Category: Bayview Glen News
Dive Into Summer 2026 at Bayview Glen Camp
Bayview Glen News, Newsletters and Publications, The Glen
Written by
Daniel Garfinkel, Camp Director
Kayley Core, Assistant Camp Director
As the snow begins to melt and the days grow brighter, it’s hard not to think of the sunny summer days ahead. With summer quickly approaching, we want to know—have you finalized your plans for the upcoming season?
If not, we invite you to consider Bayview Glen Camp for your children.
This summer is shaping up to be an incredible one, filled with endless fun, new experiences, and lasting memories for our campers.
One of the most exciting additions to our programming is swimming. Campers will be among the first to enjoy our brand-new indoor pool. Our swim programme will be led by trained lifeguards and certified instructors, and campers will participate in a daily instructional swim to help develop their skills, build confidence, and achieve their personal swimming goals.
We’ve made some exciting updates for the upcoming season. This summer will be one week longer, allowing for even more time at camp to learn, grow, and experience new activities.
Our session format has also been updated. We are now offering two-week session blocks for Summer 2026. Our session options include:
- 2 weeks
- 4 weeks
- 6 weeks
- 8 weeks
We will continue to offer a wide variety of programmes, including science, cooking, sports, and the arts, giving campers the opportunity to explore new and innovative activities.
Perfectionism: Supporting Wellbeing Alongside Achievement
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Antoinette Morgan, MA, MSW, BSW, RSW,
Director of Student Wellbeing
In the independent school environment where performance expectations, academic rigor, and university preparation are emphasized, perfectionism can quietly become ingrained in students. Whether a child is in Grade 1 or Grade 12, perfectionism can sneak into their school life, leading them to believe that only perfect work is good enough. Recognizing perfectionist tendencies is key to helping students flourish and stay resilient over the long term.
There are many causes that lead to perfectionism in students, including a competitive school environment; trauma or fear of rejection; a child’s attempt to manage pressure and to maintain adults’ approval; cultural expectations around success and the image they or their parents want to project; the impact of social media; and social comparison. A child’s early experiences and the messaging they receive around success and self-worth influence perfectionism, as do adults who overpraise high marks or outcomes, or who dismiss a good mark by asking why the child did not score higher. Many students come to equate their self-worth with performance.
Research shows perfectionistic patterns can appear in the early years and interfere with a student’s learning and wellbeing. These students may display all-or-nothing thinking, strongly insisting on doing things “just right”. They often have an intense fear of making mistakes and may react with strong emotions or behaviours when things do not turn out as expected. They may constantly erase and re-do their work, tie their self-worth to minor setbacks, or avoid starting tasks they find challenging for fear of not getting them right. These responses are rooted in anxiety and are not related to defiance or lack of effort.
Perfectionism is not the same as healthy striving, which is built on motivation, flexibility, and a growth-mindset. In older students, perfectionism is often visible in rigid standards paired with harsh self-evaluation. This may include not allowing themselves to make mistakes; excessive checking and editing, difficulty asking for help or delegating tasks; excessive worry about grades and feedback; wanting to retake a test despite already achieving a high score, staying up late every night studying; and ultimately risking burnout.
Although perfectionists are detail-oriented, reliable, and high-achieving —qualities that can be beneficial in the short term — over time, they can bear significant emotional and psychological costs. Chronic perfectionism is associated with increased anxiety and stress, burnout, depression, low self-esteem, and avoidance behaviours such as procrastination or refusal to try. Over time, it can also limit creativity and resilience.
How can parents help:
- Set flexible and realistic goals and expectations
- Praise growth, persistence, and effort over outcomes
- Normalize mistakes as a part of growth and development
- Validate children’s stress before offering solutions
- Reinforce that self-worth is not based on achievement
- Teach children self-acceptance
- Model flexibility and self-compassion
By responding thoughtfully to perfectionism, the school and families can work together to support students in developing their resilience and flexibility, so they are grounded in learning and not fear. Please reach out to me at amorgan@bayviewglen.ca for support or referrals.
Spring Book Club and Fireside Chat
Date
Wednesday, May 27, 2026
Book Club Detail
- Time: 5:00 – 6:30 p.m.
- Book: The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents by Lisa Damour, PhD.
Fireside Chat Detail
- Time: 6:30 – 8:00 p.m.
- Topics:
Parent-Child Relationships: Better Conversation and stronger Connections
Talking through tension, Conversations that Build, not Break
Building the parent-child gap - Speaker: Kausalya Vimal
Growing With Purpose: Looking Back, Reaching Out, and Moving Forward Together
Alumni, Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Ryan Rodrigues,
Executive Director, Advancement and External Relations
One of the great privileges of my role is the opportunity to listen closely to our community – students, parents, alumni, past parents, and partners – and to notice the patterns that emerge when people feel connected to something meaningful. Over the past year, and especially in recent months as I have represented Bayview Glen at chapter events across Canada and into the United States, I have been struck by how widely our community now stretches, and how strong those connections remain.
At each gathering, I hear familiar themes echoed back to me: a sense of purpose rooted in learning, gratitude for relationships formed here, and a desire to stay connected across generations. These conversations mirror research often shared in educational leadership spaces, including work from Harvard’s Student Purpose Initiative and innovation-focused institutions such as Future Design School. At their core, these frameworks ask a simple but powerful question: how do we help young people, and the communities that surround them, see themselves as part of something larger, something sustained over time?
At Bayview Glen, we are fortunate to see that answer unfolding every day.
Earlier this year, I had the honour of representing Bayview Glen at the Independent School Summit of the Canadian Council for Advancement of Education, where I shared reflections on how our students, parents, and alumni shape not only our present campus experience, but also the pathways that allow future generations to grow and thrive. Our Strategic Plan, Be Bold, speaks directly to this work. It calls us to act with intention, to recognise our responsibilities to one another, and to honour the original Nations of this land and their enduring presence.
That continuity feels especially meaningful as we begin planning for a significant milestone: Bayview Glen’s sixty-fifth anniversary. Over the next academic year and throughout 2027, we will mark this moment with opportunities for reflection and celebration. Anniversaries invite us to look back with care, not nostalgia, so that our past can inform who we are becoming.
In that spirit, we are strengthening our archival efforts at the School. Preserving Bayview Glen’s history allows us to tell a fuller, more inclusive story about our shared journey. Photographs, programmes, letters, uniforms, and personal recollections all play an important role. If you or someone in your family has materials or memories to share, we would be grateful to hear from you.
At the same time, we are looking ahead. Our New Build is nearing completion, and we look forward to celebrating this exciting addition to campus life with our community this spring and into the fall. Reunion Weekend and renewed engagement with Grade Twelve parents and past parents remain key moments of connection.
As we look ahead to our anniversary celebrations and beyond, I am reminded that institutions grow strongest when people see themselves as active participants in a shared story. Thank you for continuing to shape that story with us, wherever in the world you may be.
Meet Our Archivist
As Bayview Glen prepares for its sixty-fifth anniversary, we are pleased to welcome Andriana Gialiris, our new Archivist. Andriana is leading the School’s efforts to preserve and share Bayview Glen’s rich history, working closely with students, alumni, past parents, staff, faculty, volunteers, and current families. If you have photographs, memorabilia, or stories you would like to contribute to our archives, we encourage you to be in touch. Your memories help bring our shared history to life.
archives@bayviewglen.ca
bayviewglen.ca/about-us/history-and-archives/
Celebrating Student Innovation at the Toronto Science Fair 2026
Bayview Glen News, Lower School, Newsletters and Publications, The Glen, Upper School
Bayview Glen students proudly shared their passion for science and innovation at the 2026 Toronto Science Fair, one of Canada’s largest and most prestigious student science competitions. From gold medal–winning Upper School innovation to thoughtful and creative Grade 5 investigations, our students demonstrated curiosity, perseverance, and the power of scientific thinking.
Upper School Gold Medal Innovations with Real-World Impact
Stefano E.,Grade 11 Student
Cooling the Future: Lattice Cold Plates for High-Performance Computing
Data centers spend up to 40% of their energy on cooling alone, a problem that’s accelerating with the rise of consumer AI. For my research project, I set out to find a more mathematically optimal alternative to the industry-standard CNC-milled cold plate.
The answer was a Triply Periodic Minimal Surface called a gyroid lattice. Unlike conventional straight-channel designs, a gyroid agitates fluid in all three dimensions simultaneously, continuously disrupting thermal boundary layers while maximizing surface area. I taught myself nTopology to design and simulate the plate geometry, then built a closed-loop hydraulic data logging circuit to run controlled experiments. The gyroid plate delivered a 36% higher cooling rate, 2.25°C lower sustained surface temperature, and 52% greater total surface area than the control.
The project earned Gold at the citywide Toronto Science Fair! I’m grateful to Professor Mihaela Vlasea and her Multi-Scale Additive Manufacturing Laboratory at the University of Waterloo for their advice, and I look forward to collaborating with them as I push this research further, and potentially toward a published research paper.
Riya V. and Shaan V.,Grade 11 and Grade 9 Student
BrAIllePath
We are Riya and Shaan, and we recently developed BraillePath, a wearable navigation aid designed for the deaf-blind community. Our project addresses a critical gap: while many tools exist for single-sensory loss, few provide real-time environmental awareness for those without both sight and sound.
BraillePath uses smart glasses with a camera to capture the user’s surroundings, which is then processed by AI models we fine-tuned to detect obstacles like cars and people. This data is converted into tactile braille cues on the user’s wrist. For example, if a car approaches from the left, BraillePath displays a braille character on the wrist indicating a vehicle approaching from that direction. Developing this required a multi-disciplinary approach, combining circuitry, mobile app development, and numerous iterations of 3D-printed prototypes.
A highlight of our journey was receiving feedback from Sven Topp, a deaf-blind researcher from Germany. His insights into daily navigation challenges helped us refine our design. Moving forward, we hope to actually develop our project further and test it with deaf-blind individuals! We are honored to share this innovation with the Bayview Glen community!
Grade 5 Scientists Embrace Experimentation and Innovation
Zoe,
Grade 5 Student
Since the start of the year, I have been looking forward to trying out for the Toronto Science Fair, and it has been a pleasure to be able to represent the school while learning about science. This year, Grade 5 students like me were able to have the opportunity to try out for the Toronto Science Fair with no guarantee of getting picked. Only two teams were selected to represent the school. It was truly competitive! Many students tried out with the choice of having a partner or going solo, and only two teams got to make it in. To be chosen among the many creative entries across Grade 5 to represent the school has been such a privilege, and on top of that, I got to learn all about the scientific method and challenge my brain outside the school curriculum.
My project was called “The Battle of The Germs: Mom VS. Zoe”. My idea was about a nasty pillow (according to my mom) and a grueling, disgusting, and just gross in general toilet seat. Now before I started, I needed a hypothesis, which honestly wasn’t that hard. My hypothesis was that by the end of the five-day swabbing period, the toilet seat would be dirtier than my pillowcase.
For my experiment, I swabbed both the toilet seat and my pillowcase and observed the germ growth on a petri dish for over five days. Each day, I checked to see how much and how fast germs (also known as “microbes”) were growing. It was cool (and a little disgusting!) to see how fast these microbes grew and how these germs changed over time in size, color, and appearance. I tried to be very careful in documenting my observations, ensuring everything was recorded daily and in detail, and that everything was accurate to the point in which I could draw an accurate conclusion.
One of the most exciting parts of this experience was seeing whether my hypothesis would be proven right or wrong. As the days went on, I noticed that both the toilet seat and the pillowcase showed signs of microbial growth, but not always in the way I expected. Some days had more noticeable changes than others, which made me realize that germs can grow differently under different conditions and are not always predictable. By the end of the five days, I carefully compared the results and analyzed which surface had more growth overall. This helped me understand the importance of observation, patience, and keeping detailed records in a scientific experiment.
Overall, participating in the Toronto Science Fair was an unforgettable experience that taught me a lot about science and about myself. I learned how to think like a scientist by asking questions, making predictions, and testing ideas through experiments. It also showed me that while science experiments are very serious, they can also be fun, surprising, and even a little gross at times.
Neel R.,
Grade 5 Student
This year, I had the chance to take part in the Toronto Science Fair, representing Bayview Glen at the regional competition. It was a pleasure to participate in the Science Fair while educating myself about the world of science. In late January, I competed at the Bayview Glen Lower School fair with my fellow Grade 5 peers. I was fortunate to have my project selected as one of two submissions to advance to the regional fair.
Unlike traditional science fair projects, I chose to do an innovation project. I decided to create an innovation project because I like building, iterating, and solving problems. Another reason for this decision was that when you work on this type of project, you apply what you learn from your research to the real world. While thinking about project ideas, I came across the problem of food wastage. I realized that worldwide food waste is a serious and growing problem. According to the United Nations Environment Programme Food Waste Index Report 2021, an estimated 931 million tons of food are wasted globally each year. I set out to build a solution that would reduce household food waste.
I built FoodTech, an AI enhanced kitchen technology that helps families turn existing food into new recipes. By using the existing food items and suggesting recipes, FoodTech reduces food wastage, saves money, and makes meal planning easier. I believe FoodTech can meaningfully reduce household food wastage and promote smarter, more sustainable meal habits.
Here is how FoodTech works: The user selects food items from their fridge and/or pantry to use for meal planning. These items are placed under a compact camera. The image captured by the camera is then analyzed. Once the food items have been identified, FoodTech will display recipes using the ingredients.
Some benefits of FoodTech are:
- New Recipe Ideas: Families will have new recipes to add to their collection.
- Family bonding: FoodTech can help families make meals together. This gets kids away from screens and working together as a family.
- Child Development: FoodTech assists children in learning how to cook with easy-to-understand recipes using foods in their kitchen
- Cost Saving: This innovation can save money that is spent when going out for meals.
- Protecting the Environment: Food waste that breaks down in landfill releases methane. This gas is a big player in climate change. FoodTech will reduce household food wastage, which can help control climate change.
In conclusion, I really enjoyed participating in the Toronto Science Fair and representing Bayview Glen. While competing in this competition, I learned about the steps to innovation and about the life of a scientist. I hope to continue to partake in science fairs and to discover how science can shape our world.
Transformative Learning Through Global Experiences
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Dr. Angela Mantie,
Director of Global Education and Strategic Partnerships
Global Education at Bayview Glen reimagines how students engage with the world—blending transformative, real-world experiences with a commitment to pluralism, global citizenship, and environmental sustainability. Students participate as thoughtful global travellers, learning with curiosity, compassion, courage, and humility while contributing in meaningful and respectful ways.
Through our programming, students grow as global citizen leaders—building connections across communities and developing the confidence, empathy, and adaptability needed to navigate an ever-changing world.
Upper School: Costa Rica
Our student cohort explored how history, sustainability, and community collaboration shape national identity and lived experience in Costa Rica. Through meaningful engagement with a local farming family and children, support for a women’s collective, and firsthand experiences of the deep connection between people and the environment, students developed lasting memories while strengthening their compassion, empathy, and global awareness.
Student reflections captured the impact of the experience: “nice to help people out,” “fun to interact with locals,” and “amazing and unforgettable.”
Prep School: the Yukon
Our first student cohort since pre-COVID travelled to the Yukon on an immersive journey through Canada’s North, beginning in Whitehorse and continuing through Champagne and Aishihik First Nations traditional territory, Dawson City, and Tombstone Territorial Park. Along the way, students explored the region’s layered history—from pre–Gold Rush Indigenous life to the legacy of the Klondike Gold Rush—while engaging directly with local guides, knowledge keepers, and artisans.
Through experiences such as wildlife conservation at the Yukon Wildlife Preserve, dog mushing, glassblowing, and a traditional Indigenous workshop, students deepened their understanding of northern ecosystems, cultural resilience, and sustainable land stewardship. The program invited students to reflect on critical questions of identity, land rights, and environmental responsibility, while fostering curiosity, respect, and a sense of interconnectedness between people, place, and history.
Student reflections included: “it was an incredible experience,” “great time talking to the locals and hearing about their journeys,” and “one of the most eye-opening, unique, and community-building experiences of my life.”
Lower School: Round Square Virtual Experiences
Our Lower School students launched Bayview Glen’s first-ever Round Square virtual experiences this year by participating in Round Square Show and Tells, connecting in real time with students from around the world and building meaningful global connections. On January 27, Grade 5 students showcased “Genius Inventions from Our Region,” presenting their Artifacto Buddy robotics invention, followed on February 3 by L3B sharing “What We Do on Our Breaktime/Recess,” featuring Marble Runs, loose parts play, and LEGO builds.
Same Story, New Chapter: Alumni Connections Near and Far
Alumni, Bayview Glen News, Newsletters and Publications, The Glen, Upper School
Written by Daniella Brown ’10,
Director of Alumni Relations
London & Ottawa Alumni Visits Recap
Our recent visits to London and Ottawa were a wonderful reminder of what makes the Bayview Glen community so special. Reconnecting with alumni, hearing stories that span generations, and reflecting on the shared experiences that continue to shape our community long after graduation. What stood out most was the sense of connection in every room. While our school may have physical walls, the spirit of Bayview Glen reaches far beyond them, carried by each of you wherever life takes you.
Thank you to everyone who joined us and made these evenings so memorable. We are already looking forward to continuing our visits next year. Keep an eye out for our 2026 visit schedule, and in the meantime, we would love to hear from you. Where should we visit next?
Career Breakfast
Our February 26 Career Breakfast spotlighted the dynamic world of real estate, featuring Sherif Nathoo ’97 and Mackenzie Sharpe ’05. Sherif shared insights from building his own successful team and coaching with a global network, while Mackenzie offered perspective on navigating high-level commercial real estate. Together, they provided students with valuable advice, real-world experiences, and inspiration for future career paths.
Thank you to Sherif and Mackenzie for joining us as guest speakers, and a special thank you to all of our alumni who served as panellists for our 2025/26 Career Breakfast series. We are grateful for your time, insight, and continued connection to the community.
Stay tuned for next year’s lineup, and please contact me at dbrown@bayviewglen.ca if you are interested in presenting in the upcoming year.
Upcoming Alumni Reunion | May 22 & 23
We are so excited to welcome our alumni back to campus for Reunion 2026 on May 22 and 23. This year’s theme, Same Story, New Chapter, speaks to the shared foundation that connects us all, while celebrating the unique paths each of our alumni has taken since their time at Bayview Glen.
The weekend will kick off on Friday, May 22, in the evening (6:00 p.m. to 9:00 p.m.) with an evening social. It is the perfect opportunity to reconnect, share stories, time to revisit familiar spaces, and settle into the spirit of the weekend. On Saturday, May 23 (10:00 a.m. to 3:00 p.m.), we look forward to welcoming you back on campus for a full day of celebration, including student-teacher-alumni soccer and basketball, to connect with fellow alumni and faculty, and honour milestone years.
Reunion is always a special time. It is where stories are revisited, friendships are rekindled, and new memories are made. No matter how much time has passed, there’s just something about coming back to a place that helped shape your journey.
We encourage you to reconnect with your classmates and make plans to attend together. The more familiar faces, the more memorable the experience.
We cannot wait to welcome you back for a truly special weekend.
If you have any questions, please reach out to me at dbrown@bayviewglen.ca.
Learning Through Stories: Inspiring Readers and Thinkers
Alumni, Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
This spring, Bayview Glen welcomed authors who inspired students to read deeply, think creatively, and reflect thoughtfully. Through shared stories and meaningful conversations, students discovered the power of storytelling to entertain, connect, and inspire growth.
Lower School Readers Inspired by Kevin Sylvester and the April Read‑a‑Thon
Exploring Identity and Belonging Through Prep School Author Visits
Lower School Readers Inspired by Kevin Sylvester and the April Read‑a‑Thon
Written by Laura Jessup,
Lower School Teacher-Librarian
April was an unforgettable month at Bayview Glen, filled with reading, creativity, and inspiration!
We were thrilled to welcome acclaimed and award-winning Canadian author and illustrator Kevin Sylvester to Bayview Glen on April 14. Known for his dynamic storytelling, humour, and imaginative worlds, Kevin captivated students with insights into his popular titles, including Apartment 713, MINRS, Time Surfers, and Hockey Super Six. His stories, filled with adventure, mystery, and relatable characters, have long been favourites among our readers.
During his visit, students had the exciting opportunity to hear directly from Kevin about his writing process, creative ideas, and journey as an author and illustrator. His engaging presentation sparked curiosity, inspired budding writers, and deepened students’ appreciation for reading.
April also marked Bayview Glen’s Read-a-Thon, and the entire school community embraced the challenge with enthusiasm. Students explored new books, revisited old favourites, and discovered different genres, all while building strong reading habits and celebrating a shared love of books.
April was truly a celebration of stories, imagination, and inspiration. Well done, Bayview Glen readers!
Exploring Identity and Belonging Through Prep School Author Visits
Written by Michelle Huynh,
Prep and Upper School Librarian
The Learning Commons welcomed two authors who provided Grade 7 and 8 students with opportunities to reflect on identity, belonging, and decision-making through storytelling. Through personal experiences, readings, and discussions, students explored how stories shape the way we understand ourselves and relate to others.
Eddie Kawooya connected with students through his Ace and the Misfits series, exploring themes of identity, belonging, and what it means to feel different. He encouraged students to embrace who they are, challenge labels, and reflect on their own experiences of being misunderstood or underestimated. Drawing on both his writing and lived experiences, he emphasized courage by encouraging students to stay true to themselves, even in moments of uncertainty. His message also reinforced compassion, highlighting the importance of supporting one another, and recognizing that community is something we build together. Through his visit, students reflected on how their voices, choices, and actions can positively impact those around them.
Maria Marianayagam invited students to think more deeply about their choices and how those decisions shape themselves and others during her virtual visit. Drawing on her novel No Purchase Necessary, a Forest of Reading nominee this year, she shared how she develops ideas and crafts engaging stories, along with a reading from the book. She sparked curiosity by encouraging students to explore different perspectives and consider the complexity of characters’ decisions. Her focus on ethical dilemmas also highlighted courage, as students reflected on the importance of making thoughtful choices, even when they are difficult, while approaching situations with empathy.
A key takeaway from both author visits was that stories are not only a form of entertainment but also a powerful tool for personal growth. The visits left students with a greater appreciation for storytelling, a deeper love of reading, and a stronger understanding of themselves and others.
Language Learning Without Borders: CIS Ontario Language Teachers Network Meet & Greet
Bayview Glen News, Newsletters and Publications, The Glen
Written by
Paola Barron, Upper School Educator, French and Spanish Teacher
and Vivienne Kraus, Upper School Educator, Modern Languages Department Head
Bonjour! Hola! Ni hao!
On Friday, April 10, Bayview Glen welcomed 65 educators from 26 CIS Ontario schools for the Language Teachers Network Meet & Greet, Language Learning without Borders: AI, Interculturality, and Global Citizenship. We co-founded this annual event in 2019, to provide a time dedicated to cultivating professional community and sharing effective practices among language educators.
The day opened with a keynote address by Lincoln Smith, Technology and Innovation Coach at Upper Canada College, titled “Moving from ‘Efficient’ to ‘Effective’: How We Can Use Technology to Expand What Is Possible in Assessment, Learning, and Feedback.” His remarks set the tone for a day focused on innovation, reflection, and pedagogical growth.
Participants then engaged in two rounds of breakout sessions led by CIS educators, with topics including interdisciplinary learning, neuroscience-informed practice, leveraging AI for differentiation, an exchange programme in Spain, gamification strategies (presented by Azal Amer Moussa, Modern Languages Department Head, Prep School), and the integration of drama in the language classroom.
Lunch provided valuable time for networking and collegial exchange, as well as opportunities to connect with exhibitors representing leading publishers and educational organizations.
Feedback from participants highlighted the day as both inspiring and practical, with particular appreciation for the targeted resources shared in workshops and the meaningful professional connections fostered throughout the event.
We extend our sincere thanks to our Modern Languages colleagues across the Lower, Prep, and Upper Schools, Bayview Glen’s Administration and Maintenance teams, and Chartwells for their continued support in making this event possible.
The Bridge to Innovation: Connecting Skills to Real-World Solutions in the Prep School
Bayview Glen News, Newsletters and Publications, Prep School, The Glen
Written by Laura Gleeson,
Prep School Educator, Science and Technology Department Head
While technology is meaningfully integrated across all subject areas at the Prep School, what distinguishes our stand-alone technology and problem-based learning courses is the clear and connected continuum that has been created, one that guides students from building skills to solving real-world problems. From Grade 6 to Grade 8, students develop the tools, mindset, and confidence to innovate.
In Grade 6 Integrated Technology (IT), students lay the groundwork. They explore multimedia platforms, 3D printing, AI, and coding while learning how technology can enhance their work across subjects. They build essential skills in communication, collaboration, and research, alongside responsible digital citizenship. Using the Design Thinking Method, students create digital solutions. This course is about technology foundations, exploration, and problem solving – giving students the technical fluency they need to take the next step.
That next step happens in Grade 7, where the newly introduced Integrated Technology and Design Thinking (ITDT) course acts as the bridge from skills to application. Here, students begin to think like designers. They identify problems, consider user perspectives, and develop creative, tangible solutions. Through hands-on, collaborative projects, students brainstorm, prototype, and refine their ideas, building on the tools taught in Grade 6 IT. Students participate in design blitzes and are encouraged to physically build, iterate, modify, and “get messy” in their design work.
In Grade 8, Problem-Based Learning (PBL) brings it all together. Students take ownership of their learning as they tackle complex, real-world issues that matter to them. From social justice to community wellbeing, they research, interview, design, and build solutions that address authentic needs. Their work extends beyond the classroom, culminating in presentations to expert panels and the development of prototypes such as student-built applications and websites, and business models. Students are no longer just problem-solvers; they are change makers.
This three-year continuum ensures that each step builds intentionally on the last. By the end of Grade 8, students are not only confident in their use of technology but also equipped with the creativity, critical thinking, and resilience needed to design solutions for an ever-changing digital world. It is truly a unique piece of the Prep School experience.
That’s All for This Segment: Inside the World of Prep News
Bayview Glen News, Newsletters and Publications, Prep School, The Glen
Written by Andrew Vivian,
Prep School Educator
At the Prep School, news is a very different kind of broadcast. While real-world headlines often focus on conflict, crisis, and concern, Prep News offers something far more uplifting: a joyful kind of organized chaos. Instead of worrying updates and serious reports, the Prep community is treated to creativity, humour, and a healthy dose of the unexpected. This is all thanks to the ever-entertaining Prep News Crew, a student-led team that brings assemblies to life with recurring segments, unforgettable characters, and laugh-out-loud moments that turn everyday school experiences into something truly memorable.
So, who is behind the magic this year? The Prep News Exec 2026 is led by Heads Bennett G. and Evan F., who guide the vision and direction of the show. Supporting them is Assistant Head Mila J., helping to keep everything running smoothly behind the scenes. Bringing the stories to life are Hosts Julian C. and Nicholas D., whose energy and timing keep audiences engaged from start to finish. And, of course, no news team would be complete without a Roving Reporter—Andrew C.—who is always ready to jump into the action and uncover the latest happenings around the Prep. Together, this group leads a talented team of students in creating a fresh, fun, and uniquely Prep perspective on school life.
This year’s segments have continued to push the boundaries of creativity (and logic). For Halloween, Prep News revealed that the holiday was merely a cover for an alien invasion—one with a particularly terrifying goal: turning everyone into Math teachers. Professor Paranoid returned in full force to warn the school, while Ms. Keyworth appeared as a thoroughly unimpressed 911 operator, dismissing the increasingly frantic reports. Just when all hope seemed lost, Snr Vertel arrived to save the day, using powerful Spanish incantations to repel the invaders and restore order.
The holiday season brought a different kind of chaos, as the Grinch and Claus families faced off in a spirited (and highly questionable) game of Family Feud. In January, Prep News took a look at some rejected ideas for Snow Much Fun Day, including a snow-staring contest, an art lesson on how to draw a polar bear in a snowstorm (with predictably invisible results), and ice fishing in the parking lot at 85 Moatfield—where determined participants managed to reel in frozen fish sticks. Not to be outdone, Prep News also put its own spin on La Journée de la Francophonie by proposing alternative language days, featuring everything from wizard spells and Professor Paranoid-speak to Minion language and even lessons on how to talk like a pirate.
Looking ahead, the Prep News team has no shortage of ideas. Upcoming segments are set to explore the Prep School trip to Muskoka Woods, as well as a uniquely Prep take on the calm and creative world of Bob Ross. If past episodes are any indication, viewers can expect the usual mix of creativity, humour, and just the right amount of chaos.
That’s all for this segment. Prep News is signing off!