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2025 • 2026 REPORT TO OUR COMMUNITY

Table of Contents Letter from our Head of School

Land Acknowledgement We want people to know that Mulgrave is, has always been, and will always be on the traditional, ancestral, and unceded territory of the Sḵwx̱wú7mesh (Squamish) Nation. Our everyday lives happen here and it is up to us to recognise the people, histories and teachings of this land so we can help create a better future. Created by the Changemakers, Class of 2031 & 2032

Letter from our Board Chair

Meeting our Mission

Strategic Direction 2025+

Our Community

Our Divisions

Pathways to Graduation

University Acceptances

Equity, Justice and Belonging

GEx & CAS

Alumni

Mulgrave Statistics

Governance

Advancement Message

More than a Playground: The Hill Reborn

Momentum, Mulgrave’s Annual Fund 50 Grade Challenge

Allocation of Momentum Funds 2024-2025

Indigenous Teaching and Learning

Momentum Annual Fund 2025-2026 Proposed Projects 53

Environmental Sustainability

Donor Profile: Tang/Chan/Chick Family

Student Wellbeing

Family Giving

Financial Assistance & Endowment

Titans Athletics

Community Giving

Outdoor Education

Mulgrave’s Gala

Global Citizenship & Student Leadership

Grace Assembly 36

Volunteering at Mulgrave

The Arts at Mulgrave

Letter from our Head of School Dear Families, Students, Colleagues, Alumni, and Members of the wider Mulgrave Community, Over the course of the 2025-26 school year, we formally introduced our Strategic Direction 2025+. Our aspirational approach is grounded in significant research, discussion, and debate. We have looked inward to our own community and far beyond to examine global best practices. We have also looked back at our history to ensure we don’t lose the unique elements of Mulgrave that are truly special, while also looking forward to anticipate (as best as anyone can!) what the world may look like as our youngest students graduate into the 2040s. The work has been challenging, inspiring, grounding, and thoughtful. As our students well know, learning is never a linear journey and we have deliberated and refined our approaches along the way; it’s important that we are agile and resilient ourselves. While our students are very clearly at the heart of our purpose, our faculty and staff are the people who bring our strategic direction to life. It is through their dedication to exemplary teaching practices, their commitment to the care and nurture of each student, and their passion for equipping our students for the complexities of life, that we have already been able to make strides toward our ambition: to promote Learner Confidence in everything we do so that through outstanding teaching we can ensure that each student learns effectively. We know this foundational confidence will enable them to move into spaces of compassion and through our focus on systems thinking will help them identify and address the causes and structures that have created climate volatility, global inequity, and social polarisation.

Craig Davis (he/him) Head of School

As you take in all that is shared in this annual report, I hope you feel the same pride that I do in our school. It is impossible to capture every meaningful moment and every event of significance in a document, but I trust what is presented offers a sense of our holistic approach and a glimpse into what we call the ‘Mulgrave magic’. We have an incredible collective responsibility in raising the young people who will shape our world with positive purpose and I genuinely thank everyone - near and far - who is helping to make it happen.

Mulgrave School • Annual Report 2025-2026

Letter from our Board Chair Dear Mulgrave Community, It is an ongoing privilege to serve as your Board Chair. When I look back on my 10 years with the Board, I am ever-appreciative of the opportunity to learn alongside others parents, alumni, students, and education experts - who comprise this body, tasked with strategic guidance and oversight. We do not take this responsibility lightly; Mulgrave’s history has been shaped by volunteers, donors, leaders, Board members, and faculty over 33 years. As we developed and shared the school’s Strategic Direction 2025+, it was with excitement that we considered our school’s place on the international landscape during this current ‘maturing school’ phase. The key to thoughtful foresight is embracing the unknown. With the pace of advancing technology, the complexity of geopolitical landscapes, and simply all that we cannot predict, we must look at education as dynamic and ever-evolving. While we need to understand and be intentional about our approach to technology and AI, we also need to maintain the irreplaceable value of human connection, stewardship of our natural surroundings, and advocacy for others as part of our organisational ethos. Being involved in community events like assemblies and the gala, cheering on competitors and performers, offering a listening ear as a trusted adult, or sharing our vulnerabilities as parents - all of these interactions are what make us innately human and part of this community. We have built a strong foundation of values and are uncompromising in their lasting importance.

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

Observing the strides made over the past year in our strategic focus areas has been fulfilling. Our school has set out to take on some ambitious objectives and seeing our faculty and staff embrace these themes in their professional practice is a strong indicator to the Board that we have set a reasonable, yet aspirational, direction. We look forward to the coming year, too, when we will have further external validation of our approach through CIS, IB, and CAIS evaluations. From the first year of our innovative Systems Transformation course to ongoing professional development related to teaching and learning excellence, our community is rallying behind intentional actions that will benefit our students well into the future. I hope you enjoy reading this report and learning more about developments at the school and our emphasis on a wide variety of approaches to foster learner confidence. While uncertainty in our world is unlikely to dissipate any time soon, I do feel certain in my unbridled hope that this next generation of students will embark on the world with the skills and energy to better their surroundings for the greater good.

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 2025-26 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 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 Mulgrave Difference An ambitious, future-focussed strategic direction based on international teaching and learning best practices in parallel with the values that our community holds sacred. • A broad holistic education with an emphasis on developing ‘learner confidence with purpose’ as a foundation for academic progress and life preparation.

Mulgrave School • Annual Report 2025-2026

• Programmes that intentionally nurture problem solving and creativity alongside a school wide commitment to developing systems thinking as the key skill on the rise for future employment. • Global partnerships with leading organisations such as Villars Institute (World Economic Forum), Cambridge University Institute for Sustainable Leadership, University of Melbourne’s Department of Education, Council of International Schools, and Evidence Based Education to inform educational approaches and offer engagement opportunities for faculty and students. • A thoughtful balance between AI, technology, and an analogue-first approach to teaching and learning. A commitment to use technology only when it clearly enhances learning beyond our preferred interpersonal and human centred teaching; leveraging the opportunities of appropriate AI integration while safeguarding students from unnecessary distraction to maximise learning and social development. • An inclusive, pluralistic community with representation from more than 40 nations, a broad socio-economic range, various family compositions, and numerous language profiles, yet with a shared sense of foundational values. • A beautiful, purpose-built campus grounded in the natural environment of the North Shore and respectful acknowledgement of the Squamish Nation. • A commitment to all students to support them in attaining their personal best while using their privileges to make a difference for the greater good.

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.

Strategic Direction

2025+

Introduction to Community Following extensive research and consultation, Mulgrave’s Board and leadership introduced the school’s Strategic Direction 2025+ to our community at the start of the 2025-26 school year. Intentionally open-ended and agile within the context of rapid, global change, the strategy seeks to connect our students to the world around us, marrying aspiration with action. The full strategy, along with videos, can be viewed at strategy.mulgrave.com.

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.

The visuals in our strategic direction materials take inspiration from the Ch’ich’iyúy Elx̱wíḵn (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.

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 Elx̱wíḵn to the more focussed mycelium network of the forest floor.

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.

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

Mulgrave School • Annual Report 2025-2026

Community Engagement In addition to the presented materials, we hosted a number of events to share the context and ambition of the strategic direction, as well as specific aspects of the planned implementation:

Homa Tavangar Co-founder of the Big Questions Institute, who explores effective education in a volatile and uncertain world, connects greater purpose to intergenerational intent, and examines the notion of accelerating wisdom. She held numerous sessions with our Board of Directors and also engaged with parents, students, and faculty.

Professor Po Shen Lo Highly-regarded mathematician and innovator from Carnegie Mellon University, who is on a mission to help humanity thrive in the age of AI, engaged with our Senior School students, faculty, and parent community. He stressed that future success won’t come from working harder or mastering content (which AI can handle) but from cultivating authentic relationships and combining intellectual curiosity with a genuine desire to uplift others.

Dr Jenny Gillett Senior Expert (Education Innovation), International Baccalaureate Organisation, who has oversight of the new Systems Transformation course at the DP level. She engaged with our students, faculty, and parent community on the IB’s approach to innovation and the value of systems thinking within the organisation’s approach.

Open Door Sessions for parents and guardians • Craig Davis, Head of School: Strategic Direction 2025+ Introduction & Discussion (multiple sessions; Mandarin translation provided) • Michael Moore, Assistant Head of School, and Rupi Samra-Gynane, Deputy Head of School: Outstanding Teaching, Evidence Based Approaches and Pedagogical Leadership • Olaolu Adeleye, Director of Equity, Justice & Belonging: The Importance of Belonging • Kailan Leung, Senior School Vice Principal: Systems Thinking and the Future of Education • Fareed Teja, Director of Learning Technology: Technology & AI Evolution • Nadine Pettman, Executive Director of Development & Engagement: The Impact of Fundraising and Financial Assistance

Strategic Direction 25+

Learner Confidence with Purpose 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.

As individual learner confidence grows, students are better able to connect and engage in broader societal issues. This creates an 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. The development of purpose emerges as we become aware of and able to use our privileges to make a difference for the greater good.

Mulgrave School • Annual Report 2025-2026

Year 1 in Review Mulgrave’s strength in emphasising strong teacher-student relationships lies at the heart of our approach in which we seek to maximise the conditions where growing confidence supports academic, social-emotional, physical, ethical, and existential development, equipping students to address global challenges and make a difference. The following are updates on how we have worked to put our strategy into action over the 2025-26 school year:

Outstanding teaching We will define excellent learning and teaching, implement best practices, and provide exemplary facilities, materials, and tools to support strong teacherstudent relationships and holistic student development. • Finalised review of ten student Learning Principles to refine stated definition of ‘high quality learning’ at Mulgrave. • ncorporated High Impact Teaching Strategies combined with the Learning Principles as our Learning and Teaching Principles and Practices.

• Consolidated and applied Mulgrave’s common vocabulary, grammar, and language of high quality teaching and learning. • Facilitated professional learning during faculty Collaborative Planning Time (CPT) focussed on High Impact Teaching Strategies. • Finalised planning and preparation for construction of the Nature Playground on the Hill and associated forest revitalisation. Pedagogical best practices, environmental considerations, and student wellbeing were all deeply integrated into the design.

Professional learning excellence We will provide outstanding global, research-based professional learning to support outstanding teaching. Mulgrave aspires to become a beacon institution for international best practice and a hub for excellent teacher training. • A cohort of leadership visited numerous leading schools in Beijing, Hong Kong, and Singapore to learn more about best practices, innovation, and facility design. • Systems thinking expertise in aviation and engineering sustainability practices shared by Dr. Janice Lao, Senior Associate from the Cambridge Institute for Sustainable Leadership, Cambridge University with faculty, students, and the Mulgrave Board.

• The Principals’ Training Centre courses focussed on leadership in an international school environment, including topics such as curriculum and assessment leadership as well as team dynamics and instructional supervision. • Hosted annual IB Systems Transformation conference which gathers the four lead international schools for in depth sharing of course development best practices and cooperation around post secondary advocacy. • Hosted ISABC conference on teaching and learning best practices with many faculty offering presentations on their implementation of high impact teaching strategies.

Strategic Direction 25+ Evidence-based approaches We will utilise individual baseline data to track progress and identify areas needing more support, enhancing teacher agency and professional growth. Our teachers will engage in review cycles that place evidence and feedback (both collecting and providing) at the heart of learning success. • Provided clarity for the term ‘student achievement data’ to focus on personalised benchmarks and markers of achievement vs attainment, with continuity in all divisions. • Tested student survey models; engaged faculty working group in their refinement.

• Introduced a new classroom observation model; engaged faculty working group in its refinement. • Developed updated approach to include student focus groups as part of observation. • Clarified observer and recipient core competencies for classroom observations. • Integrated Cognitive Coaching Framework into Mulgrave Learning & Teaching Principles and Practices to build greater effectiveness in feedback and coaching. • Established new benchmarks for Teacher Professional Growth Plans which include lesson observation feedback, analysed student feedback, and student achievement data.

Harnessing the opportunities of AI We will integrate large language model learning into our learning management platforms, training our students in the appropriate use of AI to prepare them for a future where AI integration will be an essential component of work. We will ensure teachers have access to the best professional development opportunities to integrate AI into their teaching and support for students. • Focussed on Mulgrave’s approach and implementation of AI through: ◦ Board Retreat and examination of AI in educational strategy and global best practices ◦ AI Staff & Faculty Working Group to develop best practices and share hands on professional development

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Development of standards for student assessments and AI usage ◦ Parent workshop including online and AI safety, Mulgrave’s approach to AI usage, AI benefits and challenges, broad contextual discussions about AI in various industries and workplaces • Increased adoption of AI in Toddle allowing teachers to create student-facing AI tutors for specific assignments. • Increased student exposure to tools as well as fluency training in platforms such as Gemini and Notebook LM, considering ethics, responsible use, accountability, and effectiveness. • Participated in ISABC AI and technology peer group and collective professional development

Mulgrave School • Annual Report 2025-2026

• Delivered a series of workshops to Grade 10 and 11 students led by Timothy Yeung, Senior Director of Product Management for AI at Uberall and an instructor at UBC Sauder School of Business; additional workshop for faculty to examine how AI is transforming fields ranging from technology and healthcare to engineering, film, and the humanities as well as the related post secondary response. • Repurposed Technology Integrationist roles to ‘Digital Learning & AI Specialist’. • Hired a part-time AI Fluency teacher in the Senior School, and allocated additional time to another teacher to build this competency in the Middle School.

Distributed pedagogical leadership Mulgrave middle and senior leaders will prioritise time and expertise on great teaching and effective learning for all students. They will support High Impact Teaching Strategies and provide teachers with effective feedback as they continue to improve practice every year. • Middle leaders participated in dedicated, multi-day professional development workshops focussed on the Learning and Teaching Principles and Practices and establishing a shared definition of best practices across their departments. • Through hands-on training, leaders honed their skills in classroom observation and practicing how to deliver clear, constructive feedback. They also received targeted coaching on their own feedback delivery styles to ensure their guidance to colleagues is both impactful and supportive.

Partnerships with global leaders We will collaborate with quality assurance bodies and leading organisations such as the Council of International Schools, Canadian Accredited Independent Schools, IB, Villars Institute, Squamish Nation, and UNESCO to support our focus on great teaching and producing students committed to the greater good via systems thinking. • Launched the first year of Mulgrave’s IB Systems Transformation course with Grade 11 students; one of four schools globally to offer this transdisciplinary approach to learning.

• Strengthened guidance and learning from Squamish Nation with the addition of Samaya Jardey as Director of Indigenous Cultural Learning and Partnerships, and consultant/advisor to our Senior Leadership Team. • Began preparatory work for CIS, IB, and CAIS evaluations in the 2026-27 school year. With Mulgrave’s previously assessed strengths, CIS is focussing the process on teaching and learning (inlcuding leadership and inclusion) specifically, providing a deep assessment of the objectives of our strategic commitment.

Innovative financing, fundraising, recruitment, and retention We will appropriately resource our ambitions to become a teaching and learning centre of excellence, ensuring the development of pedagogical leadership and positioning Mulgrave as a global pioneer in educating for purpose and systems thinking. Our endowment and teacher retention intiiatives to address cost of living challenges will play a key role. • Implementation of an employee housing support programme, funded by community contributions, to support home purchase, access to suitable rentals, and the related costs of moving. In the first four months, 10 faculty and staff applications were approved, totalling $69,164. The programme continues to accept applications on a rolling basis.

Welcoming Ongoing Feedback The annual Council of International Schools survey collects input from our community on a variety of key indicators. The survey conducted in the spring of 2026 gathered responses from 404 parents, 589 students, and 176 faculty and staff. The collective data reveals a school operating at an exceptionally high level of execution regarding physical infrastructure, campus security, compliance, and macro-level inclusion goals. Areas for ongoing growth include more fulsome communication and engagement with families about EJB initiatives for deeper understanding, more robust wellness initiatives for faculty and staff, and amplifying student and parent/guardian personal voices. Feedback also reinforces the importance of our strategic direction themes as outlined above. Annual feedback is shared with faculty and staff and incorporated into planning and implementation of school initiatives. Following the presentation of results, three working groups were created to more specifically hone in on action items for the 2026-27 school year: • Teaching and Learning Excellence • Faculty & Staff Wellbeing • Collective Decision Making These groups reported their findings and recommendations back to the full faculty and staff at year end and start of year sessions.

Our Community 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.

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.

Mulgrave School • Annual Report 2025-2026

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 broadbased 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 and library, M Store, and cafeteria helpers, 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 1531 alumni back to the school for a visit, for a mentorship opportunity with current students, and even as prospective parents.

Our Divisions Mulgrave offers a holistic, inquiry-based and personalised approach to education. Our broad IB programme encompasses athletics, arts, outdoor education and service, with opportunities for students to take on increasing leadership roles and responsibilities as they progress through the grades. These experiences foster personal growth, confidence and a strong sense of purpose.

Early Years | PK3, PK4, and Kindergarten* • • • • • • • • •

IB Primary Years Programme (PYP) for the Early Years starts at the PK3 level 1:8 teacher-to-student ratio in PK classrooms, plus two associate teachers Two certified 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 the EY Makerspace Access to outdoor play spaces and a nature trail Specialist teachers for Physical and Health Education (PHE) and Music, as well as special outdoor education activities After-school clubs for PK4 and Kindergarten students, plus enriching field trips and special guests

*As of 2026-27, Kindergarten is part of the Junior School Division.

Junior School | Grades 1-5 • IB Primary Years Programme (PYP) as the core academic programme • 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 • Extensive co-curricular programme, both before and after school • 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 • iPads provided in Grades 1-5 to enhance learning in the classrooms • Purpose-built and well-equipped PYP Makerspace with specialised staff to support learning

Mulgrave School • Annual Report 2025-2026

Middle School | Grades 6-9 • IB Middle Years Programme (MYP) with Interdisciplinary Units and subject-specific Approaches to Learning skills further develop students’ ability to transfer knowledge and concepts • Robust Learning Enrichment and Personalisation (LEAP) elective programme during school hours and co-curricular activities to offer students choice and breadth • 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, EJB, and positive education, as well as practical skills such as budgeting • Use of the CAS (Creativity, Action, Service) framework and Global Experiential (GEx) Learning Programme focussing on global citizenship themes to develop intercultural skills and engage in meaningful experiential learning • Use of live-time feedback to help students develop a deeper understanding of their learning

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 Learner Confidence in learning and life • Focus on inclusion, developing critical thinking, research, social, communication, responsible citizenship, and self-management skills, alongside course content • Requirement to engage in global issues, interdisciplinary learning, and committed social service • Pioneering new Systems Transformation course, developed in close partnership with the IBO • Interdisciplinary expeditions/trips and an innovative Global Citizenship course in Grade 10, focussing on Equity, Justice, and Belonging • Innovative Foundations course to develop life skills, facilitating social-emotional learning and wellbeing • Access to AI and entrepreneurship course content through external partnerships • 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, EJB, MERT, and service) • Extensive array of extra-curricular activities focussed on the personalisation of learning experiences and co-led by students and teachers

Languages Learning an additional language at school is central to the IB programme’s philosophy and key to intercultural understanding, empathy, and communication. All students in our preschool programme learn Mandarin and a dual-stream programme is introduced in Kindergarten for students who speak Mandarin at home (‘Mandarin A) as well as language learners (‘Mandarin B’). In both programmes, students develop their reading, writing, speaking, and listening skills, as well as an appreciation of Chinese culture and heritage. The option of French is added in Kindergarten with families make the choice of one language through the rest of the grades. In Grade 10, students can also opt for Spanish Ab Initio or Mandarin Ab Initio (introductory level). Students who pursue a second Language A course in Grades 11 and 12 may also qualify for a bilingual IB Diploma.

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. All students who choose our Enriched Pathway meet CAS requirements and attend Theory of Knowledge in Grade 11 to ensure that they are provided abundant opportunities to make interdisciplinary connections in their learning. IB Systems Transformation: Leadership for Just and Sustainable Futures Mulgrave has the distinct honour of being one of the four global pioneer schools offering IB Systems Transformation, a groundbreaking transdisciplinary course that teaches systems thinking as a framework for solving complex real-world problems.

Mulgrave School • Annual Report 2025-2026

This 300-hour 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. Students in IB Systems Transformation engage in collaborative and independent project work that extends beyond the walls of the school to impact their local communities. Mulgrave’s successful development and delivery of this course has contributed directly to the IB’s May 2026 announcement that IB Systems Transformation will launch globally as the flagship offering of a reenvisioned IB Diploma in 2030. An additional 18 earlyadopter schools will offer the course beginning in 2028.

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 other times, it can take 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 more about our approach to University and Careers Counselling

Arianna C Biological Sciences, The University of Edinburgh

Even when I struggled or had doubts, the support from my teachers kept me going. Higher Level Biology and Chemistry were the most challenging classes I took, but they were also the ones I loved the most.”

Ignacio RL Engineering, Rice University

Joining the school’s Robotics Team was a turning point for me. I took a chance on my interest in coding, and it solidified my passion for engineering and defined what I want to do in post-secondary.”

Bonnie L Social Sciences, Stanford University

My university counsellor was an incredible mentor who always gave me realistic, dedicated support. I never felt lost because I had such a supportive team behind me.”

University Acceptances Class of 2026 The culmination of a mission-driven educational experience striving for ‘excellence in life’ is to instil 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. 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.

Discover the full list of University Programmes & Acceptances

Mulgrave School • Annual Report 2025-2026

University of New Brunswick University of Ottawa University of Toronto - All Campuses University of Victoria University of Waterloo Western University Wilfrid Laurier University York University

School of Visual Arts Slippery Rock University of Pennsylvania Stanford University Syracuse University The New School - Parsons School of Design University of Michigan - Ann Arbor University of California - Berkeley, Davis, Irvine, Los Angeles, San Diego, Santa Barbara, Santa Cruz University of Cincinnati College CollegeConservatory of Music University of Florida University of Miami University of North Carolina - Chapel Hill University of Rochester - Eastman School of Music University of San Diego University of Southern California University of Virginia University of Washington Vanderbilt University

United States Arizona State University Barnard College Boston Conservatory at Berklee College of Music Boston University Case Western Reserve University Chapman University Duke University Embry-Riddle Aeronautical University Emerson College Emory University Georgetown University Hamilton College Johns Hopkins University Loyola Marymount University Manhattan School of Music New York University Northwestern University OTIS College of Art and Design Pratt Institute Purdue University Rice University Rose-Hulman Institute of Technology Santa Clara University

International Chinese University of Hong Kong Durham University Eindhoven University of Technology Groningen University IE University Imperial College London King’s College London, University of London Leiden University NYU Shanghai Royal College of Surgeons in Ireland Royal Veterinary College, University of London St. Mary’s University, Twickenham University College London University of Amsterdam University of Bristol University of Buckingham University of Edinburgh University of Leeds University of Manchester University of St. Andrews University of Surrey University of Warwick Utrecht University

Class Of 2026 Results

Class of 2026 University Acceptances Each of our 87 graduates is embarking on a post-secondary journey that is uniquely their own. Supported by their university counsellors, teachers, and families, they have carved out paths that reflect their individual strengths and passions. Whether it’s pursuing higher education, a gap year, or a not-soconventional path, we will eagerly follow along as this group spreads its wings across Canada, the US, Europe, and Asia. Canada Brock University Capilano University Concordia University Dalhousie University Emily Carr University of Art + Design Huron University College King’s University College McGill University McMaster University Mount Allison University OCAD University Queen’s University Royal Military College Simon Fraser University Toronto Metropolitan University Trent University University of Alberta University of British Columbia - Okanagan & Vancouver University of Calgary University of Guelph

Equity, Justice and Belonging The Equity, Justice and Belonging (EJB) framework provides a shared structure for advancing equity, justice, belonging, and inclusion across the Mulgrave community. Grounded in the belief that belonging and safety are foundational to excellence, both in education and life, the Framework translates our commitments in Strategic Direction 2025+ into coordinated action across six interconnected operational work streams:

The Framework’s efforts are informed by six crucial crosscutting Thematic Areas, aligned with our Strategic Direction 2025+ and identified for sustained action, reflection, and measurable impact. By actively addressing these themes, we are collectively building a safer, more just, and deeply inclusive environment.

Equity, Justice and Belonging (EJB) are built on the principles of diversity and inclusion, elements which are embedded within EJB as foundational commitments that centre belonging and shared accountability. We focus on:

Equity First Removing systemic barriers and redistributing resources to ensure fairness and opportunity. Justice as Anchor Tackling root causes of inequity, embedding reconciliation, anti-racism, and systemic transformation. Belonging as Outcome Creating a culture where every learner, staff member, and family feels recognised, valued, and empowered.

Mulgrave School • Annual Report 2025-2026

Work Streams • Strategic Foundation and Reporting: Integrates equity into core strategic priorities with transparent governance structures, communication, and reporting to facilitate annual accountability. • Curriculum and Pedagogical Integration: Embeds culturally responsive teaching, Indigenous and global perspectives, and multiple ways of knowing across all curriculum and assessment practices. • Indigenous Partnership and Reconciliation: Honours our relationship with Sḵwx̱wú7mesh Nation members and actively advances the Truth and Reconciliation Commission Calls to Action.

• Community Engagement and Cultural Integration: Transforms family engagement into authentic partnerships through leveraging community cultural assets that strengthen school life for everyone. • Technology and Innovation Integration: Prepares students for a digital future by addressing technology bias, developing ethical AI literacy, and fostering responsible digital leadership. • Organisational Systems and Policy: Aligns school policies, recruitment processes, and governance structures with equity and belonging, moving beyond mere compliance toward community-building systems that enable every learner and staff to thrive.

EJB Initiatives in 2025-26 Governance & ABAR (Anti-Bias & Anti-Racism) Training Formalised EJB governance for the team and Working Group; refreshed ABAR training via the BC Government’s “Learning to Be Anti-Racist” module, piloting four staff “Unpacking Sessions.” Culturally Responsive Pedagogy & Character Education Delivered CRP professional development at the Middle Leaders Retreat and across divisions, mapping CRP’s four anchors (Critical Reflexivity, Relationships, Responsiveness, Relational Empowerment) onto High Impact Teaching Strategies. Added four Identity-focussed sessions to Grade 10/11 Character Education. Inclusive Recruitment & Retention Revised job descriptions to reflect equity commitments and produced new Associate Teacher recruitment materials. Launched an Employee Housing Support Programme (March 2026) offering financial literacy sessions, mortgage incentives, and needsbased rental/purchase grants. Financial Assistance & Barrier Reduction Reviewed FA wrap-around supports against student need, leading to proposals for redesigned delivery. Updated FA policy, including scenario-based persona mapping, now headed to the Board for approval.

Ethnic Group

Students

Staff

East Asian (Chinese, Korean, Japanese)

41%

17.93%

Mixed Race (birth parents from different racial backgrounds)

21%

5.43%

White (European descent)

21%

60.33%

Middle Eastern (Arab, Persian, West Asian)

9.7%

2.17%

South Asian (South Asian descent, East Indian)

4.5%

4.35%

Latino/a/x (Latin or South American descent)

0.97%

4.89%

Black (African, Afro-Caribbean, African descent)

0.67%

3.26%

Indigenous (First Nations, Métis, Inuit, or other Indigenous peoples)

0.10%

1.09%

South East Asian (Filipino, Thai, Cambodian, etc.)

4.89%

Prefer not to answer

0.54%

Others (not listed)

2.17%

Percentages exceed 100% for both groups (approximately 100% for students, 107% for staff), indicating this question allowed multiple selections. Counts above are derived directly from reported percentages and represent the number of respondents selecting each

Staff Nationalities:

Indigenous Teaching and Learning Mulgrave’s commitment to Reconciliation is reflected in the active evolution of our Indigenous Education programme. Through our relationships with Elder Florence Williams and Samaya Jardey, who has joined Mulgrave this year as a consultant and assumed the role of Director of Indigenous Cultural Learning and Partnerships, we are continuing to integrate Squamish protocols and practices to refine and strengthen our programme. Our efforts, led by our Director of EJB, Deputy Head of School, and Indigenous Education Coordinators, focus on supporting the Truth and Reconciliation Commission of Canada’s 94 Calls to Action. We strive to champion the First Peoples Principles of Learning, foster a deep respect for the diversity of Indigenous cultures, perspectives, and worldviews, and build meaningful, reciprocal partnerships with local Indigenous communities. Through this ongoing work, we are committed to learning, listening, and continually evolving our practices in ways that honour Indigenous knowledge, relationships, and ways of being. Throughout the 2025-2026 academic year, the Indigenous Education Working Group, including faculty, staff, and board members,

has advanced the Indigenous Education Strategic Plan. While this foundational plan remains a work in progress, its core strategic pillars focus on: • Relational Accountability • Expand Land Based Learning • Build Staff Capacity

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 EJB, Environmental Sustainability, and Outdoor Education • Development of the Systems Transformation Pathway Course with a focus on embedding intergenerational thinking and responsibility

Mulgrave School • Annual Report 2025-2026

Relationships • Working with Elder Florence Williams as our Elder in Residence • Working with our Director of Indigenous Cultural Learning and Partnerships Samaya Jardey Land Based Learning • Fostering a connection to land through stewardship and engagement with Environmental Sustainability and Outdoor Education coordinators Upskilling & Onboarding • In-house professional development for staff - Collaborative Planning Time (CPT) • FNESC Conference 2025 • Qualicum First Nations Early Years Conference • ABAR (Anti Bias Anti Racism) • Indigenous Credit Professional Training Workshop provided by the ISABC

Dates of Significance National Day for Truth and Reconciliation & Orange Shirt Day This year’s National Day for Truth and Reconciliation centered on ‘seeing truth,’ featuring an interactive art installation created by Visual Arts teacher Mr. Fabin. Students across all grades scratched the outline of an eye into a black chalk-painted acrylic panel, uncovering underlying collaged facts, student work, and an orange shirt designed by Squamish artist Stone Sam. This symbolic act reflected the perseverance needed to reveal hidden truths. To prepare, Early Years students read Indigenous books, Junior School students explored the responsibilities of witnessing, Middle School students examined allyship, and Senior School students discussed documentaries on trauma and healing. The initiative encouraged students to act as allies, carry forward witnessed truths, and honour Indigenous strength and resilience in building a compassionate future.

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 centered on the strength of matriarchy and the powerful Indigenous women we honour and hold close in our hearts. In Early Years and Junior School, students created foam figures representing important women in their lives as a way to reflect on the strength and leadership of Indigenous women and matriarchs. They used these to create collaborative art displays on red fabric, pinned to boards outside classrooms. Upper School students created Red Dress pins to wear as a personal symbol of remembrance and commitment to change; they studied the National Inquiry’s Calls for Justice and discussed the responsibilities of allyship while engaging with the reality of systemic violence against Indigenous women. Our students learned how to move from awareness toward advocacy and action.

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. Through narratives delivered by Squamish storytellers, students engaged in learning experiences that honoured the wisdom and resilience passed down through generations, and learned about the importance of relationships with Elders, Knowledge Keepers, community members, and the land itself. 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.

For more information on Indigenous Education in action at Mulgrave, please see pages 17-18 in our 2026 issue of Cypress Magazine.

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 visit our site

Off to New Beginnings We’ve partnered with Power of Play, a non profit organisation that builds playgrounds for underserved communities, to reuse many components of our former Junior School Playground.

Mulgrave School • Annual Report 2025-2026

Y IT IL TA I N A B

SUS

N E ENVI

2025-26 ACTION HIGHLIGHTS Community Transportation: • 4th year of baseline data collection of the number of cars coming to campus over a one-week period; there was a decrease in cars coming to campus from the fall 2024 data, suggesting a small uptake in our initiatives to reduce cars to campus Waste: • Continual tracking of waste by weight • 4th year of formal audit by Waste Control Services; our average contamination rates are 24% across all waste streams which is a 4% deduction from last year, in addition to improvements in our hallway & public areas. • Education to staff and students by ES Council Carbon Footprint: • Continual tracking of our GHG consumption; 2025 saw a decrease of 14 Metric Tonnes of CO2e from 2024 • 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 • Campus Electrification study being contracted by AME Group Outdoor Spaces: • 6 Rainwater barrels were installed and attached to our downspouts for our rooftop garden beds • Diversified user groups continued in our gardens to include LEAPs, Junior School clubs, classes and staff • 2nd year of Staff Community Garden initiative has 17 staff participating, an increase from last year • Biodiversity audit of our campus completed in 2025 by Diamond Head Consulting to give baseline biodiversity data - report received this school year used to inform invasive species removals • Removal of invasive species from campus by Junior School clubs as well as by every Grade 10 student through the ES-CAS SS Advisory programme

Cafeteria: • Cutlery return stations added throughout the Middle School and Senior School to try and decrease the number of lost cutlery - SS Advisory classes signed up on a rotation this year to take back the cutlery to the cafeteria • Meatless Monday was re-introduced for the 1st Monday of every month

Learning Curriculum: • ES connections in each of the IDUs being done in the Middle School • ES themes incorporated into the Grade 10 Extended Stay at SOLE conducted in the Spring Co-Curricular: • JS Climate Crew raised $655 this school year from sorting our Returnables containers • External event and volunteer opportunities for Senior School students including students presenting a workshop and attending the ISABC Youth Environment Conference at UBC in February • 3 Grade 10 students & 1 Grade 11 student selected to be Villars Fellows and attend the Villars Symposium in Switzerland in June; our third year of attendance • Successful SS ES Council initiatives included the EY & JS Zero Waste initiative and Earth Week activities

Leading Governance: • School signed on to Green School Alliance SMART Tracking dashboard to consolidate and track progress on sustainability metrics Engagement and Communication: • Staff engagement series was run this year with six different activities offered. 50 different staff members participated and 102 total registrants including teachers from every division, support staff and administration.

Student Wellbeing We view student wellbeing through a vital lens: empowering our students with the confidence to step into who they are. Confidence is the bedrock where deep learning and personal flourishing meet. 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.” Leveraging our IPERMAH framework, we intentionally nurture confidence both in and out of the classroom - unlocking every student’s potential to thrive in a complex world. •

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 as well as other training modules that support students wellbeing.

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 Over the past five years, our Senior School Peer Counselling Programme has transformed how we support student wellbeing at Mulgrave. Extensively trained in communication, active listening, and stress reduction strategies, our Peer Counsellors provide a vital bridge of support for their fellow students. Whether guiding Upper School peers through personal challenges, facilitating dynamic workshops on test anxiety for Middle Schoolers, or championing school-wide campaigns like Pink Shirt Day and Mental Health Awareness Week, these leaders are constantly building a culture where every student feels heard and supported. Pastoral Care Every student’s journey at Mulgrave is anchored by a dedicated Class Teacher (Early Years and Junior School) or Advisor (Middle and Senior School). Charged with building strong, meaningful relationships with a small cohort of students, these educators keep a constant pulse on both academic achievement and personal wellbeing. They serve as the primary advocate for the whole child - and the direct connection point for families.

Mulgrave School • Annual Report 2025-2026

Open Parachute Kindergarten through Grade 5 are the foundational years of a child’s learning journey. Nurturing a student’s ability to recognise emotions, communicate effectively, regulate feelings, and cultivate resilience is essential to their personal and academic growth. Across all Junior School classrooms, teachers deliver our social-emotional learning curriculum powered by Open Parachute embedded intentionally through dedicated wellbeing blocks in each class schedule. Family Engagement Throughout the school year, we offer a variety of interactive learning opportunities designed to partner with parents, guardians, and the key adults in our students’ lives. We believe that supporting a child’s development is a shared journey, and our programming provides practical insights, expert perspectives, and meaningful discussions to help you navigate each stage of your child’s growth. Families can engage with our community through several ongoing initiatives, including: • Parent Education Series: Dedicated workshops and expert presentations focussing on child development, parenting strategies, and modern educational practices. • Mulgrave Wellbeing Book Clubs: Thoughtful, guided conversations centered on leading books in parenting and child psychology. • Community Events: Interactive gatherings and social discussions that build strong connections across our school community.

The Arts at Mulgrave 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. The following is a sample of the activities that took place in the 2025-2026 school year:

Performing Arts • Successfully ran two Grade 1-5 JS concerts - a Winter Concert with the theme of Winter Lights and a Spring Concert themed Songs Across Canada • Our third 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 and DP Dance students, performed in multiple showcases throughout the year during town halls for every division.

Creative 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) 28

• DP Dance 11 was launched to further invite personalisation of learning for those students interested in pursuing dance at the DP level. • Our US Music students performed at two major concerts and several lunch time concerts and community events.

• Senior School theatre students undertook an ambitious and immersive style production of Concord Floral by Jordan Tannahill. • Grade 8 and 9 Middle School theatre students performed a family fun comedically driven production of Law and Order: Fairytale Unit by Jonathan Rand in our blackbox theatre. • We successfully launched a Grade 6 and 7 production for Middle School theatre students. This year our students performed an adapted version of William Shakespeare’s Twelfth Night, set in the 1990s!

• Exploration of the Design Cycle applied to new units such as the Grade 9 Game On (developing board games), and Grade 8 Passive House: Sustainable Architecture. • Integration of technology and AI learning tools explored in a Grade 8 coding, and $3 Gadget (designing small 3D printed tool that serves a marketable function) as well as being used as a feedback tool for Grade 6 and Grade 8 Criterion D • Passive House Design: In this unit students explored the principles of sustainable architecture and Passive House design. Working from a client brief, students researched energy-efficient building

strategies, environmental factors such as sun path and site orientation, and the needs of specific users. Students analysed examples of residential architecture before developing zoning plans, floor plans, elevations and a physical scale model of a one-storey Passive House. • An external competition in collaboration with Big & Lit was offered to Grade 8 and 9 Design students where they designed and built bridge models. 8 out of the 12 students who applied became finalists.

Mulgrave School • Annual Report 2025-2026

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 • This was the second year that Grade 10 Visual Art split into two distinctly different sections: 2-D and 3-D Visual Art. Both courses developed their programmes, and the Grade 10 3-D art explored a new unit called “The InterDimensional Object” where students were encouraged to push their creativity and create an object from an alternative reality or another planet. • Local curators, artists, designers, architects and other Visual Art teachers participated in sharing feedback for the Grade 12 Mock Exhibition • Nick Fabin (Middle School Art teacher and Coordinator) and the Visual Art department was involved with creating a collaborative Art Installation entitled “Seeing Truth” for Orange Shirt Day in September 2025. The installation was situated outside the Admin Suite for the totality of the year and was displayed for Orange Shirt Day at The Museum of North Vancouver for the month of September 2026

• 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 and Still Home” (Grade 9 students created ceramic foods and still life paintings connected to their cultures and identities), “Tiny Window” (Grade 7 students made layered paper shadow boxes), “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) Multi-Disciplinary Events: • Group 6 in-person exhibition • Grade 9 IDU at the SOLE Centre involving Science, English, and Film/Visual Art centered around sustainability • Grade 10 extended stay experiential learning at SOLE. Art stream experiences involving interdisciplinary art workshop for Visual Arts and Performing Arts

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. Film: • Hosted Zoom Film Festival with 90 teams from across the province (9 teams from Mulgrave) • Mulgrave G12 team came in first place in Zoom • Mulgrave G12 team won “Best Comedy” at BCSFF • Film SOLE Centre 2-day film retreat • Successful G10 Documentary unit where students interviewed members of the community

Titans Athletics Mulgrave offers a rich variety of athletic opportunities that enable our student-athletes in Grades 3-12 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 as we strive to nurture confident and resilient leaders of strong character. Our core values include commitment, communication, confidence, character and heart.

Vancouver Sea to Sky Zone Varsity Golf - CHAMPIONS

North Shore Secondary Schools Athletics Association - NSSSAA Varsity Girls Basketball - CHAMPIONS Varsity Cross Country - CHAMPIONS Varsity Golf - CHAMPIONS Varsity Girls Ski - CHAMPIONS

Provincial Championship Qualifiers Varsity Golf Varsity Girls Basketball Varsity Cross Country Varsity Swimming Varsity Track & Field

North Shore All-Stars 1st Team All Stars Riley Armstrong - Basketball Emma Hoogendoorn - Basketball Maryam Mojarradi - Basketball Neko Wrinch - Basketball Eli Wilson - Basketball Eric Niu - Golf Riley Moore - Golf Ilia Khademi - Golf Qaim Burgener - Golf

2025-2026 Junior School Highlights

2nd Team All Stars Harry Laxton - Soccer Emma Oulton - Volleyball Teagan Vodrey - Soccer Independent Schools Elementary Association - ISEA G8 Girls Basketball - CHAMPIONS Varsity Golf - CHAMPIONS

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

55 teams in 12 sports

2025-26

% G5-12 student participation in athletics

2025-2026 Upper School Highlights

68.5%

2024-25

63%

2023-24

64%

2022-23

65%

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

Mulgrave School • Annual Report 2025-2026

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 2025-2026, bringing great community spirit to our campus.

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, utilising a two-eyed seeing approach, 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 2025-2026 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. • Lessons included building bird nests, caring for the trail, mini pipe cleaner people, and shelters.

PK4 • Trail walks related to the unit of inquiry ‘How the World Works’ to learn about seasonal changes in the fall and winter. • Two field trips to the SOLE Centre to explore the fall seasonal change, and in the spring, exploring mini creatures, and visiting a farm in Squamish. PK4s also had lessons that included bug scavenger hunts, colour chips, exploring the creek, getting dirty, forest bracelets, honourable harvest, looking for water, buds for spring, spreading seeds, mushroom alert, patterns, outdoor storytime, and strawberry re-planting. Kindergarten • Weekly forest walks and a field trip to the SOLE Centre during their unit of inquiry about materials.

Mulgrave School • Annual Report 2025-2026

• Classes in bow-making, cedar-carving, cedar/not cedar activities, colour walks, deer adaptations, forest perfumes, looking for lizards and snakes, mushroom tallies, numbers and patterns, outdoor storytime, Spuds in Tubs, trail routines, and watering potatoes. 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. • Lessons included fixing up fairy houses, honourable harvest, forest perfumes, map symbols, cardinal directions, planting bulbs, seed spreading, defending the forest, strawberry runner planting, and trail bracelets.

• 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), and planting goldenrod. Grade 5 • Field trip to Lighthouse Park related to inquiry into Indigenous migration. • Experiential learning field trip to the SOLE Centre to explore simple machines, carving, learn about hypothermia, and enjoy a kale party.

Grade 2 • Field trip to SOLE Centre focussed on Indigenous technologies, connected to the unit of inquiry 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 unit of inquiry on taking action and erosion. • On-campus lessons on erosion, a math challenge related to garlic planting, and a skull workshop connected to the unit on food webs. • Field trip to the SOLE Centre to learn about weaving from a Squamish knowledge keeper. • Field trip to Lynn Valley to observe and explore 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 workshop on Indigenous storytelling, returning salmon bones to the river, carving).

Grades 3-5 • Overnight camps offering opportunities to build independence and strong connections with peers and teachers. Co-Curricular • Junior School had a co-curricular programme called Trail Stewarts. Middle School Grade 6-9 Multi-night excursions in various locations including the SOLE Centre and Cheakamus Centre. Grade 7 • Snowschool: classic cross country skiing and tobogganing. • Summit 2 Outdoor LEAP Elective focused on exposing students to different outdoor pursuits. • Three days at the SOLE Centre combining science, math, and English for their Interdisciplinary Unit. Grade 8 • Snowschool: Classic or skate crosscountry skiing. • Summit 3 Outdoor LEAP Elective that begins extended overnights. • Three days at the SOLE Centre combining social studies, science, and art for their Interdisciplinary Unit.

Grade 8-9 • Fall camps: Students selected activityspecific camps such as kayaking, canoeing, backpacking, surfing, farming, and rock climbing. Grade 9 • Summit 4 Outdoor LEAP Elective that culminates in a 4-day expedition and includes the Duke of Ed programme. • Four days at the SOLE Centre combining science, English, and film to create PSA videos on UN Sustainable Development Goals for their Interdisciplinary Unit. Students also participated in white water rafting and archery. • Grade 9 Extended Math at the SOLE Centre, using trig ratios to measure tree heights for a Criterion D assessment. Electives and Co-Curricular • Climbing elective and a climbing team that competed in ISABC bouldering competitions.

Outdoor Education Senior School Grade 10 • A multi-day fall camp adventure on the Via Ferrata that included creating an advisory flag and spending quality time with friends to foster cohesion and camaraderie. • A personalised winter experience offering four leveled activity options, ranging from cabin stays/resort activities at Manning Park Resort to backcountry snow camping and downhill skiing at Whistler Blackcomb. • A full week of immersive, experiential learning at the SOLE Centre with stream options including Wilderness First Aid certification, Food as Story, Equine Therapy, Sport Science, Art, Destruction for Good, and Hike/Bike/Strike.

CAS Collaborative Projects • All Grade 11 students undertook one of our CAS Collaborative Projects. With the support of the Outdoor Education team, students planned and executed a rigorous multi-day outdoor adventure. The 20252026 year included a: • Nine day canoe trip down the Yukon River • Seven day backpacking trip on the West Coast Trail • Five day bike packing trip on Vancouver Island • Five day kiteboarding programme • Five day horseback riding programme • Five day multi-adventure programme • Art programme • A group that filmed and edited a TV pilot

Grade 11 • A multi-day fall camp experience focused on cohesion and camaraderie, combining an adventure race around Squamish in advisories with quality time spent with friends at SOLE. Grade 12 • A multi-day fall camp trip combining white-water rafting with quality time spent with friends at SOLE to build cohesion and camaraderie. • Leadership-specific course taught through the lens of outdoor education during their Foundations class. Senior School Adventure Council Activities throughout the 2025-2026 school year: • Avalanche Safety Training level 1 course • Backcountry alpine ski trip into Garibaldi Park near Elfin Lakes • Single day adventures such as alpine skiing

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 2025-2026 included: • Surfing in Tofino (fifteen Grade 9 students) • Bike packing on Vancouver Island (eight Grade 10 students) • Additionally, all of the CAS collaborative projects qualified either for the Silver or the Gold levels, if students chose to register.

Mulgrave School • Annual Report 2025-2026

Outdoor Education Professional Development • The Mulgrave Outdoor Education (OE) team led the third annual professional development opportunity for ISABC Outdoor Educators at the SOLE Centre. This year included a workshop by Simon Priest (a renowned expert in facilitation and ensuring outdoor education programmes create meaningful change for participants). Teachers participated in wilderness first aid scenarios involving their school critical response teams, had a pecha kucha presentation to share teaching tools, a keynote speaker discuss the keys to high impact outdoor education, and table talk discussions with the goal of bettering OE programmes across the ISABC. • Various OE team members: ◦ Participated in 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 center ◦ Obtained Occupational First Aid level 2 certification • All Outdoor Education staff, as well as some of the SOLE staff, completed High Ropes training for the climbing wall and the giant swing at the SOLE Centre • Various staff also earned their CWA Level 1 Climbing Instructor certificate, a course taught by the Mulgrave’s Director of Outdoor Education

Mulgrave School • Annual Report 2025-2026

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.

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 Responder 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.

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 student-led experiential model, guided by mentorship, education, experience, and reflection. Student Advisory Council and Sub-Councils Through the Senior School Student 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 EJB, 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

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 2025–26, Grades 6–8 participated in a new year-long local GEx programme, engaging with community partners through a series of experiential learning opportunities across the school year focussed on areas such as food security, sustainability, creativity, and community. Grades 9–10 combined together in June for a four-day GEx journey, choosing from a range of local and travel experiences exploring community engagement, sustainability, entrepreneurship, wellbeing, creativity, and social impact. Local GEx community partnerships and experiences included: • • • • •

A Better Life Foundation Backpack Buddies Binners’ Project Chinatown Storytelling Centre Chinese Canadian Museum

• • • • • • • • • • • • • • • • • • • • •

Come Spin With Us EartHand Gleaners Ethos Lab Fabcycle Food Stash Foundation Free the Fern Fresh Roots Happy Cities Harvest Project Insight Global Education Lynn Canyon Ecology Centre Mission Possible Northshore Neighbourhood House Pacific Immigrant Resources Society Phantom Sound Media Sea to Sky Invasive Species Council Sk’elep Reconciliation Talaysay Tours Takaya Tours Urban Bounty Vancouver Black Library

International travel programmes over March Break took Grades 8–9 to New Zealand and Grades 10–11 to Morocco for immersive, placebased learning focussed on culture, identity, sustainability, and global citizenship. New Zealand: • Māori Culture & Heritage – traditional welcome, storytelling, history, and cultural identity. • Conservation & Wildlife – native ecosystems, kiwi conservation, and environmental stewardship. • Wētā Workshop – hands-on filmmaking, creativity, and storytelling.

Mulgrave School • Annual Report 2025-2026

Morocco: • Women’s Rights & Leadership – local advocates exploring gender roles, social change, and leadership. • Women’s Artisan Cooperatives – traditional arts, entrepreneurship, and women’s empowerment. • Amazigh Culture & Community – food, art, storytelling, and connections to land and community.

Yukon: • First Nations Culture – storytelling, traditional practices, history, and connections to the land. • Yukon Wildlife Preserve – northern wildlife, habitat protection, and conservation. • Tombstone Territorial Park – Indigenous stewardship, biodiversity, climate change, and land conservation.

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. Middle School LEAP Electives Our Learning Enrichment and Personalisation (LEAP) Electives take place during scheduled class time and are a unique component of our Middle School experience. Students engage in three options per term in categories ranging from Creativity, Activity, and Service. Students in Grades 6 and 7 are required to choose an option from each category.

LEAP Offerings per Category

Activity

LEAP electives are further enhanced by cocurricular activities, providing students with additional opportunities for creative, actionoriented, and service learning experiences.

Language and Cultural Immersion The Middle School Shanghai Exchange and Study Visit exemplify our commitment to experiential, global learning that connects students directly to world cultures and histories. With 15 students participating in the two-week exchange programme and 17 students in the four-week study visit, building on a cherished 12-year partnership with Shanghai United International School, and parent-facilitated visits to Jinling School, Zhonghua Middle School, and Canglang Middle School, these immersive programmes offered students focussed language study and a deep, place-based engagement with China’s rich heritage. Throughout their journeys, our students demonstrated exceptional global competence, critical thinking, and confidence, earning high praise from host institutions. Expanding on this reciprocal connection, Mulgrave families welcomed 19 SUIS students into their homes, deepening intercultural understanding through shared traditions and daily family life. Together, these experiences empowered participating students to return home as more empathetic, reflective, and engaged global citizens, while forging meaningful cross-cultural friendships.

Alumni

Building Belonging Beyond Graduation The 2025-26 Alumni Programme focussed on strengthening the Mulgrave connection long after graduation, creating more opportunities for alumni to reconnect with classmates and former teachers, return to campus, build new relationships across graduating years, and stay involved from wherever life has taken them. This year saw an expanded calendar of regional socials, milestone reunions, community events, professional networking opportunities, and new initiatives designed to keep both alumni and their families connected to the life of the school.

London Alumni gathered at The Maple Leaf for an evening hosted by Mrs. Clark, bringing together graduates from across class years for a little taste of home in the UK.

Montreal Our first alumni social in Montreal was hosted by Mr. McKillop and marked the beginning of a new regional gathering for the community. The connections extended beyond the event itself, with alumni arranging additional meetups during the visit. Vancouver Alumni and long-standing faculty gathered at Library Square before heading together to a Vancouver Whitecaps match. The new format brought together informal conversation, school spirit, and a shared experience beyond campus.

Alumni Socials Our geographically-based alumni socials continued to grow this year, creating informal opportunities for graduates to reconnect with Mulgrave and with one another in the cities they now call home. Several gatherings also introduced shared experiences beyond the traditional social format.

Toronto A record 36 alumni joined Mr. Prior at The Rec Room followed by a Toronto Raptors game, combining conversation with a shared experience and creating natural connections across graduating years.

Shanghai Mulgrave’s first-ever alumni gathering in Shanghai was hosted by Dr. Li and Ms. Calderon at the Fairmont Peace Hotel, providing an opportunity for alumni to reconnect after years apart and reflect on the paths their lives have taken since Mulgrave.

Mulgrave School • Annual Report 2025-2026

Milestone Reunions Milestone reunions welcomed several graduating classes back to campus this year, giving alumni the chance to reconnect with classmates and faculty while rediscovering familiar spaces, memories, and traditions.

Class of 2005: 20-Year Reunion Alumni returned to campus to reconnect, revisit memories, and see how the school has evolved over the past two decades.

Class of 2015: 10-Year Reunion The evening included a campus visit, the opening of the class time capsule, as well as games, photos, and videos from their school years, creating a nostalgic backdrop for reconnecting with classmates and former teachers.

Classes of 2020 & 2021: 5-ish Year Reunion These two classes returned for a joint summer gathering over tacos and a tequila tasting. This group’s final school experiences were significantly affected by the pandemic, so the reunion offered an opportunity to enjoy a relaxed, in-person celebration that was not possible when they originally graduated.

Community & Campus Events Alumni and their families were also welcomed into a wider range of school traditions and community experiences throughout the year. Legacy & Laughter Alumni and their families returned to campus for the first large gathering of its kind since Mulgrave’s 25th anniversary celebrations. Founding Head Linda Hamer, Former Head John Wray, and current Head of School Craig Davis joined generations of the community for an evening of reconnection and reflection. MVP Welcome Back Fall Fair Alumni families were invited to take part in this much-loved school tradition. Attendees including graduates who are now parents returning to experience campus alongside their own children.

Honourary Lifetime Membership Celebration This annual event recognised families whose long-standing commitment, service, and involvement have helped shape Mulgrave over the years, with many continuing the celebrations afterwards at Winter Homecoming. This year, we welcomed the Chande/ Noormohamed, the Chen/Liu, and Lang families to the group.

Winter Homecoming Alumni, faculty, families, and friends returned for seasonal treats, music, and the muchloved alumni basketball games. This year also provided an opportunity for former students to reconnect with Ms. Mitchell ahead of her retirement and share memories and well wishes. Alumni Family Day Photoshoot Alumni families, including parents, graduates, children, and family pets, returned to campus for a professional photoshoot, creating new family memories in a familiar place.

Alumni

Professional & Intergenerational Connections New Ways to Stay Connected Alongside events, several new initiatives were introduced to strengthen alumni identity and make it easier for graduates and their families to maintain a connection with Mulgrave.

Our new alumni networking series launched this year with an inaugural event, called Purpose and Practice, which focussed on careers and perspectives within the healthcare sector. Alumni, current parents, and students came together for conversations around career development, leadership, mentorship, professional transitions, and finding purpose in one’s work. A community panel shared professional journeys and perspectives, creating opportunities for participants at different career stages to learn from one another.

The afternoon also gave Upper School students and recent graduates the opportunity to practise introducing themselves, asking questions, and building professional connections in a familiar and welcoming environment. The event established a foundation for future industry-focussed networking and learning opportunities across the wider Mulgrave community.

Welcoming Our Newest Alumni Convocation 2026 marked both the culmination of the Class of 2026’s student experience and the beginning of their place within the Mulgrave alumni community. Celebrations continued at Grad Ball, where students, families, faculty, and

staff came together to recognise the accomplishments and relationships that shaped the graduating class. A special nostalgic video welcomed our newest graduates into the alumni community, capturing memories from their years at Mulgrave and reflecting on the journey that brought them to this milestone.

Mulgrave School • Annual Report 2025-2026

Alumni Merchandise: A new collection offered graduates a simple and tangible way to celebrate their connection to Mulgrave and carry a piece of the school with them beyond campus. Quarterly Newsletter for Alumni Families: Recognising that a family’s connection to Mulgrave does not necessarily end at graduation, a new quarterly newsletter was launched to share Alumni Programme updates, school news, upcoming events, and opportunities to return to campus. Together, these initiatives reflect the continued evolution of the Alumni Programme: creating more ways for alumni and their families to belong, contribute, reconnect, and remain part of the Mulgrave community well beyond graduation.

Alumni by the numbers

Mulgrave Statistics

Mulgrave Independent School Society Statement of Financial Position Highlights Assets Cash and investments

30-Jun-26

$ 42,464,817

Account receivables

485,682

Prepaid expenses

110,138

Property and equipment

81,070,984

Total Assets

124,131,621

Liabilities and Net Assets Accounts payable and accrued liabilities

5,213,692

Deferred revenue

26,304,133

Family deposits

10,984,926

Net Assets

81,628,870

Total Liabilities and Net Assets

124,131,621

Mulgrave Independent School Society Statement of Operations and Changes in Net Assets Highlights Revenues Tuition and fees

$ 33,478,849

Grants

3,951,956

Fundraising and donations

3,884,313

Other

3,607,548

Expenses Amortisation

3,538,444

Other operating expenses

8,678,259

Salaries and benefits Excess of revenue over expense*

29,994,652 2,711,311

(not including capital expenditures) Net assets, beginning of year

78,917,559

Net assets, end of year

81,628,870

*Operating expenses do not include capital expenditures or capital projects funded by donations, such as the Junior School hill restoration and playground project, community garden, computer equipment, and reserves for future capital projects and upgrades.

Mulgrave School • Annual Report 2025-2026

Number of Staff by Division As of September 2025 Administration: 65 EY: 22 JS: 51

MS: 24 SS: 36 Upper School: 20

School Leadership Team (20 members) Female

Male

11 White 9 Non-White

Mid-Level Leaders* (46 members) Female

Male

Faculty & Staff Biological Sex Comparison* Female

Male

153

2025-26 Hiring Stats Total Interviews

37.2%

Non BIPOC BIPOC

62.8%

Total Hires

44.4%

55.6%

Non BIPOC BIPOC

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 2025 AGM:

Since 2019, the Board has annually welcomed student representatives. Eva Burgers and Quinton Guo were in Grade 11 when selected via application process and interview in 2025, and will serve until the 2026 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

• • • • • • • • • • • • • • • • •

Kate Hoogendoorn, Chair Andrew Marchant, Vice Chair Iris Lo, Treasurer Magdalina Ivanova, Secretary Ana Maria Llanos Beier Cai Laura Guy Lav Chadha Nabila Pirani Navida Suleman Nicola More Payam Razavi Tam Matthews Samantha Garvin, MVP Craig Davis Rupi Samra-Gynane Kelly Chow

Mulgrave School • Annual Report 2025-2026

Ad-Hoc committees are as follows: • Building and Land • Risk & 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 2025-26 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 • Kate Hoogendoorn

Foundation Board Members 2025-2026 • • • •

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 made a gift, volunteered your time, shared your expertise, or simply championed our mission, your support has strengthened our school in meaningful ways. Through Momentum, our annual fund, we celebrate the power of participation. This year, more members of our community chose to support Mulgrave than ever before. Every gift, regardless of size, reflects a shared belief in our students and in the education they receive. Together, your generosity creates opportunities that would not otherwise be possible. This year, your generosity means we can continue saying yes to teacher-sourced projects and initiatives that enrich student learning in meaningful ways. Sometimes that means a significant capital investment, like the new Nature Playground for our Early Years and Junior School students. At other times, it means providing the specialised equipment, creative resources, or learning spaces that allow educators to bring new ideas to life. Whatever the scale, every project begins with a teacher’s vision for what will make the greatest difference for students. The projects featured in this report are a wonderful reflection of your generosity, but they tell only part of the story. The greatest impact of philanthropy is found in the experiences our students have each day, the confidence they develop, and the possibilities they begin to imagine for themselves. Every contribution, every volunteer, and every act of encouragement helps make that transformation possible. Thank you for believing in Mulgrave and for investing in the future of our students. We are deeply grateful for your partnership and proud to share the impact of your generosity in the pages that follow. With sincere appreciation,

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

More Than a Playground: The Hill Reborn What began as a plan simply to replace a climbing frame grew into a much bigger vision: to transform The Hill into a nature-based learning and play environment that supports children’s physical, social, and creative development. After two years of fundraising and strong community support, that vision became a reality this summer. Creating that environment meant restoring The Hill as well as reimagining how students could play within it. Development above and behind the school had disrupted drainage, depleted the soil, and strained the forest ecosystem, so the project included soil rehabilitation, improved water management, and extensive planting of native trees and plants to create a healthier and more resilient woodland. Within this renewed landscape, every element has a purpose. Natural climbing structures, trails, gathering spaces, quiet nooks, swings, and imaginative play areas encourage adventure, creativity, problem solving, and social connection, while time spent in nature supports student wellbeing and helps nurture a sense of stewardship for the world around them. Delivering such an ambitious transformation presented another challenge: completing the work without taking The Hill away from students during the school year. Construction crews moved in the day after students left

For the students, however, no explanation was necessary. Their first visits were met with unbridled excitement as they raced along new pathways, discovered hidden nooks and crannies, scrambled across log-and-rope climbing structures, explored the hollow-tree slide, and eagerly tested every swing and play feature they could find.

for summer break and, over the weeks that followed, the familiar landscape was completely transformed. Remarkably, the revitalised Hill was ready to welcome students as they returned at the end of the summer - a tremendous achievement by everyone involved. The learning opportunities extend well beyond the physical installations. The team who designed and built the playground stayed a few extra days to help our faculty explore the many benefits built into the space and how teachers can use them to support childhood development. From learning about the native plants now growing on The Hill and their traditional uses, to understanding the different forms of play encouraged by the landscape, the training revealed just how much thought is embedded within the new design. The adventurous play that the space encourages, also provides important opportunities for children to develop confidence, problem-solving skills, and an understanding of how to judge risk and their own physical abilities.

Mulgrave School • Annual Report 2025-2026

There are almost too many layers of thought and intention woven into the newly redesigned Hill to capture in a single article. What is already abundantly clear is that it has become a much-loved space for students and teachers alike, one that brings together learning, nature, adventure, and the simple joy of play. We are deeply grateful to every donor who helped bring this vision to life. Their support has created far more than a new playground: it has given generations of current and future Mulgravians a unique outdoor environment in which to play, learn, explore, and grow.

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. This year, we had a record-breaking 63% participation rate! We are so proud and incredibly thankful.

2025-26 Momentum Total raised:

$2,489,452

Total Received:

$2,353,452

Number of donors:

627

Total Pledged:

$136,000

Number of Momentum gifts:

Head’s Priority:

Financial Assistance

Teacher Development:

$169,090

1,489

Recording Studio & Performing Arts Upgrades:

New Nature Playground on The Hill:

Electric Vehicles:

Average gift:

$1,440,981

$327,186

$38,600

$335,106

$1,580

$42,489 Donations and Sponsorships for MVP/ Community Engagement Initiatives

Capital Campaign Pledge Payments Received MPower:

$20,000

Number of Donors:

Some families pledged their payments to past capital fundraising campaigns over a multi-year period. These figures indicate the amounts paid towards those pledges in 2025-2026.

Total Received:

$136,090

Number of Sponsors:

Number of Donors:

105

This includes support for Welcome Back Fall Fair, MVP Appreciation Event, Lunar New Year, and our incredible Gala, Cirque de Nuit. We are so grateful to all of the families and friends who supported these celebrations. This level of support is a true reflection of the generosity of spirit that characterises our community.

We have made every effort to ensure the accuracy of this report. If there are any errors or omissions, please accept our sincere apologies and contact the Advancement Office at advancement@mulgrave.com.

Mulgrave School • Annual Report 2025-2026

2023 • 2024

Grade Challenge Many hands make light work, which is the premise of our Grade Challenge. By working together as a community, we can create outstanding educational opportunities for generations of students. This year, an incredible 63% of Mulgrave families made a gift to the Momentum Fund, marking a significant increase in participation and an encouraging sign of a growing culture of philanthropy across our school. Through Momentum, families help provide students and teachers with access to exceptional educational opportunities, resources, and experiences that enrich learning across Mulgrave. The Grade Challenge adds a little friendly competition by encouraging families in every grade to participate. Importantly, the results are based solely on participation - not the amount or number of gifts. Every gift of any size counts equally, recognising that

meaningful philanthropy looks different for every family and that everyone can play a part in supporting our students and teachers. The results speak for themselves, we saw a significant increase in community engagement with philanthropy across all divisions of the school. Eight of our fifteen grades surpassed the previous year’s winning participation rate of 61%. It was a remarkable demonstration of generosity, community spirit, and support for our teachers and students. Ultimately, it was an exceptionally close contest, with our Grade 7 families narrowly claiming the top spot ahead of PK4. Their

students, now in Grade 8 and Kindergarten respectively, will both enjoy a special celebration: a civvies day and pizza party for our Grade 8s, and an enchanting visit from a local magician for our Kindergarten students. The Grade Challenge reminds us that, despite its name, fundraising is about much more than raising funds. It is about participation, community, and the collective impact of people choosing to contribute in a way that is meaningful to them. Every family that took part helped strengthen Momentum, and helped create more possibilities for Mulgrave students.

51 51

The Impact of Your Donation

Allocation of Momentum Funds 2024-2025 Each year, we disperse the Momentum funds raised in the previous school year to go above and beyond what is possible with tuition revenue alone. Here’s an update on what we were able to accomplish with funds raised via Momentum 2024-25.

Our Head’s Priority Fund raised just over $750,000, enabling the funding of the following projects:

Campaign contributions allowed us to transfer $450,000 to the Mulgrave Foundation. With an additional major gift of $250,000 from a generous donor, we were able to move a total of $700,000 to our Endowment which will support financial assistance efforts into perpetuity. The $200,000 we raised for the Teacher Development Fund supported seven teachers who worked on their Masters and PhDs in addition to multiple professional development opportunities that spanned IB training, curriculum development, social-emotional learning strategy, and advanced pedagogical leadership training.

Mulgrave School • Annual Report 2025-2026

The bench shelters for the turf field have been a great addition for all our outdoor team sports programmes. They protect our players from sun, rain, and wind, and act as a home base for teams during games. Our Varsity Girls Soccer and Junior Rugby teams have already taken advantage of them, and we hosted a rugby tournament where participating schools were able to stay out of the sun during their games. We look forward to using them more in the fall when we host the North Shore Derby and other soccer games!” Christine Lee Athletics Intern

Momentum Annual Fund 2025-2026 Proposed Projects Thanks to the extraordinary generosity of our community and, in particular, the remarkable participation of Mulgrave families in this year’s Momentum Annual Fund, we are delighted to move forward with a number of meaningful investments in our school. Every gift, regardless of size or designation, contributes to a collective impact that strengthens the educational experience for every student. Because of your support, we are able to approve projects that will enrich learning, enhance our campus, and provide our students and teachers with inspiring spaces and resources for years to come.

Our six Momentum funds raised the following amounts:

While we are still finalising the complete allocation of this year’s funds, we have prioritised several capital initiatives that will be completed during the 2026–2027 school year.

To every member of our community who gave, participated, and championed Momentum: thank you. Your generosity is creating opportunities that will benefit today’s Mulgrave students and future generations.

Head’s Priority Fund Allocations In addition to gifts designated for specific initiatives, the Head’s Priority Fund will provide the remaining investment needed to make the following projects possible: • $670,000 to fully fund the Junior School & Early Years Nature Playground - The Hill • $112,000 to build a new Recording Studio and complete upgrades to the Black Box Theatre • $100,000 toward electric vehicle infrastructure and vehicles • $25,000 to commission a mural for the underground parkade • $20,000 to purchase equipment for our growing Robotics programme • $10,000 to welcome a keynote speaker in support of our Strategic Direction • $10,000 to establish an MVP community grant-making initiative Additional projects and the full allocation of Momentum funds will be shared throughout the year.

Donor Profile: Tang/Chan/Chick Family

Community Isn’t Something You Consume. It’s Something You Build For Silvia, Norman, and Ronald, supporting Mulgrave has always been about more than giving; it has been about participating. From volunteering at school events and serving as an MVP representative to supporting the Momentum Annual Fund, they have embraced every opportunity to strengthen the community that has shaped their child’s experience. Their story reflects a simple but powerful belief: belonging comes from contributing. Whether through their time, their generosity, or their willingness to lend a hand wherever it’s needed, they see every act of involvement as an investment in the kind of school they hope future generations of students will enjoy. For their family, philanthropy is not simply about making a donation; it is about showing up, working alongside others, and helping create a place where every student can thrive. What first drew your family to Mulgrave? What first drew our family to Mulgrave was the school’s strong commitment to the International Baccalaureate continuum. We were looking for an environment that would challenge our child academically while also nurturing their personal growth and global awareness. From our first visit, we were struck by the genuine warmth of the community and how students were encouraged to be curious, confident, and compassionate. The school’s emphasis on both high achievement and character development - combined with its beautiful campus and dedicated teachers - made it feel like the right place for our child to thrive. How has your experience at Mulgrave evolved over the years? In the early days, we were primarily observers - learning the rhythms of the school, attending events, and getting to know the community. Our involvement was lighter: showing up to parent-teacher

conferences and school performances, supporting our child from the sidelines. As our child grew, so did our engagement. We began to understand the school’s culture more intimately - not just its programmes, but its people. Volunteering opened doors to relationships with teachers, staff, and other families that went beyond surface-level interaction. We saw firsthand how much care goes into the daily life of the school. Over time, our role shifted from participant to contributor. Serving as MVP rep, organising events, and collaborating on initiatives gave us a sense of ownership in the community’s success. We started to see Mulgrave not just as a school our children attend, but as a shared project we help build. The biggest evolution has been in perspective. Early on, we focussed on what Mulgrave could do for our children. Now, we see the reciprocal nature of community - that our involvement strengthens the very environment that supports them. The school has matured alongside our family, and our gratitude has only grown. What inspired your family to start supporting the Momentum Annual Fund? Two things inspired us: gratitude and foresight. Gratitude for what our child experiences daily - the teachers who go beyond, the programmes that ignite their curiosity, the community that wraps around them. We wanted to say “thank you” in a way that directly fuels those experiences.

Mulgrave School • Annual Report 2025-2026

Foresight because we know that tuition alone doesn’t sustain excellence. The Annual Fund bridges the gap between what’s required and what’s possible - enabling innovation, supporting families, and investing in the people and programmes that make Mulgrave distinctive. We wanted to be part of that bridge, not just a beneficiary of it. For us, it’s a quiet, meaningful way to invest in the school’s future while honouring what it’s given our family today. You and your family have volunteered regularly across many functions of the school. What inspires that level of commitment and what impact do you hope your contributions have on the school community? What inspires our commitment is simple: we see the difference volunteering makes. When we help at events, support productions, or serve as MVP rep, we witness firsthand how collective effort creates the vibrant, caring community Mulgrave promises. It’s not abstract - it’s parents setting up chairs, teachers staying late, students leading with pride. That visibility fuels our desire to be part of it. We also want our children to see that community isn’t something you consume; it’s something you build. By showing up, we hope they learn that belonging comes from contributing - not just attending.

Momentum donor for 5 years or more

Family Giving

The 2025-2026 donor list includes the names of families who made contributions in support of Momentum and families who are completing their pledges from July 1, 2025 to June 30, 2026. Thank you to each and every donor for their generosity. Please note that event sponsorships are not considered donations.

Class of 2026 Neel Ahuja & Theresa Shum Kent & Cynthia Alekson Chantal Babensee Andrew Beaupre & Melanie Steele Jacob & Jennifer Beverage Michael Burgener & Farrah Nanji Jesse & Elizabeth Calderon Alex Chunn & Naomi Denning Anthony & Stacey Gollner Andre Hachey & Linlin Zhang Shaun Hong & Sophia Hsu Sean & Caroline Jones Antony Lai & Shirley Chan Jian Li & Ying Zhao Qichang Li & Julie Wang Zhanming Li & Yijie Zhou Alan & Andrea Linsley Otto Ma & Lihui Yang Karen MacDonald Nathan Nebeker & Christine Fasano Peter Niu & Ling Zhao Alexander & Lindila Nyandoro Mark & Teresa Oulton Eric Pan Danut & Mihaela Prisecariu Jihad Saba & Kinga Szaraz Gang Sun & Wen Zhang Taisuke Tanimura & Brenda Diaz Hamidreza Vaziri Kashani & Sarira Molaie Drew & Monique Vodrey Yibing Wang & Shuhui Peng Michael Wong & Amy Yuen Fan Yang & Yijun Ji Jason Yang & Grace Yang Wenxuan Yang & Echo Liu ShiYong Zhou & Yan Ge

Class of 2027 Sharon Armstrong MuDi Bai & ShaoMin Cai Qian Jiang Bian & Jingying Tang Michael Burgener & Farrah Nanji Anonymous Kevin Carpenter & Jae Ahn Frank Chen & Jessica Wang Yijian Chen & Jenny Liu Siyuan Du & Ying Mei Jonathan Fan & Jing Liu Simon & Rachel Fleming Hessam Ghandchi & Sara Havedanlo Hai Bin Guo & Hedy Tao Ali Hootkani & Azi Abolfazli Max Hou & Siran Wang Win Huang & Phoebe Heung Stephen Ing & Nicola More James Jessup & Moira Ong Terry Jin & Mei Yu Peyman Khademi & Nastaran Safarzadeh Vladimir Klyaznika & Karen Myhill-Jones Fred Lee & Flora Chan Brian Liu & Amy Zhang Daofeng Liu & Shala Chen Victor Martin Lorenzo & Marzia Mongiorgi Rohit Malhotra & Tihunaz Keki Mehta Daniel Martins & Peggy Martins Jeff McDougall & Tracie Delaney Michelle Myring Mahdy Noury & Doaa Aburas Walter Pecora & Bernice Chan Paulo Queiroz & Zenara Aragao Qubad Rahguzer & Aziza Rahguzer Nazanine Rahnema Adriana Schemel Baocheng Shi & Yang Chen Anthony So & Wai Hung Chan

Mulgrave School • Annual Report 2025-2026

Xiaofeng Sun & Yun Cui James Wang & Cheryl Kang Xinghui Wang & Yan Pei Leon Yang & Shauna Wang Yu Yang & Xiaolin Wei Derek Zhao & Tracy Cui Yingguang Zhao & Xiaoyan Shi Yisong Zhao Jane Zheng Ting Zhou & Liang Chen Lianjie Zu & Bo Han Chun Zuo & Xue Yao

Class of 2028 Andrew Beaupre & Melanie Steele Tim Boulton & Erlyn Boulton Yuan Bu & Dan Meng Joseph Cooke & Katie Cooke Chris Daws & Suzanne Daws Daniel Dong & Ming Jiang Diana & Ricardo Ferreira Thomas Freidel & Jo Vinas James Gardiner & Nikki Tilley Jacqueline Guo JoAndrea Hoegg Shaun Hong & Sophia Hsu Franklin & Katherine Hoogendoorn Chung Hsiao & Edemiria Schmitz Hsiao Qi Jin & Zhuo Jiang Max Lam & Marisa Huang Shay Levy & Jennifer Rockowitz Jie Li & Xinxin Li Oliver Li & Fiona Xu Zhanming Li & Yijie Zhou George Mak & Wen-Lyn Ho Paul Mathieson & Stephanie Gibault Alex Moschos & Sofia Lamprianou Douglas Nelson & Allyson Haug Brian Park & Karen Kim

Duncan Reid & Kirsti Blom Bambi Roy & Omri Olund Al Karim & Josephine Somji Clement Sun & Catherine Hu Huiling Tang & Norman Chick Bruce Unal & Dee Unal Jan Veiel & Akiko Ito Grant Wallace & Jayne Walker Tia Walsh Weifeng Wang & Wei Tian Yang Wang & Rong Xie Michael Wong & Amy Yuen Grace Xuan Matthew Zabloski & Candice Williams Xi He Zhu & Alina Lyu Yongmin Zhu & Min Wu Linna Zou

Class of 2029 Kayvan Ashnaei & Maryam Heydari Rasool Askarifar & Hamideh Saffari Mikhail & Aleksandra Baiman Michael Burgener & Farrah Nanji Lav Chadha & Zulaika Bengali Garry Chan & Rebecca Pang Michael Chang & Rebecca Cho Michael Chapman & Magdalina Ivanova Wei Chen & Li Hui Zeng

Adam Chodkiewicz & Dewi Schrader Jacob Cubitt-Cooke & Liping Chen Payam Deljoui & Roshanak Rahmanian Kevin Ershad & Armine Galstyan Suzanne Finlayson & Gareth Ronald-Jones Jason Gao & Tanya Liu Amritpal Gill & Maya Gill Gippy & Ravneet Grewal Richard Grimes & Jenny Grimes Larry Guo & Ling Liu Lili Hao Hank Horkoff & Jenny Zhu Anthony & Lisa Jackson Sean & Caroline Jones Kamran Kazemi Tafreshi & Ghazaleh Tazmini Hyunseong Kim & Jeonghwa Kim Shannon Ladewig & Christine Ladewig Daniel Lee & Rita Chiu Fred Lee & Flora Chan BingWen Li & Ivy Ai Michael Jin & Vanessa Li Kenny & Judy Lo Victor Martin Lorenzo & Marzia Mongiorgi Rohit Malhotra & Tihunaz Keki Mehta Ian McRobie & Micol Zarb Zhipei Mei & Sherri Guan Douglas Nelson & Allyson Haug Shalen Prasad & Anita Reddy

Langbao Qiu & Jun Yao Alnoor & Zahra Ramji Amin & Kathy Sabounchi Thomas Tang & Shiwei Zhang Bruce Unal & Dee Unal Drew & Monique Vodrey Robert Wang & Jessie Cui Antony Wilson & Britt Bryan Edmond Wong & Cindy Pau Jie Yuan & Miao Yu

Class of 2030 Armin Aminjavaheri & Shabnam Shahkarami Sharon Armstrong Houmer Balazadeh & Solmaz Kaynama Jacob & Jennifer Beverage Humberto Chen & Adriana Li Michael Chen & Weiwei Sun Stephen Curran & Rajalakshmi Krishnan Chris Daws & Suzanne Daws Kevin Ershad & Armine Galstyan Dubraska Gamboa George Gao & Leanne Li Hessam Ghandchi & Sara Havedanlo Javier Gomez Sanchez & Maria Fernanda Guadarrama Marquez Ding Han & Ruili Yang Lili Hao Bobby Huang & Alice Xue

Rahim Kabani & Nooreen Kabani Fanlei Kong & Vera Wang Ran Li & Bo Wang Scott Lodoen & Barbara Kershaw James Ma & Jessica Song Lewis Macrae & Rachel Wyles Patrice Mousseau Guoxiang Ni & Xiwen Zhang Robert Pappajohn & Anna Morozova Langbao Qiu & Jun Yao Payam Razavi & Elham Abousaeidi Bambi Roy & Omri Olund Sebastian Schilling & Nicoline Schilling Habib & Rana Shokravi Yahya Shokravi & Mahna Naemi Dean & Cathryn Skea Yifeng Song & Yuting Xu Xiaofeng Sun & Yun Cui Tommy Tang & Flora Song Joaquin Villegas Tovar & Mishel Miranda Avalos Guicheng Xu & Susan Qin Jimmy Yang & Pamela Seto Peter Yang & Angela Tian Matthew Zabloski & Candice Williams Degang Zhang & Lixin Liu John Zhang & Vicky Chen

Class of 2031 Mehrtash Amini & Azadeh Khakbiz Christopher & Teeara Berry Lorne Bilinski & Victoria Thompson Bilinski Patricia Bonillas & Gregory Barbier Nigel Brown & Heather Schaan Beier Cai & Karen Jiang Thomas & Robyn Carruthers Lav Chadha & Zulaika Bengali Michael Chang & Rebecca Cho Michael Chapman & Magdalina Ivanova Alexander Chen & Jung Lee Bin Chen & Junjun Nie Xinguo & Jian Qiu Chen Adam Chodkiewicz & Dewi Schrader Alexandre Cogger & Ashley Cogger Martin Cui & Bella Wang Christian & Liza Cunningham Payam Deljoui & Roshanak Rahmanian

Peter Dong & Hailey Chen Simon & Rachel Fleming Jason Gao & Tanya Liu Morgan Gough & Shaojun Chen Dennis Hoesgen & Melina Heidari Hank Horkoff & Jenny Zhu Justin & Faye Hui Anthony & Lisa Jackson Kamran Kazemi Tafreshi & Ghazaleh Tazmini Hooman Keyhan & Elnaz Goganivash Russell & Jelena Kling Jia Shu Li & Yewei Jin Fei Liu & Hebe Wang Qi Liu & Fang Shao Dong Sheng Liu & Juan Liu Jeffrey & Shen Lo Karen MacDonald Scott MacKenzie & Adriana MacKenzie Hardeep & Meena Mahal Andrew Marchant & Lisa Aird Marko & Jelena Markovic David & Janet McLeod Craig & Victoria McMillan Zhipei Mei & Sherri Guan Christopher Neary & Nadeen Neary Wayne Pai & Guadalupe Font Feng Pan & Yan Liu Walter Pecora & Bernice Chan Kyle & Amanda Prior Nadeem & Jenna Rajabali Rahim Rajwani & Katarina Ticeric Rupi Samra-Gynane Lei Shi & Yao Xue Gunbir and Avneet Anthony So & Wai Hung Chan

Mulgrave School • Annual Report 2025-2026

Alif Somani & Ophraaj Bains-Somani Alexis Stewart Yao Sun & Zhao Zhang Jan Veiel & Akiko Ito Joaquin Villegas Tovar & Mishel Miranda Avalos Robert Wang & Jessie Cui Xu Wang & Jingjing Li Edmond Wong & Cindy Pau Heng Wu & Yongmei Wang Ke Xu & Echo Wu Peter Yang & Angela Tian Jie Yuan & Miao Yu Yang Zang & Xin Lu Dongge Zhang & Pauline Yang Jason Zhang & Tina Yang Liang Jian Zhao & Yin Yim

Class of 2032 Mehrtash Amini & Azadeh Khakbiz Mikhail & Aleksandra Baiman Kinji & Laura Bourchier Thomas & Robyn Carruthers Julia Clark & Jamaal Cox Christopher & Karina Emerson Chris & Astrid Fearn Hongliang Fu & Ming Zhou Timothy & Samantha Garvin Jie Hao & Ping Xia Jerry Huang & Linda Hao Shafiq & Zahra Kara Shannon Ladewig & Christine Ladewig Jia Shu Li & Yewei Jin Nathan Li & Madeline Jing Ran Li & Bo Wang Vincent Liu & Jia Lu Lewis Macrae & Rachel Wyles Robin Mahood & Susan Tomaine George Mak & Wen-Lyn Ho Christopher & Season McIntyre Eric Pan Robert Pappajohn & Anna Morozova Nazanine Rahnema Alex Shevchenko & Kate Mitt Yao Sun & Zhao Zhang Tommy Tang & Flora Song Fareed Teja & Zahra Esmail

Azmina Virani Farah & Aleem Virani Tao Wei & Yigu Gan Michael Wong & Amy Yuen Andy Xuan & Sabrina Xu Bin Yuan & Xiaofei Wang Jie Yuan & Miao Yu Evan Zhang & Gigi Ge Jinbing Zhang & Angel Li

Class of 2033 Joanna & Daryl Adam Adeel & Zarina Ahamed Ryan Bosa Nigel Brown & Heather Schaan Anonymous Ge Chen & Zhe Zou Wei Chen & Li Hui Zeng Farzin Forooghian & Ladan Sadrehashemi George Gao & Leanne Li Timothy & Samantha Garvin Minggang Ge & Julia Lu Paul Gibson & Bobbi-Jo Coldwell Changzhi Tian & Jialing Han Jie Hao & Ping Xia Beomseok Hong & Minji Chae Russell & Jelena Kling Michael Lee & Catherine Wu Andrew Liem & Faye Liem Hardeep & Meena Mahal David & Janet McLeod Craig & Victoria McMillan Debin Meng & Fang Fang Fan Mo & Joy Ji Saeid Naemi & Ladan Vafi Sebastian Prange & Tara Mayer Nadeem & Jenna Rajabali W. Neil & Samantha Robertson Amin & Kathy Sabounchi Jared & Meredith Sargent Alex Shevchenko & Kate Mitt Yahya Shokravi & Mahna Naemi Alexander & Jenny Sojat Gavin Wang & Cecilia Sui William Wu & An Dong Guoping Yang & Rita Li

Ali Zaeemdar & Nas Abadi Hui Zhang & Hongmei Bai Jason Zhang & Tina Yang Zhen Zhang & Connie Zou

Class of 2034 Joanna & Daryl Adam Reza Alemy & Negar Bayat Lian Anson Mikhail & Aleksandra Baiman Jason & Natasha Bak Christopher & Teeara Berry Beier Cai & Karen Jiang Zongjian Cai & Kai Chen Humberto Chen & Adriana Li Philip & Gillian Collins Jones Columbia & Peiling Wu Brendan & Sandra-Ken Ferguson Laura Guy Alexander & Kristen Harrison Oranous Hosseini Jerry Huang & Linda Hao Justin & Faye Hui David Ju & Evelyn Chang Oliver & Jennifer Keane Nathan Li & Madeline Jing Qi Liu & Fang Shao Ray Liu & Athena Tseng Tongzhou & Krystal Liu Ian MacKenzie & Vineeta Prasad Scott MacKenzie & Adriana MacKenzie Michael & Elizabeth Moore Alexander & Lindila Nyandoro Sumin Pan & Ginnie Lin Alireza Samei & Marjan Shirazian-Samei

Yahya Shokravi & Mahna Naemi Ravindra Singh & Tajinder Singh Alif Somani & Ophraaj Bains-Somani Rahman Somani & Farah Ramji Yao Song & Sisey Zhang Tommy Tang & Flora Song Azmina Virani Farah & Aleem Virani Adam Wang & Iris Li Howard Wang & Isabelle Jiang Joel Wang & Danmei Yang Michael Wang & Linda Zhang Xu Wang & Jingjing Li Tao Wei & Yigu Gan Jason Yang & Grace Yang

Class of 2035 Deepak Agarwal & Melina Ash Mikhail & Aleksandra Baiman Ampere Chan & Iris Lo Alan Chen & Lauren Chang Ge Chen & Zhe Zou Julia Clark & Jamaal Cox Stephen Curran & Rajalakshmi Krishnan Soheil Farahmand & Tina Taheri Suzanne Finlayson & Gareth Ronald-Jone John Fu & Marsha Lau Jason Gao & Tanya Liu Ding Han & Ruili Yang Hirad Hosseini & Nastaran Beigi Catalin & Amalia Kilofliski William Lin & Angela Liu Fei Liu & Hebe Wang Vincent Liu & Jia Lu Stuart & Samantha Louie Alex Ma & Shinna Zhang Ian MacKenzie & Vineeta Prasad Marko & Jelena Markovic Alex & Michelle Meier Victor Moisseev & Ellie Akbari James Morgan & Marlon Young Ludovic & Newsha Siouffi Alexander & Jenny Sojat Edison Sun & Tiki Wang Chenhao Tang & Cindy Nie Halim Tomy & Zuzana Dankova

Alexander Vastardis & Bahareh Ghassemzadeh Cameron Wallin & Krystal Wallin Willie Wei Geoff Woad & Nataly Sandoval Zengqi Yin & Liming Chen Evan Zhang & Gigi Ge Jieru Zhang Lance Zhang & Bonnie Wang

Class of 2036 Adeel & Zarina Ahamed Scott & Clare Albrechtsen Mahyar Asadi & Sherry Bayat Kinji & Laura Bourchier Chin Sun Chan & Linda Quang Patrick Chaworth-Musters & Alanna Little Danqing Cheung & Jia Liu Aaron Chin & Julia Chin Philip & Gillian Collins Jones Columbia & Peiling Wu Thomas Cowans & Lindsay Clark Qing Dong & Zeshuo Li Nicolas Fabin & Ashley Hardill Peter Fan & Michelle Zhang Ethan Feng & Chen Chen Peter Feng & Tina Wan Hongliang Fu & Ming Zhou

Alexander & Kristen Harrison Rick Ho & Leanna Liu Stanley Hou & Stephanie Yu Alkarim Karsan & Farzona Karimova Shin & Sachi Kawamoto Oliver & Jennifer Keane Hooman Keyhan & Elnaz Goganivash John Li & Felicite Yin Michael Jin & Vanessa Li Kenny & Judy Lo Jack McKillop & Alison McTavish Chris Mills & Anne Stevens Abbas Moradi & Viktoriia Shaduro Benjamin Mumford & Erin Mumford Wayne Pai & Guadalupe Font Andre & Aleksandra Pang Jessica Park & Devin Kim Randolph Pratt Rahman Somani & Farah Ramji Yao Sun & Zhao Zhang Ali Tabatabaei & Jouya Barati Joyce Tang & Christopher Luk Howard Wang & Isabelle Jiang Lei Yu & Ying Pan

Mulgrave School • Annual Report 2025-2026

Class of 2037 Ara Agazarian & Pepper Agazarian Kevin Auyoung & Lily Or Clayton Brown & Neda Amiri Alexander Chen & Jung Lee Jason Cheng & Krystina Cheung Aaron Chin & Julia Chin Andrew Crabtree & Leah Plumridge Martin Cui & Bella Wang Hosam Elmshaklat & Enas Kosa Soheil Farahmand & Tina Taheri Ryan Flannigan & Stacy Flannigan Farzin Forooghian & Ladan Sadrehashemi Isabel Gao Gippy & Ravneet Grewal Behrouz Heidary & Nazli Baradaran Philip & Elsbeth Heming Ali Hootkani & Azi Abolfazli Russell & Jelena Kling Fei Liu & Hebe Wang Brandon & Abby Ma Delia Ma & Bill Yu Fan Mo & Joy Ji Camran Monsef & Monika Monsef Mehdi Noroozi & Sara Raziee Alexander & Lindila Nyandoro Hiral Patel & Arpita Patel Sina Pirzadeh & Shima Javan

W. Neil & Samantha Robertson Kevin Sabet & Shahrzad Sabet Ludovic & Newsha Siouffi Alexander & Jenny Sojat Edison Sun & Tiki Wang Ali Tabatabayi & Shaghayegh Hosseinpour Alexander Vastardis & Bahareh Ghassemzadeh Adam Wang & Iris Li Joel Wang & Danmei Yang Zheng Wang & Katy Li David Yang & Tammy Jin Peter Yang & Kathy Li Edward Yin & Vera Song Ali Zaeemdar & Nas Abadi David Zhang & Carol Xu Hao Zheng & Xin Li

Class of 2038 Deepak Agarwal & Melina Ash Mark Agrusti & Ariel Xu Adeel & Zarina Ahamed Mahyar Asadi & Sherry Bayat Rasool Askarifar & Hamideh Saffari Benjamin Bethurum & Michelle Lazar Ampere Chan & Iris Lo Yingshen Chen & Angela Yan Andrew Cheshire & Melanie Cheshire Jason Cutbill & Rachel Kelly Ethan Feng & Chen Chen Peter Feng & Tina Wan Eric Floyd & Emily Hamer Ivan Fu & Carol Tong Yuri Fulmer Volodymyr Gusak & Yong Yi Zhu Alexander & Kristen Harrison Philip & Elsbeth Heming Hirad Hosseini & Nastaran Beigi William Hou & Elyse Cho Richard Hsia & Bingying Li Anthony & Lisa Jackson Yang Jin & Cheryl Zhou Tariq Kassam & Marina Foster Ian Lee & Natasha Lee John Li & Felicite Yin Andrew Liem & Faye Liem

Stuart & Samantha Louie Camran Monsef & Monika Monsef Jared & Meredith Sargent Daniel Song & Nova Zhao Joo Kim Tiah & Sandy Tiah Xin Tian & Yanhui Wang Cameron Wallin & Krystal Wallin Howard Wang & Isabelle Jiang Peter Wang & Sophie Tu Ali Zaman & Nina Zaman Beichen Zhao & Xiaomeng Wang Wayne Zhao & Alina Strugovshchikova Alfred Zheng & Crystal Liu James Zhong & Nina Meng

Class of 2039 Kevin Auyoung & Lily Or Trevor Beedie & Emily Beedie Sarah Bernstein & Daniel Jeffery Gavin Cai & Sally Ye Andrew Cameron & Jillian Lansky Jason Cheng & Krystina Cheung Philip & Gillian Collins Andrew Crabtree & Leah Plumridge Riaz Datoo & Amanda Foster Ryan Flannigan & Stacy Flannigan Tim Fok & Joyce Chu Morgan Gough & Shaojun Chen Chengzhi He & Wan Yang Song Chris Higgs & Pam Teetaert Rajesh Hiralal & Minna Hiralal Alan Hu & Wendy Hsu Hanry Hu & Michelle Jia Rahim Jamal & Yu-An Chen David Jeffries & Shauna Jeffries Chris Lauria & Joanne Lauria Kailan Leung & Iliana Sucre Changyong Liu & Dong Dong Tongzhou & Krystal Liu Mang Lu & Sisi Wang Jack McKillop & Alison McTavish Alex & Michelle Meier Jingrui Miao & Zhimo Li Chris Mills & Anne Stevens Victor Moisseev & Ellie Akbari Abbas Moradi & Viktoriia Shaduro

Benjamin Mumford & Erin Mumford Andre & Aleksandra Pang Preston Pesek & Teresa Pesek Dustin Pinschmidt & Heather Wetzel Maxime Roberge & Li Song Chad Stedham & Marcelo Stedham Peter Wang & Sophie Tu Willie Wei Alex Wong & Shiya Liang Tommy Yang & Maggie Tseng Nik Yao & Gloria Feng Edward Yin & Vera Song

Class of 2040 John Acheson & Maria Qian Scott & Clare Albrechtsen Nicholas Altieri & Annie Altieri Clayton Brown & Neda Amiri Anonymous Chin Sun Chan & Linda Quang Ge Chen & Zhe Zou Thomas Cowans & Lindsay Clark Baiyang Fu & Han Gao John Fu & Marsha Lau Yuri Fulmer Behrouz Heidary & Nazli Baradaran Gary Hsu & Weijia Wang Nathan Li & Madeline Jing Quanzhao Liang & Xiu Ling Li Yaoxin Liu & Miller Li Brandon & Abby Ma Amir Reihani & Sonia Beyzaei Daniel Song & Nova Zhao Ali Tabatabaei & Jouya Barati Joo Kim Tiah & Sandy Tiah Lance Zhang & Bonnie Wang Wayne Zhao & Alina Strugovshchikova Hao Zheng & Xin Li

MPower Campaign Donors Hanping Xuan

Financial Assistance & Endowment Mulgrave’s Financial Assistance programme continues to grow, thanks to the generous contributions of our community. The programme and related support reflect 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 provides 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 allocated 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 2025-26, we were able to: • Raise $325,000 for our financial assistance programme • Grow our endowment to a total of $6.5M • Support 30 students with financial assistance, including five students from Afghanistan and five students from our partnership with Britannia Elementary School

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.

The Impact of Fundraising & Financial Assistance Your gifts change lives. This reality was on display at our year end Strategic Direction 2025+ event, which brought to life how our families’ generosity extends far beyond numbers, profoundly shaping the hearts, minds, and futures of our students. The centerpiece of the session was a moving panel discussion featuring a key teacher partner from Britannia Elementary, a representative from the Afghan Ismaili scholar programme, and a proud parent of a Mulgrave alumna. Together, they shared stories of transformation. From helping newcomers navigate educational culture shock to offering robust social-emotional support, the panelists described Mulgrave not just as a school, but as a dedicated village where our faculty and families work together to actively guide every child throughout their educational journey. The parent on our panel likened this support to building a house, creating a solid foundation of preparedness for university and critical life skills that students carry for years to come. She added that her child still returns to every single alumni event because Mulgrave is truly still her home. Crucially, the conversation highlighted that the partnerships we share with Britannia and the Afghan Ismaili scholar programme are a powerful, reciprocal exchange. By welcoming students from diverse backgrounds, they bring pieces of their

Mulgrave School • Annual Report 2025-2026

history and life context to Mulgrave. This expands our collective perspectives, giving all students the opportunity for unique learning and relationships. In return, our vibrant environment can instill confidence, develop critical thinking, and build a sense of purpose. When they graduate, students will carry these values with them, helping to build a more inclusive, compassionate world...and isn’t that our shared hope? The spirit of unity and gratitude in the room left an indelible mark on everyone present, perfectly capturing the essence of what your kindness creates. As one anonymous attendee noted: “What resonated with me most was the sense of community in the room. You could genuinely feel the care, generosity, and shared commitment to helping students thrive. We feel incredibly lucky and grateful that our children are growing and learning in such a warm, supportive, and caring community.” Our community’s support has built this extraordinary sanctuary of learning, trust, and growth. As we look to the future, the opportunity to keep these doors open and extend our village to more extraordinary children through our Financial Assistance programme remains a vital mission. Thank you for making this impact possible.

Community Giving Our faculty and staff demonstrated their extraordinary commitment to expanding opportunities for students and supporting excellence in teaching, with more than 90% choosing to support the Momentum Annual Fund. This record setting level of support by Mulgrave employees underscores the growing culture of philanthropy across all sectors of our community. Their donations were directed towards a wide range of priority funding areas including our Head’s Priority and Financial Assistance funds, and last year’s special projects, including the new Junior School Nature Playground. Beyond the time, energy, and expertise they bring each day, our faculty and staff continue to invest personally in creating an exceptional experience for every student.

16.13% Head’s Priority Financial Assistance

47.31%

21.51%

Teacher Development Other Projects

32.26%

Community Giving to Momentum

Momentum donor for 5 years or more

The following lists include individuals, corporations, faculty and staff, grandparents, alumni, alumni families, and friends of Mulgrave who donated to Momentum during the 2025-2026 school year. We extend our deep gratitude for their generosity. Faculty and Staff Adam Gaffney Adia Mojsiak AJ Matthews Alex McIntyre Alex Stingaciu Alexandra Kitter Alice Stafford Alina Ianovskaia Alison Horne Alison McTavish Alissa Reder Amanda Brooks Amanda Lee Angelique Onate Anna Sévigny Aranxtza Mondragon Ash Ghanbari Ava Thompson Ava Kennard Bambi Roy Barbara Workman-Tan Barry Flynn Beatriz Salvucci Betty Ma Brandon Lieu Brittany Walker Brooke Schlumberger Caitlin D’Souza Callum MacIntyre Carla Donnelly Carolina Andrade Pereira Cassandra Szabo Catherine Frewin Cathy Corcoran Cayley Ferguson Chris Daws Christine Yakachuk Christopher Baez Claude Leduc Clay Tan Craig Davis Cybele Lo

Damien Waugh Dave McLeod David Lopez-Caceres David Lo David Mok Dean Skea Delia Ma Demi Pedersen Dennis Chang Devangi Majithia Diana Ferreira Drew Vodrey Eileen Jong Elizabeth Calderon Ellie Grimshaw Erika Jenkins Farah Virani Fareed Teja Fazeeha Manzoor Ferdinand van Zyl Flora Wu Frida Wei Gary Fitzgerald Georgia Williams Gillian Collins Hamadi Almahmoudi Hannah O’Sullivan Hebeh Degheh Hongliang Fu Ian Lee Iliana Sucre Inso Xiao Jack McKillop James Gardiner Jamie Picken Jamie Morris Janet McLeod Jared Sargent Jasmin Hatcher Jason Cutbill Jessica Park Jialing Han Jiashu Li

Joanna Adam John Flanagan Joline McRae Jonathan Cawkell Jordan Hildebrand Jordan Keates Joyce Tang Julia Clark Julie Lefeaux Juliette Carr Kailan Leung Karen Stark Karyn Mitchell Kathryn Clark Keith Downer Kelly Chow Kelly Harris Kim Li Kyle Prior Lauren O’Neill White Layne Nyhaug-Heinonen Lea Liu Leah Verdone Leah Whalen Leah Robinson Leah Davis Edwards Leana Mikula Lian Anson Libby Brunswick Linda Zou Lisa Degraaf Liza Cunningham Lolly Counihan Lucie Wallace Lydia Austrom Marie Kirkwood Mary De Castro Matt Kennedy Matthew Stickles Megan Pakulak Melissa Moore Michael Frewin Michelle Mah 65

Michelle Myring Michelle Paling Michelle Allan Mike Moore Mike Lopez Min Deng Monique Vodrey Morag Harris Nadine Pettman Nancy Henderson Nevenka Simic Nick Fabin Nicola Bailey Nicole DiGiacinto Nora Vermeulin Olaolu Adeleye Olivia Robinson Patricia Bonillas Paul Matheson Peter Kearney Philip Collins Quinn Robertson Rachel Greenwald Rachel Trask Rachel Pope Rahim Paiwandzada Rebecca Brunswick-Werner René Sotelo Rhonda Beaupré Richard Carroll Ricky Lok Rosa Yip Rosanna Laurence Rosemary Lai Rupi Samra-Gynane Safia Dhalla Sanya Madaan Sarah Stone Sarah Lee Sarah Liu Sarah Bernstein Shae-Lynn Perreault Shanaz Ramji-Motani Sophia Liew Sophie Long Stephane Vermeulin Stephanie Scott Stephanie Kovacs 66

Suzanne Finlayson Suzanne Daws Sydney Hill Tamara Gris Tashana Auyong Taylor Wilkinson-Charles Taylor Danzig Terence Zhang Terri Green Toby May Tony Wilson Tracey Dixon Tracey-Ann Lee Vanessa Li Vera Xiong Viktor Alvar Wendy Lin Xinyi Yan Ya-wen Chen Yajie Liu Yasi Marzban Zsu Zsu Straub Community Donors Azim & Navida Suleman Jean-Francois Eap Ming Hon Kong Richard & Sandra Durrans Selena Wang Shengcheng Wang & Kun Zhang Shijie Xu & Li Xue Susan Albert Tam & Jan Matthews Tanya Phelps Yong Hong Xiong & Carolyn Xu Organisations 1227700 BC Ltd 9612717 Holdings Ahamed Foundation Beedie Foundation Blue Giant Management Inc. Canadian Online Giving Foundation Concord Pacific Foundation Curran Krishnan Foundation GradsBC Photography & Video Inc. Kong Family Charitable Foundation Nas Abadi PREC

Mulgrave School • Annual Report 2025-2026

National Bank Trust Petite Eleanor Foundation Rivers Holdings Ltd. Sage Dental Centre The Forooghian Family Foundation True Curated Designs United Way ZLC Foundation Cirque de Nuit Gala Sponsors D2 Tea Lab Greater Vancouver Zoo Ltd. Hello Nori Inc. iScope Jason Cheng & Krystina Cheung JK World Group Investment Ltd. LEAP Education Nas Abadi PREC Nexx MD Cosmetic and Skin Clinic Nigel Brown & Heather Schaan Redcliffe Financial Ltd. Shima Javan Design Yoho Fine Water Inc. MVP Events & Supporters Mulgrave Volunteer Parents (MVP), led by a committed and highly engaged executive group, organise multiple events throughout the year that allow our community to come together. Be it teacher appreciation events like Jingle Mingle and Lovefest 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! MVP Fall Fair Sponsors 1227700 BC Ltd. Birdhouse Montessori Childcare Fun Time Studio Insureline Cedar KidStrong Vancouver MatchBox Consulting Group

Tongqinghao Tea China Yoho Fine Water Inc. Ali Tabatabaei & Jouya Barati Danqing Cheung & Jia Liu Volodymyr Rostotskyy & Iryna Rostotska MVP Appreciation Events Abbas Moradi & Viktoriia Shaduro Alan Chen & Lauren Chang Alex & Michelle Meier Alex Shevchenko & Kate Mitt Alexander Chen & Jung Lee Andre & Aleksandra Pang Andre Hachey & Linlin Zhang Andrew Beaupre & Melanie Steele Andrew Crabtree & Leah Plumridge Ben & Kathleen Ferraro Beomseok Hong & Minji Chae Bob & Susan Cabral Brian & Joie Anyon Bruce & Dee Unal Craig & Victoria McMillan David & Shauna Jeffries David Moore Debin Meng & Fang Fang Dustin Pinschmidt & Heather Wetzel Edward Yin & Vera Song Ethan Feng & Chen Chen Feng Pan & Yan Liu Franklin & Katherine Hoogendoorn Garry Chan & Rebecca Pang George Mak & Wen-Lyn Ho Grace Xuan Guicheng Xu & Susan Qin Hans Lin & Chunwei Li Huiqing Zou Humberto Chen & Adriana Li Ian & Kristina Bergman Jacob & Jennifer Beverage James Kuo & Wendy Hsu James Morgan & Marlon Young Jason & Grace Yang Jesse & Elizabeth Calderon Jie Hao & Ping Xia Jimmy Yang & Pamela Seto JoAndrea Hoegg Kevin Long & Kate Zhao Liang Jian Zhao & Yin Yim Lorne Bilinski & Victoria Thompson Bilinski

Martin & Ann Schultz Matias Marcote & Maria Cristina Fabio Matthew Zabloski & Candice Williams Michael Chang & Rebecca Cho Mikhail & Aleksandra Baiman Morgan Gough & Shaojun Chen Nathan Nebeker & Christine Fasano Oranous Hosseini Peter Dong & Hailey Chen Qi Jin & Zhuo Jiang Qian Jiang Bian & Jingying Tang Quanzhao Liang & Xiu Ling Li Rabih Zahnan & Yasmine Kaidbey Randolph Pratt Rick Ho & Leanna Liu Robin Mahood & Susan Tomaine Ryan Bosa Scott & Adriana MacKenzie Shawn Ershad & Saba Sanaat Stephen Curran & Rajalakshmi Krishnan Sumin Pan & Ginnie Lin Neil & Samantha Robertson Weifeng Wang & Wei Tian Xi He Zhu & Alina Lyu Yahya Shokravi & Mahna Naemi Yang Wang & Rong Xie Yang Zang & Xin Lu Yao Sun & Zhao Zhang Yongmin Zhu & Min Wu Zhanming Li & Yijie Zhou Cultural Celebrations Our Lunar New Year, Diwali, and Nowruz displays were generously planned, funded, and hosted by Mulgrave families. They are vibrant community offerings that provide 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. Lunar New Year Celebration Sponsors 1227700 BC Ltd. 52TOYS D2 Tea Lab LEAP Education Maria Qian Law Corporation Shuwei Trading Ltd. Lunar New Year Celebration Donors Alan Chen & Lauren Chang Alan Jiang & Cathy Xu Beier Cai & Karen Jiang Brian & Joie Anyon Cathy Corcoran David Jeffries & Shauna Jeffries Fei Liu & Hebe Wang Gary Hsu & Weijia Wang Gavin Wang & Cecilia Sui Grace Xuan Guicheng Xu & Susan Qin Guilan Zhao Guoping Yang & Rita Li Hank Horkoff & Jenny Zhu Hongtao He & Kelly Zeng Humberto Chen & Adriana Li Jesse & Elizabeth Calderon Jieru Zhang Kevin Long & Kate Zhao Matthew Breen & Lexie Zhang Michael Chang & Rebecca Cho Nathan Li & Madeline Jing Peter Dong & Hailey Chen Peter Feng & Tina Wan Quanzhao Liang & Xiu Ling Li Rick Ho & Leanna Liu Weifeng Wang & Wei Tian Xi He Zhu & Alina Lyu Xin Tian & Yanhui Wang The spectacular displays for Nowruz and activities for Diwali were organised and created fully by a group of parents; we thank them for their generous gift of talents, time, and treasures. 67

Mulgrave’s Gala is Back! Cirque de Nuit, a Night of Wonder and Purpose It was an absolutely unforgettable Gala evening in May and our overwhelming feeling is one of deep gratitude. From the exciting live and silent auctions to the exhilarating games and the selfless contributions in our paddle raise, our families’ generosity was at the heart of our success. Every single item and every dollar donated created an opportunity for our families to engage, connect, and invest back into our students. That collective participation generated an unbelievable energy, and the results speak for themselves: Thanks to your belief in our mission, the evening raised a grand total of over $400,000! Most excitingly, these funds provide critical fuel for our Momentum Fund. This success ensures we can keep moving forward on impact projects without hesitation. We hope you enjoy the photos that captured some of the best moments, on-theme attire, and energetic bidding wars that your generosity made possible. On behalf of our students, faculty, and the entire Gala committee - thank you for your participation, your partnership, and your incredible support.

2026 Mulgrave Gala Chairs • Hiral Patel • Samantha Garvin • Zarina Ahamed Welcome Experience Lead • Krystina Cheung Mulgrave Liaisons • Elizabeth Calderon • Karen Stark • Michelle Myring • Juliette Carr • Ava Thompson A special note of appreciation to our Gala volunteers: your commitment and hard work are the backbone of this event’s success.

In addition, Mulgrave is grateful to the following people for their incredible support: Visual Presentation | Liza Cunningham Graphic Design | Mary De Castro Communications and Promotion | Patricia Bonillas and Alex Stingaciu Sponsorship Support | Nicola More Event Planning | Nargess Tabrizy-Shokrani with Fleur de Lis Events Extra special gratitude must be extended to Rahman Somani (and family) for his extraordinary stewardship throughout the Gala planning process. His generous donations and leadership allowed us to provide this very special event for our Mulgrave community.

Thanks to our Sponsors

We would like to express our sincere appreciation to our sponsors, whose generosity allowed us to create a truly exceptional evening for everyone who attended. They were key partners in helping us bring Cirque de Nuit to fruition.

Mulgrave School • Annual Report 2025-2026

Grace Assembly: Celebrating Our North Stars Each year, the Mulgrave community takes time to recognise the people whose generosity, dedication, and care shape our school in countless ways. This year’s Grace Assembly celebrated our ‘North Stars’, the volunteers, faculty, and staff who guide, encourage, and inspire others every day. quietly behind the scenes, from organising lost and found to creating welcoming spaces for families throughout the year.

We were proud to honour the extraordinary commitment of our MVP, including Amy Yuen, whose 14 years of service have strengthened our community in immeasurable ways, and Sarira Molaie, who has served as Mulgrave’s Treasurer for the past decade. We also celebrated the many volunteers whose contributions often happen

The assembly also recognised four departing faculty members whose combined decades of service have left a lasting mark on generations of students. Monique Vodrey, Natasha Blair, Nicole DiGiacinto, and Ferdinand van Zyl were honoured for their dedication to teaching, mentorship, and the wellbeing of every learner they supported. A particularly moving moment came as we celebrated the retirement of Junior School Principal Karyn Mitchell after 20 years at Mulgrave. Tributes from colleagues and students reflected the extraordinary impact of her leadership, her unwavering optimism, and the genuine care she brought to every interaction. Her legacy lives on in the

Mulgrave School • Annual Report 2025-2026

confidence, kindness, and sense of belonging she inspired in so many young people. Our North Stars remind us that a remarkable school is built not only through innovative programmes and exceptional learning, but through the people who give their time, talents, and hearts to others. We are deeply grateful to each of them for helping make Mulgrave the community it is today.

Volunteering at Mulgrave 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 2025-26 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.

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.

Mulgrave School • Annual Report 2025-2026

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 panels and as guest speakers for Units of Inquiry and Upper School lessons. We are deeply grateful to the numerous, committed volunteers who, this past year, provided invaluable mentorship, encouragement, and inspiration to our students.

MVP Executive 2025 • 2026 Position

Name

President

Samantha Garvin

Past President

Nicola More

Treasurer

Sarira Molaie

Secretary

Michelle Zhang

Division Coordinator Zarina Ahamed Early Years Marsha Lau &

Division Coordinator John Fu & Evelyn Junior School Chang

Division Coordinator Amy Yuen & Faye Hui Middle School Division Coordinator Nicola More Senior School M Store Chair

Sabrina Khan

Cafeteria Coordinator Chair

Flora Song & Cherie Wu

Library Coordinator Chair

Petrina Ooi

Community Engagement Chairs

Louisa Zhang

Lost & Found Chair

Dee Unal

Sustainability Chair

Kate Mitt

Arts & Culture Chair

Hiral Patel & Irene Zhu

Report Design Our annual admissions marketing campaign, featured on the front cover and throughout this report, highlights how Mulgrave’s broad IB programme, which encompasses athletics, arts, outdoor education, and service, empowers students from Preschool to Grade 12 to explore their passions and grow into the many facets of the IB Learner Profile. We provide the foundation, tools, safe space, and inspiration so they can develop the attributes and confidence needed to lead as thinkers, communicators, and risk-takers.

Inspiring Pursuit of Excellence The Personal Best in Education and Life 2330 Cypress Bowl Lane, West Vancouver, BC V7S 3H9

www.mulgrave.com

604.922.3223