The Official Lauremont School Magazine | Spring 2025
GOING BEYOND is published by the Lauremont Community Development Department for parents, students, alumni, staff and faculty.
Comments and ideas are welcome and can be sent to:
Hill, ON L4B 3M7
Managing
Gayathiri
ANDREW CROSS
THE GERMAN LANGUAGE has a word to capture the defining spirit or mood of a specific moment in history. As is so often the case, a long phrase in English can be expressed in a single word in German. That word is Zeitgeist, often translated as “the spirit of the age.”
When historians look back at the current moment in history (and by that I mean the first quarter of the 21st century), how will they choose to characterize this turbulent time? Perhaps some of them will see our time as one where preparations were being made for a future of conflict as climate change accelerated and rival ideologies made peaceful dialogue between cultures and communities increasingly difficult.
I hope these historians of the future will also be able to perceive a different kind of Zeitgeist, which is the extraordinary spirit of curiosity and discovery that we can see all around us in this third decade of the third millennium. This is where the cultures and values of independent schools play an absolutely critical role. In nurturing a future ready mindset among our students, we prepare them not only to cope with, but to thrive and excel, in a world of everaccelerating change.
From my perspective, “Future Ready” is often seen through a somewhat narrow lens, signifying an individual or organization that is prepared to flourish in an ever-changing technology landscape. AI is already transforming how we think, learn and do business, and technology is an essential component of future-readiness, but there are others which may be less obvious.
Nurturing future ready students at Lauremont School begins, as our Vision statement reminds us, “one student at a time.”
Among these I would include emotional and social intelligence, the soft skills that so many companies are seeking beyond the core competencies of the job itself. In a world in which so many of our interactions occur on screen with people who may be in another country or time zone, human connectedness and the ability to demonstrate empathy, kindness, patience and open-mindedness are more critical than ever. This observation became very evident during the Covid pandemic, but it remains equally true today. Indeed, these traits are the fundamental foundation for schools and other organizations to succeed in the future.
But what does “Future Ready” actually mean? I suspect that if this question were asked of 10 different people, we would likely hear 10 different responses. Indeed, the pages of this edition of Going Beyond provide diverse and inspiring examples of how Lauremont School is preparing our students for a world that will be extraordinarily different than the one in which their parents grew up.
In highly competitive sectors like independent schooling, families will continue to be drawn toward schools where belonging and inclusion are not only words on a website but are visible in the daily interactions of community members. Nurturing future ready students at Lauremont School begins, as our Vision statement reminds us, “one student at a time.” Thank you for joining hands with us as we face the future with confidence and hope.
Andrew Cross Head of School
ABOVE:
WE ARE DELIGHTED that Rachel Marks, our Head of Elementary, has been appointed to the new role of Deputy Head of School. This pivotal role aims to support the Head of School, Leadership Team and faculty and staff, while advancing our core strategic pillars and ensuring that the philosophy of “head, heart and hands” is seamlessly integrated into all aspects of school life.
Rachel, a dedicated Montessorian, passionate leader and respected community builder, brings a wealth of experience and insight that will further enrich our school’s journey. As a Montessori educator, she has developed a deep belief in holistic, student-centered learning. She has championed an
approach that nurtures intellectual curiosity (head), fosters emotional intelligence and empathy (heart) and encourages hands-on, purposeful engagement (hands). Her leadership has already left an indelible mark on our elementary program, fostering a culture of collaboration, innovation and lifelong learning. This appointment marks an exciting new chapter for Lauremont School. Rachel’s thoughtful leadership will no doubt strengthen our mission and guide us into a future full of possibility. When asked what motto might capture this next phase of her journey, she offered: “Empowering others through kindness, compassion and support, Embracing change and innovation to drive positive impact, and Leading with the Heart emphasizing empathy and authenticity.”
We recently sat down with Rachel to find out what this role will look like and how she plans to develop it.
How do you think your experience as Head of Elementary has prepared you for this next step?
My time as Head of Elementary has prepared me through deep collaboration, faculty empowerment and a strong focus on community-building. I’ve worked to bridge Montessori and IB approaches, ensuring alignment from Children’s House through to Upper School, while celebrating our unique identity as a progressive Montessori program. This experience has reinforced my belief in leadership as both mindset and action—especially in mentoring
others, supporting women in leadership and fostering cross-school connections. These foundations will guide me in continuing to grow our culture, champion innovation and support people and programs school-wide.
What is your vision for the school as Deputy Head of School, and what are some key areas you hope to focus on?
As Deputy Head, my vision is to collaborate closely with our Head of School and our staff and faculty to strengthen and share our school’s unique story— from 18 months to 18 years—by aligning and amplifying the experiences across all divisions. Internally, we know the value of our Montessori-to-IB journey; now, it’s about ensuring this story is clearly understood, lived and communicated by students, faculty and staff, parents and alumni. I plan to focus on key areas such as innovation, sustainability, AI readiness and embedding DEI meaningfully in our pedagogy. Ultimately, it’s about creating a cohesive, future-facing narrative that reflects who we are and where we’re going.
What are some of the biggest challenges you anticipate, and how do you plan to tackle them?
One of the biggest challenges will be ensuring our story is cohesive and clearly communicated across all levels and departments. We’ve made great progress connecting the Lower and Upper School, particularly in aligning Montessori and IB pedagogy, but we need to continue strengthening that narrative. It’s also crucial to deepen the partnership between parents and educators by fostering shared understanding and involvement. I plan to address this through consistent communication, inclusive opportunities like workshops and surveys, and creating spaces where all voices feel heard and valued in our community.
You’ve always been a champion of student-centered education. How will you bring that philosophy into this new role?
For me, being student-centered starts with the belief that every student should feel known. In this new role, that means staying actively engaged with students, teachers and staff across both
“Women belong in all places where decisions are being made.”
—Ruth Bader Ginsburg
campuses—not just leading from behind a desk, but being present in the day-today. It’s about co-creating a shared vision by bringing the right voices to the table and truly listening. I want to remain closely connected to students’ experiences and their families’ perspectives, while also staying attuned to the evolving landscape of Canadian independent schools. In this way, we can identify gaps, provide the right support and keep students at the heart of everything we do.
You’ve been instrumental in launching a Women in Leadership group within Canadian Accredited Independent Schools (CAIS). Why was this important to you, and what impact do you hope it will have?
Launching the Women in Leadership group was important to me because I’ve seen firsthand the unique challenges women face in their leadership journeys—often balancing caregiving roles while advancing professionally. I believe women shouldn’t have to choose one path over another, and with the right support networks, they don’t have to. This initiative is about recognizing leadership as a mindset, not just a title, and creating a community that uplifts, mentors and empowers women at all stages. Seeing so many women now preparing to step into Senior Leadership roles shows the shift is happening—and I’m proud to be part of that movement.
What does it mean to you to be a strong female leader in education, and what message do you hope to send to young girls and boys in our school?
To me, being a strong female leader in education means leading with compassion, integrity and purpose—and showing that leadership is both a mindset and an action. I hope to model for all students, especially young girls, that
their voices matter, their passions are powerful, and there are no limits to what they can achieve. It’s about fostering a culture of equity, inclusion and connection—where every student is supported in discovering their strengths and shaping their own path. Ultimately, I want all of our students to be allies, to know that leadership is about lifting others as you grow, and that success is rooted in relationships, empathy and a deep sense of self.
What are the three most important traits in a leader?
1. Leading from the heart and valuing connection, vulnerability and trust.
2. Clear, fair and effective communication.
3. Making sure that the right people are around you: I know that if I am the smartest person in the room, I’m in the wrong room.
What’s one book, podcast, or piece of advice that has really shaped your approach to leadership?
It’s hard to choose just one, and I love podcasts. So three leaders I really, really appreciate and I’ve learned a lot from are Brene Brown, Simon Sinek and Adam Grant. They frequently host each other on their podcasts talking about their leadership journeys and how to show up for your team. Leadership can and should change depending on the situation. You know, sometimes you’re a transformational leader, other times a servant or transactional one. Your leadership style has to be flexible so you can address the people or the issue in the moment. And if you cultivate only one style, I think it’s very limiting to your own success.
Jennifer Shaw Executive Director of Community Development
THE NEWLY IMPLEMENTED Drama & Movement program for the Children’s House students offers a creative outlet that not only enriches their educational experience, but also plays a key role in shaping their future-readiness, public speaking abilities and overall well-being. “As we continually strive to enhance our students’ experience, the introduction of new programs designed to foster creativity, confidence and social-emotional development is becoming increasingly vital,” says Toddler and Children’s House teacher Alana Colombo.
Alana explains that by integrating drama into the curriculum, students are presented with a unique opportunity to explore their imaginations, build confidence and develop critical communication skills that will serve them well in both academic and personal settings.
One of the most significant benefits of introducing Drama to young children is the development of
IMAGES: Children’s House 2/3 practicing for their upcoming concert.
“Imagination does not become great until human beings, given the courage and strength, use it to create.”—Maria Montessori
The Power of Drama: Building Confidence, Creativity and Connection in Young Learners
confidence. “Public speaking can be a daunting task for many, but drama classes provide a safe and supportive environment for children to practice and grow their speaking abilities,” she says.
Activities like storytelling, role-playing, performing tongue-twisters and poetry in front of peers gradually builds the confidence to express themselves clearly and effectively, Alana says. “Over time this can help them overcome the fear of speaking in public and communicate with more authority and self-assurance.”
In addition to enhancing speaking skills, the new program fosters self-expression and emotional intelligence.
“By stepping into different roles and characters, children learn to understand and articulate their emotions, which is crucial for effective communication in the future,” she adds.
This includes the ability to express thoughts and ideas in front of others, which Alana says is a fundamental skill in almost every field, from education and business to the sciences and beyond.
“Early exposure to these experiences empowers children to be articulate, confident speakers who are ready to take on leadership roles later in life.”
The new program also teaches children about teamwork, problem-solving, critical thinking and how to approach challenges with creative solutions—transferable skills that are vital for future success. “Students collaborate with peers to improvise and create scenes and rehearse for upcoming performances. They learn to work together toward a common goal, while
also making contributions to the creative process.”
When it comes to live performances—where things can go wrong at any moment—the Drama & Movement program helps children build resilience. They learn how to recover from mistakes and persevere under pressure. “This resilience, coupled with problem-solving skills, prepares young children for many things to come throughout their future,” notes Alana. “Beyond the academic and practical benefits, we provide a powerful boost to children’s social-emotional well-being.”
She also believes that these experiences promote a strong sense of community within the classroom, helping students form meaningful relationships with their peers. “In an increasingly connected world, the ability to navigate social situations and form positive connections is critical. Drama will help students develop these skills in a structured environment.”
Whether it’s the joy of playing a character or working through stage fright and other challenges, the Drama & Movement program offers a way for children to process and understand their emotions. “This self-awareness and emotional intelligence not only enhances their ability to communicate effectively but also contributes to a positive and supportive learning environment. In offering a creative outlet for young children, we are helping to cultivate the next generation of confident, empathetic, and resilient individuals.”
At the Upper School, one of the key reasons we encourage students to immerse themselves in playing a band instrument is because the process of making music is connected to innovation.
FROM THE HIGH-PITCHED FLUTE to the deep tones of the tuba, the process of making music invites students to explore creativity, collaboration and self-expression. Just as musicians learn to identify rhythms, scales and chord progressions, innovators must recognize patterns in data, behaviours or systems to generate ideas. Mastery of an instrument requires consistent refinement and learning from mistakes, much like the incremental process of innovation, where ongoing testing and improvement are vital to achieving success.
As part of their Middle Years Programme (MYP) Music course, all students learn to play an instrument when they enter Grade 7. While some students may bring foundational skills from the Lower School Music program, others are beginning their musical journey. Throughout the year, students grow as musicians by singing, playing their instrument, studying music theory, analyzing musical pieces, composing and arranging. Although their experience levels vary early on, through classroom instruction and tutorials, students build the skills and confidence necessary to succeed in the program.
Beginning as a club with just over 30 students, the Middle School Band has grown to nearly 70 members, more than half of the Middle School population. The initial idea was to provide more opportunities for students to make music beyond the classroom and cultivate emerging musicians for the Upper School Band. Since 2023, the band has performed
“Both music and innovation thrive on risk-taking and experimentation.”
at the Lauremont Marketplace, Remembrance Day Assembly, our Awards Ceremony, Ontario Band Association (OBA) Festival and the MusicFest Canada Nationals. This is an impressive achievement, and all Middle School Band members should be congratulated for their passion and dedication.
The Upper School music program for Grades 9–12 is designed to foster wellrounded individuals through a comprehensive and engaging approach to music education. The school believes in the power of music to enhance cognitive skills, promote creativity and develop essential life skills such as discipline, teamwork and self-expression. It’s a program that closely aligns with the International Baccalaureate
(IB) philosophy—emphasizing inquirybased learning and global perspectives. While participation in music activities is entirely voluntary, students are encouraged to explore their musical talents and interests as part of their holistic development.
Students engage in a variety of musical experiences, from solo recitals to large ensemble performances, each offering unique learning opportunities. These experiences foster adaptability, enhance communication skills and nurture creative problem-solving.
Our young musicians in Grades 9 and 10 showcase their skills at major events such as the Lauremont Marketplace, Toddler Concert Series, Remembrance Day Assembly, Awards Ceremony and our annual Winter and Spring Showcases. These events sharpen their skills while fostering a sense of community engagement and social responsibility.
As students progress to Grades 11 and 12, there is an emphasis on leadership and advanced musical exploration. Student-led initiatives like the Strummers Club, Upper School Band and Jazz12 provide opportunities for peer mentoring and collaborative
music-making. These groups often perform at school events and in the wider community, fostering a sense of pride and accomplishment.
Students are also encouraged to participate in external events, such as the Conference of Independent Schools Music Festival (CISMF) and the OBA festivals. These experiences not only broaden their musical horizons but also challenge them to elevate their skills and achieve new levels of excellence. This year, the school is especially proud to congratulate all members of the Upper School Band for their dedication and hard work, which earned them a well-deserved spot at MusicFest Nationals.
By balancing academic rigour with artistic expression, Lauremont nurtures well-rounded individuals who are prepared for success in any future endeavour. Through an approach that encourages students to explore the connections between music and other disciplines, the program fosters a holistic understanding of the arts and their role in society.
Jaekwan Jung and Roger Marles Upper School Music Teachers
“The exercises of Practical Life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.”
—Maria Montessori
FOR TODDLER TEACHER Jelena Gacesa, introducing “Care of Self” and “Care for the Environment” to the curriculum are essential to child development. “Practical Life activities are the everyday activities that children observe and experience regularly within their environment,” says Jelena. “These serve as the foundational activities that help children learn.”
Tasks like preparing food, dressing, cleaning, and social grace and courtesy present not only new challenges for children, but also engaging and exciting opportunities for growth. “As children observe adults performing these tasks, they are naturally drawn to imitate them, not only to adapt but also, fundamentally, to belong. The sights, sounds, smells, tastes, and textures of the home deeply resonate with the child, fostering a sense of connection to the family’s daily life.”
Jelena believes that these routines, which we may overlook as simple everyday experiences, become empowering milestones as children learn to master them. When approached with sincerity and presented as a meaningful challenge, these activities hold a unique sense of dignity within a child. “It is not simply about putting on their shoes or juicing an orange—it is about the child independently mastering a complex series of actions to fulfill their own needs and desires,” she says. “As they gain competence, their self-esteem and self-confidence
begin to develop, nurturing emotional growth and helping them naturally integrate into their environment and culture.”
Those unfamiliar with the Montessori method might wonder why a child is engaging in a task such as washing dishes rather than focusing on more academic pursuits. Jelena explains that in the Montessori classroom, children are taught to wash from left to right and top to bottom, reinforcing motor control and laying the groundwork for the directional flow of reading and writing in English.
“All the Practical Life activities, though seemingly simple, lay the groundwork for more complex tasks.” For example, she says, “the cloth-washing activity consists of more than 20 different steps. As children practice, they work on memory retention, refining their ability to remember and follow a set procedure, a crucial skill that will help them in future academic endeavours. Their focus, concentration and their ability to follow logical steps while completing tasks from start to finish, are developed.”
In addition, all Practical Life activities are colour-coded, which helps children make sense of their surroundings and teaches them how to classify and problem-solve. Jelena adds that an example of this would occur in polishing. “The child learns which bottle of polish to use for each specific task, a concept
that reinforces analytical thinking.” She adds that visual cueing helps children recognize patterns and aids in memorization. Furthermore, the use of colour coding in Montessori activities supports a child’s sense of order.
“The freedom to repeat activities as often as they wish enhances concentration, fosters inner discipline, and awakens intrinsic motivation by allowing the child to engage in a task for the sheer joy of the process, finding fulfillment in the act itself rather than the result.”
As children learn to care for themselves and their environment, they, above all, cultivate independence—the foundation for confidence, resilience and success. “Through these purposeful activities, they discover that their contributions hold meaning, not only for their well-being but fundamentally for the world around them.”
It’s an understanding that nurtures a profound sense of pride, responsibility and belonging, shaping a mindset of compassion. “The skills gained through the Practical Life activities during these highly influential and formative years truly shape the child’s personality and serve as the building blocks for the rest of their lives,” she says. “In learning to care, they learn to lead, to contribute, and to embrace their role in shaping a better world for themselves and those around them.”
In today’s world, being future-ready requires more than just memorizing facts; it involves critical thinking, problem-solving and the ability to apply knowledge in different contexts.
IN TODAY’S WORLD, being future-ready requires more than just memorizing facts; it involves critical thinking, problem-solving and the ability to apply knowledge in different contexts. Maria Montessori, who ensured that preparation for life was inherent in her philosophy of education, believed that making sure children could adapt to their time and place was integral to learning. In our Elementary program, we’re taking her approach to education and equipping students with the tools they need to ensure they are future-ready as leaders of tomorrow. iPads and digital tools provide students with opportunities to deepen their learning while maintaining the hands-on, child-centred approach that Montessori is known for. Allowing children to re-think and re-imagine how things could be fosters that innate sense of wonder and curiosity and offers opportunities for failure and risk-taking that are crucial in preparing our learners to tackle any challenges they encounter.
TOP:
After designing personal symbols in Keynote, students had them laser-etched onto an interactive wooden map
ABOVE:
Students using Green Screen technology
TOP RIGHT: Students use Chatterpix to classify triangles
Technology in our classrooms isn’t a replacement—it is an extension:
• Students can use apps like ChatterPix to describe attributes, label observations or present their findings. Digital tools serve as an enhancement, helping students express their learning beyond traditional methods.
• Green screen animation allows students to creatively demonstrate concepts, making learning more interactive and engaging.
• PuppetPals brings their ideas to life, turning research projects into engaging animated stories.
• Keynote and iMovie provide opportunities for students to create visual explanations of complex concepts, blending digital
“By leveraging technology as a tool for creativity, critical thinking and problem-solving, we are empowering students to take ownership of their learning in ways that are both meaningful and memorable.”
creativity with hands-on craftsmanship. By integrating technology, students can develop deeper connections to their learning, reinforcing their understanding through creative expression.
Montessori education is naturally aligned with future learning trends. By fostering self-directed exploration, deep inquiry and hands-on engagement, students develop skills that prepare them for a world that values adaptability and innovation.
Collaborating with teachers has been instrumental in integrating these tools, ensuring that technology enhances rather than replaces the Montessori experience.
As we continue to explore new ways to blend tradition with innovation, our goal remains the same: to nurture compassionate, curious and connected learners who are prepared to navigate and contribute to an ever-changing world with confidence.
By leveraging technology as a tool for creativity, critical thinking and problem-solving, we are empowering students to take ownership of their learning in ways that are both meaningful and memorable. Through this approach, we honour the Montessori philosophy, while equipping our students with the skills they need to thrive in an ever-changing world.
Shauna Martini
Elementary Innovation, Integration and Technology Specialist
During March Break, a group of Grade 9–11 students embarked on an unforgettable journey through Europe, retracing the footsteps of Canadian soldiers and exploring key World War I and II sites. Their trip took them through Germany, the Netherlands and France, where they immersed themselves in history, culture and service—an experience that left a lasting impact on their understanding of the past and their vision for the future.
THEIR ADVENTURE STARTED IN BERLIN, where students learned about the origins of the Nazi regime and the systematic development towards the Holocaust. They visited various museums and monuments, including the Topography of Terror, Brandenburg Gate, Berlin Holocaust Memorial, the Reichstag and the East Side Gallery. The most emotionally impactful day was spent at Sachsenhausen Concentration Camp, one of the principal camps north of Berlin, where thousands of Jewish people were murdered during Hitler’s reign. Near the end of their stay in Berlin, students found themselves asking:
• How can we prevent anything like this from happening again?
• In what ways do past actions shape our perspectives and influence the future?
• How can the lessons of history shape our perspectives and influence the choices we make for the future?
The students gained fresh perspectives and learned how a single leader can alter the course of history, and sometimes not for the better.
“This trip was simply an amazing experience. I could definitely relate to the European atmosphere due to my descent, and I feel that others who were new to Europe definitely got a great experience, showing what life in Europe really looks like. I really got to reflect on myself, in terms of the strengths and weaknesses of exploring new areas of the world and introducing myself into new environments. —Vladan
IN AMSTERDAM, the students visited museums and spoke with locals about the city’s role in the World Wars, including the resistance efforts during World War II. The group explored the renowned Anne Frank House, gaining profound insight into the tragic reality faced by a family forced into hiding under the terror of the Nazi regime. They also heard firsthand accounts of wartime hardships, including stories of survival and resilience. The time spent in Amsterdam also highlighted Canada’s pivotal role in liberating the Netherlands from Nazi occupation, a contribution still recognized and appreciated by its people today. The trip to the Netherlands included not only visits to monuments and museums, but also a day where students could learn about the importance of leaving a community better than when you arrived. Students participated in a “plastic fishing” recycling activity, where they helped clean the canals of Amsterdam by removing waste and plastic bottles. This hands-on experience reinforced the importance of environmental responsibility and global citizenship, leaving a lasting impact on both the students and the community they served.
By the end of their time in Amsterdam, students reflected on questions such as:
• Would I resist if faced with similar injustices?
• How can the experience of giving back to communities foster greater respect for the places and people we encounter?
“This trip didn’t just teach me about history; it helped prepare me for the future. Seeing firsthand the impact of war and the resilience of those who lived through it has given me a greater sense of responsibility, critical thinking and a deeper appreciation for global awareness skills that will guide me in whatever path I take.” —Mio
THE TRIP CONCLUDED IN FRANCE, where students walked through former battlefields and visited cemeteries commemorating fallen Canadian soldiers. At the Vimy Ridge Memorial, they reflected on national pride and respect for the sacrifices made in 1917. Students then had an opportunity to stand before rows of maple leaf-marked graves at Bény-sur-Mer Canadian War Cemetery, before heading to Juno Beach at Normandy. Throughout their time visiting the battlefields of France, students found themselves pausing in quiet reflection, contemplating the sacrifices made and the importance of honouring history with gratitude. In Paris, students explored iconic landmarks like the Louvre, Arc de Triomphe and Eiffel Tower, connecting history with modern culture. The group also had the chance to explore the Champs-Élysées, and as the day was winding down, even took beautiful sunset pictures of the Eiffel Tower at the Place du Trocadero.
UPON RETURNING the students shared their experiences through presentations and written reflections, emphasizing the enduring significance of Canada’s contributions to World War II. Their journey not only deepened their appreciation for the past but also reinforced the importance of educating future generations about history and sacrifice.
Aaron Walker Upper School CAS
& Outreach Coordinator
“Through this trip, I was able to not only further my understanding of World War history but also immerse myself in the cultural aspects of each location. It was an experience that pushed me out of my comfort zone, involving not just academic content but also various creative and service opportunities, opening my eyes to new possibilities.”—Kody
THE ELEMENTARY STUDENTS at Lauremont school strive to be change agents who develop not only sustainable practices from a young age but who engage in sustainable mindsets that set them up for success as leaders of tomorrow. As they innovate around ideas that impact social issues, they learn about the United Nations Sustainable Development Goals as a way to foster their eco-leadership learning and cultivate a social innovation mindset.
Focusing on climate action and sustainable practices furthers their eco-leadership work across grade levels with particular attention to life above and below water in terms of understanding and preservation. As our students mature and progress to the upper grades, they use design thinking to develop creative solutions that focus on zero hunger, reduced inequalities and food waste and management.
This program empowers students to become environmental stewards and community mentors. It fosters leadership and mentoring skills through innovative and entrepreneurial approaches to conservation and action projects.
Students develop passion projects that create a positive impact on the Lauremont community or their local communities. By providing opportunities to implement real-world environmental solutions, students are inspired to lead meaningful change and drive sustainability efforts.
The program culminates with an overnight trip to a field centre, where students deepen their understanding of sustainability and apply their learning in a hands-on environment.
Our Grade 6 students are developing innovative thinking skills through the Design Thinking Program, where they are researching sustainable solutions to food waste and management. Partnering with Loblaws, Aramark and Y2 Entrepreneurship Labs, they gain authentic experiences to support a deeper understanding of various issues. Students explore how food is stored
and sourced, and how some grocery stores handle surplus food. They also learn about how our Aramark staff approach food waste management and food sourcing in our Dining Hall. Through the design thinking process and experience, students learn to approach complex problems creatively and collaboratively. They gain critical skills in research, problem-solving and empathy, and explore sustainable solutions that benefit both their community and the environment.
By fostering a sense of social activism with a focus on social innovation for the greater good, we empower our students to be the change agents of the future. Our students are compassionate and creative problem solvers who will make a difference in the world because they have the tools and mindset to do so thoughtfully and intentionally.
Rachel Marks Head of Elementary
By fostering the sense of social activism with a focus on social innovation for the greater good, we empower our students to be the change agents of the future.
At Lauremont School, Design is a unique program. We offer compulsory, full credit Design courses for the entire Middle Years Programme, something that is quite distinct from other IB schools.
Our units of study offer students the opportunity to innovate, using a variety of technologies and approaches to solve a problem. The concept of “action” is at the core of many of our units - we give students the opportunity to solve real-life problems that extend beyond the classroom by using their creativity and Design Thinking skills. Here is a sampling of units which demonstrate these approaches of innovation and action.
By: Anna Bouzina and Darryl Bank
Interdisciplinary units (IDUs) are a natural fit for the Design program at Lauremont, because of the fundamentally interdisciplinary, open nature of Design as an academic subject area. One of our strongest units is the Grade 10 Currency Redesign unit, which is run as an IDU with History. In History, students develop their research skills as they select and research important, but less-celebrated Canadians from marginalized communities. This research is then brought to their Design class where they create two original designs for Canadian coins or banknotes, featuring the subjects they researched. We have been fortunate to develop a strong partnership with the Bank of Canada (BOC) over the past three years of this project. Representatives of the BOC visit Lauremont early in the design process to offer some insight into the features and characteristics that make a successful coin or banknote. At the end of the project, representatives of the BOC and the RCMP join a culminating session where selected students present their designs and are awarded prizes for their work.
Grade 9 students develop their video production skills through a major group task where they are immersed in the roles associated with documentary filmmaking. Each small group produces a short documentary on an environmental topic of their choice. Past examples have ranged from conservation efforts for narwhals in the Canadian Arctic, to the environmental impacts of fast fashion. During the production and editing process, group members take on various roles (production coordinator, camera operator, researcher, editor, etc.) which give them a strong foundational knowledge of the work involved to bring a media production to life.
Students in Grade 8 complete an IDU with English, where they develop a unique concept for a Canadian electric concept car. Their design development process is spurred along by a visit to the Canadian Car Museum in Oshawa, where they learn about car design trends over the 20th and 21st centuries, as well as the ways electric car technology has changed over time. They use TinkerCAD, a 3D modelling platform, to create their car designs, which are 3D-printed as scale models. Finally, students present their designs in a pitch format during a “Car Show” event, where parents and faculty hear their persuasive concepts for Canada’s next electric car.
Grade 7 students complete a unit which builds on their previously developed graphic design skills, but also allows them to think and create in 3 dimensions. They design a unique “scene” composed of 2D layers in Adobe Illustrator. Each scene emphasizes the illusion of depth and 1-pt perspective, in order to create an immersive experience for the viewer. The layers are then cut using a laser-cutter. Laser-cutting technology is used in a variety of industries and allows for a high level of precision and accuracy, especially in fine details. Once these individual layers are cut out, students assemble them into the finished Shadow Box, where they also include LED lighting to add to the visual impact of the scene.
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3 250 Lauremont students learn how to use the professional level Adobe Creative suite which includes Illustrator, Photoshop and Premiere Pro.
Students took part in the car development process
Students received awards from the Bank of Canada for their currency designs
Individual shadowbox layers were lasercut for Grade 7 projects
“THE GRADE 6 Student Council isn’t just about organizing initiatives. It’s an opportunity for students to develop real-world skills that will benefit them in their future careers and beyond,” says Lauremont Elementary Teacher Michelle Hutchinson. “From problem solving and teamwork to public speaking and decision making, students gain hands-on experience that prepares them to thrive in an ever-changing world.”
At Lauremont, one of the most impactful ways Student Council members make a difference is through the Student Council Assistance Program (SCAP). They help younger students during recess, connect with peers who feel left out and introduce them to new games.
“During these opportunities, they develop empathy, mentorship and leadership in a meaningful way. They learn to assess situations, take initiative and adapt, which are valuable skills that will serve them well as they grow,” she adds.
This year’s council also launched the “Grade 6 Student Council Takeover,” an initiative that gives students experience with morning announcements.
“It’s a fun activity that builds confidence, experience in public speaking and communication skills.” The skills, which Michelle believes, are useful for everything from school presentations to future job interviews.
Another key part of the Student Council experience is learning how to run a meeting. Students take on different roles, including speaker, minutetaker and timekeeper, allowing them to practice the structure and organization of real-world meetings. They set agendas, take notes, share ideas and make group decisions.
“Being part of the Grade 6 Student Council isn’t just about leadership. It’s a chance to develop lifelong skills in adaptability, teamwork and critical thinking,” Michelle adds. “Through their experiences, students learn to take initiative, solve problems, and balance independence with collaboration.”
And as students navigate a world shaped by constant change and new technologies, these human-centred skills will ensure they are ready to lead, innovate and make an impact wherever they go.
“SUCCESS IN THE 21ST century requires creativity, collabora tion and adaptability,” says Rachel MacDonald, Elementary Music teacher. “The importance of a well-rounded education has never been clearer. We recognize that academic know ledge alone is not enough.”
At Lauremont, music is more than just notes and rhythms— it’s a powerful tool for developing essential soft skills that will serve students for life. That’s why the music curriculum has evolved to reflect that vision by introducing students to the ukulele!
“Learning an instrument such as the ukulele, recorder or a concert band instrument, engages both sides of the brain,” Rachel explains. “Strengthening neural connections and improving skills like focus, discipline and perseverance. Moreover, group music activities foster teamwork, patience and communication, teaching students to work together and appreciate different perspectives. These are the same soft skills that will prepare them for success in future workplaces and communities.”
According to a 2018 study published in Frontiers in Neuroscience, learning an instrument enhances cognitive func tion, memory and executive skills, which are crucial for prob lem-solving and decision-making. Additionally, a report from
Jaschke, A. C., Eggermont, L. H. P., Honing, H., & Scherder, E. J. A. (2018). children: A systematic review. Frontiers in Neuroscience, 12, 103. https://www.frontiersin.org/articles/10.3389/fnins.2018.00103/full National Association for Music Education (NAfME). (2011). Music education and academic achievement: The impact of music educa tion on standardized test scores. ERIC - Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED541070.pdf
| GOING BEYOND / Spring 2025
Early exposure to music for students in our Toddler Program instills a lifelong appreciation of music.
AT LAUREMONT, music plays a vital role in communication, connection, joy, culture and self-expression. As Dr. Montessori observed, “Music can touch us in a way that nothing else can. No better gift can we give to the children than to open this door for them.”
This is particularly true in the school’s Toddler Program, where Carolyn Reid, Head of Toddler and Children’s House, emphasizes the opportunity for students to flourish artistically, physically, emotionally, socially and academically.
“Young children are naturally drawn to the rhythm and sounds of songs, poems and finger plays,” she says. “Music plays a vital role in communication, connection, joy, culture and self-expression. We want all of our students to have contact with the world of music.
The music program ensures this happens in a variety of ways, including music being played in the Gross Motor Room and during nap time. As well, multiple circles in the day’s schedule allow opportunities for dance, movement and song, along with instrument replicas to enrich vocabulary and monthly “Music Keys” sessions.
A highlight of the year is when the Grade 10 music students, led by IB Design and Arts Group Leader Mr. Marles, visit the Toddler Program. The musicians demonstrate different instruments, highlight their unique sounds and perform beloved childhood songs—including an enthusiastic rendition of “Baby Shark.”
After the performance, the toddlers get a hands-on opportunity to explore the instruments themselves. "I can hardly wait to see our Toddlers in 14 years, when they return to the Lower School to impart their musical appreciation to another set of young students," Carolyn shares.
This special tradition not only fosters a love of music but also creates a beautiful cycle of mentorship, ensuring that the joy of music continues to inspire future generations.
Jelena Gacesa
Teacher,
Toddler and Children’s House
“Music can touch us in a way that nothing else can. No better gift can we give to the children than to open this door for them.” — Dr. Montessori
IN TODAY’S rapidly evolving world, equipping students with the skills they need to be successful is more important than ever. That’s why Lauremont is prioritizing a supportive environment where students feel valued and heard as they take their First Attempts At Learning.
“Life is full of unexpected challenges, and we want our students to face them with confidence,” says Lauremont Elementary Teacher Kara Tang. “Through experiential and hands-on learning, mindfulness practices, and open discussions, we help students develop emotional strength and learn to bounce back from setbacks. This builds the flexibility and grit necessary for lifelong success.”
Through personalized feedback, encouragement and opportunities for leadership, Lauremont empowers students to believe in their abilities and take pride in their achievements. “Success rarely comes without effort,” adds Kara. “That’s why we instill the value of perseverance in our students. Whether they’re mastering a new concept, refining a skill, or working through a challenge, we emphasize the importance of persistence and trying your best.”
By celebrating progress, not just outcomes, the school helps students understand that growth comes from dedication and hard work. To reinforce this mindset, students engage in
collaborative projects, solve real-world problems and explore strategies for overcoming obstacles. “These experiences strengthen their analytical thinking and adaptability—skills they’ll carry into future careers and life,” Kara explains.
She emphasizes that any future endeavour will demand adaptability, creativity and emotional intelligence. By nurturing resilience, problem-solving abilities, self-esteem and perseverance, teachers like her are equipping students with the skills they need to thrive in school, their careers and beyond.
“At Lauremont, we are proud to shape confident, capable and future-ready individuals”, Kara adds.
ARTIFICIAL INTELLIGENCE (AI) is reshaping our world in almost every area of human endeavor. At Lauremont, we’re exploring how AI can enrich teaching and learning while ensuring our students are prepared for the future. Teachers need to have a full understanding of what is available to them and how best to navigate these tools. By creating an AI generative plan, the school can ensure that its practices are relevant and allow for exploration and understanding at all levels of engagement.
“Our first step was to build foundational knowledge for teachers by introducing them to the concepts, benefits and potential as a tool for enhancing teaching practices in the classroom,” says Shauna Martini, Elementary Innovation teacher. “The first session introduced AI through personal use cases—such as travel planning and meal organization—allowing teachers to interact with it in meaningful ways before transitioning to educational applications,” she adds. “A follow-up session will focus on AI as a teaching tool, exploring how it can support lesson planning, differentiation and creative student engagement.”
As the school moves to the next phase of this important work, supporting teachers on how best to use AI tools in the classroom will allow exploration and understanding to flourish. “Thinking about collaborative inquiry across grade and subject areas, as well as designing interdisciplinary projects, is a good starting point,” says Shauna.
She notes that at each phase of learning, reflecting and collecting feedback allows the school to enhance our program and determine the next steps. “Teaching teachers about AI equips them with cutting-edge tools to enhance student
learning, streamline workflows and personalize instruction, ensuring that Lauremont remains at the forefront of educational advancement.”
By fostering AI literacy among educators, the school builds long-term capacity for adaptive teaching practices and ensures a future-ready approach to education. A key consideration for all schools is to ensure that academic honesty is rigorously upheld so that students learn how to use AI to enhance their learning while continuing to use their own critical and creative thinking skills in problem-solving, essay writing and other tasks. Beyond its broader applications, AI is trans forming how teachers plan, organize and refine their practices. “We are beginning to integrate AI into our classrooms in practical ways, and as we continue learning about its applications, we will expand its use to further support teaching and learning. It streamlines tasks like adjusting reading materials to different levels, generating thought-provoking discussion questions and adding creativity to classroom organizations”, says Shauna.
AI also supports professional growth by provid ing reflection prompts that help teachers assess and enhance their approaches. By leveraging these tools, educators focus more on meaningful instruction and student engagement, ensuring a dynamic and responsive learning environment.
Rachel Marks Head of Elementary
By: Jessica Wong and Shane Small IB Coordinators
ARTIFICIAL INTELLIGENCE (AI) is rapidly transforming the way we work, communicate and learn, and our faculty is committed to guiding students in using AI responsibly and ethically. Rather than viewing AI as a replacement for student effort, we are teaching students to see it as a partner in their learning journey. AI can offer personalized feedback, encourage deeper analysis and support creativity.
At Lauremont, we believe that preparing students for the future means equipping them with the skills to navigate and leverage emerging technologies; however, students must also learn to question, validate and refine AI-generated content, ensuring that technology enhances their education rather than undermines it. In alignment with the International Baccalaureate (IB) policy, Lauremont does not ban AI but embraces it as a tool to enhance learning while fostering critical thinking and academic integrity. To support responsible AI use, we:
Prioritize in-class drafting and check-ins to reinforce the importance of original thought and process-based learning.
Track student progress using tools like the Draftback extension in Google Chrome, which allows teachers to monitor writing development and detect over-reliance on AI.
Provide clear guidelines on AI’s role in different learning tasks, ensuring students understand when and how it can be used effectively.
Visual Arts students use AI to generate analyses of artworks, then take on the role of investigators, assessing the accuracy of AI interpretations. By annotating key details and comparing AI insights to reputable sources, students sharpen their ability to evaluate information, an essential skill in a digital world filled with AI-generated content.
Grade 9 students explore AI and data privacy through The Social Institute, which empowers them to #WinAtSocial. This initiative encourages students to think critically about digital citizenship, personal data security and ethical technology use.
We integrate AI into various subjects to develop students’ ability to think critically, solve problems and engage meaningfully with technology.
In English, AI serves as a tool for writing enhancement. Students input drafts into AI platforms to receive tailored feedback on structure, clarity and coherence. Rather than relying on AI to generate content, they analyze its suggestions, make informed revisions, and develop stronger writing skills—an essential asset in the future workplace.
Theory of Knowledge (TOK): AI and Ethics
Diploma Programme (DP) students examine the ethical implications of AI in TOK. Through discussions, they explore topics such as bias in AI, privacy concerns and the consequences of over-reliance on machine-generated content. As part of this process, DP students collaborated to draft an AI policy for Lauremont, ensuring that student perspectives were considered in shaping responsible AI use.
In DP courses, AI assists students in the self-assessment process by breaking down rubric criteria before formative feedback. This teacher-guided activity helps students reflect on their strengths and areas for growth, fostering independence and metacognition in their learning.
GRADE 10: MYP Personal Projects: AI in Innovation
As part of their MYP Personal Projects, Grade 10 students explored AI in innovative ways. One student, for example, used AI to review video footage of basketball shots, analyzing angles and accuracy to help improve a player’s skills. These projects allow students to experiment with AI’s real-world applications while developing problem-solving abilities.
In MYP Design, AI plays a role in the early stages of creative projects. Under teacher guidance, students use AI tools to quickly generate concept sketches and design ideas. This allows them to experiment with multiple visual directions before refining their work. Teachers ensure that AI is a tool for inspiration rather than a substitute for original thinking.
As AI continues to evolve, Lauremont students are gaining the skills they need to thrive in a technology-driven future. By critically engaging with AI rather than passively accepting its outputs, they learn to be thoughtful, ethical and innovative users of technology. These abilities—critical thinking, digital literacy and problem-solving—will be essential in tomorrow’s workforce and society.
(This article was written with the assistance of ChatGPT.)
THE LAUREMONT SCHULICH Innovation & Entrepreneurial Experience (LSE) is a six-month collaboration between YSpace at York University, the Schulich Executive Education Centre and Lauremont School.
“This program gives the foundation for forward-thinking students, like the ones in this program, to not have to wait until they are in university or working to consider some type of idea, creativity or innovation,” says Sanjay J. Dhebar, MBA Faculty, Schulich School of Business. “The most important thing these students walk away with is confidence to know that they can take an idea and turn it into something that can stand out.”
Led by Schulich instructors, York University academics, entrepreneurs and social change advocates, the program covers topics such as ideation and design thinking; leadership and collaboration; networking; strategic marketing; social entrepreneurship; and pitch
development. The program culminates in a two-week immersive experiential application of design and systems thinking to help move a passion project from concept to reality and benefit from a unique opportunity to work with industry experts in an innovative and leading-edge university environment.
“Lauremont School has had a culture of innovation for some time,” reveals Lucas Chang, LSE2022 & LSE2025 Program Director. “The LSE is another example of how Lauremont is committed to giving their students opportunities to learn how to solve real-world issues.”
This is a unique program that Schulich/ YSpace have developed for high-school students at Lauremont School - the only one of its kind in the independent school system. All participants will develop a learner profile portfolio, receive a Schulich certificate and develop connections to academics and practitioners as mentors and resources for potential on-going learning opportunities.
“From my experience, Lauremont is one of the schools at the forefront of offering programs to help students develop the skills that are applicable no matter what career path they choose. The school is a leader in the space of creating future changemakers,” adds Lucas.
In 2025, the LSE will again use the UN Sustainable Development Goals framework, focusing on Clean Water and Sanitation. Students will explore topics such as access to water, impact of population growth on water supply, inflation, animal rights and endangered species, effects of pollution and climate change, water systems and the ripple effects of world crises (war, refugees) on water security and sustainability.
Founded by LSE2023 graduates, Crew of Care is a nonprofit dedicated to reducing medical inequality and advancing reconciliation with Indigenous communities in Ontario. It addresses
the challenge of inadequate healthcare access among Indigenous and marginalized populations. To tackle this issue, they host community fundraising events as well as collaborate with larger organizations to amplify their impacts and ultimately work towards understanding the Indigenous communities to create more acceptable solutions.
In April 2024, Crew of Care members—including Ayden L., Lucas W., Vincent P., Sebastian C., Shabadleen S., Amber K. and Hussain L.—received the 2024 IB Youth Action Fund award from the International Baccalaureate Organization (IB). In the future, the group is planning to expand their organization to partner with other health awareness NGOs like Water First. They are also looking forward to hosting city-wide fundraising events along with youth educational workshops, all working towards their mission. Crew of Care is passionate and dedicated to achieving its goals and is hopeful of enhancing healthcare access among all Indigenous communities across Ontario.
In providing opportunities like the LSE, Lauremont is working to help its students bring their ideas to life. It will be exciting
to see what this year’s students ideate, and we look forward to leveraging awards like the IB Global Youth Action Fund to actualize the best of the projects for our students to make a difference and see real change whether at the local, national or global stage.
(The IB has expanded its support for youth initiatives through the Global Youth Action Fund, an evolution of the Dr. Siva Kumari MYP Innovators’ Grant. Open to students aged 12 to 19, this fund encourages projects that align with one of the 17 UN Sustainable Development Goals. Projects are evaluated based on their impact, developmental stage, level of collaboration and school support, with a preference for those that are more developed and involve more students. Successful applicants can receive up to $3,000 USD in funding, mentorship opportunities and connections with global leaders in social entrepreneurship. This opportunity is available to all secondary school students, whether or not they are enrolled in an IB World School.)
Jody McLean Assistant Head, Upper School
1
How do I understand when I'm at my best?
How do I apply a growth mindset?
2
How am I mindful of personal image/reputation?
How do I express myself and my ideas through public speaking?
3 RESILIENCE/GRIT
How do I respond to criticism? How do I bounce back when the going gets tough?
How do I get unstuck when I don't know what to do?
4 COLLABORATION/TEAMWORK
How can I help accomplish a team's goals?
How do I work with different people to build an effective team?
5
How do I give and receive feedback with an open mind?
How do I negotiate so the outcome is beneficial for everyone?
IN TODAY’S FAST CHANGING WORLD, the key to preparing children for the future isn’t just education—it’s innovation in action. Even at the young ages of 3, 4 and 5, children can develop important skills that will help them succeed. “One of the best ways to nurture these skills is through Science, Technology, Engineering, Art and Mathematics (STEAM) woven into our Montessori curriculum,” says Angela Hanimyan, Children’s House Coordinator.
STEAM is an approach to learning that encourages curiosity, creativity and critical thinking. It helps students explore how the world works while having fun with hands-on activities. Each part of STEAM plays a special role. Angela explains: “Science allows for exploration, conducting simple experiments and asking 'why' questions. Technology introduces simple tools and learning through digital play. Engineering encourages children to make new, exciting structures and fix things. The Arts spark creativity through drawing, painting, storytelling and music, and Mathematics provides opportunities to count, measure, and recognize shapes and patterns.”
Recently, Children’s House students experienced a wonderful program with RoboGo Academy where STEAM learning came to life with thematic units such as plants, rabbits and flowers. “It was
wonderful to see the children exploring the activities presented at each station. They worked together to solve problems while showcasing their collaboration skills. Figuring out how to make things work allowed them to build upon necessary problem-solving skills,” Angela notes. “Their creativity developed and evolved as the students expressed new ideas and thought outside the box.”
In Montessori spaces, learning isn’t confined by rules—it’s reinvented by imagination. Through exploration of the Montessori materials, students can make discoveries outside of the guidelines. “This was exemplified when students made choices to manipulate two activities, such as the pink tower and the broad stairs, together building different structures using an unconventional approach,” she recalls. “The children learned that some ways of creating structures can be successful and others may not be. Learning to advocate for oneself and negotiating with others is important for their creative thought development and decision-making.”
These are experiences that build confidence, resilience and a love for learning, helping them become future-ready innovators. “Encouraging young children to explore, create and ask questions today will help shape the thinkers and problem solvers of tomorrow.”
"Learning from mistakes and trying again encouraged the children to be resilient."
PARTICIPATING IN MATH contests has been shown to hone students’ problem solving skills, enhance creativity, develop solution writing and offer challenges in a timed format. Lauremont has historically been a supporter of providing these opportunities to its students, but in the past three years, thanks to strong faculty initiative and support, the School has significantly expanded its contest offerings in an attempt to encourage more students to participate and benefit from the experience. Correspondingly, we have also seen some remarkable accomplishments from several talented individuals.
Prior to the pandemic, Lauremont offered the opportunity for students to write age-specific University of Waterloo Math Contests as well as the Mathematica Contests. In the past three years, we have made available several additional contests from the Canadian Mathematical Society, Math Association of America and the Math League for a total of 24 different contests being offered across the Upper School. This year alone, 800 contest papers have been written by Lauremont students with approximately half of the entire student body writing at least one contest.
This year's results are quite remarkable and would not be possible without
the support of our Group 5 faculty who have provided more than 50 hours of supervision over and above their teaching and co-curricular workloads. Mr. Lam in particular has supported student involvement through the coding club promoting problem solving, logical and analytical thinking skills. This has led to our strong achievements in the Beaver Computing Contest. As well, our new online sign-up procedure facilitated by Ms. Jepson has helped provide greater awareness, access and contest involvement.
It has been highly rewarding to see the growth of contest writing at the school, and similarly rewarding to note the intrinsic benefits that many are gaining through their participation. As we look to an ever evolving future, the importance of skills like problem solving and creativity cannot be underestimated. While contest writing is only one of several paths to help develop these important skills, it should not be overlooked in its role in helping Lauremont students become future ready.
Peter Hill Head of Upper School
While there have been many individual achievements so far this year, there are a few particularly noteworthy accomplishments that are highlighted below:
JERRY C. (GR. 11) AND ALLEN C. (GR. 12), were the top Lauremont performers in the American Math Competition, scoring in the top 5% of contest writers. This qualified them them both to write the American Invitational Math Exam (AIME) in which Jerry went on to score in the upper quartile of students from across the continent.
DAMIAN T. (GR. 8), AARON L. (GR. 10), LARRY R. (GR. 10) AND KODY Y. (GR. 10) achieved perfect scores in the recent Beaver Computing Contest.
EVAN C. (GR. 8) was designated an Honourable Mention as a Canadian Champion in the Canadian Lynx Mathematics Contest for the Grade 8 Division, scoring in the top 1% across the country. Jerry C. (Gr. 11) also received an Honourable Mention as a Canadian Champion in the Grade 11 Division, similarly placing him in the top 1% of scores across the country.
JERRY C. (GR. 11) has achieved a perfect score through all 6 stages of the Canadian National Math League. He is one of only two students nationwide to accomplish this feat resulting in his designation as a national champion and earning him an invitation to the University of Waterloo’s elite full week immersive 2025 summer program.
IN 2022, Canadian children received a D rating from ParticipACTION regarding their physical activity levels. Lack of exercise can lead to numerous health issues including obesity and anxiety. Professionals are now calling for a shift in strategies to encourage play and promote healthy living. Around the world, doctors are now investigating the benefits of “risky play.”
“When we investigate new theories on child development and child rearing, we often reflect on our own childhoods,” says Carolyn Reid, Head of Toddler and Children’s House. “For some of us, this may mean very limited amounts of freedom, hovering parents and over-scheduled days. For others, this might have included uninterrupted play with neighbourhood friends until dusk. Opportunities for free play have declined significantly in recent years, with parents' fears, the implementation of safety measures that attempt to prevent all play-related injuries and an increase in planned, structured activities.”
According to the Canadian Paediatric Society, play is essential for children’s development and for their physical, mental and social health. Risky play navigates a balance of injury prevention with improved mental, physical and social/ emotional health.
“At Lauremont, we provide our students with safe and secure playgrounds and opportunities to explore the outdoors and these structures,” Carolyn explains. “The
“It is important for children to know that we are there to support them and we trust them to explore.”
students in our Children’s House enjoy these risks, as they manoeuver around larger playground equipment. This experience allows the child to recognize and evaluate the challenge and decide on a course of action based on personal preference and self-perceived skill.”
“Children, particularly young children, often gravitate towards places where they can practice balance”, Carolyn observes. “Although they will often fall when navigating the width and height, there is always a strong determination to conquer the length. There is nothing better than seeing the gleam in a child’s eyes when they have conquered the monkey bars, climbing or sliding down the ‘firefighter' pole.” She goes on to say that balancing and jumping are “risky play” for toddlers, but important as they allow children to feel “excited, thrilled and challenged by their chosen activity.”
During “Risky Play” it is important for adults to stand back, observe and
provide support when necessary in the form of a gentle hand or words of encouragement. “We should pause for 15–30 seconds before intervening and support a child’s problem-solving skills using phrases that foster confidence, recognize their feelings and encourage next steps,” says Carolyn. “It is important for children to know that we are there to support them and we trust them to explore.”
“Risky Play” is important as it helps children develop executive functioning skills, increases self-confidence, independence, resilience and risk assessment abilities while enhancing their physical, mental and emotional well-being.
Carolyn advises, “Let’s work together, at home and school, to enhance our children’s experiences in nature and in turn see children who are thriving in every area of development.”
WHEN JAMES GAO AND MILLY LI decided to make a gift to Lauremont School, they had more than bricks and mortar in mind. Their donation— supporting the creation of a new Performing Arts Centre—was intended not only to elevate student experiences in music, drama and dance, but also to honour the educators who shaped their family's time at Lauremont: five teachers who made a lasting impact on their children’s lives.
“Lauremont School has always shown a commitment to putting students first. We have seen consistent stepping stones in the development of the school; from adding a new student Dining Hall, to building the Atrium and now a new Performing Arts Centre. The completion
OPPOSITE: the Gao/ Li family with Lower School teachers
LEFT: Morgan with his teachers
BOTTOM: Lower School
Performing Arts Centre
of these spaces brings the school to a whole new level… our family was honoured to be able to make a donation to the Take Your Seat campaign and be a part of this,” says James, father to Megan and Morgan.
The Gao/Li family’s connection to Lauremont is strong, with their children flourishing in its classrooms, rehearsal halls and performance spaces. Along the way, they were challenged, inspired and nurtured by teachers whose influence extended far beyond academics.
“All of the teachers are very inspiring to our family,” says James. “They have taught both of our children and we have seen them grow, not only in their educational knowledge, but also in becoming two well rounded, caring and
creative individuals. Seeing our daughter’s growth in a positive, holistic way from the support and instruction of not only these five teachers, but the entire faculty, was the reason we also enrolled her younger brother at the school.”
The newly opened Performing Arts Centre stands as a vibrant hub for creativity and community. With flexible performance spaces and professional-grade acoustics, it is poised to enrich student life for generations to come.
But for the Gao/Li family, the building is just one part of the story.
Their approach to giving is grounded in gratitude and the hope of inspiring others. “We hope that others can see that getting involved in any small way can result in big dreams coming true,”
“All of the teachers are very inspiring to our family. They have taught both of our children and we have seen them grow, not only in their educational knowledge, but also in becoming two well rounded, caring and creative individuals."
they reflect. “The Performing Arts Centre was a large project but it was accomplished by consistent actions coming together to achieve the final result. Now that it exists, more people will learn, grow and benefit from it.”
They also hope their gift will spark reflection—on the teachers who made a difference in others’ lives, and on the power of even modest contributions to shape a better future. Giving, they believe, is a way to express appreciation and support the broader growth of the school. “When the individual person or group, like families, contribute their support and resources, everyone benefits... relationships bloom, actions can take place and the community, both immediate and extended, improves in many ways. We hope that our gift will influence a culture of sharing and giving to build a better school.”
Jennifer Shaw Executive Director of Community Development
BLEED
AChase Drieberg, a graduate of the Class of 2018 who began his journey in the Toddler program, is in his final year of law at the University of Ottawa and is preparing for the Bar exam this month. Chase will begin articling at a law firm in downtown Toronto and is specializing in corporate-commercial law, with a focus on debt financing and private equity fund formation.
Walk us through your journey after graduation
Upon graduation, I attended Arizona State University, where I majored in Journalism at the Walter Cronkite School of Journalism, one of the top journalism schools in North America – with the goal of becoming a sports reporter and eventually the anchor for Hockey Night in Canada. I graduated in two and a half years, as I took on an increased course load each semester. During the summer after my first year, I interned at Sportsnet in Toronto and was able to speak to many individuals in the field. I realized that, based on the direction of the industry and my personal goals, this might not be the path I wanted to follow.
Fortunately, I acquired many foundational skills through my journalism program that could be applied in the future. When I returned to Arizona State, I met a sports agent who was a lawyer by trade. He told me about the value of attending law school and the many opportunities it could open up for me.
What is your favourite memory at Lauremont/TMS?
The relationships I built at the school are my favourite memories – with teachers, who I am still in contact with to this day, and the lifelong friendships that I made. There are seven or eight students I went to school with who I am still in regular contact with, and I can see them being part of my future as well. The tightness of the community at the school allows this to happen. The school trips were also great memories for me – they allowed students and teachers to further develop their connections.
How did Lauremont/TMS help shape where you are today?
Three things stand out to me from my time at the school:
1. Leadership – a leadership mindset for students was layered in everything we did at the school.
2. Confidence – the confidence that I have today was instilled in me through teachers and staff. The school has a great support system to foster success. This made my first year at University a lot easier.
3. One on one learning – the one on one learning I received built my work ethic, organizational skills and attention to detail.
There was a pivotal point in Grade 11, which I mention in cover letters and personal statements. After a conversation with Mrs. Thomas, the Head of the Upper School at the time, a switch turned on inside of me which increased my maturity and focus. Without that chat, I don’t think I would have achieved the success I have had to date.
Are there any skills that you used in university and your current role that you developed while at the school?
Accountability is something that the school focused on. As a student, if you were doing well, you would know it and
be praised accordingly. However, if you were struggling or falling behind, you were held accountable and supported in addressing the situation. When you’re young, you don’t appreciate the immense value of developing this trait, but you reap the benefits when you’re made accountable in university and in the workplace.
What was one of your biggest achievements or proudest moments at Lauremont/TMS?
I can answer this in multiple ways! While there were lots of sports accomplishments to reminisce about, my Grade 10 Personal Project stands out. I started a sports blog with the support of my teachers and advisor. This laid the foundation for my pursuit of journalism. Additionally, in Grade 12, I was allowed to begin on-camera reporting of sports tournaments. The school had the resources to allow me to pursue something I was really interested in – if you were interested in pursuing something, the school would try to make it happen. This helped me tremendously, as a big part of the journalism program was having a body of work, which many students had to spend time creating during their first year. The work I completed at Lauremont/TMS allowed me to have that body of work going into the program.
What is one of your biggest achievements or proudest moments since leaving the school?
Securing the position I have after finishing law school. Typically, firms recruit during your second year of law school. However, there is a small, competitive recruitment phase during the first year where law firms only have three months of your grades. Less than 2% of students in Canada are able to secure a position at this point, and I am really proud of being one of the few that were accepted
to one of the most well-known and respected firms in North America. It was the culmination of everything I have been working hard for in my life.
If there is any advice you would give our students, what would it be?
Follow what you genuinely want to do. I started on a path to journalism and, despite not continuing past undergrad, the process allowed me to realize what I wanted to do. Follow your dreams –even though I decided to change paths, I tried, and I don’t have any regrets or have to live with “what-ifs” in my life. Challenge the status quo! Don’t be afraid to ask. If there’s something that isn’t at the school that you think would benefit you or someone else – ask the school for it. At worst, you’ll get a no. In life, you’ll need to learn how to hear “no” and how to move forward from it. There is always so much more out there for you if you speak to people and ask. Make the most of your time at the school – and the most of your opportunity. Invest in your relationships, and utilize the network the school provides you. This network will help you after you graduate.
What are your goals or plans for the next 5 and 10 years?
Professionally, I would like to continue to build my legal career and get on the partner track – whether that means staying in Canada or entering the competitive environment in New York for a few years. I want to keep reaching. Personally, I would like to continue to travel and have a family when the time is right.
Rakesh Tripathi Director of Alumni and Community Relations
