham

Craig Davis & Sarah Lee

Jason Gao & Tanya Liu

Morgan Gough & Shaojun Chen

Justin & Faye Hui

Hooman Keyhan & Elnaz Goganivash

Russell & Jelena Kling

Dong Sheng & Juan Liu

Andrew Marchant & Lisa Aird

Marko & Jelena Markovic

David & Janet McLeod

Zhipei Mei & Sherri Guan

Feng Pan & Yan Liu

Walter Pecora & Bernice Chan

Kyle & Amanda Prior

Nadeem & Jenna Rajabali

Rahim Rajwani & Katarina Ticeric

Rupi Samra-Gynane

Yao Sun & Zhao Zhang

Joaquin Villegas Tovar & Mishel Miranda Avalos

Robert Wang & Jessie Cui

Edmond Wong & Cindy Pau

Ke Xu & Echo Wu

Yang Zang & Xin Lu

Dongge Zhang & Pauline Yang

Jason Zhang & Tina Yang

Liang Jian Zhao & Yin Yim

Class of 2032

Aziz Batada & Lutfiya Mamadsafoeva

Kinji & Laura Bourchier

Julia Clark & Jamaal Cox

Hongliang Fu & Ming Zhou

Timothy & Samantha Garvin

Jerry Huang & Linda Hao

Shafiq & Zahra Kara

Nathan Li & Madeline Jing

Hans Lin & Chunwei Li

Eric Pan

Robert Pappajohn & Anna Morozova

Alex Shevchenko & Kate Mitt

Yao Sun & Zhao Zhang

Tommy Tang & Flora Song

Mark VanDop & Catherine Dorazio

Farah Virani & Aleem Virani

Tao Wei & Yigu Gan

Michael Wong & Amy Yuen

Zhihui Xie & Lan Yin

Class of 2033

Joanna & Daryl Adam

Adeel & Zarina Ahamed

Anonymous

Ricky Chen & Jewel Jin

Ge Chen & Zhe Zou

Dominic Flynn & Leigh-Anne Currie

George Gao & Leanne Li

Timothy & Samantha Garvin

Minggang Ge & Julia Lu

Paul Gibson & Bobbi-Jo Coldwell

Changzhi Tian & Jialing Han

Jie Hao & Ping Xia

Alan Jiang & Cathy Xu

Russell & Jelena Kling

David & Janet McLeod

Fan Mo & Joy Ji

Saeid Naemi & Ladan Vafi

Sebastian Prange & Tara Mayer

Nadeem & Jenna Rajabali

Neil & Samantha Robertson

Volodymyr Rostotskyy & Iryna Rostotska

Jared & Meredith Sargent

Alex Shevchenko & Kate Mitt

Gavin Wang & Cecilia Sui

William Wu & An Dong

Xiangren & Yongrui Wu

Ali Zaeemdar & Nas Abadi

Hui Zhang & Hongmei Bai

Jason Zhang & Tina Yang

Class of 2034

Joanna & Daryl Adam

Lian Anson

Ian & Kristina Bergman

Beier Cai & Karen Jiang

Zongjian Cai & Kai Chen

Philip & Gillian Collins

Jones Columbia & Peiling Wu

Laura Guy

Oranous Hosseini

Jerry Huang & Linda Hao

Justin & Faye Hui

Nathan Li & Madeline Jing

Ray Liu & Athena Tseng

Tongzhou & Krystal Liu

Kevin Long & Kate Zhao

Ian MacKenzie & Vineeta Prasad

Michael & Elizabeth Moore

Sumin Pan & Ginnie Lin

Martin & Ann Schultz

Ravindra Singh & Tajinder Singh

Yao Song & Sisey Zhang

Raymond St. Denis & Ping Yan

Tommy Tang & Flora Song

Farah Virani & Aleem Virani

Howard Wang & Isabelle Jiang

Michael Wang & Linda Zhang

Joel Wang & Danmei Yang

Tao Wei & Yigu Gan

Jason Yang & Grace Yang

Class of 2035

Matthew Breen & Lexie Zhang

Ampere Chan & Iris Lo

Alan Chen & Lauren Chang

Ge Chen & Zhe Zou

Julia Clark & Jamaal Cox

Suzanne Finlayson & Gareth Ronald-Jones

Dominic Flynn & Leigh-Anne Currie

Jason Gao & Tanya Liu

Ding Han & Ruili Yang

Hirad Hosseini & Nastaran Beigi

Catalin & Amalia Kilofliski

Terry Lin & Nancy Ye

William Lin & Angela Liu

Alex Ma & Shinna Zhang

Ian MacKenzie & Vineeta Prasad

Marko & Jelena Markovic

Alex & Michelle Meier

Chenhao Tang & Cindy Nie

Halim Tomy & Zuzana Dankova

Alexander Vastardis & Bahareh Ghassemzadeh

Willie Wei & Yue Pang

Geoff Woad & Nataly Sandoval

Xiangren & Yongrui Wu

Zengqi Yin & Liming Chen

Marlon Young & James Morgan

Lance Zhang & Bonnie Wang

Class of 2036

Adeel & Zarina Ahamed

Scott & Clare Albrechtsen

Aziz Batada & Lutfiya Mamadsafoeva

Jason Bosa & Ashley Lin

Kinji & Laura Bourchier

Chin Sun Chan & Linda Quang

Aaron Chin & Julia Chin

Philip & Gillian Collins

Jones Columbia & Peiling Wu

Peter Fan & Michelle Zhang

Peter Feng & Tina Wan

Ethan Feng & Chen Chen

Hongliang Fu & Ming Zhou

Rick Ho & Leanna Liu

Stanley Hou & Stephanie Yu

Alkarim Karsan & Farzona Karimova

Shin & Sachi Kawamoto

Hooman Keyhan & Elnaz Goganivash

John Li & Felicite Yin

Michael Jin & Vanessa Li

Jack McKillop & Alison McTavish

Wayne Pai & Guadalupe Font

Andre & Aleksandra Pang

Jessica Park & Devin Kim

Randolph & Susan Pratt

Yao Sun & Zhao Zhang

Mark VanDop & Catherine Dorazio

Howard Wang & Isabelle Jiang

Victor Xu & Ivy Dong

Lei Yu & Ying Pan

Class of 2037

Ara Agazarian & Pepper Agazarian

Ian & Kristina Bergman

Jason Bosa & Ashley Lin

Matthew Breen & Lexie Zhang

Clayton Brown & Neda Amiri

Aaron Chin & Julia Chin

Andrew Crabtree & Leah Plumridge

Martin Cui & Bella Wang

Hosam Elmshaklat & Enas Kosa

Isabel Gao

Behrouz Heidary & Nazli Baradaran

Ali Hootkani & Azi Abolfazli

Russell & Jelena Kling

Michael & Annabelle Liu

Kevin Long & Kate Zhao

Delia Ma & Bill Yu

Brandon & Abby Ma

Fan Mo & Joy Ji

Camran Monsef & Monika Monsef

Hiral Patel & Arpita Patel

Sina Pirzadeh & Shima Javan

Neil & Samantha Robertson

Adam Stephenson & Ya Wu

Ali Tabatabayi & Shaghayegh Hosseinpour

Alexander Vastardis & Bahareh Ghassemzadeh

Zheng Wang & Katy Li

Joel Wang & Danmei Yang

Xiangren & Yongrui Wu

David Yang & Tammy Jin

Waylon Ye & Yuya Fuse

Edward Yin & Vera Song

Ali Zaeemdar & Nas Abadi

David Zhang & Carol Xu

Class of 2038

Mark Agrusti & Ariel Xu

Adeel & Zarina Ahamed

Jason Bosa & Ashley Lin

Ampere Chan & Iris Lo

Jason Cutbill & Rachel Kelly

Ethan Feng & Chen Chen

Peter Feng & Tina Wan

Eric Floyd & Emily Hamer

Volodymyr Gusak & Yong Yi Zhu

Ali Hendi Pakestani & Venus Nemati

Hirad Hosseini & Nastaran Beigi

Richard Hsia & Bingying Li

Yang Jin & Cheryl Zhou

Camran Monsef & Monika Monsef

Daniel Song & Nova Zhao

Joo Kim Tiah & Sandy Tiah

Peter Wang & Sophie Tu

Zhibin Wang & Meilin Liu

Howard Wang & Isabelle Jiang

Beichen Zhao & Xiaomeng Wang

Wayne Zhao & Alina Strugovshchikova

Alfred Zheng & Crystal Liu

James Zhong & Nina Meng

Class of 2039

John Acheson & Maria Qian

Gavin Cai & Sally Ye

Andrew Cameron & Jillian Lansky

Steven Chen & Linda Chen

Tim Fok & Joyce Chu

Morgan Gough & Shaojun Chen

Chris Higgs & Pam Teetaert

Pedram Hosseini & Pegah Maghsoud

David Jeffries & Shauna Jeffries

Chris Lauria & Joanne Lauria

Changyong Liu & Dong Dong

Tongzhou & Krystal Liu

Mang Lu & Sisi Wang

Jack McKillop & Alison McTavish

Jingrui Miao & Zhimo Li

Peter Wang & Sophie Tu

Alex Wong & Shiya Liang

Edward Yin & Vera Song

Xi Zhu & Yuanyuan Gong

APAC CAMPAIGN DONORS

Aly Kanani & Suphattra Lertruchikun

Richard Liu & Lily Chen

MPOWER CAMPAIGN DONORS

Hanping Xuan

Andy Xuan & Sabrina Xu

Dongge Zhang & Pauline Yang

FINANCIAL ASSISTANCE & ENDOWMENT

GROWING YEAR OVER YEAR

Mulgrave’s Financial Assistance programme has steadily grown over the past few years, thanks to the generous support of our families. Our community recognises the importance of increasing our socio-economic diversity and ensuring that tuition is not a barrier for students who would greatly benefit from our educational opportunities while also adding a great deal to our student body.

There are two important elements to funding this programme - annual operating funds from donations to Momentum and the school’s endowment. The endowment is the focus for long-term growth and sustainability of the programme, and funds are held within the Mulgrave Foundation. Interest generated each year also supports the annual budget of financial support to incoming and current Mulgrave families. Increasingly, families are choosing to donate by converting their Family Deposit. This tax effective approach can result in both short and long term benefits for the family and the school.

In 2024-25, we were able to:

• Raise $744,720 for our financial assistance programme

• Grow our endowment to a total of $5.7m

• Support 30 students with financial assistance, including five students from Afghanistan and five students from our partnership with Britannia Elementary School

THE IMPACT OF FINANCIAL ASSISTANCE

Through bursaries for current families who face unexpected financial hardship and financial assistance for new students, Mulgrave has been able to focus on increasing socio-economic diversity. All families at our school are a part of our community because they see the value in our approach and the opportunities that will open up for their children. It is this common purpose that binds us together. But the impact is not one-sided; we all benefit when we are surrounded by diversity. Here are the reflections of two families, connected through this very special community support.

“Our son loves the fact that he is part of the Mulgrave community. He fits right in with his peers and loves the breadth of subjects available for study. The transition to Mulgrave was seamless! The teachers have all been excellent and his classmates have quickly become close friends. The financial assistance programme and support of everything from transportation to uniforms have been invaluable. They have allowed our son to be fully integrated into Mulgrave life - blending in with his peers and minimising any potential factors that might differentiate him from others. He feels he belongs at Mulgrave, which is heartwarming for us. We feel incredibly fortunate that our son has been given this opportunity, and are keen to find ways to ‘pay it forward’ in the future.”

Kietaibl Family | Middle School

“Diversity comes in many forms, and socioeconomic diversity - often uniquely personal and private in nature - is an invaluable part of our community. We are so fortunate to belong to Mulgrave, and we feel a responsibility to help shape an environment that reflects the wider, more diverse world beyond our privileged setting. We believe that welcoming students from a variety of backgrounds fosters openmindedness, deepens understanding, and benefits the entire school community - not just those receiving Financial Assistance. We have a wide range of socio-economic diversity within our own family, and introducing this concept to our children has been foundational in how we raise them. We hope that their time at Mulgrave will consistently reinforce inclusivity and acceptance by ensuring their peers reflect the diverse community they will grow into.

For our family, choosing to donate our Family Deposit to the Financial Assistance programme felt both practical and deeply meaningful. On one hand, it made sense financially over the long term; on the other, it allowed us to contribute to something we care about right away. As we learned more about the Financial Assistance programme - the level of engagement, dedication and thoughtfulness of the staff and faculty involved - we were inspired by its vision and impact. Knowing that our support could help open the doors of a Mulgrave education to a family who might not otherwise have access has been incredibly rewarding, and we are excited to see the programme continue to grow in the years ahead.”

Family | Early Years

The Mulgrave Foundation is incorporated under the Society Act of British Columbia and is a tax-exempt, registered charitable organisation and public foundation under the Income Tax Act of Canada. It is a separate legal entity from the Mulgrave Independent School Society and is managed independently. An annual independent audit of the Foundation’s financial statement ensures legal compliance and fair presentation of financial position.

Lauria

COMMUNITY GIVING

Our faculty and staff once again showed their remarkable commitment to Mulgrave, with two thirds participating in the Momentum Annual Fund. Many have given year after year, a clear sign of their enduring dedication to our community. Their gifts, spread across our Financial Assistance programme, the Head’s Priority Fund, Teacher Development, and special projects, highlight the breadth of their support and their confidence in the school’s strategic direction. Beyond the classroom, our staff are helping to shape a stronger future for every student.

““

I believe in doing my part to support our students and school. To help build a diverse and inclusive community that enables all students to grow and thrive.”

CLAUDE LEDUC Director of Athletics & PHE

As a staff member, I see how closely Momentum’s vision aligns with Mulgrave’s commitment to care, community, and lifelong learning. That’s why I am proud to give each year.”

KIM LI Admissions Manager (Early Years & Junior School)

I choose to give to this non-profit organisation each year, because the least I can do is give back to a community that is collectively shaping students who will make a substantially positive difference in the world. Service and generosity are the actions that are going to always propel the world forward. As a teacher and a parent, it is our responsibility to model this action to the next generation.”

SUZANNE FINLAYSON Learning Strategies Teacher

STAFF DONATIONS BY FUND CHOSEN

COMMUNITY GIVING TO MOMENTUM

The following lists include individuals, corporations, faculty and staff, grandparents, alumni, alumni families, and friends of Mulgrave who donated to Momentum during the 2024-2025 school year. We extend our deep gratitude for their generosity.

Faculty and Staff

Alexandra McIntyre

Alexandra Stingaciu

Alina Ianovskaia

Alison McTavish

Alissa Reder

Allison Rose

Alyssa Hildebrand

Amanda Brooks

Andrea Charles D’cruz Anonymous (3)

Antony Wilson

Aranxtza Mondragon

Ava Thompson

Aziz Batada

Bambi Roy

Barbara Workman-Tan

Beatriz Salvucci

Brittany Walker

Carla Donnelly

Carolina Andrade Pereira

Catherine Ballachey

Catherine Frewin

Cayley Ferguson

Chris Daws

Christabel Amanoh

Christine Yakachuk

Cissy Chen

Clarence Tan

Claude Leduc

Clayre Brough

Craig Davis

Cynthia Roberson

David McLeod

David Mok

Dean Skea

Delia Ma

Devangi Majithia

Diana Ferreira

Donya Pourtaghi

Drew Vodrey

Eileen Jong

Elizabeth Brunswick

Elizabeth Calderon

Elizabeth Kok

Farah Virani

Fareed Teja

Frida Wei

Gary Fitzgerald

Georgia Williams

Gillian Collins

Hebeh Degheh

Hong Ma

Hongliang Fu

Ian Lee

Jack McKillop

James Gardiner

Jamie Picken

Janet McLeod

Jared Sargent

Jasmin Hatcher

Jason Cutbill

Jaya Ormonde

Jessica Park

Jialing Han

Jinling Bai

Joanna Adam

Jonathan Cawkell

Jordan Hildebrand

Julia Clark

Julie Lefeaux

Juliette Carr

Kailan Leung

Karen McClinton

Karyn Mitchell

Kathryn Clark

Keith Downer

Kelly Chow

Kelly Harris

Kelvin Brooks

Kevin Keena

Khalil Paiwanzada

Kim Li

Kyle Prior

Lam Yip

Layne Nyhaug-Heinonen

Lea Liu

Leah Verdone

Leana Mikula

Leanne Frehlich

Lian Anson

Lindsay Mabel

Linna Zou

Liza Cunningham

Maddie Plottel

Marie Kirkwood

Mary De Castro

Matthew Stickles

Melissa Moore

Michael Frewin

Michael Moore

Michael Olynyk

Michelle Allan

Michelle Mah

Michelle Myring

Michelle Paling

Monique Vodrey

Morag Harris

Nadine Pettman

Nancy Henderson

Nevenka Simic

Nicole DiGiacinto

Patricia Bonillas

Momentum donor for 5 years or more

Paul Matheson

Paula MolinaColombres

Peter Kearney

Philip Collins

Rahim Paiwandzada

Raquel Teibert

Rebecca Brunswick-Werner

René Sotelo

Richard Carroll

Ricky Tsang

Rosemary Lai

Rupi Samra-Gynane

Safia Dhalla

Sarah Lee

Sarah Liu

Sarah Whittington

Shanaz Ramji-Motani

Shannon Yates-Hawkey

Sophia Liew

Stephane Vermeulin

Suzanne Daws

Suzanne Finlayson

Sydney Hill

Tashana Auyong

Taylor Wilkinson-Charles

Toby May

Tracey Dixon

Tracey-Ann Lee

Vanessa Li

Viktor Alvar

Waylon Ye

Xinyi Yan

Ya-wen Chen

Yajie Liu

Zheng Xiong

Zsuzsanna Straub

MVP EVENTS & SUPPORTERS

The Mulgrave Volunteer Parents group (MVP), led by a committed and highly engaged executive group, organises multiple events throughout the year that allow our community to come together. Be it Family Bingo, a Middle School Halloween Dance, or our annual Welcome Back Fall Fair, they work tirelessly to create opportunities for our families to be engaged and show support. But their work relies on the support and participation of our community members. The following lists include all the companies and individuals who contributed to making our special events possible. Thank you so much for your donations and support!

Mulgrave Music Festival Sponsors

Hello Nori, Inc.

Anonymous (2)

Porte Global Consultancy, Inc.

Attivo Capital

London Drugs/Fresh St. Market

Microserve

Onni Group

LoveFest Donors

Hamed Arbabioon & Neda Jaber-Ansari

Andrew Beaupre & Melanie Steele

Jacob & Jennifer Beverage

Qian Jiang Bian & Jingying Tang

Kinji & Laura Bourchier

Anonymous

Bob & Susan Cabral

Beier Cai & Karen Jiang

Jesse & Elizabeth Calderon

Michael Chang & Rebecca Cho

MVP Fall Fair Sponsors

Dance of Joy International Academy

Gainmax Financial Solutions LTD

Hossein Ghandchi

M&Z Wealth Management, Inc.

Organika Health Products Inc.

Shima Javan Design

Garvin Mortgage Group

Tong Ren Tang

Momentum donor for 5 years or more

Ricky Chen & Jewel Jin

Andrew Cheshire & Melanie Cheshire

Kevin Ershad & Armine Galstyan

Ben & Kathleen Ferraro

Jason Gao & Tanya Liu

Timothy & Samantha Garvin

Colin Gillette & Rhea Bessette-Gillette

Morgan Gough & Shaojun Chen

Morgan Gough & Shaojun Chen

Chris Higgs & Pam Teetaert

Rick Ho & Leanna Liu

Ali Hootkani & Azi Abolfazli

David Jeffries & Shauna Jeffries

Qi Jin & Zhuo Jiang

Alkarim Karsan & Farzona Karimova

Catalin & Amalia Kilofliski

Zhanming Li & Yijie Zhou

Alan & Andrea Linsley

Dong Sheng & Juan Liu

Frederic Loeven & Janet Nieckarz-Loeven

Rohit Malhotra & Tihunaz Keki Mehta

Jennifer McDonald

Craig & Victoria McMillan

Alex & Michelle Meier

Victor Moisseev & Ellie Akbari

Abbas Moradi & Viktoriia Shaduro

James Morgan & Marlon Young

Moe & Nadia Neely

Jay & Carolina Orosa

Wayne Pai & Guadalupe Font

Sumin Pan & Ginnie Lin

Randolph & Susan Pratt

Ricardo Revello Lerena & Lucila Planas

Adriana Schemel

Baocheng Shi & Yang Chen

Yahya Shokravi & Mahna Naemi

Alexander & Jenny Sojat

Al Karim & Josephine Somji

Yao Sun & Zhao Zhang

Bruce Unal & Dee Unal

Gavin Wang & Cecilia Sui

Jimmy Yang & Pamela Seto

Jason Yang & Grace Yang

Edward Yin & Vera Song

Bin Yuan & Xiaofei Wang

Robbie Zahnan & Yasmine Kaidbey

Yang Zang & Xin Lu

Liang Jian Zhao & Yin Yim

CULTURAL CELEBRATIONS

Our Lunar New Year and Nowruz community events were generously planned, funded, and hosted by Mulgrave families. They are vibrant celebrations that offer powerful opportunities to share cultures, honour traditions, and deepen our understanding of one another. Rooted in ancient customs, these holidays mark new beginnings - Lunar New Year with its emphasis on family reunions, prosperity, and renewal, and Nowruz as a joyful springtime festival of rebirth, reflection, and hope. By celebrating these cultural milestones as a community, we foster an environment where diverse identities are recognised and respected. These moments of shared celebration help build a more inclusive and empathetic community; one that not only values differences but also sees them as essential to a rich and interconnected world.

Zhibin Wang & Meilin Liu

Peter Wang & Sophie Tu

Bin Yuan & Xiaofei Wang

Yang Zang & Xin Lu

Nowruz Sponsors

Aria Savings

Abbasali Hosseini & Partonaz Hosseini

Canyon Dental Centre

Monex1 Currency Exchange

Nas Abadi PREC

NexxMD Cosmetic Clinic

Shima Javan Design

Nowruz Donors

Reza Alemy & Negar Bayat

Hamed Arbabioon & Neda Jaber-Ansari

Kayvan Ashnaei & Maryam Heydari

Keyvan Askari

Rasool Askarifar & Hamideh Saffari

Mohsen Azizikashi & Maryam Golriz

Mohsen Bagherpour & Fatemeh Ghannadi

Ash Bivadi & Shalaleh Najafy

Lunar New Year Celebration Sponsors

Culture Mindfulness

MOBO HOME

Rice Cake Master

Royal Rock Wealth

Tongqinghao Tea China

Tong Ren Tang

Lunar New Year Celebration Donors

Brian & Joie Anyon

Jinling Bai

Michael Chang & Rebecca Cho

Humberto Chen & Adriana Li

Ethan Feng & Chen Chen

David Jeffries & Shauna Jeffries

Kim Li

Hans Lin & Chunwei Li

Stuart & Samantha Louie

Alex Ma & Shinna Zhang

Marko & Jelena Markovic

Wayne Pai & Guadalupe Font

Feng Pan & Yan Liu

Walter Pecora & Bernice Chan

Preston Pesek & Teresa Pesek

Sina Pirzadeh & Shima Javan

Clayton Brown & Neda Amiri

Garry Chan & Rebecca Pang

Hossein Daliri & Mina Yaghoobi

Payam Deljoui & Roshanak Rahmanian

Shawn Ershad & Saba Sanaat

Kevin Ershad & Armine Galstyan

Ghasem Farzi & Marjan Darabi

Javid Ghahremani & Sara Yasini

Hessam Ghandchi & Sara Havedanlo

Morgan Gough & Shaojun Chen

Behrouz Heidary & Nazli Baradaran

Dennis Hoesgen & Melina Heidari

Ali Hootkani & Azi Abolfazli

Pedram Hosseini & Pegah Maghsoud

Hirad Hosseini & Nastaran Beigi

Oranous Hosseini

Abbasali Hosseini & Partonaz Hosseini

Mohammad Kasaei-adl & Elnaz Ghandchi

Hooman Keyhan & Elnaz Goganivash

Mansour Khayyam & Amitis Karimi

Victor Moisseev & Ellie Akbari

Camran Monsef & Monika Monsef

Saeid Naemi & Ladan Vafi

Fardin Panahandeh & Fariba Farjam

Sina Pirzadeh & Shima Javan

Nazanine Rahnema

Madjid & Sally Rassamanesh

Payam Razavi & Elham Abousaeidi

Navid Sadeghiani & Katayoun Alizadeh Kiani

Alireza Samei & Marjan Shirazian-Samei

Yahya Shokravi & Mahna Naemi

Habib & Rana Shokravi

Ali Tabatabayi & Shaghayegh Hosseinpour

Yashar Tashakkor

Alexander Vastardis & Bahareh Ghassemzadeh

Hamidreza Vaziri Kashani & Sarira Molaie

Christian & Azadeh Weinbrenner

Iraj Zehtab & Dorsa Mand

Community Donors

Anonymous (2)

Azmina Virani

Changming Wang & Mengqiu Zhang

Chris Chuy

Farzin Forooghian & Ladan Sadrehashemi

Kristina Kononova

Lynn Xu & Feng Li

Ron & Lesley Walsh

Shengcheng Wang & Kun Zhang

Susan Albert

Yong Hong Xiong and Carolyn Xu

Zhigang Zhu & Xiaoyan Li

Organisations

1463514 B.C. Ltd

1770943 Ontario Inc.

Ahamed Foundation

Costco Wholesale Canada Ltd

Giftfunds Canada

GiftPact Foundation Inc.

Lavish Liquid Catering Ltd

Maple Bridge Culture and Education Foundation

Progressive Group

Sage Dental Centre

The Benevity Community Impact Fund

The Forooghian Family Foundation

The UK Online Giving Foundation

The Walsh Business Group Inc.

United Way

Vancouver Foundation

VWL Rockies Foundation

ZLC Foundation

MULGRAVE’S INAUGURAL MUSIC FESTIVAL - JUNE 2025

The Mulgrave Music Festival was a celebration of the performing arts, featuring local bands and artists from across the Lower Mainland, in addition to some of our own young Mulgrave stars. It was a full day of music and dance across three stages, delicious food, drinks, and entertainment from our guest vendors.

Highlights included the collaboration between our student band, The Straight As, and their heroes, Black Pontiac; spectacular student dancers in the theatre and musical performances on the rooftop garden stage; high energy performances by TripleFiveSoul, Richard Tichelman, and Wooden Horsemen; and DJ Craigy D’s soul-lifting dance party.

More than 1000 people attended the event and enjoyed the amazing sunshine and the party that went all day and all night. With over 70 volunteers and a dedicated Music Fest committee, we were able to turn an idea to highlight the performing arts into a full-fledged, proper music festival. We couldn’t be more grateful for our vibrant community that made all of this possible!

*All costs for this event were covered by ticket revenue and generous sponsorships.

VIP, VIP, HEY!

The Athletics Viewing Plaza was turned into an oasis of calm and cool thanks to the exceptional efforts of our committee who transformed the space into our VIP area. It was the perfect spot for people watching, bidding on fabulous donated silent auction items, dancing, and relaxing with friends, old and new.

Our VIP area sponsors played a big role in making it so special:

• Hello Nori - Food station

• Lionsgate CommunitiesChampagne wall welcome drinks

• BMO Nesbitt Burns DCM Wealth ManagementMassage chairs

• The Vanity Lab - Beauty bar

• F45 Ambleside Beach - Selfie station

• Monarch MD - Gift bags

The Mulgrave Music Festival Committee

• Andrew Liem

• Grace Zola

• Hannah Perera

• John Yang

• Patrice Mousseau

• Sharareh Bayat

• Ava Thompson

• Barry Flynn

• Chantal Fischer

• Elizabeth Calderon

• Juliette Carr

• Michelle Myring

GRACE ASSEMBLY

A HEARTFELT THANK YOU

As we wrapped up the school year, students, faculty, staff, families, and friends gathered on the turf field to give a heartfelt thank you to our incredible volunteers who give so generously to our community. Set against a clear blue sky and the vibrant backdrop of our Music Festival stage, our annual Grace Assembly celebrated our community and offered many moments of reflection to appreciate the beauty and meaning of ‘our village’. From helping out in the cafeteria and organising events, to supporting our academics by lending their time and knowledge...all these simple but impactful volunteer acts enrich our students’ school life.

Many heartfelt performances and messages carried the theme of appreciation. Head of School Craig Davis spoke about the power of service for the greater good, and offered a special tribute to our amazing teachers, staff, and families for all that they do - reminding us of the impact we can make when we support one another.

We also bid farewell to Clayre Brough, our Upper School Librarian, wishing her a relaxing retirement, and to Mike Olynyk and Aziz Batada, who have been part of our leadership team for years and are now moving on to exciting opportunities elsewhere. We are grateful for all of their contributions to our community.

VOLUNTEERING AT MULGRAVE

MVP | Mulgrave Volunteer Parents

The Mulgrave Volunteer Parents (MVP) Executive plays a vital role in connecting parents and family members with meaningful opportunities to engage with and support our school community. Whether it’s organising bookshelves in our libraries, welcoming families at events, or selling gently used uniforms at the MStore, our volunteers bring energy, kindness, and commitment to everything they do. Mulgrave is a stronger, more vibrant place because of them. We are deeply grateful to the hundreds of individuals who generously shared their time and talents during the 2024–2025 school year.

Cafeteria and Library Volunteers

Cafeteria volunteers support lunchtime service, while library volunteers assist with shelving and creating displays under the guidance of our librarians. Both roles offer wonderful opportunities to connect with students across the Early Years and Junior School Divisions. With their cheerful presence and willingness to help, our large group of over 100 volunteers bring energy and positivity to these shared spaces every day.

MStore

The MStore, lovingly run by our dedicated volunteers, is more than just a shop - it’s a hub of community spirit. By offering families an easy way to pass down or purchase gently used uniform items, the MStore not only supports sustainability but also helps every student feel prepared and proud. In addition, the Mulgrave gear available in the store fosters connection and school spirit, reminding us all of the vibrant community we belong to.

Class and Grade Parent Representatives

Class and Grade Reps are at the heart of our community, bringing families and school leadership together in meaningful ways. Through their warmth, initiative, and strong communication skills, they help nurture relationships, share important messages, and create a sense of connection and belonging for parents. Their efforts invite participation, ease concerns, and ensure that every family feels informed and supported. Working closely with divisional principals, our Reps play an essential role in strengthening the bonds that make our school community so special.

Multicultural Learning

As an international school, we attract families from many different countries, religions, backgrounds, and traditions. Mulgrave’s sense of community and friendship is founded on empathy, inclusion, and humility. Our values are rooted in a global perspective and a

commitment to social responsibility. Through events such as Lunar New Year and Nowruz celebrations, classroom presentations, and storytelling, we celebrate and participate in deeper learning about culture. As a result, we strengthen our ties to one another and find opportunities to support our neighbours around the globe while providing our students with experiences that develop their world views and contribute to deeper cultural understanding.

Applied Learning Volunteers

Our Applied Learning volunteers enrich student experiences across all divisions, offering their time, talents, and expertise in countless ways. From guiding classes in entrepreneurship and Character Education to supporting Spanish and Chinese language learners, or leading literacy circles in the Junior School, their impact is felt daily. Beyond the classroom, community members generously share their knowledge at career fairs, TEDx events, and as guest speakers for Units of Inquiry and Upper School lessons. We are deeply grateful to the more than 200 volunteers who, this past year, provided invaluable mentorship, encouragement, and inspiration to our students.

Mulgrave families give of their time, talent, and treasure in so many ways, every day. We are incredibly grateful for their generosity and dedication to building a community that is so connected and kind.

MVP EXECUTIVE 2024-2025

PRESIDENT

PAST PRESIDENT

TREASURER

SECRETARY

DIVISION COORDINATOR

EARLY YEARS (EY)

DIVISION COORDINATOR

JUNIOR SCHOOL (JS 1-3)

DIVISION COORDINATOR

JUNIOR SCHOOL (JS 4-5)

DIVISION COORDINATOR

MIDDLE SCHOOL (MS)

DIVISION COORDINATOR

SENIOR SCHOOL (SS)

M STORE CHAIR

Samantha Garvin

Nicola More

Sarira Molaie

Michelle Zhang Zarina Ahamed

Kristina Bergman

Chantal Fisher

Amy Yuen

Nicola More

CAFETERIA COORDINATOR CHAIRS

LIBRARY COORDINATOR CHAIR

COMMUNITY ENGAGEMENT CHAIR

LOST AND FOUND CHAIR

NEW FAMILY WELCOME CHAIR

SUSTAINABILITY CHAIR

ARTS & CULTURE CHAIRS

STUDENT SOCIAL COMMITTEE CHAIRS

Sabrina Khan

Flora Song & Cherie Wu

Petrina Ooi

Louisa Zhang

Dee Unal

Elham Abousaeidi

Kate Mitt

Hiral Patel & Irene Zhu

Kathy Sabounchi & Aleksandra Baiman