THE SAINT – Winter 2019

LES MISÉRABLES | THE HAMPER DRIVE | ONE+ CAMPAIGN LAUNCH | MAKING TO LEARN

THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL | WINTER 2019

DESIGNING LEARNING THE SHAPE OF THINGS TO COME

THE SAINT THE MAGAZINE OF ST. GEORGE’S SCHOOL

MANAGING EDITORS SAMANTHA WINK NIK WILLIAMS-WALSHE SENIOR COPY EDITOR NANCY KUDRYK GRAPHIC DESIGNER BRUCE ELBEBLAWY GEORGIANS EDITOR IAN YEN ‘03 Head of Georgian Relations PRESIDENT OF THE ST. GEORGE’S OLD BOYS’ ASSOCIATION PAUL MITCHELL-BANKS '87 PHOTOGRAPHERS Richelle Akimow Photography Bob Frid Richard Lam Photography St. George’s School Archives Rob Newell Photography Ian Yen '03

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COVER STORY

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DESIGNING LEARNING THE SHAPE OF THINGS TO COME

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LES MISÉRABLES

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WINTER 2019

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THE HAMPER DRIVE

GRADE 8 REMEBRANCE DAY 20

ONE+ LAUNCH 26

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FACILITIES HISTORY

MAKERS CLUB

SAINTS LIFE

LES MISÉRABLES:

A DREAM COME TRUE BY: ROBERT WISDEN

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SAINTS LIFE

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SAINTS LIFE

I DREAMED A DREAM I have loved Les Misérables since the 1980s when a close friend of mine was cast as Jean Valjean in the Canadian premiere of the show in Toronto, and I saw it many times. As a drama teacher, it was always a target, but the right combination of talent and resources never seemed to coalesce around my opportunities to direct a musical. Then came the students of Express 10, our performing arts cohort; suddenly, Saints Players Theatre had what it needed: Kevin Li (Jean Valjean), Hamish Marissen-Clark (Javert), Tom Shoshani (Marius), Damian Hu (Thénardier) and Steel Bey (Enjolras) among many talented others. Kevin had moved away from the Drama Program after Express 10, but I remembered that he had a classical singing background and, after months of sifting through possible musical titles with my friend and the show’s musical director Dr. Dean Markel, I realized with a lightning bolt of excitement that if Kevin agreed to take on this massive lead role, we could mount this show. He agreed, thank goodness, and so began the long, happy journey to six straight sold-out performances, hundreds of happy patrons, and an experience the students involved will remember for the rest of their lives. We were going to do Les Misérables! Nothing to it!

LOVELY LADIES The audition process was as inspiring as it was grueling: four days of talented boys and girls singing and acting their hearts out, hoping for a spot in the musical of their dreams, followed by call-backs and a long weekend of video agony as I watched them all again, over and over, putting faces to names and names to characters. There were some tears—not just mine—but I was able to cast almost everyone who auditioned. The hardest part for me was casting the lead ladies; almost every girl who auditioned could sing beautifully, (each of the participating sister schools is lucky enough to have choirs) and, to be honest, I could have cast the four main female roles two or three times over. In the end, Gabriella Turner, Kiara Forgacs, and Cassidy Reichman would play Fantine, Eponine, and Cosette respectively because they were right for the characters. And there was only ever one Madame Thénardier; Isabel Miller had that role locked up as soon as she unleashed her incredible talent in the audition. We had a cast. Now we had to get them onstage. Nothing to it!

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DO YOU HEAR THE PEOPLE SING? In the first year of Express 10, I thought it would be useful to add singing to the boys’ repertoire of performance skills, and through Mr. Courtney Klassen and his wife Robin, Head of the Vancouver Academy of Music, I engaged Frédérik Robert to teach them a couple of Broadway numbers. Mr. Robert was interested in helping with any future musicals we would be undertaking, and he proposed a ‘Les Mis Camp’ for the cast in the summer. Thanks to this stroke of genius, half the actors in the cast ended up learning the main choral numbers before school had even started! With only an eightweek rehearsal schedule, it was essential that the cast was off-book quickly, and they came in with the harmonies, the attack, and the attitude from day one. When we heard them at the end of the camp, Dr. Markel and I were astonished by what the teachers at VAM had accomplished in two short weeks. The soaring sound they made was so stunning I was moved, even at such an early stage. Each of the leads also came in knowing their parts, and after two more weeks of choral work under the direction of Mr. Rob Murray we were ready to start the choreography. Ms. Shawna Parry, who was recommended to me, and did a wonderful job of capturing the spirit of each major song in movement—for instance, the opening convict scene and the incredible Wedding Waltz at the close of the show. We tested our chops at the kick-off for the ONE+ Campaign where the cast, in a flash mob scene, sang One Day More to delighted patrons and donors. Two more weeks of blocking and acting rehearsals, and then some very long nights in dress rehearsal, and we would hopefully be ready for an audience. All we had to do was sell every single seat for six straight performances in order to recoup most of our record-breaking expenses! Nothing to it!

SAINTS LIFE

WE WILL BUILD OUR BARRICADE There was as much going on behind the scenes as on the stage. Mr. Marcus Stusek, our new Technical Coordinator, was thrown in at the deep end, starting his career at Saints with the biggest show Saints Players Theatre Company had ever staged. With his amazing crew and dedicated stage management team led by Rigg Scholar Ben Steven, he managed to pull a million threads together to make this massive, expressive set work like a professional production. Lighting by Darren Hales, costumes by Chris Sinosich, sound design by Brad Danyluk, and set by Ted Roberts gave the show a professional sheen, but it was the boys of St. George’s School who ran the show with high-calibre precision, from the booth to the wings. Dr. Markel’s pit orchestra was set up in the Lower Music Room and mic’d up by sound design student and Rigg Scholar Mark Mauritz, and they played exquisitely. See the Dr. Markel sidebar for more on that. Ms. Kathryn Murray-Hoenig organized the boys running the front of house and concession and spent countless hours in the months leading up to show time making sure the ticketing system ran like a well-oiled machine. She even managed to sell the stools from the Saints’ Café! It was my hope that a show this big would pull in members of our community, and it did! We had our army of volunteers, led and organized by parents Bari Wise, Gilly Regev, and Catherine Wood, who provided make up and make up artists, dinners and snacks for every person involved during production week, and all manner of scheduling and wrangling of other volunteers. The incredible marketing department, headed up by Agnes Finan was very creative in selling tickets and bringing attention to the show; they were mostly responsible for our six sell-outs! Nothing to it!

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SAINTS LIFE

A LITTLE FALL OF RAIN It wasn’t all bright lights and standing ovations. The road was long, and we all struggled with the massive demands of the show and the constant reminders that we still had regular duties and lives to live. Voices were lost and found; Alistair Leong took the Wednesday show as Gavroche when Liam Hughes was called away; viruses ran rampant; and everyone hit the proverbial wall at some point during the rehearsal period. There were rumblings of unhappiness from our sister schools at the length of the final two rehearsals (one memorable 12-hour day for technical setups!) and rightly so, the kids were out of gas, running on fumes, spent. On the last song of the show at the end of the last dress rehearsal on the day before we opened, the valiant Steel Bey (Enjolras, the leader of the Revolutionaries) looked at me and made a throat cutting action with his finger. He was not threatening me about the long rehearsals, rather he was letting me know his voice was in tatters and he could not speak; he was diagnosed with laryngitis the next day. But the show must go on, so while Steel performed his role out front, Daniel Braaten, (Combeferre, an ABC Café revolutionary), heroically gave up his own part and sang the role from backstage while Steel lip-synced. It worked, and for three nights, forgiving audiences showed the love and support needed to get us all through that sticky wicket. Steel’s voice recovered in time to perform the last three shows and Daniel was happy to be back out on stage as Combeferre! It was amazing! Through it all the cast, crew, and orchestra never complained, or sagged, or looked sorry they were part of it. This was an incredibly resilient, loving, happy, talented group of young theatre and musical artists finally ready to show the world their stuff. Boy, did they ever!

A FLAME THAT NEVER DIES The performances were nothing short of stunning. Jaws literally dropped.

Parents, even those stalwart veteran volunteers who had seen many of the rehearsals were agog, and the riotous scenes of applause, congratulations, flowers, and cheers following the shows were a fitting reward for the whole company. They had endured and triumphed, and the entire journey—the pain, the joy, the process—was an experience those involved will cherish forever.

The fantastic photographs taken by Simon Li ’19 and Mr. Alan Hesketh (Director of Residential Life) are up on our Vidigami page for anyone who wants to see the colour and drama beautifully captured in the lights, but you really had to hear it to experience it fully. They sang like angels and devils, and the orchestra played like musical gods. You can’t ask for much more than that from a high school show, now can you? Nothing to it.

A million theatrical thanks to the generous communities of St. George’s, Crofton House, York House, and Little Flower Academy for supporting and attending this blockbuster; we certainly could not have done it without you!

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SAINTS LIFE

LES MISÉRABLES:

AN INCREDIBLE MUSICAL JOURNEY It was clear from the outset that in order to do this production justice, we would be asking a lot of our student orchestra. From a musical standpoint, Les Misérables is a challenging production both in terms of the level of technique required from the players and the stamina to play continuously for the entire show. To do this musical properly, we needed a large orchestra capable of supporting the amazing cast of singers we had lined up. Plus, because of the limited space available, this was not something that we could do in our Auditorium, especially considering the size of the set envisioned by our fearless leader! Along with the former producer and technical theatre teacher, Mr. Stadel, we put forward the idea of running the pit orchestra remotely from the Lower Music Room. Though not without technical challenges, this concept would immediately solve the issue of the orchestra taking up valuable stage space and allow us to perform with full instrumentation, including orchestra strings.

From a sound technician point-of-view, having the orchestra in a separate room allows for complete sound separation and control of the ultimate mix between orchestra and voices.

The selection of students for the orchestra began just before classes resumed in September. Given the difficult nature of the show, students needed to have a strong musical background to be considered for the pit orchestra. As Musical Director, it was exciting to see the potential in the group of students who ultimately came together to form this ensemble: 20 boys in Grades 8-12 and one very talented cellist, Yolanne Lee, from Crofton House School.

Our rehearsals began in the last week of September and it took us two weeks to read the show from cover-to-cover—the amount of music was staggering, but I was encouraged by the progress made each day. By the middle of October, we had a permanent set-up in the Lower Music Room, with seats for the 21 musicians and the percussion section, which included over 60 instruments to be played throughout the show. Strings, woodwind, brass, and two digital keyboards covering over 40 different instruments (from classical guitar to harpsichord) rounded out the orchestration.

Over the month of October, we honed our skills and prepared to join the cast. After one full rehearsal together in the Lower Music Room we went our separate ways and communicated via audio and video link. In the final week before opening night, all the gear to communicate and be heard appeared in the Lower Music Room: individual microphones for each instrument; a large soundboard run wirelessly from the Auditorium; a video camera to project an image of me to the cast on stage; and a monitor that allowed me to see what was happening on stage.

As the musicians mastered their parts and we navigated staying together with the singers and the action on stage, we began to do full runs of the show. Until this point, none of us really realized that the pace of the show meant there were virtually no breaks in the music except for the intermission that occurred about 90 minutes into the show! It was an incredibly difficult physical challenge for musicians and conductor alike: each night took us through 800 pages of musical score! Although physically draining, it was an incredible musical experience to hear these students play well beyond their years. Each night, the performances became more sensitive and powerful, truly reflecting the emotion and beauty of the voices on the stage. I cannot imagine a better group of musicians to have travelled with on this musical journey. Bravo!

DR. DEAN MARKEL

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SAINTS LIFE

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SAINTS LIFE

THE HAMPER DRIVE IS AN EVENT CLOSE TO THE HEART OF THE ENTIRE ST. GEORGE’S COMMUNITY. IT BRINGS TOGETHER ALL OUR MEMBERS AND PROVIDES AN OPPORTUNITY TO MAKE A POSITIVE DIFFERENCE IN OUR COMMUNITY.

A HELPING HAND THE HAMPER DRIVE BY: PAT PACHCHIGAR

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SAINTS LIFE

HISTORY OF THE HAMPER DRIVE...

The Hamper Drive began as a Scout project under the leadership of Georgian, teacher, Scout Master, and Builder of St. George’s School, Geof “Daddy” Stancombe ’62. In the 1970s, some of the senior boys in the 34th St. George’s Scout Troup/Rover Crew were inspired to collect food items for six hampers. Over the next three decades, under the guidance of Daddy Stancombe, the Hamper Drive grew from a neighbourhood food can drive (continued today as the Harker Hall Reindeer Run) to the current school-wide operation that sees every student contribute in some way to more than 250 hampers each year. Geof’s zeal in rounding up corporate donors and fundraising is legendary and lives on in today’s annual Hamper Drive.

With Daddy Stancombe’s retirement, the logistics of the Hamper Drive were taken over by the inimitable Ed and Danette Mortimer. Danette worked to compile details about recipient families while Ed found donors for items from cardboard boxes to toilet paper to fresh produce.

He then rallied any willing volunteer to organize the Senior School gyms into one long production line, with stations of non-perishable goods, fresh produce, frozen turkeys, household necessities, toys for the children, and other items provided by generous donors. Many St. George’s families have fond memories of lining up with cardboard boxes to assemble the donated goods into hampers and then deliver them. It provided a great opportunity to meet up with friends, catch up with returning Old Boys, and make some new friends as everyone worked together. The community effort benefited thousands of families around the Lower Mainland.

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HAMPER DRIVE TODAY...

Following the retirement of Ed Mortimer in 2013, the Hamper Drive underwent another transition in order to better align with the School’s new Strategic Plan. Under the leadership of Santhe LeBlanc (then Head of Grade 8), and with the assistance of Alan Hesketh (Director of Residential Life), the Advisor Program was leveraged to engage the boys more fully and more directly in the preparation and distribution of the hampers and to provide more student leadership opportunities. Consultation with the agencies recommending recipients and the Food Bank, surveys of our community, and the application of technology led to the changes seen today, including an increase in fresh vegetables and more specific grocery items. We now serve families within Vancouver proper, focusing on schools in the Downtown Eastside with whom we work in programs like the Reading Bear and Backpack Buddies.

Every Advisor Group at the Senior School adopts two hampers, every Homeroom at the Junior School adopts three, and the remainder are adopted by Saints families. Each is filled with specific food items from a list created after the consultations with the Food Bank and agencies. This ensures every family receives the quantities they need and there is equity amongst all the hampers—an important consideration when we know several recipient families may live in the same building. A customized app tracks each hamper, verifying everything has been included and expediting the delivery process.

A committee of students and adults meets regularly to oversee logistics and coordinate all of the various activities that make up the Hamper Drive.

At St. George’s School we are committed to educating the whole boy, “Building Fine Young Men. One Boy at a Time.” The Hamper Drive is an example of how our School’s Core Values can be actively instilled by ensuring that all students have a role and understand their social responsibility as a global citizen.

Every student is involved in some form. Students as young as Grade 1 are responsible for bringing in items for their hamper. They feel a sense of ownership and take pride in putting together their hampers for their adopted families. There is education around poverty and social responsibility so that students gain a deeper understanding of the difference they can make. They learn financial literacy through the experience of shopping for their adopted families, and they are able to empathize with a family buying groceries on a tight budget.

At the Senior School, students practice many leadership skills to plan, communicate, and execute the event. They are involved in activities such as detailed event planning, responding to agencies, and asking for volunteers and donations.

During the first week of December, activities begin as Homerooms/ Advisor Groups are allocated their adopted families and students are given a list of non-perishable food items to bring in. Advisor Groups discuss various issues around the working poor, food security, and other poverty issues. Fundraising activities are organized so that each family can have a gift voucher, movie tickets for the teenagers, toys for the children, and much more. The Headmaster’s Office transforms into Santa’s Toy Workshop where students come to select presents for ‘their’ children. Boys take pride in wrapping up the gifts, anticipating their delivery with excitement. On the Thursday before the Hamper Drive, the Rowing and Rugby teams help transport Junior School hampers to the senior campus.

Classes end on Thursday, and Friday is officially Hamper Assembly Day. This is a community day, where families past and present gather together to assemble final items and verify all the hampers.

A walk down the hallways lined with hampers gives a sense of the magnitude of the need that we help alleviate. The atmosphere is magical; this is where we truly understand the essence of the festive season by giving a moment from our busy lives to those that really need it.

Then, finally, it’s Saturday: Hamper Delivery Day. Brunch is served by our Senior Leadership Team. Families that registered to deliver hampers arrive at their designated times. Volunteers help load hampers into cars and add the final items: fresh produce, rice, and protein as requested (turkey, fish, or soy). This year, families also received sets of towels, household essentials, and personal gifts such as woolly hats hand-knitted by an elderly neighbour.

Part of the magic of the Hamper Drive is the way different groups come together to participate in their own unique way. Whether it is the 34th St. George’s Scouts bagging fresh produce or the SGPA organizing hot drinks and snacks for the drivers, everyone takes ownership of their role and Saints’ community spirit comes alive.

The Hamper Drive provides us another perspective on the holiday season, and many of us look forward to it. It allows our boys to practice empathy for their adopted families through their understanding that although it is a season of joy, this time of year can also be very stressful for many families, especially those who rely on school-based meal programs.

It is my privilege to work so closely with the St. George’s Community to help organize the Hamper Drive because it touches the hearts of so many people. This single event brings everyone together—current Junior and Senior School families, alumni, past parents, and neighbours.

Each year, I see how this event improves. It truly reflects the ethos of our School in a practical way that the boys can reflect on, take ownership of, and build upon. The true spirit and generosity of the Saints community is very visible and makes this event one to be proud of, one where we can make a positive difference in our community.

This year, we delivered more than 260 hampers to families throughout Vancouver. The organizing committee would like to thank everyone who made that possible.

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SAINTS LIFE

LEST WE FORGET REMEMBRANCE DAY GRADE 8 CEREMONY BY: COURTNEY KLASSEN

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SAINTS LIFE

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THERE ARE FEW DAYS IN THE CALENDAR YEAR WITH THE SAME LEVEL OF COMMUNITY INVOLVEMENT AS REMEMBRANCE DAY. 16 | THE SAINT

It is a special day, not just because of the historical significance, but also because of the social aspects of the day. I look forward to Remembrance Day every year, as I know I will see Georgians and their families, as well as colleagues who have retired. It is always a great day to catch up with people and renew acquaintances.

The success of Remembrance Day as a large community event is not without its challenges. We are simply unable to accommodate everyone who wants to attend the ceremony in the Dixon Gym. For a number of years we had overflow seating in the auditorium, with a live video link so that all of our guests could still observe the ceremony. However, three years ago, we decided to make a change and moved the Grade 8s into the auditorium so that all of our returning Georgians and their families could have a seat in the gym.

Although it solved a problem for our larger community, it presented us with a new challenge.

Specifically, how to engage 140 boys in Grade 8 and keep them focused during a 40-minute video presentation? The simple answer is that we have added live presentations to make the day more meaningful for them.

SAINTS LIFE

The Headmaster has made a point of joining us in the Auditorium to speak directly to the Grade 8s before the beginning of the main ceremony. It is important to me that the boys know they aren’t just relegated to an overflow area for convenience, but that the day has been carefully planned with them in mind. Dr. Matthews explains the history of the ceremony, the Anglican roots of the School, and how the hymns and readings in the ceremony reflect and honour that tradition. This year, I invited four Grade 8 boys—Will Borritt, Matthew Brown, Ethan Chen, and David Medvedev—to share with us their experiences as Grade 7 students on the trip to France in Spring 2018. The boys showed us pictures of the battle sites, war memorials, and cemeteries from both WWI and WWII that they had visited. They told us the stories of the members of their extended families who fought, and died, in those wars. In order to have the day be meaningful, we need to hear those stories. After the boys spoke, I read a report from the School Archives about Robert Rose ’38. Flight Officer Rose (RCAF) was reported to have been in a plane crash in November of 1944. I read the report from July 1945 that confirmed the location of his crash and the identification of some of his personal items. I invited the boys to look at his photograph, and to try to understand the personal costs of war. With the final performance of Les Misérables having wrapped a little over 12 hours earlier, the stage in the auditorium was still set as a battle site in France, which probably amplified the message of the day.

With those personal touches completed, we switched on the video link and watched the main ceremony. From our separate place in the auditorium, we take part as best we can. We stand and we sing along with those in the Dixon Gym. We make the best of the situation, but it is a strange feeling to be singing along to the screen.

We lose out on the impact of hearing the trumpet play The Last Post from outside the northwest corner of the gym to mark the start of a period of silence, followed by The Rouse from the southeast to mark the end. We watched as Jonathan Chu read In Flanders Fields, the poem that is traditionally read by a Grade 8 student. This feeling of separation from the main ceremony was highlighted for me this year, when at the conclusion of Jonathan’s reading, the boys in the auditorium broke into applause for him—before suddenly realizing that it wouldn’t have been appropriate and, of course, that their peer wouldn’t know they had done it anyway.

I concluded the ceremony with a few thoughts and challenges directly for the Grade 8 boys. I asked them to not only listen to the stories they had heard, but to remember them and to make those stories part of their own larger narrative of St. George’s School.

These are the stories of their classmates and their teachers; these are things that they are now aware of as part of our collective story.

I reminded them of their responsibility to carry these stories on, to keep the memory of their older Georgian brothers alive. I asked them to remember that war is not over; it is not just a relic of the past. There is, unfortunately, still war today.

As Head of Grade 8, I like having a separate ceremony. It’s one more opportunity for us to develop the sense of community within the grade. It gives boys an opportunity for public speaking that they wouldn’t otherwise have. It is a special day, just for the Grade 8 boys and their advisors; however, it also pulls us away from the larger community that is gathered on that day. Although I have enjoyed running this day separately from the whole school, I do look forward to the day when we have a large enough space for everyone.

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FEATURE STORY

DESIGNING LEARNING 18 | THE SAINT

DESIGNING LEARNING

This issue of The Saint addresses a topic very near and dear to me—the education of boys and the powerful connection between learning and design. More than 30 years ago, when I began teaching at Upper Canada College, we never talked much about the fact that we were teaching boys and that as a boys’ school were uniquely positioned to meet our students’ learning needs. I learned over time, largely through trial and error, that boys seemed to learn differently and that some strategies and approaches worked better than others. I was struck, for example, by the importance of relationships and community in creating a positive environment for learning. I also learned that my lessons worked best when I varied the instructional strategies and engaged students directly in the learning process. The boys relished the opportunity to debate and discuss ideas, and they were particularly responsive when I made the learning more relevant to them by providing real-world connections.

Here at St. George’s, through our Strategic Plan, we have been focusing on our uniquely boy-centred approach to teaching and learning since 2010-11. At the outset, we began by defining our educational philosophy and by articulating how boys learn best. We then refocused our approach to professional development to make it more strategic and closely aligned with our educational philosophy. At the Junior School, inquiry and problem-solving emerged as a key focus, and at the Senior School, we supported our faculty as they broadened their instructional repertoire and developed expertise in a variety of areas particular areas, ranging from the Harkness method to design thinking.

In developing master plans for both campuses, we worked with Fielding Nair International (FNI), the world experts in school design, to implement two pilot projects—the Junior School’s Grade 7 Neighbourhood and the Senior School’s Social Studies Commons. These pilot projects allowed us to ‘test drive’ our thinking about the powerful connection between classroom design and the learning process, as well as boy-friendly furniture. Based on these experiences, we refined our thinking and proceeded with the renovation of the Junior School, creating new Neighbourhoods for Grades 4–7. These bright, dynamic, and highly flexible spaces reflect our vision of boy-centred learning, and they support varied instructional practices with a focus on collaboration and problem solving. For me, the most gratifying consequence of the renovation of the Junior School is that when I spend time in the new Neighbourhoods, I never see a boy who is not actively engaged in his learning. Similarly, I see teachers who are working collaboratively and who are employing varied, boy-centred instructional practices.

Having completed the renovation of the Junior School, we are now poised to transform the Senior School campus.

During the summer of 2018, the City of Vancouver unanimously approved our rezoning application, and in November, we submitted our development permit application for our first construction project. Designed by the world-renowned architect Art Gensler and consisting of three attractive and engaging buildings, this project will create a new heart for the Senior School. Gathered around an academic quadrangle reminiscent of traditional academic institutions, Phase I will include two L-shaped academic buildings and ‘Saints Hall’ which will function as a dining hall and assembly hall, as well as a community-gathering space for signature events such as Remembrance Day and Graduation. The Gensler design echoes the Junior School building through its use of granite, but is decidedly West Coast and 21st century in its design aesthetic.

In addition to various Departmental Neighbourhoods, the academic buildings will feature a spacious student centre occupying an entire floor. Functioning as the ‘go to’ place for the boys, the student centre will include our Learning Commons (library), quiet study areas, informal spaces for socializing, the Learning Support Centre, university counselling, personal counselling, the Heads of Grade, IT support, makers space, and an area for robotics. Moreover, throughout the two academic buildings, all of the learning spaces will be bright, spacious and interconnected, and they will allow us to continue the process of developing new programs and enhancing our approach to instruction.

In moving forward with this exciting project, it is important to note that we are not expanding the number of students on the Senior School campus. Our enrollment is fixed at 775. As well, no students will be displaced or in portables as a result of this project or any future phases. Similarly, the magnificent trees along 29th Avenue will be maintained, and we will always have two full-sized rugby fields in operation. Our goal is to transform the Senior School campus, but to do it in such a way as to ensure a smooth transition and exceptional learning experiences for all of our students, both current and future.

The support of the Saints community for the ONE Campaign has been nothing short of inspirational. We exceeded our initial goal and are well on our way to raising the funds required to finance the construction of Phase I. I would like to express my heartfelt appreciation to everyone who has made a gift thus far, and if you haven’t already done so, I encourage you to support the ONE+ Campaign in whatever way is meaningful to you and your family. Together, we are making a world of difference as we advance our Mission of “Building Fine Young Men. One Boy at a Time.”

DR. TOM MATTHEWS HEADMASTER

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FEATURE STORY

One+

THE FUTURE STARTS NOW...

ONE VISION. ONE SCHOOL. ONE CAMPAIGN.

THE CAMPAIGN LAUNCH BY: DAVE FITZPATRICK

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DESIGNING LEARNING

SOME PEOPLE LOVE THE EXCITEMENT AND ANTICIPATION LEADING UP TO THE HOLIDAY SEASON. SOME LOVE LOOKING FORWARD TO THEIR BIRTHDAY, THOUGH PERSONALLY I FIND THAT LESS EXCITING WITH EACH PASSING YEAR. WHEN I ARRIVED AT SAINTS AS THE NEW DIRECTOR OF ADVANCEMENT ON AUGUST 1ST, THERE WAS ONE GOLD STAR DAY ON THE CALENDAR THAT THE COMMUNITY WAS EAGERLY ANTICIPATING. OCTOBER 24TH! WHY YOU ASK? THERE WAS ONE VERY GOOD REASON: THE LAUNCH OF THE ONE+ CAMPAIGN.

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De facto ‘momma’ to generations of Boarders; Honourary Georgian; Robinson Distinguished Service Award recipient; retired Pediatric Nurse Practitioner; Provincial award winner from the Registered Nurses Association of B.C. for ‘Excellence in Nursing Practice’ during her tenure at St. George’s School.

MRS. NORMA J. PARKER R.N. (RETIRED)

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FEATURE STORY

THROUGH MY WORK IN OTHER INDEPENDENT BOYS’ SCHOOLS OVER THE LAST THREE DECADES, I HAVE COME TO KNOW ST. GEORGE’S REPUTATION AS THE PREMIER BOYS’ SCHOOL IN CANADA. It is known for an outstanding academic program, a wide range of high-level co-curricular activities, diverse student leadership opportunities, an elite though inclusive Games Program, a clear commitment to global stewardship, and an innovative cohort program in the Senior School. All of this, amplified by a focus on character and “Building Fine Young Men. One Boy at a Time.” With this reputation in mind, I recall my first visit to the St. George’s campus. The Junior School building with its heritage designation and Neo-Gothic stonework was so impressive. The West Coast Contemporary look of the Senior School, framed by perfectly manicured sports fields and backlit by the glow of the North Shore mountains left me awestruck. It led me to wonder, what more could be done to make this great School any better?

To borrow a metaphor from a parent I chatted with in October, we are running the “right software” for boys. There has been a corresponding effort to ensure we have the right “hardware” to support this. A tour of the Junior School reveals the renovations that have opened up the traditional structures to provide teachers and students with flexible learning spaces. This work is the result of the generosity of early donors to the ONE Campaign. We now know the reality matches the research. Our boys are learning better due to the right software and hardware in the Junior School. A careful and critical look at the Senior School reveals that this is not always possible in the outdated buildings we currently inhabit. This helped me realize why the date October 24th, 2018 was so eagerly anticipated.

I have now enjoyed the privilege of joining this community and have come to learn the secret to its success over 88 years. This community is replete with faculty, parents, alumni, staff, and students who are constantly striving to improve their already vibrant school. Among many examples, the most notable is the transformation of pedagogy.

Based on extensive research, some through the International Boys’ School Coalition, and some tested in pilot projects here at the School, we now know more about how boys learn than ever before.

Gone are the traditional models of quiet boys locked into desks in straight rows while the teacher pontificates from the front of the room. Gone are the passive–and often politely disengaged–learners of the past. Spend 10 minutes walking our halls today, and you see active, hands-on, minds-on, flexible instruction methods. You will observe teachers presenting material in a variety of different ways to reach different types of learners. You will see boys as active participants in their own learning. In short, you will see the best version of teaching for boys.

The evening to launch the public phase of the ONE+ Campaign was planned as an opportunity to share exciting news with the whole community and to clarify the vision behind the ONE+ Campaign.

The great news included the granting of rezoning approval by the City of Vancouver, allowing us to maximize the spectacular parcel of land on West 29th at Camosun. Additionally, we were excited to share the architectural vision that resulted from the collaboration of the internationally renowned firm Gensler and our local firm, IBI Group. This team truly listened to the School’s programming group and designed spaces to support the pedagogy we know works for boys. Finally, we were excited to announce that this campus transformation can be achieved with philanthropic support of $100 million and that we are already past the halfway mark due to the generosity of donors to date.

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At the reception, I met a pair of Georgian parents who were happy to be back at Saints to learn more about the campaign progress. As a couple, they commented on how well Saints prepared their son for

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the life he is now living as a young adult. Following the presentation in the theatre, the father was beaming with pride. He was so enthusiastic about the new plans for the Senior School, he shared a comment that will stay with me. He observed, “You know, many years ago, as new parents to the School, we contributed because we were so happy to be welcomed into this community. As our son progressed through the School, we gave because we were so pleased by the opportunities the School provided him. Now, we give to the School because… we are just a part of the community.” This reminds me that we all give for different reasons at different times, but fundamentally, schools are truly about building community.

A final image I will share cannot be captured in words and I encourage you to look it up online. If you search onesaints.ca and watch the ONE+ Campaign Launch Video, there is a moment when

the students were given a sneak preview of the renderings for the new buildings. Their eyes widen, their faces break into massive smiles, and one boy even pumps his fist, “Yes! This looks like Saints.

The NEW Saints!” We are reminded that all of our work, all of our collective generosity and effort is towards one singular goal: to provide the best possible learning environment to our students.

Thank you to the hundreds who were able to join us on October 24th. Thank you to all of you who have already committed to the ONE+ Campaign. You are making a difference in the lives of future generations of fine young men. If you wish to learn more about this transformational time at St. George’s, please reach out to the Advancement Office; we have many more stories to share about how you can make a significant impact as a member of this remarkable community.

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THOUGHTS FROM

ART GENSLER

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I’M ART GENSLER, I’M AN ARCHITECT. Fifty-five years ago, I started a firm that’s now the largest firm in the world doing design work.

I’m just a person who loves architecture and loves the impact design has on people. I believe that power of design can create a better world.

Our firm just recently finished the Shanghai Tower–the tallest building in the world. [It’s] 127 stories tall, [and] quite an amazing building. I thought this was a very challenging and opportune chance to create a really special facility for a great school. I like to work with the best, and clearly St. George’s is the best of the boys’ schools in Canada, and maybe even in the world.

The experience I’d like students to have is to feel [the campus] is part of their home. It’s a place they look forward to [coming to], a place they enjoy, and a place [where] they feel they can accomplish what they want. We’ve created an environment, I believe, that different students can proceed at their own rate.

Certainly, St. George’s will be one of my favourite projects.

As transcribed from a June 2019 Interview.

Gensler is widely recognized as the world’s leading collaborative design firm, not just the largest. The ability to work together as an integrated team extends to their collaboration with their clients as well. With the design industry’s deepest bench of expertise, matched with experience gained by working across the global economy, Gensler is the perfect match for a world-class institute like St. George’s School. We are incredibly excited to be working with them on the next chapter of Saints.

If you would like to know more about this project, visit onesaints.ca or contact: DAVE FITZPATRICK Director of Advancement dfitzpatrick@stgeorges.bc.ca 604.221.3881

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SUPPORTING BOYS’ LEARNING. ONE BUILDING AT A TIME.

A BRIEF HISTORY OF THE DEVELOPMENT OF ST. GEORGE’S SCHOOL’S FACILITIES IN SUPPORT OF STUDENT LEARNING BY: NEIL PILLER ’85 (INHABITANT OF THE SCHOOL’S BUILDINGS SINCE 1974!)

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WITH THE SCHOOL ON THE CUSP OF COMMENCING A $100 MILLION-DOLLAR FIRST PHASE OF THE SENIOR CAMPUS REDEVELOPMENT, IT IS HARD FOR MANY OF US TO IMAGINE THE SCHOOL’S EVOLUTION FROM A FARMHOUSE ON THE EDGE OF WILDERNESS TO WORLD-CLASS INSTITUTION. When the School’s doors opened for 24 students in January 1931, grandiose facilities were far from most people’s minds. The large Mather farmhouse, recently acquired by founding Headmaster Captain Danby Hunter, was everything the School needed and all they could afford.

Unlike other purpose-built schools of the time, the farmhouse was the perfect home for a school founded with a ‘make-do’ mindset. In addition to room for classes and boarders, Block 60, as it was known, offered room for future expansion and a sports field. The plan for educating the boys at that time was somewhat organic, like the building itself. The School’s masters were predominantly from the United Kingdom and the unwritten curriculum was mostly an interpretation of the British system with some US and Canadian influence. In his history of the School, third Headmaster Douglas Harker recalls the nature of the academic program in the 1930s: academic standards were low. One of the several reasons for this weakness was the belief that the sole and exclusive function … of the independent school was “character building”. And that the syllabus could be readily subordinated to cultural or athletic activities. Little attention was given to the learning potential of a prospective student…. Though English methods of education, having been developed over many centuries, were often superior to Canadian methods, their application at St. George’s at that time was haphazard. Staff members received little direction. Students were not required to do homework.

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As the student population grew and funds permitted, a gym with classrooms above and a chapel adjacent was added. This was later followed by an assortment of smaller buildings and additions, including a science/music building and a subterranean library. The architectural “style” could be generously described as eccentric west coast farmhouse. The only real element of consistency was in the exterior building colours. The classrooms themselves mostly offered natural light, basic shared worktables, and, in some cases, folding wall partitions. The educational delivery was largely teacher-centred and made good use of available textbooks.

Discipline was heavy-handed. Students of the early decades may not have been the strongest academic scholars, but they did have manners and good character. The focus on character was as much a byproduct of sports and other extracurricular undertakings. Basketball and Cricket were founding sports and Rugby later gained favour. Scouts, Cadets, rifle shooting, and school plays all did their part to create fine young men. Boarding was an important part of the School and students as young as eight or nine called the School home for much of the year. Dorms were located on the uppermost floor of the farmhouse, but showers were in the basement. Later, after the new Senior School classroom block was built, the classrooms above the gym became dorms. Always short for space, the School began renting, and later buying, the houses in the adjacent half-block on both West 29th and West 30th Avenues. These boarding houses each lodged a group of boys and a “house parent”, often with their family. The neighbours frequently protested this use of residential homes as dormitories and the City just as frequently threatened their closure.

Short-term exemptions were granted, but there was little certainty that boarding could continue in this manner.

The opening of the new Senior School on Block 60 in 1959 was a big turning point for the School. Senior School students would now be educated separately from their younger counterparts. This modern 28 | THE SAINT

and minimalist design was simple and utilitarian. Officially called the “New Classroom Block”, it quickly became known by the boys as the “Cell Block”, a name that stuck until its demolition in 1980.

The concrete and cinder block structure had changerooms on the partially sunken first floor and two levels of classrooms above, with five classrooms on each floor. The rooms all offered natural light and generous spaces, but the finishes were spartan and cold. The building was metaphoric for the education of the time. Instruction continued to be teacher-driven and the academic standards were rather low. The creation of the new school allowed for the much-desired segregation of junior students, who continued to be taught in the older rabbit-warren-like buildings.

Not long after the new Senior School was built on the original Block 60 property, permission was received from the Province to build on the University Endowment land property that previously had been leased, then purchased in phases, from the Jesuit Brothers.

This land, known as Top-Side, had been used for playing fields for a number of years and was, at the time, outside the jurisdiction of the City of Vancouver. The process to receive permission to build was both complex and political. In the end, the School’s wishes prevailed and a design was created by Matthew Sharp, a graduate of 1940.

Sharp envisioned a low, modern, west coast-inspired building in the vein of Frank Lloyd Wright designs. The building included a wood hip roof with generous overhangs and was crafted of local materials, primarily wood, stucco, and some exposed aggregate concrete. It was a two-level building with the lower level partially underground and a square floor plan that framed an outdoor space named the John Harker Quadrangle. This new Senior School opened in 1965 and included a two-level library, a dining room overlooking the gym below, and science labs. The classrooms were not large but were adequate for the classes that were typically between 20 and 25 students. The building cost significantly more to build than expected, but the result was impressive. Unlike most institutional

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school buildings, the new Senior School was approachable and non-intimidating. Its low lines and materials blended with the surrounding residential setting and the adjacent forests. At the opening ceremony, John Harker, the former Headmaster made the following remarks: I have always believed bricks and mortar are the least important part of a school yet the requirements of today’s curriculum are such that we can no longer be adequate without improving our premises. o we march forward not without apprehension, I may say.

S Routines which have existed over many years will have to be changed. Tradition must be adjusted. One thing will not, and must not change, and that is the spirit of the School. We must not grow too big to be concerned over every boy who attends it, or too serious to laugh at the many funny things which happen, and which doubtless will continue to happen…

With the senior students now up the road at the new campus, the Junior School and boarding program had full run of the original site. The cinder block classroom became the new Junior School classrooms and the science lab, art room, music room, library, and one Grade 4 classroom occupied the adjacent older building. The Mather farmhouse continued to house administration, dining, and boarding. The gym and chapel also became amenities of the Junior School, until the boarders arrived for evening activities.

The first addition to the new Senior School was an outdoor swimming pool, that later, in winter months, would be covered with an inflatable bubble. While some thought that spending that money was an unnecessary luxury, to its promoters it represented a further investment in a broad and powerful Athletics Program that rounded out the School’s character education focus.

The Senior School quickly became the perfect foundation for new Headmaster Alan Brown, a graduate himself in 1954, to start shaping a new academic program. Brown, a strong academic, was

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determined to steer the School towards a program of academic excellence. The classrooms themselves were fairly utilitarian and were mostly furnished with rows of individual metal desks facing the blackboard. Brown was keen to develop the learning opportunities and classroom environments. One of his first improvements was the conversion of the underutilized Student Center into a Fine Arts Centre. This new facility included a large art room, photography dark rooms, ceramics space, and more. One of his innovations in the summer of 1973 was to have all the classrooms carpeted. Brown claimed that, “this is not a frill…Carpeting leads to a much more effective teaching situation, improves acoustics, and induces the student to show more respect for his surroundings.” Even in the 70s, Brown was focused on enhancing the learning experience.

Instruction remained teacher centred and December and June exams ensured that students could recall the necessary knowledge.

A highlight of the Senior School design was the central open-air Harker Quadrangle. Though not itself used extensively by students, it provided natural light and fresh air to the hallways and dining room that adjoined its sides.

In addition to academics, Brown would continue to place a strong emphasis on character development and supported a number of enabling programs in the arts, athletics, and outdoor education. The second addition to the Senior School was the Performing Arts Centre, opening in 1975. This modern facility became the backbone of the School’s Theatre and Music Programs. Though updated in 2003, the core of that building remains today. From shortly after its opening to today, the most common thread at the Senior School has been a constant string of renovations and additions. The most significant project, in 1984-85, was the reworking of the entire building to enlarge classrooms, fill in part of the John Harker Quadrangle with a new dining area and library, and to provide new science labs, a new indoor pool, and the large new gym. Subsequent projects through the 1990s and 2000s included filling in the remaining outdoor areas with McLean Hall and the Great Hall. While both projects provided much needed space for a growing school, they came with a price.

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With both courtyards eliminated, natural light and fresh air became limited. Many classrooms and hallways became inward facing and the connection to the outdoor environment was lost. Throughout the various projects, mechanical equipment and fire suppression systems were also added. The bi-product of these systems was the lowering of ceilings in hallways and many other areas. What had once been welcoming spaces with windows and fresh air became claustrophobic and dark. Perhaps the Senior School had been renovated so far that it lost all that originally made it so functional and appealing. The growth from 375 Senior School students in the early 1980s to 775 students in 2010 had stretched the original design, even with its renovations and additions, to the tipping point.

While the Senior School was going through its growth and metamorphism, exciting things were also happening at the Junior School. In 1978, the School’s Board was offered an opportunity that they weren’t expecting, couldn’t really afford, and couldn’t refuse. The Convent of The Sacred Heart had come to the decision to close their all-girls day and boarding school in the 3800 Block of West 29th. Opened in 1912, “The Convent” was an imposing Gothic Revival building situated on a site that was twice the size of the Block 60 property. The School took the plunge, and in 1979 the Junior School and Boarding moved to the Convent and the old Block 60 site was sold. This provided additional space to expand the Junior School both in size and program, and solved the uncertainty that had plagued boarding for years.

The Junior School has also seen many renovations over the year.

An initial renovation of the entire building was later followed by fire suppression and seismic upgrades, and a new larger gym. In 1993, Harker Hall Residences were built on the junior campus, allowing the Junior School to expand to all floors of the main building. These projects have continued with significant roofing, stone repointing, seismic upgrading, and, most recently, the creation of new Grade Neighborhoods. The original convent building stands proud, and it will doubtlessly continue to be a crown jewel in the School’s facilities for decades to come.

In 2010, under the direction of new Headmaster Tom Matthews, the School began to re-imagine what boys’ education might be. With the rapid changes occurring in the world, educators had broadly been re-examining what education might look like in the 21st Century. And within that, experts on boys’ education were looking specifically at how to best engage and support boys to maximize their success.

Research was showing that as education was changing girls were achieving more and more, but boys were reaching new levels of underachievement. While critical thinking, collaboration, and inclusion of technology were becoming more and more important in education, boys as a whole were actually becoming less engaged.

St. George’s sought to understand what role an all-boys school could

play in supporting the success of boys and preparing them for a rapidly evolving and complex global landscape. Most of the findings were not revolutionary, and many supported the unique benefits of an all-boys education. The importance of character education and of activities and instructional strategies that supported boys’ needs for being active, competitive, and appreciated led to a more project-based and student-centred form of instruction. Teaching began to shift from being a teacher-centred undertaking to one where boys were challenged to be the centre of their own learning.

Students began working with their peers to research, create, share, teach, and support each other. New programs were developed at both Junior and Senior Schools, and a new emphasis on professional educator growth was begun under the direction of the new position of Director of Learning.

A significant discovery from all the research and revised instructional pedagogy was the understanding that the teaching spaces themselves were becoming an obstacle to student learning. Spaces were not supporting the variety of ways that students needed to learn. Students were no longer learning in neat rows. Rather, learning was becoming less orderly and predictable. Students were now found in the halls, stairwells, and other breakout spaces, creating their own learning environments. Once given instructions by their teacher, they were individually and in small groups seeking spaces for their own learning. This led to pilot projects at both campuses to try new configurations of spaces and new types of flexible, student-friendly furniture. The Social Studies Commons at the Senior School and the Grade 7 Neighbourhood at the Junior School were the first areas to try these new ideas. Lessons were learned and the ideas spread. The School has now created exciting new neighborhoods for Grades 4-7 and utilized furniture and other strategies to support Grades 1-3. At the Senior School, new furniture has been employed to better support students and teachers, but the spaces themselves remain a barrier to complete implementation.

After consulting a variety of educational and architectural experts, it became clear that the Senior School was not going to be salvaged with another renovation. As in 1965, the time had come for a fresh start. It has become evident that the best use of the existing Senior School is to continue to house students as the School embarks on a phased build of an entirely new school. New buildings are more cost-efficient to build, meet the highest energy and seismic standards, and allow for the creation of spaces that are flexible and engaging. While we have no certainty about what the future of education might be, we do know that spaces that that are easily adaptable and provide open, bright spaces with strong connections to the outdoors will support the changes ahead. The School is excited that in just a couple of years students will once again be learning in a fourth, new, St. George’s Senior School.

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AS I WALK THROUGH THE HALLS OR VISIT CLASSROOMS, I AM OFTEN STRUCK BY HOW MUCH FULLER AN EXPERIENCE OUR STUDENTS ARE HAVING IN COMPARISON TO MY OWN. For me, as with many of you, my elementary and high school years were characterized by reading, writing, and arithmetic—“the three Rs”. There was a strong focus on memorizing content and much less emphasis on the development of skills and the process of learning. It was about passing tests by regurgitating information back to the teacher to prove you had absorbed it. Our education system was modelled on passive consumption appropriate for the factory model that was relevant to the last century.

LEARNING HAS CHANGED BY: SAM JOHNSTON

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Today’s students are growing up in a highly interconnected and rapidly changing world—a vastly different information and communication landscape than the way things looked for previous generations. Learning is different. It’s active. It has to be. While the three Rs continue to serve as the foundation for today’s curriculum, how the subject matter is delivered and the emphasis placed on what students do with their knowledge looks different.

A St. George’s student today has more information at his fingertips than ever before, and technology is providing unfettered access to information and a wide array of tools to express his understanding.

Thus, the emphasis naturally shifts to how students can critically engage information and communicate their ideas.

To respond to these changes, teaching needed to change. Instruction needed to become more active. St. George’s has been incorporating a variety of strategies that engage students beyond the absorb, repeat, absorb, repeat cycle. You may have heard your son talk about a discussion he had in class recently. Sometimes called Harkness, these are discussions with a particular style that involve students in a round-table debate of issues and ideas. These discussions are structured to maximize students’ voices and minimize the teacher’s voice. Instead of focusing on the memorization of where and when something happened, boys apply the principles they are studying to their own lives and discuss issues that are meaningful to them, all the while developing strong communication strategies.

In the same way, we are focusing student activities around their interests. Through inquiry and project-based learning, students are actively engaging with their studies from a context that is relevant to them. Students develop important skills to discover and analyze information and communicate their ideas. This methodology stems from the idea that students learn best when new information connects to their prior knowledge and experience. Our long-term goal is for students to develop their curiosity; we give them the skills to continue learning throughout their lives.

While we are implementing new strategies to enhance student engagement and focus on active learning, the challenge for our School is not to lose touch with what we value as educators. We know literacy and numeracy are still very important—even more so with the vast amount of information we have access to. At the same time, we must embrace the importance of the skills that are at the heart of being a successful student and ultimately a global citizen.

These skills aren’t limited to one subject; they are interdisciplinary.

These skills are active. At St. George ’s, we call them our Core Competencies.

To equip our students with the skill set needed to creatively engage with the global challenges we currently face, St. George’s has established six Core Competencies. Core Competencies are sets of intellectual, personal, and social-emotional proficiencies that all students need to develop in order to engage in deep and lifelong learning. It is imperative that our students develop an awareness of themselves and are exposed to others so that they expand their spheres of understanding to incorporate larger and larger circles of community. Their development of a Global Stewardship perspective follows this expansion of understanding and perspective and adds to it the orientation for action.

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IDENTITY: Self-awareness. Knowing yourself. Knowing your strengths and weaknesses as a learner. Having confidence in your own abilities.

Intimately tied to the Core Values of Integrity and Resilience, Identity is understanding what makes you, you. It is the core of who you are, your mindset, and the foundation upon which you build your future.

Developing this is the first step in developing independence and becoming a fine young man.

PERSPECTIVE: Awareness of others and the interconnectedness of all living things. A sense of the bigger picture. Connected to the Core Values of Empathy and Respect, it takes Perspective to understand that your point of view is one of many. It is the desire to learn more and to understand others more fully. It involves the appreciation and awareness of different economic, social, cultural, political, and environmental views. Perspective helps you understand our shared humanity and the pursuit of justice for all. It involves the ability and disposition to consider the interdependence of people with each other and with the natural environment; to contribute positively to one’s family, community, society, and the environment; to resolve problems peacefully; to empathize with others and appreciate their perspectives; and to create and maintain healthy relationships.

LEADERSHIP: Orientation towards contribution. Derived from our Core Values of Responsibility and Humility, Leadership is the mindset that moves intention into action and requires that you take responsibility for your own actions. It is care and concern for the wellbeing of others that inspires you to make the world a more equitable and sustainable place. Leadership is making a positive difference in your community.

INQUIRY: Curiosity and inquisitiveness. The desire to learn more and to better understand our reality. The need to question, to challenge the status quo, to reflectively engage the current situation. Critical Inquiry is the development of reasoning and the tools that allow you to seek out information and engage in making conclusions based on findings.

CREATIVITY: Generative thinking. The ability to create new ideas or connect concepts in new and interesting ways. The capacity for flexible thinking and the ability to change tactics as strategies become more or less effective. Creative Problem Solving encompasses the skills to dig into a problem or issue, develop a solution, and test the solution with the Resilience required when you don’t get it right the first time.

COMMUNICATION: The ability to exchange information, navigating a variety of different media. The key to collaboration, Communication is your ability to share your ideas and to listen to the ideas of others with Respect and Humility. It is a fundamental skill in connecting and building relationships. Communication requires that you are able to exchange ideas effectively, through different modes, with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.

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These Core Competencies are the common thread that weaves our School together. They aren’t limited to specific classes or activities.

You can find them in Math class, and English, in the Art Studio, and on the rugby field. They are the skills we are aiming to develop as we create integrated programs that provide experiential education opportunities for our students, programs that have students focused outside of themselves and the content of a single course, like the Grade 10 Connect Cohort. One of our Cohort students, Deven Jessa ’20, sums it up best:

WHILE WE ARE IMPLEMENTING NEW STRATEGIES TO ENHANCE STUDENT ENGAGEMENT AND FOCUS ON ACTIVE LEARNING, THE CHALLENGE FOR OUR SCHOOL IS NOT TO LOSE TOUCH WITH WHAT WE VALUE AS EDUCATORS.

I remember when I was in Connect, our whole year-end trip was going to Tofino. I think learning outside has its benefits and we don’t do it enough. In Connect we were learning about Tofino and some of the issues they were facing. By talking to the locals and being there physically I learnt more than I ever would have from a PowerPoint.

When we went sailing, we got to see marine wildlife first hand, and how their lives are becoming endangered. It gave the class an emotional attachment to the area and propelled my learning in a direction I never thought I would be able to explore. It was refreshing and a way of learning that doesn’t get tapped into as often as it should.

This is a perfect example of why the change in education is so exciting, and why I feel so fortunate to be the Director of Learning at this time in history. Barriers are being broken down, and students are being engaged in what they are passionate about. We are providing avenues for students to find their purpose and helping them develop the skills they need to realize that purpose. It is a great time to be an educator and a great time to be a student. Although the world continues to be a complex and problem-filled place, I am optimistic that we are preparing students to be able to grapple with these problems and leave the world better than they found it.

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DESIGNING LEARNING @ THE SENIOR SCHOOL BY: GARY KERN

The Senior School is focused on providing a program that prepares our students for success through Grade 12 and beyond. During the past few years, a number of adjustments have been made to the academic program with the goal of aligning our practice with our School’s Strategic Plan. Academic engagement and relevance—built upon a foundation of strong relationships— looks different at the Senior School, and a number of new programs and small changes are helping us achieve this goal.

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The Senior School is built upon a model of specialist departments as students work through an eight-course timetable. This model is common to most Senior Schools, as students benefit from teachers that are passionate and knowledgeable in their subject area who are able to work within their department to develop learning plans that span from Grade 8 through Grade 12. However, one of the challenges of this model is that students have eight separate teachers, and making sure all the courses work together can be difficult.

Enter the Grade 8 and 9 teams. Starting in 2016-17 (Grade 8) and in 2017-18 (Grade 9), a team approach has been developed to both support students with their transition to the Senior School and to provide consistent expectations between departments. Students are placed into a class “team” and stay together for three of their eight classes. Science, Social Studies, and English courses are shared with a group of 20 students. This modified approach allows the younger students to benefit from the Senior School model of expert teachers while also promoting meaningful bonds within a close-knit learning group. We have reduced the number of teachers in Grade 8 and 9 and these teachers share the same teams of students. It isn’t uncommon to see a Socials 8 teacher talking with a Science 8 and English 8 teacher about a student and how to cohesively support his learning. Or to see three English 8 teachers meeting to figure out what supports all the Grade 8 students need in an upcoming unit.

This type of collaboration has supported our students where they need it most: common homework expectations, common learning across disciplines, and a real ability for the students to be known by these teachers. Through the Grade 8 and 9 teams, we have been able to take the best of the Grade 7 model and adapt it to a Senior School program.

As students leave Grade 9 there are exciting opportunities available at the Grade 10 level. Half of our Grade 10 students are now part of one of four cohort programs. A cohort program is a collection of classes (on one day) that allows the students to engage in their courses using a particular lens or perspective: Discovery (Outdoor Education), Express (Theatre Arts), Connect (Global Leadership), and Fusion (Science, Technology, Engineering, and Math). The cohort model is based on the success of Discovery, which has provided an amazing outdoor education experience since 2001 using a model of a single group of 20 students working with a small team of teachers. Discovery has an experiential learning experience, provides a residential experience, blurs the lines between various departments, and teaches curriculum with a specific lens. These characteristics were identified as a key ingredient in creating an engaging and relevant experience, and in 2015, Connect 10 was introduced to the School incorporating the above characteristics, but this time using a Global Leadership lens. In 2016, Fusion and Express were added. In each of the cohorts our students culminate their experience with a two-to-three week residential experience where they are fully embedded in learning through their specific lens. Today, we are seeing the success of the cohorts through the graduates of each of the programs. Frequently, graduates of our cohort experience cite their Grade 10 year as their most memorable and impactful time at the Senior School.

For the remaining Grade 10 students and for everyone moving

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into Grade 11, finding a way to provide our students a relevant and engaging experience became necessary. Thankfully, the new BC Curriculum provided us with the perfect platform to provide this experience within our Graduate Program (courses in Grades 10-12 necessary for graduation and university applications). Beginning this year, all Grade 10 students are enrolled in one of four English 10 classes with the goal of completing an independent research project in the Spring of 2019. The independent research project is an extension of the Junior School’s Inquiry Project and provides our older students with a platform on which to form a question, research a solution, and present it in an academic format. Similarly, in Grade 11 all students complete Social Studies 11–which now has a revamped curriculum and further focus into an independent research project. The capacity for students to engage in an area of their choice, combined with their academic research skills and the opportunity to present their findings in a formal format, will help create a capstone experience that started way back in their Junior School years.

All of these opportunities can’t happen without a strong relationship between our teachers and students. Success at St. George’s is meant to be challenging, but also attainable. Our students need a positive role model and to know they have an adult who is their advocate. These relationships happen in multiple ways at the Senior School, and often the strongest relationships are formed when teachers or coaches work together on a project or team that is of high value to the student. We have also rejuvenated our Advisory Program with the goal of ensuring every student is known and has an advisor through their time at the Senior School.

Each student is assigned an advisor who is intended to stay with them throughout their time at the Senior School. This model is designed to provide a consistent adult in our students’ lives and to provide a long-term perspective for our students. New this year is the use of data to develop a full picture of each student. As of January 2019, all students will have access to a Student Profile which will capture the key indicators of their engagement and success at the School. Attendance, achievement, co-curricular involvement, leadership, service, and community involvement are key indicators of our students’ success, and through the profile we hope to help our students and their parents understand their areas of strength and areas of growth as they journey through the Senior School.

Data helps us to better know our students. Our 5th Block model was developed to ensure our boys, who often have multiple demands on their time, find the support necessary to stay on top of their academic responsibilities. You will see students in 5th block completing assignments missed because they were part of the Senior Play, or writing a test they missed when they were competing with our First XI soccer team, or simply dropping in to find a quiet place to stay on top of their studies. The Student Profile data is one piece that helps us have relevant conversations with our students and to understand how they are adjusting to the demands of the Senior School.

There have been many changes to the Senior School community and we are seeing our students rise to the challenges they face. Our boys have significant support and we continue to make changes to build a living learning community that ensures all of our boys are engaged, known, and achieving.

DESIGNING LEARNING

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FEATURE STORY

To tell you the truth, the Grade 7 Neighbourhood was a giant experiment. As Grade 7 teachers, we wondered how our teaching would change if we conducted our classes together, all teaching beside each other. What if we shared space and could watch teaching and learning happening around us? How would it affect our teaching practice?

Our ability to understand the boys? To collaborate?

A NEIGHBOURHOOD IS MADE OF CONNECTIONS

BY: KARYN ROBERTS

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DESIGNING LEARNING

INTRODUCING OUR NEW

JUNIOR SCHOOL PRINCIPAL September 2018 marked the first year of my new appointment as Principal of the Junior School. I began my teaching career in Yukon in 1984. After many years there, I moved to Vancouver and in 1999 joined St. George’s Junior School as a Grade 5 homeroom teacher.

I became the Deputy Principal of the Junior School in 2007 and held that role until I was selected as Principal following Mr. Devenish’s retirement.

I am frequently asked what is so special about St. George’s Junior School. The answer is quite simple: it’s the relationships that are formed.

These relationships thrive between boys, between boys and faculty, and between faculty and faculty. The School fosters collegiality and an ability to take risks with the understanding that failure is necessary in order to grow and learn. The bonds formed at St. George’s help shape each person they touch and support them in their future endeavours.

On the topic of partnerships and connection, I am beyond honoured to formally introduce my Associate Principal, Karyn Roberts. Ms. Roberts is an impassioned, enthusiastic educator who spent a number of years as the Head of Grade 7 at the Junior School. Ms. Roberts helped shape some of the thinking behind our new Grade 7 neighbourhoods, and her experiences with students and her fellow teachers have aptly prepared her to take on the position of Associate Principal.

STEPHEN STURGEON JUNIOR SCHOOL PRINCIPAL

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FEATURE STORY

Our curiosity got the best of us, and we needed answers. As a team of teachers, we were tackling the Science Fair, a project the Science teacher initiated on his own. The boys enjoyed doing their science experiments, but he found they didn’t know how to write a scientific report. They couldn’t graph data because they never used spreadsheets. They struggled with presenting their projects and were unsure of what to say. The result was that the Science teacher spent the better portion of Term II working in isolation with the boys, trying to coach them through the project.

THERE HAD TO BE A BETTER WAY.

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DESIGNING LEARNING

On the spur of the moment, and with a bit of a fear of rejection, I popped my head into the Science teacher’s office. “I was wondering about the scientific written report.” The Science teacher’s head snapped up, eyebrows raised. “I was thinking,” I continued, “maybe I could help the boys during our Language Arts class with their outlining and writing. If it would help, I have some great outlines and graphic organizers they could use,” I added. From behind his desk, the Science teacher’s face broke into a wide smile. He was in. Like clockwork, the Socials teacher jumped on board. One day during lunch he casually mentioned that he was working on gathering research. “Maybe it’s something that would be useful for your Science Fair?” he asked. We all looked at each other and knew we had something good on our hands.

We carved out time for a meeting of the minds: the teachers of Science, Socials, Math, and Language Arts all gathered around the same table. We threw out ideas, some better than others, of how we could all work on the Science Fair and help share the load. It turned out that the project would need to change to be a little more flexible: it would be about Science, but also Math and Language Arts too.

There would be a lesson on collecting data in Science, and one on displaying data, too. The learning, it seemed, would be leaking into all of the classrooms—not just the science lab. We required a space that could work for the kind of teaching and learning we were imagining.

And so, a plan was written. Blueprints were drawn and pitches to the powers-that-be were made. And of course, St. George’s (a place that fosters self-determination, risk-taking, and curiosity) said, “Yes!” They would look at our plans, hire actual architects, and examine different furniture options.

When the Neighbourhood was finally built, the teachers quickly realized that there would be no more “one-size-fits-all” learning.

Suddenly, we had access to spaces that could get messy, a room

that had whiteboards covering half of its walls, a cozy little space outfitted with giant bean bag chairs that we later dubbed ‘the cave’, not to mention all the useful hallway space we could use as breakout areas. We had the world at our fingertips and our curiosities grew.

Could we try a deskless classroom? Could my Language Arts class collaborate with your Science class? The Neighbourhood changed our teaching. Suddenly we were all sharing the same office so collaboration occurred organically. We were no longer teaching in isolation as everyone could see what and how we were teaching.

We were a cohort of teachers, not bound by a single subject, with the ability to take risks and try things we hadn’t imagined before.

It wasn’t instantaneous. We slowly grew as a team by watching each other teach across the Neighbourhood. In our shared office, we could have in-the-moment conversations when inspiration hit or someone needed some teaching advice. In any classroom space, we could see other teachers at work—writing on a whiteboard, sitting with a small group of boys, intensely constructing something with a pair of students. We began having more conversations about the boys. Instead of four distinct homerooms with a teacher attached to each, we began looking at the grade as a whole with each teacher developing relationships with the students. The space was playful, and we became playful with it.

The Grade 7 Neighbourhood (and every neighbourhood at the Junior School) is a perfect balance of work and play. Boys are making mistakes and constructing their learning. Teachers are taking risks and developing amazing projects that tackle real-world problems.

They are teaming up with other teachers for cross-grade projects.

The Neighbourhood is a place to collaborate, communicate, and create. I find myself hustling up the stairs every day, wondering what new and exciting thing my boys and I are about to discover.

And wouldn’t you want to be part of a place like that?

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FEATURE STORY

DESIGNING LEARNING STUDENTS’ PERSPECTIVES BY: ALEX YANG '13

I REMEMBER RUNNING AROUND THE WOODS BEHIND THE JUNIOR SCHOOL IN GRADE 2 WITH MY BUDDIES, scavenging for twigs, rocks, and debris. We would all regroup after the hunt with our collection, stacking bits and pieces to build our latest fort. Some days, we would carve channels into the hillside, redirecting rainwater with dams we would construct along the way.

I remember building skyscrapers out of coat hangers and textbooks in Grade 7 with Mr. Shin—each week he would challenge us to build taller, longer, or stronger contraptions with what seemed like less and less materials. I remember carving cavities and organs into a chunk of foam, assembling the pieces to construct a diorama of the human digestive system for Grade 4 science…and I remember the look on my mom’s face when she saw me still in my uniform, caked in yellow foam flakes.

I have so many fond memories from my time at the Junior School, and very many of them involve the act of tinkering and building.

These early tendencies to create have no doubt shaped my path into engineering and medicine, and instilled in me a love for building technologies that improve human health. But in my time since Saints, I’ve come to appreciate that the School’s gift to me was far more than an early inspiration to innovate. Its gift was also a spirit of collaborative building.

About a year ago, I walked through the Junior School for the first time in many years and was reminded of this spirit, now more alive than ever. The new Grade 7 neighbourhood was up and running, teeming with energy. The first thing I noticed was the incredible amount of space.

Gone were the days where you had to weave your way through desks to get to the other side of a room. Instead, the space was home to a medley of seating options—a sofa on one end of the neighbourhood, larger seating pods for a cluster of students in another area, and a large amphitheater for the whole class. There was a big cluster of students around one of the seating pods in the corner, all eagerly peering over a single laptop and discussing a problem. Students were crisscrossing the neighbourhood, some to

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check in on a friend, others to ask the teacher a question. Many more were scattered around the amphitheater, seated on the ground in pairs as they work through their assignment. All looked deeply engaged with each other and excited to be learning; it was a true beehive of activity.

The neighbourhood I saw was very much a microcosm of the world these young men will soon step into—a society with increasingly complex and important problems. With these problems comes a world full of space and opportunity to build solutions. But, most importantly, it is a world of people with diversity of thought, background, and skill, with whom these young men will be expected to work to create these solutions.

As they now share their thought process on a science problem with their friend in a cluster, or listen to a classmate talk about his reaction to a book in the amphitheater, these young men are not just learning information. They are learning how to collaborate, and by extension, about the process of creating—how to work in a group with people who look or think nothing like you; how to explain yourself and how to actively listen; how to agree and how to respectfully disagree; and how to ensure the strength, creativity, and productivity of the group is more than just the sum of its members. The new neighbourhoods are challenging students to create while also teaching these young men that their peers are their most important asset throughout the process.

As humans, we spend our lives thinking about how to create. Whether we aspire to build engineering marvels, to pen meaningful public policy, or to create artistic masterpieces, we’ve been programmed to think about how we might use our own two hands to leave a mark on the world in which we live. All of this is important—it’s how we progress and improve as a society. But at the Junior School, the new neighbourhoods are helping young men not lose sight of what’s most crucial: that building is as much about collaboration and kindness as it is about innovation.

DESIGNING LEARNING

BY: RYAN MEIRA ’22

MY TIME AT SAINTS HAS BEEN SHORT, BUT THE EXPERIENCES ENDLESS. From my very first day of Grade 8, walking through the foreign hallways, I knew that St. George’s School was different. I was new to the School and overwhelmed; however, I learned that there was no need to feel the way I did. Everyone was kind and I quickly became comfortable in my new surroundings. Now, after one year at Saints, I have learned about the kindness, acceptance, and friendliness that lies at the heart of the St. George’s community.

The St. George’s community is one that reflects the Core Values of the School. The teachers reflect the Core Values as well. You can tell that the teachers understand each and every student’s needs and they are more than willing to help them achieve their goals and understand topics, even if it takes away from their own time. This type of care from teachers is something you don’t see very often, and it is one of the biggest differences that sets Saints apart from other schools. I haven’t come across a single teacher that I don’t get along with. I always look forward to my classes, especially those with my cohort. The teachers’ selflessness and compassion really make Saints like a home away from home.

Coming to an all-boys school from one that was co-ed was a big change.

This was different me at first, but I now see how St. George’s being all boys directly corresponds with the commitment to learning. Boys and girls learn differently, and St. George’s allows boys to learn in the way that best suits them. It also helps to inspire a strong bond throughout the school, a brotherhood. The clear and strong brotherhood amongst students really makes Saints a “Band of Brothers”.

Another great thing about Saints is the access to all of the facilities.

I really like the art room as I enjoy painting but don’t have all of the materials and such I would need to paint. The School supplied all the paint and canvas I would ever need. On top of that, I really enjoyed the conversations, and often debates, that would occur over topics while people were painting. The art room was where I spent most of my time after school in Grade 8. There are so many other great facilities for students to use as well, such as the pool, the gyms, and the learning commons. I could go on. The point is that Saints has many great places that allow students to embrace their passions and try new things. One of the reasons that I am so excited about the building of the new school is the fact that there will be even more space for students to have these experiences.

The co-curricular program directly ties into the amazing facilities. Cocurriculars are mandatory, but this is for the benefit of the students.

This program allows students to try new things, or work and improve at things they enjoy doing. The broad choice of activities makes it easy to try something new. There are countless clubs and sports to choose from like Rugby, Model UN, Art Club, Chinese Culture Club, Basketball, and Table Tennis. It is through these activities that you can also meet new people and try new things. My favourite activities so far have been Model United Nations—which I started this year—and Competitive Skiing. I especially enjoyed the latter, because every weekend the team went to Whistler to participate in races. It was the mornings of these race days, when the chairlift would reach the top of Blackcomb, that made me really appreciate the natural beauty of BC. The sight of the sun emerging over the snow-capped mountains is breathtaking.

The opportunities we have at St. George’s is another reason why I love the School so much; so many people would like to have them. As Jaden Bains ‘18 - the Head Boy last year - would say, “We have to seize the day”. I believe that is such an important saying to keep in mind because in order to succeed and have the best experience we have to try as

much as we can. St. George’s gives its students countless opportunities to have unforgettable experiences.

While the School wants students to embrace academics and hobbies, it also wants us to embrace global stewardship, Empathy, and Humility.

Events like Hamper Drive and Reading Bear help connect us to our community spirit and flex our empathy muscles. They allow us to see the world through a different lens, through the eyes of another person.

Being able to display Empathy and Humility are both Saints’ Core Values, and they are invaluable traits to have. One of my fondest memories from Grade 8 was when I got to deliver hampers to people who needed them.

It’s heartwarming to know you’ve made a difference in someone’s life.

It was while I was delivering hampers that I realized these events not only teach us about the School’s Core Values but also allow us to make connections to our community and the people who are part of it.

Some of my favourite things during my time at Saints are taking the bus, Student Government, and my Advisor Group. Taking the bus to and from school has been a great experience. I enjoy it because I often find myself having conversations with friends on the bus. One strong memory of mine is when I was working through some difficult homework with friends and a teacher sitting a few seats ahead heard that we weren’t getting it. The teacher offered to take a look at the homework and then showed us, step by step, how to answer the question, without any frustration over our confusion. This memory reminds me of how great the bus is, but also relates back to the kindness of teachers and their willingness to help.

I also really enjoy my advisory sessions. I always know I can ask for help from my advisors and the sessions with my Advisor Group are always great. Your Advisor Group is like your family at the School and from Grade 8 to 12 you have the same group. During one of the Advisory sessions in December, we had a Christmas potluck. We tried to make it festive, but in the end it had nothing to do with Christmas. The Christmas music was drowned out by chatter, and we ate sushi and pizza; I wouldn’t have it any other way. That is what I love most about advisor. Things don’t have to be super formal and they don’t have to be perfect, the point is to be together.

Being part of Student Government has been a great experience as well.

It has been great to represent and organize events for our classes and the whole School’s enjoyment. While being part of Student Government is great, it is important to remember that you don’t need a title to be a leader.

What excites me so much about the new Senior School design is how it will amplify everything I just talked about, by providing more openness and a deeper connection to learning and the outdoors. I am especially excited for the quad in the centre of all the academic buildings and Saints Hall. The sleek design looks modern and gives a more universitylike feel to the campus. Many of the things that we talk about so often in the Senior School today such as collaboration, nature, all-round growth, and curiosity are all part of the new St. George’s Senior School.

St. George’s did a great job of tying everything that is at the core of the School into this new school design. These buildings will give more students more opportunities, experiences, and unforgettable memories.

I would like to extend thanks to everyone who has been a part of the ONE+ Campaign as this will have a positive effect on both the Saints of today and the Saints to come. The St. George’s community shares a common value and belief in the power of education and the ONE+ Campaign is a beacon of this belief. This campaign makes me especially proud to be a Saint and part of the Saints’ community.

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FEATURE STORY

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DESIGNING LEARNING

BOYS LIKE MAKING. As much as that is very broad generalization, there is truth to the fact that a good number of our students do enjoy rolling up their sleeves, getting their hands dirty, and making (or taking apart) things, from robotics to textiles, from stage sets to 3D printed models, from paintings to web sites. There is something satisfying about being able to create something, stand back, and look at your finished product with pride.

MAKING TO LEARN BY: MARC CROMPTON

But making goes deeper than simply the pride in having made something.

The process of making involves coming to a deeper understanding of the tools and materials used to make and a clear understanding of the concepts behind what it is one is making. It is through the application of one’s understanding that one is able to make anything in the first place.

This is a foundational principle behind the Fusion 10 cohort (the School’s Grade 10 STEM cohort, where STEM refers to Science, Technology, Engineering, and Math); it is not enough to have a cursory understanding of a concept so that it can be parroted back on a test. It is essential that a Fusion student knows a concept well enough to be able to apply that understanding to the making of something or the solving of some sort of problem. An example of this would be our recent unit studying the relationship between gravitational potential energy and kinetic energy.

In other words, we looked at why something that is allowed to fall or roll from a height moves and how effectively height is converted to motion. We also need to know what other kinds of energy that initial potential energy is converted into. The Fusion students approached this problem by designing small vehicles that were as efficient as possible in converting this energy. Rather than simply reading a chapter in a textbook and answering a few questions, as might happen in a more traditional classroom, the students needed to apply the knowledge that they gained from research and classroom discussion to the design of an actual vehicle. They used 3D design tools to plan the construction of the vehicle. Many of them printed their vehicle (or parts of their vehicle) on one of our 3D printers. They learned ways of fastening axles and wheels to their chassis. And ultimately, they had to understand the impact of friction as energy was diverted from the primary task of moving the vehicle to creating sound and heat.

Through the process of making something that applied their understanding of concepts, they were more engaged and gained a deeper knowledge of concepts related to the science curriculum. In addition, they had to wrestle with design and their understanding of materials in order to actually build their solutions. And, they had to be effective in their teamwork and time management. While a unit like this takes time, and not everything that a student has to learn in Science or Math can be dealt with in this way, we try to live the curriculum as much as possible in a hands-on, problem-solving way.

Making extends beyond the Fusion classroom. There are students in many other classes who will use making skills and the tools and materials of a Makerspace to deepen their understanding of a concept and demonstrate their learning. We have had board games to demonstrate historical concepts built by students in Social Studies. We have Art and Woodwork students who extend their toolset to be able to create works that go beyond what they otherwise do. We have had Creative Writing students make book covers for anthologies of their writing. And, we

have an active Maker Club that makes things for the pure joy of learning to make.

It is important that students have the time to learn to communicate in a myriad of ways. In this day and age, it is as common to express oneself through imagery and objects as it is through the written word. However, students need time to play in order to develop the same level of literacy in communicating visual ideas as they do written ones. The student who built the board game for Social Studies would not have thought of communicating his knowledge in this way had he not spent a lot of time playing board games and been a member of Maker Club where he was exposed to 3D printing. There needs to be a place in a school where students have the opportunity to play and learn how to make in all manner of ways. They need a place to experiment, and they need a place to construct specific things for classes. The Makerspace is a place where that can happen.

The Senior School has been slowly growing a Makerspace in the Learning Commons for that specific purpose. The Learning Commons (previously known as the Library) is the perfect place for such a space.

Libraries have always been a place where people indulge their curiosity, feed on ideas, and wrestle with big concepts. Books have always been a key ingredient of this self-directed learning, as they were the primary mode for communicating these ideas. As technology impacts the world, ideas are communicated in an increasing variety of ways. We have always read books and written our essays in the Library, and the Learning Commons still includes the library collection and still supports students with their writing and research. But, the Learning Commons also is the central, cross-discipline space in the school for “reading” and “writing” through video, audio, physical, and virtual objects. In the same way that you might come to the Library to make your poster for an English presentation, you could design and 3D-print a prop for acting out a scene in that same class. The Learning Commons is open to all and tries to be responsive to the ever-changing needs of its users, and when the users need to create expressions of their growing knowledge, the Makerspace needs to live in the same space as the books.

For all these reasons, the Fusion cohort lives in the Learning Commons.

It is the ideal crossroads for all manners of inquiry. It is the perfect place to find books on all subjects, search digital resources, and then immediately put that learning to use through making. The Fusion students are asking what problems need solving, trying to understand how things work, and getting their hands dirty creating solutions to the problems they identify. And, they are no different than any other student except that their questions tend to be more STEM related. Our aim is that any student in any of the cohorts, or in any class at any grade, will also find themselves digging deeply in their own paths of inquiry with their own forms of making.

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FEATURE STORY

With two boys who have attended St. George’s, I’ve had the privilege of seeing firsthand how the School has changed over the last 40 years.

THE FUTURE...

AN OLD BOY’S PERSPECTIVE BY: RODAN GOPAUL-SINGH ‘88

While my sons’ journeys have been separate and distinct from my own, we are fortunate enough to share many of the same experiences that make St. George’s so special.

On my first day of Grade 2—back in 1977—my seven-year-old self was excited to hear we were getting ready for a parade. A parade on the first day of school; this place must be amazing! It was a bit of a letdown when I learned a parade was an unremarkable exercise in herding a lot of hyper, juvenile bodies into still, silent lines in the gymnasium.

After parade, the mass exodus back to the school block building resulted in a stairwell logjam where a few boys would bind arms together, block the stairwell, and the masses would yell ‘RUMBLE!”, erupting into a full-scale, multi-level donnybrook that would thrive gleefully until a master came and ordered us back to class. The parade may have been a letdown, but the stairway rumble was exciting stuff!

In those days, the Junior School’s playground was a concrete expanse, which sounds terribly boring, but for the pre-internet generation it was the perfect platform. When hockey card season rolled around, it was the all-consuming passion of every boy. It wasn’t, however, the sterile trading of pristine, plastic-wrapped, mint-condition cards; there were a variety of fast-paced, loud and skillful games played with the cards to win other cards. Contests like ‘closies’, ‘farsies’, ‘flips’, and ‘shooting’ for major cards were all ways to win and lose cards at a rapid pace. Boys who never bought a pack could start with one or two cards and wind up earning the entire series, becoming heroes amongst their classmates.

The concrete was also great for impromptu games of Conkers—two boys, both with a chestnut threaded onto a piece of string, taking turns striking each others’ chestnut until one breaks—it astounds me how ancient this sentence makes me sound, but remember, this was well before Nintendo Game Boy. Like the boys today, we also played football, Red Rover, ‘500’ and other sports games, and most boys had multiple patches over their knees from all the battle wounds.

During my time at St. George’s, male, UK ex-pats made up the majority of the teaching body. Their influence made Rugby and Cricket the most prestigious sports, and at the time there were only a few others to choose from.

Back then, everyone was required to play Rugby. It was terrific for developing passion for the sport and was a dominant program, but it also became a loathsome experience for many whose talents flourished off the field. Mandatory Cross-country runs were universally detested, save for a few elite athletes who seemed to cherish these painful

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torture exercises. Though I suspect these runs still draw ire from the student body, it was a different time for physical education as well as scholastics.

Thankfully, although my sons and I share a number of Saints experiences, they didn’t return home with as many bandaged knees as I did during my time at the School. They have however, experienced the same kind of dedicated and talented teachers (among the best in the country!) that I remember having. Women and men with a clear passion for developing minds, bodies, and souls have always found a place to thrive at St. George’s. I’m also glad to see the tradition of hard work and holding all members of the school community to high standards of excellence has remained. When I think back to my favourite memories of St. George’s, they are exactly the same as those of my boys: the constant laughter and good times found in and out of class, with teachers, with classmates, through sports tours, band trips, and major events like the School Fair and Hamper Drive.

These are the type of memories that stuck with me when it came time to approach the school not as a student or an athlete, but as a prospective parent. I knew the kind of comradery my boys would experience and the community they would be joining, but I was struck by how Saints has moved beyond the limited choices of yesteryear, going beyond the Rugby or Cricket binary of my days, and truly offering something for every boy to connect with and make his own. Every aspect of the school experience and our sons’ development is carefully considered.

The boys are taught to think for themselves, to problem solve, to ask questions—all skills that will serve them throughout their lives.

The School’s renewed focus on diversity, ethics, critical thinking, physical spaces, learning methodology, mental health, and global stewardship benefit our boys beyond high school, setting them up to go forth and forge their own path in the world. I’m incredibly proud our School has evolved in a way that holds onto the traditions of the past but embraces the best of our current world.

I look forward to watching how St. George’s keeps evolving, and how the School continues to grow our boys and our community.

DESIGNING LEARNING

WINTER 2019 | 49

OLD BOYS

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OLD BOYS’ HOCKEY GAME

In late June, the OBA hosted their annual Alumni Hockey game at UBC. Over 25 Old Boys came out to play and raise funds for the School’s Alley Outreach Program.

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THE JOHN AISENSTAT GENTLEMAN’S LUNCH

The John Aisenstat Gentlemen’s Lunch—formerly, the Hy’s Businessmen’s Lunch—was held in late November this year with over 70 Old Boys were in attendance. The OBA Board honoured the late John Aisenstat ‘79 for his strong support of the OBA and this event.

PHOTO ALBUM 50 | THE SAINT

OLD BOYS

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REMEMBRANCE DAY

The OBA held its AGM on Sunday November 11th and welcomed four new Board members into its ranks, including new President, Dr. Paul Mitchell-Banks ‘78. Following the AGM, Old Boys took on current students in Rugby and Basketball games.

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UBC PUB NIGHT

On September 28th, 20 Old Boys met at Mahony and Sons UBC to kick off the Social Calendar for the OBA. Old Boys ranging from 1985 to 2017 enjoyed connecting and reconnecting.

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ONTARIO & QUEBEC PUB NIGHTS

The Annual Ontario and Quebec Pub Nights brought together over 80 Old Boys in London, Kingston, Montreal, and Toronto for some laughs and a few pints. Old Boys from the classes of 1996 to 2018 mingled to make new Saints’ memories.

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OLD BOYS

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REUNION WEEKEND

This year’s Reunion Classes—3s and 8s—kicked off Reunion Weekend with a bang! Over 200 Old Boys descended on the Great Hall to celebrate their 5th to 50th Reunions. Headmaster Tom Matthews, Head of Georgian Relations, Ian Yen ‘03, and the senior members of the OBA Board hosted a special 50th Reunion Dinner for the Class of 1968.

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OLD BOYS

WINTER 2019 | 53

SAINTS’ NOTES

2010

SEBASTIAN MUNRO ’10 hosted our 3rd annual Point Roberts Investment Club Golf Classic.

From the class of 2010, left to right: DAVID MACFAYDEN, JAMES ALLESTER, SHEA THORNE, SEBASTIAN MUNRO, ZACHARIE FISHER, ALEX MILANI, and SIMON TONG.

SAINTS’ NOTES 1984

On September 21st, 2018 TODD PATOLA ’84 retired from the British Columbia crown prosecution service.

1990

CARL JENSEN ’90 has been re-elected for a third term as Councillor for the District of Central Saanich on Vancouver Island.

1998

ZUL KANJI ‘98 completed his Doctor of Education in Educational Leadership degree from Simon Fraser University in Fall 2018. His research investigated academic and sociological influences that affect student persistence in post-secondary education. Dr. Kanji is an assistant professor and educational researcher in the Faculty of Dentistry at the University of British Columbia.

1996

SIAMAK BOROOMAND ’96 received a Ph.D from the University of Toronto in Education.

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JOHN ZAOZIRNY ’96 is producing a K-Pop film.

SAINTS’ NOTES

1999

JUSTIN TEODOROdocumentary, ‘99 is a New The nonfiction YorkMary City-based artist, illustrator, and Pickford—The Muse designer. response to Melania of theHis Movies, produced Trump’s infamous 2018 “I Really

by TOM COLDICUTT Don’t Care” that became ’63, wasjacket nominated in the a viralfirst-round sensation and was in ballot forreported the Huffington Post, CBS News, Television Academy 2017and The Washington Post.

Justin partnered Primetime Emmy Awards for with Pincause to create Pins & T-Shirts with Outstanding Documentary the artwork to raise moneyMary for RAICES or Nonfiction Special.

(Refugee andwas Immigrant for Pickford featuredCentre in Education and on Legal Service) Texas. primetime Turner Classic As ofMovies the end Summer 2018, in of October 2016. $15,000 has been raised.

2000

Congratulations to TIK MAYNARD ‘00 on the release of his new book, In the Middle Are the Horsemen.

2001

HOWARD CHIANG ‘01 won the Yu Ying-shih Award in Humanities Research (Monographic Book Category).

2002

TIM HSIA ’02 has been award the 2018 Young Professional Award by Sing Tao Newspaper.

2003 2006

SHANE FENNESSEY ’06 produced the film Making Coco: The Grant Fuhr Story. It closed the Calgary Film Festival and had over 3500 viewers at Rogers Place in Edmonton.

2008

JUSTIN RAYCRAFT ’08 is a 2018 Vanier Scholar award winner at McGill for his research on Conflict or Coexistence?

The Changing Social and Political Landscapes of HumanWildlife Interactions in Northern Tanzania.

FAROUK MERALLI ‘03 and his company, mClinica, created the Philippines’ first national prescription tracking system. The Food and Drug Administration (FDA) of the Philippines adopted a regulation mandating the use of a platform developed by mClinica, which will digitize prescriptions to create a national health database.

MARC SZE ’03 has been awarded the University of Michigan Outstanding Postdoctoral Fellow Award. Marc also accepted a Senior Scientist position at Merck in the Informatics Oncology team and recently published an article in the American Society for Microbiology’s journal mBio.

Field Hockey Canada officially announced the 18-player Men’s National Team roster that will be representing Canada at the 2018 Odisha Hockey Men’s World Cup. Making the team are: DAVID CARTER ‘99 – Goalie, MATT SARMENTO ‘09, BRENDAN BISSETT ‘11, and JAMIE WALLACE ‘17

2009

JARED SCHACHTER ‘09 recently launch a digital book The #LDR Activity Book to help couples in long-distance relationships.

TIM TSANG ’09 was named to the coaching staff for the 2019 U24 Canadian Ultimate Team, along with St. George’s coach Jon Hayduk.

MATTHEW SARMENTO ’09 reached 100 caps playing for Team Canada in Field Hockey.

WINTER 2019 | 55

SAINTS’ NOTES

BRAYDEN JAW ’10 scored his first goal in the KHL against AK BARS.

2010

SIMON ADAMSON ‘10, graduated from UBC Medical School in May 2018, receiving the Dean M.M. Weaver Medal (most outstanding academic record in Doctor of Medicine) and the Max and Susie Dodek Medical Prize. Simon is presently a first year anaesthesiology resident at UBC.

2012

THEO SAUDER ’14 started at Fly Half for Canada’s 1st XIV against Scotland in Edmonton on June 16th, 2018.

Also, Theo and CONOR TRAINOR ‘07 were part of Team Canada at Rugby World Cup repechage tournament to help Canada qualify for the Rugby World Cup in 2019.

2014

On May 26th, 2018 KARSTEN LEITNER ‘14 and THEO SAUDER ‘14 represented the Canada Selects Team vs Ontario Arrows.

2017

JACK SCHER ‘17 started at Scrum Half for the Pakaranga U20s in New Zealand during the 2018 rugby season.

In July, 2018 DREW URQUHART ’14 signed his first professional contract with Parnu Sadam of the Estonian Alexela Korvpalli Meistriliiga League (KML) and the Baltic League for the 2018-19 season.

2018

FINN LAWLOR ‘18 competed at the Canadian Junior Golf Championships.

Congrats to KRISTOFER SIY ‘18 and JACK LI ‘18 for making CBC’s “30 Hot Canadian Musicians under 30”.

2015

FRASER HURST ‘15 for VRU against James Pitblado ‘12 with VIRU

2016

SAM TURNER ’16 with the Canada U20s vs the FVRU U23.

WILL SAUDER ‘16, KEEGAN MATHESON ‘16 and OWEN PITBLADO ‘16 playing for VRU U23 against CATHAL LONG ‘14 with VIRU U23

MICHAEL MITCHELL ‘18 made the Varsity squad of the defending USports National Champion UBC Thunderbirds Swim Team!

MATEO DONELLY ‘18 helped the UBC Thunderbirds win the Canada West Soccer Championship.

56 | THE SAINT

SAINTS’ NOTES

BIRTHS GAVIN DEW ‘02 and Emma Shum welcomed Abigail Ariella Dew into the world on June 8th, 2018.

CYRUS CHEE ’02 & wife Christine Chee welcomed Lucy Pal Chee into the world on August 28th, 2018

PATRICK STANCOMBE AND FAMILY welcomed Sawyer Thomas Stancombe to the world on September 20th, 2018.

PADDY KNOX ’01 and wife Emily Knox welcomed Hugh Arthur Knox, born on September 11th, 2018.

WEDDINGS DREW TESKEY ’03 married Jenn Moe on Saturday, June 2nd, 2018. His brother CONNOR TESKEY ’05 was one of his groomsmen and SAAMY KARIM ’03 and IAN YEN ’03 attended the reception.

On November 11th, 2018, DEVIN SOPER ’03 married Keila Zayas Ruiz. The Class of 2003 came out to help celebrate with Henry Stringer, Quin Sheppard, Anthony Harris, Jonathan Stamp, Brennan Leong, and Kalen Leech-Porter in attendance.

OLD BOYS WHO HAVE PASSED… PETER GRANT ’75 PASSED AWAY ON JUNE 9TH, 2018.

Peter Morgan Grant met his fate with courage and dignity. His wife, Trina, was as always by his side as he lost his six-year battle with brain cancer, G.B.M. Peter was born October 1st, 1957 to predeceased parents Ruth Evelyn Easton (nee Long) and John Peter Morgan Grant, and grandson of George Roy Long, Q.C.. He leaves behind his devoted wife, Trina C.W. Grant (nee Leander), aunt Mrs. Jean E. Chertckow and cousin Ron Chertckow, both of Kamloops, along with other relatives and loyal friends. Peter graduated from St. George’s School in 1975, earning the prestigious Duke of Edinburgh Award (Gold). He loved participating in Baseball, Field Hockey, Ice Hockey and played on the 1974 European Rugby Tour team. Peter was also an active member of the Point Grey Boy Scouts/Rovers 1967-73. In 1984, Peter graduated from BCIT with a Transportation and IT Specialty degree.

He worked at Best Buy and at Future Shop as a Connect Pro Technician.

RICHARD EDEN ’69

died in the company of his wife Margot and son Chris, on November 11th, 2018 after a lengthy illness. His interests were his family, rugby, antiques, and boats and ships.

TIM AUGER ‘64

Tim Auger passed away August 9th, 2018, in Banff, Alberta at the age of 72. A legend within the Canadian climbing community who served Parks Canada for approximately 30 years, he will be sorely missed.

WINTER 2019 | 57

SAINTS’ NOTES

DON FARRIS ’81 passed away on September 30th, 2018, in

NORMAN CHANDLER, retired Junior School teacher and Honourary Old Boy passed away on October 26th, 2018 in Saanichton, BC. Predeceased by his wife of 64 years, Elizabeth Jean, he is survived by his five children, 17 grandchildren, and 17 great grandchildren. Norman taught at St. George’s 22 years before retiring. He was noted for his dry sense of humour and always rode his bike to work.

REMEMBERING DON FARRIS ‘81

REMEMBERING NORMAN CHANDLER

We are incredibly sad to say goodbye to our kind, generous, brilliant brother Don Farris—and while he has left us at the young age of 54 following a cruel illness, we can’t help but be in awe of how well he lived his life. Don was a proud St. George’s Old Boy and University of Arizona graduate with an MBA from Harvard Business School. He absolutely loved his work, managing his hedge fund in Los Angeles where his sharp mind and excellent business skills served him well. He skied his brains out at every opportunity, travelled the world, shared his time and resources with anyone who was smart enough to seek his wisdom, and enjoyed a large circle of phenomenally loyal and fun-loving friends. He was a fixture on the surf in Manhattan Beach, the slopes of Whistler, and the grassy bluffs of Hornby Island.

Norman Chandler was a gentleman in every sense of the word.

He was a man of impeccable character demonstrating kindness, compassion, empathy, and care with each of us. He treated us all like family, accepting our idiosyncrasies with grace but always willing to direct us on a moral path. He was proud of his family and equally proud of his beliefs. His influence in the Junior School Chapel extended beyond our school walls. Every family gave the utmost trust and respect to him regardless of their own religious belief. Norman set an example for all of us.

He was the most trustworthy and principled of people and his kindness was felt by everyone who had the good fortune of knowing him. He made significant and meaningful donations to many causes that he cared deeply about. Don was immeasurably proud of his two amazing sons, Austin and Lauch, and their beautiful mom, Margot, who we love and adore. His kids were everything to him. Don’s last years were tough but he lived them out with dignity and humor and a quiet determination to do everything on his own terms. During this time his childhood friend, Ian Clyne, literally re-defined the meaning of friendship. We will never forget our brother. He was The Best.

I will miss Norman Chandler, but I will forever have his lessons within me, as will a countless number of St. George’s men. God bless you, Norman. You have returned home!

Manhattan Beach, California at the age of 54. While he worked as a hedge fund manager, he spent as much time as he could skiing, surfing, travelling, and spending time with friends. He is survived by his two sons, Austin and Lauch, and his wife, Margot.

by Keirstead Farris (sister)

58 | THE SAINT

by Stephen Hutchison, Junior School Principal, 1989-1999

When he came to me and said that he was ready to retire, I refused to accept his decision. Norman simply said, “I guess you can’t along without me.” And then he agreed to stay on for one more year.

Named in honour of Georgian, teacher, Scout Master, Builder of St. George’s School, and the embodiment of our motto Without Fear or Favour, Geof “Daddy” Stancombe ’62 is a man who positively influenced generations of Georgians.

We are proud to ensure his legacy lives through this tournament.

THE RETURN OF THE

STANCOMBE GOLF CLASSIC

After a hiatus of several years, the Old Boys and the SGPA are teaming up to reboot this iconic St. George’s School event and support the St. George’s Endowment Fund that helps ensure deserving boys don’t have to worry about finances during the stage of life when exploration and participation are the keys to future success.

THURSDAY, SEPTEMBER 19, 2019 QUILCHENA GOLF AND COUNTRY CLUB, RICHMOND

Old Boys, Parents, Faculty and Staff, and Friends of the School warmly welcomed.

REGISTER HERE:

https://www.stgeorges.bc.ca/golf-tournament-2019 You can sign up solo or as a foursome.

A limited number of dinner-only tickets available.

FOR SPONSORSHIP OPPORTUNITIES CONTACT:

CHRIS BROWES ‘96

chris.browes@kuberapayments.com

One+

DOWNLOAD THE APP NOW! ONE VISION. ONE SCHOOL. ONE CAMPAIGN.

RETURN ALL UNDELIVERABLE CANADIAN ADDRESSES TO:

3851 West 29th Avenue, Vancouver, British Columbia, Canada V6S 1T6

40580507