Report Card 2019-2020

REPORT CARD

Learning For Life. Creating The Future.

2019 –2020

INTRODUCTION “It was the best of times; it was the worst of times.” One of the most famous quotes from the Charles Dickens novel A Tale of Two Cities aptly describes what ended up being our academic year 2019-2020. It began as it normally would, ushered in by our annual Family Welcome Barbecue; in October, we hosted a spectacular Reunion Weekend event that celebrated the life of Jim Spring ’47 and the monumental gift he bequeathed to his beloved school. Our students and faculty put on an amazing music concert as we headed into the Christmas holidays, as our students made their way home to spend time with their families. As people returned to PC for the start of the new year, word began to emerge of a new virus that has begun to circulate in several different countries. At the time, we had no idea what kind of impact it would have on us here on the Hilltop. As we learned more from the World Health Organization, we began to take steps to prepare for what looked to be a global health emergency beginning to brew. Then in March 2020, our “normal” school year took a left turn. A global pandemic was declared and so began one of the most challenging periods in our school’s history. With just three months left in the academic year, schools were suddenly ordered closed by Ontario’s Ministry of Education. International borders were slamming shut. And many members of our community—who had begun March Break the week prior—had already ventured abroad to enjoy their holidays. Fortunately, prior to the March Break, the school had the foresight to prepare for a potential move online, never imagining it would actually come to fruition. Boarding students who had elected to stay on campus over March Break because of growing international

COVID-19 case counts, were suddenly having to make urgent plans to travel home. As March Break drew to a close, reality had set in— learning would be online. For how long, we did not know. As it turned out, it would be for the remainder of the school year. As planning for the 2020-2021 school year began, we did not fully know what September would look like. Would it be online? Could it be in person? Was it possible to do a mix of both? As a result, we needed to plan for all three scenarios to provide our families, staff and students with the confidence and reassurance that no matter what, we would be prepared to offer our students the high-quality education our community has come to expect. Through all of this change and uncertainty, I can’t help but marvel at the strength of the human spirit and the relative ease at which our faculty, staff and students were able to pivot to what was for many a completely new learning environment. That is not to say it was without its challenges; but everyone was focussed on staying the course and making the school year as normal as possible, in a very abnormal time. For me, this speaks to the resilience we hope to instil in our students, the capacity to recover successfully from difficult circumstances; the ability to bounce back. As you page through this Report Card, I hope that you will take a moment to reflect on what we were able to accomplish in 2019-2020, despite what was thrown our way. The impact of the global pandemic will continue to be felt for a number of years, both on the financial health of the school and on the collective psyche of our community. However, I have every confidence that when we face these challenges together and we will emerge stronger than ever. Peter Sturrup Head of School

OUR VISION To develop innovative, courageous and compassionate global citizens who take action, true to Quaker values.

OUR MISSION To instil in each individual the ability and responsibility to make the world greater, better and more beautiful than they discovered it.

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TOP

ENGAGED STUDENTS

OF THE CLASS

190

Grade 9-12 students on

Head of School’s Honour List

100% of our graduates accepted to the post-secondary institution of their choice

100

%

96

%

3 sports

championships

96% of our students involved in the Co-curricular Program

PARTICIPATION RATES FOR 97% of our 2020 graduates earned the Global Leadership Diploma 31% of our 2020 graduates received the Global Leadership Diploma

ANNUAL GIVING 100%

51.7%

72.9%

43.2%

2.1%

Board Members

Corporation Members

Staff

Parents

Alumni

with Distinction

90

% of our graduating class are Ontario scholars

83

% .5

FULL SCHOOL RETENTION

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OUR PARENTS SAY We received positive feedback from parents when we asked about the online learning experience.

“I feel that Pickering has been best in class in quickly pivoting to online learning. The communication from the school has been outstanding.”

313 +113 ___ 426 day students

boarding students

students JK - Grade 12

1

Pickering College is the only independent school in Ontario to become a full Member School in the UNESCO Associated Schools Network

20

20% of our students receiving financial aid

30

69 79

30 countries represented in our school community

69 community organizations served by our student and staff volunteers

79% of our graduates exceeding community service hours requirement

AN INCLUSIVE AND GENEROUS SCHOOL COMMUNITY VALUED PARTNERSHIPS

6,050,079

$

IN FUNDRAISING

3%

ANNUAL RATE OF RETURN ON ENDOWMENTS

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OUR APPROACH THE ROLE OF QUAKERISM AT PICKERING COLLEGE Pickering College was founded by the Religious Society of Friends, also known as Quakers, in 1842. While we are not formally a Quaker school today, we remain the only Quaker-founded school in Canada and the influence of their guiding values is immense. We live in an increasingly secular world; our school prides itself on being multicultural and ecumenical. Today, we boast students from over 30 countries, and a multiplicity of religious and cultural backgrounds. This is, and has been for years, one of the great strengths and benefits of a Pickering College education. And yet our approach to education, and more fundamentally, our approach to how we reach out to our students and our belief in what students can and ought to do in this world, is profoundly influenced by the spiritual nature of our Quaker founders’ beliefs. In some ways, the role of Quakerism has become so pervasive in everything we do and everything we are as a school that we take it for granted. It guides our gathering in Morning Meeting, our use of silence, our approach to decision making, the strength of our community, the depth of our values, and the inspiration for our action. Yet in other ways, and for many parents, students, alumni and staff, the understanding of Quakerism and the role it plays in our school is a great unknown. The role of Quakerism at Pickering College is a unique and defining aspect of our school. Retaining a close relationship with our Quaker heritage provides a philosophical, moral and operational framework for our planning and decisionmaking. While the basic tenet of Quakerism is that “there is that of God in every person,” many people at Pickering share a different interpretation and belief in God. For that reason, we change the wording slightly to 6

reflect the educational context to say that “there is that of good in every person.” Restated, this means a belief that there is a divine spirit in every human being and therefore the belief that all human beings have equal worth and dignity. Sometimes at Pickering we refer to this as “finding the light” within each child—that inner potential that is waiting to shine upon the world. Hence, Quakers believe that education is an “opening up,” rather than a “filling up” and we therefore work with each student to find and express their unique qualities and passions.

TRAITS: WHAT WE DEMONSTRATE

Acceptance – We recognize, accept and c elebrate the wide range of human qualities and attributes within our community such as ancestry, culture, ethnicity, gender, gender identity, gender expression, language, physical and intellectual ability, race, religion, sex, sexual orientation and socioeconomic status. This acceptance of diversity means embracing the tension that diversity may initially bring and valuing the challenge of the encounter Staying true to this Quaker approach and the difference of the other person, means: culture, or perspective. Accountability – We believe in living • recognizing that there is good in every c onsistent with our values. This means person, regardless of age, gender, and speaking the truth to all, including ethnic background; people in positions of power, and to • providing a high degree of caring, each other, even when it is difficult and compassion and support; our message may be unpopular. We • developing a strong social consciousness; deal honestly and fairly with peers and • using consensus in decision-making; colleagues. We take responsibility for • emphasizing traditional Quaker values our actions and their results. We fulfill such as non-violence and simplicity, as our commitments, and we give credit to well as the school values of community, others for their contributions. compassion, integrity, respect and Courage – To demonstrate courage is to responsibility; and be afraid of doing something, but doing • building our community through it anyway. Courage is a daily occurrence Morning Meeting. whereby we express what we believe in and act in a way that demonstrates Staying true to the beliefs and ideals our values. It means speaking the truth deeply held by our Quaker founders to our hopes, and fears, and aspirations means continuing to be a school that and ambitions. To be courageous combines academic excellence with moral means exposing our vulnerabilities, our depth. All of these qualities are embedded worries and our fears; demonstrating in the Pickering College approach to caring and compassion and respect education. by being ourselves—authentic, unprotected, and genuine. If we are true to our Quaker roots, our Creativity – We inspire those with whom students will be taught, and will come w e work to develop or do something to exemplify, the belief that they are to original, to turn their ideas into reality be seekers of those universal principles and to bring greater value and meaning and values—as articulated in our Guiding to themselves and to others. Creativity Values, Traits and Guiding Principles— may be the most precious resource we during their time at our school and, have in our future, for it is unlimited, more importantly, once they leave our renewable and omnipresent. It is a protective shelter and go forth in the learned skill and mindset that takes hard world as leaders, ready to change the work, self-discipline, and regular and world. routine focus.

Curiosity – We instil a sense of wonder by constantly asking questions. Questions make us more thoughtful, intelligent and caring; questions build relationships with people; questions get the other person to think, and focus attention on them; and questions remind ourselves of the ideals we seek to attain. Thus, our approach is experiential: it must be lived and acted upon for real effect ... it is not just about beliefs—it must be experienced, observed and reflected upon. Excellence – We know that humans are born with an infinite capacity for good, which can be nurtured and developed through education. Thus, we believe in always searching for the very best in ourselves and inspiring it in others. The whole community works together with each person recognizing the special position held by others and the contribution required from each for the perfection of our common lives. Stewardship – We strive to use the gifts we have been given wisely, including not only material wealth, but more importantly, our talents, our good health, our wisdom and insights and, of course, our natural environment. Trust – It is a foundational belief that we must always deal honestly with all others as well as with ourselves, summarized by the old Quaker injunction, “Let your yes be yes and your no be no.”

decision-making, the group does not simply vote to determine the majority view, but rather they seek unity about the wisest course of action. Innovation – We are committed to t eaching and learning about developing new strategies and sustainable concepts to meet social needs through enabling solutions based on mutual sharing and capability. Thus, social innovation is a new solution to a social problem that is more effective, efficient, just or sustainable than existing solutions and for which the value created primarily supports society as a whole rather than private individuals. Equality – We believe that all people are e qual, all people have equal access to pursue the truth and all people possess the same divine spark within them. Non-violent Resolution – Seeking peace i s anything but passive. In our engagement with the world, we not only speak out to condemn injustice, but we teach that, when necessary, it might be required to engage in nonviolent action or even civil disobedience to bring about justice and sustainable peace in the world. Peace – We oppose violence in all forms and refuse to engage in the violent resolution of conflict. In pursuit of a lasting and sustainable peace, we seek to eliminate causes of violent conflict, such as poverty, exploitation and intolerance by forthrightly and non-violently GUIDING PRINCIPLES: confronting evil and oppression. HOW WE WORK Silence – Gathering in silence is based on the belief that when a group settles into Collaboration – We believe that each silence, it feels like more than a simple person is to be valued and respected for quieting down; the sense of collective their capacity to contribute to a more thought deepens. It is the belief that if complex understanding of something one opens one’s heart and listens, one being studied than any one could create can hear what is right, and can live out individually. This leads to being open to these inner teachings. Silence is often a full range of voices; being comfortable used to settle into a meeting, to invite with disagreement, accepting complexity; reflection, or to make way for deep and an openness to new learning. thinking. Consensus – Consensus decision-making Simplicity – We strive to “clear away is grounded in the belief that when t he clutter” to be more ready to hear several people come together they can the important and to live out the idea find an answer that exceeds the reach of that “less is more.” any one individual. In consensus

VALUES: WHAT IS IMPORTANT TO US Community Community is gathering interconnected individuals whose collective actions create a sense of belonging and encourage participation, who accept and take care of one another. Compassion Compassion is being sensitive to others’ thoughts and feelings and understanding and considering conflicting issues and ideas. It is to show concern and caring for all others in the community, no matter their differences, in a way that creates harmony and peace. Integrity Integrity is the courage to act honestly and truthfully in all actions. Respect Respect is valuing yourself and others and the environment in which we exist, based on the principles of simplicity and equality, so that you treat others as you wish to be treated. Responsibility Responsibility is being accountable for one’s own actions and behaviours by demonstrating good judgement and fulfilling obligations.

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COVID-19: PICKERING COLLEGE RESPONSE

As we wrapped up the winter term on March 6, we never could have imagined what was to come and that the world would change so dramatically in such a short period of time. While there were barely any identified cases of COVID-19 in Canada at that time, not even one week later the World Health Organization declared a global pandemic. On March 12, the Government of Ontario announced the closure of all publicly-funded schools and, to ensure the safety and well-being of all our students and staff, Pickering College made the decision to move to a completely online delivery of its academic program. This was an unprecedented time in the history of the school as the school was effectively closed to students and staff from March 23 to August 24. Fortunately, Pickering College was prepared. The Global Online Experience 8

the school piloted for Senior School in 2018 informed decisions for teaching during the COVID-19 pandemic. The 2019-2020 school year was completed virtually, offering students in Junior, Middle and Senior School an online academic program that included online face-to-face class meetings, advisor meetings, Morning Meetings and co-curricular activities.

The school worked tirelessly to ensure all boarding students were able to get safely home or to the care of a local, trusted adult. This work continued for several months as many students had a long wait for international flights to resume to get home.

The Business and Operations staff in all areas continued to provide support to the community—through regular information updates, IT support, property maintenance, finances, online The Global Leadership Program committee meetings with volunteers, culminating events went ahead as PCA virtual events and outreach to planned but moved online – My Key alumni, seeking donations to support Idea, Expression of Self, Puma’s Den and the school, and virtual recruitment the Capstone Pitches took place through activities in an enhanced online Zoom video conferences. School spirit format. The constructive feedback from events also continued virtually, including the annual Coffee House which took place students, parents and staff was very through a live premiere event on YouTube helpful as the school planned for the and has attracted more than 1100 viewers. 2020-2021 school year.

While many in-person events were postponed or cancelled due to restrictions on gatherings, end-of-year celebrations moved to a virtual environment. The school’s buses were signed with Congratulations to the Class of 2020 and were seen travelling to graduates’ homes to deliver celebratory lawn signs and care packages. In addition to the Zoom events for Kindergrad, the Grade 8 Closing Ceremony, the Head of School’s walk, and a celebration for Grade 12 graduates, there were 23 virtual award presentations made to graduating Grade 12 students. As the pandemic evolved, it was clear that the upcoming school year would be like no other. Stringent health and safety protocols, physical distancing measures and restrictions on gatherings meant that the school would spend the late spring and early summer preparing for three scenarios for the 2020-2021 school year:

Scenario A: A return in September 2020 to in-person classes at school but with strong physical distancing requirements in place. Scenario B: A hybrid of in-person learning and online learning. Scenario C: A fully online program for the entire school year. For each of these scenarios the school planned for safety protocols, how classes and schedules would be structured, what co-curricular activities could be offered, food services, health services, staffing levels, facility needs, IT infrastructure and other support services. Specific attention was paid to the boarding program and how the school would offer the same unique boarding experience while at the same time safeguarding the health and safety of students. 9

COVID-19: PICKERING COLLEGE RESPONSE

In responding to the COVID-19 pandemic, below are the highlights of 2019-2020 initiatives. SAFETY

TECHNOLOGY

 Developed and implemented a comprehensive safely plan based on guidance issued by the Ministry of Health of Ontario, Ministry of Health and Long Term Care of Canada, Public Services Health and Safety Association, the World Health Organization, the Hospital for Sick Children, the Ministry of Education of Ontario and additional information provided by other provinces, states and countries.  The health, safety and well-being of the PC community is at the forefront of all decisions.  As the COVID-19 global pandemic evolved, the plan continued to be updated and protocols enhanced, following best practices as they were established with the most up-to-date research.

 I mplemented Microsoft Teams for administrative use and academic use for Senior School  I mplemented Google Meet for Junior and Middle School  I mplemented remote access for Business and Operations staff working from home  C reated classrooms to facilitate online learning with investment in cameras, additional monitors and iPads

FACULTY & STAFF  Provided training and peer support to our faculty and staff on new technologies and software including Microsoft Teams, OneNote, Virtual Labs, Cameras in the classroom, etc.  Improved and evolved the online academic program with the resiliency of staff, students and parents who so quickly made the transition to an entirely different way of teaching and learning.  Embraced the need to be flexible as everyone needed to figure out a new way to continue to do their work in light of significant change  Continued to be a compassionate community, being the voice of reassurance for students and families during a stressful time

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ASSISTING PC FAMILIES  E xtended payment deadlines by one month  E stablished July 31 as deadline to withdraw without financial penalty  E stablished the PC Power of Community fund to support families facing economic hardship to send their children to Pickering College for the next academic year  P rovided families with the option of having their children study on campus, or remotely

BOARDING  S tayed open during March Break as students made plans to return to their home country  E stablished and implemented a self-isolation program for boarding students returning to Canada for the 2020-2021 school year  R estructured boarding families to have students in cohorts  I ntroduced an online boarding community to welcome students studying remotely due to Canadian government travel restrictions

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PICKERING COLLEGE’S

STRATEGIC DIRECTION In the development of our strategic plan, the Board has reconfirmed our commitment to Quaker values as an important differentiator, providing an ongoing link from our founding to our future. Our commitment to remaining a “small school” (under 500 students) was verified, as was the ongoing role of the Global Leadership Program in building Pickering College’s reputation as a leader in education. Digital transformation, progress through disruption, identifying new sources of revenue, partnerships and innovation round out the commitments we are making to the future of the school and to our community. The new plan is straightforward with three new overarching strategic choices:

TO BUILD, TO FUND, TO INNOVATE In each of these overarching strategic areas are three specific initiatives. In To Build, the focus is to drive a digital transformation, accelerate the Global Leadership Program and to complete Phase 1 of the Campus Master Plan. In To Fund, the focus is to capture new revenue (from innovation), to improve our brand awareness and to intensify fundraising and build endowment. In To Innovate, our focus is to embrace disruption, forge strategic collaborative partnerships and to create a culture of innovation. On the following pages, there is a description of each initiative and the highlights of accomplishments from 2019-2020.

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BUILD DRIVE A DIGITAL TRANSFORMATION At Pickering College “drive a digital transformation” means that we will leverage the opportunities presented by technology to enhance student experience, community experience (staff, parents, alumni, partners, donors), steward existing relationships, realize new customers and relationships, and raise the organization to new levels of effectiveness and efficiency. Highlights from 2019-2020  Launched cloud-based photo management system, Vidigami  Implemented Microsoft Teams school-wide  Migrated the school’s email system to Outlook  Launched emergency online learning for final term due to COVID-19  Transitioned Business & Operations staff to work remotely due to COVID-19

ACCELERATE THE GLOBAL LEADERSHIP PROGRAM At Pickering College, mission appropriate students and other learners and staff independently drive forward projects for lasting global impact, engaging with all members of the PC community and other broader communities in mutually beneficial relationships. Participants in the program draw international interest from prospective families, universities, employers, partners and other influencers and create newsworthy success stories and testimonials. Highlights from 2019-2020  Several high profile events led by Grade 12 Capstone students (TEDx, Honeybee screening and panel, Hearts for Barks)  90% of the students who were awarded the GLP Diploma with Distinction referred to the GLP on scholarship applications  Virtual Events – Junior School GLP Celebration, My Key Idea, Expression of Self, Puma’s Den and Capstone pitch final drew 732 virtual guests in total with 14 countries represented  Six virtual leaders in residence Spring 2020  Introduced three new Advanced Placement (AP) courses

Build • Drive a digital transformation • Accelerate the Global Leadership Program • Complete Phase I of the Campus Master Plan

COMPLETE PHASE 1 OF THE CAMPUS MASTER PLAN Providing appropriate learning spaces is one of the highest priorities for the school, while continuing to ensure the long-term financial sustainability of our school. Highlights from 2019-2020  Reviewed design options for the new academic building to support anticipated growth and academic priorities while ensuring the financial sustainability for the school  Appointed Knightstone Capital Management Inc. as the Project Manager for the New Academic Building  Finalizing appointment of Diamond Schmitt Architects for the New Academic Building  Secured tier-one bank financing  Concluded the Light The Way capital campaign

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FUND CAPTURE NEW REVENUE (FROM INNOVATION)

Fund • Capture new revenue (from innovation) • Improve our brand awareness • Intensify fundraising and build endowment

Generate new revenue from sources (non-tuition revenue, sponsorship, partnerships) and markets (new consumers) that would not normally be considered Pickering College students. Highlights from 2019-2020  Launched summer eight-week online GLP program with Chinese Education Group  Launched Online Enrichment circles developed and implemented for Grades 1-8 Language Arts, Mathematics and STEAM in spring, summer and fall sessions  Launched summer Online Credit program extended to include two new courses  PD Institutes: Reggio – 110 participants from around the province and international and I-Think – 43 participants, three PC facilitators, participants came from boards/ independent schools across the province

IMPROVE OUR BRAND AWARENESS Pickering College’s brand is a living business asset, designed to enhance the connection between the school and its key audiences. It is brought to life across all touchpoints which creates identification, differentiation and value. PC’s brand helps ensure relationships that secure and create financial sustainability by driving demand and engendering loyalty. Highlights from 2019-2020  Invested staff resources dedicated to community relations, resulting in increased participation in the Newmarket Chamber of Commerce events and community programming for CHOP FM  Undertook a financial vulnerability analysis of the school’s trade area  Nominated and short-listed in the StudyTravel 2020 Secondary School Awards  Developed and launched virtual recruitment events including Open Houses, One-on-One Zoom meetings, Day and Boarding Zoom webinars  Implemented a virtual New Family Welcome with 80 families in attendance  Engaged Environics in a refresh of the school’s primary, secondary and tertiary markets, including development of new personas for marketing purposes

INTENSIFY FUNDRAISING AND BUILD ENDOWMENT Find, build and sustain relationships and processes that result in long-term fundraising success. Highlights from 2019-2020  Light The Way capital campaign results to be announced at the AGM  Launched the PC Power of Community Fund with 100 per cent Board and Management Team participation  Completed the alumni engagement survey  Implemented the new staff structure  Celebrated the estate gift from Jim Spring ‘47, honouring him posthumously with The 5th Pillar Award  Exceeded the fiscal year endowment target 14

INNOVATE EMBRACE DISRUPTION All members of staff understand, support and are comfortable with the concept of disruptive innovation, encouraging them to generate new ideas and test those ideas rapidly to allow for iteration, improvement and to generate new income. Highlights from 2019-2020  Completed the business continuity plan  Rapidly adapted to school closure due to COVID-19 (see pages 8 and 9)  Business and Operations staff rapidly adjusted to a remote work environment  Faculty returned a week early to engage in training to use new technologies online and in the classroom  Our staff and faculty have confidence in the COVID-19 safety measures implemented by the school

FORGE STRATEGIC COLLABORATIVE PARTNERSHIPS An efficient, systematic process exists that continually scans the environment for potential partners who can work collaboratively with PC to support the development of a mutually beneficial approach that supports our GLP, facilities development and generates financial results.

Innovate • Embrace disruption • Forge strategic collaborative partnerships • Create a culture of innovation

Highlights from 2019-2020  Submitted application for CHOP-FM to have a community licence  Applied and have been accepted for membership in the Council of International Schools (CIS), on hold due to COVID-19  Became a member of the Global Education Benchmark Group  Partnered with the Sharon Temple to design a Conference on Democracy, on hold due to COVID-19

CREATE A CULTURE OF INNOVATION A quick and nimble organization in which risk-taking and new ideas are embraced and rewarded; new organizational structures exist to reflect our approach; and all constituents feel a fit in their work and lives whereby they are focusing on the “right” things and are therefore more productive. Highlights from 2019-2020  Faculty and staff embraced the move to a virtual environment due to COVID-19 (see pages 8 and 9)  Invested in IT with cameras, additional monitors, iPads to enhance the online experience and ensure continuity of education

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INSPIRED STUDENTS

JUNIOR SCHOOL HIGHLIGHTS PC’s future global leaders Grades 4 and 5 participated in GLP leadership and team building activities. The goals for the activities were to: observe student dynamics in a cooperative challenge setting, provide opportunities for students to work together, present leadership and collaborative challenges, and offer both physical movement and structured risk-taking in an outdoor setting.  Junior LEGO Robotics Team participated in their first tournament! Members of the Junior LEGO Robotics Team participated in the FIRST LEGO League Qualifying Tournament. This year’s challenge was CITY SHAPER, which required teams to choose and solve a real-world problem for the innovation project. Our students looked at how they can improve the primary playground. They built and programmed an autonomous robot using LEGO Mindstorm technology to solve a set of missions in the robot game. The students represented the school well and received a call back for their robot design presentation!  16

Students and “The Power of One” Recognizing the International Day of NonViolence, both Junior and Middle School students participated in an antibullying workshop provided by Soren Bennick’s The Power of One. This series of skits, presented by actors who use a variety of abstract tools including boxes and masks, portrays what bullying is, what can be done about it, and how every child has the power to report and deal with bullying when they see it happen.  Grade 1s learn about animal tracks The Grade 1 class made their way across the snowy field and created life-sized prints of some of the forest animals they have been learning about. The students made tracks in the snow using a combination of moulds of some real animal footprints. They learned that animal tracks can tell us many things including where the animals live, how tall they are, as well as what they may be doing. The students then made dens for their animals and used the moulds to make tracks leading into their dens. 

Grade 5s take a trip down to the Newmarket Town Council Our Grade 5 classes enjoyed an educational visit to Newmarket Town Council where they were introduced to municipal government and met with Mayor John Taylor and Deputy Mayor Tom Vegh. Several of our Grade 5 students also had the unique opportunity to participate in Speaking Club in the council meeting chamber.  Grade 4 students get a sneak peek into their early societies unit Grade 11 students showcased their knowledge of ancient Egypt in a gallery walk assignment for the Grade 4 class. As a kickoff to their early societies unit, the Grade 4 students learned about Egyptian culture and history through a variety of games, models, scrapbooks, presentations and even a visit from the Pharaoh Ramses II.  Inspiring our Youth At Morning Meeting, Grade 5 students had the opportunity to share stories about kids from around the world who have done incredible things. The

insights into the matter by answering their thoughtprovoking questions. 

students discussed how these kids’ passions, beliefs, determination and actions can inspire each of us to develop our own exciting life stories and maybe make a difference.   Speaking with one of Russia’s Greenpeace environmentalists The Grade 4 and 5 classes

had the opportunity to take part in a Skype video call with Oganes Targulyan, Greenpeace Russia research coordinator. Targulyan was the lead rescue organizer who led the efforts to free the captive orcas and belugas from the “whale jail” off the Russian Pacific coast last year. Targulyan offered the students

A fun-filled day of outdoor activities (February) PC held it’s 15th annual Winter Carnaval – a day that celebrates the French language and Francophone culture. Throughout the day, our Junior School students participated in a number of fun activities planned by the French Department, including snow tubing, ice games, and campfire and songs. They were also able to enjoy a horsedrawn carriage ride, toffee, hot chocolate, and BeaverTails!   17

INSPIRED STUDENTS

JUNIOR SCHOOL HIGHLIGHTS

Junior Chess Club participates first inhouse tournament Members of the Junior and Middle School Chess Club gathered enthusiastically to display their chess skills at the first ever Pickering College in-house tournament. After playing chess every Friday, this tournament was an opportunity for our students to showcase their abilities in a structured and competitive setting.  Grade 4s learn about endangered animals at an in-depth level Grade 4 students completed their endangered animal research projects, where they learned how to 18

conduct research, and advocate for the protection of their chosen endangered animal. The students were tasked with researching the animal’s appearance and adaptations, food and diet, as well as habitats. They then had to explain what actions they think need to be taken in order to help their endangered species thrive in this world.  Practicing music apart, but in unison Grade 5A practiced their music ensemble as Ms. Wells creatively conducted an online learning lesson. This project allowed them to connect with music even when they were unable to rehearse together physically. 

Grade 5s receive their virtual keys as they enter Middle School Grade 5 students presented their My Key Idea projects as part of the Global Leadership Program. Throughout the course of the school year, they have been working on investigating, writing, and sharing their thoughts on a topic that is important to them. Our students have been preparing themselves through many different learning experiences and challenges that make up the Building Blocks of the Global Leadership Program, and earning their key into the Middle School, which is the end result of all their hard work.  PC student ranks in top 1 per cent of international math contest Congratulations to Ryan He, Grade 5, for scoring in the top 1 per cent of the Grades 5-6 Caribou Math contest! He ranked 111th out of 17,600 participants worldwide. The Caribou Mathematics Competition takes place online six times throughout the school year, offering six contests (one for each grade level). 

In conversation with Grade 1 thanks our front-line workers After learning how to write letters in Language Arts, Grade 1 decided to send letters and pictures to nurses and doctors taking care of all the people who have fallen ill due to COVID-19. They also wrote to Lindsay Floyd ‘12 who is working on the front line at a hospital in Toronto. They wanted her to know she has the Pickering College community supporting and

cheering her on during this difficult time.  Tony Van Bynen Grade 5 students welcomed guest speaker Tony Van Bynen, member of Parliament for the riding of NewmarketAurora. The students asked questions about the federal government and its pandemic response plans. The questions varied from future vaccines, to travel restrictions, to education. 

Art in isolation Junior and Middle School students worked on a number of art projects while at home, which required more creativity than usual. Some project themes included hybrid drawings, tinted glass, product design, shadow art, alcohol awareness posters and contrast art, to name a few. Our students took on the challenge with great enthusiasm, which resulted in some amazing pieces of art!  19

INSPIRED STUDENTS

MIDDLE SCHOOL HIGHLIGHTS Grade 8 students represent PC at CAIS Middle School Leadership Conference Four Grade 8 students participated in the CAIS Middle School Leadership Conference which welcomed 160 students from all over Canada. From a talk with a keynote speaker, the students learned about the importance of “I” when in a team, participated in workshops to develop their leadership skills, and challenged themselves through various camp activities.   PC Students among recipients of 2019 Community Recognition Awards 100 Youth Who Care – Central York Region is a non-profit volunteer organization dedicated to donating money to charities in order to make a difference in the lives of area underserved youth. Congratulations to Grade 8 students Alex Cooper, Daniel Yan and Melody Tsui for your dedication and commitment to helping others as members of 100 Youth Who Care, which received a 2018 Community 20

Recognition Award from Aurora Town Council.  Congratulations to our Middle School Debate Team Our Middle School debaters participated in a friendly competition where they argued their position that financial support for space exploration should be discontinued. Special congratulations to Melody Tsui who placed 6th, Zack Da Ponte who placed 4th, and Thomas Bianco who placed 2nd overall.  Middle School Debate Team finishes strong Middle School debaters travelled to Toronto for a friendly debate competition. The resolution for the debate was “This House opposes corporate sponsorship of social activist campaigns. Such campaigns include Bell Let’s Talk and TD Pride Week.” Congratulations to Zack Da Ponte and Sandra Rohani for placing 1st and to both Ian Cai and Neel Gupta for placing 3rd.  Grade 6 explores space and flight Grade 6 class travelled to the Ontario Science Centre where they explored concepts related to space

and participated in a flight workshop. In groups, they learned about the different forces involved in flight while also designing their very own gliders to compete for the longest flight and safest landing. This trip connects directly to a Pillar Pursuit in their science class.  Examining Specimens Grade 6 participated in a Classy Critters workshop where they got to investigate many different specimens of vertebrates, invertebrates, bacteria and protists. The students had to compare both the similarities and differences between the various organisms, and explore how they are classified on the great tree of life.  A look into Middle School’s Pillar Week Middle School had an exciting week leading up to the holiday break as they worked outside of the traditional timetable to participate in a variety of workshops and hands-on activities associated with the Wisdom, Adventure and Community Pillars. In Grade 6, with a focus on critical thinking and collaboration, students

participated in social media workshops led by our social worker Ms. Sugar, our community resource officer from the York Regional Police, and members of the Pickering College Communications team. They interviewed community members and worked with their peers in design-thinking activities aimed at coming up with a solution to the question, “How can we use social media for good?” The Grade 7 project focused on developing insight and skills related to sustainability and outdoor education. The students selected one of two “create and make” projects: Handcrafting deer hide mittens or building outdoor can cookers and reflector ovens. Both groups participated in a food dehydration and

camp snack workshop facilitated by the Grade 11 LEAP class, a lacrosse inquiry and outdoor game, northern games and I-Think sessions focused on climate change, sustainability and traditional knowledge. Grade 8 spent the week planning, creating and completing a public service announcement (PSA) focused on a local or global water issue. The students participated in workshops in areas such as I-Think, climate change, data analysis, and film editing. These workshops aimed to help the students think creatively, critically and strategically about challenging issues, how to best communicate their understanding of them, and how to encourage others to take action. The week culminated in a PSA film festival showcasing the short films. 

Middle School students compete for Future Prize Three Grade 6 students competed for Future Design School’s Future Prize. These students had the exciting opportunity to create solutions to real world climate change issues in a collaborative competition.  21

INSPIRED STUDENTS

MIDDLE SCHOOL HIGHLIGHTS

Grade 8 class spends four days immersed in true French culture Grade 8 experienced an idyllic Canadian winter on their annual trip to St. Donat, Quebec. From the moment the class arrived, the trip was filled with experiential education. This nonstop action was highlighted by downhill skiing and snowboarding, skating around a kilometrelong ice-skating trail, and enjoying the thrills of nighttime tubing. Speaking in French, students ordered their meals and asked questions during historical lessons and snow sport instruction.  22

Middle School Speech Competition tournament Pickering College held the first ever online edition of the Middle School Public Speaking tournament. Each student attended a live meeting where they performed their speech in front of a group of judges from our community. Congratulations to Grade 8 student Harrison Frank, who won the overall competition. 

our Grade 7 students by arranging the piece, Up and Up by Coldplay. Some students decided to learn the vocal part to the song, while others explored playing different rhythms on glass cups and tables, or simply by clapping or snapping their part. Even though each student practiced their part and recorded it individually in their own homes, our students played together in unison. 

Together in harmony While learning from home, Ms. MacDonald and Mr. Barbanchon tapped into the musical talents of

Expression of Self Presentations Grade 8 students participated in workshops and sessions in preparation

for their achievement of the Freedom Pillar, one of Middle School’s four pillars along with Adventure, Wisdom, and Community. This Pillar represents the student’s choice in determining the topic and design of their culminating project, called the Expression of Self. These presentations represent a student’s ability to identify, develop and communicate their passions and interests in order to answer the questions, “Who am I?” and “What can I do?”  Grade 7 students focus on the Adventure Pillar in Middle School’s Pillar Day Grade 7 students participated in a virtual Pillar Day where they worked towards developing

skills related to the Adventure Pillar including exploration, personal development, courage, resilience, and initiative. Our students were tasked with reflecting on how they have been building these skills, while also considering their learning, their growth, as well as their future plans.  Design and build with Grade 7 Grade 7 students completed a model bridge assignment using the concepts learned in their form and function unit to build a cost-effective bridge with only popsicle sticks, toothpicks and string. Their bridge had to be 35 centimetres long and 15 centimeters wide. The students first had

to complete a blueprint design, then in small groups, decide which of their designs they actually wanted to build. Some bridges held over 20 kilograms!  Reflecting on what matters most As part of PC’s Middle School Puma Challenge, our students took the time to reflect on what makes them grateful. 

23

INSPIRED STUDENTS

SENIOR SCHOOL HIGHLIGHTS Pickering College congratulates our scholars Congratulations to Yagmur Ozturk, Grade 12, recipient of the Zetzl Family Science Award, and Emre Basaran, also Grade 12, recipient of the College Scholar Award. The Zetzl Family Science Award recognizes the academic achievement and efforts for a student’s accomplishments in the areas of the sciences, while the College Scholar Award recognizes a student with the highest academic average.  Students engage in creative and critical thinking Grade 11 STEM math tapped into their abilities to think critically and creatively in a design and build challenge that followed the engineering problem solving process. Students designed a method where a cup carrying a marble would drop the marble on a target while travelling down a zip line without any human intervention. To finish the activity, teams modified their prototype so that it would travel the fastest down the zip line.  24

Two Pickering College Students Qualify for Nationals! Grade 12 students Madeleine Rickman, Ava Khansari and Katherine Starr competed in the Ontario Qualifier for the National Senior Public Speaking Championships. Katherine finished fourth in Persuasive Speaking and eighth place overall in the competition while Madeleine finished third in Interpretive Reading and fifth place overall! Both qualified to join Team Ontario to compete at the National Public Speaking Championships in Winnipeg.  LEAP class hikes Algonquin Park The LEAP class journeyed to Algonquin Park for a three day hiking trip on the Western Uplands trail. Students showed grit, tenacity and determination to walk 38 kilometres and ascend a total of 700 metres carrying all of their own camping equipment along the way. They carried, cooked and hung their food, filtered water and took turns navigating their way around the loop. 

PC students as active citizens! Grades 5-12 students participated in the CIVIX Student Vote to mark the Canadian federal election. Each student had the opportunity to vote for a candidate in the Newmarket-Aurora riding and these votes were counted together with over 1 million other students across Canada as part of the CIVIX national campaign to promote youth engagement in our electoral process.  PC student interviews the Countess of Wessex at a Toronto event Katherine Starr, Grade 12, had the amazing opportunity to interview The Countess of Wessex while attending the 100 Women in Finance Gala Breakfast event in Toronto. Katherine was engaging, confident and personable as she interviewed the Countess about her charitable works and advice for young women.  Pickering College welcomes Toronto author Uzma Jalaluddin Pickering College welcomed author Uzma Jalaluddin to discuss her debut novel, Ayesha at

Last, which has received much critical acclaim and was studied by our Grade 12 students. Her presence at our school represents a unique enhancement of our students’ literature learning and presents a window into the writer’s craft and motivations.  PC’s Debate Team reaches new school record Katherine Starr, Hillary

Krofchak and Ava Khansari competed in a highlycompetitive International Independent Schools Public Speaking Competition (IISPSC) hosted in Boston, that welcomed 160 competitors from nine different countries. Every student competed in three categories and there were six preliminary rounds of public speaking and debate before the top competitors qualified for the finals. The

Pickering College team excelled by finishing in 8th out of over 40 schools competing. Hillary finished 10th in Extemporaneous Speaking and 95th overall in all her categories. Ava finished 26th in Persuasive Speaking and 48th overall. Katherine qualified for finals in all three of her categories and ended up in 2nd place overall in Persuasive Speaking and 4th in Radio Newscast. In addition, Katherine’s exceptional results scored her 2nd place overall - the best result in PC debating history!  Constructive critiques through literary debates Grade 12 English participated in literary debates where the objective was to analyze the novel Ayesha at Last 25

INSPIRED STUDENTS

SENIOR SCHOOL HIGHLIGHTS

through a specific literary school of criticism lens, and defend this school of thought’s interpretation of the novel through a World Style Debate. The students delivered a constructive speech, rebuttals to their opponent’s arguments, and offered and answered points of information.  PC Pumas take home the championship title Senior Boys’ Soccer Team completed their season by winning the Division III Championship for the third year in a row! The team 26

travelled to Albert College, where they defeated Ridley College 2-1 in the semi-final, and went on to beat Albert College 4-1 in the final. Pickering College hosted the U14 Girls’ Basketball Division III Championship, where our girls took home first place in the Championship final of 50-22. Our U14 Boys’ Soccer team successfully defended their title by defeating St. Andrew’s College 5-2 in the Division III Championship. 

An interactive way to approach science Grade 10 Science completed their STSE (Science, Technology, Society and Environment) projects which required students to design and build a device that uses both optical principles and materials. Students had the choice between creating an infinity mirror or a hologram that sits on top of their cell phone. A third option was to calculate the speed of light using household materials. 

PC student places 1st overall at Fulford Debate Tournament Katherine Starr, Sophia Townsend, Alan Mao, Shyam Subramanyam, Krish Gupta and Oscar Jiang competed in the Winter Fulford Debate Tournament against 14 other CIS schools from around the province. The Senior Team placed 4th overall and the Junior Team tied for 2nd place overall. Oscar Jiang placed 3rd overall in the junior division, and Katherine Starr finished 1st overall in the senior division.  The art of printmaking Grade 9 Visual Arts class welcomed guest artist Wilson Coyle, who works for Aramark in the Pickering College servery. Wilson is a talented printmaker who has been working diligently to perfect his craft of Japanese Woodblock printing. He brought in examples of both his own work, and work by highly-trained Japanese craftsmen, which he collected while studying in Japan. Wilson also shared some of his tools and gave a demonstration of the processes involved in woodblock printing. 

Congratulations to all our math contest participants In November, we participated in three mathematics contests, including the Beaver Computing Challenge (sponsored by the University of Waterloo), the Canadian Open Mathematics Challenge (sponsored by various universities and the Society of Actuaries), and the Canadian Intermediate and Senior Math Contests (sponsored by the University of Waterloo). The

Senior School submitted 92 contest papers this past fall and 37 per cent of those scored high enough to earn a Certificate of Distinction.  1920s Day Grade 10 students turned the Meeting Room into an authentic speakeasy to celebrate and share their historical knowledge of the 1920s. Students dressed for the party in authentic-looking attire and participated in student-led sessions on games, dancing and music.  27

INSPIRED STUDENTS

SENIOR SCHOOL HIGHLIGHTS

PC students step up in support of Prostate Cancer Canada Nine Pickering College students engaged in community service by climbing the stairs of TD Canada Trust Tower, RBC Bank Plaza, Bay Adelaide Centre (east and west), and Scotia Plaza in support of Prostate Cancer Canada.  PC’s STEM week PC’s departments of Math and Science ran a STEM (Science, Technology, Engineering and Math) week which included a friendly competition. Senior School students had 30 minutes to create a soda bottle car, with a goal to design and build a car that would travel the longest distance after being released on a ramp.  28

Grade 11 LEAP class prepares for winter camping trip The Grade 11 LEAP (Leadership, Explorations, Adventures, Perspectives) class began preparing for their winter camping trip with Lure of the North by setting up canvas tents outside, making wood stove fires, and learning about firewood preparation.  Congratulations to our math contest participants Over 80 Senior School students participated in three different math contests - the American Math Competition (AMC), the Pascal/Cayley/ Fermat and the Canadian Computing Competition. Half of PC participants

earned certificates of distinction for achieving in the top 25 per cent of all entrants! Special congratulations goes to Wendy Hu and Hanson Lu who scored in the top 3 per cent in the AMC10 contest, earning invitations to write the prestigious American Invitational Mathematics Examination contest. Wendy and Hanson, with Krish Gupta and Isabella Tan, counted as our team score for the Cayley contest, placing an impressive 17th out of 944 schools in Canada—a tremendous result!  Our Grade 10 PLACE Projects culminates in a $2,000 donation to Inn From the Cold In Grade 10, students work in groups to identify and

collaborate with a local social justice organization, in order to advocate for and promote their vision and goals. On January 31, during the PLACE pitch competition, Inn From the Cold was chosen to receive a $2,000 donation from Pickering College thanks to the hard work of four students in developing innovative solutions to promote awareness of Inn From the Cold’s mission.  What’s new with YAO? YAO (Youth Action Organization) chose to primarily support 360°kids, an organization that works to improve the lives of homeless and at-risk children and youth in York Region. From an open mic night initiative, as well as a collaboration with

the Arts Council to sell candy grams, YAO raised $485.  Grade 10 student finishes in top 10 per cent of national science contest Congratulations to Tyler Yue for finishing in the top 10 per cent of the Michael Smith Challenge, a national contest hosted by the University of British Columbia that is open to Grade 10 students. This year, over 1438 students wrote the contest on February 26.  PC welcomes retired journalist and survivor of the Second World War Grade 10 History and Grade 12 Politics welcomed guest speaker and retired journalist Frank Moritsugu.

During his visit, he spoke about his upbringing and childhood in Western Canada, as well as some of his personal stories and experiences of the Second World War, providing the opportunity for our students to further understand how JapaneseCanadians were affected during the war.  “Preparing our youth to make their difference in the world” Congratulations to Katherine Starr, who won the 2019-2020 Capstone Pitch competition, and to fellow finalists Celeste Frank, Daniel Jiang and Madeleine Rickman. We are incredibly proud of all of our Grade 12 students for producing such innovative work.  29

INSPIRED STUDENTS

SENIOR SCHOOL HIGHLIGHTS

Steward Award Leo Li, 2020’s Farmer Environmental Stewardship Award recipient, is well known to our Senior School community and his nomination was unanimous. During every senior advisor lunch, Leo coordinates a number of volunteers to help monitor and record the food waste collected. This data has been useful in re-introducing the concept of advisor buffet lunches in a sincere effort to reduce our food waste production by changing how the food is served.  Using music to stay connected While learning from home, Instrumental Music students from Grade 9 to 12 completed their first virtual performance. This project, created by Mr. Barbanchon, provided 30

an opportunity to make music together, even when isolated from friends, family and communities. Each student learned their music individually, then recorded their parts while listening to a “ghost track” which served as a type of metronome that guided everyone to stay within the same structure and tempo. Mr. Barbanchon then edited and created the final product.  Advanced Spanish class takes part in a yoga teaching assignment As a final project for the Advanced Spanish class, the students collaborated to create a yoga routine, which required each student to teach their classmates a different yoga pose in Spanish! This was a great activity to keep our students engaged, active and mindful.  “Bloom” for the win in Puma’s Den Grade 9 students worked in groups to design and prototype an innovative suggestion for making the local community more sustainable. They pitched their ideas via video to the Pickering College “Puma’s Den” where each group had to convince the panel

of experts about why their idea is both sustainable and feasible. The winning group was “Bloom” which specialized in selling sustainable and green packaging products made from agricultural waste (corn stalks) and mycelium (from mushrooms), to replace plastic and styrofoam packaging.  In conversation with Samantha Power As the only Canadian school that is a partner of Facing History and Ourselves, a nonprofit international educational and professional development organization, Pickering College received a special invitation to attend a virtual conversation with Samantha Power. Ms. Power is a professor at Harvard Kennedy and Law School, former U.S. Ambassador to the United Nations, and a member of President Obama’s cabinet, portfolio of Multilateral Affairs and Human Rights, and Pulitzer author. During this virtual conversation, our Grade 12 politics students learned about her time in both the White House and at the UN, and were able to ask their own questions. 

Quarantine masterpieces for Artstravaganza As part of Artstravaganza week, our Senior School visual arts students were tasked with recreating a famous masterpiece by simply using materials and props found at home. Even though this assignment was not what our teachers had initially planned to celebrate the arts, the Quarantine Masterpieces were amazing and demonstrated just how unique online learning can be.  Stringing together Our Senior School strings class has been taking advantage of distance learning by playing together in creative ways. Each student learned their part of Just Give Me a Reason individually, then recorded their parts while

listening to a ghost track to help guide them and ensure that they all stayed within the same structure and tempo.  Grade 10s create their own ‘doodems’ Grade 10 students spent their virtual GLP block in April using a resource from renowned artist Donald Chretien, who is also the parent of PC alumnus Julien Chretien ‘18. This resource looked at doodems connected to the artwork on the trail around Fairy Lake, the Nokiidaa Trail. Nokiidaa is an Ojibwe term meaning “Walking Together.” In the eyes and mind of the Ojibwe people or Anishnabek, everything is spiritual and plays a role within a great spiritual interaction. After studying how Donald Chretien used doodems in his work

on the trail, our students created their very own animal doodems as part of their GLP activity.  31

INSPIRED STUDENTS

OVERALL SCHOOL HIGHLIGHTS PC participates in a pilot certification program with EcoSchools Canada PC participated in a national program with EcoSchools Canada and applied to maintain our Platinum certification through their Lighthouse pilot program. EcoSchools Canada works to nurture environmental leaders, reduce ecological impact of schools, and build sustainable school communities. Ms. Burk and Doga Erdemisik, Grade 11, attended a certification workshop in Toronto, where they learned about the new application process.  Pickering College earns Gold Certification as a ‘Healthy School’ With the goal of increasing awareness and facilitating positive change in the area of nutrition, Pickering College formed their first ever student-led Healthy School Committee. Through a series of brainstorming sessions, consultations with experts, and their own research, members of the Healthy School Committee were able to identify the health benefits that the food of Pickering College 32

has to offer. Following an audit process done by the Ontario Physical and Health Education Association (OPHEA), Pickering College was recognized with the highest level (Gold) as a ‘Healthy School.’ It is one of only two independent schools in the province to earn this certification.  PC teacher receives award for outstanding volunteerism PC teacher Graham Birt, was recognized with the Governor General Sovereign’s Medal for Volunteers award during a surprise presentation on Friday, October 25 by the Canadian Olympic Committee. This award recognized his involvement in the last six Olympic Games. The Senior School faculty member has been a member of the Canadian Support Staff since 2008, running orientation sessions and acting as a troubleshooter for Canada’s Olympians.  PC hosts successful Reggio conference for educators Pickering College hosted 120 educators from across Ontario for the conference, “In Dialogue with Suzanne

Axelsson: Deepening our Understanding of the Reggio Emilia Approach.” Several educators at the conference were from outside of the area, with one coming from as far away as Bermuda. Its purpose was to help teachers and early childhood educators to deepen their understanding of a Reggio Approach to learning; the art of listening, the art of learning through play and the art of pedagogical documentation.  PC’s chef takes home Gold Chef Andrew Delaney teamed up with former PC chef Marcello Marano to take Gold at Aramark’s Regional Chef’s Cup competition at Durham College/University of Ontario Institute of Technology. The event

first in the Private School category in Newmarket, East Gwillimbury and Aurora. This award reflects the school’s level of engagement with our Pickering College families as well as the broader local community. 

was a platform for chefs to demonstrate their culinary expertise in an intense competition setting.  From our community to yours Pickering College was able to donate Personal Protective Equipment (PPE) to Southlake Regional Health Centre thanks to our Health Centre, Science Department, and a generous parent donation. We were able to provide 1,400 masks, 2,500 gloves and 100 isolation gowns to help the heroes on

the front lines to battle COVID-19.  PC is humbled to earn accolades internationally and locally Pickering College was selected as a finalist in the StudyTravel Secondary School Awards, which honours schools that impress with the best levels of service and professionalism. In addition, PC was again the Readers’ Choice Award winner, placing

PC community members volunteer to create ear savers for front-line health care workers When Southlake Regional Health Centre put out a request for ear savers to be worn with masks, the Newmarket community answered the call. Pickering College’s Saveria Volpe joined the cause by sewing on the buttons for the ear savers and creating the York Region and Surrounding Area Ear Savers page on Facebook in hopes of attracting more members. In addition, PC’s Reggio expert for our Junior School, Jane Black, read about the need for volunteers and reached out to Saveria to join the cause.  33

FINANCIAL ACCOUNTABILITY

For the year ending June 30, 2020

OVERVIEW The academic and fiscal year ending June 30, 2020 was unlike any other year for Pickering College (PC) with the worldwide declaration of a global pandemic in March 2020. This has resulted in unanticipated changes to our financial position. PC had planned on 429 students (441 students in 2019) with 114 boarding students and 315 day students. Our actual enrolment was 426 students (113 boarding students and 313 day students), which was three students below target, but 15 students below our 2019 enrolment. STUDENT ENROLMENT

2019/20

2018/19

313 329 _ +113 _ +112 426 441 day students

day students

boarding students

boarding students

total students 2018/19

total students 2018/19

2019/20

2018/19

103 96 95 104 _ +228 _ +241 426 441 junior school

junior school

middle school

middle school

senior school

senior school

total

total

The 2020 audit was successfully completed by Grant Thornton LLP. Please note that the auditors have provided a clean opinion. For the fiscal year 2020, PC originally targeted an excess of revenues over expenses of $197,522 before amortization and unrealized gains. However, once the enrolment target was determined to be in a slight shortfall and the capital project budget was determined to be $550,000, the budget was recast based on a review of operating expenses to a revised targeted excess of revenues over expenditures of $550,000. Then in March 2020, the global pandemic was declared. After the impact of COVID-19 on our final term, we achieved an actual excess of revenues over expenses of $64,264 (versus prior year excess of $1,042,510). In March with the Ontario government announcing a state of emergency and PC not being able to run inperson classes, we pivoted to providing online learning for all of our students. Boarding students continued to live on campus until the end of April when they had all moved off campus. Recognizing the uncertainty of the environment, we used the cornerstones of Safety, Community and Flexibility to guide our decision-making. The state of emergency was extended in 14-day increments, creating an uncertain environment for everyone. We spent a lot of time scenario planning for the last term, not knowing if we would return to in-person classes. 34

We calculated a rebate for families, based on projected variable costs to be saved by not being on campus. We did remind families that tuition fees only cover approximately 85% of the costs of education at PC and that we do have a number of fixed costs that support our ability to deliver programs online. We supported families by moving all of our payment deadlines and with increased financial aid, through the PC Power of Community fund—a new fund for COVID-19-related economic hardship. In the end we issued $600,000 in net rebates and our actual variable cost savings were just over $600,000. In addition, PC lost considerable revenue in the third term including fundraising revenue, auxiliary program revenue and investment income. For the fiscal year 2020, $556,547 was invested in capital projects. Completed projects included regular technology replacement, security enhancements, roof replacements, residential bathroom upgrades, office reconfigurations, flooring replacements and the demolition of the three cottages in preparation for the construction of the new academic building. These projects were completed in the summer of 2019. We also began a number of life safety upgrades that are to be completed in 2020/21.

STATEMENT OF OPERATIONS

2020

For the year ended June 30

2019

REVENUE Tuition and other program related revenue

$

15,388,670

Auxiliary programs

$

16,425,547

1,269,919

1,316,243

272,287

429,385

16,930,876

18,171,175

Rental and other income

382,962

281,125

Donations and fundraising

230,445

315,810

33,269

55,504

17,577,552

18,823,614

Instructional and co-curricular programs

9,595,096

9,764,896

Instructional/residential/arena buildings maintenance & grounds

2,433,656

2,604,839

Advancement

1,914,818

1,788,575

Management, administrative and operations

1,647,462

1,609,818

866,752

999,479

1,055,503

1,013,500

–

–

17,513,288

17,781,107

$64,264

1,042,507

–

5,001,082

(364,372)

(363,575)

69,627

69,627

(50,774)

(81,248)

Investment income from long term investments

Amortization of deferred educational program contributions Total Revenue EXPENSES

Auxiliary programs Scholarships and bursaries Interest expense on long-term debt Excess (deficiency) of revenue over expenses before items below Bequest Revenue Amortization of property, buildings and equipment Amortization of deferred capital contributions Net change in unrealized gain (loss) on long-term investments Excess (deficiency) of revenue over expenses for the year

$

(281,255)

$

5,668,393

The above Statement of Operations is an excerpt from the complete Audited Financial Statements. Complete Audited Financial Statements, including notes are available upon request from the school’s Business Office.

35

REVENUE In 2020, PC reported total tuition and other program related revenues of $16,930,876 on 426 students. This compares to $18,171,175 on 441 students in 2019. This is a decrease of $1,240,299 or 6.8%. This is a result of 16 fewer day students, issuing variable cost rebates to families and the fact that new student one time enrolment fees were made refundable until July 31, 2021. Therefore, this revenue was not recognized in 2020, which it was in 2019. The overall impact was lessened with a tuition increase. In terms of diversifying our revenue sources, the national benchmark targets 90% of total revenue to come from tuition and fees and 10% from other sources. In 2020, parents paid tuition and fees representing 87.5% (87.3% in 2019) of PC’s total revenue. Auxiliary programs represent to 7.2% (7.0% in 2019), investment income represented 1.6% (2.3% in 2019) and donations and fundraising revenue was 1.5% (2.0% in 2019) of total income. Finally, rental and other income represented 2.2% (1.4% in 2019) of total income. During 2020, there continued to be a focus on building the school’s philanthropic culture. With a very dedicated volunteer group and the help of our generous PC community, a total of $6,050,079 million was raised. Our 2020 funds raised can be broken down as $288,410 was raised through the Annual Giving, $156,107 was donated to endowments, $5,605,562 was received in support of the new Campus Master Plan. Special Events were impacted as we could not hold the Gala or the Golf Tournament. We received an extraordinary gift of over $5 million support of the capital campaign from the Rathlyn Foundation, which was facilitated by Roger Warren ’51. In the generation of the capital campaign funds, expenses were also incurred (2020-$176,245) resulting in net campaign revenue of $5,429,317. In the generation of the Special Event revenue, $21,564 was incurred in direct expenses resulting in net event revenue of $32,911.

REVENUE DATA

CAPITAL CAMPAIGN

$5,605,562

Rental and other income of $382,962 has increased from $281,125 in 2019, despite losing rental income during the last term of school. The income is slightly above budget. We received a one-time hydro rebate in 2020 and had a number of significant facility rentals in the summer of 2019.

ENDOWMENT ANNUAL GIVING/ SPECIAL EVENTS ANNUAL GIVING/ INDIVIDUAL GIVING

$156,107 $54,475 $233,935

TOTAL 36

Auxiliary program revenue decreased slightly to $1,269,919 ($1,316,243 in 2019) with a decrease in sales in the Stores, with no inperson classes and co-curricular activities for the last term.

$6,050,079

Long-term investment income earned during 2020 totaled $272,287 ($429,385 in 2019). The investment income earned includes interest on internally restricted funds and endowments and is net of management fees. The long-term investment portfolio earned a 3.0% rate of return in 2020 as compared to 7.4% in 2019.

6%SCHOLARSHIPS

14%

WHERE DID WE SPEND OUR MONEY?

FACILITIES

55

%

11% 9%

ADVANCEMENT

PROGRAMS

ADMINISTRATIVE

5 AUXILIARY PROGRAMS %

EXPENDITURES Overall, total expenditures have decreased by $267,817 or 1.5 %, whereas they grew by $926,543 or 5.5% in 2019. Instructional expenses totaled approximately $9.6 million in 2020 ($9.8 million in 2019). PC spends approximately 55% of its total operational budget on direct instructional and co-curricular program costs with salaries and benefits representing 78% of that total. Our investments this year included salary grid movement for faculty as well as a 1.0% salary increase for all staff, the addition of a Middle School Director, a part-time Social Worker and an IT Director. PC saved $603,000 in variable costs due to classes being online in the last term of 2020. This includes savings in food services, co-curricular and academic resources not used, boarding and the Health Centre. Advancement costs (Admission, Development, Alumni and Parent Relations and Communications) have increased by 7.1% over last year, totaling $1,914,818 ($1,788,575 in 2019). This increase reflects a new staff structure in Development and in Communications. We continue to analyze student retention and new recruitment strategies to ensure that we are always looking and planning ahead for enrolment as this drives such a large part of our financial success. Please note that recruitment spending in the 2019/2020 fiscal year results in the new students in September 2020.

Management, administration and operations costs were 2.3% ($37,645) higher than prior year, but 2.9% or $48,408 below budget. This increase included a 1.0% salary increase, equity adjustments to compensation, and the HR Manager moving to full time. This line includes costs in relation to the operation of the Head of School’s office, Assistant Heads, Business Office, Human Resources and Reception. In addition, school-wide infrastructure costs are charged here and professional fees, such a legal and audit fees are reflected in this cost centre. Facility costs (instructional and residential buildings maintenance) for 2020 were $2,433,656, which is $171,182 lower than 2019, and $106,344 below budget. During the year we took advantage of a temporarily reduced hydro rate that is in place until October 2020, deferred a number of projects from 2020 to the 2021 fiscal year and had part-time staff layoffs in the spring.

ENDOWMENTS Endowments in 2020 grew by $156,107, most notably with growth of the Ed and Elizabeth Richardson fund, growth in the Eric Veale memorial arena fund and the establishment of the Rathlyn Foundation Bursary. Continued growth in the scholarship and bursary funds is one of the key strategies to continue to attract and grow the student population at PC. Scholarships and bursaries increased over the previous year, with a 4.1% (10.6% in 2019) increase. In 2019, 20% of all students received financial aid. Please find a complete list of our endowed funds on the next page.

SCHOLARSHIP DATA ACTUAL 2019/20 DOLLARS AWARDED Percentage of boarding students on aid Average award-boarding student Percentage of day students on aid Average award-day student

ACTUAL 2018/19

$1,055,503

$1,013,500

30%

27%

$ 25,530

$ 25,667

7.6%

7.6%

$ 9,833

$ 9,840 37

ENDOWED FUNDS 2020

As at June 30

2019

SCHOLARSHIPS AND MEMORIAL FUNDS 1985 bursary fund

$

100,100

$

100,100

Harry M. Beer memorial fund

299,819

297,212

C.R. Blackstock memorial fund

204,065

204,065

Richard Hayden memorial fund

25,000

25,000

Helen and Henry Jackman fund

179,126

179,126

Kirshenblatt and Miller fund

25,000

25,000

Gertrude L’Anson fund

35,000

35,000

Edward M. Lau ‘81 memorial fund

177,263

178,818

Joseph McCulley memorial fund

531,717

531,717

R.S. McLaughlin memorial fund

200,000

200,000

Harvey Ng bursary fund

100,415

101,465

The Robert and Shirley Prittie bursary fund

301,566

314,687

Promise fund

147,746

144,299

40,260

–

206,050

103,450

59,353

59,199

2,090,043

2,110,813

Peter Widdrington memorial fund

231,329

231,828

Barney Jackson memorial fund

148,958

148,958

Other

117,640

117,463

5,220,450

5,107,900

Allan Family fund

158,728

163,356

Keith “Booker” McLaren fund

115,506

115,227

Cyril Howarth memorial fund

10,804

10,804

142,176

132,176

Joshua Weinzweig memorial fund

89,211

88,501

25th Anniversary Celebration fund

34,788

34,273

5,387

5,371

556,600

549,708

5,777,050

5,657,608

367,288

418,062

$ 6,144,338

$ 6,075,670

Rathlyn Foundation fund Ed and Elizabeth Richardson fund Gerry and Anita Smith fund Spring Family scholarship fund

OTHER ENDOWMENTS

Eric Veale memorial arena fund

Other SUB-TOTAL before unrealized gain (loss) Unrealized gain (loss) on restricted endowment funds TOTAL

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The scholarship and other endowment funds represent accumulated donations to the School which have been externally restricted for endowment. Some fund balances include accumulated interest that has not yet been awarded. As a result there are times when a total fund balance goes down, if some of the accumulated interest is awarded. At June 30, 2019, the closing balance of $5,657,608 consists of $5,369,601 of restricted principal and $288,007 of accumulated investment income. Funds with a balance of at least $25,000 are shown indvidually, and all of the other scholarship funds are grouped together as Other. The Other includes the Cummer, Allen Drevnig, Al Jewell, Don Kellock, Craig McGillivray, Don Menard, J.B. Mossop, Don Race, Jack Rayner, Donald Stewart, War, and Mary E. White funds.

As our endowments grow, our ability to award more scholarships and bursaries will also increase. A healthy endowment and a strong financial aid program are a key strategy to attracting and retaining students and potentially relieving tuition increase pressure and affordability concerns for families in the future. Focused attention on our fundraising and donations program is how we increase our endowment funds.

SUMMARY STATEMENT OF FINANCIAL POSITION 2020

For the year ended June 30

2019

ASSETS Current assets

$

Long term assets

23,499,663

$

19,439,068

36,282,320

36,018,284

59,781,983

55,457,352

Current liabilities

15,119,043

15,972,219

Long term liabilities

12,490,391

7,106,203

27,609,434

23,078,422

26,971,976

26,710,174

Internally restricted

5,289,492

5,023,397

Restricted for endowment purposes

6,144,338

6,075,670

(6,233,257)

(5,430,311)

32,172,549

32,378,930

LIABILITIES

NET ASSETS Investment in property, buildings and equipment

Operating reserve $

59,781,983

$

55,457,352

The above Statement of Financial Position is an excerpt from the complete Audited Financial Statements. Complete Audited Financial Statements, including notes are available upon request from the school’s Business Office.

LIQUIDITY AND NET ASSETS PC’s cash and cash equivalents have increased over last year. Our overall cash and cash equivalents totaled $20,632,664 as at June 30, 2020 ($17,765,331 in 2019). A key driver for the increase in cash-flow is capital donations, however our cash flow from operations decreased. PC continues to closely monitor cash flow. Overall, net assets have decreased to a total of $32.2 million. Our investment in property, plant and equipment has grown due to the capital projects completed and our endowments have grown with donations. The operating reserve has worsened from ($5,430,311) in 2019 to ($6,233,257) as at June 30, 2020 mainly due to the excess of revenue over expenses being only $64,264 and capital expenditures of $556,547.

CONCLUSION Overall, 2020 should be considered a challenging year for Pickering College. We continued to grow our programs and invested in our recruitment initiatives and future facilities but had to balance that with the immediate impacts of a global pandemic in the last term. The impacts of the COVID-19 pandemic will continue to be felt moving forward. Safety will continue to be at the forefront of our operations, but we must strive for innovation, new sources of revenue, continued cost control measures and continued close monitoring of cash flow. We must be flexible in our operations. Financial planning and modelling will be core to our business operations over the next few years as we focus on recovery from the pandemic. We have a fantastic and very dedicated team here at Pickering, made up of parents, past parents, alumni, students, faculty, staff, Corporation members and the Board of Directors. With this team, together we can face the challenges and seize the opportunities that lay ahead.

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PICKERING COLLEGE 16945 Bayview Ave. Newmarket, ON L3Y 4X2 Canada

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Web: www.pickeringcollege.on.ca Email: info@pickeringcollege.on.ca Voice: 905-895-1700