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Crofton House News

Deepening Understanding: Ivy 8 Indigenous Education Day

Rooted in hands-on experiences and woven throughout every stage of students’  journeys, Ivy Compass brings our School’s values, from Junior Kindergarten through Grade 12. From Outdoor Education excursions to community-engaged projects, each experience sparks curiosity and builds confidence—empowering students to see themselves as leaders and caring citizens. In the Senior School, Ivy Days are woven into each grade, creating dedicated opportunities for students to come together, connect, and engage with topics that resonate in today’s world. 

In the recent Ivy 8 Day focused on Indigenous education, students engaged in meaningful conversations and hands-on experiences that deepened their understanding of colonization’s lasting impacts and the resilience of Indigenous peoples. 

“Our Indigenous Ivy Day is such an impactful first Ivy experience,” Ms Wilson, Assistant Coordinator, Experiential Learning (Ivy Compass Program), Senior School, said. “It offers our Grade 8 students a meaningful opportunity to learn, reflect, and connect more deeply with Indigenous history, teachings, and stories. We hope that students leave the day with a greater understanding and a lasting curiosity to continue learning and engaging in these important conversations.”

Grade 8 students started their day with 3 Crow Productions' Qwalena: The Wild Woman Who Steals Children. In the theatre of the Beedie Fine Arts Centre, Indigenous storytellers Dallas Yellowfly and Alysha Collie brought the tale of Qwalena to life with a multimedia, immersive production blended with oral tradition—exploring the history and impact of the residential school system. 

“A teaching that I heard at the Ivy 8 Day that helped me understand Indigenous history better was Dallas Yellowfly's story about his father in residential schools…. After he talked about his father’s experience, it opened my eyes to the possibility that the trauma runs deep through generations…,” Sophia, Grade 8, said. “This made me understand more about how deep and unfathomable the trauma runs and has changed my perspective entirely on residential schools and the trauma for Indigenous people.”

Students then explored the history of the xʷməθkʷəy̓əm (Musqueam) land surrounding CHS, learning about the Indian Act and its lasting influence on Indigenous lives, past and present. 

After lunch, students spend the afternoon in two hands-on learning experiences of their choice, from eight opportunities available to them: 

  • Creation of an Indigenous education banner
  • Beading keychains and buttons 
  • Reflecting on the honourable harvest — a principle from Indigenous traditions that guides us in taking from the earth in ways that ensure abundance
  • Identifying trees on a forest walk
  • Reflecting on Qwalena through art
  • Indigenous finger weaving
  • Beading the timeline
  • Indigenous storytelling

“Our first Ivy 8 Day of the year was a very insightful and valuable experience for me. If I had to choose one activity that was the most impactful for me, I would say it was finger weaving,” Camille, Grade 8, said. “Ms Wilson explained how Métis women weave sashes with a multitude of different functions. Ms Wilson also talked about how each colour on a sash represents a different meaning. This really resonated with me because it gave me a deeper sense of understanding as to how Indigenous Peoples communicate one, two, or even three messages with simple actions.”

Maia, Grade 8, also took part in the finger weaving activity. “I understood how the Métis people saw their sashes as not just a tool, but also something for ceremony, because they would have two. One would be utilitarian, sturdy, and it would be used to carry things around, which you could not necessarily carry with your own hands, or to be hands-free, and the other would be used for ceremonial purposes.”

We are also incredibly grateful to Métis staff members Ms Townsend (Facilitator, Design Thinking, Senior School), Ms Wilson (Assistant Coordinator, Experiential Learning (Ivy Compass Program), Senior School), and xʷməθkʷəy̓əm (Musqueam) student Sienna, Grade 12, who shared their personal journeys and reflections to conclude the day.

“I think that we should take note of what happened in the past so it isn't repeated,” Maia said in reflection about the day. “The pain and trauma cannot be fully understood, and the path to reconciliation is a long road, and hopefully we will get there.”

Connecting Cultures: A Day of Friendship and Learning with Ohtani Junior and Senior High School

On Friday, October 17, the Senior School welcomed 16 enthusiastic Grade 11 students from Ohtani Junior and Senior High School in Osaka, Japan. Rekindling a friendship nearly 40 years strong, the Ohtani students spent the day immersed in life at Crofton House—joining classes, enjoying lunch in Manrell Hall with fellow Crofton House students, exchanging stories about favourite shows and hobbies, and playing traditional Japanese games in the Senior School’s Sherman Jen Atrium and lower foyer. 

Grade 11 students Adele and Christina were Crofton House ambassadors for the day, providing translation and ensuring that the Ohtani students were supported throughout their time on campus. Hear some of their takeaways from the day: 

How did you and your CHS peers help the visiting students feel part of the Crofton House community? 

Adele: I think that everyone was just really welcoming. Everyone was crowding to the windows and doors whenever they passed, waving and eager to meet them. 

Christina: With the games in the Sherman Jen Atrium and lower foyer, we were running late to that with the Ohtani students. But the CHS students were still waiting there, because they were so eager to try the unique games. I thought that was really cool, how they were so excited and interested about the games and interacting with the Ohtani students.

What stood out to you as examples of cross-cultural friendship or understanding?

Adele: When we were doing origami, a CHS student knew how to make an intricate piece, and the Ohtani students admired it!

Christina: When Crofton House students approached the Ohtani Students and tried their best to speak Japanese, the Ohtani students were blown away by it!

What was a fun moment or a moment that really stuck out to you from their visit?

Christina: There's this TikTok that has Japanese audio on it, and we did the dance in my Composition class. And it was really fun because the Ohtani students knew what it was. It was an example of our two cultures crossing—we both knew about it. You didn't need to understand what we were each saying, because we both knew how to do it. I found it really fun how some things are international – you don’t necessarily need to know the language, as long as you have something in common that you know or can do.

What is something you learned about Japanese culture?

Adele: I learned more about how different their schooling is and their uniform. They talked about how their hair has to be a certain way, and you have to dress a certain way. I already kind of knew that from stories that my mom shared, but interacting with and hearing it from someone who is currently experiencing that is eye-opening.

Christina: I didn't know that Osaka had a dialect before this!

What similarities or differences—beyond the uniform!—did you notice or learn about, between your Crofton House experience and your Japanese peers' experience?

Christina: Their style of learning is different. So in Japan, you sit individually, all facing the front of the class. Here, we all sit in a circle, and we have a conversation. Their style of learning is more like Q&A, whereas ours is more of a discussion and interactive.

Adele: I feel like our learning is also more tailored to us. I feel as though we have more say in what we can learn. For example, in PHE, we sometimes choose what activities we do, while for the Ohtani students, it felt like it was more set in stone and the same across classes. I actually have a little bit of personal experience in this, as I used to go to Japanese school in Japan during summer breaks. I remember how the education was very rigid – the format of the classes was always the same, with the teachers lecturing and the students taking notes individually. Overall, their visit reinforced the picture that I had of Japanese education.

Do you think schools can learn from each other through partnerships like this one?

Christina: I think not only about the education side, but more culturally, a lot of people here don't know much about Japan and what life is like there. And I feel like in Japan, because I have friends in Japan, they don't know much about here, either. So these opportunities for connection bring us closer. 

Adele: I think that partnerships like these are so valuable, because they give you a whole new perspective on the world – we sometimes forget how different not only education systems are, but also how other countries in the world conduct their lives so differently from our own. I believe that this partnership allows students and every member of the CHS community to gain a new perspective on the world–of education, of culture, and of life!

Decades of Friendship

CHS has enjoyed a connection with Ohtani Junior and Senior High School for nearly 40 years! The first exchange program was launched in 1989, running annually for 11 years. It facilitated opportunities for, on average, 20 CHS students to visit Ohtani during Spring Break, while around 40 Ohtani students were welcomed to stay with CHS families in August. This initiative not only fostered cultural understanding but was also supported by the provincial government's commitment to strengthening ties with Pacific Rim nations, highlighting the significance of international exchange in education. We are thrilled to continue this cherished relationship today!

Engagement, Dialogue & Reflection: National Day for Truth and Reconciliation

In the weeks leading up to the National Day for Truth and Reconciliation on Tuesday, September 30, the Junior and Senior School communities engaged in activities that encouraged us to pause and deepen our understanding of the truths of Canada’s past, thoughtfully engage with local Indigenous culture and history, and consider how reconciliation calls on each of us to build a more respectful and inclusive future.

These meaningful experiences, shared with Musqueam artists and speakers, included hands-on learning and moments of reflection that opened space for dialogue. 

Cedar Bark Weaving in the Junior School 

On Monday, September 22, and Tuesday, September 23, Grade 1–7 students had the opportunity to weave a cedar bracelet with Xʷməθkʷəy̓əm (Musqueam) weaver Vivian Mearns Notaro and her daughter, Rebecca Campbell, as part of a two-day Artist-in-Residence program in the Junior School. 

Vivian has been sharing her knowledge with our school community for seven years, particularly in the Grade 1 classes. This visit was the first time she had worked with the Junior School as a whole—and the first time her daughter Rebecca joined her! Having them both with us highlighted the way teachings are passed on through family and across generations.

The two-day program began with Vivian and Rebecca sharing stories and teachings in assembly: how cedar bark is carefully harvested and preserved, and the many ways it has been used for generations—from headbands and canoe bailers to the bracelets the students created. Vivian and Rebecca emphasized that cedar harvesting is done with respect, care, and permission from the First Peoples whose lands we are on. 

Each class then had dedicated time to work directly with Vivian and Rebecca. Together, they learned how to soak the cedar bark before weaving it into an intricate bracelet.

Learn more about cedar, how it is harvested and used, and its importance in Indigenous culture, through the following resources: 


Students were encouraged to wear their cedar bracelets to assembly on Monday, September 29, for Orange Shirt Day—carrying with them both the skill they learned and the meaning behind it. As Ms Macken, Director, Junior School, shared at the Junior School assembly, these bracelets are more than crafts—they are opportunities for reflection on truth and reconciliation, and the importance of honouring Indigenous Peoples and lands in our learning community. “When we know better, we can do better,” she said.

Reflecting through Storytelling in the Senior School

On Thursday, September 24, Senior School students engaged in a storytelling activity designed by Social Responsibility Club Captains Sissi and Amanda, Grade 12. During Advisory classes, students chose stories from the Museum of Vancouver’s Temíxw (Stories from the Land) collection. Together, they listened and then shared their reflections, considering questions that invited them to consider their teachings:

  • “How do the stories that you listened to help to inform your understanding of Indigenous ways of living and learning?”
  • “With your new knowledge, what immediate action needs to be implemented to continue our journey towards reconciliation and decolonization?”
  • “In what ways do these stories contribute to your understanding of nature and the physical world?”
  • “How can we, in our high school environment, integrate Indigenous ways of learning and storytelling into our process of decolonization?”

School Assemblies

On Monday, September 29, both schools hosted assemblies in recognition of the National Day for Truth and Reconciliation and Orange Shirt Day.

In the Junior School, staff discussed the meaning of truth and reconciliation with students in age-appropriate ways, encouraging them to deepen their own understanding—whether by attending local events, reading, learning through books and videos, or through other resources. Students also wore the cedar bark bracelets they created in last week’s sessions with Xʷməθkʷəy̓əm (Musqueam) weaver Vivian Mearns Notaro and her daughter, Rebecca Campbell.

In the Senior School, Xʷməθkʷəy̓əm (Musqueam) academic, environmentalist, and advocate Zoë Craig-Sparrow shared the importance of Musqueam matrilineal traditions, as well as the legacy of fishing rights and the Sparrow Decision. She spoke about the lasting effects of the residential school system, the Indian Act, and Indian Status on Indigenous individuals and communities.

Zoë Craig-Sparrow

Zoë holds a Bachelor of Arts in Political Science from the University of British Columbia and a Master’s degree in Human Rights from the University of London. She is currently working on her PhD in Human Rights at the University of London. Since she was 12, Zoë has been involved with non-governmental organizations, and has represented Canadian nonprofits like Justice for Girls and the David Suzuki Foundation at the United Nations in 2012 and 2020. Today, she is the Director of Indigenous Rights and Environmental Justice at Justice for Girls.

Zoë will be working with CHS students and staff as we reflect on our current practices and plan the next steps in our Truth and Reconciliation journey.

Zoe’s message—uplifting the strength, history, and ongoing advocacy of Indigenous peoples—reminded us to honour those who never came home from residential schools and those who live with this history, and to continue the learning journey of reconciliation together as a community. 

Continued Learning

The National Day for Truth and Reconciliation is just one part of the ongoing learning about truth, reconciliation, and Indigenous culture and history that takes place throughout the year. As a school, we remain committed to this continuous journey of listening, reflecting, and growing together—honouring Indigenous voices and perspectives not only on this day, but as part of the rhythm of our classrooms and community life. A list of resources is available on the school website to learn more.

The Art of Observation: A Falcon Life Study in Senior School Art

On Friday, September 12, Senior School art students had a very special classroom visitor: Chili, the Peregrine Falcon from Vancouver Island-based organization The Raptors! 

Students practiced gestural drawing as Chili perched on a structure in the centre of their workspace, then moved on to longer sketches using a reference image and their deeper understanding of his movements and character.

Adaptability and Agility in Capturing Anatomy 

Students sharpened their observation and creative thinking by capturing a living, breathing subject. “With animals, it's really hard to draw them accurately— the smaller details are the trickiest,” Nicky, Grade 12, said. “For me, it was the shape of his head, because it looks different from every angle.” 

As Chili fluffed his feathers, shifted his stance, or took a stroll, students had to rapidly capture changing shapes and details. “We’ve never really studied that type of anatomy before,” Rosie, Grade 12, said. “There was also movement when his feathers were extra puffed up, and he stretched his wings.”

Drawing this live, moving subject required quick adaptation, keen observation, and creative problem-solving. “The movement aspect was challenging, because we're all sitting stationary, drawing him. So it really depends on his mood and where he was looking. Sometimes you'd start a pose, and then he'd move and stay in a new spot for a really long time, and you’d ask yourself, ‘Do I continue with this, or should I redraw him in his new position?’,” Rosie explained.

Quick Movement with Different Mediums

Ms Poole, Teacher, Arts and Applied Design Skills & Technology, Senior School, encouraged students to first use Crayola markers and water for their quick, gestural work. 

“You're not as controlled as you normally would be with acrylic paint or with pencil, and you can't erase anything,” Rosie said. “I think it helped me a lot, because a big part of this was trying to get the gesture right, caring less about the fine details and capturing his motion.” 



Exploring Environmental Responsibility

Students also had the opportunity to speak with Chili’s handler, Emily, about environmental responsibility and about his species' role in the community. 

Emily explained that raptors like Chili are not only fascinating to observe, but they also play a vital role in maintaining healthy ecosystems by naturally managing populations of small mammals and pests. She shared how organizations such as The Raptors raise awareness about these remarkable birds while promoting conservation practices that protect habitats and support sustainability. 

Their work often extends into urban areas, where they partner with city buildings to manage pest populations in responsible, humane ways. Chili, however, prefers a more relaxed role, focusing on education across the Lower Mainland!

Expanding Into a Larger Work 

After Chili’s departure, students continued to study his likeness by working from photographs taken during his life-modelling session, combining their understanding of his movements and features from the 3D drawing experience with the 2D reference of a photo. Here are a few examples of their work!

A big thanks to Emily and Chili for bringing such a dynamic classroom experience to CHS!

History of the Falcon at Crofton House

The falcon mascot is a recent addition to our school’s identity, selected in 2014 by the Athletics Rebrand Committee, consisting of students, staff, and parents. The choice was inspired by the falcon's remarkable agility, keen vision, and spirited nature. Notably, female falcons are often larger and more powerful than their male counterparts, making them a fitting representation of our community.

In her 2014 end-of-year address, Dr Dawson, Head of School, said, “What would a new athletics centre be without a proper team name? We are the Falcons! These fierce and strong hunters embody feminine strength and grace that our school represents.” 

The 2013-2014 Annual Report further outlined the choice of the Falcon as our School mascot: 

“Sleek, dynamic, and agile, falcons are known to be the fastest creatures on earth – they are untouchable. The female falcon is larger than her male counterpart, and her power is infinite. These beautiful birds are capable of reaching skyscraping heights, far beyond what should be achievable…”

Particle Physics and Shared Passions: Ms Allen’s Summer Program at the European Organization for Nuclear Research (CERN)

CERN—the European Organization for Nuclear Research—in Geneva, Switzerland, is home to the world’s largest particle physics laboratory. It leads groundbreaking research in fundamental physics while also training the next generation of scientists in one of the most collaborative scientific settings anywhere.

This summer, Ms Allen, Teacher, Science, Senior School, had the experience of a lifetime as one of just a handful of teachers selected worldwide to attend CERN’s international teacher program this year (and one of only about 30 Canadians who have ever been chosen to participate, since 1997): 

Before I even formally started the program, on my second day in Switzerland, I did my longest ever bike ride: the "Passport to the Big Bang". I rented a bike using my broken French and trekked the almost 50 km ground-level loop of the Large Hadron Collider (LHC). 

Living inside the CERN complex was really special. I spent evenings walking around the campus and getting to know the other 39 participants from around the world. The campus even goes across border lines, where you can move between Switzerland and France! Streets are all named after scientists, and many of the buildings have exterior murals that reflect the work being done there. 

We toured all four major detectors at the LHC, as well as other areas like the anti-matter factory and a magnet test hall. Going down 100 m to the Compact Muon Solenoid (CMS) cavern was particularly cool! We could indirectly observe the strength of the magnetic field by seeing how much it bent a chain of paperclips!
 
We also had time to go on a few adventures, including a 'scavenger hunt' through Geneva, sunrise music concerts on Lake Geneva, and even a day trip to the Einstein Museum in Bern, Switzerland.

We heard lectures from both CERN staff and some of the most prominent researchers in particle physics. Lecturers emphasized how important being curious and asking questions are—many noted that they got their jobs because they asked questions, not because they had a highly technical skill set. Many also spoke about pursuing a passion outside of their formal education, noting that the joy they got from their passions shone through in job interviews. 

We were placed in study groups with folks from around the world, and put together presentations that we shared in CERN's Council Chambers on the last day of the program. This was a really cool opportunity to learn from people with backgrounds different from my own. 

I can summarize most of my experience at CERN with the three key messages that one of the directors told us on our very first day:

  • Dream Big: CERN is planning for physics until 2100. They aren’t planning for discoveries in the next few years, but looking at what is possible over several decades. 
  • Build for the Long Term: Learning and development take patience and time. 
  • Do It Together: We do things better when we do them together. The sense of community that exists at CERN is incredible, and the theme of collaboration came through everywhere.

The time I spent at CERN felt like a complete dream. I feel incredibly grateful to be one of the few physics teachers around the world who have completed international teacher programs at all of the Laser Interferometer Gravitational-Wave Observatory, Perimeter Institute, and CERN. All of these institutions do incredible work, but, more importantly, there are incredible people at each who care so deeply about what they do. 

These opportunities remind me how much I love learning and how valuable and important it is to connect with people who love what they do. Whether it was research staff, program staff, or other participants, I left every interaction feeling inspired. I hope I can convey that same sense of passion to my students in a classroom and share these learnings with them.