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Trinity College School

   
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7

ADD TO SHORTLIST   Website
Curriculum:
Liberal Arts
Grades (Gender):
5 to 12 (Coed)
Tuition:
$22,950 to 56,950/year
Main Language:
English
Avg. Class Size:
12 to 16
Enrolment:
Day: 300 (Gr. 5 - 12), Boarding: 265 (Gr. 9 - 12)

School Address Busing offered
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7

Highlights:

highlights

About this school:

highlights

How do TCS students describe their experience in three words? Complete, illuminating, energetic. TCS students appreciate that school needs to be more than just reaching their academic potential – it’s about exploring all facets of themselves so that the realization of passions, talents and skills reach far beyond the classroom walls. Established in 1865, TCS is one of Canada's oldest and most respected educational institutions. The School places a balanced emphasis on academics, service learning, athletics and the arts – as both a long-held TCS tradition and a rethought, reinvigorated approach to 21st century education. The School is built on the strength of three pillars: our people, our programme and our place. Within this supportive community, we develop habits of the heart and mind so that our students can become leaders of character, purpose, service and vision. Learn more about our school by visiting our Web site, calling our admissions department and paying a visit to our beautiful 100-acre campus. — Visit school website





The Our Kids review of Trinity College School

our takeTrinity is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.


Read Trinity College School's featured review

School busing:
Trinity College School offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only. The regions it offers busing from are Peterborough, Ajax, Whitby, Courtice, Bowmanville, Newcastle, Bailieboro.
Additional notes: TCS has two bus routes: 401 and Peterborough. The 401 route includes several stops along the 401 corridor. The Peterborough route includes 2 in the city of Peterborough and 2 coming south on highway 28. For more information regarding the specific routes or bussing in general, please contact the admissions office at 905-885-3209. View bus map

Principal's Message

principal

Stuart K. C. Grainger, Headmaster

For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.

TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.

At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.

If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.

However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.

I very much look forward to welcoming you to campus.

Sincerely,

Stuart K.C. Grainger
Headmaster


Academics


Curriculum Liberal Arts

Primary Curriculum: Liberal Arts


What Trinity College School says: As our families and students appreciate, a high school diploma is only the beginning step towards achieving long-term goals of post-secondary education and career advancement. Our academic program is an opportunity for our students to show that they are capable of managing deadlines and completing specific tasks, which are important skills for any post-secondary program. Academic programming has been carefully designed to prepare students for the challenges of university study, and the wide range of courses, in addition to the School’s emphasis upon learning skills and a personal approach to learning, reinforce our compelling academic vision. We strive to provide opportunities to bring out the very best in every TCS learner by helping students balance their individual aptitudes, the requirements of the Ontario Secondary School Diploma and university admission requirements. 

  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics Traditional Math

      Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
      Learn about the different mathematics approaches  


    • What Trinity College School says: Although TCS primarily takes a traditional approach to mathematics, critical thinking and the application of concepts and skills is emphasized in each course and at each grade level. Mathematics teachers are highly collaborative and develop course lessons and materials in teams. Students are also expected to work collaboratively and learn the importance of practice, critique and revision when working toward mastery. Students may avail themselves of a variety of learning supports including the use of the ‘Math Learning Center’ which is open to students throughout the academic day and three evenings each week. The use of technology (including graphing calculators, online interactive graphing tools and video lessons) is embedded in daily lessons and on assessments. Students with a passion for mathematics are encouraged to challenge themselves by sitting the University of Waterloo mathematics contests that run throughout the academic year.

    • Textbooks and supplementary materials: Mathematics courses primarily use the McGraw-Hill Ryerson published textbooks, designed for the Ontario curriculum. Some exceptions include AP Calculus (Stewart. Single Variable Calculus, Early Transcendentals, 7th edition) and AP Statistics (Bock, Velleman, De Veaux, STATS Modeling the World, 4th Edition).

    • Calculator policy: Students are required to use the Ti-84 series of graphing calculators. Students learn course specific calculator skills during lessons and may use them on assessments, including the final exam. Calculators with ‘QWERTY’ keyboards are not permitted.


    Writing Equal balance

      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 Trinity College School says: At TCS, writing is used to harness and develop the power of self-expression. Texts studies serve as models for students’ own writing and to stimulate their creative faculties. There is a focus across disciplines on using language with precision and clarity, and incorporating stylistic devices appropriately and effectively. For example, in the AP Language & Composition course, students not only deconstruct the rhetorical and literary merit of pieces, but learn how to craft their own compelling arguments. In the lower grades we specifically teach grammar and vocabulary is taught through literature.


    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  


    • Teaching approach: The science program at TCS has been developed such that students learn the essential content and skills that will prepare them for the challenges of the next grade level, beginning from Grade 9 and leading to AP courses. Grade 9 and 10 science classes introduce students to the disciplines of chemistry, physics and biology and explore the interrelationships between science, technology, society and the environment. There is a focus on student-directed approaches to inquiry to give them greater ownership in the experimental process and collaboration with lab peers. The importance of fair, unbiased experimental designs to test hypotheses is underscored, as is the proper graphing and written form of displaying and explaining data. Grade 11 and 12 science students will continue to refine these skills as they engage with more in-depth content. Problem solving and analysis skills are emphasized in order to further develop their critical thinking.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  


    • What Trinity College School says: English courses at Trinity College School are designed to enhance students’ abilities to critically analyze and appreciate literature through the study of a wide array of novels, plays, poems, and short stories. Students focus not only on what a literary text means but also how a text conveys that meaning. Students are taught to use academic language coherently and confidently as well as to select reading strategies best suited to particular texts and particular purposes for reading. Our courses are thematically based and expose students to works ranging from the Elizabethan era to the 21st Century. Unique opportunities offered in our department include a Grade 10 cross-curricular English and History Travel Education course; AP Language and Composition; AP Literature and Composition; and a selection of Grade 12 courses that focus on a common subject, including Holocaust Literature, African Literature, Middle Eastern Literature, and Alienation Literature.


    Social Studies Core Knowledge

      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 Trinity College School says: In addition to teaching course content, a particular focus in our social studies curriculum is helping our students to be knowledgeable and discerning consumers of information, including both online and textual resources. Students are taught specific skills for developing and refining research questions. We also work to develop proper research techniques and skills for verifying and authenticating online information. Students are also given various opportunities to communicate their knowledge, in spoken, written and multimedia formats.


    Humanities and Social Sciences Equal Balance

      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 Trinity College School says: The delivery of the social sciences and humanities at Trinity College School seeks an equal balanced approach between perennialism and pragmatism. Fostering a strong theoretical understanding of the relationship between politics, culture, and the economy offers a staging point to critically analyse the issues of the day from a Canadian and global context. Students have an opportunity to explore current public debates about social justice issues and social policy. They critically examine the links between economic and social class disparities; religion; human rights; race, racism, and anti-racism, gender and sexuality; health and education; and environmental concerns on a local and global level. Students receive a solid foundation in research methods and theories, building their analytical skills in order to properly prepare them to contribute to making the world a better place, which is in keeping with our mission.


    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  


    • What Trinity College School says: Fluency in the languages and cultures studied at TCS is critical training for contemporary citizenship. Literacy is the aim, one that affords connection preparing students for the 21st century. Languages, both classical and modern, challenge students to blend critical thinking, analytical practices, and performative advocacy in ways that highlight the interplay of curricular application and extension. A variety of efforts are made to facilitate cross-disciplinary study stemming from student interest in topics that encourage collaborative, creative thinking using a cultural framework. Language is the tie that binds communities affording students the occasion both to learn how to speak and how to listen.

    • Studying a foreign language is required until:   10
    • Languages Offered: • Chinese-Mandarin • French • German • Latin • Spanish • ESL


    Fine Arts Creative

      Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
      Learn about the different fine arts approaches  


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What Trinity College School says: The Arts are driven by passion, imagination, creativity, discipline, energy, and joy. This is what we work with every day to produce artistic thought, feeling, and action through music, drama, and visual art. We love what we do and we do it well. Our students graduate with a life-long love of the arts and a deep understanding of culture and their place in it.


    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  


    • What Trinity College School says: The Computer Studies Department is partitioned into two streams, Communications Technology and Computer Science. Within each stream, students develop skills that allow them to explore the fundamentals and use of computers, and applications within, and apply their skills to produce varied and creative work. The Communications Technology stream emphasizes the creative process, and how technology aids in the development of unique products. Digital graphic design, photography, sound production and videography are the primary concepts of these courses, each implementing rigorous critique and focusing on the design life cycle. Within the Computer Science stream, students gain a deeper understanding of computers, and learn how computers can be manipulated to solve real-world problems. Areas of investigation include program design, computer hardware, algorithm analysis, big data, robotics, and electronics. While exploring these streams, students gain a better understanding of the power of computers, and learn to maximize their use in today’s world.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What Trinity College School says: At TCS, health and physical education (HPE) is mandatory in grade nine. Courses are offered at all grade levels, including focus courses such as large group games (grade 10) and outdoor education (grade 11). Two grade twelve course options exist with Intro to Kinesiology, and Fitness Leadership. Teachers in the HPE department are experts in the field of healthy active living and many are high level coaches. More importantly, the teachers in HPE department are caring individuals, who strive to see students achieve personal achievements, reach goals and have fun during the experience. The knowledge and skills acquired in HPE courses at TCS provides students with the physical literacy and health literacy they need to lead healthy, active lives.


    Advanced Placement Courses
    • AP Art History
    • AP Music Theory
    • AP Physics 1
    • AP Physics 2
    • AP Psychology
    • AP Research (Second part of the AP Capstone program)
    • AP Seminar (First part of the AP Capstone program)
    • AP Statistics
    • AP Spanish Language
    • AP Studio Art: Drawing
    • AP World History
    • AP Biology
    • AP Calculus AB
    • AP Chemistry
    • AP Chinese Language and Culture
    • AP Computer Science A
    • AP English Language and Composition
    • AP English Literature and Composition
    • AP Environmental Science
    • AP European History
    • AP French Language
    • AP German Language
    • AP Government and Politics: Comparative
    • AP Japanese Language and Culture
    • AP Latin
    • AP Microeconomics

    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts Gr. 1
    Nutrition Gr. 1
    Human development Gr. 1
    Puberty Gr. 4
    Sexual health and hygiene Gr. 4
    Reproduction Gr. 5 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 8 Gr. 8
    Consent Gr. 9 Gr. 9
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 10 Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 12 Gr. 12
    Sexual harassment Gr. 9 Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 11 Gr. 11
    Social justice and diversity

    What Trinity College School says: This information is not currently available.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What Trinity College School says: TCS follows the Ontario curriculum, including healthy sexuality components. Our teachers are experienced in talking about the sensitive issues surrounding sexual health and well-being. Modern issues affecting teens are often complex and need to be discussed in a safe and inclusive environment. The TCS community is an open and inclusive community, this extends to our practices as educators in the classroom.



    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    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
    Differentiated assessment

    What Trinity College School says about flexible pacing: With an average class size of 15 students, TCS provides a highly personal approach to learning. Students are supported inside and outside the classroom with dedicated faculty and substantial extra-help opportunities. All Senior School courses have a robust online learning management system to support student achievement.


    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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 Trinity College School says: Trinity College School offers a broad and rigorous curriculum in which students may concentrate in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.


    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What Trinity College School says: TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.


    Special Needs Support High

    High

    Trinity College School provides a high degree of support for special needs students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Accommodations
      Modifications
      Extra support
    • What Trinity College School says: Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Psychotherapy
      Speech-language therapy
    • Summary: Students with Identified Learning Disabilities (full psycho-educational assessment no more than 3 years old) or other diagnosed needs, are supported through additional support programs such as Learning Strategies Courses, or Academic Support periods. Their test/exam accommodations are based on the recommendations in the psycho-educational assessment. They may include; Extended time, use of a laptop or scribe, alternative, distraction-reduced environment or additional breaks. TCS does not modify the curriculum.

    • What Trinity College School says: Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.


    Gifted Learner Support No Support

    Trinity College School does not offer any specialized programming for gifted learners.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Trinity College School students perform an average of 2 hours of homework per night.

    Nightly Homework
    56789101112
    Trinity College School 30 mins45 mins60 mins60 mins90 mins90 mins120 mins120 mins
    Site Average34 mins40 mins54 mins58 mins71 mins81 mins97 mins109 mins

    This school frequently "flips the classroom": asks students to learn material at home and do the "homework" in-class (with teacher support).


    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades5 to 12
    Prose (narrative)-based feedback5 to 12
    Habits and behaviour reporting5 to 12
    Parent-teacher meetings5 to 12

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     Grades5678
    Non-lunch recessFrequency 1/day 1/day 1/day 1/day
    Location Outside Outside Outside Outside
    Amount 35 35 35 35
    Lunch recessAmount 20 20 20 20

    What Trinity College School says: This information is not currently available.

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


    Extracurriculars

    principal
    What Trinity College School says:
    • TCS athletics offers both competitive and recreational programs. The competitive program consists of 18 sports with 46 teams while the recreational program consists of racquet sports (badminton and squash), outdoor games (basketball, road hockey, soccer, ultimate Frisbee, beach volleyball, cricket), fitness activities, gymnastics and equestrian. Competitive teams play in the Conference of Independent Schools Athletic Association (CISAA) and in recent years a number of teams have had success both at the CISAA championships and OFSAA; Sr Boys Rugby- CISAA Gold Medalists 2015, CAIS Champions 2015, Jr Boys Hockey- CISAA Silver Medalists 2015, Swimming- CISAA Women's Champions 2015, 14 OFSAA medals 2012-2015, Tennis- Girls CISAA Champions 5 out of past 10 years, 4 OFSAA medals in past three years, Cross Country- CISAA Men's Champions 2013, Badminton- CISAA COED Champions 2014 and 2015, Volleyball- Sr Girls CISAA Champions 2009 and 2010, OFSAA Bronze Medalists 2010

    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Cricket
      Cross-country skiing
      Cycling
      Downhill skiing
      Equestrian
      Field Hockey
      Football
      Golf
      Gymnastics
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Running
      Soccer
      Softball
      Squash
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Animation
      Art Club
      Astronomy Club
      Audiovisual Club
      Band
      Choir
      Community Service
      Computer Club
      Dance Club
      Debate Club
      Drama Club
      Environmental Club
      Habitat for Humanity
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Photography
      Poetry/Literature club
      Robotics club
      Science Club
      Student Council
      Yearbook
      Yoga

    Tuition & Financial Aid

    Tuition

    Day Boarding (Domestic) Boarding (International)
     
    56789101112
    Day$22,950$24,450$31,150$31,850
    Boarding (Domestic)$38,950$52,450
    Boarding (International)$56,450$56,950


    Need-based financial aid

    Grade range that need-based aid is offered: 9 to 12
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$20,000
    Percentage of total enrollment on financial aid25%
    Total aid available$2,000,000

    Application Deadline:
    Rolling deadline Repeats annually

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications



    Merit based Scholarships

    20th Anniversary Scholarship Program for Girls
    Amount: $10,000
    Academic
    Deadline: 04/30/2015
    Eligibility Details: Students grade 7 to 12—

    The 20th anniversary scholarship programme is intended to celebrate girls at TCS and encourage more girls to put a premium on gaining the necessary foundations for their education experience. The focus will be placed on valuing the foundations of Junior School as a day student and Grade 9 as a boarding student. We quite often hear that “our daughter will be fine where she is.” This scholarship programme is targeted at removing boundaries in education that girls often face and rewarding them with the opportunity to join the nurturing and supportive community that is Trinity College School. Renewable annually, based on the student’s citizenship throughout the year, the scholarships are valued between $5,000 and $25,000. For 2014-2015, a scholarship is being offered for a Grade 8 day girl valued at $10,000, $7,500 or $5000 and up to three scholarships are being offered for Grade 9 boarding girls valued at $15,000, $10,000 or $5,000. Please note: criteria and number of awards are subject to change each year.

    Application Details:

    Scholarships based on academic distinction, co-curricular dedication, strong leadership potential and overall solid citizenship. Along with application, a persuasive piece expressing their opinion on equal access to education for girls worldwide. (For the Junior School Girls, they are required to submit a paragraph or poem expressing why it is important to go to school.) The submission can be in the form of a written piece, a film or artwork, which has been produced either in print or electronically. Please note: criteria and number of awards are subject to change each year.

    For more details, visit: www.tcs.on.ca/index.php?option=com_content&view=article&id=2527&Itemid=758
    National Scholar
    Amount: $10,000
    Academic
    Deadline: Rolling
    Eligibility Details: Students grade 9 to 10—

    National Scholarship Program

    These scholarships were established in 1984 to enable truly outstanding students from various parts of Canada to attend TCS. Students considered for these awards must demonstrate excellence in academics and co-curricular activities (athletics, art, music, debating or drama). They must be students of high integrity, who exhibit leadership potential. TCS wishes to give students with real sparkle and genuine backbone an opportunity to flourish in a uniquely enriching environment. That these students come to TCS from every corner of Canada is consistent with our continuing efforts to build a truly national school.

    In 1984, three National Scholarships were introduced: one for eastern Canada, one for western Canada and one for a candidate whose first language is French. In 1985, a fourth National Scholarship was established, dividing eastern Canada into Ontario and the Atlantic region. In 1986, TCS created a fifth, the Jackman Aboriginal National Scholarship, to be awarded to an Aboriginal Canadian regardless of where he or she lives. The recipient must plan to attend university after graduation from TCS. If no suitable candidate applies for this scholarship, the funds are held in reserve pending the later recruitment of a suitable Canadian student.

    This series of scholarships are typically awarded to qualified new Grade 9 or 10 boarders. Renewable annually, the scholarships are valued between $10,000 and $15,000. Recipients of National Scholarships may also qualify for additional assistance through our regular financial assistance programme. Recipients of the scholarships are hand-selected by the Awards Committee based on the following criteria:

    • Academic distinction
    • Co-curricular dedication
    • Strong leadership potential
    • Overall solid citizenship
    For more details, visit: http://www.tcs.on.ca/index.php?option=com_content&view=article&id=227&Itemid=906

    Enrollment

    Total enrollment 565
    Average enrollment per grade71
    Average class size12 to 16
    Gender (grades)5 to 12 (Coed)
    Boarding offered Gr. 9 - 12
    % in boarding (total enrollment)47%
    % in boarding (grade-eligible)61%

    If you want to learn more about boarding schools, check out our comprehensive guide.


    Student distribution:

    56789101112
    Day Enrollment1620283445504643
    Boarding Enrollment42669084

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview5 - 12
    SSAT
    SSAT (out of province)
    Entrance Exam(s)5 - 12
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    Rolling

    Boarding students:
    Rolling


    What Trinity College School says:

    Admission Requirements

    Admission to TCS is based on:

    • The candidate's academic record.
    • The candidate's performance on our aptitude tests or the SSAT.
    • The School's assessment of the candidate's character.

    How to Apply

    There are eight essential pieces of information that must be received by the School before a candidate's file will be considered for admissions:

    1. Online Parent Questionnaire
    2. Student Questionnaire
    3. Current Teacher Recommendation
    4. Personal Recommendation
    5. Two School Reports (the most recent school report and the final report for the previous year)
    6. Application Fee $150 (Click here for the Credit Card Authorization Form)
    7. SSAT or OLSAT Aptitude Test (can be done online)
    8. Personal Interview, preferably in person but can be conducted by phone or online

    Send to:

    Admissions Office
    Trinity College School
    55 Deblaquire Street North
    Port Hope, ON, L1A 4K7
    Canada



    Acceptance

    Acceptance Rate:

    75%

    Type of student Trinity College School is looking for: Trinity College School take a holistic view during the admissions process to determine a candidates suitability for our program in an effort to determine fit in three broad categories, academics, extra curriculars and community. Applicants that can demonstrate that they will thrive in our challenging university program, participate in athelitcs, arts and extra curricular programing as well as be a positive member of our caring community are likely to gain entry and thrive at TCS.


    Day Boarding

    Student Entry Points

    Student Type56789101112
    Day Acceptance
    (Acceptance rate)
    16 - 18 (100%)010 - 15 (100%)015 - 20 (100%)000
    Boarding Acceptance
    (Acceptance rate)
    35 - 40 (75%)25 - 30 (75%)20 - 25 (60%)4 - 8 (40%)

    University Placement

    highlights
    Services = offered
    Career planning
    Internships
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size127
    *Canadian "Big 6" placements39
    **Ivy+ placements13

    *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)


    What Trinity College School says:

  • Our five most popular university destinations this year were: McMaster, Queen's University of Toronto, St. Francis Xavier and Western.

  • Notable Alumni

    highlights
    Alumnus Graduation Year Accomplishment
    Ian Binnie 1957 Puisne Justice (Associate Justice) of the Supreme Court of Canada
    William Bridges 1879 Major General for the Australian Army. Key to the establishment of Austrailia's Royal Military College. Served as Chief of General Staff. Killed in action in WWI.
    Edgar Bronfman, Sr. 1947 Businessman and noted philanthropist. Awarded the Presidential Medal of Freedom from U.S. President Bill Clinton, and the Legion of Honour from the Government of France.
    Peter Jennings 1956 Journalist and news anchor, dominating American evening news through ABC's "World News Tonight"
    Archibald Lampman 1879 The Canadian Encyclopedia says he is "generally considered the finest of Canada's late 19th-century poets in English."
    Yann Martel 1981 Man Booker Prize-winning author. Best known for "The Life of Pi", the #1 international bestseller made into a Hollywood movie.
    Mark McKinney 1977 Comedian and actor, best known for "The Kids in the Hall". Starred in Saturday Night Live.
    Lew Cirne 1988 Silicon Valley-based entrepreneur and tech pioneer. Founder and CEO of Wily Technology and, later, New Relic. Ernst & Young Entrepreneur of the Year 2013 Finalist (California).
    Peter Raymont 1968 Award-winning Canadian filmmaker and producer. His documentary, "Shake Hands with the Devil: The Journey of Roméo Dallaire," won multiple awards, including a 2007 Emmy.
    Ian Brown 1972 Award-winning Canadian journalist and author.
    William Osler 1867 Physician and one of four founding professors of John Hopkins Hospital, (John Hopkins University School of Medicine).
    Charles Taylor 1949 Award-winning and internationally-studied analytic philosopher. Domestically, Taylor was influential in debates around Quebec nationalism.
    Ben Chapdelaine 1997 Quarterback for the McMaster University Marauders. Recipient of the Hec Creighton Trophy awarded to the most outstanding Canadian football player in Canadian University Sport.
    Sebastian Goulet 1989 Canadian national swim team member and former captain of the Syracuse University varsity swim team.
    Sydney Kidd 2010 Member of the Western University women's varsity hockey team which won the CIS national championship in 2015. Currently rostered with the New York Riveters of the NWHL.
    Kyle Nichols 1994 Canadian national rugby team member from 1996-2002. Played in 27 international matches scoring a total of 10 tries.
    Toni Soderholm 1997 Long time European professional hockey player from Helsinki, Finland. Won a silver medal with the Finnish national team at the 2007 IIHF world championships in Moscow.
    Samantha Widmer 2004 An eight time Cayman Islands national golf champion, she also won a coveted America’s trophy at the Junior British Open (2001).

    Stories & Testimonials

    News

    Discovery Camp: Registration Open!

    We are very excited to announce that registration opens March 1st for the summer 2014 Discovery Camp. Do you know a child between the ages of 4 and 14 who would be interested in having an incredible day camp experience this summer? We offer many programmes from which to choose, including our popular Junior Bears, Choose Your Own Adventure and Senior Leadership options!

    At Discovery Camp, we strive to offer unique and challenging programmes that promote independence, teamwork and creativity in our campers, while providing a safe and fun environment where skills are fostered and friendships are made. Discovery Camp is run by TCS faculty and staff and provides a wide range of engaging experiences for young people of various ages:

    • Junior Bears (ages 4-7): A fun balance of cooperative games, traditional sports, arts and more, including the popular daily swim! This camp runs weekly from June 30th to July 25th, and campers can choose how many weeks they wish to take part.
    • Choose Your Own Adventure (ages 7-13): Choose a morning and afternoon programme from a list that includes theatre, cooking, art, music, sports and filmmaking. This camp runs from June 30th to July 18th; campers can choose to do one, two or three weeks, and can even choose different adventures for each week.
    • Senior Leadership Camp (ages 12-14): An opportunity to learn teamwork and challenge yourself through new activities such as paddling, caving, hiking and rock climbing, as well as a three-day camping trip. This is a two-week programme running from June 30th to July 11th.

    Go to www.tcs.on.ca/discoverycamp to learn more about our programmes and find out how you can register your child(ren) starting March 1st. Also, we encourage you to pass this information along to friends and family members outside the TCS community. Discovery Camp is a very popular programme, so please note that registrations will be accepted on a first come, first served basis.

    ...



    Formalizing Trinity College School's Academic Vision

    We are pleased to announce the Senior School’s new academic vision statement: “Trinity College School offers a broad and rigorous curriculum with the ability to concentrate studies in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.”

    Beginning with discussions at the shared leadership table during the recent strategic planning process and culminating with the ensuing discussion at meetings of academic department heads, the Senior School has arrived at a shared academic vision statement, one that is consistent with the School’s mission and vision. Led by the Head of Senior School, Mr. Kristopher Churchill, research was examined, dialogue was held and revisions made on various draft statements before finalizing a statement for the School.

    According to Mr. Churchill, the academic vision statement contains some of the “super skills” identified as necessary for effective leaders in this day and age: communication, collaboration, critical thinking and creativity. It references our school mission – habits of heart and mind (perseverance, courage, creativity, compassion and integrity) – and highlights some of these habits specifically. The vision statement also emphasizes our new strategic direction with respect to academic “concentrations,” a term that will quickly become more common over the course of the new strategic plan.

    Overall, the vision statement is a “touchstone that speaks to collective, long-term commitment and guidance for further academic programme development and professional development,” explains Mr. Churchill. “It was an interesting process to pause and reflect upon what we do every day, particularly in classrooms, and then determining how a great school might be improved and how we might better articulate for ourselves and for the larger community the aims of our academic programme. Now, we have a launching pad, one that helps us focus on the key knowledge, skills and attitudes we want TCS graduates to possess.”

    ...



    Cultural Awareness Group Event Showcases the International Flavour of TCS

    With 31 different countries represented amongst the student body at Trinity College School, International Day is a great chance to celebrate the multicultural nature of our school. Hosted by Cultural Awareness Group (CAG) on Friday, February 28th, this year’s International Day was a terrific success!

    The day began with a chapel service hosted by CAG, including a fashion show and some fun facts about different countries. For example, did you know that one in every three socks worn in Canada comes from China? Or that about half of the world’s population depends on the flow of fresh water from Tibet? Or that there are more than 500 local languages in Nigeria?

    At lunch in the foyer, CAG hosted an international marketplace, where students and staff could purchase food and other items, with proceeds supporting disadvantaged children in need of an education. Some highlights include:

    • The Caribbean students sold more than $300 in items, including some donated by the Turks and Caicos. A representative from the Turks and Caicos tourism office in Canada even joined us at the market!
    • Chinese and Japanese students were busy writing out students' names in their languages, and provided snacks in front of a very large Chinese flag.
    • The Korean students had the very challenging task of cooking for hungry students who were not disappointed when the rice cakes were ready. Chef Bianca Choi deserves congratulations as positive comments about the rice cakes, a popular Korean snack, were heard in the foyer.
    • Students from Turkey provided Turkish delight, while demonstrating examples of Turkish architecture and wearing traditional dress.
    • Germany's chocolate was sold out in very few minutes and Switzerland, represented by Natalie Folkmar, provided chocolate fondue as well as her freshly baked Danish sweets.
    • The Nigerian students were energetic, selling Nigerian ware and proudly wearing traditional dress.
    • The United States was represented by Kieran Cruickshank who, with his family, provided homemade apple pie and beautifully decorated chocolate sweets in the shape of the states.
    • India's booth was also very popular. Students, male and female, took advantage of the henna service, writing encouraging words with henna or proudly displaying beautiful shapes.

    There was positive energy and students laughing and taking photos, talking with each other about the goods and services they saw throughout both lunches in the foyer.

    During lunch and dinner, the School’s food services team provided an array of international dishes for students to try, such as gang garse gai (yellow curry), naan bread, jollof rice and Nigerian meat pies. And the day was capped off by Islander movie night in the Davies Student Centre. Our Islander students chose the film Pirates of the Caribbean to provide a fun end to a day filled with smiles, hard work and enthusiasm.

    We are grateful for all who helped, including the property and food services departments, the office of philanthropy & alumni, as well as many others who gave their time and talents to make International Day possible.

    View the International Day ’14 gallery for more photos.

    ...



    Student-Musicians Play Away the Winter Blues

    The weather outside may be frightful, but our student-musicians at Trinity College School are just getting warmed up, having spent a busy few weeks in performance. Highlights of the last few weeks include our Winter Concert and the gold standard performance of our senior jazz band, Jazz@4, at the Next Generation Jazz Festival at Humber College on Friday, February 21st.

    At NextGen, Jazz@4 received wonderful feedback on its performances of Neal Hefti’s Flight of the Foo Bird, Mike Vax’s arrangement of the Benny Golson piece I Remember Clifford and Gordon Goodwin’s Crunchy Frog. There were amazing solos from Jake Kassay, Cam McWatt, Chris Payne, Ethan Kleinschroth, Callum Williams and Alistair Stirling. It is a real strength of this band that so many members performed totally improvised solos, when so many bands leave all the solos to the one or two top players.

    After the performance Jazz@4 had an adjudication session with bassist Mike Downs in which he critiqued and worked with the band. Our second piece, the lovely ballad I Remember Clifford, was written for Clifford Brown, an influential jazz trumpet player who died tragically in a car accident at age 25. It featured Julian McDonald, who played beautifully and artistically. The adjudicator said it was the most beautiful thing he had heard all week. In addition to receiving a gold award, Jazz@4 also earned an invitation to the MusicFest Nationals which take place in Richmond, B.C. in May.

    Jazz@4 didn’t have long to rest before performing at our own Winter Concert here at TCS on Thursday, February 27th, alongside the Wind Ensemble, Grade 10 Concert Band and soloist Hanson Liu on piano. The Wind Ensemble reprised its repertoire from the Ontario Band Association festival for which it won a silver-plus award and also earned an invitation to MusicFest. The Grade 10 Band under Mr. Jeff Biggar played a couple of energetic tunes and Hanson Liu played two beautiful pieces on piano, one by Debussy and the other by Franz Liszt. Jazz@4 finished the concert with its NextGen festival repertoire. Visit the Winter Concert ’14 gallery for more photos.

    Our final event before the March Break was the annual TCS-KPR Jazz Festival. We have hosted this event for several years now and it is a great chance to welcome local high school and independent school jazz bands for a day of music and friendship. This year’s line-up included Cobourg DCI West, Courtice HS, Crestwood, ENSS, Thomas A. Stewart SS and two bands from Campbellford DHS. Unfortunately, due to so many members being away on school trips that day, Jazz@4 was unable to play. But we were thrilled to welcome adjudicator Peter Smith, a graduate of the Humber College and University of Toronto music programmes who has had an extensive career as a performer, composer and educator. He has three recordings to his credit as well as performances on albums and in concert with artists from Colin James to Heather Bambrick. Special thanks to our TCS food services team and Christian McFadden from the IT services department for their amazing support of this event.

    Mark your calendar for upcoming events in the music programme this spring:

    • Spring Concert – Friday, May 2nd
    • Spring Recital – Friday, May 9th
    • Jazz Night – Friday, May 23rd
    ...



    Academic Insights: TCS Health and Physical Education Department

    Trinity College School’s health and physical education (HPE) department offers a number courses, most with a specific focus. Starting in Grades 5 through 8 and continuing into Grades 9 through 12, each course tries to introduce new activities, giving students the opportunity to find the sports or physical activities which best suit them.

    After the mandatory Grade 9 HPE course, students can pursue the PPL2O course, which is a continuation of the Grade 9 programme, or take a Grade 10 course focused on hockey (PAL2O).

    In Grade 11, students can focus on developing their fitness leadership skills (PAF30) or take part in outdoor pursuits (canoeing, biking, survival skills, Nordic skiing, snow shoeing, orienteering, camping) in the PAD30 course. This outdoor education course is offered in the normal timetable or as a travel option. Next year, the travel outdoor education class will travel to Costa Rica and complete a camping trip in order to fulfill most of the course expectations. (Click here to learn more about this course. Registration is due by June 1, 2014.)

    In Grade 12 students can take the classroom-based Exercise Science course. This course touches on all the elements of a first-year university kinesiology programme and provides a perfect foundation for students interested in going into medicine, nursing, physiotherapy, nutrition, sports management, etc.

    Through the many courses offered by the HPE department, students will be exposed to the importance of physical fitness and leadership and to the benefits of participation in sports throughout their lives. Our health curriculum explores issues such as healthy eating, human sexuality, substance use and abuse, informed decision-making, conflict resolution, mental health, personal safety, goal setting and the development of personal and social skills.

    In every activity course, students are exposed to many different sporting activities in a variety of venues. They may find themselves climbing through high and low ropes initiatives, ice skating, playing squash, curling, golfing or even participating in a spin class. For some of the more traditional sports we use the emerging and exciting approach that focusses on “Teaching Games for Understanding” or TGFU. Every sport can be organized into one of four families: target games (e.g., curling, golf), territory games (e.g., basketball, ringette), net/wall games (e.g., squash, volleyball) and striking/fielding games (e.g., baseball, cricket). Each class uses problem-based learning to encourage students to recognize and apply a consistent model of defensive and offensive strategies throughout the “family” of games. For example, in each territory game students are taught how to be more effective by using offensive strategies such as creating and finding open space. Similarly, defensive strategies would include the importance of defending open spaces and anticipating passes. Through this approach, we have found that students are much more engaged in each class activity and that they take ownership for their skill development.

    TCS boasts an exceptionally vibrant HPE programme with teachers who have competitive sporting experiences in a diverse range of activities. Our goal is to help students learn the benefits of lifelong participation in sports and a healthy, active lifestyle.

    ...



    Guidance Counsellor Receives Scholarship to Tour UK University

    Trinity College School guidance counsellor Karen Brierley recently had the chance to tour historic Aberdeen University in Scotland, a remarkable opportunity to broaden her knowledge of the post-secondary educational options available to our students in the U.K. Ms. Brierley shares her experience:

    “I was fortunate to be awarded a Silver City Scholarship for an all-expenses-paid tour to Aberdeen University. I joined 28 colleagues from the U.S. and Canada to learn about the opportunities at this school.

    “Founded in 1495, Aberdeen University is one of the ancient universities and the fifth oldest in the U.K. Aberdeen is the oil capital of Scotland and whilst it is the most expensive place to live in Scotland it has many world class facilities, including the rather controversial Trump International Golf Course. The university is a mixture of the old and the new with respect to facilities; 90 million GBP has been invested in the last five years with a further 270 million GBP being invested in the next few years. It possesses a world class library and a new 28 million GBP Olympic-standard athletic village, both of which are not like anything I have ever seen at a university before. They have also invested 8 million GBP in “the hub,” which houses extensive student support facilities.

    “Aberdeen offers a wide variety of degrees and, as it follows the Scottish curriculum, the degrees are four years in length. This offers the opportunity for breadth and flexibility in the first two years. In the next year, Aberdeen is planning to only charge international students for three years and not four, making it very competitive with other U.K. schools. The school has many great programmes but is a world leader in petroleum engineering courses and the law degrees are competitive and sought after. The admissions requirements offer some flexibility for our Canadian students, with only two sciences being required for science programmes (they include geography, math and computing in the list of sciences), and for some engineering programmes only math and physics are required for entry. There are many opportunities for exchange in Europe, with the opportunity to learn a new language and spend a year on a European campus.

    “The most striking observation for me was the level of support available for the students. Each of them are assigned a personal tutor from the teaching staff, so there is somebody looking out for their interests and ready to support and advise as necessary. I was fortunate to meet and interview a TCS alumnus in the medical school, Charlie Osborne ’11, and he spoke highly of the support he had received. He noted that before any exam they are given a formative assessment and if borderline they have an interview with their tutor to assess why they are having difficulties. For him they suggested his note-taking in lectures for a particular course was not effective and arranged on-on-one lessons on Cornell note taking as well as follow up. This level of personal support is not always found at the university level. I had the privilege of dining with many professors from different disciplines who had taught across the U.K. and they all commented that the level of support at Aberdeen and the personal relationship with students was far greater than they had experienced at other institutions.

    “As my trip to the highlands draws to a close, I take away fond memories – even of the weather which at 10 degrees was significantly warmer than in Port Hope – and a greater knowledge of what this university may offer TCS students.”

    ...



    TCS Teams Wrap Up a Successful Term of Winter Sport

    Trinity College School’s sports teams wrapped up a successful winter season prior to the March Break, with our Under-14 boys basketball team winning gold and our Bigside girls volleyball and Bigside boys basketball teams earning silver medals in the Conference of Independent Schools Athletics Association (CISAA) league. Bigside volleyball and several members of the Senior School swim team also earned the right to represent TCS at the Ontario Federation of School Athletic Associations (OFSAA) provincial championships.

    Some recent CISAA and OFSAA results include:

    Swimming: The Senior School swim team headed to OFSAA with five individual swimmers and three relay teams earning spots in the provincial championships being held in Brantford, March 4th to 5th. TCS had a great season in the pool, placing third overall at CISAA (read “Senior School swimmers place third overall at CISAA Championships” for more). Our Junior School swimmers also had a strong season, placing sixth of 17 teams at the CISAA finals. At OFSAA, the Senior School swimmers had a fantastic showing. Brianna Robinson earned gold in the 50m butterfly and silver in the 50m backstroke; Alex Gilchrist captured gold in the 50m breaststroke and silver in the 50m butterfly. Owen Wang placed seventh in the 50m breaststroke, Mikel Enecoize Gomez de Tuddo was the B-final champion (ninth place overall) in the 50m backstroke and Emma Butler placed 18th in the 100m breaststroke. Our Junior girls medley relay team of Julia McHugh, Tatyanna Maynard, Brianna Robinson and Michaela Strong swam to a 12th place finish. Overall, TCS was 32nd out of 270 schools, an incredible result.

    Volleyball: The Bigside girls volleyball team finished with a silver medal in the CISAA league championships on Friday, February 28th. The Bears won their semi-final against Holy Trinity School three sets to two, but were beaten by host team Havergal in three sets in the final. The girls did not have much time to celebrate their silver, however, as they were off to the OFSAA provincial championships on Monday, March 3rd. TCS was seeded ninth at OFSAA, having earned a berth by defeating Hillfield Strathallan in the OFSAA qualifier held at the School on February 26th. At OFSAA, the Bears ended up with a 1-3 record in pool play to move into the consolation quarter-final, where they defeated Georges Vanier in four sets (25-16, 20-25, 25-19, 25-23). In the consolation semi-final, however, the Bears lost of Francois Xavier in a very close five-set game (29-19, 25-20, 13-25, 16-25, 16-18). The team can be very proud of its entire season.

    Basketball: Bigside boys basketball found the silver lining, placing second at the CISAA “Final Four” held at the School on Saturday, March 1st. The team earned the right to host CISAA after finishing the regular league season 8-0. In the semi-final, the Bears faced Greenwood College and, despite trailing by as much as six points, they were able to rally and win by a final score of 55-44. Kevin Corey had one of his best games of the year scoring 23 points and collecting 11 rebounds, while TJ Ryan added 12 points and 15 rebounds and Daniel Heintzman netted 11 points. In the final, TCS met the #2 team, De La Salle. The Bears took an 18-12 lead into the half after some superb defensive play; unfortunately, a number of serious injuries and some fatigue caught up with the team in the second half and De La Salle managed to come out on top in the end. Daniel Heintzman led all scorers with 11 points in the game. Bigside can feel very proud not only of winning silver, but posting an overall record of 18-3 this year.

    The Under-14 boys basketball team had an undefeated regular season and also played host to the CISAA Championships on Saturday, winning the gold medal on home court. In the semi-final game against Montcrest, TCS won comfortably by a score of 43-29. The final game was a rematch of last year’s CISAA final against Kingsway College, which TCS lost by two points. After the first quarter, the Bears were trailing by one basket, but by half time they had reversed momentum and taken the lead, 20-15. In the end, the Bears pulled off an impressive 41-27 victory and celebrated a well-deserved championship!

    Squash: Bigside squash had some wonderful results this season, culminating in a fourth place finish at the CISAA final tournament. Nine boys and one girl represented the School, playing well and acting as great ambassadors for TCS. The team started the tournament with a 9-0 win over Appleby, but fell to the eventual champion, St. Andrew’s College, in the semi-final, 1-8. This put TCS in the bronze medal game against UCC, where the Bears lost a very close match, 4-5.

    Littleside squash travelled to St. Andrew's College to participate in the CISAA league’s culminating tournament of the year on March 1st. Despite the fact that all players were able to contribute to the team point total, TCS could not best the league leaders on this day. Each young man should be commended on his sportsmanship as Mariano Creixell, Andrew Boughner, Nick Jin, Victor Omiwole, Luke Churchill, Pepe Romano, Ikyu Park and Shane Nassief were exemplary in displaying the conduct and effort expected of young athletes at TCS.

    ...



    Arts Students Breathe Life Into the Classic, The Little Prince

    Trinity College School’s Monday/Thursday arts programme students were very proud to present The Little Prince the evening of Friday, February 28th in the Dick and Jane LeVan Theatre. Adapted by Rick Cummins and John Scoullar from the classic novella by Antoine de Saint-Exupéry, the play was brought to life beautifully by our students as part of this year’s Sears Drama Festival.

    Participating in the production were Seth Mahabir, Mackenzie Morrison, Kelsea MacKay, Duncan Innes, Maya Saunders, Owen Wang, Alex Tang, Drew MacDonald-Wangen, Robyn Bond, Marta Macdonald, Deniz Ural and Hannah Strike, under the guidance of director Jordi Hepburn.

    Ms. Hepburn says, “The cast of The Little Prince would like to extend a huge thank you to all those who made it out last Friday for the performance and adjudication. The show went off without a hitch and, in our eyes, was a fantastic success! The feedback we received from the judges was very positive and constructive to help us improve should we move on to the Eastern Ontario Regionals.” She notes that the group will have to wait to hear the final results from all the schools taking part in our area before learning if they will move on to the next round of the festival. “Keep your fingers crossed for us because if we win this, we will be competing in Kingston against all the other finalists in our region, and we may be up for awards of excellence in various categories. Thank you for all the support and we'll keep you posted when we know our results!”

    ...



    Associations

    Associations
    • Canadian Accredited Independent Schools (CAIS) Associations
    • The Association of Boarding Schools (TABS) Associations
    • The Conference of Independent Schools of Ontario (CIS) Associations


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