2020-2021 Pickering College Report Card

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Learning For Life. Creating The Future.

2020 –2021

INTRODUCTION As I write this introduction to the 2020-2021 Report Card, we begin 2022 as we did 2021, with the global pandemic still significantly impacting everyone’s lives and our students beginning the year learning remotely. Our community has demonstrated again and again its resiliency and capacity to handle whatever comes its way. 2020-2021 was a year of challenges and triumphs. We began with COVID-19 protocols in place and our students learning in person. There were many changes from our “normal” school year, with classrooms in the Meeting Room, Student Lounge, Staff Lounge and off campus; co-curricular activities paused; Morning Meetings held virtually; and lunch delivered to the classrooms for our Junior Kindergarten to Grade 8 students. When we were mandated to move to remote learning in January 2021, we were well prepared, building on the knowledge we gained from the previous spring. As you read this Report Card, you will see we have much to be proud of, despite the tribulations we faced during the school year. I have every confidence that we will continue, together, to rise to whatever challenges come our way. World events continue to present overwhelming challenges for which we, and our students, increasingly need to be prepared. We believe, however, that Pickering College is well positioned to tackle any obstacles and to prepare our students to do the same. Our Global Leadership Program, fully integrated from Junior Kindergarten to Grade 12, teaches students to deeply consider the global context, and to develop the skills necessary to effectively participate in this

context. Our students exemplify the attributes of good leadership and are poised and ready to make a difference in the world. We are an ambitious school, keen to build on our successes and committed to a values-based, Quakerfounded educational approach that equips our students for the world that awaits. After 27 years as Head of School, this will be the last Pickering College Report Card I share. I am so incredibly proud of the accomplishments of the school – our students and our staff – that have been captured over the years in these reports. Despite these past two years being perhaps the most difficult I have faced as Head of School, they have reminded me of the strength of our community and the capacity the people of that community have to adjust and improve, no matter what the circumstances. Our Quaker foundations have provided the moral, ethical and spiritual framework that have allowed us to demonstrate integrity, compassion and strength whatever the circumstances; the combination of fierce resolve and calm humility from the Board, the senior administration, and the staff has yielded visionary leadership that has kept the school moving forward; the passionate dedication of our teachers and staff have inspired our students to believe they can accomplish anything; and our students, with their blend of kindness, insight, passion and confidence remind us that the future is in good hands. Peter Sturrup Head of School

OUR VISION To develop innovative, courageous and compassionate global citizens who take action, true to Quaker values.

OUR MISSION To instil in each individual the ability and responsibility to make the world greater, better and more beautiful than they discovered it.




327 +___ 93 420


day students

boarding students



100% of our graduates accepted to the post-secondary institution of their choice



students JK - Grade 12

Grade 9-12 students on

Head of School’s Honour List



98% of our 2020 graduates earned the



Board Members

Corporation Members




Global Leadership Diploma 33% of our 2020 graduates received the Global Leadership Diploma




with Distinction




of our graduating class are Ontario scholars


% .1



“At Pickering College our children are encouraged to discover their voice and speak their truth in a respectful manner which instils basic confidence in them. It is wonderful to be part of a diverse community where equality, integrity, responsibility and stewardship are instilled together with a desire for a basic simplicity, harmony and peacefulness, which is refreshing in a world that is increasingly becoming more complex and divisive.” –PC Parent


Pickering College is the only independent school in Ontario to become a full Member School in the UNESCO Associated Schools Network


20% of our students receiving financial aid


43 98.5

25 countries represented in our school community

43 community organizations served by our student and staff volunteers

98.5% of our graduates exceeding community service hours requirement









reflect the educational context to say that “there is that of good in every person.” Restated, this means a belief that there is a divine spirit in every human being and Pickering College was founded by the Religious Society of Friends, also known as therefore the belief that all human beings Quakers, in 1842. While we are not formally have equal worth and dignity. Sometimes a Quaker school today, we remain the only at Pickering we refer to this as “finding the light” within each child—that inner Quaker-founded school in Canada and potential that is waiting to shine upon the influence of their guiding values is the world. Hence, Quakers believe that immense. education is an “opening up,” rather than a “filling up” and we therefore work with We live in an increasingly secular world; each student to find and express their our school prides itself on being multiunique qualities and passions. cultural and ecumenical. Today, we boast students from over 30 countries, and Staying true to this Quaker approach a multiplicity of religious and cultural means: backgrounds. This is, and has been for years, one of the great strengths and benefits of a Pickering College education. • recognizing that there is good in every person, regardless of age, gender, and And yet our approach to education, and ethnic background; more fundamentally, our approach to how we reach out to our students and our • providing a high degree of caring, compassion and support; belief in what students can and ought to • developing a strong social consciousness; do in this world, is profoundly influenced • using consensus in decision-making; by the spiritual nature of our Quaker • emphasizing traditional Quaker values founders’ beliefs. In some ways, the role such as non-violence and simplicity, as of Quakerism has become so pervasive well as the school values of community, in everything we do and everything we compassion, integrity, respect and are as a school that we take it for granted. responsibility; and It guides our gathering in Morning • building our community through Meeting, our use of silence, our approach Morning Meeting. to decision making, the strength of our community, the depth of our values, and Staying true to the beliefs and ideals the inspiration for our action. Yet in other deeply held by our Quaker founders ways, and for many parents, students, means continuing to be a school that alumni and staff, the understanding of combines academic excellence with moral Quakerism and the role it plays in our depth. All of these qualities are embedded school is a great unknown. in the Pickering College approach to The role of Quakerism at Pickering College education. is a unique and defining aspect of our If we are true to our Quaker roots, our school. Retaining a close relationship students will be taught, and will come with our Quaker heritage provides a to exemplify, the belief that they are to philosophical, moral and operational framework for our planning and decision- be seekers of those universal principles and values—as articulated in our Guiding making. Values, Traits and Guiding Principles— While the basic tenet of Quakerism is that during their time at our school and, more importantly, once they leave our “there is that of God in every person,” many people at Pickering share a different protective shelter and go forth in the world as leaders, ready to change the interpretation and belief in God. For that reason, we change the wording slightly to world. 6

TRAITS: WHAT WE DEMONSTRATE Acceptance – We recognize, accept and celebrate the wide range of human qualities and attributes within our community such as ancestry, culture, ethnicity, gender, gender identity, gender expression, language, physical and intellectual ability, race, religion, sex, sexual orientation and socioeconomic status. This acceptance of diversity means embracing the tension that diversity may initially bring and valuing the challenge of the encounter and the difference of the other person, culture, or perspective. Accountability – We believe in living consistent with our values. This means speaking the truth to all, including people in positions of power, and to each other, even when it is difficult and our message may be unpopular. We deal honestly and fairly with peers and colleagues. We take responsibility for our actions and their results. We fulfill our commitments, and we give credit to others for their contributions. Courage – To demonstrate courage is to be afraid of doing something, but doing it anyway. Courage is a daily occurrence whereby we express what we believe in and act in a way that demonstrates our values. It means speaking the truth to our hopes, and fears, and aspirations and ambitions. To be courageous means exposing our vulnerabilities, our worries and our fears; demonstrating caring and compassion and respect by being ourselves—authentic, unprotected, and genuine. Creativity – We inspire those with whom we work to develop or do something original, to turn their ideas into reality and to bring greater value and meaning to themselves and to others. Creativity may be the most precious resource we have in our future, for it is unlimited, renewable and omnipresent. It is a learned skill and mindset that takes hard work, self-discipline, and regular and routine focus.

Curiosity – We instil a sense of wonder by constantly asking questions. Questions make us more thoughtful, intelligent and caring; questions build relationships with people; questions get the other person to think, and focus attention on them; and questions remind ourselves of the ideals we seek to attain. Thus, our approach is experiential: it must be lived and acted upon for real effect ... it is not just about beliefs—it must be experienced, observed and reflected upon. Excellence – We know that humans are born with an infinite capacity for good, which can be nurtured and developed through education. Thus, we believe in always searching for the very best in ourselves and inspiring it in others. The whole community works together with each person recognizing the special position held by others and the contribution required from each for the perfection of our common lives. Stewardship – We strive to use the gifts we have been given wisely, including not only material wealth, but more importantly, our talents, our good health, our wisdom and insights and, of course, our natural environment. Trust – It is a foundational belief that we must always deal honestly with all others as well as with ourselves, summarized by the old Quaker injunction, “Let your yes be yes and your no be no.”

GUIDING PRINCIPLES: HOW WE WORK Collaboration – We believe that each person is to be valued and respected for their capacity to contribute to a more complex understanding of something being studied than any one could create individually. This leads to being open to a full range of voices; being comfortable with disagreement, accepting complexity; and an openness to new learning. Consensus – Consensus decision-making is grounded in the belief that when several people come together they can find an answer that exceeds the reach of any one individual. In consensus

decision-making, the group does not simply vote to determine the majority view, but rather they seek unity about the wisest course of action. Innovation – We are committed to teaching and learning about developing new strategies and sustainable concepts to meet social needs through enabling solutions based on mutual sharing and capability. Thus, social innovation is a new solution to a social problem that is more effective, efficient, just or sustainable than existing solutions and for which the value created primarily supports society as a whole rather than private individuals. Equality – We believe that all people are equal, all people have equal access to pursue the truth and all people possess the same divine spark within them. Non-violent Resolution – Seeking peace is anything but passive. In our engagement with the world, we not only speak out to condemn injustice, but we teach that, when necessary, it might be required to engage in non-violent action or even civil disobedience to bring about justice and sustainable peace in the world. Peace – We oppose violence in all forms a nd refuse to engage in the violent resolution of conflict. In pursuit of a lasting and sustainable peace, we seek to eliminate causes of violent conflict, such as poverty, exploitation and intolerance by forthrightly and non-violently confronting evil and oppression. Silence – Gathering in silence is based on t he belief that when a group settles into silence, it feels like more than a simple quieting down; the sense of collective thought deepens. It is the belief that if one opens one’s heart and listens, one can hear what is right, and can live out these inner teachings. Silence is often used to settle into a meeting, to invite reflection, or to make way for deep thinking. Simplicity – We strive to “clear away the clutter” to be more ready to hear the important and to live out the idea that “less is more.”

VALUES: WHAT IS IMPORTANT TO US Community Community is gathering interconnected individuals whose collective actions create a sense of belonging and encourage participation, who accept and take care of one another. Compassion Compassion is being sensitive to others’ thoughts and feelings and understanding and considering conflicting issues and ideas. It is to show concern and caring for all others in the community, no matter their differences, in a way that creates harmony and peace. Integrity Integrity is the courage to act honestly and truthfully in all actions. Respect Respect is valuing yourself and others and the environment in which we exist, based on the principles of simplicity and equality, so that you treat others as you wish to be treated. Responsibility Responsibility is being accountable for one’s own actions and behaviours by demonstrating good judgement and fulfilling obligations.



The summer of 2020 was spent planning diligently to open the school under very strict protocols in response to the COVID-19 global pandemic. Emerging best practices were consulted to build our safety plan in an effort to respond to new information as the pandemic evolved. We had to be flexible in our planning and use all of the tools at our disposal to ensure our plans always kept health and safety at the forefront. We looked at what was needed to have our international students return and began working on getting our safety plan approved so that our international students could come to Canada to commence in-person learning. Plans were made to provide online synchronous learning to the students who could not attend school in person due to travel restrictions. The faculty worked hard to redevelop lesson plans that would engage both in-person and online learners. In partnership with the Comfort Inn Newmarket, a quarantine program was developed so international students could safely complete their mandatory quarantine under the care of Pickering College staff. The quarantine program ran from August 2020 to April 2021 as students arrived in Canada gradually over this time. The Business and Operations staff continued to work remotely to reduce the number of people on campus, in an effort to keep essential staff safe. Health and safety education was provided to staff during orientation week and was ongoing throughout the year. All of our infection prevention and control practices were reviewed and enhanced to meet the standards required by the pandemic.


Everyone had to learn to adapt and change with the progression of the pandemic. Events were switched from in person to virtual, and this provided a means for our international families to become more involved.



The pandemic response was a community effort; everyone had to make changes and learn new things. Here are the highlights of the 2020-2021 initiatives: SAFETY

 Plexiglas barriers were installed in various locations identified as high risk—reception, Health Centre, Dining Hall, shared office spaces  Daily screening was implemented, REACH software was rolled out to entire community to make the daily screening easier for all families  Staff were provided with personal protective equipment (PPE). This included medical-grade masks, face shields, goggles and job-specific PPE  Enhanced hand hygiene and respiratory  Physical distancing was factored into all aspects of school life—classroom, physical education and staff offices  Arrival and departure times were staggered to reduce the number of people on campus at any given time  Recess and outdoor breaks were scheduled to keep cohorts together  Meal service was reviewed and changed from familystyle meals to buffet-style served meals  Enhanced cleaning and disinfecting protocols were put in place  Cohorting was maintained as much as possible for classes, lunch and recess  Transportation policies were reviewed and adapted  Visitors were limited  Assemblies were moved to a virtual platform  Community use of the school was stopped  Enhanced mental health supports for staff and students through the Health Centre, school social worker, Employee Assistance Program and ongoing communication through staff newsletters  Enhanced ventilation of the school buildings. Central air-handling systems were outfitted with MERV-13 filters and portable HEPA filter air purifiers were put in all classrooms and offices  Education was provided on the importance of fresh air and opening windows  Vaccines were promoted and a vaccine policy for staff was developed 10


 Staff were supported through the transition to the hybrid teaching model  Cohorting of classes minimized the number of people that one interacted with in any given day  The Co-curricular Program was modified to allow for cohorted students to participate in alternative activities including sports skills  School spaces were adapted and changed to classrooms to allow for more physical distancing in class spaces


 Shared materials were eliminated to reduce the spread of infection  Classes were provided with class sets of technology equipment in the Junior School  Cameras were put in every classroom to ensure a synchronous online academic program  IT support for faculty and staff was provided on new technologies and software including Microsoft Teams, OneNote, Virtual Labs, cameras in the classroom, Google Meets, etc.


 Established special payment plans as needed (on individual basis)  Provided families with the option of online vs. inperson learning  Online recruitment through virtual open houses and admission fairs


 S tayed open for all long weekends and extended breaks (December and April) D eveloped and maintained a quarantine program for boarding students returning to Canada for the 2020-2021 school year (August – April) R estructured boarding families to maintain cohorts— grades became families in boarding  I ntroduced virtual boarding community events to include students who were studying online and the boarding families O ff-campus trips were cancelled and on-campus activities replaced them D uring stay-at-home orders, boarding students attended classes from the residence


P rovided daily support to families when there were COVID-19 symptoms noted on the daily screening O ngoing parent support through the changes to the public health recommendations  E stablishment of a satellite Health Centre and an quarantine Health Centre C ontact tracing support to public health as needed  L iaised with public health to provide information to families and keep up to date with changes to protocols  E stablishment of COVID-19 testing for boarding students  S upport to the PC quarantine program M ental health support



STRATEGIC DIRECTION In the development of our strategic plan, the Board has reconfirmed our commitment to Quaker values as an important differentiator, providing an ongoing link from our founding to our future. Our commitment to remaining a “small school” (under 500 students) was verified, as was the ongoing role of the Global Leadership Program in building Pickering College’s reputation as a leader in education. Digital transformation, progress through disruption, identifying new sources of revenue, partnerships and innovation round out the commitments we are making to the future of the school and to our community. The new plan is straightforward with three new overarching strategic choices:

TO BUILD, TO FUND, TO INNOVATE In each of these overarching strategic areas are three specific initiatives. In To Build, the focus is to drive a digital transformation, accelerate the Global Leadership Program and to complete Phase 1 of the Campus Master Plan. In To Fund, the focus is to capture new revenue (from innovation), to improve our brand awareness and to intensify fundraising and build endowment. In To Innovate, our focus is to embrace disruption, forge strategic collaborative partnerships and to create a culture of innovation. On the following pages, there is a description of each initiative and the highlights of accomplishments from 2020-2021.



At Pickering College “drive a digital transformation” means that we will leverage the opportunities presented by technology to enhance student experience, community experience (staff, parents, alumni, partners, donors), steward existing relationships, realize new customers and relationships, and raise the organization to new levels of effectiveness and efficiency. Highlights from 2020-2021  S olidified the digital transformation roadmap  Introduced Microsoft Surface as the Middle School laptop program  Launched cloud-based inquiry, admission and enrolment system with SchoolAdmin  I mplemented Flywire digital payment option for international currency conversion, translation capabilities and mobile options for an easier, less costly payment experience

Build • Drive a digital transformation • Accelerate the Global Leadership Program


At Pickering College, mission appropriate students and other learners and staff independently drive forward projects for lasting global impact, engaging with all members of the PC community and other broader communities in mutually beneficial relationships. Participants in the program draw international interest from prospective families, universities, employers, partners and other influencers and create newsworthy success stories and testimonials.

• Complete Phase I of the Campus Master Plan

Highlights from 2020-2021  L aunched onenote Global Leadership Program book to house all GLP information K-12  All end of year celebrations (Capstone, Puma’s Den, Expression of Self, My Key Idea, JS Steps Celebration) completed online and available to wide audience. Global Leadership Program included high profile panelists and improvements from 2020 such as inclusion of student art and music  Developed new Grade 9 GLP programming for 2021-2022 – Outdoor Learning Space Design  B egan development of our Global Awareness Building Block in the Junior GLP (focus on identity, diversity, equity, inclusivity for young children)


Providing appropriate learning spaces is one of the highest priorities for the school, while continuing to ensure the long-term financial sustainability of our school. Highlights from 2020-2021  A pproved Diamond Schmitt as Architects  Completed schematic design phase of the New Academic Building  Reinitiated site plan approval process with the Town of Newmarket



Fund • Capture new revenue (from innovation) • Improve our brand awareness • Intensify fundraising and build endowment

Generate new revenue from sources (non-tuition revenue, sponsorship, partnerships) and markets (new consumers) that would not normally be considered Pickering College students. Highlights from 2020-2021  I ntroduction of online courses – 48 students enrolled in summer courses: Grade 12 functions, Grade 11 Functions, Math bridge 9, Math bridge 10, IDC 4U. Pilot online courses included AP Macroeconomics, AP Statistics and Law  Six weeks of day camp, survey results 100% would re-enrol in camp  E ngaged Environics to help with market identification for auxiliary programs  Launched quarantine program


Pickering College’s brand is a living business asset, designed to enhance the connection between the school and its key audiences. It is brought to life across all touchpoints which creates identification, differentiation and value. PC’s brand helps ensure relationships that secure and create financial sustainability by driving demand and engendering loyalty. Highlights from 2020-2021  W inner of Study Travel North American Secondary School Award  I mplemented new marketing campaign based on Environics research  Increased video stories of Pickering College  Undertook research on vaccine insights with Environics  Initiated work on PC positioning to address competition from St. Anne’s School


Find, build and sustain relationships and processes that result in long-term fundraising success. Highlights from 2020-2021  $ 3,135,835 funds raised in 2020-2021  F unding targets set for 2025 and 2030  Impact Reports developed for endowment donors  Hosted an Amplify Your Impact event focused on legacy giving; Donor research underway for legacy giving appeal – ongoing stewardship of Lamplighters  Increased alumni engagement opportunities and highlighted alumni across the decades in The Pillars magazine  Committees explored alternatives to in-person events with fully formed plans, but unable to proceed: Drive-In Dance Party, Outdoor Music Festival on Memorial Field, Sweepstakes (supporting Pickering College & Community Partner), Dinner Theatre and BBQ Bingo



All members of staff understand, support and are comfortable with the concept of disruptive innovation, encouraging them to generate new ideas and test those ideas rapidly to allow for iteration, improvement and to generate new income. Highlights from 2020-2021  I mplemented digital recruitment for day and boarding students, onboarding (and other) events, bringing boarding families experiences that previously only day families could experience, for example open houses, new family welcome, etc.  Developed strong capacity to transition between in-person and online learning modes (pedagogical and technological enhancements to provide comprehensive online and blended learning programming)  Developed blended synchronous and asynchronous online courses for Ontario students  S urveyed agents to identify ideal products for international markets  Held a virtual AGM and hybrid Commencement, providing opportunities to involve members of our international community


Innovate • Embrace disruption • Forge strategic collaborative partnerships • Create a culture of innovation

An efficient, systematic process exists that continually scans the environment for potential partners who can work collaboratively with PC to support the development of a mutually beneficial approach that supports our GLP, facilities development and generates financial results. Highlights from 2020-2021  U ndertook a thorough review of a hockey proposal  Established Microsoft partnership  Initiated work with Lake Simcoe Region Conservation Authority to identify various people/groups to research various steps we could take for the Blue & Silver Farm and Grade 8 Pillar Week


A quick and nimble organization in which risk-taking and new ideas are embraced and rewarded; new organizational structures exist to reflect our approach; and all constituents feel a fit in their work and lives whereby they are focusing on the “right” things and are therefore more productive. Highlights from 2020-2021  All staff moved into working remotely and found new ways to work and collaborate with each other  Leveraged tools and technology for academic / events / collaboration



JUNIOR SCHOOL HIGHLIGHTS Culinary Creativity The Junior School Cooking Club joined Ms. Volpe virtually to learn how to decorate their own Valentine’s Day cupcakes. After learning a few techniques for working with buttercream and fondant, the students were able to use their imagination and creativity to decorate delicious treats for their loved ones.   Art of Letters Grade 3 students learned the art of letter writing. They practiced their new skills by writing letters to members of our Food and Facility Services staff to thank them for all their hard work.   Moon Phases Kindergarten students participated in an inquiry project to learn more about the eight phases of the moon. After spotting the moon high in the sky at recess, they returned inside to use chocolate and vanilla cream cookies to create each phase. The students concluded that the moon they observed at recess must have been the “last quarter” due to the full moon on October 1.  


Rocks of Thanks Students in Junior School painted rocks as part of

the PCA staff appreciation to recognize and thank Pickering College staff members for all their efforts to make 2020-2021 an engaging and memorable year.   Exploring Leaves Grade 1 students explored and captured the colours of the autumn leaves. Each student collected an assortment of leaves with different sizes, shapes and colours. The students then read the book Leaf Man by Lois Ehlert. After the story, they used their leaves to design a variety of leaf animals.  

Day. As students explored the farm, they learned about both the positive and negative impacts that humans have on the environment, and about animal habitats. They also explored the difference between producers and consumers and how they fit together to form a food chain. The students found many examples of fungi and had an opportunity to build shelters.  

Learning Buddies Go Virtual One of the most eagerly anticipated learning opportunities is learning buddies for our Kindergarten and Grade Environment and Habitats 4 students. This year, the children had the chance to Grade 4 students ventured connect and read together off campus to Blue & Silver virtually.   Farm for Take Me Outside

Carnaval Celebration Junior School students participated virtually in PC’s annual winter Carnaval. This highly-anticipated day filled with activities, games and delicious treats celebrates French language and Francophone culture. Students were encouraged to build snowmen, forts, sculptures and to recreate some of our traditional French Canadian food at home. Students spoke French to parents and siblings, read stories about Bonhomme Carnaval and watched the traditional French movie Le Chandail by Roch Carrier. Students also submitted videos and photos of themselves singing, dancing and playing the spoons to traditional French Canadian music.  

100th Day Marked The Grade 1 class celebrated their 100th day of being in Grade 1. The students brought in 100 small items to use while they participated in a variety of fun-filled and engaging activities. Some items included pasta noodles, stones, LEGO pieces, beans, counting discs, beads, coins, marshmallows and cubes. The children challenged themselves to read, write, count and measure their items, to gain an understanding of the number 100.   Stable Structures Grade 3 students spent a morning learning about stable structures from scientist Sonia from Scientists in School. Using a variety of materials to build structures,



JUNIOR SCHOOL HIGHLIGHTS students embarked on a virtual trip down the Nahanni River hosted by Parks Canada. Prior to the event, our outdoor education specialist Mr. Lewis shared stories from Senior School’s past Nahanni River trips.  


students tested their ability to support weight and pressure. They learned that the triangle is the strongest shape and that not all materials will support weight in the same way.  

they have developed throughout the year. Students prepared a speech on a topic of personal interest and presented it outdoors while remaining physically distant.  

Building Stories In language arts, our Grade 3 students created short stories using the literary tools that they have learned including adjectives, dialogue, action writing and character writing.  

Joy of Books World Book Day is an annual event celebrated globally that recognizes the importance and joy that comes from books. Students in Junior School had the opportunity to dress like their favourite book character while sharing their chosen book with their class.  

Speaking Skills Grade 5 students presented their Talk 120 personal speech assignments using the public speaking skills

Exploring Nahanni For Earth Week, Grade 5

STEAM Week Grade 2 students enjoyed a week filled with activities based in STEAM (science, technology, engineering, art and math). During math challenge Monday, students made 3D solids out of found materials, made board games and even baked cookies online. Technology Tuesday had a Star Warsthemed inquiry, coding activities and the creation of stop-motion movies. On wacky science Wednesday, they experimented with household materials such as eggs and lemons to investigate chemical reactions, air pressure and buoyancy. Thursday was dedicated to thinking like engineers, including constructing aluminum foil boat designs, paper airplanes and rolling vehicles. Some students were able to take it further by creating selfpropelled vehicles. Finally, on freedom-through-art Friday, they learned about the art of turkey calls with Mr. Lewis and created art with special guest Ms. Farquhar.  

Thank You, Nurses! To celebrate International Nurses Day, the Grade 2 class learned about the valuable role nurses play in the community and how that role has increased during COVID-19. Students made posters celebrating nurses to post in the community. They also wrote thank you letters to our school nurses and in the broader community.   All About Shapes Grade 1 students learned about proper shape names,

as well as the number of sides and corners associated with each unique shape. The students created pictures using a variety of geometric shapes.   My Key Idea Grade 5 students presented their My Key Idea projects as part of the Global Leadership Program. Throughout the course of the school year, they worked on investigating, writing and sharing their thoughts on a topic that is important to them.   19


MIDDLE SCHOOL HIGHLIGHTS Music Composition In music, the Grade 6 and 7 classes wrote a thank you composition dedicated to our frontline workers for all of their hard work to keep us safe during this pandemic. Our Grade 8 students also composed their own jingles advertising a product of their choice.  


within the context of life in New France. Students investigated the social and economic structure of the seigneurial system, dug into the diet and foods typical of the times—specifically the recipe and tradition of French Canadian pea soup—and participated in activities and assignments aimed at developing empathy for the immigration Studying Slides experience. Students also Grade 8 students learned spent time with Mr. Lewis more about the basic completing some New Create and Explore features and functions of the France-inspired outdoor compound microscope while Middle School students education challenges. They developing skills to build both participated in a “create and dry and wet mount slides. Dry explore day” using the Goose set fires that could warm a meal of traditional pea mount slides studied ink and Chase app. Some of the pulp of magazine paper, while challenges included teaching soup and participated someone in their house to do in a survival game that wet mount slides analyzed highlighted the challenges a dance, taking selfies with onion cells.   specific types of trees, wacky faced by the Habitants. This hair styles, making breakfast program provided students Water and Our Impact with a greater appreciation for someone and adding In preparation for their for what daily life would maple syrup to a snack, just water issues project have been like for the to name a few.   connected to Pillar Week, Habitants.   Grade 8 students gathered Interdisciplinary Learning virtually to participate in an Virtual Cooking Experience In the Grade 6 curriculum, environmental workshop Pickering College invited with the Lake Simcoe Region students study immigration Middle School families and Canada in the 1600s, Conservation Authority. The to join our PC culinary which includes learning students participated in a about New France as part of team for a virtual cooking water trivia game, learned experience. Our culinary an interdisciplinary project more about our local water team walked them through connections and focused on in both social studies and easy recipes including a French. This project guides how humans are impacting students to take a closer look fresh fruit smoothie, a classic these water systems.   chimichurri sauce and an at the female perspective in Canadian history, specifically unconventional dessert Pillar Pursuits charcuterie board with salted the immigration journey of In Middle School, our caramel dip.   the Filles du Roi (the King’s students develop skills by Daughters) and the Habitants focusing on four pillars: Wisdom, Adventure, Community and Freedom. During their in-class Pillar Pursuits, each grade focuses on interdisciplinary projects that reflect at least one of these pillars. During a special Morning Meeting, Middle School students presented what they enjoyed, what they learned and what they can continue to do with the knowledge and skills they have gained.  

Principles of Design Grade 8 students refreshed their knowledge of the principles of design and, using one or more of these principles, were challenged to create a collage demonstrating a princess being attacked by birds. Limited by using only paper and glue, as well as the colours black, white, red and green, students then participated in a class critique, talking about their art and commenting on others’.   Pop Culture Art In Grade 7, students learned about pop art as well as artist Roy Lichtenstein. They chose an image from popular culture and created




a painting while styling the image using primary colours, black outlines and Ben-Day dots. Ben-Day dots was a technique used in comic books to save on the cost of expensive coloured printing ink by using printed dots instead of filling in the whole image.  

algorithms are used to weigh, pack and ship packages around the world.  

Public Speaking Competition For this year’s Middle School public speaking competition, students turned on their webcams and expertly used voice projection, stance, eyecontact and pace to inform Future Engineers or persuade their audience. The Grade 6 class On the other end of the participated in the Amazon Future Engineers virtual field camera sat a group of judges from the PC community who trip, where they explored offered detailed analysis and four different warehouses feedback. In Grade 6, Mateo in the US to see how items Liberta garnered first place, are picked, packaged and Alessia Ping earned second shipped to customers.The webinar allowed students to place and Agnes Yang and Ishaan Mehta tied for third see how robots are used to place. In Grade 7, Jason Roymove items throughout the warehouses and how different DiClemente won first place, 22

Lexi Roos and Meghan Dent tied for second place and Meghan Kereakou finished in fourth place. In Grade 8, Brendan Chen earned first place, Shianne Liang finished in second place and Amanda Zeng finished in third place. In the overall Middle School standings, Mateo Liberta won first place, Brendan Chen and Jason Roy-DiClemente tied for second place and Lexi Roos and Meghan Dent tied for fourth place.   Community Cleanup Grade 7 student Meghan Dent organized a street cleanup with her neighbours and family. They spent several hours cleaning the street, which resulted in 20 garbage bags filled with litter. 

Expression of Self Throughout the year, Grade 8 students participated in workshops and sessions in preparation for the achievement of the Freedom pillar, one of Middle School’s four pillars along with Adventure, Wisdom and Community. This pillar represents the student’s choice in determining the topic and design of their culminating project, called the Expression of Self. These presentations represent a student’s ability to identify, develop and communicate their passions and interests in order to answer the questions “Who am I?” and “What can I do?”  



SENIOR SCHOOL HIGHLIGHTS Pandora’s Box Grade 10 visual art students took advantage of the mild weather and moved their classes outdoors for a few days. The class worked on their Pandora’s box painting assignment which tasked them with using their recently-developed painting skills to paint the exterior and interior of a box. The interior revealed a “secret” about them.   Speaking with Fluency Grade 9 French students found creative ways to practice their oral interaction skills at various Diplôme d’études en langue française (DELF) levels while remaining safely physically distanced. They set up two circles, with the outer ring rotating to mimic the “speed dating” technique.  


Student-centred Discussions Socially-distanced Harkness discussions (a style of discussion that is entirely student-centred) about Othello in Grade 12 English allowed students to develop and discuss their own questions including, “What makes Iago such an entertaining villain?” and “As a modern audience, how should we react to and interpret racism in a historical text?” 

Sustainable Development Goals Grade 11 students participated in their first Global Leadership Program (GLP) block where they arranged the United Nations’ 17 Sustainable Development Goals by level of importance to determine their top three topics of interest.   Reaching New Heights Students in the Grade 11 LEAP class took their learning to new heights with a variety of outdoor skills. They learned how to create a pulley system to hang a bag of food using only a tree, some rope, carabiners and several knots.  

prominent exterior space on campus and would somehow champion or evoke the essence and spirit of Pickering College. The students created a slide presentation, a hard-copy handout, a model of their proposed sculpture and presented their pitches to their classmates. Our online overseas students, who may not have been familiar with our campus, were encouraged to locate a spot in their own community and design and propose a sculpture that would support their hometown.  

Art Meets Literature Grade 12 students got creative with some classic English literature. Using quotes, students created drawings or representations of characters from Robert Louis Stevenson’s Dr. Jekyll and Mr. Hyde.  

Intro to Stoichiometry Grade 11 chemistry worked on an introduction to stoichiometry with BCA tables. The format and delivery of this activity was originally inspired by two blog postings featured on Chemical Education Xchange, formerly known as The Journal of Chemical Education.  

Essence and Spirit of PC Grade 10 visual art students completed their culminating task for their Quadmester 1 class in the form of a sculpture competition. The students were tasked with creating a design and pitching it to a “board of directors.” The sculpture was to be located in a

Thinking Critically Students in the Grade 10 STEM course finished a busy quadmester covering the MPM2D math curriculum and engaged in a variety of STEM-related projects and activities. These hands-on activities gave students the opportunity to develop a variety of

microscope skills and practicing their biological drawings, each student examined a number of prepared slides. The goal for this activity was to show the students the differences between the types of living things that exist.  

skills to supplement the math curriculum. Students were given the chance to think critically, solve open-ended problems, explore unfamiliar areas, take risks and learn from both their successes and failures. Activities included building prototypes that used DC motors, launching marshmallows with student-created catapults, coding a pocket-sized computer called a Micro:bit, designing and printing a 3D digital pet and building a bridge that held the most weight.  

World Kindness Day To mark World Kindness Day, Thera Sze decided to focus on community action as part of her Grade 12 Capstone Project. Working together with the co-curricular council, they encouraged students and teachers to leave kind messages in their ‘Be Kind Box.’ The hope for these messages was to mentally strengthen our PC community by spreading kindness.   Kingdoms of Life Students in Grade 11 biology learned about the six kingdoms of life. Refining their

Careers in Business Leadership Grade 11 student Michaela Morra attended SheBiz, a virtual business leadership conference, hosted by Women in Capital Markets (WCM). Michaela gained unique access to business and STEM leaders, as well as exposure to diverse and exciting career opportunities available to women in these fields. These professionals shared their knowledge, advice and insights into their roles. Additionally, the day included interactive activities and sessions designed to assist students in their discovery of the plethora of opportunities available



SENIOR SCHOOL HIGHLIGHTS workshop led by past Joshua Weinzweig Award winner and PC alumnus, Minh Truong ’17. As a current Ryerson University journalism student, Minh shared his organizational and conceptual strategies in profile writing and emphasized the importance of key writing tools: asking good questions, active listening and the willingness of the writer to go in different directions as a piece takes shape.  


to them if they choose to pursue an educational path in STEM or business.  

Parliamentary Debate and Impromptu Speaking (conducted live via Zoom).  

Debate Qualifier Grade 10 students Oscar Jiang, Shyam Subramanyam and Javir Obhan competed at the Ontario qualifier for the Senior National Public Speaking and Debate Competition. The competition was hosted and judged virtually this year, and saw 30 competitors from 19 different schools engage in four separate events: Persuasive Speaking and Interpretive Reading (prepared and judged asynchronously), and

Stained Glass Analysis Grade 11 world history students toured the sanctuary portion of the off-site classroom (Trinity United Church) in order to learn about medieval art and architecture. Students utilized I-Think’s ladder of inference tool to analyze a piece of stained glass.   PC Alumnus Leads Workshop Grade 12 English students had the opportunity to participate in a virtual

Making Holidays Brighter The Youth Action Organization (YAO) recognized that the elderly may be feeling more isolated from their family and friends than ever before. After contacting CHATS (Community and Home Assistance to Seniors), members of YAO created holiday cards with greetings from our staff and students. During an advisor meeting, each group prepared their greetings and sent their cards to a contact from CHATS who then distributed the cards to seniors in the community.   Student Joins Youth Wind Orchestra Grade 12 student Leo Li was accepted into the Toronto Youth Wind Orchestra. First established in 1991, Toronto

Youth Wind Orchestra (TYWO) is an organization dedicated to creating lifeenhancing experiences for young people through the study and performance of wind band literature. Leo successfully passed his audition and will play trumpet as a full-time member of this prestigious ensemble.  

a writing workshop. By the end of the one-hour session, all students had two draft poems completed. Several brave students even shared their work with the group and received personalized feedback from Rogers.  

Guest Poet Enthralls Students Students in Grades 10-12 English enjoyed a virtual visit from poet Jamaal Jackson Rogers. Rogers, stage name JustJamaal ThePoet, is an award-winning poet, arts educator, and is currently Ottawa’s English poet laureate. He uses his style of free verse and spoken word, mixed with his influences from rap/hip hop, to share his story of triumph locally and abroad. Students enjoyed listening to Rogers recite his original pieces, and participating in

PLACE Projects The Grade 10 PLACE Project (Partnering for Local Action and Community Engagement) asks students to identify and collaborate with a local social justice organization in order to advocate for and promote the vision and goals of the organization. The following teams provided compelling pitches for their organizations and earned their community group a donation of $500: - Ava Gu, Jessie Li, and Elena Meshkar representing Victim

Services of York Region - Ryan Francis representing Reboot Canada - Esteban Pantano, Victoria Zalewski and Sara Wietzes representing Canadian Roots Exchange All students were commended for their work.   In Sync Students from our Grade 9/10 instrumental music class have completed their first virtual performance, High Hopes by Panic at the Disco. Each student learned the music individually, then recorded their parts at home while listening to a backing track that served as a type of metronome to keep everyone within the same structure and tempo. Students then sent their files to Mr. Barbanchon where he edited and created the final product.  




Swimming to Success Swim Ontario has selected Grade 10 student Tyler Da Ponte to join their Youth ID program—a program which falls under the “umbrella of preparation” for the 2022 Canada Summer Games  


Budget Consultation With Deputy PM Grade 10 student Shyam Subramanyam attended the Student Budget Consultation hosted by CIVIX (a non-partisan organization dedicated to building active and engaged citizenship among young Canadians). In her role as Finance Minister, Deputy Prime Minister Chrystia Freeland was very interested in speaking directly with young Ontarians regarding their priorities for the upcoming federal budget. All 12 student participants had the opportunity to voice their priorities and the Deputy Prime Minister responded directly to their concerns. Shyam focused his concern

on the future of youth as well as income inequality, as he believes it encapsulates many issues including sustainability, education, housing and wages.   Fixing Disasters As part of their sustainable ecosystems unit, Grade 9 science students participated in an at-home lab/demo experiment that looked at the most effective ways to clean up an oil spill. They recorded observations and used Rotman I-Think’s ladder of inference tool to analyze their data and draw conclusions about effective ways humans can attempt to fix these environmental disasters. They then looked at how keystone

species are impacted by human actions and the role they play in ecosystems.   Amplifying Youth Voices Grade 12 student Sarah Asgari was granted a licence to run a TEDxYouth event as part of her Capstone Project. Sarah’s project focused on amplifying youth voices for which she had secured a slate of inspiring student speakers from across the province.   Quaker Connections Five Senior School students attended the virtual Quaker Youth Leadership Conference with the year’s theme “Staying Proximate, Staying Progressive, Staying Positive.”

This conference was a great opportunity for our students to connect with the broader Quaker Friends School community in the United States. Congratulations to Hannah Kim, Jessie Li, Taylor Ash, Alan Suleimanov and Elena Meshksar.   The Perfect Cookie Students in Grade 9 science participated in an at-home cookie chemistry lab. As a class, the students looked at the required ingredients and adjusted the recipe to see if they could make a better cookie while learning about the chemical reactions that take place in the cookiemaking process. Following the basis of the recipe, the class then directed Ms. Stefanovich on how to produce an even better cookie. They directed her to reduce the salt, add baking powder and cornstarch, and to use a banana instead of

an egg. Eight students also made their own versions of the cookie at home.   Examining Tissues Grade 10 science students used microscopes to examine tissue samples with actively dividing cells. This experiment allowed them to determine the mitotic index of the sample. Students then viewed selected examples of specialized plant and animal cells. To aid with their biological drawings, several students used their cell phones to take photomicrographs.   Guided Tour Grade 10 science students participated in what is considered a student highlight for the course: the frog dissection. This lab activity provided students with the opportunity to examine the internal organization of the body.

With COVID-19 restrictions, the dissection was performed in real time by the teacher and projected via Microsoft Teams. Students who wanted a close-up inspection were permitted to view the frog individually and have a personalized tour through the body cavity.   Rock Analysis In Grade 10/11 forces of nature physical geography, students explored the ‘earth beneath our feet’ unit with a rock analysis lab. This assignment tasked students with analyzing and exploring igneous sedimentary and metamorphic rocks while using rubber gloves, magnifying glasses and their touch and sight senses as tools. They observed elements such as colour, texture, layers and grain size. Using glass, they examined the hardness of the rock on the Mohs Scale.  



SENIOR SCHOOL HIGHLIGHTS Protecting Their Penguins In Grade 10 science, students were tasked with a penguin beach hut challenge. This activity asked students to create and prototype a hut model that would essentially minimize heat transfer to protect their “penguin”—in this case, their penguins were ice cubes.   Design Challenge When learning on campus, the Grade 10 science classes were tasked with an engineering design challenge that required them to represent and then duplicate cells with a limited number of supplies. The students who were learning online were paired up with students who were on campus.  


STEM Week The Senior School students participated in a science, technology, engineering and math (STEM) week by engaging in a variety of activities including a math relay, trivia games, visual challenges, as well as the second annual advisor group design and build challenge.  

Kovtun, Roscoe Sze, Melody Lee and Bushra Amhed.  

Broadcasters of the Year Congratulations to our broadcasters of the year, Tyler Dhanjal and Joseph Galeotta. “Over this time they were able to deliver excellent programming, both live and pre-recorded, for the station. In a time when it would have been easy to lose enthusiasm over the repeated relaying Logical Escape of COVID news, Tyler and Grade 12 philosophy students participated in a live Joseph were able to maintain their enthusiasm and avatar escape room where humour throughout the last they guided a game master year and change,” says Mr. through an escape room by Johnston.   solving logical puzzles.  

Puma’s Den Working in groups throughout the course of the school year, Grade 9 students design and prototype an innovative Capstone Winner solution for making Sasha Au Yong was the 2021 Pickering College or the Capstone pitch competition local community more winner, presenting her project virtually and earning sustainable. Our Grade 9 teams entered the Puma’s a grant for a non-for-profit organization that aligns with Den in May to present their her Capstone solution. Sasha interdisciplinary projects focused on raising awareness and to convince a group of expert judges why their idea for Parkinson Canada by is worth the investment. The writing and illustrating her own children’s book. She also winning group, “Children of the Future,” focused shared her book with PC’s their pitch on eco-friendly Junior School students on stickers that bring awareness World Book Day and looks to the environmental forward to publishing her impact of plastic products. work in the near future.   Congratulations to Sofiia

Science Fair Silver Medal Grade 10 student Fred Shao earned a silver medal at the York Region Science Fair. Fred explains, “Overall, it’s an astronomical-related topic. For my project, I suggested an improvement on the conventional astronomical research pipeline. Thus, I designed a pipeline that reveals more photons for astronomical research, enhancing the data equality.”   Understanding Perspectives In Grade 10 English, students explored how compassion and empathy can allow us to understand the perspective of others. Students wrote

responses as they reflected on the image of 215 children’s shoes placed on the steps of the Vancouver Art Gallery as a memorial to the 215 children whose remains were found at the site of the former residential school in Kamloops.   Greening Campus Grade 12 student Thera Sze was the recipient of the Farmer Environmental Stewardship Award. Thera had the opportunity to direct a $2,000 grant towards a green project on campus or at Blue & Silver Farm. The Farmer Environmental Stewardship Award recognizes one or more Pickering College students in Senior School who have implemented practical actions or increased awareness of environmental issues in the past year, on or off campus. Thank you to past parents Patrick and Kaia Farmer and their children

Maarika ‘12 and Sean ‘15 for creating and sustaining this incredible initiative.   Gift of Life Grade 11 biology students participated in a presentation from the High School Outreach Initiative for Organ Donation and Transplantation through the University of Toronto and the UHN (University Health Network). A facilitator and a nurse from the UHN Ajmera Transplant Centre guided the class through how organ donation and the transplant process works, experiences they have had as a nurse on the unit, and shared experiences of patients waiting to receive an organ or tissue donation. Students then had an opportunity to ask questions about organ donation, transplant, health care in Ontario and the experience of the facilitators.  



OVERALL SCHOOL HIGHLIGHTS Orange Shirt Day Pickering College participated in Orange Shirt Day to honour the difficult journey of healing that survivors of residential schools and their families are walking. Students showed their support by wearing orange with their regular school uniform. Middle and Senior School students also participated in a virtual event that brought together communities from across Canada to support and encourage meaningful reconciliation.   Stumps Find New Purpose The Town of Newmarket donated 48 tree stumps to our PC campus— what a lovely addition to our outdoor spaces! Kindergarten students especially enjoyed the new stump circle.   Booker’s Run Returns to PC Pickering College “went old school” with its 41st annual Booker’s Run event, bringing it back to the original location, the PC campus! In order to accommodate for physical distancing and class cohorting, Booker’s Run included six different races over the span of five days.   32

Wellness Connection As a way to stay connected and well during this pandemic, our faculty and staff made it a priority to continue providing online wellness activities for both students and staff. Pickering College offered a live online yoga class led by yogi George Holden, as well as online fitness sessions led by Veronica Manalo, our Aftercare Supervisor who is also a fitness instructor with the Town of Newmarket. The boarding program hosted online fitness classes with PC staff member Jesse Long, as well as yoga sessions with George.   Summer Camp Fun Pickering College offered our Hilltop Summer Discovery Camp for students in Grades 1-6. Campers enjoyed spending their days on campus experiencing traditional camp activities such as STEAM projects and outdoor education. Each week, campers visited nearby Blue & Silver Farm for a full-day camp activity and cook-out.   Prospective Families Welcomed Although prospective families have not been

able to visit our campus in person, interest in a PC education remains high. Forty-four families attended two January open houses where they were able to virtually meet faculty and students, and learn more about what Pickering has to offer. The admission team also attended five virtual international recruitment events in South America, Germany, South Asia and the Balkans, and met with agents from around the world. Thank you to student ambassadors Thomas Bianco, Shyam Subramanyam, Tam Nguyen and Danica Khanna for their help in narrating a 360°-view video tour of campus.   Pink Shirt Day Our students and staff marked Pink Shirt Day by wearing pink as a reminder to treat each other with respect and dignity. The last Wednesday of February is marked as an antibullying day in Canada.   Multicultural Spirit Day Student committee held a multicultural spirit day where everyone was invited to wear clothing that reflects their culture or colours of the flag

associated with the culture with which they identify. This day incorporated music from various cultural traditions, as well as a virtual cookbook creation where students and staff contributed by adding a recipe that represents their culture. During this special Morning Meeting, some of our boarding students also shared what they learned about Canada and its culture as an international student coming to PC, while our Canadian day students explained what they’ve learned about different cultures around the world from interacting with our international students.   PC earns ST Secondary School Award At a virtual gala event, StudyTravel Magazine recognized Pickering College as the winner of the ST Secondary School Award - North American School 2020/21. After reviewing the nominees, international education agents voted for the school they believe represents the best levels of service and professionalism. “I am so pleased that Pickering College is being recognized at this level,” says Jessie-May Rowntree,

Assistant Head of School, Advancement. “This award is in recognition and appreciation of the work of our team in the Admission office, the boarding staff, and the roles many members of our community have in building good relationships with our education agents. It is truly an honour to have won.”  Read All About It The music program at Pickering College has continued to thrive and was featured in The Toronto Star. The article mentions how our music program creatively transitioned to an online environment.   Community Connections Thank you to our Spring Luncheon Chair, Patti Wietzes, and committee members Violet Gal, Rita Wong, Vanessa Carson and Krystie RobinsonVincent for organizing our very first virtual Spring Luncheon. The event successfully brought together current and past parents, and grandparents to celebrate the PC community. EventMrkt led a food and beverage demonstration.   33


For the year ending June 30, 2021


The academic and fiscal year ending June 30, 2021 has been an unusual year for Pickering College (PC) with the global pandemic continuing throughout the year and into the 2021-2022 academic year. This has impacted our financial position in a variety of ways. Our deficiency of revenue over expenses, before amortization, government subsidies and the net change in unrealized gains on long term investments was ($866,257) as compared to the prior year excess of $64,264. After government support, in the form of the Canada Emergency Wage Subsidy, PC had an excess of revenue over expenses of $847,428. This excess is important to the school as from this we allocate interest earned to our endowment, capital campaign and internally restricted funds, which totaled $228,711 and we funded $209,167 in regular annual capital projects. The remaining $409,550 has gone into operating reserves to fund next year’s anticipated deficiency. We are pleased with our overall financial results, but 2021 was a challenge. Our results are better than planned, which will put us in a more favourable position to recover from COVID-19 over the next couple of years. In preparing for the 2020-2021 school year and recognizing the uncertainty of the environment and in support of our families, we introduced several financial strategies for enrolment and re-enrolment. In Spring 2020 we announced the extension of all our payment deadlines by a month for 2020-2021 academic year tuition. As a result, payments would begin in April 2020 instead of March 2020, full payment would be due in May 2020 instead of April 2020 and the final 80 per cent boarding payment would be due in July 2020. We also worked with families on special plans if necessary. In addition, a student was able to withdraw with 100 per cent refund up to July 31, 2020. Cash flow needed to be monitored closely throughout the year. PC also launched the Power of Community Fund – a new relief fund for families facing economic hardship due to COVID-19. In recognition of the changing government guidelines and restrictions, we also pro-actively established a rebate for boarding students who could not come to Canada due to government restrictions and a weekly rebate for families in the event that the school went into a government lockdown at any point during the year. The government restrictions on processing study permits created a significant challenge for students to actually arrive at school, as well as worldwide travel restrictions. This had a financial impact on our operations. STUDENT ENROLMENT



99 103 96 95 _ +225 _ +228 420 426 327 313 +93 _ + 113 _ 420 426 day students

day students

boarding students

boarding students

total students 2020/21

total students 2019/20




junior school

junior school

middle school

middle school

senior school

senior school

total students 2020/21

total students 2019/20

We began the school year with an enrolment of 93 boarding students and 327 day students for a total of 420 students. In 2019-2020 school year we had a total of 426 students (113 boarders, 313 day). We started the school year with 52 boarders on campus, 33 students trying to get here and 8 that chose to learn remotely. By the end of the year, only 8 students couldn’t get here. Some students arrived as late as April 2021! The school’s operations were guided by federal, provincial and health authority guidelines and followed best practices from industry experts as they evolved. Safety, community and flexibility were the cornerstones of our decision making. We planned multiple teaching and learning scenarios and delivered a hybrid of learning in person and online. This required investments in technology, training and additional teachers. In an effort to minimize the disruption for our students, we also decided to keep boarding open all year, even in the event of a government closure. Boarding remained open for long weekends, Christmas and March Break. The school also established an quarantine program for students to be run at a local hotel with our boarding staff. This provided a PC option for our students that entered Canada and were required to self-isolate for 14 days. In addition, to support the safety protocols, we employed new measures in the following areas:

1. Physical Distancing – Policies and procedures were put in place to reduce the number of people on campus (remote work, no visitors etc.) and keep those that were at school at a safe distance from each other. This included teaching in quadmesters with desks six feet apart and a maximum of 15 students in a class; obtaining off-site classroom space; creating more sections of students and converting other spaces to classrooms (such as the Meeting Room, Egan House, Student Lounge, Staff Lounge, Learning Commons); online Morning Meetings and so on. For Kindergarten to Grade 8 lunch was delivered to the classroom in individual containers. Senior School students went to a buffet lunch, served by Food Services staff, behind plexiglass barriers. The students were assigned seats and ate in their cohort.

2. Engineering Controls – Plexiglass barriers were installed to separate people in offices, reception and the Health Centre. Business and Operations staff mainly worked remotely.

3. Administrative Controls – We established enhanced cleaning and disinfecting protocols, assigned stairwells and washrooms within the school, designated entrance and exits, cohorting, staggered drop off and pick up times all to enhance physical distancing measures.

4. Personal Protective Equipment (PPE) – We provided our staff with personal protective equipment (PPE), - medical masks and a reusable face shield. We also installed air purifiers in all of the classrooms. We also created a satellite Health Centre to handle students with COVID-19 symptoms.

To support all of these required initiatives we were required to make significant financial investments including purchasing new resources and supplies, training and additional staff in some areas. We approved a budget with 93 boarding students and 327 day students, cost reductions where possible, additional operating and capital expenses to support our safety protocols, no auxiliary summer program revenue, significant boarding student rebates and government grant income. The 2021 audit was successfully completed by Grant Thornton. As you review PC’s 2021 audited financial statements, please note that the auditors have provided a clean opinion. During 2021, several capital projects were underway which resulted in a total of $523,053 of investment in property, building and equipment. Regular completed projects totaled $209,167 and included technology to support hybrid learning, life safety upgrades, pandemic facility enhancements and equipment and necessary heating and cooling equipment replacement. PC also incurred $313,886 in soft costs for the new academic building. We deferred major projects and extended the life of our regular technology replacement program to reduce costs this year.




For the year ended June 30


REVENUE Tuition and other program related revenue





Auxiliary programs



Investment income from long term investments





Rental and other income



Donations and fundraising







Instructional and co-curricular programs



Instructional/residential/arena buildings maintenance & grounds






Management, administrative and operations

Amortization of deferred educational program contributions Total




Auxiliary programs



Scholarships and bursaries





(Deficiency) excess of revenue over expenses before items below



Canada Emergency Wage Subisdy











Amortization of property, buildings and equipment Amortization of deferred capital contributions Net change in unrealized gain (loss) on long-term investments Excess (deficiency) of revenue over expenses for the year





The above Statement of Operations is an excerpt from the complete Audited Financial Statements. Complete Audited Financial Statements, including notes are available upon request from the school’s Business Office.



In 2021, PC reported total tuition and other program related revenues of $16,243,789 on 420 students. This compares to $16,930,876 on 426 students in 2020. In 2021, actual enrolment was 420 students consisting of 93 boarders and 327 day students. This was a decrease from 2020 when we had 426 students of which 113 were boarders and 313 were day students. With the global pandemic, we only recruited 33 new boarding students in addition to a lower than normal retention rate, resulting in a boarding population of 93, below our regular 110-120 enrolment. However, we maximized the day student population to compensate for the decline in boarding with the recruitment of 88 new day students (our highest level in at least 10 years). Of the $16.2 million in revenues, $15.3 million represents the tuition and fee revenue. Tuition and fee revenue only decreased $71,000 from 2020. This reflects a tuition increase, a decline in the boarding population by 20 students and an increase in the day student population by 14 students. However, with the boarding students, many of them could not get to PC for in person classes until part way into the year and as a result received a rebate. We had a conservative budget and planned for $1.3M in boarding rebates. The students worked hard at getting to PC and in 2021 we actually only issued $830K in boarding rebates. In 2021, day students received $350K in rebates due to government mandated closures, and we had only planned on $48K. However, these rebates were offset with savings due to classes operating remotely (for example, no day student lunch costs). In 2020, boarding students received $315K in variable cost rebates with our emergency shutdown and day students received $290K in rebates. These rebates matched costs that PC saved by not having students on campus to learn. Government restrictions have significantly impacted our revenue for the last two years. In terms of diversifying our revenue sources, the national benchmark targets 90% of total revenue to come from tuition and fees and 10% from other sources. In 2021, parents paid tuition and fees representing 83.5% (87.5% in 2020) of PC’s total revenue. Auxiliary programs represented 3.8% (7.2% in 2020), investment income represented 1.3% (1.6% in 2020) and donations and fundraising revenue was 1.5% (1.5% in 2020) of total income. Rental and other income represented 0.6% (2.2% in 2020) of total income and the Canada Emergency Wage Subsidy represented 9.3% (0% in 2020) of total income. During 2021, we continued to have a generous PC community, raising a total of $3,170,589. Our 2021 funds raised can be broken down as:

• $236,528 was raised through the Annual Giving, with $200,804 being unrestricted; special events were not allowed to take place and were post-poned,

• $262,284 was donated to endowments,

• $2,671,777 was received in support of the new Campus Master Plan.

Annual Giving was impacted as we could not hold the Gala, Golf Tournament or Holiday Home Tour. However, in support of the capital campaign, an extraordinary gift of over $2.6 million dollars was received from the Rathlyn Foundation, facilitated by Roger Warren ‘51. In total we received $2,671,777 in Master Plan revenue and incurred expenses of $151,856 resulting in net campaign revenue of $2,519,921. Long-term gross investment income earned during 2021 totaled $237,358 ($186,180 in 2020). The long-term investment portfolio earned a 4.2% rate of return in 2021 as compared to 3.0% in 2020. It should be noted that $62,833 was paid in management fees, resulting in net long-term investment income of $174,525 in 2021 ($125,228 in 2020). Auxiliary program revenue decreased significantly to $693,641 ($1,269,919 in 2020) without an ESL Summer Camp or Experience Canada students. The decrease was slightly offset with new revenue from the boarding selfquarantine program, but auxiliary program costs were also increased to reflect the quarantine program. Rental and other income of $113,522 decreased from $382,962 in 2020, as we were unable to rent any school facilities, such as the arena in 2021. Deferred educational program revenue represents the recognition of donations that have been given for specific purposes. In 2021, PC recognized $79,792 ($33,269 in 2020) in revenue, from donations in support of the PC Power of Community and specific programs. The amount to be recognized varies from year to year depending on the donations received. Overall total revenue has decreased by $939,645 or 5.3% based on fewer students, rebates issued, loss of fundraising, rental, auxiliary program and investment income. 37






















SCHOLARSHIP DATA DOLLARS AWARDED Percentage of boarding students on aid Average award-boarding student Percentage of day students on aid Average award-day student




$ 896,778





$ 25,530



$ 13,444

$ 9,833


In recognition of the loss of revenue due to the pandemic, as an overall approach to spending, we reviewed all areas and reduced costs, where we could. For example, we reduced co-curricular costs to reflect no competitive teams, reduced facility projects and other costs that related to people being on campus. On the other hand, we also had to account for increased costs due to the pandemic. Instructional expenses totaled approximately $9.9 million in 2021 ($9.6 million in 2020). PC spent approximately 57% of its total operational budget on direct instructional and co-curricular program costs with salaries and benefits representing 78% of that total. This year we froze salaries as one of our cost control strategies, but did proceed with faculty grid movement. We also added additional teachers to support more classroom sections and the hybrid teaching environment. Health Centre costs with PPE purchases increased, and we rented off site classroom space at a local church and we provided transportation for the students back and forth from the campus to the church. Scholarships and bursaries decreased over the previous year, from $1,055,503 in 2020 to $896,778 in 2021. The scholarships and bursaries were prorated for any rebates given, so the actual expense decreased this year. Without rebates the amount awarded in 2021 would have been $1,043,000. In 2021, 31% (30% in 2020) of all boarding students received financial aid. To fund these awards, $141,350 was drawn from the income on endowed funds, $69,624 was drawn from the PC Power of Community Fund. Advancement costs (Admission, Development, Alumni and Parent Relations and Communications) have decreased by 3.3% over last year, totaling $ 1,851,942 ($1,914,818 in 2020). Although we pivoted to an online environment for most activities, such as recruitment fairs and open houses, there were still some items that couldn’t take place without being on campus, so we spent less on those expenditures. Please note that recruitment spending in the 2020-2021 fiscal year results in the new students in September 2021. Facility costs (instructional and residential buildings maintenance) for 2021 were $2,360,770, which is $72,886 lower than 2020. We deferred a number of projects from 2021 to the 2022 fiscal year, to further reduce costs. Management, administration and operations costs were 6.1% ($100,197) higher than prior year, but only 3.8% above budget. This line includes costs in relation to the operation of the Head of School’s office, Assistant Heads, Business Office, Human Resources and Reception. In addition, school-wide infrastructure costs are charged here and professional fees, such as legal and audit fees are reflected in this cost centre. Legal fees and human resource costs increased this year. Overall, total expenditures have decreased by $9,124 or 0.05 % in 2021.


Endowments in 2021 grew by $262,284, most notably with growth of the Sturrup Family Endowment Fund and the Rathlyn Foundation Bursary. Continued growth in the scholarship and bursary funds is one of the key strategies to continue to attract and grow the student population at PC. In 2021, 31% of boarding students received financial aid. As our endowments grow, our ability to award more scholarships and bursaries will also increase. A healthy endowment and a strong financial aid program are a key strategy to attract and retain boarding students and potentially relieving tuition increase pressure and affordability concerns for families in the future. Focused attention on our fundraising and donations program is how we will increase our endowment funds.




As at June 30







Harry M. Beer memorial fund



C.R. Blackstock memorial fund



Richard Hayden memorial fund



Helen and Henry Jackman fund



Kirshenblatt and Miller fund



Gertrude L’Anson fund



Edward M. Lau ‘81 memorial fund



Joseph McCulley memorial fund



R.S. McLaughlin memorial fund



Harvey Ng bursary fund



The Robert and Shirley Prittie bursary fund



Promise fund



Rathlyn Foundation fund



Ed and Elizabeth Richardson fund







Peter Widdrington memorial fund



Barney Jackson memorial fund







Allan Family fund



Keith “Booker” McLaren fund



Cyril Howarth memorial fund





Joshua Weinzweig memorial fund



Sturrup Family endowment fund







SUB-TOTAL before unrealized gain (loss)



Unrealized gain (loss) on restricted endowment funds



Gerry and Anita Smith fund Spring Family scholarship fund


Eric Veale memorial arena fund


TOTAL $ 7,207,433 $ 6,144,338 The scholarship and other endowment funds represent accumulated donations to the school which have been externally restricted for endowment. Some fund balances include accumulated interest that has not yet been awarded. As a result there are times when a total fund balance goes down, if some of the accumulated interest is awarded. Funds with a balance of at least $25,000 are shown indvidually, and all of the other scholarship funds are grouped together as Other. 40



For the year ended June 30


ASSETS Current assets Long term assets









Current liabilities



Long term liabilities










NET ASSETS Investment in property, buildings and equipment Internally restricted Restricted for endowment purposes Operating reserve







$ 65,663,457

$ 59,781,983

The above Statement of Financial Position is an excerpt from the complete Audited Financial Statements. Complete Audited Financial Statements, including notes are available upon request from the school’s Business Office.


PC’s cash and cash equivalents have increased over last year. Our overall cash and cash equivalents totaled $26,216,636 as at June 30, 2021 ($20,632,664 in 2020). A key driver for the increase in cash flow is that our cash flow from operations increased significantly with payment plans returning to traditional deadlines (example, boarders are fully paid by June 30, 2021, whereas they were only 20% by June 2020) and with capital donations received. PC continues to closely monitor cash flow. Overall, net assets have decreased to a total of $33.7 million. Our investment in property, plant and equipment has grown due to the capital projects completed and our endowments have grown with donations and an increase in the unrealized gains. The operating reserve has improved from ($6,233,257) in 2020 to ($5,961,490) as at June 30, 2021, due to the excess of revenue over expenses.



Overall, 2021 should be considered a financially challenging year for Pickering College, as we faced the continued impacts of the COVID-19 pandemic on our operations. We realized almost a one million loss in operational revenue coupled with an increase in our operating expenses, which included PC reducing operational costs in as many areas as possible, keeping all of our staff through the pandemic shutdowns and actually increasing our staff and some operational costs to meet the government guidelines. With a deficiency in our operations, we applied and qualified for the Canada Emergency Wage Subsidy. We received $1.7M in the subsidy. Our overall financial position at the end of 2021 was a small excess of revenue over expenses which will support our recovery in the 2022 year. Safety was at the forefront of our operations and we had a very academically successful year. We are starting the 2022 fiscal year with 435 students (93 boarders, 342 day students). Despite having boarding students who never arrived at PC in 2021, and lot of online learning, we have a 98 per cent retention rate for boarding students for September 2021. We also have a 93.4 per cent retention rate in day students. The impacts of the COVID-19 pandemic will continue to be felt moving forward and safety will continue to be at the forefront of our operations, but we must strive for innovation, new sources of revenue, continued cost control measures and continue monitoring cash flow closely. We must be flexible in our operations. Financial planning and modelling will be core to our business operations over the next few years as we focus on recovery from the pandemic. We have a very dedicated team here at Pickering and with this team, together we can face the challenges and seize the opportunities that lay ahead.


PICKERING COLLEGE 16945 Bayview Ave. Newmarket, ON L3Y 4X2 Canada


Web: www.pickeringcollege.on.ca Email: info@pickeringcollege.on.ca Voice: 905-895-1700