HNMCS provides an enriched university preparatory programme that guides curious learners on a quest of educational discovery while shaping their minds and touching their hearts. A distinctive balance of support and nurturing relationships encourages girls to develop a strong moral compass while building resiliency. A unique tapestry of academic excellence, focused on 21st Century learning, combined with co-curricular experiences inspires creativity, critical thinking skills and global leadership.
The Our Kids review of Holy Name of Mary College School
HNMCS began in 1964 as Holy Name of Mary School, and it has grown and changed in the decades since. For a time the school was publicly funded, and while it operated continually through the years, it reopened in 2008 with a new name—the current one—and as a fully independent school for girls. Today, as in 1964, HNMCS is supported by the Felician Sisters, and is also supported by the Basilian Fathers of St. Michael’s College School, who co-founded the independent school. The vision of the school has also remained through the years, though was rededicated in 2009. Families who turn to HNMCS are looking for strong academics and values, and indeed they find them both. The values piece is drawn from the Catholic tradition, and with an emphasis on empathy, justice, and excellence. The ideal student is one who shares those core values, will thrive within a challenging academic atmosphere, and is preparing for post-secondary education.
Marilena Tesoro, Head of School
The true spirit of the HNMCS experience is the relationship between caring, inspiring educators and the brilliant, curious minds of our engaged and talented students. We hold high expectations for our girls and their learning achievements, and our community accomplishments continue to make us proud.
We strive to shape the Catholic women leaders of tomorrow to “Be the Change” - knowledgeable, hopeful, confident and resilient for their future.
It is through a rich learning landscape focused on girl’s learning that we not only foster quality standards for teaching and learning, but empower leadership, cooperation and teamwork with every girl. We are a school committed to preparing young women to meet the challenges and uncertainties of a constantly changing global future with a good moral compass.
Catholicity, being the cornerstone of our work, promotes core values focused on the spirit and teachings of Jesus Christ that nurture faith development and cultivate global awareness, community outreach and service leadership. We are supported by the Felician Sisters, and the Basilian Fathers of St. Michael’s College School who bring a rich history of faithful service. Our school culture not only shapes the minds of our girls, but touches their hearts while preparing them to become compassionate women leaders of integrity.
What school says: HNMCS provides an exemplary university preparatory programme that combines traditional curriculum with experiential learning experiences and integrates technology with 21st Century skill development. Driven by a student-centric focus on teaching and learning, we surround bright, curious minds with caring, and inspiring teachers who believe and inspire a passion for learning.
|Academic||Christian (Anglican, Roman Catholic)|
If you want to learn more about faith-based education, check out our comprehensive guide.
If you want to learn more about Christian education, check out our comprehensive guide.
If you want to learn more about Catholic education, check out our comprehensive guide.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Learn about the different mathematics approaches
What school says: This information is not currently available.
Textbooks and supplementary materials: This information is not currently available.
Calculator policy: This information is not currently available.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Learn about the different writing approaches
What school says: Our program aims to develop a strong writing foundation that focuses on the improvement of grammatical and spelling skills, while allowing students to explore the writing process in a real world context; connecting literature, personal interest and current events into both formal and creative writing.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Learn about the different science approaches
Teaching approach: This information is not currently available.
Topics covered in curriculum:
Treatment of evolution:
|Evolution as consensus theory|
|Evolution as one of many equally viable theories|
|Evolution is not taught|
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Learn about the different literature approaches
What school says: Students have the opportunity to be immersed in traditional literature and the importance of structure and literary devices in significant texts. HNMCS' Core Values are at the root of learning in the school and texts are selected that reflect larger social justice themes and allow students to make deeper connections and ask critical questions about the world while being engaged in meaningful texts and resources.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Learn about the different social studies approaches
What school says: Our integrated programme allows historical and geographical information to come alive in a variety of ways, using an interdisciplinary approach to learning. Through the use of technology, the arts and language arts, students participate in meaningful learning opportunities that bring content to life in a relatable way.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Learn about the different humanities and social sciences approaches
What school says: By integrating the significance of big ideas and present day experience, students are engaged in meaningful lessons that bring the content in social science classes to life. Experiential lessons, simulations, field trips and wide range of apps and online programs, help to make these courses educational and engaging.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Learn about the different foreign languages approaches
What school says: These courses balance the importance of language development and the need for a deeper understanding of language structures. Teachers work with students to develop a solid foundation of language acquisition skills and develop engaging lessons where students work alongside their peers in meaningful collaborative projects that develop a deeper understanding of the language being explored.
Languages Offered: • French • Italian • ESL
What school says: This information is not currently available.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Learn about the different computers and technology approaches
What school says: Students are best served when the use of technology enhances the learning that takes place in the classroom. HNMCS embraces the use of technology throughout the curriculum, and our broad use of Smart Boards and interactive projectors in all classrooms recognizes the importance of technology in education. Our school is fully accessible through wireless connectivity, leverages on site servers and cloud based technologies, utilizes educational software and communities, promotes the safe use of social media, and offers a green room multimedia environment for study and exploration. All students are encouraged to bring their own device to school and engage in learning with their tablets, laptops or phones in a stimulating way. This results in the development of their expertise and competency and their development as self-directed users. Students have full access to our comprehensive technology lab and all teachers incorporate the use of technology in their teaching and assignments.
What school says: The Holy Name of Mary College School Athletic Department provides opportunities for girls to pursue athletic excellence in a variety of sports while upholding Catholic core values and developing determination, resilience, balance, a sense of fair play, and pride in self and community. The athletic program at HNMCS is an integral part of the total growth experience. Student-athletes will mature physically, emotionally, socially and spiritually. They will learn to take responsibility for personal growth by developing commitment, balance, and resilience as part of a strong and caring community. Pride in self and school, integrity and commitment are continually strengthened through participation on our teams. We believe that the life lessons learned through sport help to strengthen the Catholic values that will guide our students well into the future.
Approach to teaching religious and secular curricula
|Completely segregated |
We completely segregate or separate secular and religious curricula. We don't teach them together or combine them in any ways.
|Mostly segregated |
We mostly segregate or separate secular and religious curricula. We teach very few, if any, secular and religious subjects together, and we don't combine them in any significant ways.
|Completely integrated |
We completely integrate the secular and religious curricula. We combine the teaching of religious and secular subjects for the entire, or almost the entire, day. Almost all of our units integrate secular and religious instruction.
|Mostly integrated |
We have a highly integrated curriculum. We integrate most of our religious and secular subjects. We teach a few secular and religious subjects on their own, though.
|Not applicable |
This doesn't apply to us because we don't have a religious curriculum.
Approach to teaching religion
|Scripture as literal |
Our religious scripture is a factual text that is literally the word of God. Our task is to understand it and clarify its meaning.
|Scripture as interpretive |
Our religious scripture, while the word of God, is open to interpretation and discussion.
What school says: HNMCS provides young women with the highest quality of education and a moral grounding in the Catholic faith, its traditions and worldview in order to enable them to realize their full potential as influential leaders of faith and community. The Religious Education programme enables girls to discover the truth, nurture the attitudes and develop the skills necessary to grow as young Catholics in a constantly changing society. The curriculum is designed to promote a Catholic identity that assists students in becoming life-long learners in relation to their faith within a multi-faceted global world. This plays an integral role in the learning experiences of students and complements the various faith-related outreach, social justice and peer ministry activities that take place within the instructional setting of the school community.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
|Flexible pacing style||= offered|
|Multi-age classrooms as standard|
|Ability-grouping (in-class) as common|
|Frequent use of cyber-learning (at-their-own-pace)|
|Regular guided independent study opportunities|
What school says about flexible pacing: Our environment is student-centred and tailored to girls' learning
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
What school says: Our main goal at HNMCS is to develop the whole person. Building a strong academic foundation allows our girls to become innovative thinkers who can draw on their wealth of knowledge and experience to tackle real world problems.
What school says: HNMCS promotes the importance of a balanced lifestyle that integrates a strong academic foundation based on our core values and key developmental priorities
school offers limited support for students with learning difficulties or special needs.
|Support Type||= offered|
|Learning strategy and study counselling; habit formation|
|Extra support and minor accommodations for children experiencing subclinical difficulties|
All students enrolled at School are on an accelerated curriculum -- whether they are classified as gifted or not. This means they perform the work of older peers in the provincial system..
Dedicated gifted programs:
|Full-time gifted program (parallel to rest of school)|
|Part-time gifted program (pull-out; parallel to rest of class)|
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)In-class adaptations:
|Custom subject enrichment (special arrangement)|
|Custom curriculum compacting (special arrangement)|
|Guided independent study (custom gifted arrangement)|
|Cyber-learning opportunities (custom gifted arrangement)|
|Formalized peer coaching opportunities (specifically for gifted learners to coach others)|
|Custom subject acceleration (special arrangement)|
|Career exploration (custom gifted arrangement)|
|Project-based learning (custom gifted arrangement)|
|Mentorships (custom gifted arrangement)|
What school says: This information is not currently available.
In grade 12, Holy Name of Mary College School students perform an average of 1 hour of homework per night.Nightly Homework
|school||45 mins||45 mins||60 mins||60 mins||60 mins||60 mins||60 mins||60 mins|
|Site Average||34 mins||41 mins||54 mins||59 mins||71 mins||82 mins||97 mins||110 mins|
This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).
How assessments are delivered across the grades:
|Lettered or numbered grades||5 to 12|
|Prose (narrative)-based feedback||5 to 12|
|Academic achievement reporting||5 to 12|
|Habits and behaviour reporting||5 to 12|
|Parent-teacher meetings||5 to 12|
|Track & Field|
|Foreign Language Club|
|Grade range that need-based aid is offered:||5 to 12|
|Percentage of grade-eligible students receiving financial aid||10%|
|Average aid package size||$0|
|Percentage of total enrollment on financial aid||10%|
|Total aid available||$0|
December 31, 2016 Repeats annually
This school works with FAST. for processing financial applications
This information is not currently available.
|SSAT (out of province)|
|Entrance Exam(s)||5 - 12|
December 09, 2016
The admissions process to HNMCS, a private All-Girls Mississauga Catholic school, is straightforward once you've decided that this is the school for your daughter:
Students applying to grades 5-12 are required to take our in-house written test which evaluates the candidate’s general mathematical, reading comprehension and English skills. There is no preparation for the test. Our Admissions test will take place in early December, date to be confirmed. To register for the test please click here or email us at [email protected] for more information.
Type of student Holy Name of Mary College School is looking for: This information is not currently available.
Student Entry Points
|10 (90%)||6 (90%)||15 (90%)||5 (90%)||15 (90%)||5 (90%)||2 (90%)||2 (90%)|
|Average graduating class size||21|
|*Canadian "Big 6" placements||14|
*Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.
**Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
The 2016-2017 year may very well be known as “The Year of Innovation” at Holy Name of Mary College School, an independent Catholic school for girls in grades 5-12, as this academic community has embarked on several new initiatives, enabling young women to improve on past inventions and customize the design of the future for themselves.
This exciting new journey of technological and academic discovery was launched recently with a special event called the “Hack-a-thon”! Logics Academy hosted this fun event where the entire gymnasium was transformed into a huge “maker-space” lab of invention. The Hack-a-thon gave HNMCS students the opportunity to exercise important team-building and strategic thinking skills.
Provided with simple materials including a motor, wires, switch, circuit board, tape, string and cardboard, each group was challenged to create an electronic machine capable of scaling up the distance of a table top. An extra, more difficult challenge was to design this robotic elevator to reverse direction once it arrived at the top of the table and descend back to the ground gently.
The students’ efforts were impressive as they all demonstrated great determination, creativity and excellent problem-solving skills in producing unique electronic elevators. Since this task activated so many of the prerequisite 21st century skills, the Hack-a-thon was a great introductory stage in the new “maker movement” sweeping across HNMCS and other leading educational environments.
Another initiative is Innovation Time, a programme that builds on the momentum of the maker movement. This collaborative period enables students to work together with teacher facilitators to explore some of the world’s most challenging questions. Understanding the cross-curricular nature of problem solving and thinking critically about the intricate nature of the world are just the tip of the iceberg in the skill sets students will develop in producing new deliverables they have the opportunity to invent, design, prototype, and refine.
Each task in the programme is designed to strengthen a growth mindset, where students are encouraged to produce relevant content in response to contemporary needs and research specific knowledge to prepare them for future study. They are invited to take risks in formulating new solutions and encouraged to see the value in being open to new experiences, offer fresh insights and receive constructive feedback.
Educators are more aware now than ever before that they must enable young women to prepare for careers and paths not yet established and the course is ever-shifting. From completing a process of discovery, students will gain insights, ready to be renewed at each phase on their future academic and professional journey. They will be well-prepared to navigate the exciting opportunities awaiting them....
On January 18th, Holy Name of Mary College School students were captivated by former Prime Minister John Turner, who visited the school at the request of Mr. Will Brereton, father of student Sara Brereton, whose grade 5 class is currently studying Canadian prime ministers. The grade 5 students were extremely well prepared in their knowledge of Mr. Turner and showed great confidence and poise asking their questions. Mr. Turnerâs replies were candid and his wit, razor sharp. When asked âWhat was it like to follow Pierre Trudeau as prime minister?â he joking replied âIf he had retired 10 years earlier, I would have had an easier time.â Turner credited his faith, his Catholic education, his mother, and good luck for the incredible life he's led. He told the students the most important things in life are faith, family and health. He told students to be loyal to their school, because they'd make friends here who would be with them for life. In the larger assembly with the full school, he encouraged the girls to go into politics, saying the country needs more young people and women in public life. âIf you get involved, you can get things done.â Toronto Star: http://www.thestar.com/news/article/1117895--former-prime-minister-john-turner-turns-on-the-charm-at-mississauga-school Mississauga News: http://www.mississauga.com/community/article/1282107--better-than-bieber ...
This year, the Holy Name of Mary College Senior Outreach students pioneered a new project entitled âA Day of Hopeâ which took place on Thursday, November 3. Every high school student ventured out into various communities to be a living sign of hope by their contribution of time and work. Students were bussed out in smaller groups for the day to 14 agencies throughout the Toronto, Mississauga, Brampton, Thornhill and Hamilton. Among the agencies were Good Shepherd Shelter, Supportive Housing Peel, Knight's Table, Mississauga Community Living and Scott Mission. They did everything from serve food in shelters, paint hallways, work in a fair trade coffee shop operated by the clients of Supportive Housing, and sort toys and clothes. They returned to the school for a meal, a discussion on the day's events and a variety of activities. The day provided them with an opportunity for tangible help, making a difference through small gestures, and a sense of providing hope. Outreach is a committed group of students dedicated to effecting change and hope in the local and global community. ...
Mississauga, ON - On Saturday, June 12, 2010, thousands of men and women will rally together and embark on an epic two-day cycling event, journeying over 200 km from Toronto to Niagara Falls, Ontario, in an effort to raise funds for the 2010 Ride to Conquer Cancer, benefiting the Campbell Family Institute at the Princess Margaret Hospital. Over the course of the two days, riders will be supported by hundreds of volunteers and crewmembers. Holy Name of Mary College School, which is situated on a beautiful seven-acre parcel of property on Mississauga Road, will be the first and only pit stop in Mississauga along the 200 km route. At the stop, which is approximately 20 km from the start line, riders will be able to re-hydrate, eat, rest, stretch and receive medical or technical support. Holy Name of Mary College School student and parent volunteers, overseen by event crew, will help manage the pit stop, motivate riders and create an energetic and supportive atmosphere. Ã¢ÂÂWe are very pleased and honoured to volunteer our facilities, encouragement and support to this yearÃ¢ÂÂs Ride to Conquer Cancer,Ã¢ÂÂ says Margaret DeCourcy, President of Holy Name of Mary College School. Ã¢ÂÂSupporting this great cause will allow our students the opportunity to inspire and motivate others and also to help make a difference in the fight to conquer cancer.Ã¢ÂÂ The pit stop at Holy Name of Mary College School will be open from 8:30 am to 11 am on Saturday, June 12, 2010, at 2241 Mississauga Road in Mississauga, Ontario. ...
Mississauga, ON â April 29, 2010 - As the 83rd season of the Peel Music Festival draws to an end, the students of Holy Name of Mary College School in Mississauga walk away with their heads held high and a first place ribbon in their hands. Today, at the esteemed Peel Music Festival, the choir from Holy Name of Mary College School (HNMCS) wowed the audience and the adjudicators with their accomplished performance of Guilo Cacciniâs Ave Maria and Oh Shenandoa, an early American folksong arranged by Ruth Elaine Schram, for a first place finish, in the Secondary School Choir category, under the expert direction of pianist Natalie McDunnough and professional opera singer, Charlene Santoni, both accomplished music teachers at HNMCS. This was a major accomplishment for the girls given that the choir was just formed in December 2009. They were new to this competition and they were up against some well established and very experienced competitors. âWhat sets these girls apart from other singers is their thirst and subsequent employ of technical instruction. It is the innocence in their sentiment and the fervent passion they bring to every performance that truly sets them apartâ says Charlene Santoni. Over the years, the Peel Music Festival has established itself as one of Canadaâs largest and most respected independent music festivals. This yearâs festival featured over 3,100 entries in Music and Speech Arts and, with over $19,000 being awarded to scholarship winners, the Peel Music Festival is making a significant contribution to the lives of young performers. Awarding the first place standing to Holy Name of Mary College School of Mississauga, adjudicator Jean Ashworth Bartle, founder of the internationally acclaimed Toronto Childrenâs Chorus, praised the students describing their performance as a very beautiful, moving performance with a lovely body of tone, with very good intonation. Along with the choir, a number of HNMCS students entered the festival competing in various solo classes. Students who won awards at this yearâs festival were Veronica Rinomato, Meredith Webb, Andrea Giampuzzi and Melanie Pavao. HNMCS President, Margaret DeCourcy, who was in attendance at the competition said, âWe are absolutely thrilled with these outstanding results. We are very proud of our students and this success is a testament to their enthusiasm, passion and commitment to their singing. This recognition goes not only to the choir members; it is an accolade for the school as a whole.â ...
Mississauga, ON - On Saturday, November 27, 2010, 78 participants from across the GTA and Ontario will be presented with their Duke of Edinburgh Silver Award by Marc Kielberger, co-founder of Free the Children, at a ceremony to be held at Holy Name of Mary College School (HNMCS) in Mississauga. Among those participants are Kamila Swiderski and Meredith Webb from HNMCS who last year achieved the Bronze level of the Awards. Meredith, who is a competitive synchronized swimmer, undertook an 8- day canoe trip at Lake Temagami as her adventurous journey while Kamila, who plays tennis at the provincial level, completed a 6-day kayaking trip in Poland. "The Duke of Edinburgh's Award challenged me to become more organised and to strive for my best," said Kamila. Meredith is already making plans to enrol in an Environmental Studies program and to achieve her Gold Award. Margaret DeCourcy, President of Holy Name of Mary College School is very familiar with the success and value of The Duke of EdinburghÃÂÃÂ¢ÃÂÃÂÃÂÃÂs Award. As a current member of D o E Board of Directors and an experienced group leader as well as award assessment volunteer, she believes that achieving this Award is an asset to a student's personal development and is very valuable on applications for scholarship, university entrance, employment resumes. "The Duke of Edinburgh's Award has become an important pillar in the education of young women at Holy Name of Mary College School as it is designed to encourage the qualities of self-reliance, initiative, self-improvement and personal responsibility. Students who achieve this Award become active, healthy and involved in their community, which is essential for their future and the future of our communities," said DeCourcy. Jill Hermant, Executive Director of The Duke of Edinburgh's Award said, "We are appreciative of all the support HNMCS is providing the Award on this occasion, over and above the stellar programme they run themselves. With over 37,000 young people across Canada already involved, the Duke of Ed is challenging and different, but more important it's about having fun, trying something new, learning and improving skills and spending time with old friends and making some new friends along the way." ...
To present a university preparatory curriculum; To prepare young women to meet the challenges of lifelong learning--personally, spiritually and professionally; To help our students strive for and achieve academic excellence; To integrate Christian values and Catholic social teachings into the curriculum; To create a sense of belonging within a supportive and caring environment; To celebrate the Catholic faith in a vibrant liturgical life; To provide rich learning experiences that contribute to the development of character and Catholic leadership in each of our students; To work in partnership with each family. ...
Holy Name of Mary was founded by the Felician Sisters in 1964 as a private school for young women. The school established a reputation for academic excellence and commitment to social action and service. In 1972, students from the Dufferin Peel Roman Catholic Separate School Board began attending the school for grades 9 and 10, and in 1987 Holy Name of Mary became a fully funded public Catholic secondary school. In September 2008, Holy Name of Mary reopened as Holy Name of Mary College School, an independent, Catholic all-girls school. Holy Name of Mary College School is a not-for-profit school under the continued spiritual guidance of the Felician Sisters and supported in its establishment by St. Michael's College School. ...
In 2008, St. Michael's College School of Toronto and the Felician Sisters of Mississauga, two icons in education with long traditions of academic excellence, came together to establish Holy Name of Mary College School as a private all-girls school. The mission of the school is to educate young women to their full potential within the teachings and traditions of the Catholic faith. The program includes an enriched academic curriculum and diverse co-curricular program. All-girls schools recognize and focus on the particular ways girls learn and research indicates they produce graduates who achieve greater academic success, are more self-confident and develop stronger leadership skills. Holy Name of Mary College School, a university preparatory school for girls in grades 5-12, uses an enriched and balanced approach to education that focuses on faith, academics, community and athletics. ...
HNMCS students put the core value of 'Compassion' into action during the 4th annual medical mission trip to the Dominican Republic. ...
The transition from school to university brings a range of new experiences & challenges and our alumnae showed up in record numbers to share ...
Our drive to inspire leadership is enabling HNMCS girls to soar to new heights. Congratulations to Kendra Tatemichi '15 & alumna Daniella ...
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