Imprint: December 2020 Issue

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DEC 2020 VOL 20/ISS 1

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TABLE OF CONTENTS

FROM OUR LEADERS

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Resilience FROM OUR LEADERS

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Navigating the Pandemic through Circles of Care FROM OUR LEADERS

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Positivity All Around FROM OUR LEADERS

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What’s More Resilient Than Paint?

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Resilience in Real-Time ENRICH

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Learning Resilience through Family Stories

MANAGING EDITOR Aldrich Tan Advancement Services Manager SENIOR COPY EDITOR Isabel Sankaran-Wee Director of Advancement PHOTOGRAPHS Clarence Chan Photography Ron Cheung Aldrich Tan

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Resilience in the RAIN REFLECTION

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Life Unexpected EDUCATE

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National Coming Out Day EXPLORE

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A Portrait of Patience and Resilience SNAPSHOTS

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School Life REFLECTIONS

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Stratford Hall 3000 Commercial Drive Vancouver, BC Canada V5N 4E2 T: 604 436 0608 E: advancement@stratfordhall.ca www.stratfordhall.ca

Adapt and Flourish REFLECTIONS

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Alumni Reflections: Where are they now?

REFLECTIONS

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The Challenge of Life CALENDAR

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Save the Date CALENDAR

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2021-2022 Key Dates

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Annual Report 2019-2020

Imprint is published twice per year, expressly for parents, students and friends of Stratford Hall. Imprint is copyright © 2020 Stratford Hall IB World School, Vancouver BC, Canada. Please contact our office to be added to the mailing list.

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Resilience 2

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FROM OUR LEADERS

The lens through which I am approaching resilience is the institutional lens. Resilience is also defined in Dictionary.com as, “the ability of a system or organization to respond to or recover readily from a crisis, disruptive process, etc.” This use of resilience fits Stratford Hall very well at this point in time and is appropriate for both the school’s stage of development and our response to the global pandemic.

Resilience, the theme of this issue of Imprint, is a word often used in schools, especially as it relates to what we wish to develop in students, “the ability of a person to adjust to or recover readily from illness, adversity, major life changes, etc.”

(Dictionary.com). Within the last two decades, schools have increasingly prioritized deliberate actions to produce students who are resilient.

This has been illustrated within IB schools through the adoption of the learner profile in the Primary Years Programme in 1997, the subsequent adoption of the learner profile across all programmes in 2006, and the adoption of the approaches to learning across all programmes in 2018.

At the core of the learner profile and approaches to learning are an approach to learning we wish all students to develop at Stratford Hall.

Our goal is for students to become balanced, courageous, and reflective, able to “bounce back” from challenges as a way of learning and living. And while this is central to our purpose as an IB World School, I wish to address another use of the word resilience to highlight how Stratford Hall as an institution is approaching the future.

This past year Stratford Hall quietly turned 20 (and we are waiting for a chance to celebrate together, in person!). And, furthermore, we have taken a series of steps to ensure we respond to the disruptions which are taking place in education, in society and in response to the pandemic. The Board of Governors is currently in the midst of finalizing the school’s next strategic plan, which, combined with the campus masterplan, will frame our development for the next 5 to 10 years. Note that both of these plans will both be launched prior to the end of the current school year.

At the same time, the faculty and staff have responded to critical societal issues in the hopes of equipping our students to play their role in building a better and more peaceful world.

Schoolwide staff committees, some with student members, are taking on the important conversations related to sustainability, diversity, equity and inclusion, SOGI (sexual orientation and gender identity) and the future of education. While not all of these committees are new at Stratford Hall, the schoolwide mandate to bring about change in our school - and in the lives of students - is.

young people are on the rise. The school responded this year with the addition of a guidance counsellor and the implementation of more direct teaching in the classroom programme, which was aimed at building skills in social and emotional learning.

The pandemic has caused all educators to rethink the centuriesold classroom - and the practices - that they inherited. A shift to online learning forced our teachers to rework how lessons were taught, assessed, and equally important, how they were going to continue to engage in authentic relationships with their students. While the move to online learning was challenging to students and staff, we are seeking to identify ways in which we can improve our programme as a result of lessons learned during the lockdown.

At Stratford Hall, we are seeking ways to build resilient students, who will adapt readily to the challenges they face beyond our walls, and a resilient school, one that benefits from a strategic mindset focused on long-term sustainability. Our goal: a resilient school that builds resilient students. Join us in this challenging task!

Dean Croy Head of School

Seismic shifts have begun to take place in education, many of these amplified by the pandemic. Concerns regarding the mental health of our

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FROM OUR LEADERS

Navigating the Pandemic through Circles of Care BY: MEG CHAMBERLIN Senior School Principal I remember the week leading up to March Break 2020 like it was yesterday; our community was coming to terms with the likelihood of a transition to online schooling and trying to understand the implications of the emerging pandemic. Teachers and students busily learned the ins and outs of Zoom, cleaned out their lockers and offices, and prepared for the reality of a situation none of us had ever experienced. During this time, the strength of our Senior School advisory program at Stratford Hall became even more apparent.

impacts of our circumstance, and activated the circles of care. This has meant beginning with a reflection on our own self-care, moving outwards towards what we can do to support the wellness of our family, friends, and classmates, and then extending to active and compassionate citizenship to our local and global community.

Students and teachers alike have engaged in creating artwork, sharing music, participating in clubs and councils, as well as getting active through Sabres Fit and intramural within cohorts. Furthermore, as a community, we redoubled our efforts to diversity, equity, and inclusion through our multi-lesson Senior School-wide approach to anti-racism. We stepped up to fight food insecurity by supporting

In the context of social distancing while teaching and learning from home, students and teachers openly discussed and practiced habits to support wellness while we investigated the social emotional

Establish a daily routine Get dressed for the day you want to have Eat well, stay hydrated Practice gratitude Rest well Be aware of screen time Connect with your friends & family

Make time for creativity

Stay active

Moderate med ia consumption & choose source s carefully

Serve yourself

At Stratford Hall, we know that if members of our wider community are left behind, then we are no further forward, and we understand our responsibility to get through this together. My respect, gratitude, and admiration for our community grows by the day, as I witness our teachers’ dedication, our students’ flexibility, our families’ trust, and the overall resilience and compassion demonstrated by everyone.

Art created during the pandemic Bali Chu-Mehrer, Grade 12

& others

Wash your ha nds & practice physical distan cing

CAS - Creativi ty, Activity & Service is a gre at model to support person al wellness

Habits to support wellness during this time 4

our vulnerable students at Queen Alexandra Elementary, and as we move towards winter break, we begin our annual care package drive for those experiencing homelessness who seek refuge at New Fountain Shelter.

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Queen Alexandra Food Drive (October 2020)

FROM OUR LEADERS

Positivity All Around BY: MICHAEL PALMER Junior School Principal When faced with a crisis, like a worldwide pandemic, staying focused on the essentials is a challenge for everyone. In the Junior School, our teachers and students have had to navigate new waters monthly, weekly, and back in the Spring of 2020, sometimes daily. Returning to school in September, we continued to navigate new territory as teachers sorted out how to ensure our students were engaged in high impact learning in single grade learning groups. Our students returned to new safety protocols and plexiglass on their desks wondering when will life return to normal. Emerging from all of these changes are stories of resilience and perseverance that exemplify the courage of our teachers and students.

Our newest students in Kindergarten arrived on September 9 bubbling to get in the building. Amazingly, there was not a single tear shed by any of the students as they released their hand from the parent or caregiver and bounded through the doors. Some parents and caregivers called out for a second hug, but it was too late: the child was halfway down the corridor bursting to get into their classroom.

Our returning students were just as eager as they reunited with friends they had not seen face to face in months.

Smiles and laughter created a din in the hallways that buoyed all of our spirits. Students got to work immediately with a healthy appetite for learning.

Our teachers have had one of the most challenging jobs in this new paradigm creating meaningful, inquiry-based learning experiences for students who cannot intermingle and are seated behind plexiglass. Faced with this challenge upon their return, teachers immediately began planning and thinking outside the box: literally and figuratively. They adjusted their schedules to incorporate more outdoor time for students and themselves. Daily physical activity at Clark Park, discovering group sports-based activities, and outdoor learning were incorporated into their daily schedules. Our teachers have proactively addressed the

challenges to make sure our students remained healthy and safe throughout the school day.

One of the key factors of resilience in children according to Cahill, Beadle, Farrelly, Forster, & Smith (2014) is optimism.

Every day our students enter the school with smiling faces and a high degree of positivity. They then spread this positivity to each other and to all of the adults in the building.

Our students have a strong sense of belonging to Stratford Hall. The return to school has certainly fortified our Sabres’ resilience, and they continue to grow and learn in spite of the sometimes cumbersome constraints the pandemic has placed on them. I look forward to witnessing their growth and development for the rest of the academic year.

Go Sabres.

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FROM OUR LEADERS

What’s More Resilient Than Paint?

BY: GARETH JONES Senior School Vice Principal Search ‘graffiti’ in Google Images and you will see paint. Lots of paint. Painted tags, murals, portraits. Paint is the medium of choice for taggers and graffiti artists alike. Very few use chalk or washable markers these days...

Why paint? Why is paint the tool? Well, paint sticks out.

Paint weathers storms. It is noticeable from a distance.

The permanency of paint is a declaration; the means for a statement. Paint, simply put, is resilient.

In the Senior School this year, we created our own peinture de la résilience. Each student received a paint and was asked to add their colour across six wooden canvases. Colour after colour, person after person, the paint overtook the canvas. Every drip-drop left a mark, a statement, of that person. Each colour at once stood out and simultaneously blended into the whole of the painting. Permanent.

These paintings are our school. They are the true graffiti of our community. Each colour - each tag - a story. These paintings now hang, framed, as a symbol of our own resiliency. They are our unwavering commitment to strive to be something greater than ourselves: a beautiful community.

(The medium really is the message.)

And our students have lived up to this commitment, starting from before the paint could even fully dry. From the Prefects through to the new Grade 6s, all students have embraced the new and unique challenges of life at school.

They are resilient in their efforts to build community.

Our student-led Councils, for example, continue to build community through intramurals, design challenges, food drives, spirit events, and the launch of our first ever student Zine. Our student-led Clubs continue to build community by creating new music, preparing for debates, planning Grade 12 celebrations, practicing math challenges, tackling the climbing wall, honing acting skills, considering approaches to diplomacy, taking photos,

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discussing identity at the Gender Sexuality Alliance club, leading virtual school tours, and making art. Our athletics programs continue to build community through early morning strength and conditioning as well as sport-specific development. Our Prefects and Advisory Leaders continue to build community through thoughtful initiatives, positive contributions, and humble leadership. And our studentfocused Advisors continue to build community by leading meaningful conversations around the character traits of our community - the IB Learner Profile.

And it all comes back to these paintings. These colours of our community: crystallized and cohesive. They are art, and that art is us. Noticeable from a distance, sticking out, storm-proof.

But they are still just a moment in time. These paintings are dated. We are not. We grow and change and carry the present day lessons of resiliency towards a hopeful future of joyful endurance.

What’s more resilient than paint? Our endurant community.

FROM OUR LEADERS

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Resilience in Real-Time BY: GILLIAN LOUIE Junior School Learning Support Specialist to these feelings of being connected to the greater community. When we returned to in-person schooling in September, the importance of connection could not have been a higher priority, as it continues to be today.

We are hearing the term resilience a lot these days. How can I become more resilient? How can I raise a resilient child? When I think of resilience I have to look no further than our PYP students to find example after example of resilience in real-time.

Experts will say a resilient child should demonstrate competence. I look at our students and the rigorous daily schedule they have and I am reminded how incredibly competent they truly are.

Confidence is another characteristic of a resilient child. In a school that embodies risk-taking and learning from ‘failure’, for teachers as well as students, confidence in one’s own choices and abilities is woven into everything we do.

Feeling secure in our connections to others is another key ingredient. The staff in the PYP take pride in our ability to provide pastoral care to all our students, even continuing as they progress to MYP and DP. This pastoral care is essential

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Understanding and believing that your contribution matters is also key to one’s sense of resilience. While it is certainly challenging in this time of COVID-19 to maintain our continuum traditions of which we are so proud, the Junior School continues to highlight student contributions to our school community with pride. Whether shared at our virtual assemblies or highlighted by a Learner Profile Star on display in the entrance hallway, we place such importance on teachers and students understanding their essential part in maintaining a strong sense of belonging. Having a sense of control: knowing and truly understanding what you have control over (and what you do not) is another ingredient. Starting as young as Kindergarten, our students are able to articulate what they have control over and how their choices impact others.

If resilience is the key to finding success and growth in this challenging time, then I would like to think that the Junior School at Stratford Hall provides a framework where this ability to overcome and thrive is nurtured, valued and prioritized.

“She stood in the storm and when the wind did not blow her way, she adjusted her sails”

- Elizabeth Edwards

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Learning Resilience through Family Stories BY: LISA BLACHUT Teacher, Geography and Humanities, Sustainability Coordinator

Where were you in 2020?

The last 12 months have undoubtedly been difficult, but challenge is nothing novel in human history. This term, my students interviewed their family members to learn their family stories. What the Grade 8s discovered is that their current situation of living through a pandemic put them in good company with their ancestors, who fought wars, fled homelands, lost family members, and had the resilience to start again after every setback.

Before starting this project, students learned about local people and places, through the concept that “our stories are intimately connected to where we are.” In September and October, we focused on experiential, place-based learning, with visits to Clark Park and Stanley Park. Students learned the origin story of the xʷməθkʷəy̓əm (Musqueam), a growing community of 1,300 members living near the Fraser River in South Vancouver. We learned the story of Slhx̱í7lsh (Siwash rock), a prominent landmark in Stanley Park, said to immortalize the bravery shown by a young father. These stories demonstrated the resilience of Coast Salish peoples to continue the traditions they have practiced for millennia, despite colonial oppression and prejudice.

After learning stories about the territories we now inhabit, my students interviewed family members to learn their own stories. Students researched the historical context and place of their ancestors. They learned about the art of storytelling and presented what they had learned to their classmates. These stories were both joyful and heartbreaking, and spoke of both the challenges and new beginnings that their families experienced.

Unsurprisingly, one key theme that emerged was the power of families and individuals to overcome challenges.

Learning these lessons from both their family members and their peers has been significant in two ways.

© Vancouver Museums and Planetarium Association

“Resilience is not a foreign concept found only in fairytales.

My ancestors survived through poverty, revolution and many sacrificed themselves, persevering to the end.”

- Nghi Truong, Grade 8

Firstly, many students talked about how much they enjoyed connecting with their family members, especially when it was the first time they learned their own history.

Hearing firsthand about these struggles and challenges helped our students to understand where they came from, and appreciate more about the opportunities they have now.

Secondly, when it came time to share their stories with the class, many spoke of their family members leaving everything behind to move to an unfamiliar country, with little support or backup plan. Others talked about their grandparents being forced to join armies and fight in conflicts over which they had no control. All of these challenges put the students’ current situation into perspective. If their ancestors could get through tough times, they can too. These stories created a connection between the present and the past and highlighted how resilient we all are.

Our students will always remember the year 2020, perhaps as one of the first major challenges in their young lives.

However, they have also learned the importance of connecting to their family members and have realized that struggle is not unique to their generation. Perhaps one day they will share this story with their grandchildren.

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Resilience in the RAIN BY: KATIE LACEY Junior School Resource Teacher These months are typically accompanied by rain and, let’s be honest, more rain. Constantly sheltering our children from these soggy puddles and muddy situations is not the nurturing and nourishment that they deserve. Allowing children to experiment in different wet environments can introduce them to situations that they may initially feel aversion towards and ones that they find joy in. If we don’t expose them they will not be able to discover these comforts and discomforts for themselves.

During this time of discovery, you may find children entering into a state of frustration, anger or hopelessness. This could be because they don’t know how to cope with the muddy situation or that the rain got their socks wet.

Either way, these situations are opportunities to allow for deeper connection with the world around us. Adults can support children with these connections through tools connected to kindness, abbreviated by the acronym RAIN. RAIN can be explained through these steps: R - Recognize: Recognize what is going on in the body and recognize this without judgment. These could be emotions, sensations or thoughts.

A - Allow: Let the emotions be there without trying to wipe them away. The body may feel uncomfortable, however allowing it with kindness can support the child.

I - Investigate: Look into what is making this child’s body feel this way. Investigate in such a way that helps to cultivate safety and understanding.

N - Nurture and Nourish: Intentionally take care of the hurt or wounded parts inside. This may look like forgiveness, friendship or love.

Rain does not need to be something we immediately run from when it starts to fall from the sky, rather we can embrace the RAIN and foster it throughout our lives.

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Life Unexpected BY: NIKKI BURGE Teacher

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Last January, a time when the idea of masked, physicallydistancing shoppers fighting for the last package of toilet paper was still only the plotline of a terrible fictitious movie, my friend and I decided that we would plan a backcountry ski trip up to the Wendy Thompson alpine hut. As someone who has taught Outdoor Education to Grade 9 and 10 students for over three years, I was excited to finally be able to take a personal trip where I could enjoy cooking meals that I wouldn’t have to serve to 14 teenagers before sitting down to eat.

had to wave down the snowplow driver on the road past Joffre Lakes to help us assess a bout of engine troubles on the steep incline of the highway. By the time we were finally skiing out of the parking lot, I couldn’t help but cringe at the time on my watch: 1:50pm-- far too late to be leaving for a winter expedition.

However, according to the scheduled time of the sunset, along with the estimated time it would take to make the ascension, we anticipated that if we moved at an adequate pace we would reach the alpine clearing just before dusk. It would be easy to navigate this part with our headlamps, if need be. Besides, we had come all this way, why turn back now?

The trip had been planned: a meal list had been prepped and purchased; a Gaia GPS map had been downloaded; avalanche probes, shovels and beacons had been borrowed; and, winter gear had been pulled out and dusted off from the season prior. Yet, I still couldn’t shake an unsettling feeling in the pit of my stomach.

They say that in hindsight, everyone has 20/20 vision. Looking back on the trip now, these setbacks were what are coined in the Outdoor Ed world as “lemons”. A buildup of lemons is what usually inevitably leads to a form of disaster. Lemons start as minute details that can generally be worked through or overlooked, but as time progresses they can lead to extreme exhaustion (increasing the likelihood of poor judgment), injury and death.

The morning of the trip, we left Vancouver early in order to make it to Whistler to rent my friend’s splitboard and continue onwards past Pemberton and Joffre Lakes along the Duffey Lake Road to the trailhead parking lot. We didn’t account for the amount of time it would take for the split-board to be fitted, or for the employee’s lengthy goose hunt to find the skins (traditionally these were made of animal fur and were used by various groups living in the Arctic to provide traction during an ascension) for the board. To make matters worse, on our way to the trailhead, we

Our lemons did not stop in the parking lot, but multiplied along the trail. My friend’s split-board, which had taken so long to fit, lost a crucial screw from its binding and we had to physically tape her foot into the binding so that she could continue upwards without slipping. With the clock ticking and a significant amount of elevation gained, it began to snow.

The bright orange trail markers that had been nailed to the trees suddenly began to disappear under snow that had begun to glue itself to the sides of towering hemlocks, firs and cedars.

Though we had GPS navigation as a

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backup, we had been heavily relying on these markers to lead us. Suddenly, navigation became painfully slow. It didn’t take long before darkness fell and we were forced to take out our headlamps to continue.

It is hard to describe the feeling of navigating the darkness of a forest during a snowstorm. The flashing reflections of snowflakes in front of a headlamp’s light was as disorienting as it was nauseating, amplified by the stress of knowing that it wouldn’t be getting any easier as time went on.

However, it wasn’t until we literally could not find the next marker that we realized we had enough lemons to realize we were in trouble. We had marked the last marker (a stump) with a piece of our own flagging tape propped up on a stick so that we could see it from all angles, and had been circling through the woods attempting to follow past-ski tracks as they were being filled with snow to the next marker. We skied in circles for two hours.

To feel “lost” but not officially be “lost” in the woods as an Outdoor Education teacher is both a humiliating and a humbling experience. The first kilometers of the trail had been an easy incline along an old road, but when we ascended a grueling 350 meters of elevation in a short span of time, it left us tired and dehydrated from having hustled to cover as much distance as possible before sunset. The point of realization for me that we were in a tight spot came when, after circling for a significant amount of time, my friend’s headlamp suddenly went out behind me. For a split second, I felt as though I was entirely alone on the planet. The sheer extent of the darkness was made clear to us. It was both good fortune and planning that

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we happened to have a spare set of batteries in my bag.

At 7:45pm, we stopped circling our tracks and decided to take a moment to properly analyse our options.

Option one: we give up on the idea of markers and use waypoints through the dark forest to ski our own trail to the alpine hut. Option two: we attempt to go back down to the parking lot. Option three: we spend a night in the snowy woods. From a risk analysis point of view, options one and two reeked of lemons. The way forward held risks of avalanche further up the trail, while the way back included unbelievably steep and forested terrain to navigate by headlamp.

Ceilidh asked me what we should do.

After taking a breath and a moment

to look at the situation for what it was, I came to a conclusion: neither of us were injured or in immediate danger, but if we continued onward we had the potential of increasing our risk by tenfold. We didn’t have a tent or sleeping mats, as we had anticipated sleeping in a hut with amenities including sleeping lodgings, pots, fuel, heat and electricity. Fortunately, the risk-prepared side of me had brought a pack-saw, various pieces of emergency equipment, numerous layers of clothing and a small pot and stove ‘just in case’.

I turned to my friend and said “We can’t go forwards, we can’t go backwards- so the question is, what kind of snow shelter do you want to sleep in tonight?”

might see on a nature channel on TV. We decided that instead of building a labour-intensive quinzhee (a snow shelter that resembles an igloo) that we would use a large treewell we had found that provided good coverage, as it was located right next to the last visible trail marker. With our headlamps extinguished, the full capacity of the darkness hit us again and were both able to slip in and out of sleep for the following hours.

When morning came the realization that we had made it through the night brought on a feeling of true elation, like waking up on Christmas day to fresh snowfall. We were there, cocooned at the bottom of a snow pit looking up under the branches of a fir tree, and we couldn’t have been happier to see daylight.

The following hours were not unlike a bird nest-building documentary you

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The way back down was a borderline surreal experience. The forest had been blanketed in 30 fresh centimeters of perfect, untouched powder. We wove our way through the tightly packed trees back down to the parking lot. I couldn’t shake the disbelief that we had even briefly considered navigating the route down in the darkness; it was technically difficult to maneuver, even in daylight.

The feeling of getting back to the parking lot was one of overwhelming relief and excitement. We ran into the snowplow driver who had helped us the day prior with our car troubles, and he asked us how the hut was. We

laughed, and he listened in disbelief as we told him where we had actually stayed the night.

Almost a year has gone by since the night we spent in the treewell, and I often find myself reflecting on the experience. A part of me would like to leave it in the past - just a stand-alone experience that we were lucky to come away from unscathed. However, being a teacher, I know that it is against my nature to ignore what the consequences of the trip might have been had we made different decisions on that night.

As defined by the Merriam-Webster’s online dictionary, “resilience (is) an ability to recover from or adjust easily to misfortune or change.” I have since counted our lemons and have tried my best to make lemonade; I know that we made the right call to stay in the treewell that night and to not push ourselves past our physical breaking points. I also know that this trip was a reminder that having good skills and knowledge, as well as proper gear, will go a long way when things take a turn for the worse in the outdoors.

I often find myself asking if we brought the night’s misfortunes onto ourselves by leaving the parking lot at such a late hour at the start of our trip, as this was undeniably our poorest judgment call. However, I also ask myself the value of the resilience we showed in that moment, and how the experience has shaped for me a new understanding of the world and the risks around me.

I wonder if sometimes in life, whether at school, work, or on our own adventures, we miss the early warning signs of our own poorjudgment because the immediate

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moment feels more significant than what could be at stake in our future.

Life’s path isn’t always going to be as simple as a paved sidewalk down the street - life is going to throw you into the wooded forests with no trail markers, into the deep snow and total darkness, and then, when you are in your most vulnerable state, it will ask you which way you’re going to turn.

Right now, we live in a time where daily stress is at an all-time high due to the social, emotional and financial burdens of COVID-19. We at Stratford Hall are each making our way down the darkness of our forested paths, through the unknown. Now, more than ever, we must remember that resilience is built within all of us and that the misfortune of this moment is not eternal. It is important for us to show our resilience, and to hold confidence in our own skill sets and in the knowledge that we have been building and practicing here at Stratford Hall for years. And it will be through the misfortunes, the difficulties and the unknowns of this year that we will all grow together and come out of this moment with a better understanding and a deeper appreciation of ourselves and our resilience. Soon enough, we will look back at the long dark night we have faced together and once again be awed by the beauty that morning will bring.

Stratford Hall is committed to diversity, equity, and inclusion. We value each other’s identity and well-being. Together, we learn and grow by embracing and respecting multiple perspectives, experiences, and cultures.

Our differences are our strengths.

The Pride flag was originally designed in 1978 by Gilbert Baker. It consists of six horizontal lines representing life (red), healing (orange), sunlight (yellow), nature (green), harmony/peace (blue), and spirit (violet). In 2018, Daniel Quasar added on the half size stripes representing trans folks (light blue, light pink and white), and marginalized People of Color (brown, black). The arrow points to the right to show forward movement, while being along the left edge shows that progress still needs to be made.

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National Coming Out Day BY: SKIPPER & DANIELLE Co-Chairs, SOGI Committee exposes parts of someone’s identity that were previously hidden and can lead to discrimination in the workplace, family exile, violence, and criminalization. For many youth, school might be one of the first places that they feel safe to come out; however, this always depends on context.

For example, our own Grade 6 teacher, Skipper, recalls his own experiences in school:

Since 2018, every October 11, Stratford Hall participates in National Coming Out Day (NCOD). NCOD was started in 1988 in the USA and is now observed worldwide. It was created to raise awareness of the existence and rights of the LGBTQ2S+ community. Psychologist Dr. Robert H. Eichberg, one of the founding members of the NCOD, said in 1993, “Most people think they don’t know anyone gay or lesbian, and in fact everybody does. It is imperative that we come out and let people know who we are and disabuse them of their fears and stereotypes.” In more recent times, NCOD has grown to be more of a celebration acknowledging the many LGBTQ2S+ members within our communities.

While ‘coming out’ has become safer and easier for many, this is not the case for everyone. There is an element of resilience in LGBTQ2S+ youth who come out, especially since the benefits such as increased self-esteem and mental health are gained at a considerable risk (Kosciw et. al, 2014). Preston Mitchum, a black queer writer, also acknowledges that this risk can be greater for LGBTQ2S+ individuals who are a part of multiple marginalized communities. Mitchum also suggests that coming out

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When I was growing up, I did not know of National Coming Out Day. I also didn’t know anybody who identified as LGBTQ2S+. The only information that was provided to me was embedded in stories of stereotypes, shame, and myths. With no support from my school and family, I remained ‘in the closet’ until I graduated from high school.

My coming out story was not as challenging as many other individuals. Although I gained allies throughout my University years, I never felt safe to be my true self. When I chose the profession of becoming a teacher, I vowed to be out and open with students. I wanted them to know that I wasn’t a stereotype: that being gay was only one part of my identity. Although I may have been ready to take this stance, it wasn’t until I was at Stratford Hall that I truly felt that I could be me - seven years after becoming a teacher.

EDUCATE

In 2018, I came out to the Senior School on National Coming Out Day. I will never forget the silent energy that emanated from their fixed eyes. By telling my story, I wanted all students to know that I was their ally and that I was an example of someone who is gay. I wanted to give hope to the LGBTQ2S+ students that they didn’t have to wait to graduate to live their life. I wanted to give all students the knowledge that discrimination would not be tolerated and that by learning about LGBTQ2S+ individuals, they were also making our school a safer place for all students no matter how they identified. As I returned to my desk, I was greeted by an email from a student that will always bring a smile to my face: “Mr. Skipper, I will always be your ally.”

You might be wondering, what can I do from home?

1. Practice pronouns https://www.practicewithpronouns.com/#/?_k=f6jygr

For Stratford Hall’s first National Coming Out Day, we gave staff an opportunity to create posters showing that they too were allies for the LGBTQ2S+ community. The following year, we adjusted our approach to take the onus off of those who were in the closet or questioning their identity and put it onto the community that supported them. We created invitations that ‘invited in’ all LGBTQ2S+ members of our community.

2. Go to SOGI 123 website for parents Junior School: https://youtu.be/ZDSARFjk7X0 Senior School: https://youtu.be/W5-BhcorOtI

3. Read with your child 4. Complete your own ‘inviting in’ poster https://docs.google.com/presentation/d/1dsmA_Nyq5LhDhLIywZEIV_Fi7wIbBrHQ1m4CfIG_o4/edit?usp=sharing

Within the Junior School, National Coming Out Day also included a read-aloud and storytelling series to spark conversations about who we are and supporting the people that we love. Our own ‘inviting in’ poster display also featured Bluey, a loveable puppet who demonstrates what it means to be a curious and open-minded ally.

National Coming Out Day goes beyond just our students and teachers. The Sexual Orientation and Gender Identity (SOGI) Committee is looking forward to providing opportunities for our community to show that you too are allies in supporting the LGBTQ2S+ individuals who choose to make Stratford Hall their school.

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EXPLORE

A Portrait of Patience and Resilience BY: AMY STARKEY Teacher, Media Arts In early March of 2020, Ryan M. (Grade 10) was looking forward to a spring term during which he would have the opportunity to direct a short film that he had written in Media Arts class, titled The Super Hero. When he originally submitted the script for our unit on screenwriting back in the fall of 2019, I was excited for him, as I could see the potential in the dramatic story Ryan had crafted, of a daydreaming student named Jayden, the bully who torments him, and an upstanding peer who leaps in to defend him. It was wellwritten and included a scene of a comic strip that Jayden is drawing in class. Ryan’s passion for animation had been expressed often in class, so I saw this as a perfect opportunity for him to pursue a learning goal, and combine live action filmmaking with an animated scene inserted. As we all know, our spring term at Stratford Hall was interrupted by a global pandemic, and Ryan’s dream of seeing his first short film come to life was dashed, as we moved to remote learning from home. Without actors to work with, The Super Hero was grounded.

Fast forward to this fall, and a new term of Media Arts on campus. Some students may have given up on their idea, moved on or simply lost their nerve in a new, uncertain school year. Not Ryan. Ryan was committed, and we renewed our discussion of making The Super Hero with the new Media Arts class. It takes a considerable amount of risk-taking and trust to put your script in the hands of 16 brand new filmmakers. But Ryan demonstrated heroic bravery and leadership in pursuit of his vision, guiding his classmates through the production of six scenes to bring The Super Hero to life on screen. With no prior experience, Ryan developed the skills to create a comic book style animation - a film within a film, if you will - as well as a live action scene that he also directed. Together with Aiden W. (Grade 9), he edited together the scenes directed by his classmates, for a completed short film. A full year after first conceiving of the script, The Super Hero film was finally realized. I sat down with Ryan to discuss his feat of patience and resilience.

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EXPLORE

How did you come up with the idea for your screenplay?

The protagonist, Jayden, is a Canadian-born Chinese student. He reflects aspects of me. He doesn’t identify with the North American culture nor his Chinese heritage.

I wanted to tell a story from that perspective. I thought it would be an interesting plot idea for Jayden to stand up for himself to the bully so others can follow his lead.

playing the roles, so it was tricky to edit. The differences made it hard to flow from scene to scene, but I tried my best to incorporate it all together. The animation could be improved, like the facial expressions.

Did you ever experience bullying yourself?

In some ways, when I was younger, but it was for different reasons and not as extreme. But I wanted to explore the aspect of identity and how shy he was, and that was the part that was based on me.

So the character’s emotions came from a real place, but the circumstances were fictionalized?

Yes. How did you respond during spring when school went online and you had to work on your own?

I was disappointed, because my goal had been to create and produce a short film. I was thinking that maybe I could make it as an out-of-school project to complete it. I was thinking about pitching it at some point in the future.

How did you learn animation?

I used the online tutorials you recmmended for me, with Photoshop. It was made for beginners, just to learn the basics. It was difficult because the drawing tablet was very sensitive to use, colour was difficult to add, and I needed to learn how to soften and blend the colour better. Using Animate in Adobe will solve some of those problems. Art is not easy for me, so it was hard to draw the characters.

I wanted to use Adobe Animate because the app was specifically made for animation. I’ve looked at Animate tutorials, but I’m just at the beginning of that process.

How did you feel when you saw the final product?

So you were coming up with ideas of how you could still get it made? That’s pretty resilient! How did you like working from home?

Well, I changed my goal and started looking at different genres and developing my editing skills, instead of production. I was interested in the idea of making a horror film so I shifted my focus to the new assignment you gave us to play with genre and how to make a horror trailer from a sci-fi scene.

We all adapted to the circumstances, didn’t we?

Yes. What was your experience like shooting the script with your class this fall?

I was happy to be back in film class. I was really excited to achieve my goal and excited to direct my own scenes.

Excited that everyone else got to direct my script too. They changed my intentions a little, but watching them direct was quite unique, and I liked to see what other people saw in my script. There were some inconsistencies due to different directors of the scenes and with different actors

It was a pretty successful final product! It went to my artistic intention. I wasn’t sure that I was ready to handle directing a whole film, so this was a good stepping stone for directing as a whole.

Are you interested in directing?

Yes, I am. I like to create my own environment. Showing the viewer what you see in the script. I also want to practice cinematography, with different cameras and motion.

What are your future plans? Do you want to pursue filmmaking as a career?

I’m thinking about projects I want to do, not necessarily my life goals yet. I have some ideas for a 90s-themed script maybe animation from the 90s or a sports film. I see a trend in the genre of retro stories from the 80s, but I don’t know much about the 90s, so I want to maybe learn more about that. As a 15 year old, I don’t yet know what my future career is. I don’t want to be confined to one thing. I want to explore a lot of possibilities and follow my interests.

Spoken like a true artist!

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SNAPSHOTS

School Life

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SNAPSHOTS

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SNAPSHOTS

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SNAPSHOTS

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REFLECTION

Adapt and Flourish BY: MYRIAM DUMONT President, Stratford Hall Parent Association

As our first term comes to an end, I feel proud of us here at Stratford Hall for all the ways in which we have continued to come together and move forward as a community. As a parent of two young children, I am reminded on a regular basis of what resilience looks like. Their adaptability throughout these challenging times, is something that we as adults can really learn from.

The other day, I was listening to Indigenous author Richard Van Camp on the CBC being interviewed. At the beginning of the pandemic, he started searching for hope and resilience by collecting stories from the elders in his community. What the stories reminded him, and can

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help remind all of us, is that our elders who have come before us have been through this and that there is hope.

Humanity has seen and experienced this before. Critical hope looks like searching for the small moments in our daily lives that bring us joy and for most of us, those moments of joy are with our children. My children have helped me appreciate slowing down, spending more time together, and finding innovative and creative ways to pass the time. It does not mean we need to pretend that we are ok and that we are not struggling, we can go through hardships knowing that there is light at the end of this tunnel.

myself that we must model that for our children. We are challenged daily by the reality that life isn’t what we want it to be right now, our traditions, celebrations and ways of being and connecting look different.

Resilience, however, isn’t just being ok. Resilience is looking for new ways to be, to exist, and to flourish in this current climate. It is hard. We are tired, but there is hope that a new year will bring new beginnings. I look forward to the winter break to slow down once again, reconnect and start off fresh in the New Year. Have a great winter break everyone and see you in January!

Resilience is a growth mindset, and who better exemplifies this than the staff and teachers at Stratford Hall.

They show us how they have adapted to our “new normal” on a daily basis by being creative, trying different/new ways to engage our kids, and foster their love of learning. As parents most of us have heard of the importance of growth mindset and so often I remind

REFLECTION

Alumni Reflections: Where are they now?

Noah Kent, ‘19 The last 10 months have been a true testament of my ability to persevere in the face of adversity—as founder of Octane Collective, I’ve endeavoured to embody this lesson for my team. After graduating with 13 years of IB education under my belt, life has reinforced that the Learner Profile attributes mean more than words on a page.

In March 2020, business was full-steam ahead for my recently launched digital-marketing agency. Octane was working with a number of public and multinational companies, including Fairmont and Studio Munge, on digital-marketing and rebranding campaigns. However, progress screeched to an abrupt halt when COVID-19 hit North America. Government bodies enacted new restrictions to battle the virus, and we could do nothing but watch as all our contracts were either cancelled or indefinitely suspended. Luckily, employment insurance and government subsidies narrowly enabled Octane to stay afloat.

Not everyone was as fortunate. Businesses, small and large, were desperately attempting to pivot and adopt more digitally focused business models; I quickly realized my agency was uniquely positioned to support those in need.

We spent half a year enacting globally-focused social initiatives and providing free services to businesses and artists. My favourite project was a COVID-19 waste relief partnership with Plastic Bank, preventing roughly 121,500 half-litre plastic bottles (2.7 tons) from entering our oceans and putting $3,250 CAD in the pockets of underprivileged individuals.

Octane doesn’t have a dollar to show for those six months of work, but they yielded the most revelatory, fulfilling moments of my life. Things have come full circle—Octane is experiencing an influx of more contracts than we could have anticipated, and we’re now creating new, paid jobs for our local community in a time when hiring is scarce.

The world needs more compassion, so strive to give beyond what you hope to receive. It always pays back exponentially.

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REFLECTION

Kiran Chatha, ‘07 It has now been 13 years since I graduated from Stratford Hall and the life lessons I learned there have definitely shaped all of my educational and career successes- in particular the idea of resilience which has been brought to the forefront in 2020. I have now added enough initials after my name for a lifetime, having completed a Bachelor’s Degree in Science from UBC, a Medical Doctorate from Trinity University, and most recently a Master’s Certificate in Public Health from the University of Liverpool. However, all of that education had not landed me in a job that made me feel like I was making a difference the way I aspired to at the beginning of 2020, even though I was working for one of the world’s most established healthcare systems at the Cleveland Clinic.

Due to the pandemic and the associated turmoil, I found myself in search of a new job at the beginning of the summer which has led me to be on the frontlines of a vaccine trial for the SARS-CoV-2 virus and most recently, land a job as a Clinical Specialist that will be taking me on my next adventure through the biomedical industry.

Being on the frontlines of running a trial for the COVID-19 vaccine brought me back to the idea of being resilient- in the face of a pandemic that has changed how all of us are functioning in today’s world, it all comes down to your roots in how you face these unheard of before challenges.

Without the solid backing of my family and the lessons I learned throughout my education and experiences beginning at Stratford Hall, I doubt I would have been able to make it through this summer and year, let alone thrive and be able to take the next important steps for my career.

So as mundane as those lessons of discipline (like wearing your uniform properly) may be now and pointless those Theory of Knowledge classes may feel, just remember, it is all preparing you to be a stronger member of the community and face the next set of challenges the world holds.

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REFLECTION

Rachel Woo, ‘19 After graduating from Stratford Hall in 2019, I attended the Gustavson School of Business at the University of Victoria. I had an amazing experience living on campus and met a lot of great people. I adjusted well to university life and thoroughly enjoyed my courses. I continued to play ultimate on the UVixen’s Women’s Ultimate team and had the opportunity of travelling to California to compete at the Santa Barbara Invite. I also attended dance classes that were offered at UVIC which allowed me to continue with my dancing. I got very involved within the UVIC community and made incredible memories. I learned a lot about myself and have become much more independent and confident.

For my second year of university, I transferred to the University of British Columbia to continue my studies as I felt that it afforded me more opportunities and options with respect to my career goals. I am now majoring in Psychology and will be applying to the Masters of Management Dual Degree program. Although I was sad to leave UVIC, I am very keen to start my new adventure at UBC. It has been a challenging year due to the pandemic which has greatly affected everyone in many ways. With classes being online I had to find ways to thrive and succeed in my courses, make positive connections with my professors and peers as well as have self-discipline in my studies.

Despite the challenges, I feel that I have settled in nicely at UBC and am very much enjoying my experience thus far.

I have made many new friends and it has also been nice to see so many familiar faces from Stratford Hall. I feel that I have grown immensely over the last year and a half and am proud of my accomplishments that have gotten me to where I am today. I am excited for the future and the journey that lies ahead.

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REFLECTION

Aida Sanjush, ‘19 Around this time two years ago, I was in the midst of editing a Google Doc I made with all the universities and scholarships I wanted to apply for. As many as I could think of, I would checkmark the scholarships and schools I applied for, and left blank the ones I didn’t do yet. I would try to apply for the rest during my lunch breaks and art class. Thanks to Mr. Williams, my Post-Secondary Advisor, for being patient and genuine with every piece of advice he gave, and the tens of reference letters he had written for me. With the academic and moral support of my teachers and family, I got a full scholarship to study at UBC. I am currently in my sophomore year, planning on pursuing Political Science Major this year! I have also started to explore law schools and am hoping to get a Graduate degree in Law. Not to become a lawyer, but to be the future Prime Minister.

This year, I decided to live off-campus, at home. It’s been really nice to run into my teachers along Commercial Drive. At the beginning of the year, I was very nervous that online school might not go as well but it’s not that bad! I absolutely love all my courses and I really enjoy the politics and crime topics I am learning. I commute to UBC daily and spend my day at the library studying. Nothing has been more comforting than having my dear friend and soul

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sister, Natasha, not go back to UofT! I get to study with her this year!

After taking two years of IB French Ab Initio at Stratford Hall, I continue to learn the language. I am currently in the process of applying for exchange programs in Switzerland and expect to spend my third year there. On a lighter note, I have been obsessed with Crime and Investigation Shows.

Consequently, I am taking a sociology course on crime and society. To improve my French I have been watching a French crime series weekly on my way to and from UBC every day! Good use of my commute, right?

Lastly, I want to remind you all and myself to never stop being ambitious. No matter how young or old you are, set high goals. Set them so high even if you might not think they are attainable. Once you set your goals, you automatically start to work for them and feel a need to achieve them. Don’t let people’s opinions stop you from going for what you believe in; surround yourself with the people that can help mold you into a better human being.

From personal experience, I can tell you that nothing is impossible. Where I am today is very far from where I was five years ago. All I had was my goals, and where I am now is exactly what I dreamed of! Alhamdulillah.

REFLECTION

Ryan Shahi, ‘19 I cannot believe it has been almost a year and half since leaving the safe and supportive learning environment of Stratford Hall. The strong foundation and rigorous demands that the International Baccalaureate programme instilled in me has made the transition into University life a lot less stressful and more enjoyable. It’s unfortunate that the pandemic has now moved the bustling on campus learning into an online solo learning environment.

However, the independent learning environment that Stratford Hall always encouraged has made this COVID-19learning style a little easier to adapt to.

Currently, I am in my sophomore year of undergraduate studies and concurrently working towards a dual degree in the Masters of Management from UBC Sauder School of Business. Both degrees will be completed in five years with the final year including a Co-op-based learning environment. Though the academic demands are time consuming I have stayed committed to athletics to ensure that I stay balanced. Until the recent COVID-19 lockdown, I was playing ice hockey, boxing, and working out on a weekly basis. I am also eagerly looking forward to returning to the investment club at UBC once the campus reopens.

Due to the pandemic, summer employment was very difficult to obtain this year. However, I was fortunate to land a rewarding job last year right after my graduation commencement. I was employed at a financial lending company and gained valuable real life experience in loan underwriting and high interest rate loan sales. I was able to apply some of these newly gained skills to my coursework at UBC.

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REFLECTION

The Challenge of Life BY: ALYSSAH-JASMINE (AJ) MERANI, ‘14 Executive, Stratford Hall Alumni Association, Resource Teacher During my years at Stratford Hall, our previous Senior School Director, Brad Smith, used to associate failure with success. I vividly remember his entertaining assemblies which were focused on embracing failure and showing students the power behind making mistakes.

The IB program is rigorous, and most students become overwhelmed and anxious. However, Mr. Smith always reminded us that it was okay to make mistakes because it meant that we were learning. I was that student who was scared to make mistakes and I would always point out my failures. I slowly learned that stumbling and struggling are a part of life. Facing these challenges required keeping an open-mind and being a risk-taker in order to move forward.

Today as I reflect, I can clearly remember how my educators were not looking for a perfect product: they were looking forward to understanding my learning process. My teachers were not looking for a sheet of paper with just one correct answer: they were looking forward to gaining insight into all of the challenges and struggles I faced, in order to arrive at that solution. Learning is not centred around perfectionism, but rather making mistakes and recognizing where you can improve. Additionally, the learning journey is a collaborative experience between students and teachers where the ability to overcome challenges and work through difficulties is done together. Enabling students to recognize their strengths and stretches, as well as their successes and challenges, contributes to creating a resilient IB learner.

So what is resilience? One might say that resilience refers to overcoming challenges, when life becomes tough, or being strong in the face of adversity. I used to think that resilience was embodied by metaphorically placing the weight of the world on your shoulders to show that you were strong and independent. Having experienced the IB program for 13 years, I slowly began to understand that resilience is much more than appearing strong or independent when overcoming challenges. Being resilient

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REFLECTION

means that you have to make mistakes in order to foster growth. Ultimately, resilient individuals feel motivated to get to the finish line and they recognize that there will be bumps along the way that they will encounter. These bumps make us stronger; they make us resilient.

Resilience is centred around recognizing your strengths, but also seeking support when needed. It is our job as educators to build resilience in our students as it is crucial for them to recognize that being resilient does not mean that they have to face the hardships of school or life on their own. I am grateful for all of my teachers who supported me and reminded me to challenge myself, and more importantly, ask for help.

Requiring assistance does not make you less resilient, or a dependent learner. In fact, it takes more courage to seek support, than it does to do everything on your own. I believe that students should be empowered with knowledge surrounding the idea that resilient people do require assistance and support. They seek out those opportunities to prosper and persevere, but do this by recognizing that they have people around them to lift them up.

It is important to remember that everything in life will be a challenge. We have to remember to be resilient, rather than perfect. We all encounter moments where our success is not always achieved, and that is okay.

We learn from those small life moments, and we learn how to persevere and keep going. Life’s a climb, and being resilient means that we will work through those bumps, together!

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CALENDAR

Save the Date January 11

Classes resume after Winter Break

January 14

February 22

May 12

February 25

8:30-10:00am

SMASH Fair

SHPA Parent Lecture Series: The Alumni Panel

Let’s Talk Business

Senior School Parent-TeacherStudent Conferences

May 21

8:30am & 6:30pm

4:00-8:00pm

All School Early Dismissal

January 20

February 26

12:00pm

6:30-8:00pm

ALL DAY

February 3

March 12-28

DP Information Session for Parents

SHPA Parent Lecture Series: Cultivating Caring Kids 8:30-10:00am

February 4

Junior School 3-way Conferences (Goal Setting) 4:00-7:00pm

February 5

Junior School 3-way Conferences (Goal Setting) ALL DAY

February 11

Teacher Pro-D Afternoon EARLY DISMISSAL, 12:00pm

February 12

ISABC Pro-D Day SCHOOL CLOSED

February 15

Senior School Parent-TeacherStudent Conferences

Spring Break

March 29

Classes resume after Spring Break

April 2

Good Friday SCHOOL CLOSED

April 5

Easter Monday SCHOOL CLOSED

April 6

MYP Personal Project Showcase / DP Arts Showcase

April 14

SHPA Parent Lecture Series: Setting Up Kids 8:30-10:00am

SCHOOL CLOSED

April 30

February 17-19

ALL DAY

Family Day

Senior Theatre Production

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Junior School Student-Led Conferences

May 24

Victoria Day SCHOOL CLOSED

May 29

Graduation Convocation

May 30

Graduation Dinner and Dance

June 1

Junior School Parents Day

June 2

Junior School Open House

June 4

PYP Exhibition

June 16

Junior School Sports Day

June 25

Closing Assembly 11:00am-12:00pm

CALENDAR

Updated December 2020 - Subject to Change

2021-2022 Key Dates 2021

September

Tuesday 7 Wednesday 8

Senior School New Student Orientation, 10:30am School Opens - First day of school for all students

October

Friday 8 Monday 11 Wednesday 20 Thursday 21 Friday 22

Teacher Pro-D Day (No school for students) Thanksgiving Day (School closed) K-12 Parent-Teacher-Student Conferences, 4:00-8:00pm K-12 Parent-Teacher-Student Conferences, all day (No classes) BC Pro-D Day (No school for students)

November

2022

Friday 5 Monday 15

December

Friday 17

January

Monday 10

February

Thursday 3 Friday 4 Thursday 17 Friday 18 Monday 21 Thursday 24 Friday 25

Last day of class before Winter Break, Early Dismissal, 12:00pm WINTER BREAK: MONDAY, DEC 20 - FRIDAY, JAN 7 Classes resume after Winter Break Junior School 3-way Conferences (Goal Setting), 4:00-7:00pm Junior School 3-way Conferences (Goal Setting), All Day (No Junior School classes) Teacher Pro-D Day (No school for students) ISABC Pro-D Day (No school for students) Family Day (School closed) Senior School Parent-Teacher-Student Conferences, 4:00-8:00pm Senior School Parent-Teacher-Student Conferences, All Day (No Senior School classes)

Monday 28

Last day of class before Spring Break (full day) SPRING BREAK: MONDAY, MAR 14 - FRIDAY, MAR 25 Classes resume after Spring Break

April

Friday 15 Monday 18 Friday 29

Good Friday (School closed) Easter Monday (School closed) Junior School Student-Led Conferences (At school by appointment)

May

Friday 20 Monday 23 Saturday 28 Sunday 29

Early Dismissal, Kindergarten - Grade 12, 12:00pm Victoria Day (School closed) Graduation Convocation Graduation Dinner and Dance

June

Friday 24

March

Friday 11

Last day of class before Midterm Break (Full day) MIDTERM BREAK: MONDAY, NOV 8 - FRIDAY, NOV 12 Classes resume after Midterm Break

Closing Assembly, 11:00am-12:00pm (noon dismissal)

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TABLE OF CONTENTS

Annual Report 2019-2020

36 38 39 40 42 43 45

Message from the Board Chair School Governance Profiling our New Governors 2019-2020 Our Year in Review Financial and Fundraising Model Financial Summary Gifts from our Community

We aim to create and continue a legacy of philanthropy and we strongly encourage all Stratford Hall families, friends and alumni to participate. Any gift, no matter the size, can make a significant effect on the school and every Stratford Hall student. Let’s start creating our personal impact today.

YOU MADE A DIFFERENCE IN 2019-2020

$488,190 TOTAL AMOUNT RAISED

Thank You!

To the Stratford Hall community for your commitment and trust to the School. Your generous support enables every single student access to the best educational and co-curricular resources. It allows the School to enhance the opportunities offered in order for all Stratford Hall students to strive for excellence and reach their fullest potential.

ANNUAL REPORT 2019-2020

Message from the Board Chair The year 2020 is ending. “2020” has become a one word sentence to explain a lot of negative events.

“Why did this happen to me?” - the answer, “2020”. We’ve had a decade of experiences crammed into this one year. Someone recently remarked to me, “What a horrible month I had last week!” We get through it by recognizing that nobody is an island unto themselves, and that we all need support. Together, reaching out to support each other and our community, we are stronger and more resilient.

We can think of resilience as staying immobile and being unyielding like an oak tree, or we can think of it like a bamboo patch that stands tall and also sways and bends, but doesn’t break. I prefer the latter. In a world that changes more and more rapidly, and with gusts of unpredictability, we need to be flexible.

Stratford Hall is a resilient community of students, parents, staff, and various other supporters via donations of time and money. As with any large group of people, we don’t all agree on everything, but we recognize that what we have in common is what keeps us together and keeps us strong and resilient: a belief in growing a diverse community that educates children to the highest

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standards with a view to their place in the global community, valuing acceptance over tolerance, and recognizing that we all have to work together to achieve the greatest possible success.

We live in the age of instant communication, where messages can be conceived, crafted, and transmitted within seconds. Because of this, we can all too easily neglect to give a second thought, a cooling off, before pressing “send”, or “post”. Our provincial health officer, Dr. Bonnie Henry, reminds us to “be kind, be calm, be safe”. We all know it, but it’s so easy to forget, especially in the heat of the moment. Take a breath before reacting and be patient with those who don’t.

In 2021 we will likely see widespread COVID-19 vaccine use, and the crisis will abate. But while Zoom and other communication platforms helped us maintain social links, let’s never forget how precious and necessary it is to have connections in person.

The kids love their devices, but they also learned the lesson that human contact is essential. I can’t wait to be at one of our famous BBQ events on the MYP rooftop!

The financial information enclosed illustrates that the school remains

ANNUAL REPORT 2019-2020 ENRICH

strong and able to adapt to changing circumstances. We engaged the services of Apple Financial this year (no relation to the computer company) to serve the needs of those families needing temporary tuition assistance during the coronavirus crisis, and retained the fiscal strength to do that without sacrificing our future. We had a solid year of donations, and we continue to strive towards 100% participation from families to provide that unanimous support for the students attending the school.

I’m so proud to witness the financial support provided by our staff towards the Annual Fund. It’s a testament to the fact that they believe in the school’s mission, one that they fulfill with their dedication every day.

Throughout 2020, teachers and parents took time with Stratford Hall students to ensure the delivery of a quality educational experience in spite of the challenges posed by COVID-19. The community adapted.

It wasn’t, and isn’t, easy or simple. It took a lot of hard work, and I know that staff sacrificed time and energy to give students the best possible experience.

Thank you to all of who continue to support the students with your time and money, helping to continue growing the school for the benefit of the students..

Alain Quennec Board Chair

We all depend on each other to provide a safe learning environment.

Remember to be kind, patient, and encouraging towards others.

Emotions can run high in a tense environment, but we can all positively affect the emotional environment by slowing down and taking a breath before reacting to a situation.

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ANNUAL REPORT 2019-2020 2016-2017

School Governance Board of Governors

Foundation Board of Trustee

The Stratford Hall Board of Governors is voted on or appointed by the Stratford Hall (School) Society. The Board is responsible for overseeing the strategy of the school: setting priorities, approving annual budgets, and appointing the Head of School. The Head of School is responsible for ensuring that the school runs in a manner that supports Stratford Hall’s mission and vision. The Board meets approximately five times per year (more frequently if required) and includes a subste of three committees: Finance & Audit, Governance, and Head of School Relations.

A second organization, also under the Society’s Act of BC, is the Stratford Hall Foundation. The Foundation holds major capital assets and conducts capital fundraising.

Governors 2019-2020

Trustees 2019-2020

Alain Quennec, Chair

Ming Jang

Beverly Ginder, Vice-Chair

Fayaz Manji

Mimi Cheung, Treasurer

Harry Lee

Harry Lee, Secretary Anthony Cheung Mimi Cheung Ron Cheung Larry Chin Liz Fei Shaneeda Jaffer Elaine Lee Derek A. May Philipp Postrehovsky Lesley Shannon Dean Croy, Ex-officio

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Profiling Our New Governors 2019-2020 Liz Fei Liz has served on the Board of Governors since 2019 and currently sits on the Risk Management Committee. She is a Senior Lecturer in the Department of Modern Languages and Literatures at Simon Fraser University. She has a Ph. D in Education from SFU and a Master’s Degree from the University of Toronto. Liz has over 20 years of teaching experiences for school-aged children to young adults. In the past 15 years working at SFU, she gained governance experiences from working on various committees within and across universities such as the Governance/Steering committee, Tenure and Promotion Committee, Hiring Committee, Advisory Committee, and Learning Outcome Committee. Liz’s family joined Stratford Hall in 2016 and currently have two children attending the school.

Derek A. May Derek is a third-generation cranberry grower and fifth-generation farmer whose cranberry bogs are located in Richmond and Burnaby.

Having farmed his entire life, he has hands-on experience managing all aspects of the day-today operations of his family farm, and has helped build the business into what it is today. Guided by the belief that being a farmer is not simply a job, Derek proudly embraces his role in the family business and values the lessons he learned growing up among a family of farmers. His family has recently conducted a farm succession as they work to plan and preserve for the next generation.

Derek also has the unique experience in the corporate world having served on the Ocean Spray Board of Directors for the last 10 years. He is currently the Committee Chair of the Governance Committee and is also a member of the Grower Committee. Derek’s family has been involved in the cranberry business and has been a member of the Ocean Spray cooperative for over 50 years.

Congratulations

Elaine Lee Chair Emeritus In recognition of outstanding service as Co-Founder, Past-Chair and years of dedicated contribution to the growth and success of Stratford Hall.

Harry Lee Director Emeritus In recognition of outstanding service as Co-Founder, Foundation President, Board Secretary and years of dedicated contribution to the growth and success of Stratford Hall.

A big Thank You to our retiring Governors and Trustees Salman Bhura since 2015

Harold Leishman

Susan Christie since 2016

Christian Martin since 2017

Beverly Ginder since 2010

Matthew Taylor since 2017

Shamsh Kassam since 2015

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ANNUAL REPORT 2019-2020 2016-2017

Our Year in Review

Welcome Back Sabres!

Tamagawa Visit Terry Fox Run Grade 6 - 12 Camps

SEPTEMBER

GVISAA Senior Soccer Champions Japan Trip / Eastern Canada Tour Eastern Alumni Trip Alumni Reunion

NOVEMBER

Queen Alexandra Food Drive Innovation 8 Winter Concert

DECEMBER

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ANNUAL ANNUAL REPORT REPORT 2019-2020 2016-2017 ENRICH

SMASH Fair Senior School Theatre Production Pink Shirt Day

FEBRUARY JANUARY

Snow Day!

MARCH Twins Day Junior School Musicals Lockdown

Transition to Sabres e-Learning

APRIL / MAY

JUNE Campus reopens Grad bus

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ANNUAL REPORT 2019-2020 2016-2017

Financial and Fundraising Model Not-for-Profit Stratford Hall, under the name Stratford Hall (School) Society, operates under the Societies Act and is a registered Canadian charity.

Tuition Tuition (%) and government grants (%) cover the day-to-day expenses and operation related to the delivery of a Stratford Hall education. Tuition does not cover maintenance and campus improvements, classroom equipment and supplies, funding for extra-curricular activities and state-of-the-art technology.

Stratford Hall Foundation The Stratford Hall Foundation is a separate registered Canadian charity that manages all capital assets and administers fundraising in support of new facilities.

The Annual Fund The Stratford Hall Annual Fund is an investment in the future of Stratford Hall. Tuition fees cover the day-to-day expenses and operations related to the delivery of a Stratford Hall education.

Education Investment Deposit (EID) Gifts All Stratford Hall families are required to place an Educational Investment Deposit (EID) with the school. Families are encouraged to donate all, or a portion of, their deposit to the school in advance of their last child’s departure. Families who donate their entire EID will be granted membership into the Stratford Hall Leaders’ Circle.

Endowment Endowments will ensure that students will continue to benefit from your support in perpetuity.

The principal amount of your donation will be invested. Once the investment has grown significantly, generated income will then support Stratford Hall programs, student scholarships and bold programmatic initiatives. Endowed gifts may also lead to recognition opportunities that honour or memorialize a person of the donor’s choosing.

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ANNUAL REPORT 2019-2020 ENRICH

Stratford Hall (School) Society Financial Report Revenue / Sources

3.4%

0.8%

1.4%

12.3% TUITION - $11,863,836 GOVERNMENT GRANTS - $1,768,019 FUNDRAISING - $488,190 SCHOOL PROGRAMS - $115,830 (FEES, RENTALS, CAMPS)

INTEREST AND OTHER REVENUES - $195,633

82.2%

Expenses / Uses

5.9%

3.7% 0.2%

9.9% SALARIES AND BENEFITS - $8,482,619 RENT/FACILITIES, REPAIRS, MAINTENANCE - $2,376,136 ADMINISTRATION - $1,336,117 PROGRAM COSTS - $803,334 AMORTIZATION OF CAPITAL ASSETS - $499,672 TUITION ASSISTANCE - $29,396

17.6% 62.7%

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ANNUAL REPORT 2019-2020 2016-2017

Stratford Hall (School) Society Stratford Hall Foundation Combined Balance Sheet for the Year Ended June 30, 2020 2020 $

2019 $

Assets – Current Cash

4,010,688

802,488

Short-term investments

4,443,589

6,250,000

Receivables

65,807

134,021

GST rebates

152,874

174,178

176,085

232,749

8,849,043

7,593,436

1

1

35,376,112

36,036,489

44,225,156

43,629,926

Payables and accurals

1,319,839

1,081,233

Deferred revenue

4,966,145

4,335,516

95,156

104,723

7,647,000

7,700,500

698,056

670,296

Prepaid expenses and financing Investment in 3060 Commercial Drive Nominee Ltd Tangible capital assets Liabilities – Current

Deferred contributions Educational investment deposits Current portion of long-term debt

14,806

18,471

14,741,002

13,910,739

18,630,648

19,328,704

75,113

86,288

2,002,902

1,023,934

20,563

25,943

35,470,228

34,375,608

Unrestricted

6,828,143

7,885,023

Restricted

1,901,785

1,369,295

25,000

-

8,754,928

9,254,318

44,225,156

43,629,926

Current portion of capital lease obligations Long-term debt Capital lease obligations Interest rate swaps Secuirty Deposits Fund Balances

Endowment

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ANNUAL REPORT 2019-2020 ENRICH

Gifts from our Community We would like to extend our heartfelt thanks to all our donors whose generosity and continuous commitment to the Annual Fund 2019-2020 demonstrate their trust and support of Stratford Hall.

Champions Circle $20,000 +

Ginder-Sangha Family

Jodi Evans & Sue Blackwood

Anonymous

Annis Law & Francis Fu

Afshari Family

Sharon Zhang

Kelly Tsai and Tim Au

Brian Hong and Cindy Shi

Rose and Salman Bhura

Hu Family

Claire Blaney 6D

Ming, Marie, Andrew & Caleb Jang

Sienna and Kayden Chahal

Frank Jiang and Sophie Yi

Fred & Patricia Chen

Juncheng Lian and Li Ju

Delon and Florence Cheung

Harry & Elaine Lee

Mr. & Mrs. Peter Chu

Hui Li and Yun Zheng

Chris & Julie Frketich

$10,000 +

Feng Liu & Jia Fei

Alexandra Flynn

Anonymous

Dr. Elizabeth Vassar & Dr. Stephen Macdonald

Dr Sundeep Grewal

Nathan Mah & Mimi Cheung

Lily Huang

Visionaries’ Circle

Alain & Linda Quennec

Founders’ Circle

Fayaz & Salima Manji

$5,000 - $9,999

Derek & Nadine May

Cheung Family

Han Qian & Sha Tao

Jaffer Dandekar Family

Sun Family

Sophia Huang’s Family

Tom Syer and Tamara Little

Cheryl Nakamoto & Edward Klarich

David Telio

Jian Ma & Weihui He

Tsogas Family

Jianhua Shen & Tianqing Yao

Ankush and Teena Verma

Sun Family

Vu Family

Weijie Wei & Yun Zhang

Yu Wen and Jing Jiang

Shuo Zhao & Xueyan Wu

Jim and Carolyn Williams

Zhao Xiao Li

W-Tech Technologies Ltd

Head’s Circle

$2,500 - $4,999

Edward Wu & Samantha Fan Tiffany Guo Fuzhong Ye and Wei Li

Eva & Craig Atkinson

Cecile Yu

Ron Cheung & Daisy Ng

Keith Zhang & Kylie Cai

Susan Christie

Yijie Zhao & Juan Chen

David & Katia Coleman

Xuming & Jessica Zheng

Thomas Dai and Lily Gao Electronic Arts Outreach Long En and Cindy Ye

Sabres’ Circle

$1,500 - $2,499

Hsu Family Lincoln Hui Hynes Family Benjamin Jung Raj & Navi Kahlon Shamsh and Karima Kassam Qun Ni & Jing Xu Ryan Jin & Teresa He Richard and Corrine David Nicolay and Kate Keeler James & Kelly Reynolds Nick Richards & Ute Preusse Scott Sinclair and Adriana Barton Nathan Slee and Merel Veldhuis Yiming & Xiaoyun Tim Szigeti Scott Trebilcock and Anna Lim Liliana Posada & Amit Venugopal Trevor Wai and Emily Gee Eddy Wong & Betty Fong Lun Xing & Rong Xia Gao Kin & Richard Yang Song Yang and Lile Xi

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ANNUAL REPORT 2019-2020 2016-2017

Teddy & Coco Staff Adele Armstrong * Dean Croy Isabel Sankaran-Wee

Friend’s Circle $500 - $1,499

Anonymous (8) The Class of 2019 Ryan and Kelley Allen Guido Biemold & Cindy Yu Carol & David Chiang Larry Chin & Patricia Chong

THANK YOU TO OUR FACULTY AND STAFF This year, our Faculty and Staff have again shown their support to the Annual Fund.

Thank you for making a contribution to Stratford Hall.

Steven Gilliam and Caroline Tan Jeff Gravistin and Nancy Mitenko

Anonymous (2)

Rimi Hans

Krista Pederson

Alex Haussmann

Denise Brabban

Kelsey Hayre

Gwen Perkins

John & Minji Kim

Hazel Chee

Ellis Herbert

Mark Pulfer

David Kuo and Yi Yao

Catherine Daniel

Tatjana Jansen

Caitlin Shepard *

Jianxi Li

Saloni Dholakia

Gareth Jones

Skipper

Ed Low & Liezel Lorico

Michelle Douglas

Olivia Law

Michelle Stafford

Brent Ohata and Nahid Kalim

Melanie Dueck

Amanda Lempriere

Carmen Stephen-Patel

Peterson/Sanajko Family

Mike Fraser

Gillian Louie

Aldrich Tan

Bin Qian & Zhaoyun Jiang

Boyd Grealy

Dawn Marcoux

Cristina Uroni

Lisa Qiu

Grzybowski Family *

Michael McGuire

Carla Valenzuela

Ritchie and Jennifer Renaud

Gunasekera Family *

Henderson Family *

Mr. Brett Williams, ESQ.

Rupi Kaila & Perry Saran

Carly Han

Kirsten Morozov *

Eric Song Don and Shawna Soo Calvin and Jennifer Tse Dave Wharf and Willow Mack Elias, Esme and Isaiah Yang Adrian Yeldan Lorne Yip and Gloria Wong Mike Zhang

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* Staff who are parents 2019-2020

ANNUAL ANNUAL REPORT REPORT 2019-2020 2016-2017 ENRICH

Gifts from Education Investment Deposits (EID) To date, more than 60 Stratford Hall families have donated their EIDs, helping to reduce the school’s $21 million debt load. Donating your EID not only supports the school’s financial position, but also generates a tax benefit. This benefit, if invested well over the 13 years your child attends the school, can earn enough funds to mitigate much of your gift. For details on EID donations, please feel free to contact Isabel Sankaran-Wee, Director of Advancement.

Leadership Circle Forooghian Family John Lo & Kandy Du Yi Lu & Sabrina Dan Su Marc Ma & Michelle Tian

Brent Ohata & Nahid Kalim Meena Anand & Roger Singh M & E Wang Family Weijie Wei & Yun Zhang

Others David & Carol Chiang Jagmeet & Gurmeet Mangat Michael McGuire & Diane Lacaille

* All families donated EID in full

Lizzie Vassar & Stephen Macdonald

Endowment Gift Your gift to endowment will ensure that students will continue to benefit from your support in perpetuity. The principal amount of your donation will be invested. Once the investment has grown significantly, generated income will then support Stratford Hall programs, student scholarships and bold programmatic initiatives. Endowed gifts may also lead to recognition opportunities that honour or memorialize a person of the donor’s choosing.

Dave Sangha Fund Ginder-Sangha Family

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$50,000

allowed us to enhance audio and visual equipment all over the school.

Your 2019 - 2020 Annual Fund gifts made a difference in the lives of our students, faculty and staff.

Your generous gift of any amount will help fund the enhancements your children need to experience a rich and meaningful education.

$107,000 enriched the PYP rooftop with a new play structure.

$4,000

allowed for the School to bring in an artist in the IDEA Lab.

$27,000 got our music department new taiko drum sets.

$35,000

boosted our athletics program.

$50,000

enhanced our science labs with new equipment.

100%

grateful Queen Alexandra families

OUR MISSION Stratford Hall educates students to the highest global standards through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.

OUR VISION Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community.

They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.

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