Golf is a sport that can be enjoyed outside for much of the year (who knows when snow will fall in Alberta), from warm summer days to crisp October mornings. At Calgary Academy, the golf season officially lasts two weeks, but their preparation begins much earlier in the spring of the previous school year, something coaches and teachers Sophie Bresciani and Markus Gierl recently developed. Senior School golfers played at their year-end tournament on Sept. 17, capping off a short but sweet season. Unlike other CA sports, the golfers complete most of their training over the summer—demonstrating a lesson in dedication and self-motivation for improvement.

Messengers of Fundamentals

Golf can be a truly relaxing experience—if your swing is working well. The sport seems easy until you try it. The shoulders, knees, hands, hips, and feet must work together from the backswing to follow through to help send the ball flying hundreds of yards away or gently nudge a putt into the hole. You may need some support when something isn’t working with the swing. Anyone interested in golf is encouraged to participate at Calgary Academy, meaning there can be many skill levels on the team. Some golfers are newer, while others have played for years, so the coaches divide and conquer at practice. Ms. Bresciani focuses on fundamentals, and Mr. Gierl helps students with their technical skills.

"Just like our golfers have various skill levels, the coaches do too… I typically work more closely with our newer golfers or ones looking for basic improvement. Mr. Gierl works with golfers looking to fine-tune their skills." - Ms. Bresciani

Everyone's golf game is like a snowflake—a combination of different strengths. When coaching, Mr. Gierl acknowledges that each athlete has something that makes them unique. The goal of improvement in the golf program is to work on fundamental skills while playing to someone's strengths. "We see ourselves as good messengers of fundamentals while balancing what makes people unique and successful." Golf is played on the course, but improvement happens at the driving range. CA golfers spend several after-school sessions preparing for their tournament—however, it's vital to hit the range with a goal. During practices, the coaches ask students what they want to improve on that day and find unique and fun ways to train, such as playing imaginary holes or using different clubs. Mr. Gierl is passionate about the “gamification” of practice because someone may not notice their improvements as they enjoy themselves.

Your Only Opponent is Yourself

A new aspect of the golf program at CA is spring training. Students interested in joining golf in the fall connect with the coaches to begin practicing at the driving range. Then, in the summer, students work on their skills independently, tracking their scorecards to present in September. Ms. Bresciani and Mr. Gierl first decided to add spring training to bring more connection to the golf program and give athletes more time to improve with such a short fall season.

"We wanted to add spring training to have a little bit more continuity between spring and the beginning of September because we only have two weeks from when the kids return to the tournament." - Mr. Gierl

Students play as a team when they enter the tournament, but golf is traditionally an individual sport. Ms. Bresciani always stresses to students that the only opponent that matters in golf is themselves. When the students work together, they can support and encourage each other as a team. "You don't golf alone. You golf with a group of friends, so it is a team sport in that way. However, you're only ever competing against yourself. I always recommend students find a golf buddy and work to improve together." A summer of improvement has worked wonders for many CA golfers. The coaches note that some students played golfing the entire summer together, and their skills showcase their hard work. The senior golf program finished on Sept. 17, and Calgary Academy had a strong showing among solid competition. Ms. Bresciani notes that the four golfers representing the school played well while encouraging and supporting each other.

Welcome back to school! I hope that you all had a wonderful summer and that you were able to “fill your cup.” This year, in an effort to bring more consistency to CA, we are implementing monthly themes that focus on important social-emotional skills that students need to do well both at school and in the world. These themes will guide our work in many ways, from our bulletin board displays to REACH celebrations, to classroom communities, to our wellness programming (more on that later), and much more. This month’s theme focuses on Connection and Collaboration, so that is what we will focus on in this newsletter as well! Teachers always make a concerted effort to create vibrant and collaborative classrooms that foster authentic connections, especially in September. But how can we do that at home? How can we, as parents, create spaces that feel secure, safe, connected and collaborative? How can we be a team with our family members? While there are many ways in which we can do this, I want to share three key things we can begin doing (or doing more of) today.

Listen to Understand

This may seem easier said than done with busy schedules, multiple demands coming our way all the time, and the daily stressors of life. We may also be facing frustrating behaviours from our child or teen and feeling at a loss with what to do next. Nevertheless, we all know how important it is to check in with our kids, but we may need to be more deliberate in our approach. Can you find 10 minutes each day (when your cup is not empty ideally) to ask your child(ren) how they are doing, how school is going, how they’re managing friendships and relationships, what’s going well, and what they may be finding challenging? This could be in the car on the way to and from school, during breakfast, at the dinner table, or at bedtime. Some of our teens may be resistant and even dismissive of our efforts, but we need to stick with it. Ask questions… and then listen. Listen to understand, not fix, advise, make better, remove barriers, or step in. Respond with validating comments such as, “I can see why that would hurt your feelings,” “that does sound hard,” “I understand why you’re angry,” “sounds like you are making some great connections,” etc. One other note: Remember that all behaviour is communication, so we may also need to observe and understand. There are reasons why our children/teens behave the way they do, even if we can’t seem to pinpoint it. While it can be hard not to react emotionally in the moment, take a breath and see if you can determine what might be going on!

Spend time together (phone free)

Do things that your child/teen will enjoy. If you have more than one child, having special ‘date nights’ may be appreciated. If your schedules are full, maybe these are mini-dates, or maybe they are monthly game nights with all of the family members. My daughter and I love horror movies, so whenever there is a new one playing at the theatre, we find time for a movie night! Whatever we, as parents, can do to communicate that we enjoy being with our children will go a long way in making them feel valued, safe, and secure.

Provide Structure (at all ages)

Research tells us that children and youth thrive in environments that provide structure, consistency, routines, and clear expectations in addition to love. We need to let our kiddos know how proud we are of them while we support their development through appropriate and loving guidance. We also need to remember that our children learn by watching how we live our lives, interact with others, deal with stress and frustration, and manage our own emotions. Additionally, for those of us who have teenagers, neuroscience tells us that adolescence is a remarkable time for growth and change in the brain. Dr. Dan Siegel tells us in his book Brainstorm: The Power and Purpose of the Teenage Brain that adolescence is a time of intense emotions, increased desire for social connection, risk-seeking behaviours, and creative exploration. Does that mean that parents just let their teens do whatever they please in this time of change? No! Teens need their parents to help them balance their need for risk and engagement with clear, fair, and reasonable boundaries, perhaps more than ever. Siegel calls it “structure with empowerment—lending support while supporting separation.” I sometimes call it “picking my battles.” My daughter is an amazing human… and can be an incredibly messy one! There are some things I let slide, despite the frustration it causes (dirty dishes and shoes left literally everywhere) and some things I won’t let slide (curfew and disrespect). I could quote so much of this book, but I will leave it at this: we need to create “the secure base that enables us as families to turn the changes and challenges of the adolescent into strengths we will draw on together as we navigate this journey that is our life.” I encourage you to check out this book as well as this excellent fact sheet on Parenting Challenges.

Wellness Updates

There are many exciting things happening this year in terms of wellness initiatives. The MindUp program will be continuing for Grades K–8 and will now be added to all Grade 9 homerooms. Open Parachute, while an excellent mental health program, didn’t quite meet the needs of our learners or teachers, so we are revamping what programming looks like in Grades 10–12. Borrowing from a variety of resources (including MindUp, Open Parachute, Positive Psychology, CBT, DBT, SFBT, etc.), we are creating our own wellness lessons that align with our monthly themes and the needs of our learners. If you have questions about MindUp, please reach out to Dylan Dean at ddean@calgaryacademy.com. If you have questions about wellness programming in Grades 10–12, please contact me at sbraun@calgaryacdemy.com.

Counseling Services & Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to jduffield@calgaryacademy.com. I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to sbraun@calgaryacademy.com. Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis, at eellis@calgaryacademy.com. Serena Braun Registered Psychologist

School clubs are excellent extracurriculars to join at Calgary Academy. They allow students to connect with others or discover a new interest, including music, Dungeons and Dragons, or planning the yearbook. CASTLE (Calgary Academy Student Leadership) is a way for the school's most important voices, the students, to be heard. As the club gets up and running for the school year, CA teacher Alex Noel is ready for another year of supporting students as they engage with their school community.

Student Ideas, Teacher Encouragement

CASTLE has been around longer than Mr. Noel has taught at Calgary Academy. Originally called CASE (Calgary Academy Student Executive), the club offers students a chance to get involved in the school community for Grades 9–12. The club was founded to empower students, and according to Mr. Noel, this still stands today. He notes that the club changed its name to represent the mandate students created: to make a positive impact in the school that club participants can be proud of.

“The main goal of CASTLE is to empower students… they have worked hard to pass their mandate on to the students entering Senior School that this is a place for those who want to have an impact on their community.” - Mr. Noel

CASTLE members meet every Tuesday at lunch in Mr. Noel's room. The agenda can look vastly different depending on the time of the school year. The group may be busy in circles brainstorming for new spirit days (dress as Adam Sandler day is popular choice) or deciding how to support student athletes at major school events like Dig Pink. The club’s initiatives can change from year to year, but they always focus on getting students involved and making an impact. One of Mr. Noel’s favourite memories from CASTLE was last year when students helped host a school dance—something students had attempted many times in the past. He reminds CASTLE members that they steer the ship of ideas and initiatives. His job is to help with whatever they need, whether that’s creating a budget, filling out paperwork, or working with school administration. "My favourite thing about working with these students is that they're way more attuned to the community's needs than we really give them credit for… We show students that what they say matters and that we will help them act on what they care about."

Big Plans for 2024–2025

The 2024–2025 school year should be exciting for CASTLE. With approximately 20 dedicated members, Mr. Noel is excited and proud to see plans develop each Tuesday. He sees himself and other teachers in the club as hurdle removers—people who help make it easier for student plans to succeed. Mr. Noel is there to support big ideas (sometimes bringing students back to reality when necessary) and help bring them to life. "I view the students' role as guiding us on how to build the community. And then, we as teachers must help remove the roadblocks they shouldn't have to deal with." CA student and CASTLE member Addison H. has appreciated being in the club. She is currently in her second year and originally joined to feel a sense of community in the school. Her favourite part of CASTLE is working with her fellow students to "create magic." She mentions that the teachers' support has been essential in the club, where they find a balance between letting ideas thrive and stepping in to help when needed.

“The teachers give you so much space to do whatever you want. Whatever you desire, you can do that, but they're there to help with some of the harder stuff like organizing, volunteering, and getting materials… They encourage you to take whatever idea you have and make it come true.” - Addison

A few meetings into the school year, CASTLE is determining its priorities. Any and every idea is currently on the table. Mr. Noel encourages interested students to check out the club—especially if they're on the fence about joining. He and his fellow teachers ensure that all students have a voice in CASTLE, no matter what. “Your ideas will be heard… We've got more teachers this year than ever ready to move rocks out of the way and help support students.” CASTLE is a club for all Senior School students who want to get involved in the community. They meet every Tuesday at lunch in Mr. Noel's homeroom, and all members, staff, and students are excited about this year's possibilities.

Joining a new school is exciting, but it can also feel a bit overwhelming with everything going on. At Calgary Academy, we offer a fantastic solution to keep everyone in the loop and engaged: the School Council of Calgary Academy (SCOCA). The school council is a perfect way to stay informed on everything and anything at Calgary Academy and connect with the community—learn from some of the prominent members!

What is SCOCA?

SCOCA is Calgary Academy’s school council. Founded in 2018, the council has parent, student, and staff representatives at meetings. With a focus on the overall school community, any parent at CA can attend meetings and learn about events, fundraising, and volunteer opportunities. You don’t need to worry about signing up for SCOCA—all CA parents are automatically granted membership. SCOCA member Christa S. finds that the council helps her stay engaged at her child’s school and connect with other parents.

“SCOCA is a great way to be more involved with the school community and stay engaged in the decisions that impact your child’s experience while at CA. The staff and other parents are engaged and informed and offer a bird’s eye perspective into the present and future at CA. I like being a part of SCOCA as it offers a better connection to the community.” - Christa

What are the Benefits of SCOCA?

SCOCA has many benefits for attendees—the primary one being the ability to see everything Calgary Academy offers. Each meeting features several speakers, from the SCOCA chair to Principal Tim Carlson. Aligned with the goals of the council, the benefits of SCOCA include:

• Learning more about school initiatives
• Having a forum to discuss and learn about school issues
• Communicating directly with Calgary Academy leadership
• Connecting with other CA parents

Depending on the time of year, SCOCA may be followed by the Arlette Parent Speaker Series. Two former Calgary Academy parents sponsor these educational presentations through the Calgary Foundation's Arlette Education Fund. Dallas R., a SCOCA member and volunteer, finds that the most significant benefit of SCOCA is being a part of the broader community.

“For me, attending SCOCA meetings is much more than learning about the operations of the school and what events are coming up. It’s about being part of a community.” - Dallas

Why Should You Attend?

Whether you’re hoping to meet with CA leadership or learn more about upcoming events, there are many reasons to attend a SCOCA meeting. There’s something for everyone—volunteering, meeting with other CA parents, or simply learning what’s going on at the school—the first step to get what you need is to attend a meeting! CA parent and SCOCA President Shayne A. attends meetings to have his voice heard and become more involved with his son's education.

“I attend SCOCA because I enjoy participating in and better understanding my son’s school experience. SCOCA provides a platform where parents can voice their opinions and feel heard and valued. Working with Calgary Academy’s team has been an exceptional experience. I believe all parents would find it rewarding and enjoyable.” - Shayne

Join the First SCOCA Meeting of the School Year

SCOCA provides many benefits to CA parents, and you can see for yourself by attending the first meeting of the 2024–2025 school year on Monday, Sept. 23. Meet with the school’s principal and assistant principals and see what’s in store for the first few months at Calgary Academy! In the meantime, you can learn more about SCOCA and see upcoming meeting dates on our website.

June is a time to recognize Calgary Academy’s outstanding staff and students. The Exemplary Practice and Student Showcase awards help shine a light on exceptional members of the CA community. These awards recognize the contributions of staff and students that demonstrate excellence, leadership, and innovation, ultimately supporting the school. This year’s June awards feature two winners:

• Ms. Paige Stoffregen
• Karah P.

Paige Stoffregen

The recipient of the Board's Exemplary Practice Award for June 2024 is teacher Paige Stoffregen. Her colleagues describe Paige as innovative, committed, and creative—a teacher they can learn from. Paige joined the CA teaching community in 2022. She graduated from Werklund School of Education and earned a Bachelor's Degree with Honours in English, also from the University of Calgary. Upon joining the CA community, Paige quickly established herself as a competent CA teacher, sharing her passion for First Nations, Métis, and Inuit issues and her quest for global sustainable development with her students and colleagues. Paige digs deep into project-based practices for her English students based on real-world experiences and authentic audiences. Her passion for Indigenous arts and literature adds to the vibrancy and diversity of classroom experiences. She took inspiration from Cree singer-songwriter Phyllis Sinclair to enhance her instructional design and have her present as a guest in the classroom. This work led to Paige hosting the inaugural Indigenous Poetry Day.  

Karah P.

The Board's Student Showcase Award recipient for June 2024 is a Grade 11 Blended+ student, Karah P. Karah has attended Calgary Academy since Grade 7 and joined the Blended+ community in Grade 9. She is a dedicated, hard-working student who always puts her best effort into all aspects of her life. She is a competitive swimmer with the University of Calgary Dinos Swim Club and recently won the 2024 Dino Spirit Award. Karah was nominated for the Student Showcase Award by Mr. Graham Diehl, her CA construction lab and metalworks teacher. Karah's intentional process, attention to detail, focus on hands-on learning, and problem-solving skills are key factors he pointed to in his nomination. Karah approaches her work with creativity, ambition, and a unique engineering, science, and STEM mindset. She has had to develop her capacity beyond the classroom curriculum by learning soldering and advanced leather skills. Karah is a role model for REACH and a kind and caring young student who loves the school and community. Congratulations to these deserving individuals on their achievements!

In Alberta, mountain bike trails feature steep hills, winding paths, and tight banking turns, offering riders a chance to see beautiful scenery while staying active. At Calgary Academy, an extreme group of students and staff navigate the ever-changing terrain, from moderate blues to challenging black trails. On Friday afternoons, the Calgary Academy Mountain Bike Club (CAMBC) loads up one of the Knights buses wearing their leopard-print jerseys, a design chosen by its founder, CA teacher Jason Myslicki, to help identify students and match their bold attitudes. The club has become a hit with students in its second year of operation, and Mr. Myslicki hopes to continue building on the excellent foundation he has created.

Fridays in the Foothills

CAMBC began when Mr. Myslicki was looking for his next passion project. An avid rider, he gauged interest in a bike-focused club. As a phys-ed teacher, he knew many students had experience using the school's fleet of entry-level bikes in gym classes or mountain biking in their spare time. The response was incredible, and now, in year two, nearly 15 students in Grades 7–10 and two teachers head to the Bragg Creek area to experience nature, make memories, and improve their skills. With everyone on the bus, bikes are stored in a truck following behind. Mr. Myslicki says the energy is palpable on Friday mornings. He, the students, and his co-coach and fellow teacher, Sarah-Rae Myslicki, look forward to their outings. Even on a muddy trip to Golden, B.C., earlier this year, the students were excited and grateful to have such a unique school experience. “I think the club changes the vibe around the school… These students are just so antsy to come and drop off their bikes in the morning.” One of the most critical aspects of CAMBC is safety (with fun coming in a close second). Mr. Myslicki notes they don’t tackle flat terrain or beginner trails—students don’t need to be professionals, but they have to follow the group’s pace. Mountain biking has inherent risks, from navigating the trails to warm weather. Before allowing students to participate in CAMBC, Mr. Myslicki ensures they can handle themselves comfortably so the students and coaches can stick together. “If we have someone that can't ride independently, that pulls one coach away. There's a lot of risk factors when you're mountain biking, whether it's the actual technical biking, the fitness, or the wildlife."

Persevering Through Valleys and Peaks

The best part of mountain biking is riding down the hills through trees and winding terrain—however, climbing to the top is the true test of a rider's skills and endurance. It can be easy to use all your energy on the two-hour CAMBC rides. Mr. and Ms. Myslicki stress the importance of managing energy, nutrition, and hydration. Burning all your energy in the first 20 minutes can make the rest of the ride up the mountain feel like an even steeper climb. At the beginning of the club season, some trails are easier to help students get started, but they become more challenging with time.

"One of our outcomes is to build that perseverance and resilience… It's usually 45 minutes to an hour of climbing. Students have to learn to ride within themselves. Don't worry about the guy or girl around you—find your pace, and you'll get there." - Mr. Myslicki

The challenges offered by CAMBC have been a hit for participating students. Grade 9 student Quinn R. says the club is something he looks forward to every week. Mountain biking from a young age, he's enjoyed building his skills, watching his peers improve, and spending quality time with his classmates. "Mr. Myslicki is a great coach. He's super helpful. He doesn't push us too hard, but he still challenges us… The club is one of the best parts of my week. If I've had a rough week at school and come to this, it just makes things better." Almost at the end of June, Mr. Myslicki has plans for CAMBC next school year. He hopes to schedule another biking trip and grow the club's numbers, potentially creating intermediate and beginner biking groups. In the meantime, he's happy to have made another year of memories.

Ask Russell Nesbitt (‘15), and he’ll tell you that his day-to-day work life isn’t what you see on Suits or Law and Order. He recently became a lawyer after a long post-secondary journey. Conducting legal research for a living, he would have seen himself in a different position in his Calgary Academy days. His teachers, however, aren't surprised at all. Now, two years after graduating from university, Russell looks back at his time at Calgary Academy and how far he has come—especially considering he's only at the beginning of his career.

The Impact a Teacher Can Have

Russell attended Calgary Academy from Grades 7–12, graduating in 2015. He has a treasure trove of fond memories from his time at the school, including trips to Vancouver and acting in the school play. Out of all these memories, Russell appreciates his teachers the most. Originally coming to the school for struggles with reading and writing, Russell always worked hard to improve, staying after class for extra support. Crediting his teachers as crucial for his growth and learning, their support and validation elevated his confidence in his final high school years. Russell remembers when his Grade 12 chemistry teacher, Kim Petersen, discussed a conference she had attended. Russell stayed after class for support, listening to her conversation as she discussed her pride in her students' work. While teaching is a job, Russell appreciated seeing Ms. Petersen stand by her beliefs in class—that academic struggles don't mean you can't succeed. Years later, after his post-secondary journey, it's a comforting memory.

“The way she talked about how proud she was of her students… That was a really important memory to me. I still think of that quite often. I would not be here without the support of my teachers.” - Russell

Finding Flexibility in a Law Degree

Given how lawyers are portrayed in movies and television, it's easy to assume that Russell spends his days standing in a courtroom, but a career in law is much broader than passionate opening statements and plea bargains. Russell didn't know whether to pursue law at first. He remembers when a friend encouraged him to consider it as a career while he was in the final years of his undergraduate degree in psychology. With the degree almost completed, he was still figuring out what he wanted to do. Law school had been a thought in Russell's mind before (it was one of the top recommended careers for him on personality tests). Flexibility was essential when he thought about what he wanted in life. After some research, he discovered he didn't need to expect a single career path if he went to law school. “One of the biggest things for me that's important is feeling free… I had a lot of conversations with lawyers who weren't even doing law and working at banks or working for the university or other neat organizations. That was really appealing to me to know that I wouldn't be stuck in a certain field.” Now working as a legal researcher in Indigenous law, Russell completes research papers, using his skills to uncover legal theories and analyze information. He jokes that his younger self wouldn’t ever think he would be a lawyer.

“I think my inner child would be very surprised… I think it's a big accomplishment. I'm very grateful, for all the people and myself for getting me here.” - Russell

While Russell isn’t giving legal advice at the moment, he can always step into the traditional courtroom setting if he wants or find whatever suits his interests. He's happy he's found the career that feels right for his heart and encourages any student (or anyone thinking about making a change) to pursue what they're most passionate about. Russell feels no one should get stuck assuming they need to follow a specific path. “Even if you get into a career and do that career for 10 years... one thing to remember is you can always change. You can always go back to school and have so much time to use that degree.”

Something is cooking in Calgary Academy’s Castle Café, and it isn’t just the delicious food. The school is preparing to launch two new Integrated Studies (IS) courses taught by the café’s head chef—Colleen Brown. Starting in September 2024, students will step into the kitchen to learn essential cooking skills in a new, renovated space.

A Summer of Renovations

The Castle Café has been even more popular since Chef Brown joined the school—balancing its menu with healthy soups, savoury perogies, crisp salads, and some of CA students’ favourite meals (pizza day is a highlight of the school week). Chef Brown has been interested in the instructional side of cooking for years but never felt like she had the time to pursue this option until coming to Calgary Academy. With the popularity of the Castle Café skyrocketing and Chef Brown’s desire to teach—the kitchen needed a renovation.

“Calgary Academy has wanted a foods and culinary arts program for quite some time… This is a two-tiered renovation. First, to keep up with the increased demand this year, then a classroom next to the kitchen to set up the culinary arts program.” - Chef Brown

Many renovations happened in the kitchen last summer. A new dry storage area, burners, a broiler, and a deep fryer are available for the Castle Café team to use for daily lunches for students and staff. With new equipment and more space to operate, Chef Brown is excited for the kitchen's future. “We're keeping our menu simple this year but bringing in a few more international items for the winter… Next year, when the foods and culinary arts programs open, you'll almost see entirely different menus.”

Bringing the Castle Café to the Classroom

Starting in September, Calgary Academy will begin offering new IS courses for Senior School students: Foods and Culinary Arts. Chef Brown believes the classes offer students a chance to learn essential life skills and potentially see a future for themselves in the culinary world. As students progress from the introductory to intermediate and advanced classes, they’ll learn more about how a professional kitchen operates. “We'll transform the classroom into a prep space and baking station where introductory students will learn. The intermediate and advanced students will use the kitchen space to learn how a commercial kitchen runs.” The school’s newest IS course fits in with the various classes students can take—all designed to spark passion and interest in students. CA Principal Tim Carlson has had requests for a food-focused course at the school for years and is thrilled to see one come to fruition.

“Foods has been a desired program at Calgary Academy for many years, and we haven’t been able to launch it operationally until now. There’s a desire from students to learn effective cooking, which can maybe spark a life-long passion.” - Mr. Carlson

Like other IS classes, this program will provide students with hands-on learning where they can see the results of their hard work. As the program evolves, Chef Brown hopes to have intermediate and advanced culinary arts students help prepare lunch service in the Castle Café. She believes culinary arts provide students with a sense of accomplishment, whether it’s learning knife skills, understanding the major components of a recipe, or preparing meals for their classmates. Even if students don’t see a future career in the industry, they can develop valuable lessons. In Chef Brown’s words, “at the very least, students can learn a life skill.” As the school gets ready for the implementation of foods and culinary arts, the Castle Café team is excited to use their new equipment to continue offering nutritious meals, including some delicious new menu items in the future.

With just a month left until she hosts a conference at the Alberta Children's Hospital, Faith Day ('20) is a lesson in the power of determination and passion. Besides the busyness of event planning, she's on the verge of completing her degree at the University of Calgary and has her sights set on attending medical school in 2025. Though she's four years removed from graduation, Faith remembers the impact Calgary Academy had on her—a time when she evolved as a learner and discovered her passion for medicine.

Finding Her Missing Piece

Faith attended Calgary Academy from Grades 9–12, graduating in 2020. She describes her high school experience as a journey, remembering the work she put into her studies and the support she received to help her thrive. Faith hadn't found the right fit at her previous school, and when she joined the CA community in Grade 9—her teachers immediately had her back, finding the best ways to help her learn. As she continued through Grade 10 and beyond, Faith felt her confidence steadily rise, which she credits as one of the reasons she’s where she is today. "The support I had helped me gain the confidence and belief in myself to go down the path I have. I don't think I would have been able to had I not received those tools and support." Despite math and science being challenging subjects, Faith was always interested in them. A curious mind, she always wanted to know the "why" behind how something worked. If there’s a question, Faith wants to help find the answer. At 15, Faith was diagnosed with Turner Syndrome, which is present from birth and can cause many complications as someone grows, including in academics. After being referred to a specialist, Faith received the answers she was looking for. The doctor instantly recognized her condition and gave Faith the support she needed. Faith wanted to provide that feeling of wholeness for others, inspiring her to pursue medicine as a career.

"She gave me the missing piece and clarity I'd been missing my entire life. That's when I realized I wanted to do that for others... Based on that, I decided I wanted to pursue medicine."  - Faith

Making an Impact Now and in the Future

Faith is in the fourth year of a Bachelor of Science in Biological Sciences at the University of Calgary. She's an Undergraduate Student Researcher at the Libin Cardiovascular Institute, and when she graduates, she hopes to be on her way to medical school in 2025. While becoming a practicing physician is a few years away, Faith looks forward to supporting and impacting people's lives. She understands the importance of health in someone's life and how crucial the patient-doctor relationship is.

"Patients will walk in and look to you to be a part of some of the most important moments of their lives. I think having the opportunity to interact with people in that way is amazing." - Faith

Her ultimate goal is to become a doctor, but Faith is still keen to help her community—she is hosting an event, Info for Butterflies—a Turner Syndrome Conference, on July 12 at the Alberta Children's Hospital. The conference speakers will help provide reliable and proper information to other girls with Turners and their families. Faith, with help from her mentors, hopes to give participants what they need to stand up for their health. "I want to provide proper information and ensure that girls have proper information so they can advocate for themselves when they turn 18 and move into the adult world because you really have to advocate for yourself and your care." Faith's future is bright as she moves closer to her goal of medical school. In the meantime, she's excited about hosting her conference. Attending the Info for Butterflies Conference is free, and tickets are available on Eventbrite.

The most popular sport in the world, soccer, seems like a simple game—two nets, a rectangular field, and a ball to kick, pass, and shoot to score. However, simple games often require complex solutions to succeed. With dozens of famous tactics available to help put the ball in the net, there’s always something for players and coaches to learn and improve on. Stop by Calgary Academy's Main Field during the spring, where you can find a group of hard-working students learning the ins and outs of soccer. After a season of rain cancellations, schedule changes, and injuries, the Grade 10–12 soccer team has come together for the love of the game, improving as individuals and as a team. With 11 players on the field per team, everyone must work together to get the ball into the net. Stepping onto the field requires someone to switch from a "me" to "us" mindset, something CA teacher and soccer coach Danica McConnell reminds her students.

"Soccer, at its heart, is a team sport. You need to step out of your bubble to play it and consider the 10 individual players on your team, as well as the 11 players you're playing against." - Ms. McConnell

A Calgary Academy alum, Ms. McConnell began coaching to share her love for the sport. Graduating from CA in 2012, she enjoyed winning championships with the school but most fondly remembers the improvements to her game and the friendships she developed. Ms. McConnell has felt proud to see her team’s growth throughout the short season as players and, more importantly, as people. "I have seen some awesome friendships and connections growing over the past month. Many of our older students became mentors, leaders, and captains to the younger ones… I've noticed that some of the students in my photography class who weren't talking before are now very close because of soccer."

A Character-Building Season

Soccer is already a shorter season than other school sports, but the team has unfortunately only played four games due to poor weather and scheduling changes. However, the students are always eager to hit the field whenever possible. Ms. McConnell remembers one game where a change to the start time hadn't been communicated to them—the Knights were on the field ready to play at 4:00 p.m., but the game didn't start until 5:00 p.m. With the option to come back at game time or get some extra practice in, no one hesitated to work on their skills—getting an additional hour of training (and an incredible warm-up to their game). Ms. McConnell remembers how special that moment was to her as a coach—when everyone wants to practice and improve, the sky is the limit for the team's performance. "When we come to practices together, we understand how each other plays… The more time we have to work on this, the stronger we are as a team, and the better our play will become." Grade 12 student and one of the team's captains, Olivia Y., agrees with her coach. A long-time player, she initially fell in love with the sport playing Timbits soccer. She notes how the team has improved each day, working more as a cohesive unit. "When the season just began, our team played soccer like an individual sport, taking the ball up by ourselves and not playing as a team. It was like we were all playing a separate game with the same goal, but after a few practices, we became more of a team." While the season has been shorter than expected, the Grade 10–12 soccer team has one more game scheduled. No matter the final score, Ms. McConnell is happy with how the team has performed. She hopes they feel proud of their improvements.

"I hope my players remember that although we have not been the top dog in the league, I'm extremely proud of their dedication and desire to give it their all and their ability to try and improve after each game and practice. I fully believe that if our season was longer, we could have entered the championship." - Ms. McConnell

While this season is almost over, the returning Grade 10 and 11 players can continue their hard work next spring with clearer skies, building on the great foundation set this year.