YEAR IN REVIEW
FROM THE HEAD OF SCHOOL & CHAIR, BOARD OF DIRECTORS
Dear York School Community,
It’s always a pleasure to share the highlights of the previous school year with you. The 2023-24 academic year was exciting and eventful. In addition to offering exceptional learning experiences every day, both inside and outside our school walls, a number of significant milestones marked our school’s evolution.
Last fall, we welcomed Middle and Senior School students into the new Athletic Commons, a beautiful space built through the support of our generous donor community. We launched a new Strategic Plan called Embrace Curiosity that outlines how we’ll strengthen our community and evolve with purpose for the long term sustainability and success of The York School. In the spring, we announced the Campaign for More Great Spaces to redevelop parts of the Junior School, which will give young learners from JK through Grade 6 the campus they need to flourish. In keeping with our philosophy of leveraging best in class technologies, we introduced an educational AI platform to our faculty and provided them with professional development so they could learn how to best use AI for the benefit of teaching and learning.
In this Year in Review, you will learn more about the Junior School redevelopment, our early experiences with AI and projects in every grade that support STEAM fluency. We’re also spotlighting the Integrated Canadian Experience (ICE), a unique interdisciplinary academic program for Grade 9s that integrates civics, history, geography and literature. You will also get to know the parent volunteers who organized a wonderful carnival this past spring for the Junior School community, some second generation York families, alumni who have chosen the entrepreneurial path, donors who are supporting a new STEAM lab in our Junior School, and a beloved recently retired Senior School principal. We are grateful to every member of our dynamic community. Thank you for your engagement and support.
There’s so much to look forward to in 2024-25, including celebrations for our 60th anniversary. We look forward to sharing them all with you!
Sincerely,
Struan Robertson Head of School
Krista Hill Chair, Board of Directors
‘27
01 03 09 13 11 17 19 21
FROM THE HEAD OF SCHOOL & CHAIR, BOARD OF DIRECTORS
STEAM LEARNING IN ACTION ICE SPOTLIGHT DONOR SPOTLIGHT
ALUMNI SPOTLIGHT
THE YORK COMMUNITY GIVES BACK JUNIOR SCHOOL CARNIVAL
FUNDRAISING HIGHLIGHTS 23 SCHOOL YEAR HIGHLIGHTS
25 27
DAVID HAMILTON INTERVIEW RECOGNIZING OUR DONORS
STEAM LEARNING IN ACTION 03
(left to right) Charlie Hong ‘28, Robert Blumberger ‘28 and Cole Hales ‘28 pose with a smart speaker they designed and printed in the Grade 8 Exploring Technologies course.
Generative AI marks the most important technological breakthrough since the internet. It is going to change the way we work, interact and learn. Everything about us as humans will change. Within five days, ChatGPT had attracted over one million users.
-Guest speaker Eliane Mainberger Infrastructure Delivery Leader at IBM Technology Labs and mother of Cooper T. ‘28
The York School has always embraced emerging technologies that support exceptional learning experiences. Students from JK to Grade 12 use ageand-stage appropriate tools to help ensure they have the STEAM (Science, Technology, Engineering, Arts and Math) fluency they will need to succeed beyond York. This past year, our students participated in a slate of initiatives and projects that engaged and challenged them. Alongside the students, the faculty and staff engaged in a year-long investigation focused entirely on AI and its impact on teaching and learning. In collaboration with Future Design School, two full days of professional development time were devoted to playing and exploring with these new tools and platforms.
In the fall of ‘23, we purchased a school-wide license for Flint - K12, an AI (artificial intelligence) platform designed specifically for educational use by students from Kindergarten to Grade 12. We selected this platform because it provides personalized learning experiences in a secure, managed environment. Unlike ChatGPT and other open AI systems that gather data from a diverse range of sources on the internet, Flint allows teachers to control the data that is shared with students and the way the AI behaves. Every student interaction with Flint is tracked and can be viewed by teachers and school administrators. The platform doesn’t share any student data (or data of any kind) with third parties; in fact, the data for each school is kept separate and can’t be accessed by other providers or used to train the large language model itself.
Some of our Middle and Senior School teachers used Flint to create meaningful assignments that helped students master the concepts they learned in class and developed their critical thinking skills. Teachers controlled the way the platform works by providing their learning objectives, uploading course materials, and providing a scoring guide that included specific components and expectations for the assignment.
Grade 5 students Harper Ash ‘31 and Summer Novak ‘31 learned about design thinking and micro:bits by creating a cardboard pet with a digital face.
HANDS-ON STEAM LEARNING AT THE JUNIOR SCHOOL
Introduction to Robotics and Coding - JK to Grade 1
For our JK, SK and Grade 1 students, the journey to STEAM literacy begins when they learn to program a floor robot that looks like a bumblebee. By pushing directional keys on “Bee-bots”, students are commanding them to move forward, backward, left or right. The Bee-bots help the children learn counting, directional language, logical-sequential thinking, step-by-step instructions, problem-solving and some of the basic concepts of coding. They also discover that debugging your errors is a normal part of coding.
Block Coding and Computational Thinking - Grades 2 to 5
Grade 2s and 3s learned to code with Scratch, an introductory block-coding program that enables children to create their own interactive stories and games. With this user-friendly drag and drop platform, students can add backgrounds, characters and speech bubbles to their projects, and make their characters move, jump or dance by connecting graphical programming blocks. The Grade 2s created an interactive poster and the Grade 3s coded an animated aquarium with fish that moved along the x- or y-axis.
In Grades 4 and 5, students learned to code different inputs into a micro:bit, a computer that’s smaller than a credit card and features 25 LED lights. This tiny computer introduces students to the ways software and hardware can work together using block coding or, for students who do a lot of coding at home, Python or Javascript. Students code the micro:bits to trigger outputs like lighting up or making sounds when someone presses a button or makes a gesture.
Grade 4 student Niko Zybul ‘32 shows Technology and Integration Co-ordinator Lara Jensen an interactive story he created using a block-coding program.
Morgan Treen Burzynski ‘37 and his JK classmates learned basic concepts of coding by playing with bumblebee robots.
MIDDLE AND SENIOR SCHOOLS
Flight, Space and Designing Rockets - Grade 6
Our Grade 6 Science, Math and Design teachers collaborate to give students new insights into flight, space exploration and rocket design. In this unit students learn about the societal and environmental impacts of flying devices and space exploration, and how to read, collect and interpret data related to flight. This year, a visit to the Canadian Warplane Museum, a flight simulation in a helicopter lab, and a conversation with a rocket expert all helped expand their knowledge. Then it was time for hands-on experimentation and problem solving. With guidance from their teachers, the students worked in pairs to design, build, test and launch a rocket made from a plastic water bottle. Their challenge was to create a rocket that would fly as high and as accurately as possible. Every pair followed a process that included researching rocket science principles, designing 3D nose cones and fins for their rocket using a web app called Tinkercad, and producing unique logos for their own space brand in Adobe Express. Throughout the assignment, the students recorded their inquiries, solutions, data, evaluations and learnings in a process journal. The project culminated in two very exciting launches, a test flight and a final blast off in a large park near campus.
Pinewood Derby - Grade 7 MYP Design
One of the highlights of the Grade 7 Design course is preparing for and participating in the annual Pinewood Derby. The goal of the project is for students to learn how design can improve performance. As the students design, build and decorate miniature cars for the race, they develop the practical and creative thinking skills needed to solve design problems. During the design phase, they can type the description of the car they want to build into Adobe Express and generate an image of the car they imagined. They can also upload their own sketch into Photoshop and use AI to generate a 3D image showing realistic images of the car from every angle. Once they’ve finalized their design, they can make their cars from wood or create them from resin using one of our 3D printers. The project comes to an exciting climax when the students race their cars on a timed track in front of a crowd of cheering spectators and receive feedback from enthusiastic judges.
“It’s very important to not complicate your designs if you don’t have to. You start off with very basic principles like the forces and the parts of a rocket. And you try to stick to those simple approaches because they are easy to understand. Don’t make things more complicated than they need to be. Simple means that you can quickly solve problems. If you add a small, extra thing to your rocket that doesn’t need to be there, it might branch out into many,many problems later on.
-Guest Speaker Dumitru Diaconu, the Head of Mechanical Engineering at The Space Flight Laboratory (SFL) at the University of Toronto, had excellent advice for our Grade 6 rocket designers.
In our Coding classes, students like Poppy Mandel ‘29 learn that you can teach robot dogs new tricks by programming their micro:bits.
For Grade 7 students like Sasha Jirsch ‘29 preparing for the Pinewood Derby is an opportunity to solve design challenges.
Creating Smart Speakers - Grade 8 Exploring Technologies Course
In a new unit that focused on AI tools, students were tasked with using chatbot programming technology to create a smart speaker that could respond to questions within a specific domain. They used ChatGPT to generate 500 questions and answers related to the subject they chose. Then, using 3D modelling software, they created designs for their speakers and produced them with our in-house 3D printers. The concepts for the speakers ranged from a turtle that gives relationship advice to a pink car that answers questions about Taylor Swift. As is often the case with emerging technologies, the students faced challenges when their results differed from what they had expected, showing them that new technologies often take time to become user-friendly.
Inclusive Design - MYP Design/Exploring Technologies
The MYP Design course challenges students to apply practical and creative skills to solve real world design problems. One project taught students about the principles of inclusive, functional design by having them create a workspace that would be well suited to a person living with ADHD, a physical disability, or another condition or situation that requires specific accommodations or modifications.
Philip Tien ‘28 and Myah Zimmerman ‘28 put the final touches on the 3D camera they designed and printed for the smart speaker project in our Grade 8 Exploring Technologies course.
Grade 6 students Claire Hales ‘30 and Ross Fraser ‘30 watch as York faculty Steph Mottola gets their rocket ready for launch.
Coding Robot Dogs - Grades 7 to 10 Coding classes
“Incorporating AI into education is not just about preparing students for future careers— it’s about equipping them with the critical thinking skills they’ll need to navigate a world increasingly influenced by AI. AI literacy is crucial for helping students understand how the technology they encounter every day works, its potential – and, importantly, its limitations and potential for misuse. By integrating AI early, we are fostering an environment of ethical discernment, innovation, and problem-solving,
Associate
One of the most memorable projects for students in our Coding classes in Grades 7 to 10 is learning to program and operate a robot dog. Before they can begin coding instructions into a micro:bit, students first need to understand how a canine’s limbs and joints move so their robots’ movements will look realistic and their dogs won’t fall over. In addition to learning about coding, robotics and canine biomechanics, this assignment helps students build strong problem solving, collaboration and communication skills. Their biggest rewards are watching the dogs walk and run in a variety of directions, find things and even play soccer.
An AI Companion - Grade 10 Coding
This year, students in the Grade 10 Coding class adopted a practice that has become the norm for computer programmers – they started working with an AI companion called GitHub Copilot. This AI is a bit similar to ChatGPT, but it’s focused on coding. Working with an AI assistant enables the students to write code faster and with less effort, and allows them to focus their time and energy on creating effective prompts for the AI, problem solving and collaboration.
Film and Photography
Students in our Film and Photography classes are fortunate to have access to York’s state-of-the-art equipment and digital tools.This year, film students discovered they could use generative AI to create the location of their choice. By typing a description of a setting they wanted to use in their film into Adobe Firefly, they were able to generate three-dimensional locations that included historically accurate interior and exterior views - for example, one group created a 1940s farmhouse for their film.
The digital landscape is evolving rapidly and The York School is evolving with it. We will continue to stay ahead of the curve by leveraging best in class technologies that create meaningful learning experiences and prepare our students for workplaces of the future.
York’s department of Learning, Innovation and Technology supports the integration of technology across the curriculum. (left to right with faces showing) Max Balzer ‘26, Soleil Weis ‘26, Serena Kearns ‘26 and Lindsay Watson ‘26
all of which are foundational to our school’s mission and vision.
-Justin Medved,
Head, Academic Innovation
ICE SPOTLIGHT 09
What does it mean to be Canadian? Every Grade 9 student at York explores this question from a variety of perspectives during the Integrated Canadian Experience (ICE), a unique academic program developed by York School faculty. ICE is a yearlong interdisciplinary course that integrates civics, history, geography and literature, and empowers students to use their curiosity, creativity and critical thinking skills to expand their knowledge and develop their own opinions.
We’re excited to share some of the learning experiences that challenged and enlightened our Grade 9s during the 2023-24 school year.
Indigenous peoples and Truth and Reconciliation
Information about Canada’s Indigenous peoples is woven into every unit of the ICE curriculum. Students learned about the impacts of colonialism – including the intergenerational trauma caused by residential schools – by reading the novel Indian Horse by Richard Wagamese and the Truth and Reconciliation Commission of Canada’s Calls to Action. Then they created a three-dimensional piece of art that sparked discussions about issues related to child welfare, language and culture, health, the legal system and education.
Immigration, newcomers’ lives and multiculturalism
ICE reinforces the fact that personal stories help foster new insights and understanding. While studying the various waves of immigration to Canada, each student created a podcast episode featuring an interview they conducted with a person (a family member, in many cases) who came to the country as an immigrant or refugee. Hearing these individuals stories of challenge, resilience and success made history come alive.
“One night we all went down to the lake. We stood in a circle and then we lay down and just stared up at the stars. We were silent for about 20 minutes and none of us wanted to move. Our jackets were stuck to the ice; we were so cold and frozen, but it was spectacular. Once it’s quiet, you can sometimes hear animals or birds chirping and the serenity was unbelievable. It was a life changing experience, I would say.
- ICE student Olivia G. reflects on winter camping
At winter camp, a group of students spell ICE on Gullwing Lake.
Community and land use
Community is a recurring theme in the program. As the students ventured outside the classroom – and their comfort zones – to learn about communities by conducting field work, they formed strong bonds with their classmates and teachers and created their own learning community. After familiarizing themselves with the goals that the City of Toronto outlined in the Toronto Island Park Master Plan, the students interviewed members of the Ward’s island community to better understand the complexities of the redevelopment plan, as well as the hopes and concerns of residents.
Canada’s North
During a unit on the North, students examined questions like: How much of a northern nation are we?; and What is our responsibility to the North and its people? They gained new insights through literature, film, a special visitor and a week-long winter camping trip in Muskoka. Guest speaker Dennis Allen, a multidisciplinary artist who is originally from Inuvik, North West Territories, explained why his identity is rooted in his connection to the Arctic and in the stories he heard growing up. While camping, the students experienced the joys and challenges of the Canadian winter by sleeping in tents, cooking their meals outdoors, ice fishing, playing traditional Inuit games and telling stories around the campfire. They used their knowledge, experience and imaginations to come up with the plot, characters, design and first chapter of a book set in the North.
Regional field work
Challenge Week in May was an opportunity for students to explore different regions of Canada to gather information for their culminating project. This year, there were trips in British Columbia, Alberta, Quebec, New Brunswick, Newfoundland and Ontario, and local adventures in Toronto. The assignment was to choose a sustainability focused topic (eg. environmental, cultural or economic sustainability), an audience and a format (eg. photo essay, documentary, art installation, magazine, etc.) and conduct research that included interviewing local experts.
In June, ICE hosted a Showcase for students’ families and other members of the York community. Final projects were on display in classrooms and the students enthusiastically shared their research findings. During a formal program in the auditorium, students reflected on the things the ICE program had taught them about Canada and themselves. They also thanked their teachers for a unique, enjoyable and unforgettable learning experience.
(left to right) York faculty (ICE) Sara Gardner and students Saphira Ryan ‘27 and Samantha Wong ‘27 enjoyed cross-country skiing at winter camp.
New insights about the importance of Truth and Reconciliation inspired Riley Cash ‘27 to envision a new Library of Indigenous Heritage and History.
Bethany Jacob ‘27 participated in hands-on marine biology field work during a Challenge Week trip to the Bay of Fundy.
Noah Marr holds his catch.
The culminating project by Asya Sosedova ‘27 was about environmental sustainability in New Brunswick, and included a board game she created about marine life.
DONOR SPOTLIGHT
Isaac Cheng Mintz loves spiders, snails, centipedes and bugs of all kinds. When he joined York in September 2023, he was thrilled that many of his Senior Kindergarten classmates shared his fascination with creepy crawlers. Before long, Isaac and his fellow bug enthusiasts were spending every recess searching the playground for tiny creatures they could observe and discuss. Every day after school, Isaac’s parents Cynthia Cheng Mintz and Adam Mintz were delighted to hear about their son’s scientific explorations.
Cynthia says that while Isaac is currently “in his insect phase”, he also enjoys math, books and building LEGO structures. In his first year at York, Isaac discovered some new interests too. “He wasn’t really into making art at the beginning of the year, but he loves it now,” says Cynthia.
Isaac’s natural curiosity is sparking his enthusiasm for the innovative learning experiences he’s having at York. And thanks to a generous gift from his parents, Isaac and his friends will have even more opportunities to develop new skills in STEAM subjects - science, technology, engineering, the arts and math. Through their support of York’s Junior School renovation project, Cynthia and Adam are helping to create a unique STEAM Program of Distinction at York’s Junior School.
While STEAM learning is already integrated into every grade at the school, the Cheng Mintz family’s philanthropic support will take STEAM to the next level at our Junior School. The Cheng Mintz STEAM Lab will contain physical and digital tools such as laser cutters, 3D printers, robotics kits, circuitry, digital coding for augmented reality and artificial intelligence applications, and equipment to create videos, podcasts and animation. This new educational space will inspire curiosity, creativity and critical thinking – and offer fun ways for learners to try new things, solve problems and work together. The STEAM Lab will be located in the Junior School’s
Donors Adam Mintz, Isaac Cheng Mintz and Cynthia Cheng Mintz
new Dining Hall & Learning Commons flex space and will be used throughout the day.
Creating a STEAM Lab that supports arts-related learning experiences was important to Cynthia and Adam. “A lot of people talk about STEM, but not many talk about STEAM. Arts education is really important for everyone to have. There isn’t enough acknowledgement of the need to be creative,” says Cynthia.
More Great Spaces, York’s redevelopment plan for the JS, will give our students the campus they need to flourish physically, cognitively, artistically and socially-emotionally. The project will create:
• A larger light-filled Dining Hall & Learning Commons with enough space to seat half the school at one time. With only two lunch periods (down from six), the space will be available not only for STEAM learning, but also for activities like school plays, assemblies, exhibitions, and large events with families.
• A second gymnasium that will accommodate more programming related to physical activity and wellbeing.
• Two classrooms for Grade 6 and a Leadership & Community Lounge. Integrating Grade 6 into the Junior School makes sense from an age-and-stage perspective and would align York’s IB Primary Years Program with PYP programs across the GTA and Canada.
Construction on the renovation will begin in the summer of 2025 and the new facilities will be ready for use in September 2026.
Cynthia and Adam are excited that their gift will help bring the exciting vision for the redevelopment to life. “The renovation will be very academically beneficial to all the kids in the Junior School and to all the kids coming into the school. What better investment to make than in your child’s education?” says Adam.
Thanks to the enthusiasm and generosity of early supporters like Cynthia and Adam, the school has raised, in pledges and gifts, more than $4M of our $10M goal for this gamechanging project.
To learn more about the project and how your family can get involved, please visit the More Great Spaces website.
MORE GREAT SPACES “
The renovation will be very academically beneficial to all the kids in the Junior School and to all the kids coming into the school. What better investment to make than in your child’s education?”
-
Adam Mintz
(left to right) Isaac Cheng Mintz ‘36, Sia Green ‘36 and Geddy Cohen ‘36 started Grade 1 in September 2024.
ALUMNI SPOTLIGHT 13
2ND GENERATION FAMILY - JARED GREEN
In April 2024, 33 years after he studied at The York School, Jared Green and his spouse Binita Patel were participating in York’s ‘Day in the Life of a Kindergartener’, with their children Sia ‘36 and Kalen ‘37. This annual event gives York parents new insights into the inquiry-based learning their children experience every day.
Participating reinforced Jared and Binita’s belief that The York School was the right choice for their family.
“It was really nice to be part of their lunch and other things that we don’t normally get a glimpse of, like seeing them in a classroom setting and experiencing music class through their lens. They always tell us about their day, but actually being there and singing songs and doing a gym class gives such a different perspective. We got to see how much fun they have all day, every day,” explains Binita.
Binita and Jared know that it’s not just fun and games in Junior and Senior Kindergarten. Thanks to the dynamic IB Primary Years curriculum and teachers who are focused on childrens’ overall growth, Sia and Kalen are making discoveries about themselves and the world around them.
According to her parents, Sia is a born leader who makes friends easily and likes to be in charge. “The school is embracing her strong personality and her teacher Ms. Rebecca appreciates her energy, but they’re also helping her understand that other people have different opinions and it’s important to be open-minded,” says Jared.
Kalen was slower to adapt to school life than his sister, but thanks to the thoughtful and attentive support he received, along with the school’s emphasis on social-emotional learning, Kalen has made great strides. His vocabulary,
“ It’s a great, supportive environment for them. It feels good every time you walk in the door.
reading skills and ability to relate stories have all developed significantly, his parents report. “Kalen is a really keen learner, it just took him a bit of time to realize he likes being at school,” says Binita.
While Jared is a York School alumnus, it wasn’t a given that his children would attend York. When he and Binita moved from Miami to Toronto to be closer to family, they wanted to find a school that offered a high quality education, was centrally located and co-ed. And the couple wasn’t just looking for a great school, they were also looking for a community to join since Jared was returning to Toronto after years away and Binita had never lived in Canada.
“The York School community has been beyond welcoming,” says Binita. Having his children attend his alma mater is a full circle experience for Jared – and one that he’s very happy about. “It’s a great, supportive environment for them. It feels good every time you walk in the door.”
Jared Green with his children Kalen ‘37 (left) and Sia ‘36 (right).
Jared graduated from York’s Middle School in 1991. At the time, York ended at Grade 8.
“If you’ve got the initiative to do something, no one will stand in your way and people will help you do it. That’s a lesson for life.
Eric Morgan ‘01 is excited that his son, Ben, has followed in his footsteps by joining York in September 2024 for Grade Seven.
“I received a great education through the IB, and York’s extracurricular activities gave me leadership opportunities that allowed me to become more of a self starter and take on initiatives,” says Eric.
When Eric arrived at York in Grade 11, he jumped with both feet into the welcoming community he found. He became a House head, founded a club that brought guest speakers to the school and attended a student conference on global affairs. He says he was happy to discover that at York “if you’ve got the initiative to do something, no one will stand in your way and people will help you do it. That’s a lesson for life.”
Today Eric is a partner at Kushneryk Morgan LLP, a boutique law firm he co-founded in 2021 that specializes in corporate governance advice and dispute resolution. He remembers an assignment in Mr. Hamilton’s History class that planted the seeds for his career in law. To prepare for a presentation on the Japanese invasion
of Manchuria in 1931, Eric used original documents to gather evidence and create a coherent narrative.
“That was one of the projects that made me want to become a lawyer,” says Eric.
After graduating from York, Eric obtained an Economics degree from the University of Toronto and a Law degree from Oxford University. While working at a law firm in London, Eric was seconded to the Bank of England and the litigation and special investigations team of Barclays Bank PLC. He also taught Criminal Law at Oxford University.
In his current law practice, Eric helps businesses resolve their complex legal disputes. His proactive approach to tackling legal challenges can be traced back to his days at York. That’s where he learned to “roll up your sleeves and dig into things. Don’t be intimidated by a problem, feel your way through it,” says Eric.
Now, it’s Ben’s turn to learn and grow at York. As he engages with outstanding programs, faculty that spark his curiosity and real world problem solving, Eric will be by his side as a proud father and alumnus.
ERIC MORGAN ‘01
Eric on his graduation day.
Eric and his friends in the Class of ‘01 celebrate their graduation.
Eric Morgan and his sons Elliott (bottom) and Ben ‘30 (middle) on vacation in New York City.
SARAH WILLSON ‘13
Sarah Willson ‘13 arrived at The York School as an eager ninth grader ready to dive into the experiential learning she had heard about during her trial day at the school. “The day I visited, I learned about all the opportunities I would have to extend my learning outside the classroom,” explains Sarah.“As a kid who was curious about everything, I was hooked. I could not wait to get out in the world and experience things first hand.”
One of those formative experiences for Sarah was her personal project, a capstone of the IB Middle Years Program (MYP) that allows students in Grade 10 to conduct a sustained, selfdirected unit of inquiry into a subject of special interest to them. Motivated by York’s “out of the box” approach to learning, Sarah embarked on a mission to raise the voices of homeless youth in Toronto with a photojournalism project that resulted in a book of pictures and interviews she entitled Slipping Through The Cracks.
“York really inspired me to understand the stories of people with different backgrounds from myself,” says Sarah, crediting the school with giving her the confidence to step outside her comfort zone while talking to people in different
communities and fueling her desire to learn more.
Sarah continued to build on those skills during her time at the University of Guelph, where she earned a Bachelor of Science degree in the field of Neuroscience and Psychology. While there, she drew on her York experience with photojournalism and community engagement by launching a blog called Humans of Guelph that told a wide range of stories from diverse members of the local community.
The platform earned Sarah the University of Guelph’s “Be the Change” award for her dedication to making a lasting positive impact on the community. “The whole experience of building something from the ground up sparked in me an entrepreneurial spirit,” says Sarah, who ultimately shifted away from the field of Science and enrolled at Queen’s Smith School of Business for a Masters Degree in Management, Innovation and Entrepreneurship.
Today, Sarah works for Panache Ventures, a venture capital firm with an interest in investing in early stage Canadian companies. “My experience at The York School was transformative
“
York inspired me to challenge my perspectives and explore a diverse range of viewpoints, enriching my understanding of the world.
in so many ways,” says Sarah. “I feel like I have come full-circle because so much of what I discovered in high school about how to approach learning allows me to remain open to diverse perspectives and new ideas in my work today.” She also teaches a course at the Schulich School of Business called Financing Growing Ventures where she educates undergraduate students about the world of startups and raising capital.
Sarah Willson ‘13, shown here on vacation in New York City, embraced York’s opportunities for experiential learning.
Sarah Willson’s graduation photo.
Leila Keshavjee ‘11 will never forget the exciting chemistry experiment she conducted in York’s IB Diploma Program. “One of my favourite memories is making ice cream with liquid nitrogen in Ms. Aragona’s class. She was a great teacher!” says Leila.
York’s challenging science program is one of the reasons Leila joined the school in Grade 11, our IB Diploma Program is another. “I think the IB program really gives you opportunities to explore, as well as a breadth of knowledge in a whole bunch of different areas,” says Leila.
Leila arrived at York as a competitive rhythmic gymnast with a keen interest in health, and human movement and performance. She never imagined she’d become the founder and CEO of a national frozen treat brand called Happy Pops. Today, her knowledge of chemistry ensures the food safety and high quality of the ice pops she invented.
After York, Leila entered the Bachelor of Kinesiology program at the University of Toronto. She planned to complete a Master’s degree and then apply to medical schools – until she took an entrepreneurship course that presented new possibilities. She recognized a business opportunity for the vegan, gluten free ice pops she’d been making for herself. In 2016, Leila started selling small batches of her Happy Pops at farmers’ markets. Today the company produces more than one million ice pops a year and the treats are sold in close to 2000 stores across Canada.
I think the IB program really gives you opportunities to explore, as well as a breadth of knowledge in a whole bunch of different areas.
“Seeing a 3D printer in the Communication Technology classroom was amazing. It was the opening of a door because all of a sudden not only was I able to theoretically play with all these things, but I could actually print a 3D model and see how it turned out.
Joshua Sofer ‘18 is another alum who is enjoying success as an entrepreneur. His company, Ask Lilac, harnesses the power of artificial intelligence (AI) to help independent schools, colleges and universities improve their digital engagement with prospective students, and market themselves more effectively.
When Joshua joined York in Grade 10, he was looking for a learning environment where he could explore his interests in greater depth. For someone who had started programming computers in Grade 3 and designing mock-ups for 3D printing in Grade 8, York’s innovative approach to technology was a great fit. “Seeing a 3D printer in the Communication Technology classroom was amazing. It was the opening of a door because all of a sudden not only was I able to theoretically play with all these things, but I could actually print a 3D model and see how it turned out,” says Joshua.
After graduating with a Business degree from Queen’s, Joshua started a company that specialized in optimizing the Google search rankings of e-commerce businesses. His ultimate goal was to use AI in the education sector so he sold that company and launched Ask Lilac.
As a business owner, Joshua is embracing the challenges of marketing and selling his product and leading a growing team (that includes Charley Wu ‘18, another York alum.) Today, he is building on the leadership skills he first began developing back in Grade 10 when he mentored three Grade 6 students. “That was such a great experience. It taught me a lot about leading by example and understanding other points of view,” says Joshua.
Leila Keshavjee’s Happy Pops are sold in close to 2,000 stores across Canada.
Joshua Sofer ‘18 is an entrepreneur who is harnessing the power of artificial intelligence (AI).
THE YORK COMMUNITY GIVES BACK 17
Donations to York’s Annual Fund support our school’s highest priorities. This past year, families had the choice of directing their donations to their children’s division, needs-based bursaries for talented and deserving students or the Head’s Initiative Fund.
A JAZZ SHOWCASE TO REMEMBER
York faculty John Pittman wanted York’s jazz ensembles to have an authentic performance experience in a venue where seasoned musicians play. Thanks to the Annual Fund, he was able to rent Lula Lounge for the March 5 ‘Jazz Showcase’ and hire a professional trumpeter to perform with the students. Our musicians – and their proud teachers and families – will never forget that special concert.
CLIMBING ADVENTURES AT THE JUNIOR SCHOOL
Junior School students love the Wallholla, their vertical play structure. They’re always coming up with inventive ways to play and use their imaginations in it. New climbing grips will create more opportunities to create adventurous pathways throughout the Wallholla.
PORTABLE EASELS FOR SKETCHING AND PAINTING ON LOCATION
During the Challenge Week trip to Killarney Provincial Park, our emerging artists get inspired by the same landscapes that captivated the Group of Seven. This year, we purchased more portable easels that allow the students to paint and sketch outdoors.
BURSARY
SUPPORT FOR TALENTED
STUDENTS
Financial assistance bursaries help open York’s doors to excellent students from across the GTA. Bursaries enhance the academic journeys of the recipients and also enrich the entire York school community.
(left to right) Alexa Kolber ‘26, Hamza Khan ‘26, Judah Baratz ‘26, Isabella Smart ‘26 and Elizabeth Kotze ‘26
BUILDING ROBOTS AND STEAM SKILLS
Our Middle and Senior School Robotics Teams were able to purchase the special kits needed to design and program four metal robots for the VEX V5 Robotics Competition. Prior to purchasing these kits, the teams were limited to entering competitions for LEGO robots. Creating more sophisticated robots helped the teams develop their STEAM, problem solving and collaboration skills. They look forward to using this equipment to build robots for future competitions.
EMPOWERING OUR FILMMAKERS AND PHOTOGRAPHERS
York faculty Otino Corsano says a new charging station has been “a game-changer” for students in our IB Film and Communication Technology classes – and everyone else who uses York’s digital imaging equipment. The charging station is enhancing learning experiences by keeping our high-quality equipment organized and ensuring that students always have fully charged gear at their fingertips.
AN ONLINE PLATFORM THAT SUPPORTS FRENCH LEARNING
Donors’ generosity gave Middle and Senior School French students access to Education Perfect, an online platform that helps enhance language comprehension and acquisition. It features interactive lessons, realistic tasks and scenarios, and video content. Students can record their pronunciation to compare it to native speakers and also get feedback on their written responses.
BAKING WITH A FRANCOPHONE CHEF
Students in three Grade 6 French classes had a fun and delicious learning experience when Chef Susanne from the company Chef à l’École visited the school. The students practiced their French vocabulary while she taught them to make cookies called Langues de Chat (cat tongues). The chef also shared cultural stories and music with the students.
EVIDENCE-BASED RESOURCES FOR READING AND MATH
Our learning strategists supported students’ success by purchasing decodable books for guided reading, assessment tools that measure pre-literacy and oral language skills, and objects that encourage a hands-on approach to learning math. The learning strategists also hosted a meeting with their counterparts at other schools.
(left to right) Ian Hu ‘24, Alan Calderon Saraiva ‘24, Duncan Zhu ‘24, Philip Scheibehenne ‘24 and Andrew Cummings ‘24
Beckett Gans ‘28 and Rowan Ferron ‘28
(left to right) Hazel Farovitch ‘30, Naomi Freiman ‘30, and Romy Levy
JUNIOR SCHOOL CARNIVAL
“
We wanted to make sure that parents feel the same kind of gratitude and love for the school that our kids do. My kids come home really happy every single day with new skills.
- Lani Levy, Parent
Our first-ever Junior School Carnival – held this past June – was initiated, planned and hosted by a dynamic group of York moms who are passionate about fostering community at the school.
The idea of holding a social event to bring together Junior School parents, students, teachers and staff originated with mom Lani Levy. Her family joined York during the pandemic when her son, Xander ‘34, entered Junior Kindergarten. Covid restrictions meant that she didn’t have many opportunities to meet parents whose kids were in other classes. When other parents shared similar sentiments with her, she was confident that holding a carnival would help build relationships and generate more enthusiasm for our outstanding school.
“We wanted to make sure that parents feel the same kind of gratitude and love for the school that our kids do. My kids come home really happy every single day with new skills,” says Lani.
When Lani started sharing with other parents her vision for a Junior School community event that would include children together with their parents, a group of “really capable, savvy, hardworking moms” organically formed a “spirit committee.” With the green light from York’s senior leaders, along with support from faculty and staff, the spirit committee began meeting weekly to brainstorm and strategize for an end of year carnival.
In addition to planning carnival logistics, the committee wanted the event to build greater awareness, enthusiasm and funds for More Great Spaces, the gamechanging renovation that will create a second gym, a larger cafeteria, and space for two Grade Six classes at the Junior School. Mom Molly Watsa volunteered to organize a silent auction that raised more than $40,000 for the renovation.
Inviting incoming families to the carnival was another unique aspect of the event. New families who attended would now see familiar faces in the playground, hallways and classrooms in September.
Middle and Senior School students contributed to the carnival’s success by taking on various volunteer roles during the event. One student, Max Balzer ‘26, went above and beyond by designing the silent auction catalogue and merchandise, giving the committee insights into students’ interests and preferences, and volunteering at the merchandise table during the event. “Max hit it out of the park on so many levels,” says Molly.
The carnival was a resounding success, with committee members receiving positive feedback from community members during and after the event. “This was an extended period of time where parents could enjoy themselves and get to know one another better, and their kids were entertained. We helped build our community and everyone had a great time – and that was our goal,” says committee co-chair Jessica Diamond.
Junior School Carnival committee members (left to right) Amy Boddington, Jane Hemingway, Natalie Shippen, Karen Schultz, Meghan Paton, Molly Watsa, Jessica Diamond and Lani Levy. Absent from photo: Nicole Driscoll.
Cotton candy was a hit with James Wehmeyer ‘35 and other carnival attendees.
Julian Fung ‘33 challenged himself on the rock climbing wall.
(left to right) Sydney Baum ‘36, Laurel Akman ‘36, Darron Chu ‘33, Claire Boddington ‘31 and Grace Boddington ‘36 and students sang and danced on the stage throughout the event.
SCHOOL YEAR HIGHLIGHTS 21
Scan the QR Codes to view articles and photo albums
EDUTALKS AT THE JUNIOR SCHOOL
JS Principal Sara Sankari introduced a series of talks that provided insights into how the IB Primary Years Program is implemented in our classrooms and suggested ways parents could empower their curious learners.
COLLABORATIVE SCIENCE PROJECT
Students from our Grade 11 science classes worked in interdisciplinary groups to create experiments and activities that brought the United Nations’ Sustainable Development Goals to life for Grade 4 and 5 students.
FIRST NOTE NIGHT
Our lucky Grade 6 Music students (who had recently chosen their instruments) spent an evening with professional performers who shared best practices for assembling, holding and caring for instruments – and helped the students create beautiful sounds.
ALUMNI REUNION
More than 150 alumni joined us on campus to reunite with one another and see former faculty and staff.
(left to right) Max Brenzel, Daniel Wiseman, Andrea Ma and Thasneem Thameem - all Class of 2014
(left to right) Julia Lessem ‘25, Matty Price ‘32, Brooklyn Guo ‘32 and Emmy Weber ‘32
(left to right) Christy Skaffe ‘30, Emma Charles ‘30, Sebastian Kalemi ‘30 and guest flute specialist Paul Metcalfe
PYP EXHIBITION
Our Grade 5s showed us how we can all do more to help share the planet. These students taught us about the Earth’s delicate ocean ecology.
PERSONAL PROJECT SHOWCASE
The Grade 10s researched and presented impressive projects on topics that ranged from redesigning the Toronto Waterfront to championing sustainable fashion.
GRANDPALS & SPECIAL FRIENDS DAY
Junior School students hosted their grandparents and other special adults at an event that featured an assembly, classroom visits and refreshments.
CIS ATHLETIC CHAMPIONSHIPS
2023-24 was the most successful year in the history of TYS Athletics. Our teams won five Conference of Independent Schools of Ontario Athletic Association (CISAA) championships and had six appearances at the Ontario Federation of School Athletic Associations (OFSAA) championships.
14TH ANNUAL IB FILM FESTIVAL AT TIFF
Emerging filmmakers from York, Toronto Montessori School and Upper Canada College showcased their talents at a festival for work created by students in the IB Film Diploma Program course.
(left to right) Benjamin Watson ‘31, Devan Goldman ‘31 and Angelina Rybakova ’31
Max Balzer ‘26
(left to right) Emily Rosen ‘24, Quinn Broadhurst ‘24, Aviva Green ‘24 and York faculty Otino Corsano
(left to right) York faculty James McNeill, Georgia Baldwin ‘25 and York faculty Olivia Chan
Aidan Corbin ‘36 and his grandmother Ruth Corbin
Year Over Year Growth In Annual Fund Revenue Year Over Year Growth In Annual Fund Number of Donors
100% 64%
Leadership Team Annual Fund Participation
Faculty & Staff Participation
Growing up, finances were often tight. The bursary program was life-changing. It was a big reason why I was able to go to The York School.
-Shanifa Nasser ‘04
100%
Board of Directors Annual Fund Participation
Class of 2024 Parents & Students raised for the Bursary Endowment
$285.4K
Total pledged and raised to date
$1.58M
What Tuition Supports
$5M Goal
Tuition at The York School covers only the school’s operating expenses, with the greatest proportion of that supporting faculty compensation. We are proud to be a top 3 payer amongst GTA CIS schools, which enables us to attract and retain the very best teachers for your children.
Similar to all other CIS schools, enhancements such as major capital projects and financial aid bursaries are supported through the generous philanthropy of the school community. We are grateful to each and every one of our school’s donors.
DAVID HAMILTON INTERVIEW 25
In June 2024, Senior School Principal David Hamilton retired after 29 years at The York School. In conversation with Head of School Struan Robertson, David reflected on his time at York.
STRUAN ROBERTSON:
In 1995, The York School added Grade 9 and you were hired as the first Grade 9 teacher. How has the school changed since those early days?
DAVID HAMILTON:
Back then, our school was located in the Eglinton United Church. I had a Grade 9 class of only seven students. In those days, York was a school where you knew everybody and everybody knew you. It was run like a small family operation. When we had staff meetings, we all sat around one table. Today the school is much larger and it’s grown greatly in size, offerings and reputation. Over time, we’ve developed many programs that I’m very proud of. The ICE program in Grade 9, Challenge Week, and also the three IB distinct programs across all divisions. Today, our Diploma Program is a leader in Canada. We’ve also become a more diverse school, which makes for a much richer community. There’s so much to be proud of.
SR: When you reflect on your time at York, what are some memories that really stand out for you?
DH: We ran a TEDx event three years in a row. Students, parents, staff and alumni were involved so it brought the community together. It also attracted IB students from within and outside Canada.
The creation of the ICE program was also very special. We’ve been fortunate to have such incredible teachers who are passionate about bringing so many experiential learning opportunities to our students.
SR: Why did you choose to spend your whole career in education at The York School?
DH: One reason is the people. Relationships run very deep here. It’s an extremely receptive and welcoming community. Also, York has consistently been evolving so it’s always been an exciting place to work. You’re always planning and trying new things to make the school better. Doing things in an old-fashioned or rigid way wasn’t something I was interested in. And the IB. I don’t think I could have gone to a non-IB school or a single-sex school. I truly believe a school has to face students with what I call “the other.” They have to be exposed to people who are not like themselves, and the more we can do that - either through experiences we give them or the composition of the school community - the more they’ll learn from that and the better citizens they’ll be.
Today, we have a great school that’s also focused on the right values. We embrace the ideals of the IB, which are to create a peaceful, productive society.
SR: How do you plan to spend your retirement?
DH: I’m looking forward to spending more time with my wife, my four children and my three grandchildren. I’ve got lots of projects to work on at my cottage and around the house, and we have a great desire to travel.
The Grad Retreat in May is a chance for our Grade 12s to celebrate the successful completion of high school with their classmates and teachers.
(left to right) Ethan Wong ‘24, Amma Ayisi ‘24, Kumkum Anugopal ‘24, Yara Azzahrani ‘24, Max Kronby ‘24, Sydney Wong ‘24, Griffen Robitaille ‘24, Lauren Gori ‘24, Grace Plumpton-Hill ‘24 and Liam Warnica ‘24
GIVING IN 2023-2024: ALL CAMPAIGNS
Consecutive donors: r3 years p5 years 610 years
Thank you to the many donors who supported York between July 1, 2023 and June 30, 2024. Your gifts enhance the life of our school and elevate our students’ experiences.
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August 2023, York faculty and staff gathered for Meeting Week, an annual tradition that kicks off the new school year.
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We really wanted a school for Hudson that cultivated a love of learning. I think that's something I took away from my experience at York. We wanted a place where he could learn how to learn, love going to school and have many different experiences, and we felt like York was the perfect fit for him.
Hass ‘07 Elisabeth and Luke Kowalewski’s son, Hudson, is in JK
We were thrilled that some of our second generation York families could join us for a photo shoot.
The York School is grateful to TPH for its generous support of this publication.
-Elisabeth
Second Generation Families (left to right) Max Lubinsky ‘35, Julia Sharp ‘03, Hudson Kowalewski ‘38, Elisabeth Hass ‘07, Sia Green ‘36, Jared Green ‘91 (MS), Kalen Green ‘37, Leo Dowson ‘35, Alanna Wilson ‘97 (MS), Emma Dowson ‘31