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SUMMER 2026

Imprint Joy in The Pursuit of Excellence INSIDE THIS ISSUE

The Harder the Climb, the Better the View: Finding Grit and Gratitude in Garibaldi When a Kitchen Debate Became a Scientific Inquiry Where Excellence Leads I

This is where

purpose begins

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Table of Contents

EDITORS Karla Sy

Kate Chandler

Mission, Vision, and Values

DESIGN

A Message from our Head of School, Richard Kassissieh

Ginger Ngo PHOTOGRAPHY

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The Harder the Climb, the Better the View: Finding Grit and Gratitude in Garibaldi

Clarence Chan

Jimmy Jeong

CONTRIBUTORS

The Unseen Engine: Bringing Clue to Life

Melanie Antweiler

Anatoly Kim & Kristina Kim

Redefining What’s Possible: Innovation Through Exhibition

Graydon Armstrong

Anthony Norden

Community Reflections: What Does Joyful Learning Mean to You?

Judy Bai

Hebaaq Pascal

Learning Through Connection

Ayden Phung

When a Kitchen Debate Became a Scientific Inquiry

Mark Bigder & Sara Courtis

A Journey Into Art: The DP Art Exhibition

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The Power of Community

Making Excellence Possible

Where Excellence Leads

Campus Transformation Project Update

Celebrating The Class of 2026

Rachel Anand

Kate Phung

Phil Brownhill

Jackie Poon

Zoe Ann Cardinal Cire

Ella Ramsay

Iyla Dandekar

Janice Tsang

Rayan Eksandar-Afshari

Alison Wall Brian Wong

Robel Ghebreslassie

Chloe Wong

Anjali Grewal

Kayla Wong

Tricia Grzybowski

Rachel Xu

Pura Gunawardene

Bobby Yang

Jaffna Hobbs

Ariana Zachau

Delaney Ignatieff

Daniel Zhang

Our Mission EMPOWERING A DIVERSE COMMUNITY OF LEARNERS TO PASSIONATELY STEWARD OUR CHANGING WORLD

Our Vision INSPIRING MINDS THROUGH INNOVATION AND INGENUITY

Our Values CURIOSITY, INTEGRITY, BELONGING

We acknowledge we are situated on the traditional and unceded territory of Sḵwx̱wú7mesh Úxwumixw (Squamish), xʷməθkʷəy̓ əm (Musqueam), and səlilwətaɬ (Tsleil-Waututh).

A Message from our Head of School, Richard Kassissieh

JOY AND EXCELLENCE BELONG TOGETHER. To become truly proficient, students must feel empowered and passionate about their studies. Curiosity, inquiry, and investigation really fly when you engage with relevant topics, dig deeply, gain understanding, share ideas, and see evidence of your own mastery. This process results in an energetic satisfaction that drives further curiosity and independence in learning, which lasts a lifetime. In 2024, we published our current strategic plan, a guide to the long-term developments that would most enhance students’ educational experiences. Our community built this plan through surveys, focus groups, and discussions of what the feedback meant. Our experienced teachers already held a deep understanding of their subjects and a strong commitment to effective lesson design and student exhibitions of learning. We were building on a strong foundation. The feedback was clear. To take learning to the next level, we would let student leaders genuinely lead, celebrate student accomplishments, shape the program based on

student voice, designate time for passion projects, and prioritize teacher-student connections. The teacher’s role would shift from delivering an educational experience to co-creating it with students. Two years into this strategic plan, and our direction is already bearing fruit. This edition of Imprint features stories of outstanding learning experiences as told by students. Some of these programs are new, whereas others have new energy. They reflect art, science, theatre, applied learning, outdoor expeditions, exhibitions, and more. My favourite part? These powerful experiences were inspired and shaped by the active voice and leadership of students. Stratford Hall is truly a place where students find their sense of agency and achieve their full potential. Thank you to every one of our students, faculty, and staff for the camaraderie and courage you bring every day. We are also very grateful for the generous support of goodwill and partnership of our families, volunteers, and donors, without which this would not be possible. Enjoy this edition of Imprint, and see you at the start of school!

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The Harder The Climb

The Better The View FINDING GRIT AND GRATITUDE IN GARIBALDI At Stratford Hall, student voice helps shape the learning experience. When students asked for Outdoor Education to continue beyond Grade 10, teachers partnered with them to create the Summit Program, an optional series of advanced wilderness expeditions that extend learning through challenge, resilience, leadership, and teamwork.

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GRAYDON ARMSTRONG, GRADE 11 When the trip started, I was feeling quite apprehensive. I was nervous about the physical demands, as I had never backpacked before, let alone hiked with as much elevation as Panorama Ridge. Still, I felt excited at the idea of bonding with my friends, many of whom I got to know well during previous OEE trips.

the duct tape kept falling off due to the mud on the trail. There were moments when I wanted to stop, as the rope pressing into my foot became increasingly uncomfortable. However, I found joy in the conversations I had with my teachers and peers. I remember the final few hours of the trek, as the sun was setting, having really meaningful conversations with people I hadn’t spoken to very much before, which helped me become more comfortable and sociable with new people.

Looking back now, I mostly remember the friendships, the scenery, and the feeling of accomplishment upon reaching Panorama Ridge. More than anything, Garibaldi taught me resilience. I now know that challenges are temporary, but meaningful experiences and life lessons last far longer. To me, the most memorable moment, aside from reaching the summit and seeing the view from Panorama Ridge, was the hike before breakfast on the second day. The crisp air and frosty landscape, combined with the sun rising over the peaks, felt like a scene from a movie. Though I was tired, I felt grateful to be where I was in that moment. Apart from the physical challenges of Garibaldi, the hardest part for me was an issue with my equipment. The hiking boots I had brought were old, and during the second day I noticed that the glue was starting to disintegrate. At first, I ignored it, thinking it couldn’t get worse, but on the return hike I realized it was deteriorating quickly. I started to panic when I could feel the sole of my right shoe falling off with every step, so we tried to fix it with duct tape, hoping it would hold together long enough to reach the bus. Later in the day, we had to resort to rope to hold the soles to the rest of the shoe, as

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RACHEL ANAND, GRADE 11 If you’d asked me halfway up the trail to Garibaldi Lake how I was doing, “joy” probably wouldn’t have been the word I’d use. My legs were heavy, the switchbacks felt like they were never going to end, and the physical challenge was definitely hitting me. But at Stratford Hall, we talk a lot about the “Pursuit of Excellence,” and on this trip,

alone. I had the best support system in Mr. Brownhill, Abi, and Mr. Croke, who pushed us and guided us through the long treks. What I think we all realized from the trip was that having people who push you to be excellent but make sure you feel totally backed up the whole way, is something everyone should try and find.

I realized that the joy isn’t just about the moment we finished our 15km walk down, it’s about the grit it takes to get to the top, and the people who are right alongside you. The moment that’ll stay with me forever wasn’t just the view or Garibaldi Lake itself, even though it was hands-down one of the most unreal and beautiful things I’ve ever seen. It was waking up, unzipping the tent, and seeing the sun rise over Black Tusk Mountain, and just taking a moment to acknowledge where we were. It was especially amazing showing it to Ava, our German exchange student. She’d never seen B.C. like this before, and seeing the scale of our mountains and the valleys through her eyes made me realize how lucky we are to have a “classroom” that looks like this. There was this huge sense of belonging throughout the trip. We weren’t just a bunch of students on a SUMMIT trip, we were a team sharing something massive. Of course, getting to that point wasn’t easy. When things got really difficult on the trail, I didn’t have to figure it out 6 | IMPRINT 2026

My biggest takeaway is that excellence isn’t something you do alone. It’s found in those quiet mornings with your best friends and the collective push to reach the top. I left Garibaldi with a lot more confidence and a genuine curiosity about what else I can tackle. Honestly, I am so excited for our six-day canoeing trip now. If Garibaldi taught me anything, it’s that the harder the climb, the better the view!

PHIL BROWNHILL, DP TEACHER Early in 2025 I came to my Outdoor Education colleagues Abi Craton and Mitch Taylor with the idea of expanding the school’s Outdoor Education program into Grade 11. The rationale was simple: our students love the Outdoor Education program at Stratford Hall and we knew that many of them would like to continue having these experiences as they got older. The support from administration, students and families was immediate. That sense of community support is something I appreciate about Stratford Hall. From there, Abi and I worked to craft a program based around four principles: joy, challenge, connection and leadership. We planned three trips: A challenging hike in Garibaldi in October, a winter camping leadership trip to Manning Park in February, and a six-day wilderness canoe trip in June. We set to work on all the logistical challenges of running wilderness trips, and I’m grateful for Abi’s years of experience and passion as an educator. It’s inspiring and motivating to work alongside such capable colleagues. With the initial planning behind us, we were ready to recruit our student participants, and here’s another reason I feel lucky to work at Stratford Hall: the brilliant and quirky students we work with. We formed a group of 10 amazing young people, and the energy was infectious from our first meeting. They brought a great range of skills and personalities and they complemented each other perfectly. A few weeks later, we were ready to head out for Garibaldi.

I have been lucky to lead many outdoor wilderness experiences in my career, but I have never seen a group of students as cohesive, supportive and enthusiastic as this one. Their strengths shone through in so many ways, big and small.

On the second day, they woke up under the stars to sub-zero temperatures, shook the ice off their tents, saw sunrise on the trail, summited Panorama Ridge and arrived at the bus in the dark. The whole way, they pushed themselves and supported each other. We finished the trip tired and proud. I write this in June, on the last day of school for teachers and a day before heading out on our six day canoe trip. It’s a great time to reflect on the many reasons I’m grateful for this work. I’m convinced that teaching is the best job in the world, and being part of the Summit Program this year has only solidified this for me. It’s a privilege to see young people challenge themselves and grow and it’s amazing to be part of a team working to help that happen.

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n e e s n U ne i g n E

THE

e f i L o t e lu C g n i g n i r B

When the curtain rises on opening night, the audience is treated to a polished, gripping mystery. But the magic of a production like Clue is built long before the house lights dim. It is a masterclass in collaboration, requiring a seamless, silent language between the actors in the spotlight and the unsung crew in the shadows. From the first table read to the final curtain call, success is measured not just by the applause, but by the community forged through months of long rehearsals, technical pivots, the shared vulnerability of taking creative risks, and the joy of bringing a story to life. Here, three students reflect on the collaborative force—both front and backstage—that made the mansion on stage at the Cultch Theatre a reality.

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ARIANA ZACHAU, GRADE 11 - STAGE MANAGER I first joined the Stratford Hall theater program in Grade 8, fully expecting to struggle with performance. When Ms. Tench suggested I join the production crew instead—specifically as the stage manager—I was ecstatic.

Four years later, theater has connected me with some of my best friends at school, and rehearsals remain one of the things I look forward to most. Stage management is often overlooked, but it is deeply rewarding. Ms. Tench mentored me from day one, teaching me how to write blocking notes, manage cues, and organize props. This year, it was my honor to pass that knowledge on to younger peers. The role requires constant flexibility; whether I’m at home learning lighting cues or spending hours after school constructing sets, things always go wrong. Set pieces break, props vanish, and plans shift at the last minute. Yet, learning to adapt, communicate, and stay calm under pressure has prepared me for more than just the stage. Being part of the entire process, from the first logistics meeting to watching my peers grow, is a privilege I wouldn’t trade.

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ELLA RAMSAY, GRADE 9 - ASSISTANT STAGE MANAGER, SOUND I started in the theater program three years ago as a way to stay close to friends, but my involvement has grown significantly since then. For Clue, I joined the production team, spending months running sound cues and reading lines for actors. About a week before the show, I was unexpectedly put in charge of sound cues for the entire production. It was a stressful shift, but having run the cues during rehearsals, I was ready to adapt. Beyond the technical work, the community is what keeps me coming back. You spend so much time together between rehearsals and show week that you become a family. That closeness really shines in the quiet moments between shows—like when an older actor led everyone in a pre-show tai chi warmup, or when we gathered just to play games.

So much work goes into bringing these productions to life, and the reality is that the cast and crew rely on each other for everything. I’m honored to have been a part of this team, where everyone’s contribution, front or backstage, makes the show work.

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AYDEN PHUNG, GRADE 9 - ACTOR Acting was something I never expected to do, but after a push from Ms. Tench in Grade 7, I found myself hooked. Every year since, I’ve taken part in productions, gradually becoming more comfortable on stage and within the theatre community. For Clue, we spent arduous hours after school blocking scenes and shaping our characters. Those rehearsals also created opportunities to connect with students across grades, making the theatre community feel unexpectedly close-knit. The hardest part of Clue for me was developing Mr. Green. He is a timid, by-thebook, germaphobic character, and while I understood his traits, bringing them to life on stage was a real challenge. I experimented with different voices and mannerisms, trying to find a version that felt authentic. With support from Ms. Tench, my peers, Leo, (Mr. Green in Cast A), and even my mom, I gradually learned how to refine his personality through practice. The magic of the production, however, was in the collaboration. During rehearsals and performances, the backstage team was the unsung hero—especially during moments when the rotating doors in the set led to unexpected chaos and hilarious mishaps. One of my favourite moments was when Leo grabbed a wooden plank during a search of the mansion, and I followed it by charging out with a pool stick. Those spontaneous choices created moments of humour that bonded us just as much as the script itself.

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Redefining What’s

POSSIBLE INNOVATION THROUGH EXHIBITION IYLA DANDEKAR, GRADE 5

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“JOY IN THE PURSUIT OF EXCELLENCE” isn’t a phrase that is easy to unpack. But when I think about it, I realize that excellence looks different for everyone. During Exhibition, the joy and excellence of every Grade 5 student was clear.

do your homework, no one had a perfect run. But experiences like these help us develop perseverance and resilience. I was pushed out of my comfort zone, and that allowed me to discover strengths I didn’t know I had and build the confidence to tackle bigger challenges.

Immigration was an interesting topic to me because it was not only an exploration of Canadian history, but also of my own. Immigration is deeply personal to me because I am the descendant of immigrants. I was eager to learn more about the people who have shaped and contributed to the amazing everyday life I get to live. One surprising thing I learned was that the government is reducing immigration levels so much that population growth is slowing, which could have impacts on the economy.

The most important part of Exhibition for me was seeing my friends and peers become so deeply passionate about their topics. They uncovered things so fascinating that, at

As part of my inquiry into immigration, I learned about MOSAIC, an organization that supports newcomers and refugee families. I worked with a team to plan a Junior School Care Package Drive for MOSAIC, collecting essential items such as soap and toothpaste. Organising the drive wasn’t easy and I want to extend my biggest thank-yous to Ms. Lempriere, Ms. Karam, and my team: Aiden Wu, Gianna Sidhu, Gus Kaltio, and Simran Sandhu.

If I learned anything from this experience, it is that meaningful action is not something one person can accomplish entirely on their own. Creating an impact requires community support and teamwork. Overcoming challenges was a big part of Exhibition. Whether it was reading long nonfiction texts, struggling with deadlines, or feeling so stressed that you forgot to

first, I didn’t even believe them. It was truly a showcase of excellence. Above all, though, it was the joy that shone brightest: the smiles after completing a presentation, the proud recaps at recess, and the bittersweet feeling of it all being over. Those are the moments that have stayed with me and the ones I will never forget. Each year during Exhibition, the Grade 5 students redefine what 10-year-olds are capable of. I couldn’t be prouder of what our grade has accomplished this year. While I am sad to say goodbye to the PYP, Exhibition has helped me truly understand what I am capable of. As we move into the MYP, I know I will always remember this experience.

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COMMUNITY REFLECTIONS

What does

joyful learning mean to you?

What does joy in the pursuit of excellence look like in our community? To explore this question, we invited students, parents, and staff to share moments when learning felt meaningful, exciting, and rewarding. Their reflections offer a glimpse into the many ways joy and growth are experienced at Stratford Hall. 16 | IMPRINT 2026

MELANIE ANTWEILER, GRADE 10 PARENT

DANIEL ZHANG, GRADE 2 STUDENT

RAYAN ESKANDAR-AFSHARI, GRADE 5 STUDENT

Teenagers aren’t known for sharing lots of information with their parents, but Simon often comes home bubbling over with news about what he’s learning in class, what’s happening within the school, and what he’s looking forward to. Whether it is a cool technique he learnt in Media Arts, a great goal-scoring catch he made in PE, ideas for his grade ten Personal Project or Internship, or his plans for the Eco Fair, he’s fully engaged and happy to share it with us. His experiences become part of the family conversation, too; we all enjoyed the debating unit he had in both English and Individuals & Societies! By bringing home his joy of learning at Stratford Hall, Simon makes us feel part of the daily life of the school.

In class, we are always encouraged to think, ask questions, and try new ideas. In design class, I made a mug with math formulas on it. I drew my design and made sure it would fit on the mug before it was printed. I learned to be patient, pay attention to details, and keep improving my work. I liked seeing my idea turn into a real mug.

One of my favorite parts of Stratford Hall is camp. We get to spend two or three days with our classmates and teachers, and it is always a really fun experience. Camp gives us the opportunity to build stronger friendships and make great memories together. We get to try new things, challenge ourselves, and become more independent.

HEBAAQ PASCAL, GRADE 5 PARENT, LEARNING STRATEGIST What has brought me the most joy is watching my daughter’s curiosity flourish. Stratford Hall has given her the confidence to try things she never would have before. She used to only sing in the shower, and now she’s performed in Annie, the school musical. She also joined the volleyball, basketball, and ultimate teams—something I never could have imagined. Do you know how long I’ve been trying to get her to play team sports? At Stratford Hall, the opportunity presented itself naturally, and she embraced it. Watching her curiosity be nurtured and seeing the joy it brings her has been one of the greatest gifts of our experience as a family.

ALISON WALL, DIRECTOR OF ENROLMENT MANAGEMENT To me, joyful learning is the heartbeat of a thriving school. In enrolment meetings with prospective families, I talk about this idea all the time, but on the court coaching our Grade 6 basketball and volleyball teams, I actually get to live it. Joy is that high-energy thrill of winning a hardfought point, balanced by the resilience of laughing off a silly mistake. It’s the magic of watching a student confidently sink a shot that seemed totally impossible at the start of the season, and the collective roar of the team celebrating a teammate’s breakthrough. Ultimately, this kind of joy is what builds real student leadership, genuine school pride, and a lifelong love for just being part of the game. When I look at my Grade 6 athletes, I see the exact kind of warm, connected community that prospective families want their kids to join, and honestly, the exact kind of place where I love coming to work every day.

I think independence is a very important skill for later in life. At camp, we learn how to take responsibility, help each other, and step outside our comfort zones. Even if something feels difficult at first, our teachers and friends encourage us to keep trying. By the end, we often realize we are capable of more than we thought.

JANICE TSANG, JUNIOR SCHOOL LEARNING STRATEGIST I experience joy in the small moments when students begin to see their own growth. It might be reading a word independently after lots of practice, tackling a task they once avoided, or realizing that something that felt difficult a few weeks ago now feels manageable. To me, excellence isn’t about being perfect. It’s about continuing to learn, trying again when something doesn’t work, and celebrating progress along the way. Being able to support students through those moments and share in their excitement when something finally clicks is what brings me the most joy.

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LEARNING THROUGH

Connection Throughout the academic year, students learned alongside our Artist-in-Residence, Zoe Ann Cardinal Cire, whose teachings connect art, storytelling, culture, and the natural world. As students explored painting, beading, observation, and creative practice, they were also encouraged to think deeply about identity, history, land, and belonging.

MEET OUR ARTIST-IN-RESIDENCE Zoe Ann Cardinal Cire is a visual artist born and raised on Treaty 6 territory of central Alberta. Cire’s work talks with the culture that raised her: her kokom’s lineage of Beaver Lake Cree Nation and her moshom’s Métis lineage. These conversations oscillate between the terrains of paint, beads and textiles, focusing on place and enlivening material associations. Here, relations speak about language and memory, where it can be found, and what it says when it reaches.

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Cire completed a Bachelor of Visual Arts with a minor in Curatorial Studies from Emily Carr University. Cire graduated in 2024 from Yale University with a MFA in Painting and Printmaking where she won the Blair Dickinson Memorial Prize. Her works have been included in exhibitions at galleries across Canada, the U.S., and beyond.

JAFFNA HOBBS, GRADE 4 TEACHER As part of our Where we are in place and time unit, Zoe Cire worked with our Grade 4 students to deepen their understanding of Indigenous history, identity, and perspective through art and observation. She guided students in creating magnified, zoomedin images of significant Indigenous artifacts and objects, encouraging them to look closely, notice fine details, and consider the deeper stories each item held. Students moved beyond simply learning about objects to thinking critically about why they matter, who they belong to, and how they connect to the past, present, and future. Zoe helped our learners see that history is not distant; it is living, detailed, and deeply rooted in place.

JUDY BAI & TRICIA GRZYBOWSKI, KINDERGARTEN TEACHERS Zoe visited the classes to share her personal stories and beading projects, bringing in meaningful artefacts and photos. She explained how beading was passed down to her and how patterns carry identity and stories. As a cohort, students worked together on a large collaborative beading project. Zoe also designed unique flower patterns specifically for the Kindergarten classes and gathered the materials students needed to apply their learning. Students used their understanding from the unit to plan and create their own patterned beaded flowers out of clay models.

Throughout the time of a school year, we’ve experienced the four seasons change together. And with the changes of each season, we learn, we grow and connect. Connection and relationships are important to me and I feel grateful to have spent time with students from Grades K–12. Zoe Ann Cardinal Cire, Artist-in-Residence

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When a Kitchen Debate Became a Scientific Inquiry ANJALI GREWAL, GRADE 9

If you had told me that a family argument about turmeric would lead to a Gold Medal at the Greater Vancouver Regional Science Fair, I would have laughed. But somehow, that debate became my own unexpected journey into finding joy in the pursuit of scientific inquiry and excellence.

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GROWING UP IN AN INDIAN FAMILY, TURMERIC IS EVERYWHERE. It goes into curries, soups, rice dishes, and even warm milk when someone is sick. In our house, turmeric is not a trendy “superfood.” It is simply part of life. Then came my grandfather and his social media research. One day, he confidently announced that cooking turmeric destroys its health benefits. He had watched videos, searched Google, and found scientific articles to support his claim. Immediately, a full family debate erupted. Grandad insisted my grandmother stop cooking with turmeric, while Grandma argued that generations of Indian women could not possibly have been doing it wrong for centuries. Incidentally, around the same time, we were being asked to develop ideas for our science fair projects at Stratford Hall. One thing Stratford Hall teachers constantly encourage us to do is connect what we learn in class to the real world. They push us to ask questions, investigate ideas, and apply science beyond the classroom. Listening to my grandparents argue, I suddenly wondered: could I use the scientific concepts I was learning at school to settle this debate once and for all? In our science labs, I had learned how to make agar and run assays, so I designed an experiment to test whether heating turmeric destroys its antioxidant properties. My teachers helped me gather supplies and even special-ordered the chemicals needed for the project. The experiment itself was far more difficult than I expected. I used a DPPH agar diffusion assay to measure antioxidant activity by observing how turmeric extracts reacted with free radicals and produced clear halos on agar plates. Along the way, I learned how to control variables, analyze trendlines and R² values, calculate standard deviation, and evaluate experimental error. There were many moments when things did not work, but those challenges taught me how to problem-solve, adapt, and become more resilient.

antioxidant ability. My grandfather and I were wrong. My grandmother—and generations of Indian grandmothers before her—were right. At first, I thought I had messed up the experiment. I repeated trials, checked calculations, and reviewed my methods. But the results stayed consistent. That is when the project became far more interesting than I ever expected. If my grandfather’s research was scientifically valid, why were my results different? The answer taught me one of the biggest lessons of the entire experience: science is more complex than quick online conclusions. The studies my grandfather found involved turmeric being exposed to extremely high temperatures for long periods of time—conditions very different from how turmeric is typically cooked in Indian food. That one detail completely changed the outcome. It also highlighted the importance of what Stratford Hall teachers constantly emphasize: critical thinking, questioning online claims, and becoming true inquirers rather than simply relying on AI or Google for answers.

Then came the shocking part. My hypothesis was completely wrong.

In the end, I did more than settle the turmeric debate at home. I presented my findings at the Greater Vancouver Regional Science Fair, where I was honoured to receive a Gold Medal along with the SFU Faculty of Science Award.

Not only did heating turmeric not reduce its antioxidant activity, but the heated turmeric actually showed greater

The best part? My science fair project proved two things: my hypothesis was wrong, and you should probably never argue with an Indian grandmother about cooking.

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A Journey into Art Through curiosity, creativity, and countless hours of exploration, our Grade 12 IB Diploma Programme Visual Arts students have developed their artistic voices. We celebrate a selection of their final works and the journeys that brought them to life.

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Painting Perfectionism Gouache on Canvas

Held in Streamline Gouache on Paper

Invisible Currents Pencil on Paper

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Flourish Acrylic on Canvas

BENEATH THE SURFACE CHLOE WONG Although my artworks are very personal to my own journey with expectations and pressure, I hope that my artworks can resonate with people who also feel the need to uphold perfectionism and who feel heavy expectations to succeed. Through Flourish, I hope viewers can see how the pressure they experience can transform into resilience and growth.

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Citywalking in Shanghai Acrylic Paint on Canvas, Digital Collage

IN RETROSPECT RACHEL XU In Retrospect explores the concepts of nostalgia, memory, and the passage of time, particularly the emotional impressions tied to specific moments in time. Much of my focus stems from my personal history and emotional connection to Shanghai, China, where many of my memories are rooted. After moving to Vancouver with my mom in 2022, while my father stayed in Shanghai for work, I was physically separated from familiar places and parts of my family. This distance makes me think more deeply about how the memory preserves those moments that can never be revisited. Family and culture are intertwined in my works as they are the foundation of my memory and sense of identity. The absence of human figures is also evident in my works, suggesting memories live on even when the people connected to them are no longer present in the scene.

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Inside Moonlight Acrylic Paint on Canvas Tangyuan Acrylic Paint on Canvas

Fragments of Connections Needle Felting using Wool, Wires, and Threads

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Senbon Torii Cardboard Mirror Sheets

Wanderer on Mars Acrylic on Canvas

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Hachimangu Shrine After Rainfall Ink

Chime in Galiano Island Winds Acrylic

JOURNEY THROUGH ALIENATION ANTHONY NORDEN My body of work explores themes of isolation and loneliness, emotions I have felt and wish for the audience to experience to bridge the gap between them and my internal state. Society is built on human interaction, and this lack of interaction can cause unease in the audience. Despite the challenges of loneliness, I have evolved to overcome these emotions, as seen towards the end of the exhibition. My pieces display this through depictions of lonely atmospheres in both negative and positive lights, allowing me to express my emotions to the audience.

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KALEIDOSCOPE KATE PHUNG A kaleidoscope is a popular kids toy that uses small mirrors and coloured glass to create shifting symmetrical patterns as the viewer looks through it. Similarly, fragments of memories, settings and emotions come together to form a mosaic of childhood. My exhibition, Kaleidoscope captures the fleeting moments of childhood, highlighting the beauty of everyday moments that hold traces of personal history, cultural values, and identity. I aim to express emotions beyond happiness, revealing the depth and complexity in children’s experiences.

Before They Float Away Acrylic on Canvas and Oil Pastels

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Between Us Oils on Canvas

Through a Child’s Lens Watercolour, Watercolour Pencil, Colour Pencil

World Beyond a Plate Digital Media

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The Things that Keep me Up at Night Watercolour on Paper

Heartfelt Paper Mache

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OPEN YOUR HEART KAYLA WONG To open one’s heart to someone is to reveal the aspects of ourselves that we keep deep within us. It is intimate, personal and vulnerable. My exhibition explores the concept of self-expression, particularly the various vulnerable parts that we keep hidden away, even if they are integral to who we truly are. This idea stems from my personal experiences as someone who finds it difficult to express myself directly and how that creates distance between myself and others. Through this exhibition, I wish to create a closer connection between how I’m perceived and who I truly am, while also inviting the audience to think about their own vulnerabilities.

Door to the Heart Acrylic on Canvas

The City is Watching Ink on Paper

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The Power of Community Community grows through the people who show up for one another. By sharing their time, talents, and care, our parent volunteers help create the welcoming, connected culture that makes Stratford Hall so special. Here, we celebrate two examples of how parent volunteers help make our community stronger.

PURA GUNAWARDENE, PARENT SHPA EXECUTIVE COMMITTEE, CO-CHAIR

er parents and Stratford staff, and the privilege of helping shape the culture that makes this school so special.

When our family first walked through the doors of Stratford Hall, we didn’t know a single person. What we did know was that we had found a school that embodied everything we wanted for our daughter Lily—academic excellence rooted in inquiry, a commitment to developing the whole child, and a culture that values kindness, integrity, and global-mindedness. Both my husband and I came from independent schools where community was woven into the institutional fabric, so we understood that a strong sense of belonging doesn’t happen by accident. It is built intentionally, through shared experiences and the collective belief that we are better together. With thirteen years ahead of us, simply enrolling wasn’t enough. We needed to belong.

When Lily entered Grade 1, I volunteered again, this time as both a Grade Rep and a member of the SHPA team, supporting key events throughout the year. It should come as no surprise that the more I gave, the more I received. Eventually, I joined the SHPA Executive as Grade Rep Coordinator, and I now serve as Co-Chair, working alongside some of the most inspiring and selfless people I’ve ever met—all united by a shared commitment to the betterment of our school.

So, I volunteered as a Kindergarten Grade Representative. I won’t pretend it wasn’t daunting. Being new to the school and new to the role meant navigating unfamiliar hallways, both literally and figuratively. But what I quickly learned is that when you show up for a community, it shows up for you in ways you never expect. In the warm smile from a parent you recognize at drop-off, in the teacher who checks in on you, and in the friendships that form not because of proximity, but because of shared purpose. That first year taught me to be a risk-taker. To lean into discomfort and trust that showing up matters. It also taught me to be an inquirer, asking questions, learning how things worked, and discovering what our community needed. The reward was immediate: meaningful connections with oth-

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When people ask about our family’s experience, I tell them we are Stratford-proud. Despite being a relatively young school at just 25 years, what Stratford Hall has built is remarkable: a tight-knit community where acceptance isn’t aspirational, it’s foundational. It shows up in how we interact with each other as parents, in how our children carry themselves beyond the classroom, and in the open-minded, caring, and principled young people this school nurtures every day. The power of community isn’t found in grand gestures. It lives in the parent who stays late to stack chairs after the Winter Carnival, the Grade Rep who organizes a class social because the weekend calls for sun, or even the teacher who remembers your child has a hockey tournament over spring break. It lives in the balanced approach we model for our children, showing them that giving back nourishes the spirit just as much as it serves others. To any family considering getting involved: start anywhere. Start small. The community you help build will become the community that carries you, and your children, forward.

JACKIE POON, PARENT SHPA EXECUTIVE COMMITTEE, MEMBER-AT-LARGE When our family joined Stratford Hall as a new Grade 1 family last September, we arrived knowing almost no one. Like many new families, we were excited but also a little uncertain about what it would feel like to become part of a brand-new school community. Looking back now, volunteering was what changed everything for us. At first, I simply wanted to help out and contribute where I could. But I quickly realized that volunteering was also one of the best ways to get involved in school life and truly become part of the community. Through helping at events, setting up activities, and working alongside other parents, I got to know more about the school, its culture, and most importantly, the people who make Stratford Hall such a special place. Some of my favourite conversations happened while carrying supplies, setting up tables, or cleaning up after an event. Those small moments gradually turned familiar faces into friends and helped our family feel that Stratford Hall was not only our son’s school, but our community as well. My desire to become involved actually started before Jasper officially joined Stratford Hall. The summer be-

fore he entered Grade 1, he attended Stratford Hall’s summer camp. He had such a wonderful experience that it became one of the reasons we chose the school for him. He came home excited every day, full of stories and new experiences. At the time, I didn’t know the names of the people behind those experiences, but I knew that many staff members, parents, and volunteers had invested their time and energy to make that summer so memorable for the children. I remember thinking that one day, I would love to be able to do the same for another family. One of the moments that stands out most to me this year was helping with the school carnival. Of course, it was wonderful to see the children laughing, running from station to station, and enjoying the day. But what I remember most was looking around and seeing so many people contributing with genuine enjoyment and enthusiasm. Parents, teachers, staff, and students were all working together, each doing their small part to create something special for the children and families. When the event was over and we saw how successful it had been, our family felt incredibly proud to have been a small part of it. To me, that is the power of community—people coming together, contributing what they can, and creating experiences that make others feel welcomed, connected, and supported. As a family who once arrived knowing no one, we are grateful to now be part of that for others.

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Making Excellence Possible Three members of our community share why they choose to give—and how philanthropy helps make exceptional learning experiences possible for every student.

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ROBEL GHEBRESLASSIE, MAINTENANCE TECHNICIAN My name is Robel, and I have worked at Stratford Hall for the past three years as a Facilities and Maintenance Technician. What led me to Stratford Hall was my desire to be part of a community that supports young people and helps them learn and grow. I know my role may not seem directly connected to students in the classroom, but I believe every part of a school contributes to a student’s experience. I take pride in making sure the facilities are safe, comfortable, and running smoothly so that students and staff can focus on learning and teaching without disruption. What I enjoy most about my work is the people around me. I appreciate being part of a caring community and working alongside dedicated staff and teachers. Seeing students learn, grow, and prepare for their future gives me a sense of purpose. It makes me feel like I am contributing, in my own way, to the next generation. My motivation for donating comes from my own life experiences. Growing up, my family did not have much. I started working at a very young age to help support my family, and there were many challenges along the way. Even though I worked hard, there were times when it was difficult to afford the things I needed, including my education. During those years, the kindness and generosity of others helped me. Some people donated money or

offered support when I needed it most. What may have seemed like a small contribution to them made a significant difference in my life.

Because of those experiences, I learned an important lesson from my family and my culture: a small donation may not make a big difference to the person giving it, but it can have a life-changing impact on the person receiving it. That lesson has stayed with me throughout my life. Today, I donate because I believe in Stratford Hall’s Financial Aid program and the opportunities it creates for students and families who need support. Giving through payroll deductions makes it easy to contribute consistently, and I know that the funds go toward helping students access the education and opportunities they deserve. I am grateful to be part of the Stratford Hall community. Through both my work and my donations, I hope to help create an environment where every student has the chance to succeed and reach their full potential.

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Donating your Education Investment Deposit Makes A Difference

1. Assuming combined tax rate (Fed = Prov) of 45% 2. Investment in RESP results in $ 500 Canadian Education Savings Grant 3. Assuming donation made in Kindergarten

Email cindy.graves@stratfordhall.ca to learn more The information provided is for general informational purposes only and does not constitute tax, legal, or financial advice. Please consult with your tax or financial advisor to determine the impact of a charitable gift on your individual circumstances.

MARK BIGDER & SARA COURTIS, PARENTS We believe that contributing our EID to Stratford Hall is an investment in our children’s future. While there are many ways we could choose to invest this money, when we reflect on our family’s values, investing in our children’s education and in the school community feels like one of the most meaningful choices we can make. We chose Stratford Hall to provide our children with exceptional opportunities, and our support helps ensure those opportunities continue to grow and thrive. Giving also deepens our connection to the school community, reinforcing our commitment to the school’s mission. Most importantly, we see our contribution as an investment in our children’s lifelong success. By giving, we are also leading by example, teaching our children the importance of generosity, community, and supporting the organizations that make a meaningful difference in their lives.

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ANATOLY KIM & KRISTINA KIM, PARENTS We donated our Education Investment Deposit (EID) to Stratford Hall several years ago, while our daughter was still in the middle of her time at the school. She had started in Grade 6, and by then we had seen enough of her experience to feel that the school had become an important part of her life.

Leaving the EID with Stratford Hall was a way for part of that investment to remain with the school and support the students who will come after ours. Every family has its own circumstances, and I do not think there is one right answer for everyone. For us, the decision made sense. Stratford Hall had given our daughter many

Now that she has graduated, we can look back on that decision with more perspective. The years from Grade 6 to graduation are a formative stretch. Children change quickly during those years, sometimes quietly, and the adults around them begin to matter in a different way. They are learning how to work, how to manage pressure, how to speak for themselves, and how to take responsibility for their choices. For our family, education has always been one of the most important things parents can give their children. A good school creates a daily environment where expectations are clear, effort is noticed, and students are taken seriously. Over time, that environment shapes a child in ways that are hard to measure while it is happening, but easier to see once you look back. That is what we came to value at Stratford Hall. Our daughter was challenged there, and she was also known. She had teachers who expected her to do her best, and who paid attention to the person she was becoming. We did not expect the school to be perfect, and no school is, but we did see the steady effect of being in a place with strong standards and a real sense of care. When we decided to donate the EID, we thought about it in a practical way. The amount can seem large when you look at it as a single number. When you spread it across all the years a child spends at Stratford Hall, it looks different. For our family, that was especially true because our connection with the school was continuing. Our son is now entering Grade 6, the same grade where she began, and we have two younger children as well. The donation felt like part of the same long commitment we had already made to our children’s education. Families invest in schools in many ways: through tuition, time, trust, patience, and daily attention.

good years, and we wanted to support the school in a way that was useful beyond our own family. If other families are considering what to do with their EID, I would encourage them to look at it over the full span of their child’s education. Seen that way, it may feel less like one large donation and more like a practical way to help sustain a school that has mattered to your child.

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WHAT IS THE EDUCATION INVESTMENT DEPOSIT (EID)? Until Fall 2023, families joining Stratford Hall made a refundable Education Investment Deposit when they enrolled. Over the years, many families chose to donate all or part of their deposit back to the school, supporting campus improvements, debt reduction, and other initiatives. The EID program has since been replaced by the Enrolment Fee, so newer families will not have participated in the program.

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Where Excellence Leads Our graduates are making their mark in countless ways. Meet a few Stratford Hall alumni as they reflect on their journeys, share where life has taken them, and offer advice for the next generation.

Delaney Ignatieff ‘16 VANCOUVER, CANADA FAVOURITE STRATFORD HALL MEMORY Traveling to Burlington for ultimate frisbee tournaments. Those trips captured the Stratford energy so well: supportive, spirited, and genuinely fun. Between the intensity of the games and the laughter on the sidelines, it was the perfect mix of competition and community, and some of my closest friendships came out of those weekends. BIGGEST INFLUENCE Mr. Kyle Nystad made one of the biggest impacts on me. He constantly taught me what it meant to challenge myself, to keep improving, and to work hard toward my goals. Whether it was early mornings spent training or in the classroom, he showed up with a high level of commitment that pushed me to do the same. When I was captaining ultimate teams, he played a huge role in shaping how I lead. He taught me how to work with different personalities, how to bring people together, and how to inspire those around me. The lessons he shared weren’t just about sports, they were about resilience, and leadership. Those are foundational skills I still rely on today, and they’ve continued to guide me in both my academic and professional path. IMPACT ON FUTURE My time at Stratford Hall shaped the way I think and work in a way that’s stayed with me. It taught me how to be genuinely curious, how to ask questions, sit with complexity, and take the time to form my own perspective. I learned how to manage my time and take responsibility

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for my own learning. Those skills have carried into my professional experience as I step into my role as a lawyer. PATH AFTER STRATFORD HALL After graduating, I completed a Bachelor’s degree in Kinesiology and a Master of Management at the University of British Columbia, followed by a Juris Doctor at Thompson Rivers University. One of my first roles was as a research assistant at UBC, which I found through the Work Learn Program. It was a great introduction to professional work, designed to align with my academic schedule. CURRENT ROLE I’m currently finishing up my articling term at a law firm and will be transitioning into my role as a lawyer in the next month. What I’ve enjoyed most is the balance of critical and creative thinking—the work constantly challenges you to look at problems from different angles. It’s also a career where you’re always learning, which is something I really value. ADVICE TO STUDENTS First and foremost, have fun. Working hard matters, but it should be balanced with doing the things you genuinely enjoy. At the same time, high school is about building foundational skills. If there’s one thing to focus on, it’s becoming a strong writer. Learning to synthesize your thoughts, make a clear point, and communicate it effectively is a skill that will serve you well in whatever you choose to pursue. IN MY FREE TIME I enjoy reading, playing hockey and ultimate frisbee, and hiking.

Brian Wong ‘12 LONDON, UNITED KINGDOM FAVOURITE STRATFORD HALL MEMORY One of my favourite memories from Stratford Hall was our DP History class trip to Berlin as part of our “rise of dictators” unit. Walking the streets and visiting sites like the Reichstag, the Berlin Wall, and museums transformed abstract textbook lessons into vivid, tangible experiences. Discussing history on-site with my classmates and Mr. Brogan sparked some of the most insightful conversations of my high school years. That experience deepened my understanding of how history shapes the present and ultimately sparked my interest in global public health. Now, as I travel to Berlin regularly for work, it’s incredibly meaningful to retrace those same steps and reflect on how that formative experience continues to connect with my career today.

PATH AFTER STRATFORD HALL After graduating, I spent more than eight years in higher education, completing degrees in biomedical science, epidemiology, cardiovascular science, business, diplomacy, and public health. My first full-time role was as a Clinical Epidemiologist with the Medical Research Council Unit for Lifelong Health & Ageing at University College London, where I worked as part of my PhD. That experience reinforced the importance of interdisciplinary collaboration and showed me how research can translate into better health outcomes. CURRENT ROLE I now run my own global health consultancy, where I advise international organizations, UN agencies, ministries of health, and health technology start-ups. I enjoy the diversity of the work—no two days are alike—and the opportunity to connect global health strategy with innovation. It’s incredibly rewarding to help turn bold ideas into partnerships, policies, and technologies that improve lives around the world.

BIGGEST INFLUENCE

ADVICE TO STUDENTS

Jim McConnell and Brad Smith both had a lasting influence on me. They fostered an environment that encouraged curiosity, critical thinking, and looking beyond the classroom. Their support helped shape the way I approach learning and challenged me to think more broadly about the world around me.

Embrace curiosity, flexibility, and connection. The most valuable ideas often emerge at the intersection of different subjects, perspectives, and cultures. Don’t be afraid to make unexpected connections between what you’re learning, and focus on asking thoughtful questions rather than simply finding the “right” answers. Seek out real-world experiences through Ms. Collins, volunteering, internships, or community projects—they’ll help you discover what inspires you and build skills that will serve you well wherever your path leads.

IMPACT ON FUTURE My time at Stratford Hall taught me far more than subject knowledge—it taught me how to learn. The IB program encouraged me to draw connections between different disciplines, question assumptions, and think critically about complex issues. Through courses like Theory of Knowledge and experiences such as Creativity, Activity and Service, I learned that meaningful knowledge comes from combining theory with real-world experience. That mindset continues to shape how I approach challenges in global public health every day.

IN MY FREE TIME I enjoy balancing my love of travel with exploring London’s vibrant arts and culture scene. I’ve played the violin since I was four years old and have performed as a first violinist with both the Ottawa Chamber Orchestra and the London City Orchestra. Making music with others is a creative outlet that keeps me inspired, grounded, and connected to the world.

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Campus Transformation Project Update RICHARD KASSISSIEH, HEAD OF SCHOOL The past 25 years have shaped Stratford Hall into the vibrant learning community it is today. Continued growth, particularly in the Senior School, means more space and more choice are essential to supporting our current and future students. The purchase of the Middle Building in 2018 reflected a long-term vision for Stratford Hall’s future. Now, that vision is becoming reality through the Campus Transformation Project.

This project will expand and enhance the Stratford Hall campus for Grades K-12, adding students and facilities that will enrich the social fabric, learning opportunities, and physical environment of the school. This is far more than a building; it is a transformation of the relationships among space, identity, and activity that will allow us to write the next chapter of Stratford Hall. The vision for our transformed campus includes: • More space for more students, friends, classmates, and clubs in the Senior School • Generous classrooms that our Junior School students and teachers need • Additional faculty to serve as experts and mentors • Buildings connected in a way that supports the K-12 journey • Flexible cafeteria, dining hall, and kitchen that nourish the body, deepen connections, and make learning visible • New specialist classrooms in science, library, art, music, and learning support • New graduation pathways through Grades 10-12 to meet the needs of all students.

This year, we significantly advanced the project: • Consulted in detail with teachers, program directors, and students • Received several leadership gifts that accelerated project fundraising • Completed schematic and detailed designs for the new construction of the Middle Building and internal renovations of the PYP and MYP buildings • Hired a project manager and construction company to develop detailed cost and construction plans • Engaged with the City of Vancouver and applied for the building permit. This project has already been shaped by the generosity and commitment of our community, and with your continued support, we look forward to breaking ground in summer 2027. If you feel inspired to be part of this transformation, Director of Development Cindy Graves, Board Development Committee Chair Amit Venugopal, and I would welcome the opportunity to share more about the project and how you can help bring this vision to life. Thank you to everyone who has helped bring us to this point. I deeply appreciate the past, present, and future partnership with our leadership donors, the Development Committee, Campus Transformation Committee, Board of Governors, and Stratford Hall Foundation.

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JOIN US FOR OUR

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CELEBRATING

Class THE

2026

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There is a box in Ms. Collins’s office. Every once in a while, she fills it with milk and dark chocolates. One of the worst feelings is walking all the way downstairs during a class break only to find a tray full of 95% dark chocolate. Finding a milk chocolate in that pile is like finding the right equation on your data booklet. Class of 2026, unfortunately, our time here at Stratford Hall is like the milk chocolate in Ms. Collins’s office. It is full on Monday morning, and before you have come to savour it, it is gone, leaving only the 95% dark chocolates. That bittersweet taste, that bittersweet feeling. Today marks the completion of our high school journey and, for many of us, the conclusion of years spent in the IB programme. Whether your time at Stratford Hall began in the Diploma Programme or as one of our lifers many years ago, it is a remarkable achievement to be here today. More importantly, it is a privilege to celebrate this moment together. As I begin to internalize the fact that the IB is finally over—and that I have become an adult, to a certain extent—I have found myself thinking a lot about joy and time. When we walked out of our final exam, many of us felt an immediate sense of relief. Looking back, I do not think true joy inherently comes from winning or finishing. It comes from struggling, failing, losing over and over again, going through hardship, and slowly realizing that we are improving. After all, you would not consider something a real win if you achieved it every day with no setbacks. And that brings me to the concept of time. Life is short. It is so easy to become absorbed in the next assignment, the next exam, or the next obstacle that we forget where we are headed. Perhaps this summer, when you find yourself with a quiet moment, it may be worth thinking about who you want to become and how you can dedicate your time to becoming that person.

To end, I would like to share one of my favourite personal mottos: You are always better than you think you are, and you are always worse than you think you are. Stay humble when you are proud, and be more confident when you are doubtful. There are still so many great things ahead of us to achieve.

EXCERPT FROM THE VALEDICTORY ADDRESS BY BOBBY YANG, CLASS OF 2026

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GRADUATION CEREMONY

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GRADUATION CEREMONY

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GRADUATION DINNER AND DANCE

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GRADUATION DINNER AND DANCE

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GRADUATION CRUISE

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FINAL GRADE 12 ASSEMBLY

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