From First Cygnets to First Pens: St. Anne’s Names a New Alumnae Tradition
By Nicolette Fleming
The Class of 2026 has already secured a singular place in St. Anne’s history as the school’s first graduating class. Now, they will help define another lasting tradition.
Upon graduation, members of the Class of 2026 will become the first pens, the name St. Anne’s will use for its alumnae. The announcement was shared with students in a thoughtful conversation about identity, symbolism, and the traditions that are beginning to take shape in a school still writing its story.
Students enter St. Anne’s as Cygnets, so this naming carries a natural progression. A cygnet is a young swan in formation. At St. Anne’s, that language has long symbolized growth, possibility, and becoming. Graduation, then, marks not an ending, but a moment of arrival.
The journey from Cygnet to Pen holds special meaning. In nature, a pen is an adult female swan. She is strong, grounded, and fiercely protective. She leads with confidence and can cover extraordinary distances in flight. For a school whose mission is to empower girls to be courageous learners and compassionate citizens who live and lead with wisdom, the symbolism feels deeply aligned.
“Our first graduates will always be our First Cygnets,” says Sabrina D’Angelo, Head of School. “That identity honours the courage of students who stepped into a school that did not yet exist and helped shape what St. Anne’s has become. Becoming Pens does not replace that history. It completes the story.”
The naming is rooted in choices made long before the school opened. When St. Anne’s was founded, the swan was selected deliberately as a central symbol of the school’s identity. Drawn from elements of the historic Dunin crest and reimagined for a new era, the trumpeter swan was chosen not simply for its elegance, but for what it represents: strength with grace, confidence without apology, and the promise of flight.
Because St. Anne’s is a young school, there has been a rare opportunity to build traditions intentionally rather than inherit them unquestioned. From Cygnets and The Trumpeter’s Note, to In Flight, The Nest, the Cygnets Centre, and the Cygneture Event, the language of the swan has become woven through the life of the school.
The name Pen extends that language naturally into alumnae identity. It is also intentionally distinctive. Many schools rely on inherited or generic terms for graduates. St. Anne’s sought something that felt connected to its mission and wholly its own.
“We did not want borrowed language,” says Sabrina. “We wanted a tradition that belongs entirely to St. Anne’s and reflects the kind of women we hope our graduates will become.”
There is significance, too, in the collective symbolism of swans. They travel together. They migrate in formation. They protect one another. Their strength is both individual and communal. That idea of sisterhood, of women moving through the world alongside one another, resonates strongly with our vision of our alumnae community.
The name also naturally connects to The Pen, the title of this publication. A pen, in another sense, is also a tool of voice. It records history, tells stories, and connects communities. In this way, the name carries both symbolic and practical meaning, linking identity to storytelling and to belonging.
For the Class of 2026, the announcement carries special significance. They will always be remembered as the First Cygnets to walk through St. Anne’s doors. The first to shape traditions. The first to graduate. Now, they will also be the first pens. There is a fitting symmetry in that. The students who helped establish the culture of the school will now help establish one of its enduring traditions.
As St. Anne’s approaches its first commencement, the naming feels less like a new label and more like a milestone in the life cycle of a young institution coming into its own. From formation to flight. From becoming to being. From First Cygnets to first pens.
And, in many ways, that’s just the beginning.
From the Head of School
There is something profoundly special about beginnings. They are filled with hope, possibility, courage, and often a great deal of trust. As I reflect on this first edition of The Pen, I am reminded just how much trust this community has placed in St. Anne’s School since our earliest days and how extraordinary it has been to watch that trust grow into something so vibrant, connected, and full of purpose.
Together, we have built more than a school. We have built a sisterhood grounded in belonging, purpose, and the shared belief that girls deserve an education that empowers them to be courageous learners and compassionate citizens who live and lead with wisdom. What began with a small group of students in the Cygnets Centre on the St. Andrew’s College campus has grown into a flourishing community of nearly 300 girls in Grades 5 through 12. In just a few short years, St. Anne’s has established a culture defined by ambition, compassion, authenticity, and joy, while creating opportunities for girls to discover who they are, what they value, and how they want to shape the world around them.
This year marks a defining milestone in our journey as we graduate the first class in St. Anne’s School history. Forty remarkable young women leave our halls not only as graduates, but as our very first Pens. They have helped shape traditions, establish culture, and set a tone of leadership, kindness, curiosity, and courage that will influence generations of students to come. They have grown alongside the school, helping define what it means to be a St. Anne’s student.
At St. Anne’s, I often talk about “Triple M” moments – major milestone moments – and this year is certainly one of them. From celebrating our inaugural graduating class to launching the first edition of The Pen and breaking ground on the Rogers Wellness & Athletics Centre, this moment in our history feels celebratory and deeply meaningful. These milestones remind us not only of how far we have come but also of the extraordinary momentum carrying us forward.
We often speak about the importance of creating an environment where girls feel known, valued, and inspired to pursue lives of meaning and impact. Watching our inaugural graduating class emerge as thoughtful leaders, compassionate friends, talented athletes and artists, engaged citizens, and confident young women has been one of the greatest privileges of my professional life. They have embraced every opportunity to lead, serve, compete, perform, innovate, and support one another with courage, empathy, and authenticity.
During my graduation one-on-one conversations with our Cygnets, one theme was shared unanimously by every member of the Class of 2026: sisterhood. Again and again, students spoke about the deep sense of connection, belonging, and support they feel within their grade and across the broader school community. Many reflected on the importance of kindness, closeness, and lifting one another up, expressing their hope that future graduates will experience that same powerful sense of sisterhood and community that has defined their time at St. Anne’s.
With the foundation laid by our graduates, students across all grades continue to carry St. Anne’s forward through leadership, citizenship, athletics, academics, the arts, and the everyday moments that strengthen our sisterhood.
That same sense of momentum can be seen in the exciting progress taking place beyond the classroom. This spring, our community celebrated the groundbreaking of the Rogers Wellness & Athletics Centre, a transformational project that reflects a shared commitment to the future of our students and school. This space will create new opportunities for athletics, wellness programming, connection, and community, and it stands as a powerful example of what is possible when a community comes together around a shared vision. We are deeply grateful to the many families, donors, volunteers, and supporters whose generosity and belief in our mission continue to help shape the future of St. Anne’s.
Thank you for entrusting your daughters to us. Your partnership, encouragement, and belief in our vision have helped shape the school we are becoming. Building a school from the ground up requires tremendous trust from families, employees, and supporters alike, and we are grateful for the confidence our community has placed in us throughout this journey. Whether you joined us in our earliest days or became part of the community more recently, your support has helped create a school culture that defines who we are.
As you read through this inaugural issue of The Pen, I hope you see a school community filled with heart, optimism, and intention. I hope you see the students whose stories inspire us, the employees whose dedication shapes daily life on our campus, and the traditions and experiences that are already becoming part of the fabric of St. Anne’s School.
Most importantly, I hope you see a community that deeply believes in girls and the extraordinary potential they carry into the world.
Thank you for being part of this journey with us. The story of St. Anne’s is still being written, and what a privilege it is to write it together.
Sincerely,
Sabrina D’Angelo, Head of School
A Strategic Plan Taking Flight
Year 1 Report Card
St. Anne’s School is still young enough to be building traditions in real time. That reality can be felt across the campus in countless ways. It is visible in the excitement surrounding new community traditions, in the confidence of students stepping into leadership roles for the first time, and in the language students use to describe sisterhood, belonging, and well-being.
Over the past year, In Flight has provided a framework for that growth. What began as a strategic vision is now shaping daily life at St. Anne’s, influencing everything from classroom instruction and experiential learning to wellness programming, leadership development, and community traditions.
The school’s mission to empower girls to be courageous learners and compassionate citizens who live and lead with wisdom, alongside the launch of our vision statement and values, is no longer something students simply hear; it is something they experience.
Transforming Teaching & Learning
At the heart of In Flight is a commitment to creating a learning environment intentionally designed for girls. This year, St. Anne’s strengthened that work by establishing its Instructional Lead program. Two faculty members were appointed as instructional leads, providing coaching and professional support to teachers grounded in best practices in girls’ education. The work reflects a broader effort to ensure that professional growth, curriculum development, and classroom instruction evolve together.
Faculty also collaborated to develop a comprehensive curricular scope and sequence document focused on transferable skills, curricular alignment, and the ongoing development of the school’s emerging Portrait of a Cygnet framework.
That focus on innovation is also visible in the expansion of experiential opportunities. Through a new partnership with FGF Brands, select students will participate in the school’s first summer internship program focused on computer science, robotics, AI, software development, and emerging technologies.
At the same time, academic programming continues to expand alongside the school itself. Two classrooms in the Cygnets Centre are being transformed into functional senior science labs, increasing opportunities for hands-on experimentation and inquiry-based learning.
The school has also continued refining its approach to post-secondary counselling. This year included the launch of the school’s International Universities Fair in partnership with St. Andrew’s College, as well as the development of a St. Anne’s decision-making matrix to help students navigate post-secondary choices with greater clarity, reflection, and confidence. A more intentional series of graduate workshops now supports students and families at every stage of the university application process, reinforcing the school’s commitment to individualized guidance and student agency.
Exploring Purpose & Passion
At St. Anne’s, leadership experience is available to every student. Over the past year, the school expanded leadership pathways across athletics, academics, student government, and co-curricular life, ensuring students in every grade have opportunities to contribute meaningfully to the community. The implementation of a full Grade 5 to 12 leadership continuum, including the introduction of Prefects and a Head Prefect, represents one example of this work.
At the same time, the school has continued to broaden opportunities for students to pursue their passions. Student voice surveys directly informed the expansion of athletics programming, including the addition of field hockey, dance, equestrian, and triathlon, as well as additional teams at various age levels.
Additional programming, including student-led Community Gatherings and the Peer Mentoring program, has further strengthened opportunities for student voice and connection across grades.
Recognition assemblies have also evolved to celebrate a wider range of achievements, including robotics, debate, leadership, arts, athletics, and experiential learning, including national and global excursions. Student voice has become more visible through initiatives such as Reflections of a Cygnet, ensuring students remain at the centre of community storytelling.
Inspiring Citizenship
Citizenship at St. Anne’s is being shaped through action, experience, and reflection. This year alone, Middle and Upper School students partnered with more than 50 community organizations through Community Giving Days, supporting such places as the Alzheimer’s Society, Girls Inc., L’Arche, Southlake Regional Health Centre, York Region Food Network, and local seniors’ residences across York Region.
Experiential learning opportunities also continued to expand through global excursions designed to deepen leadership, environmental stewardship, outdoor education, and cultural
understanding. Prior to engaging in these experiences, some students had already developed a global perspective through immersive travel opportunities in Peru, Brazil, Argentina, and Monaco. This year, students travelled to destinations including Montreal, the Yukon, and Orlando, while future programs to the Azores and Thailand reached capacity shortly after launch.
“Global excursions and experiential learning create opportunities that extend far beyond traditional classroom boundaries,” says Janine Franklin, Director of Middle School. “These immersive settings encourage risk-taking, collaboration, and resilience, making learning more authentic and transformative.”
Across the school’s leadership and travel programming, students are encouraged to observe new environments and perspectives and actively engage with them. The RoboCup trip to Montreal paired STEM learning with an Indigenous farm visit focused on land stewardship and community responsibility, while the Yukon excursion immersed students in outdoor education and Indigenous perspectives, reinforcing ideas of interconnectedness, resilience, and citizenship.
“These excursions intentionally connect students with local and global communities, deepening their understanding of citizenship and leadership,” Janine explains. “Across all experiences, students move from abstract concepts of citizenship to lived understanding, seeing leadership as action, responsibility, and service.”
At the same time, leadership education is becoming more intentionally embedded throughout the student journey. All students participate in leadership modules tailored to their grade level, helping them develop selfawareness, communication skills, confidence, and a stronger understanding of their own leadership identity. Designed specifically for young women, the program encourages students to hone their voices, develop personal and collaborative leadership skills, and see themselves as capable of addressing complex global challenges. Professional learning has similarly reinforced this work. Faculty engaged in sessions on neurodivergence, ADHD, and courageous conversations, including a presentation from Canadian author and professor, Dr. Randy Boyagoda, focused on dialogue and respectful discourse. The school also welcomed Dr. Laura Blankenship of the International Coalition of Girls’ Schools to speak with the Board of Governors, faculty, staff, and parents about research-based approaches to girls’ education and socio-emotional well-being.
Together, these experiences reflect an intentional focus on helping students understand how they learn and engage with the world around them.
Nurturing Wellness
Perhaps nowhere is the strategic plan more visible in the daily life of the school than in wellness.
“Wellness is most effective when it is woven into the everyday culture of a school rather than treated as a standalone program,” says Whitney Elliott, Wellness Lead. “At SAS, wellness is not a program that students sign up for, but rather a part of their everyday routines.”
That philosophy is evident across the school day. Advisory programming, Community Gatherings, wellness afternoons, mindfulness sessions, and guest speakers all contribute to a broader culture of care and socioemotional learning.
Initiatives such as SAS Stay Well, a student-run dropin wellness space, and student certification through Jack.org’s Be Well Advocate program are also helping students support one another in meaningful ways.
The school’s Wellness Council has become another visible expression of student leadership, organizing initiatives focused on mental, physical, and social wellbeing, including therapy dog visits during high-stress periods in the school year.
Many of these initiatives are designed to create opportunities for connection, reflection, and student voice. Wellness afternoons give students time to unwind, try new activities, and build relationships through experiences ranging from pickleball and cooking to knitting and art workshops. Community Gatherings regularly explore topics such as healthy habits, emotional literacy, and influential female role models, while traditions like the Gratitude Circle encourage students to reflect on the importance of community, belonging, and appreciation in daily school life.
Wellness education also continues to evolve through partnerships with guest speakers, researchers, healthcare professionals, and community organizations. Topics ranging from executive functioning and healthy habits to mental health literacy, resilience, and body awareness are embedded throughout the student experience.
“A girls’ school environment shapes our understanding of well-being and socio-emotional growth by intentionally creating programming around girls’ needs, voices, identities, and experiences,” Whitney explains. “Relationships and emotional literacy are prioritized, helping students develop strong self-awareness, empathy, and the skills to advocate for themselves and others.”
The 2025-2026 Prefects
Grade 8 and 9 students during the Yukon trip over the February long weekend.
Eva McNamara ‘29 enjoying time with a therapy dog.
Growing Community
Over the past year, St. Anne’s has refined and expanded traditions designed to strengthen belonging and celebrate the student journey. New signature events such as Friday Night Lights, an evening community flag football game, and the Flight Club Classic, a track and field meet hosted exclusively for girls’ schools, have created additional opportunities for connection, school spirit, and shared experience, while longstanding traditions, such as Cygnets Holiday Cheer and the Cygneture Event, continue to evolve with greater purpose and intentionality.
University Counselling has also become more intentionally embedded within community programming, including Fall Flight, while a more comprehensive Grade 8 transition plan has strengthened support for students and families entering Upper School.
At the same time, the school has begun laying the foundation for its alumnae community. A series of alumnae engagement sessions invited students to reflect on what it means to remain connected to St. Anne’s long after graduation, helping shape a draft five-year alumnae engagement and communications plan informed directly by student voice.
This work carries particular significance as the school prepares to celebrate its first graduating class. For these students, many of whom helped shape culture and traditions from the beginning, graduation represents not only a personal milestone but also an institutional one.
Operational planning continues to support that growth. Guided by the Future of St. Anne’s Framework, the school has aligned enrolment growth, facilities planning, athletics programming, and student experience to ensure expansion remains thoughtful, balanced, and mission-aligned.
By the Numbers
Most recently, the groundbreaking of the Rogers Wellness & Athletics Centre marked a significant milestone in the school’s growth and reflects St. Anne’s long-term vision for student well-being, athletics, and community life.
Investing in Us
Behind every strategic priority is an investment in the people responsible for bringing it to life. As a shared strategic pillar between St. Andrew’s and St. Anne’s, Investing in Us reflects a collective commitment to building internal capacity, strengthening leadership, and supporting professional growth across both communities.
Professional learning opportunities expanded significantly this year through a conference-based model that provides broader access not only to faculty but also to operational staff across the schools. Professional development sessions explored topics ranging from emerging technologies and AI to neurodivergence, professional boundaries, and inclusive practices.
The work has also encouraged greater alignment across departments and campuses. Shared conversations around emerging technologies, student support, wellness, and professional practices are helping create cohesive approaches to student experience and school culture throughout the Partnerhood.
The strategic plan may have started as a vision for the future. Now it can be seen in the everyday moments that are shaping the story of St. Anne’s School.
READY FOR TAKEOFF
The first Pens of St. Anne’s School earned offers from 46 institutions across Ontario, Canada, the United States, and the United Kingdom, pursuing futures in science, engineering, business, health sciences, architecture, the arts, and countless emerging fields. While many of our 40 graduates ultimately chose to remain close to home, the breadth of opportunities available to the Class of 2026 reflects their ambition and the diverse pathways they are preparing to pursue.
Sabrina D’Angelo, Dem Rogers, St. Andrew’s Class of 1959, and Board Chair, Mark Etherington, St. Andrew’s Class of 1992, breaking ground on the Rogers Wellness & Athletics Centre.
Taylor Browne, Director of Advancement, hosting an alumnae engagement session with our Grade 12s.
Rising Together: A Year of Athletic Momentum
From the court to the pool, the ice to the slopes, St. Anne’s student-athletes continued to build a culture of competitive excellence this year. Across fall and winter competition, Cygnets earned multiple CISAA championships, podium finishes, and individual medals, demonstrating not only athletic talent but determination, teamwork, and school spirit that continue to shape the growing identity of athletics at St. Anne’s.
FALL 2025
Varsity Flag Football – Gold
Senior Flag Football – Silver
U14 Flag Football – Bronze
JR Basketball – Gold
WINTER 2025-2026
Upper School Alpine – 1 CISAA Gold, 1 OFSAA Bronze
Upper School Swimming – 3 Golds, 3 Silvers, 4 Bronzes
Varsity Hockey – Gold
JR Red Volleyball – Gold
JR White Volleyball – Gold
Middle School Swimming – 2 Golds, 2 Silvers, 1 Bronze
Some expressions of Partnerhood are found in signature programs and shared experiences. Others begin around the family table. Photographed separately on each campus on April 22 and 23, students with siblings across St. Andrew’s College and St. Anne’s School offer a compelling reflection of those family ties: 81 crossover families in all, representing 14% of the SAC student body and 29% of students at SAS. Together, the portraits capture something distinctive about these two schools: a partnership strengthened not only by design, but by family.
MISSING FROM THE PHOTO: Aggam Bawa ’26, Rebecca Duicu ’26, Mia Jackson ’28, Suri Chen ’26, Anya Lin ’30, Jenny Qiu ’29, Maya Roy-DiClemente ’30, Kendal Wallen ’28
FRONT ROW (L-R): Isaiah Studin ’31, Santino Basile ’31, John Maynard ’31, Olivier Horber ’32, Lucas He ’32, Andrew Lin ’32, Elwy Wendt ’32, Cameron Hiscox ’32, Brody Berwick ’32, Ben Kearley ’33, Troy Tayebi ’33, Ari Zareian ’33, Markus Liu ’33, Kayden Huang ’33, Josh Gibson ’33, Matthew Chisholm ’30, Luca Sandru ’30, Yosef Shui ’30, Domenico Crupi ’31, Matteo Magnotta ’31, Aden Lilly ’31 ROW 2 (L-R): Luca Pillitteri ’31, Ethan Yu ’31, Lucas Huang ’31, Matt Kwok ’27, David McMinn-Stubbs ’28, John Reid ’30, Jayden Leung ’26, Amani Mutwale ’30, Wyatt Shouldice ’28, Kai Al-Joundi ’27, Daniel Chow ’27, Matheson Davies ’26, Joseph Fata ’29, Carter Sutton ’30, Isa Salyani ’31, Jack Kelson ’30, Jake Tavares ’30 ROW 3 (L-R): Howard Lin ’30, Joon Lee ’30, Everett Steedman ’30, Ethan Huynh ’27, Aiden Lam ’30, Diyako Rezaei ’30, Owen Liu ’30, Ward Reginald ’29, Austin Clouatre ’29, Ethan Lo ’29, Jackson Yin ’29, Anthony Jackson ’29, Cassius Martin ’29, Bailey Davies ’29, Suleiman Ahmad ’27, Artin Rezaei ’28, Eddie Duicu ’28, Jeffery Yin ’29, Keaton Davey ’29 ROW 4 (L-R): Noah Khaliq ’30, Luke Shouldice ’31, Kevin Huang ’26, Massimo Fusco ’29, Logan Whitelaw ’27, Michael Wang ’27, Lucas Chan ’29, Ben Passmore ’27, Jack Qiu ’27 ROW 5 (L-R): Carter Gilroy ’31, Rocky Wendt ’30, Fuzz Pirie ’31, Toby Okeke ’28, Noah Barone ’28, Ty Pirie ’28, Jake McNair ’28, Joseph Corsetti ’28, Brian McGrath ’29, John Ventresca ’28, Roman Bona ’28, Philip Malkhassian ’28, Tristan Simpson ’29, Richard Wang ’26 MISSING FROM THE PHOTO: Ben Aiken ’28, Sehaj Bawa ’27, Chris Greaves ’26, Nick Greaves ’29, Eze Ihediohanma ’32, David Ilelji ’27, Jason Roy-DiClemente ’26, Blake Wallen ’26
DANCING INTO HISTORY
The inaugural prom at St. Anne’s School was more than a celebration; it was another historic milestone for the school’s very first graduating class.
Hosted at the Royal Ambassador Event Centre in Caledon, the Starstruckthemed evening brought together the Class of 2026 for a night filled with elegance, laughter, reflection, and celebration. Candlelight created a warm atmosphere throughout the room as students arrived in vibrant gowns and formal attire, marking one of the many “firsts” this pioneering class has experienced together.
Guests enjoyed a delicious meal, decadent chocolate lava cake, and a festive candy table, while the beautifully decorated hall reflected the creativity and care of the Prom Committee. One of the evening’s highlights came when Head Prefect, Grace Barclay, shared heartfelt reflections and memories that captured the spirit and sisterhood of the graduating class.
As the dance floor filled throughout the evening, so too did the sense of joy and connection that has defined this inaugural class from the very beginning. For the Class of 2026, prom was a celebration of their final year and a reflection of the friendships, traditions, and memories they have helped create as the first Cygnets of St. Anne’s School.
FROM TOP: 1 Cygnets Prom – (l-r): Julia Cericola ’26, Bianca Fabiano ’26, Sophia Simon ’26, Charlotte May ’26, and Heather Steedman ’26. 2 Cygnets Prom – (l-r): Sam Tyler ’26, Katie Moore ’26, and Grace Barclay ’26. 3 Maya Roy-DiClemente ’30 and Savannah Chui ’30 enjoy the inflatable slide during the inaugural MAYhem in support of motionball. 4 Grade 5 students experience their first Fall Flight at Camp Wenonah. 5 Front l-r: Zara Martin ’26, Maya Walker ’26, Kate Kubica-LaCroix ’26, Sofia Almuina Pica ’27 perform with Cygnets Dance Pack at Cygnets Holiday Cheer. 6 (l-r): Lucy Young ’28 and Caleigh McMullen ’28 plant
mascot, Annie, during the opening of the Thelma Fielding Turf Field.
(l-r): Isabel Huynh ’32,
REFLECTIONS OF A CYGNET
Throughout the 2025-2026 school year, students were invited to share a reflection on an aspect of their experience at St. Anne’s School. Those who chose to participate volunteered personal reflections that captured moments of growth, challenge, courage, friendship, and belonging within our community.
The pieces that follow are intentionally varied. Some students wrote about trying something new, while others reflected on managing academic challenges, building confidence, making friends, or finding their place within the school community. Together, these reflections offer an authentic glimpse into the everyday experiences shaping our Cygnets as learners, leaders, teammates, artists, and friends.
As we celebrate the inaugural edition of The Pen, these student voices serve as a meaningful snapshot of a school community still writing its story, one reflection at a time.
Charlotte Roher ’27
The fall term is always filled with new beginnings, lots of confusion, and learning. This year, I joined the fall play for the second year, having made better decisions than last year and prioritizing this so I did not overexert myself. I enjoyed my time with the show, but more than anything, I am grateful for this wonderful opportunity, as it taught me how to manage my time while still allowing room to breathe. Naturally, I knew Grade 11 would mean more schoolwork, and during earlier rehearsals, I would bring out my computer and attempt to get some work done so I did not have to worry about working late at night after long days. As the show ramps up, time management is key, and I utilize my breaks during the weekend and school hours effectively. I still need to allow time to breathe, so I often set timers for myself and take a 15-minute break after an hour of work, which lets me finish most of my work early in the week while still allowing time to relax when I am not actively rehearsing. The fall play is a wonderful opportunity to have fun while practicing effective time management, and I would do it all over again, knowing I have the support of my amazing advisor and all my wonderful teachers.
Tiffany He ’30
Moving to an all-girls independent school has been an exciting and rewarding experience, as I’ve had the opportunity to meet new teachers, make new friends, and be in a completely different environment. It’s been a long journey, but I can confidently say that I’m finding my place here and discovering who I want to be. A few years ago, I would have been too scared to try something new or would have doubted my abilities, but I’ve noticed myself building more confidence, becoming more outgoing, and feeling much more comfortable trying new things, and SAS has played a huge role in this. For example, when we started our new unit on ratios in math, I had no idea how to do it, but my teacher supported me every step of the way, and so did my friends, and in the end, I worked hard and got a high grade. This school has given me so many opportunities to express myself and explore new activities, and I’ve realized that when I come to school, I’m surrounded by teachers who offer me so much support and make me feel valued, while my friends make my days so much better. As a girl, I think it’s important to be surrounded by people who will encourage you and push you to be your best self, and I’ve come to understand “girlhood” as the bond between girls and how we will always have each other’s backs and take care of one another. The bond we have is so powerful, and that’s what helps us grow, strengthens our voices, and inspires us to dream big and tell ourselves that we can accomplish anything.
Cathy Mi ’31
It seems like just yesterday was the first day of school, with new teachers, new classes, and a new schedule now that I’m in Grade 7. At the beginning, I was stressed because my courses felt harder, I had more homework, and I had to manage my time better on my own, plus I joined the fall play, Newsies. It was great to express my feelings through acting and to enjoy the time spent making new friends from SAS, but with the time spent on the play and my homework, it felt harder and harder to get the rest I needed, and it took time to say goodbye to sleep-ins and transition from early morning athletic practices to fall play rehearsals, even though the results really paid off. As the fall play ended, I reflected on how much my knowledge and abilities had grown, and through my achievements, I have not only formed many new friendships but also gained more academic knowledge and skills, such as curiosity. While classes are harder, I love learning and thinking about the next steps I can take on an assignment to do better. My teachers have guided me and helped me learn to manage my responsibilities and build my confidence, especially in French, where I now feel much more capable. I have grown as a powerful Cygnet. I know everyone is here to support me, and I feel incredibly blessed to be learning here and look forward to what the future at SAS holds for me.
Tadiwa Ngorima ’31
Have you ever done something that made you think, “What did I just get myself into?” That was exactly how I felt the day I decided to try flag football. I’ve always played basketball, and it has always been a part of my life, but I wanted to step outside my comfort zone and try something completely different. When I arrived at tryouts, I expected everyone to be throwing perfect spirals and running perfect plays, but I soon discovered that most of us were new to the game, and it took several tries to get the basics right. At first, I felt out of place and didn’t know the drills, the strategies, or even the proper way to hold the ball, but my friends and coaches guided and supported me every step of the way, and little by little, we improved together. By the end of the season, I had gained confidence and learned to keep an open mind, and our team also won CISAA bronze. Trying flag football taught me that stepping outside your comfort zone isn’t about being perfect; it’s about being brave enough to try something new.
Letter from the Editor
I’ve been thinking about this moment for a long time. Back in 2019, when I first began working on the St. Anne’s School project, I was filled with excitement for all the opportunities this school would create for girls.
At the same time, I knew the Communications Department had been handed something incredibly rare: the chance to help build a school’s story from the ground up. Very few people get to write history in real time, and our team has never taken that privilege for granted.
Since those earliest days, there have been many firsts: the first school logos, the first press release, the first newsletter, the first traditions, the first events, the first leadership moments, and now, another milestone, the launch of our alumnae publication.
One of my favourite parts of building St. Anne’s was the work Paul Mosey, our Creative Lead, and I undertook to shape the identity and language of the school. We spent countless hours immersed in the symbolism and lifecycle of the trumpeter swan, searching for something that felt elegant, meaningful, and uniquely ours. What we discovered felt like a gift. The swan represented grace and beauty, certainly, but also resilience, loyalty, courage, and determination, qualities we hoped would come to define the young women of St. Anne’s.
From those conversations came the language that now feels so natural to our community: Cygnets for our students and, now, Pens for our graduates. I still remember realizing that The Pen was the perfect name for this publication. How could it not be? A pen is an adult female swan, but it is also a tool for storytelling, reflection, and legacy. It felt as though the name had been waiting for us all along.
While this is not yet a full-scale magazine, there is something fitting about beginning here. In the spirit of our Partnerhood with St. Andrew’s College, we chose to launch The Pen in a tabloid-style format, much like the very first edition of The Andrean, the Old Boys publication, did in 1956. It feels especially appropriate that, as a young school rooted in tradition and possibility, we begin our alumnae story in much the same way.
What excites me most is not simply this first edition, but what it represents. This publication will grow alongside the school. One day, not too far from now, these pages will include class notes with career updates, wedding announcements, stories of adventure and leadership, and reflections from generations of Pens who will continue shaping the world beyond St. Anne’s.
And to think, it all begins with this first flock.
Nicolette Fleming, Director of Communications
Letter from the Director of Advancement
As we prepare to celebrate the first graduating class in the history of St. Anne’s School, there is a growing sense of excitement throughout our community about what lies ahead for these remarkable young women. The transition from Cygnets to Pens represents far more than graduation; it marks the beginning of a lifelong relationship with St. Anne’s and the next chapter in the story of our growing sisterhood.
Over the past several years, these students have played an instrumental role in shaping the traditions, culture, and spirit of St. Anne’s. As founding students, they helped establish many of the experiences, celebrations, leadership opportunities, and moments of connection that now define life at our school. Now, as our first Pens, they will help begin something equally meaningful: the traditions of our alumnae community.
The Class of 2026 will forever hold a unique place in the history of St. Anne’s, not only as our inaugural graduates but as the young women who will help define what it means to remain connected to this community long after graduation. Through mentorship, networking, engagement, philanthropy, and friendship, our Pens will continue to strengthen the bonds of sisterhood that began here and help inspire the generations of Cygnets who follow.
We are excited to welcome our graduates back to campus often in the years ahead, whether for the Cygneture Event, alumnae gatherings, mentorship opportunities, athletic events, performances, or simply to reconnect with the school community that helped shape them. We hope they will continue sharing their milestones, accomplishments, and journeys with us as they grow into leaders in their universities, careers, families, and communities.
As this inaugural edition of The Pen reaches our community, I want to thank all of our families for the many ways you continue to support and strengthen St. Anne’s. Whether through your involvement, volunteerism, advocacy, or philanthropy, your partnership plays a meaningful role in helping our school continue to grow and thrive.
To the Class of 2026, congratulations. We cannot wait to welcome you as the first Pens of St. Anne’s School and to watch the traditions, relationships, and legacy you have started continue to take flight for generations to come.
