Going Beyond - Volume 3, Issue 1 2017

GOING

BEYOND Volume 3, Issue 1, 2017

At TMS, I am known.

When students are genuinely known, their learning can be fully understood and beautifully supported. They can thrive.

TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery. Located in Richmond Hill, our Montessori Lower School is for students 18 months to Grade 6. You hear the laughter, see the joy on students’ faces, and feel the trust parents have as they drop off their children. Our Upper School (Grades 7-12) offers the only independent International Baccalaureate (IB) Programme in York Region. On any given day, this modern campus may showcase a student art exhibit, impromptu debate or a pop-up lab for group projects. But don’t just take our word for it. Finding the right school for your child is too important. You have to visit the School to see and feel it for yourself. Our Montessori start and IB finish provide a unique framework within which your child can say

I Am Known.

Do you know a student who would like to join us?

Have them call us for a personal tour.

THIS ISSUE

GOING

BEYOND

MESSAGE FROM THE HEAD 2 THE TMS ADVISORY PROGRAM 4 CONTINUING THE JOURNEY A GRADUATE'S STORY 4 STRATEGY IN ACTION: DEVELOPING TECHNOLOGY AT TMS 6 BEYOND THE WALLS OF TMS 8 ACADEMICS 10 ARTS 18 CITIZENSHIP 24 ATHLETICS 30 COMMUNITY 34 ALUMNI 40 ADVANCING OUR SIGNIFICANCE 42

Volume 3, Issue 1, 2017

Published bi-annually, the Going Beyond magazine features our students' successes and highlights of TMS community life.

ON THE COVER: Students dancing at the Annual BBQ.

MESSAGE FROM THE HEAD Every Saturday in the town of Kincardine, on the shores of Lake Huron, Ontario, a Scottish piper stands at the top of the lighthouse there and plays. He or she faces out towards the lake and plays, letting the sounds carry out over the water.

After playing at the lighthouse, the piper marches along the main street with both locals and visitors joining in. If you ever get the chance, go and take part – it is lovely. It is a gesture done in memory of the time in which the town became fully established.

Over 100 years ago, on a stormy and incredibly foggy night, a ship bearing several families of Scottish descent was

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sailing across Lake Huron on the final stage of its journey to Canada.

In the storm and fog the ship became lost, unable to find the direction in which it needed to head. The ship was expected by families who had travelled there earlier. Fearing for the families on board the ship, the story goes that a resident of Kincardine climbed the lighthouse and began to play a lament, a poignant Scottish song, on the bagpipes.

The music carried out across the water reaching the relieved ears of the families on the ship. They understood the music, it held value for them and they could hear the direction it was coming from. The ship

changed its course and headed towards the music, toward the thing those families valued and trusted.

And as the ship moved towards the sound, the passengers began to see emerging out of the fog the shape of the lighthouse, the light shining along the shore showing the town towards which they travelled. And with each minute that passed, their destination looked clearer and clearer, details being added as the distance shrank. They saw where they were going and it was good.

They listened to what they valued and they followed towards what they could see, their vision.

"It has been really validating to see that people share our values and are keen to follow our vision. "

I don’t want to belabor a rather clumsy although important metaphor, but with the launch of our new Strategic Direction, we have solidified the central values of our School around the phrase I Am Known. It is something we know holds importance to our students, parents and teachers.

In the work committed to within our Strategic Direction, we share a vision of where we are heading over the coming years. It is good.

It has been really validating to see that people share our values and are keen to follow our vision.

Applications to TMS from new families have risen for the second year running, demonstrating an attraction to the educational journey we offer. Re-enrolment rates are significantly higher, again for the second year in a row, showing that our community is strengthening around a shared set of values. It makes for an exciting time for our School.

We have much to do and there are certainly places in which we can improve, but with each step towards our new facilities, with the launch of each new initiative, with every focus on areas we can develop, with every amazing

graduate from our School and with each strengthening relationship with our families, the value and vision of TMS become clearer, more attractive and sought after.

Thank you for your support of the work we are committed to.

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THEUPPERTMS ADVISORY PROGRAM SCHOOL’S FOUNDATION FOR I AM KNOWN. The Advisory Program seeks to provide one-to-one relational support and a firm foundation of core skills for each student to foster personal and collaborative growth and enrich both the individual and the whole school population. At the Upper School, we are making some exciting changes to the Advisory Program starting this year.

Advisors aim to know the students’ academic and personal strengths, guiding them on their journey to becoming

CONTINUING THE JOURNEY

A GRADUATE'S STORY

Elise Carnovale

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responsible, caring and globally-minded adults. Each Advisor signs on to this pledge as a member of the faculty: “As an Advisor I help students navigate their challenges, celebrate their successes, and embrace their identities.”

Practically, the Advisory Program consists of a group of 8 to 10 students within a single grade, under the supervision of a Teacher Advisor. For Grade 7 students, these Advisors help with the transition from the Lower School to the Upper

School, nurturing specific Grade 7 skills.

In Grade 8, students stay in their small group and work with an Advisor who will follow them through their Upper School journey until graduation. All TMS Advisors play an important role in our students’ development and capacity to grow.

The TMS Advisory Program seeks to authentically know every student, and provide each student with a small, caring community of peers in their own grade.

Recent Acceptance:

from UAL). I am very comfortable with Europe and the UK, and excited for all that studying abroad has to offer.

University of the Arts London (UAL), London College of Fashion, in the Creative Direction for Fashion/International Preparation for Fashion Program.

Future Plans and Goals: My goal is to be a creative director for an established fashion house. Creative direction for fashion at UAL is the industry standard for fashion direction education; I will be completely submerged in this field with many professors who are actively involved in the field. I will be studying under industry professionals, as well as working alongside major industry names like Stella McCartney, Gucci, and Alexander McQueen (both McCartney and McQueen graduated

What experiences helped you?

The MYP Personal Project (PP), and my CAS initiative helped a lot. For the Personal Project, I initiated and directed a fashion show for the Parent Luncheon. I produced and directed the show, curating the children’s fashion that was shown.

This taught me how much planning and diligence was required to achieve an excellent product. I also had to work around other people’s schedules and work closely with adults and professionals. Through all my communications I had to think about the importance of formality and etiquette. The Personal Project

Starting this academic year, we set up a committee to analyze and explore the most effective delivery of our vision for the Advisory Program.

The Advisory Program is the bridge to excellence for students providing: ● A teacher whom they can trust; ● A “home base” within the School; ● Quality, dedicated academic planning time with a caring adult; ● Peers with whom they can bond and grow; ● Authentic opportunities to engage with older and younger students; ● A space to be known, to be cared for, and to be supported; ● A place to build resilience and perseverance alongside peers; ● Effective home to school communication about student progress; ● Spirited school engagement.

was the point that confirmed my interest in fashion direction, and helped me realize that I could make my passion my career. My CAS project was focused on creativity. I designed a website to curate and explore fashion trends from an editorial lens, and worked further with industry professionals at Holt Renfrew, and with photographer Tina Picard. My website (www.cravecouture.com) has become more successful than I hoped, and was a major piece in my admissions portfolio for UAL. These projects have fortified my relationships with professionals in the field.

In fact, one of my contacts told me to apply to UAL! Overall my experiences in the IB curriculum have really developed my self-awareness and accountability.

Our goal is to nurture independent, responsible, globally minded students through six years of Advisory at TMS. Developing each student into a wellrounded graduate is at the centre of our program. Keeping in mind the Advisor’s responsibilities, Advisors use their “Advisory” time to develop the group as a cohesive unit, and connect individually with Advisees.

In addition to the weekly Advisory group meetings, we have started monthly group gatherings to bond and grow as a group. This may include a breakfast or lunch, individual meeting time with each student, or a longer activity. This time is used by Advisors to reflect on the term and set academic and cocurricular goals for growth.

The TMS Pillars (Academics, Arts, Athletics, and Citizenship) are supported through Advisory, and fostered by Advi-

sors as they help students to identify their strengths and interests. This support includes elements of the International Baccalaureate Program, such as the Personal Project and Extended Essay. Both of these components may grow from interests in any of the four Pillars of TMS, as naturally the Diploma core Creativity, Activity, Service (CAS) component will grow from the student’s extracurricular endeavours.

We are excited about the carefully considered and designed changes we are making to the Advisory Program for next year. These small changes will continue to provide students with the quality care TMS believes will help support each student and their individual strengths and needs into the future.

How has “Being Known” helped you?

My teachers have helped shape my goals and the Personal Project inspired my future career. My Advisor, Ms. Willis, has been my rock, encouraging me through the process. She has been instrumental in my success. She pushed me out of my comfort zone, and held me accountable to my own goals and progress. Ms. Willis was my biggest champion and I always felt safe, supported, and challenged through her efforts as an Advisor. She always saw my potential, and pushed me towards that. My guidance counsellor, Ms. Bailey, helped me to believe that no academic aspiration, even studying at the world’s foremost program for fashion direction, was out of my reach. Her counsel and dedication to

my application process has undoubtedly supported my success beyond what I could have done on my own. Mr. Kenny, who is always invested in his students’ success, went out of his way to learn about the fashion industry in order to be an even better Extended Essay supervisor. He knew my goals and my interests, and despite his own natural aversion to an industry like fashion, took the time to gain knowledge in order to offer first-rate support. At TMS, there are exceptional mentors who guide you towards authentic experiences that reveal your strengths and passions. Those experiences lead you to discover what you love and into what to invest your life.

Ashley Bailey, Upper School Teacher

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STRATEGY IN ACTION:

We are excited to start creating an IT pathway as outlined in our Strategic Plan and look forward to sharing our progress with the TMS Community.

DEVELOPING TECHNOLOGY AT TMS UPPER ELEMENTARY ADVENTURE INTO 3D PRINTING The Grades 5 and 6 Upper Elementary students have been presented with an outstanding opportunity that links Visual Art and Technology. Joining forces with the STEM Minds Corporation, we are exploring the growing phenomenon of 3D printing. The students experienced a three-hour workshop with several instructors from STEM Minds, initially designing two intricate projects pertaining to the Upper Elementary History curriculum. They also taught us the functionality of a 3D printer and how its uses are versatile and beneficial in today’s world.

The Grade 5 students are designing an Egyptian Cartouche nameplate with their name written entirely in the Egyptian symbols of Hieroglyphics directly related to

their studies about Ancient Civilizations.

The Grade 6 students are designing a personal Coat of Arms (Shield) with the focus on symbols, forms, and colours directly relating to their studies about the Middle Ages.

Once completed, the students will use different drawing and painting media defining the model with more intricate details. The focus of both projects connecting technology and visual art is how the Elements of Art, particularly Form (3D shapes and images), Space and Colour, are utilized. The students have to be aware of how they place their hieroglyphics and various shield details evenly and proportionately within their given model design, and which colours they

IB MYP PERSONAL PROJECT: ANTON KONACH CREATES PROSTHETIC LIMB WITH 3D PRINTER Anton Konach, a TMS Grade 10 student, had a chance to present and talk about his MYP Personal Project. As an Upper School student, Anton spoke about his work that included creating a prosthetic limb with a 3D printer.

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will choose that relate to either Egyptian times or the Middle Ages, ultimately creating an aesthetically pleasing and unified piece of art.

A 3D printer was on display in the Library, allowing the students, staff and TMS community to observe how the device created a 3D model directly from a computer generated image. We look forward to a rewarding experience with the entire 3D printing process while connecting the significance between Technology and Visual Arts.

Robyn Gram-Barclay, Visual Arts Specialist & Robert Lowry, Technology Integration Leader

TECHNOCUP CHALLENGE The TMS Team of Elienna Wang, Erika Nyman, Irfan Arif, Alexander Zhao, William Sun and Steve Shao participated in this year’s TechnoCup Challenge that took place in February. The TMS Team competed remotely due to the ice storm but overcame this obstacle and did a great job. The competition was fierce with many teams from over 11 different independent schools participating with TMS students William Sun and Steve Shao placing third place overall!

TMS student coaches, Kristen Shiozaki, Christian Niem, and Jasper Ng helped the Grade 7 students by teaching, guiding and inspiring our team. Through the many challenges we learned a lot about bridges and about teamwork. We hope next year’s Grade 7 students will continue our winning legacy by taking the TechnoCup Challenge and surpassing this year's achievement.

Lisa Cantor, Upper School Teacher

TMS AV MEDIA CREATION TEAM 2017 This year, Upper Elementary has launched a new and exciting Team venture; the TMS AV Media Creation Team which is off and running.

The team is busy learning about their equipment and how to best apply their knowledge to their chosen tasks.

The team includes Grades 5 and 6 students who will be learning the art of videographing, editing and production. All students are thrilled to share their efforts with their peers and the TMS community.

2017 Team Members: Daniel Hammer Gordon Wong John Walogho Christina Xu Luke Ruscica We look forward to a creative and fun final term of learning with this year’s TMS AV Media Creation Team.

Ms. Cartwright and Ms. ten Hagen

TMS LEGO LEAGUE ROBOTICS TEAM - GRADES 5 & 6 The Robotics Team is about building and programming robots with two deliverables: 1. A robotic challenge which focuses on specific robotic missions built around Lego MINDSTORMS EV3 robot.

2. A project research deliverable which generally looks at solving a real world problem and delivering a solution and a prototype.

To help support our team in the first year of implementation, we have partnered with STEM Minds Corporation which are providing provide experienced First Lego League (FLL) mentor coaches to help facilitate the team.

To be eligible for this team, students had to commit to Monday and Wednesday practices and had to comply with the TMS student code of conduct. Mrs. Daljeet, Mrs. Ventrillon and Mrs. L. Hanimyan are the TMS team coaches. Interviews and a team building challenge were held in February. The team is now making great strives towards its deliverables.

UPPER SCHOOL MYP PROJECT The Science and Design collaboration is a hallmark of the IB Middle Years Programme (MYP). Learning is not isolated by subjects but rather it is integrated and holistic as meaning is developed by the learner. In our last project, nine Grade 8 students came to visit the Upper Elementary classes. They had with them their presentations about the cell they created using a program called Blender.

“I think that we learned a lot of things such as good presentation skills, and how fun it is to teach people! It was really nice presenting our work to the students at the Lower School as they seemed very excited and enthusiastic to be learning new things about the software Blender and about Science!”

Natasha D’Souza -Grade 8 Student “Seeing the students in Grades 4, 5 & 6 listening and enjoying my presentation made me so happy! I really hope that my teaching further aided them about cells, but as well gave them a glimpse of the journey from the Upper Elementary to the Upper School this was an awesome opportunity! ” Julyanh Nguyen, Grade 8 Student

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BEYOND THE WALLS OF TMS

This past July, I was graciously given the opportunity to travel to Kenya (Nairobi and Mombasa) for 25 days to attend a program called Global Encounters. This program was based on service, leadership, and culture. The entire experience was life-changing, however the service aspect of this program truly spoke to me. The service site that I was placed at was an allboys elementary school, located in the centre of the city of Mombasa. My group's projects at this school were to build the children a new swing set, to remove barbed wire from around the school and replace it with rope, and to implement a literacy program into the school curriculum. Specifically, my role was to help lead the literacy program, while in Kenya, and continuing it now, in Toronto. After coming back from Kenya, I have begun to realize why I went to Kenya, and it was because it really inspired

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me to not only work with non-profit organizations like the Aga Khan Institution in the future, but also to work with children from across the globe. From the hospitality that I was given at my service site, to the countless smiles and quench for knowledge, this experience has adjusted my mindset on life, love, and happiness. It drew me a clear pathway as to what I want to aim for in the future, which is to help and work with kids on a day to day basis. Also, it provided me with such deep immersion into the Kenyan culture, that it further developed my understanding of becoming a global citizen and bringing this idea back home.

From all of my experiences in Kenya, I can conclude that Kenya spoke to me in the way that Toronto could not.

Alyna Nanji, Grade 11 Student

AT CORNELL UNIVERSITY This summer, I had the opportunity to travel to Ithaca, New York, to participate in Ivy League Cornell University Summer College.

This program invites select students in Grades 10 to 12 from all around the world to attend a three or six week university course, live on campus, and receive undergrad university credits. The courses offered range from Raptors in Captivity- a course focused on raptors and caring for them, to A Business World - an introductory business course that covers a different topic within business every few days, to Freedom and Justice - a course focused on politics, government and the history of ideas and law. I was part of the Business World course, a course taught by top Cornell University professors. I spent three weeks attending daily discussions and lectures that covered different business topics such as finance, investing, marketing, and entrepreneurship. Throughout my three weeks, I was responsible for completing three main assignments, as well write a final exam that in the end made up my final grade for the course. My time at Cornell was beneficial to my future and my education; not only did I receive three undergraduate university credits, but it also helped me expand my knowledge in business, a field I am currently interested in pursuing. Attending Cornell this summer also allowed me the opportunity to experience a taste of university campus life. I was part of an international and multicultural community, and made new friends from more than 38 countries. I would definitely recommend this opportunity and I will remember this past summer at Cornell as I continue my educational journey.

Reyana Lalani, Grade 11 Student

POLITICAL LIFE On September 1st I attended the Scarborough by-election on behalf of the Progressive Conservative Party of Ontario to canvass for Dr. Raymond Cho, the candidate running for MPP in the riding. After hours of going door to door and calls encouraging people to go out and vote, my team and I came back to the Campaign office and we watched, as Dr. Cho won by a margin of 2429 votes, defeating the Ontario Liberal Party candidate and taking the seat for the first time in that riding. It was all thanks to the hard work of all the volunteers, the PC party, including PC Leader Patrick Brown, MPP Dr. Raymond Cho and Former Councillor Doug Ford that we were all able to pull this off. This event really taught me the importance of hard work and dedication.

Shayan Noormohammadi, Grade 10 Student

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UPPER ELEMENTARY MONTESSORI FAIR

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ACADEMICS

SCIENTISTS IN SCHOOL WORKSHOP The students in Children’s House 2/3 invited Scientists in School into their classes in January to participate in the I Can Be a Scientist workshop. The students had the opportunity to explore the sciences with a variety of activities; for example, digging for dinosaur bones as a paleontologist; discovering the Big Dipper as an astronomer; and tracking killer whales as a marine biologist.

The Children’s House 1 students had the opportunity in March, to welcome Scientists in School into their classes and participated in the Young Friends of the Earth workshop. The students investigated how the choices we make each day affect the Earth.

They explored earthworms, planted seeds, and learned about the 3 R’s (reduce, reuse, recycle).

Carolyn Reid, Head of Children's House

BREAKING BREAD The prospect of baking and cooking with toddlers may sound like a daunting endeavour but it is actually a wonderful and fulfilling experience ripe with learning opportunities. In the Toddler Community, we bake every day and in most cases, the students are able to complete the entire process on their own. Why do we do it?

Well, because food preparation is so beneficial for the young child.

Muscle Strength: As the students use their hands to knead the dough, they are strengthening their arm and hand muscles for future writing skills.

Math and Science: The pouring and mixing of the ingredients are basics for math and science.

Healthy Eating Habits: Helping to make their own food helps to promote healthy eating choices. Children are more likely to eat what they helped prepare.

Confidence and Social Mindfulness: In my culture, food is love. This is obvious when I see the pride in the students’ eyes when they share their finished products with others. This sets the stage for selfconfidence, positive social skills, awareness and sense of responsibility to care for others as well as build connections and relationships.

Concept of Time and Delayed Gratification: Making food assists with understanding the concept of time and delayed gratification. The students have to wait for the dough to rise twice and for it to ultimately bake to finally enjoy it.

I can tell you that it takes a lot of self-regulation to accomplish this!

Language Development: The students are also learning about the language associated with cooking and all the elements related to it.

Creativity: Since we vary the ingredients, the children may choose to add to the cooking and baking, it also promotes cognitive and creative skills.

Process vs. End Result: The process is why the children enjoy it – that is where the learning happens.

Dina DeCotiis, Head of Toddler Program

PROFESSIONAL STORYTELLER VISITS CHILDREN’S HOUSE Emerita Emerencia's story The Mouse, The Ant and the Antelopes demonstrated the value of humility and the importance of sharing and respect.

CHILDREN'S HOUSE CUTTING APPLES IN THE FALL

CHILDREN'S HOUSE LEARNING FRENCH 11

ELEMENTARY FAIRS Montessori Fairs in January for Lower and Upper Elementary were designed to provide parents with an understanding of the learning that takes place in the Elementary classrooms. The Elementary students were thrilled to have an opportunity to teach their parents what they know.

LOWER MONTESSORI FAIRS

USBORNE LITERACY FAIR The Library is always a busy place at the Lower School with children constantly coming to choose books, have lessons, read quietly and/or work on class assignments. The majority of the time this requires searching for the perfect book. Watching students choose long-time favourites, trying new genres, begin a new stage in their literacy growth, grow as readers and learners is just one aspect of the Library that is a pleasure to observe and be a part of. Families and teachers, working together on a daily basis, help to support a child's love and engagement for reading.

TMS families were given the opportunity to further participate in their child(ren)'s literacy growth by participating in the Usborne Literacy Fair during parent/teacher interviews. 25% of each purchase was given to the School to purchase new books for the Library. Due to your generosity, we received $1,900.00 for new resources for students in Toddler up to Grade 6.

With the addition of these new resources, we look forward to our Library becoming even more of a learning hub as students begin to enjoy and explore the items.

We thank you today and the children will thank you through their continued love of reading!

Thank you for your gift!

Krista Werner, Teacher Librarian

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TMS BOAT BUILDERS OFF TO WATERLOO TO COMPETE PROVINCIALLY

CONCOURS D'ART ORATOIRE TMS hosted the 2017 Board Level Competition of the Concours d'art Oratoire for Independent Schools (Grades 4-6). It is an annual French public-speaking event for students from Grades 4 through 12 studying French as a Second Language in Ontario schools. There are four categories – Core, Extended, Immersion and Francophone. Students in Grades 4 through 8 participated in the non-competitive festival event which took place at our Lower School (Bayview Campus) in Richmond Hill on February 16, 2017.

This event began in 1975 in the Ottawa-Carleton area and expanded to a provincial event when the Ontario Modern Language Teachers’ Association (OMLTA) and Canadian Parents for French (CPF) joined forces in 1985 as co-sponsors. The Concours et Festival d’art Oratoire is an opportunity to integrate public speaking into regular classroom activity and to involve community members outside the classroom for judging and administration of classroom and school level events.

TMS held its very own Concours d'art Oratoire for our Grade 4-6 students. From this competition, four TMS students were entered into the Board level competition. Representing TMS in the Core category were Alexander de Mello (Grade 4), Shaya Farahmand (Grade 5) and Sanam Singh (Grade 6). Sophie Li (Grade 4) was entered in the Extended category.

TMS hosted other independent schools for the Board Level competition on February 16. It was a wonderful day of presentations and a great opportunity for our students and participating schools:

The TMS Jaws team is off to the Provincial Championships for Skills Ontario Cardboard Boat Building Competition.

After defeating 30 other teams, the boat designed by Jason Yin and skippered by Jasper Ng and Kabir Joshi made it across Thornlea Pool in 28.94 seconds. Most impressive is the 355 lbs the boat was able to carry whole team plus Arthurine Yu and Aidan Varma. A group effort was needed by all!

Congratulations as well to Team Ghostbusters for an impeccably designed boat and amazing team spirit by Rose Samadi, Charlize Yao, Michelle Yan and Emily Atashkari.

TMS St. Clement’s School Bishop Strachan School Kingsway College School Bannockburn School Toronto French School Holy Trinity School La Maison Montessori We were delighted when all four of our TMS students were selected as the winners of their categories. We want to say a big congratulations to all of them!

They will all move on to the Provincial Competition held at Glendon College on May 6, 2017. We wish them all the best of luck!

UPPER ELEMENTARY MONTESSORI FAIR 13

UPPER ELEMENTARY ROMAN VISIT The Grade 6 students were treated to a special visit from an ancient Roman soldier. Joe Bilé came clad in his ancient Roman battle attire to show the students the intricacies of life as a Roman soldier. Adorned from head to toe in battle gear, Mr. Bilé captivated his audience with stories of ancient combats and facts about life as a Roman soldier. The students were mesmerized by the anecdotes Mr. Bilé shared and the details about how his personal avocation for ancient Roman armour and weaponry inspired him to design and construct his own wartime apparel. The students were full of thought-provoking questions and they were inspired to think about how challenging life was for a Roman soldier long ago. Mr. Bilé gave each student a Roman coin and watched as the students eagerly tried on some of his intricately designed ancient battle gear.

38TH ANNUAL DECA ONTARIO PROVINCIAL COMPETITION The TMS DECA Business Club attended the 38th Annual DECA Ontario Provincial Competition in early February.

DECA provides students with hands-on experiences in the fields of marketing, business and entrepreneurship. The core purpose of DECA is to enhance the classroom experience by providing students with the opportunity to participate in conferences and competitions that help to shape students into character-driven leaders.

Over 7,500 students from across Ontario converged in Toronto for the Provincial Competition for three days of intense competition involving oral presentations and subject-specific examinations. Attending the provincial competition represented the culmination of months of hard-work and countless hours of dedicated preparation in a diverse range of competitive categories ranging from Business Finance to Advertising Campaigns.

The following TMS students placed in the Top 10 at the Regional competition in early November and represented TMS at the Provincial Competition: Gene He, Zaira Lo, Oliver Smith, Elise Carnovale, Mary Lopez-Rodriguez, Archita Jain, Jay Parthasarthy, James Wall, Katherine Bessai, Nikhil Samant, Chase Drieberg, Danny Dawd, David Gu,

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Reyana Lalani, Alyna Nanji, Lauren Fichman, Samar Totonchy, Kenneth Nguyen.

This year represented one of the most successful years on record for the TMS DECA Business Club with several students placing in the Top 10 at the Provincial Competition and being recognized with awards. The award recipients included: David Gu and Danny Dawd Placed 6th overall in the International Business Plan category and qualified to represent TMS at the International Competition held in late April in Anaheim, California.

Danny & David developed a strategic plan for the international expansion of Trader Joe’s, a premium ethnic food store, into the Canadian marketplace.

Elise Carnovale Placed 8th overall in the Fashion Merchandising Promotion Plan category. Elise developed a promotional plan for The New Trend [TNT], an upscale boutiquestyle retailer located in the GTA. Jay Parthasarthy Placed 10th overall in the Business Finance category which involved the analysis of data to make relevant business decisions.

Brendan Kenny, Upper School Teacher

UPPER SCHOOL WELCOME BACK ASSEMBLY Student Council members planned and led the activities for the first week taking responsibility for their positions. Awards given during the Upper School Assembly included the Upper School Duke of Edinburgh Medal, the Certificate of Achievement for MYP, Honour Roll, Head's List, and the Academic Pillar Award.

FRENCH WEEK

FRENCH WEEK LOWER SCHOOL

STUDENT COUNCIL ELECTIONS

FRENCH WEEK UPPER SCHOOL

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IB MYP PERSONAL PROJECT The Middle Years Programme (MYP) Personal Project is the final task for the IB Middle Years Programme that allows students to creatively showcase everything that they have learned throughout their time spent in the MYP. The project provides students with the opportunity to utilize their research skills to explore topics based on their own interests. This allows them to produce a truly unique, and often innovative, product.

Through personal expression, the project revolves around a long-term challenge that motivates each student to develop their creativity, and crucial lifelong learning skills such as selfmanagement, thinking and inquiry, and communication.

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Anik Babul

Grade 10 Student

My MYP Personal Project My Personal Project was to create and publish a compilation of original poems regarding equality and justice. I wrote over 50 poems reflecting themes relating to warfare, poverty, discrimination, human rights violations, and how we, as youth, can make a difference in the global community.

The Global Context of MY Personal Project & Why I Am Passionate About this Topic My Personal Project is related to the Global Context of Fairness and Development, which focuses on the creation of a more just, humane, and prosperous society through better sharing and management of resources. As students, we have been exposed to this Global Context in a variety of our courses, and I have grown interested in connecting with it more extensively. My Personal Project provided me with the perfect opportunity to act on this passion while utilizing a personal skill and hobby – poetry.

The Process and How I Overcame the Challenges I Faced The process of writing, editing, designing, and publishing was expectedly quite complicated, difficult, and time-consuming. The major trouble with a large-scale writing project is that the work process is not linear or predictable; with writer’s block and lack of inspiration often greatly limiting the amount accomplished on certain days. With that being said, with enough focus and dedication, I was able to overcome these challenges and work effectively to meet deadlines. This involved employing Self-Management and Thinking ATLs in order to constantly stay on track and develop new and unique channels of thought and expression.

What I Learned and How It Will Help Me in the Future Completing the Personal Project and the Middle Years Programme has been a tremendous experience for personal growth, learning, and development. Having only begun the MYP last year, in Grade 9 (Year 4), my metaphorical journey through the program was an accelerated one. However, through events such as the Personal Project, I have learned to completely shift the way I work and think, with an emphasis on refining my learning process through reflection and planning rather than working mechanically and studying through rote memory. The MYP has allowed me to greatly broaden my horizon and approach problems from a number of different angles and perspectives. I have learned to understand the complex set of societal interactions and varied points of view applicable to an issue, as exemplified by our consistent application of Global Contexts. The program encourages higher-order, critical thought that enables students to move far beyond prescribed learning, and this is a huge asset for scholarly growth and development. Applying my learning in new contexts is what formed the inspiration for my personal project, which was the culmination of my work in the MYP, utilizing all of the skills, approaches to learning, and attitudes gained through the program. I now leave the program as a student who is well-prepared to use his learning in real-life contexts and is passionate about exploring such knowledge further in the IB Diploma Programme (DP).

Anik Babul, Grade 10 Student

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PHOTO BY SHANIA SIAH, GRADE 12 STUDENT

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ARTS

TODDLER MUSIC KEYS

CHILDREN'S HOUSE MAKING ORNAMENTS

TODDLER MAKING GINGERBREAD HOUSES

CHILDREN’S HOUSE INTERACTIVE MUSICAL PERFORMANCE In December, the Children’s House students were entertained by Cosima Grunsky. Cosima is a singer, songwriter and artist. She had the children engaged with her fun-filled, interactive musical performance. She sang a mixture of traditional and original songs with the children.

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LOWER ELEMENTARY WINTER CELEBRATION

UPPER SCHOOL WINTER CELEBRATION

UPPER ELEMENTARY WINTER CELEBRATION 20

ELEMENTARY IN HOUSE VISIT – LITTLE RED RIDING HOOD

CHILDREN'S HOUSE OPEN HOUSE

SNOW WHITE AND THE SEVEN DWARFS CONNECTING CULTURES AND COMMUNITIES THROUGH THE ARTS Our Upper Elementary students’ production of Snow White and the Seven Dwarfs at the Aga Khan Museum in February was an opportunity for our students to experience a wonderful modern, state of the art performance space, with full sound and lighting. It was a memorable theatrical opportunity.

MARVELOUS MASKS The Children's House (2/3 levels), Lower Elementary and Upper Elementary students have been busy at work, during Art class, creating a special auction piece for the TMS Gala, based on the marvels of mask-making. The creativity has flourished during this process while introducing masks of varying themes, starting with Masquerade and Mardi-Gras type masks for the Children House and Lower Elementary students and full-face masks based on Emotions for the Upper Elementary students. All of the classes were shown examples of these types of masks as used in professional shows such as Cirque du Soleil and the intricate detail and style that reflect each theme. Mixed media was used in all levels of creating these masks.

The students will keep their own personal mask but photographs were taken of the masks and auctioned at the TMS Gala in April.

Robyn Gram-Barclay, Children House and Elementary Visual Art Specialist

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"LIMITLESS" COLLEGE STUDENTS’ PHOTO EXHIBITION AT THE RICHMOND HILL'S CENTRE FOR THE PERFORMING ARTS The Upper School Students' Photo Exhibition held at the Richmond Hill Centre for the Performing Arts (RHCPA) in October was a showcase of our students' creative photographic work and the musical excellence of an ensemble from our Upper School Band Program. This event kicked off the new RHCPA 2016-2017 Performance Season. Our students and their parents were excited to have this platform for the exhibit at this beautiful venue. Similar to last year, others in the larger community will be able to view these photographs as there will be a rotational exhibit throughout the performance season at the RHCPA, as well as TMS. Images for this exhibition were selected from entries to our annual TMS Student Photo Exhibit, and from participants in the 2016 Council of Independent Schools (CIS) in Ontario "Our Safe Spaces" Photography Project.

PHOTO BY JULIA FU

PHOTO BY ANKIT GAUTAM

PHOTO BY JULIA FU

John Sweetman, TMS Upper School Teacher

UPPER SCHOOL TALENT SHOW 22

CONFERENCE OF INDEPENDENT SCHOOLS MUSIC FESTIVAL (CISMF) The festival will include a selected group of students from more than 40 independent schools in Ontario. They all auditioned to perform in the Senior Choir, Wind Ensemble, Concert Band, Jazz and Symphonic Bands respectively. As part of the audition committee, I feel very proud hearing from the other adjudicators how

impressed they are with the level of musicianship shown by our group. A great example of dedication to music at TMS. I would like to introduce you to our Conference of Independent Schools Music Festival (CISMF) team of talented musicians from the Upper School:

Evan Beri (Trombone) Grade 10 Darren Choi (Flute) Grade 9 Danny Dawd (Trumpet) Grade 11 David Gu (Clarinet) Grade 11 Kornellia Lauren (Alto) Grade 11 Nathan Li (Trombone) Grade 9 Christian Niem (Baritone) Grade 8 Jasper Ng (Trombone) Grade 8 Kristen Shiozaki (Flute) Grade 11 James Wall (Alto Saxophone) Grade 11 Roger MarlĂŠs, Upper School Teacher

KIWANIS MUSIC FESTIVAL

COMMUNITY MUSICAL COFFEEHOUSE

Jacob Xu Awarded Best of Class at Kiwanis Music Festival 2017. He received an impressive mark of 94 for his performance earning him the highest standing in Best of Class. TMS piano students performed very well to earn marks of First Class Honors and Honors with Distinction as follows:

The Coffeehouse event at Covernotes Cafe was a big success for the TMS Community.

Supportive parents, siblings, and faculty packed out the room and it was standing room only to experience students and faculty offering up some stellar musical performances.

Many helped to make the evening a success even just by coming out on a school night.

The student musicians demonstrated great versatility, composure, and preparedness.

Talent and passion combined with the Music Program at the Upper School is really something special!

Gillian Leung, 2nd Place Kaitlyn Leung, 3rd Place (Mark of 90) Caleb Tin, 2nd Place Martin Tin, 3rd Place (Mark of 90) Jacob Xu, 1st Place - Best of Class, 2nd Place (87) Michelle Yan, 1st Place (Grade 8 RCM – 89), 2nd Place 88 Lori Cotton, Piano Specialist

John Sweetman, Upper School Teacher

UPPER SCHOOL PRODUCTION This year, the Upper School theatrical presentation was a vignette play, and a series of mini-plays, using multi-media, and included students from Grade 7 to 12 and a teacher as performers. Each part had a unique reference to the mysterious title, Ten/Two written by Canadian playwright, Lindsay Price.

Lauren Riley / John Rick (LIVE) Ms. Theresa Hurley / Kornelia Lauren (VIDEO) Nilou Tabandeh Doust / Carina Tomasso (LIVE) Karishma Doodnauth /Anugreh Kaul (VIDEO) Lauren Matrundola / Isabella Churchill (LIVE) Dayan Chowdhary / Ivor Chan (VIDEO) Tiana DeCotiis / Roohi Devje (LIVE) Shayan Noormohammadi / Jay Parthsarthy (VIDEO) Andrea Chang / Julia-Lauren Singh (LIVE)

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CITIZENSHIP

24

FLAG DAY

RESPECT AND RESPONSIBILITY We all want our children and students to act in a respectful manner and learn to be responsible. As parents and teachers, we understandably make that a real priority. I read a quote from the Love and Logic Institute that sums up our role in assisting in this area of development. It was an “aha” moment for me and one I would like to share with you.

“It’s not our job to raise responsible kids. Our job is to consistently do the things that give kids an opportunity to become responsible.” ~ Dr. Charles Fay Dr. Fay suggests that when we try to insist on trying to “make” our children respectful and responsible, power struggles are the result. If we would concentrate instead on being good role models and offer our children age and stage appropriate opportunities to gain responsibility and learn respect, no battles or arguments would ensue. In this way, they get the message that their happiness and sense of responsibility is in their control, the work is theirs to own, and that we are always close by to support them.

They also learn that the only one any of us has complete control over is oneself! I think it’s a powerful message that can be inferred in seemingly small ways. When we trust our little ones to learn to sit in a chair, feed and dress themselves, return or place items in their proper place when they are done and to help with chores, we are not only offering those opportunities, we are essentially telling them without words that we know they are capable and we trust them! When we trust them, amazing things happen.

“When I approach a child, he inspires in me two sentiments; tenderness for what he is, and respect for what he may become.” ~Louis Pasteur I had to stop and realize that these amazing things happen so often each day that they almost become common place here at TMS. It makes me proud to be a part of the Toddlers’ development within this community!

Dina DeCotiis, Head of Toddler Program

BEYOND THE WALLS OF TMS Rebecca Russo was chosen as Volunteer of the Month (November 2016) for her volunteer work at her dance studio. She volunteers at her dance studio every week to work with children who have physical or behavioral challenges. Her accomplishment is a testimonial to the values and ideals that TMS and its amazing faculty tries to instill in each and every of its students.

ELEMENTARY BOOK FAIR

With your help, we raised $420 for Yellow Brick House Women's Shelter! I just wanted to thank everyone for their contributions.

I really appreciate your help and I know that the women and children at the shelter do too. Thanks again!

Julia Singh, Grade 10 Student

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TMS GIVES BACK Children’s House students collected and sorted food items for the Food Bank

The Friends of the Community members were excited to collect food from each classroom at the Lower School.

They boxed the items and prepared our donations for pick up. We were proud to fill two SUVs of food! Thank you for your support in helping to make positive differences to members of our own community!

JUSTICE LEAGUE The Upper School TMS Justice League has been working on multiple charitable initiatives, including our annual October Food Drive and our Hallowe’en Dance to raise food and monetary donations for the Daily Bread Food Bank.

During the month of October, we ran our month-long We Scare Hunger food drive. The goal of our food drive was to support food collection for members of society who cannot afford nutritious and healthy food items. Justice League worked in conjunction with The Daily Bread Food Bank, a major Toronto food bank, to collect the food items for these people. Hundreds of pounds of non-perishable food items were collected at school and donated to the organization for distribution in the Greater Toronto Area.

Another major event that assisted in the fundraising was the Hallowe’en Dance, which took place on the evening of October 28 in the Upper School Commons. The goal of the dance was to raise funds for the Daily Bread Food Bank. Over $1,000 was raised and donated to the food bank to help the organization with their task of providing healthy and nutritious food to people in need in the GTA. Justice League raised money and collected toys for Toy Mountain. Justice League continues to work on initiatives to raise awareness, and help those in need.

FRIENDS OF THE COMMUNITY YONGE STREET MISSION

JUSTICE LEAGUE 26

TERRY FOX CELEBRATED AT TMS

TMS celebrated Terry Fox this year in a variety of ways. The Lower School started with the Assembly held prior to the traditional Walkathon and Run, Lower School students, parents, faculty and staff took part in these events on September 29. The Upper School Terry Fox and Spirit Day took place on October 6. Following the Assembly, students ran, walked and took part in 3 on 3 basketball while being cheered on by their peers. Following these events, there was a teacher vs student basketball game that was enjoyed by all!

TMS GREEN CLUB The mission of the Green Club is to help TMS Go Green. Who better to lead us into the Green Zone than our trusted and aspiring Upper Elementary students. The first meeting had them planting tulip bulbs at the corner, along Bayview Avenue. The Green Club planted 150 bulbs which will bloom in the spring revealing their patriotic colours of red and white, just in time for Canada's 150th birthday. Go Green!

Upper Elementary Green Club

360° KIDS The TMS Student Council raised $400 at the Annual BBQ by hosting a dunk tank.

Proceeds were given to 360°kids so 100 at-risk youth in York Region could enjoy Thanksgiving.

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FLAG DAY! VALENTINES DAY DANCE REMEMBRANCE DAY

The Friends of the Community organized a successful dance at the Lower School. We raised $2,579.55 for the Hospital for Sick Kids- DIPG Research.

CHILDREN'S HOUSE GROWING PLANTS FOR TERRY FOX The students at the Lower School celebrated diversity with Heritage Day on January 27. We believe that it is important for the students to study different cultures around the world and celebrate each other’s heritage.

Members of the TMS community were encouraged to wear their traditional dress on this day; even Mr. Young wore his kilt for this special occasion. Students in the Lower and Upper Elementary classes also enjoyed scrumptious food for lunch from a variety of cultures. We are blessed to be part of a community that is composed of a multitude of cultures!

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HERITAGE DAY

SCHOOL TRIPS UPPER SCHOOL MUSKOKA This Fall all Upper School students had an opportunity to take their learning outdoors. The students, through learning about the outdoors, gained an appreciation of nature and garner a greater respect for nature. Our students learned how to make good choices in the relatively unknown setting of the remote outdoors and were inspired and challenged to discover the best of who they are and to achieve their full potential. The overall goals of outdoor education at TMS are to help students learn to appreciate nature, learn new skills related to the outdoors, help to build a team amongst peer groups, show students they can persevere through appropriate adversity, learn more about the natural world and what's in it and show students how to effectively lead others.

The Grade 7 and 8 students went to Camp Muskoka for two nights where they were introduced to canoeing and hiking, some team building activities run by our senior student leaders and they were exposed to a high ropes course with inherent challenges that our students were able to overcome. They took these skills to Camp Walden in Grade 9 for another two nights and experienced their first night out in tents. They learned fire building skills, cooking and they got their first exposure to portaging a canoe. In Grade 10 students went to the Bark Lake Leadership Centre where they learned map reading and orienteering, leadership types and methods and spent another night out in tents after their choice of either hiking or canoeing/ portaging. In Grade 11 and 12 our students took outdoor education one step

further and spent two nights out in tents while they learned to guide themselves through trails and across bodies of water.

The collection of these experiences creates confidence and an appreciation of the environment and for trying new things.

Every year there are different moments from each trip. This year their attitude was outstanding and a testament to how taking a chance and trying to succeed when cushioned in a supportive environment just far enough out of our comfort zone leads to positive growth.

Education at TMS is more than something we get in our classrooms, playgrounds or sports fields; it is something that we take with us on our outdoor challenges as well.

Brad Bohte, Upper School Teacher

GRADE 9 TRIP TO SAINT-DONAT Saint-Donat, Quebec Trip provided Grade 9 students with a 4-day French immersion experience as well as an opportunity to experience a number of different winter activities like cross-country skiing, snowshoeing and downhill skiing lessons.

ELMENTARY TEEN RANCH

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ATHLETICS

30

EDUCATION IN MOTION Maria Montessori realized early on that young children learn best when they use all their senses even when it comes to gross motor skills. Gross Motor abilities are established and perfected most effectively during critical periods of development. Maria Montessori called these the Sensitive Periods. During this time, children integrate new skills with the greatest of ease. As movements are repeated, the whole body becomes stronger and more controlled. When a child utilizes maximum effort in any activity, it ignites the motor cortex in the brain which positively affects control and coordination of movement as well as concentration. Research suggests a correlation between gross motor activity and academics. “It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.� ~ Leo F. Buscaglia Each day, the TMS Toddler students have ample opportunities to safely develop and refine gross motor skills through trial and error both on our indoor and outdoor apparatus.

As they explore, they expand their abilities as well as the foundation for physical activity and a healthy lifestyle.

TODDLER FALL FARM FUN

Dina DeCotiis, Head of Toddler Program

GRADE 6 STUDENTS LEARN YOGA AND MINDFULNESS

UPPER ELEMENTARY CROSS COUNTRY SKIING AT MANSFIELD

CHILDREN'S HOUSE YOGA

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LOWER SCHOOL ATHLETICS FALL SEASON

Cross Country - Competed in 2 events, SSAF and CISSA U12 Soccer - Made the Playoffs U10 Soccer - Made the Playoffs

WINTER SEASON

U10 Basketball - Silver Medal Winners U12 Basketball - Quarter Finals U12 Tier 2 Basketball U14 Bowling - Finished in 2nd place

U12 BASKETBALL

UPPER SCHOOL ATHLETICS TMS Upper School continues to impress and find success in their competitive play throughout the Fall/Winter CISAA seasons. A majority of our teams advanced to playoffs, earned final four spots and some even took home the coveted banner for their respective leagues. In the Fall Season, we also witnessed two more athletes qualify and represent TMS at OFSAA in JR Girls Cross Country championship race. Our Winter Season showcased our athletic talents and enabled TMS to make their mark, with many teams earning undefeated records, hosting multiple playoff final four tournaments and earning another two CISAA Championships!

FALL SEASON

U12 INDOOR SOCCER

SR Girls Basketball DIII - Advanced to Final Four and earned 3rd place overall U14 Girls Basketball DIII - Undefeated Championship Banner Winner SR Girls Field Hockey DIII JR Girls Field Hockey - Exhibition Status SR Boys Volleyball DII - Advanced to Quarter Finals JR Boys Volleyball DII - Advanced to Final Four. Earned 3rd place overall U14 Boys Volleyball DII - Advanced to Final Four and earned 3rd place.

Open Cross Country - Cinzia Palmisano (Grade 9) and Sarina Chong-Yen (Grade 9) earn top spots at CISAA Championship race, advancing and participating in the Provincial Championships (OFSAA).

WINTER SEASON SR Boys Basketball DII - Ranked 1st after league play with undefeated record.

Won Championship Banner at CISAA Playoffs!

JR Boys Basketball DIII - Ranked 1st place after league play; lost in close semi-final match up at CISAA Playoffs.

U14 Boys Basketball DIII - Ranked 1st place after league play with undefeated record; lost in close semi-final game at CISAA Playoffs.

SR Girls Volleyball DIII - Ranked 1st after league play with undefeated record.

Won Championship Banner at CISAA Playoffs!

JR Girls Volleyball DIII - Advanced to quarter finals CISAA Playoffs U14 Girls Volleyball DIII - Earned a spot in the final four CISAA Playoff tournament after placing 3rd overall in league play.

Open Curling - Advanced to Playoffs U14 Curling - Advanced to Playoffs

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FALL & WINTER MVP & TITAN AWARDS FALL SEASON

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WINTER SEASON

Team

MVP Award

Titan Award

Team

MVP Award

Titan Award

SR BOYS VOLLEYBALL

Jacob Martin

Mostafa Abdelkader

OPEN CURLING

John Rick

Kristen Shiozaki

JR BOYS VOLLEYBALL

Michael Silva-Ayala

Darren Choi

U14 CURLING

Christian Niem

Jasper Ng

U14 BOYS VOLLEYBALL

Ryan Thomas

Julyanh Nguyen

SR BOYS BASKETBALL DII

David Sikoev

Jacob Martins

SR GIRLS BASKETBALL

Katherine Bessai

Olivia DiFiore

JR BOYS BASKETBALL DII

Alexander Reyhanian

Manav Mehta

U14 GIRLS BASKETBALL

Hayley Hencher

Mari Pietersen

U14 BOYS BASKETBALL DIII

Rayan Reyhanian

Sohail Mohit

JR GIRLS VOLLEYBALL DIII

Isabel Reisman

Julia Lauren Singh

OPEN GIRLS CROSS COUNTRY

Cinzia Palmisano

Sarina Chong-Yen

OPEN BOYS CROSS COUNTRY

James Wall

Chase Drieberg

SR GIRLS FIELD HOCKEY

Meghana Narang

Chandana Muttu kuru

JR FIELD HOCKEY

Tamara Sikeo

Michaela Hopley

U14 GIRLS VOLLEYBALL DIII Hayley Hencher SR BOYS BASKETBALL DII

CISAA CHAMPIONS!

SR GIRLS VOLLEYBALL DIII

CISAA CHAMPIONS!

Tiana De Cotiis

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COMMUNITY

WELCOME BACK

BBQ

Over 1000 members of the TMS Community attended the Annual Welcome Back BBQ. It was a great opportunity for students, families, faculty and staff to come together and experience a true sense of TMS community. Students of all ages participated in a variety of events, while parents and staff had a chance to talk, eat and socialize – all enjoyed this opportunity to embrace the beginning of the school year as part of this wonderful TMS Community. TMS Student Council raised $400 at their BBQ by hosting a dunk tank. Proceeds were used for 360°kids Thanksgiving Dinner for over 100 at-risk youth in York Region.

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TMS HALLOWE'EN

MOVIE NIGHT WAS A BIG HIT!

In February TMS held a FAMILY EVENT with a Special Screening of The Muppets.

Complete with pizza, popcorn, refreshments and randomly drawn comfy VIP seats, students, parents and staff had a great time at this sold-out event!

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UPPER SCHOOL PARENT SOCIAL Upper School Grade Representatives hosted the first Parent Social for our Grade 7 to 12 families. The evening gave many families a rare opportunity to connect with other school families in a social setting. The event was enjoyed by all and is the first of many parent social events to come.

CLASSROOM & GRADE REPRESENTATIVES Classroom and Grade Representatives play a vital role in assisting TMS families to keep on top of the many activities happening at TMS. From promoting school-wide events or sending updates about upcoming school and class events, our reps are a huge asset to our school community by the willingness to answer questions and lend support.

This year’s TMS Gala, CIRQUE was held on Thursday April 20th at Château Le Parc in Vaughan. Many members of the school community, from both campuses, enjoyed each other’s company, made new friendships, and enjoyed the successes of our students in a beautiful setting. The evening included elegant circus entertainment, delicious food, live and silent auctions and student performances.

TMS CAREER DAY The Upper School Career Day gave our Grade 9 to 12 students the opportunity to listen to, and interact with, professionals from a wide number of fields in order to gain a deeper understanding of both the education and skills required to pursue their post-secondary goals. The event also included a keynote speaker, Michael Braithwaite, Executive Director of 360°kids, who discussed the value of combining professional excellence and goodness through building strong and healthy communities.

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PARENT PIZZA VOLUNTEERS Every month, a hard working band of volunteers, work tirelessly to prepare all of the different elements of our Pizza Days. From preparing fruit and vegetables, to delivering and serving pizza, they are always full of positive energy and very supportive of the School.

MOVIE GALA VOLUNTEERS

CAREER DAY VOLUNTEERS

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GALA VOLUNTEERS

TMS SPIRIT SPIRIT WEEK

HOUSE INDUCTION

Spirit Week at the Upper School this February was full of activity!

The week started with students showing their school pride on Titans Day followed by other themed days that included Mario Party, Tourist Day (by the World Culture Club); Throw Back Thursday; and Athletes vs. Mathletes. The Talent Show showcased great effort and talent of students and teachers!

On December 22, 2016 the Upper School welcomed the Grade 6 inductees with open arms to the House System. two campuses bonded with their spirit, tenacPRIVATEThe SCHOOLS ity, and enthusiasm in an array of activities. We can't wait for the Grade 6 students to be apart of the Upper School Community in the Fall of 2017.

ON ON1

SATURDAY, FEBRUARY 18, 2017 TORONTO STAR⎮Y3

Teaching students to be global citizens TRIPS from Y1

Noble adds that in planning student trips, many private schools now consider “how do we best create the right types of experiences for students where we’re going to provide them with an enjoyable trip, but also real-life skills, pushing them out of their comfort zone, encouraging them to look at the world from different perspectives and testing their communication skills? These are the kind of skills they will use their whole lives as global citizens and which can enhance applications to colleges and universities, enhance applications to future jobs.”

Noble adds while Europe used to be the standard private school destination, institutions now send students to Asia, Africa and Central and South America.

Parents, too, increasingly recognize the importance of teaching children to be global citizens, Noble says.

That’s certainly true for Jane Taylor, a former public school teacher and Ellen’s mom.

She says she grew up in a family that liked to travel and experience other cultures; wanting more of that for Ellen was part of the attraction of St. Clement’s.

Her daughter came back from her trip to Cambodia, Taylor notes, “with a different way of looking at life and open to challenges. She was a little more confident.” And the earlier expedition to Moose Factory — Ellen had already taken a native studies course at the school, and since the trip has written several papers on indigenous issues — “affected her profoundly, and I think she’s become a champion of (aborginal people’s) rights.”

Louise Melville, co-ordinator of experiential education at St. Clement’s, says a number of students were so affected by their time in Moose Factory they went on to jobs related to indigenous peoples. The experiential learning of trips like that one and the school’s various journeys abroad —including one next month when students will help repair houses in Zambia —“are now embedded into our strategic plan.”

IN THE NEWS Trips that take students to countries such as Cambodia to volunteer and build houses, schools and other infrastructure are increasingly common.

The cost of trips abroad — typically in the $5,000 range — has not “come up as an issue,” Melville says. The school does try to help out students who have received needs-based scholarships to go on St. Clement’s expeditions.

Trips at some schools are part of a course or courses. And some invite parents along. Dr. Laurie Wherrett, a surgeon in Oshawa, experienced both when she accompanied her daughter, Jacqueline Kendall, 16, now a Grade 11student at co-ed Trinity College School (TCS) in Port Hope, Ont., on a tour of First and Second World War sites during March break last year.

It was part of Jacqueline’s Grade 10 English and history courses.

“It was a fantastic experience, probably one of the best trips I’ve ever taken,” says Wherrett, one of just two

parents (the other was the wife of a TCS teacher) who went along with the 39 young people and four teachers on the tour. “I had a beautiful trip that was planned for me, chock full of activities, really interesting and I had no responsibilities.”

The group made their way through Belgium, France and Poland (where they visited Auschwitz). Both her children — Wherrett also has a son, who is in Grade 9 — are boarders at TCS, so mom got to see her daughter with her teachers and peers, a rare experience.

Mother and daughter “went to Juno Beach and walked together there.

That was sort of an emotional trip.

Sitting with her at Vimy, as well, it was a beautiful morning and the two of us could sit there together at the massive monument. That was lovely.”

The cost of trips abroad — typically in the $5,000 range — has not “come up as an issue,” says Louise Melville, of St. Clement’s.

At TMS, I am known.

OPE N HOU SE April 8th & May 6th 10am - 2pm

When students are genuinely known, their learning can be fully understood and beautifully supported. They can thrive.

TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery. Located in Richmond Hill, our Montessori Lower School is for students 18 months to Grade 6. You hear the laughter, see the joy on students’ faces, and feel the trust parents have as they drop off their children. Our Upper School (Grades 7-12) offers the only independent International Baccalaureate (IB) Programme in York Region.

On any given day, this modern campus may showcase a student art exhibit, impromptu debate or a pop-up lab for group projects. But don’t just take our word for it. Finding the right school for your child is too important. You have to visit and see and feel it for yourself.

brilliant

minds compassionate

hearts inspirational

Our Montessori start and IB finish provide a unique framework within which your child can say I Am Known.

leaders

www.tmsschool.ca Enriched university preparatory school for girls in grades 5-12.

905.891.1890 I

We are worth the visit.

admissions@hnmcs.ca

www.hnmcs.ca

Richmond Hill

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ALUMNI ALUMNI PANEL

ALUMNI REUNION EVENTS

We were excited to welcome back our alumni for two days in February for some exciting alumni events that were athletic, career focused, and social.

The two-day event started off with a pre-game party in anticipation of the TMS vs Ridley College Senior Boys Basketball Game. Our alumni cheered throughout the game from their Reserved Section and the basketball team responded with a resounding victory. The athletic events continued after the game when recent alumni played an energetic basketball game against older alumni and TMS staff.

On the second day of alumni events, Grade 11 and 12 students listened to a panel of 7 alumni from different graduating years sharing their post TMS university experiences. The alumni also gave our current students pieces of advice on how to maximize their time at TMS to best help them prepare for University.

Following the Alumni Panel, TMS offered the first in a new series of professional development events targeted towards our alumni and Grade 12 students. Our initial session focused on the Art of Networking – what it means and the tools necessary to succeed. The workshop was hosted by Joshua Zuchter, an International Executive and Business Coach. Both the alumni and students left the session motivated and excited to practice some of the networking strategies.

The evening Alumni Reunion Reception brought the two day events to a close. Alumni took this opportunity to mingle with former classmates and TMS staff in the familiar setting of the Upper School Commons.

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TMS ALUMNUS, KARSON KOWALCHUK GRADUATING CLASS OF 2016

How do you think TMS prepared you for university life and how do you think it will help you in the future?

Specifically for my first year of university, academically TMS has given me a leg-up in many of my classes. With much of the content reoccurring from my Grade 12 year, I find myself "brushing up" as opposed to learning the information for the first time. Not only will this help me this year, but I believe that solidifying my knowledge base in these core courses will benefit me in my next three years of university.

What was most appealing to you about the IB Programme?

Although Advanced Placement (AP) courses are typically more widely accepted in the United States, the content and work ethic instilled by completing the IB Programme has proved to be an invaluable asset in university. With Track and Field taking up 20+ hours per week, my ability to plan ahead and manage my time is crucial - and I attribute my four years in the IB Programme to my success in doing this. Overall, despite the work load of the program I now feel as though I am reaping the benefits of my efforts.

What is the one best thing about your TMS experience?

What I remember most about TMS are the friendships I formed while there. I still regularly keep in touch with many of my classmates, and we always make sure to meet up regularly when we are all home. I feel as though I sometimes take for granted the warm atmosphere of TMS, and now that I've moved on to university, I'm able to much better appreciate my time there.

How effective and fulfilling would you say your experience was as it relates to TMS in the four pillars (Academics, Arts, Athletics, and Citizenship)?

I believe the four pillars of Academics, Arts, Athletics, and Citizenship are crucial to every student that comes through TMS. Although some students take more to certain pillars, it's important that when we leave TMS we have experience in more than just academics. Without the importance that TMS places on athletics as one of the four pillars, I may not have begun running track or be where I am today. Similarly, I may not have been the greatest artist in the class, but I still appreciate the time I spent learning about the arts, and wouldn't change this experience if given the opportunity.

Karson Kowalchuk is currently in Division of Undergraduate Studies, Pennsylvania State University

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ADVANCING OUR SIGNIFICANCE 2017 ANNUAL GIVING PROGRAM We aspire to create, through intentional planning, two beautifully designed campuses with facilities that responsibly animate the best learning of our students and entrench and enhance a community that is proud, loyal and committed to TMS. It will be a unified vision that clearly tells our story and captures our values and philosophy. It will be more than a series of buildings and it will allow us to genuinely establish TMS as a leading independent school. Lastly, it will be bold and understand that beauty and design are important in the building of a campus that will resonate for years to come.

38 42

We have focused on the following areas of need:

Phase

1

Lower School

Upper School

Full-sized Gym TMS values a lifelong love of fitness and activity knowing how this impacts learning. A full-sized gym will provide great benefits for our daily Physical Education program and allow our sports teams to host competitive athletic events.

Dining Hall & Kitchen A dining hall is a priority at our Upper School Campus. The ability to provide a healthy meal and a place to gather, connect and collaborate holds real value to our students and their parents. The convenience and community emphasis is highly prized in a high school setting. In the short-term, the kitchen will also allow us to make and more easily transport home-cooked meals to our students at the Lower School.

Theatre/Performance Space By building a new gym we free up a perfect space that can be converted into a flexible, malleable performance space. A significant aspect of our Montessori philosophy is the desire to share and create. The new Performance Space will be used for class projects, assemblies, major performances, Admissions’ open houses, and parent meetings, with equipment specifically designed for those uses.

Main Entrance and Atrium The entrance to a school begins a person’s experience of that community. It sets the expectations and the tone of the school for both students and parents. We will create a new, large, impactful and uniquely designed entrance and atrium through which the majority of our families and visitors will enter the School each day.

Hallways We will be undertaking an extensive refurbishment of the hallways – the ceilings, the walls and the floors. Our hallways will be beautiful and inspirational, enhancing the beauty and amazing work being done in our classrooms. A yearly investment towards renovations will transform the look and feel of our hallways in an unprecedented and spectacular way capturing the culture and story of our School.

Phase

2

Dining Hall & Kitchen A dining hall will add another important hub to the School entrenching our values and providing a community space in which students and faculty alike can share healthy food and conversation.

Phase

1

New Student Commons The current outside area framed by the gym and our new wing at the Upper School is a jewel of a space. In this space – the very heart of the campus - we will build a meaningful, powerful and inspiring hub for our students within which they can gather, connect and socialize.

An IB-specific Innovation and Creation “Maker” Space The existing student commons will become a learning hub in which a ‘maker’ space, interpreted through the lens of IB can be developed. In partnership with the existing library space, we have the opportunity to create an area of the school in which vibrant learning can be expanded and expressed in collaborative, creative ways completely unique to TMS.

Phase

New Entrance & Offices We envision a beautiful entrance to the north of the current gym, banked by offices and flowing into an atrium that will lead to the dining hall.

Phase

Athletic Facilities & Performance Space We anticipate additional athletic facilities, in the form of an artificial turf field as well as a fitness centre. In addition, Phase 3 will include the building of a theatre - a purpose built venue in which students will be able to perform, share and record within an IB atmosphere.

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The TMS Going Beyond editions are published by TMS. We are evolving our magazine to best serve our TMS community.

Please send your comments, questions and/or ideas for future issues to the Director of Marketing & Communications / TMS Going Beyond Editor: Ann Bianco-Harvey at editor@tmsschool.ca. © 2017 TMS.

LOWER SCHOOL 8569 Bayview Avenue, Richmond Hill, ON L4B 3M7 Tel: (905) 889 6882

www.tmsschool.ca

UPPER SCHOOL 500 Elgin Mills Rd. E, Richmond Hill, ON L4C 5G1 Tel: (905) 780 1002