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 who demonstrate excellence, leadership, and innovation and ultimately support the school.

This year’s June awards feature four winners:

• Ms. Andrea Page
• Ms. Leeanne McLim
• Zeke M.
• River B.

Ms. Page and Ms. McLim

Ms. Page and Ms. McLim are the recipients of the Board’s Exemplary Practice Award for June 2025. This dynamic duo provides an incredibly rich and rewarding performing arts experience for our students and their families. Each year, they organize and lead multiple drama productions, dedicating countless hours after school with students, from early September through mid-May.

This year, we were fortunate to enjoy a Junior School production of Witchful Thinking, which allowed students in Grades 5–8 to shine on stage. At the same time, these two drama aficionados also directed our Senior School production of Little Shop of Horrors.

Many of those students began their drama journey in Junior School and have continued through to Grade 12. Leeanne and Andrea instill in them the values of dedication, hard work, and perseverance. This year, two of our long-time drama students are pursuing theatre in post-secondary education—a direct reflection of the time, mentorship, and energy these educators have invested in them.

Zeke and River

Two Grade 4 students, Zeke M. and River B., are the recipients of the Board’s Student Showcase Award for June 2025.

Zeke and River exemplify the qualities we hope to cultivate in every learner: character, service, and a deep commitment to the community. They are not only students of strong academic and personal integrity but also young leaders who have made lasting contributions to our school in ways that go far beyond the classroom.

Together, they co-founded the Elementary Clean-Up Crew—a daily initiative that began simply as a selfless gesture and has since become a symbol of their shared values. They took it upon themselves to support our custodial staff daily, not because anyone asked them to, but because they noticed a need and quietly stepped in to help.

Together, these two students exemplify what it means to live out the REACH values in everyday practice. Zeke and River are role models in their unique ways. They give their best, elevate those around them, and represent the very best of who we are as a school.

Congratulations to these deserving individuals on their achievements!

Calgary Academy’s Music Room sits just outside the school’s main building. Nestled between the Junior and Senior Schools, the classroom is a place for creativity, exploration, and risk-taking.

One of the staff members orchestrating the music program is Jory Kinjo, a music specialist who brings years of experience to the classroom.

Balancing Fun and Theory

Music is something almost everyone experiences when they’re young. Even without playing themselves, children can gain an appreciation for a particular genre or instrument.

When you nurture a love of music as learners grow, you see them excited to try anything. Mr. Kinjo noticed these differences between Junior and Senior School students. They all love music, but interact with it for different reasons in class.

“As students get older, they gain a deeper knowledge of music because they listen to it more in their everyday lives. They become more educated in genre and artists, and desire to go deeper… Meanwhile, the younger students aren’t quite as specific. They like what they like, but they’re open-minded to the other stuff, and they want to have fun in the classes, which is wonderful.”  – Mr. Kinjo

Mr. Kinjo strives for a classroom of creativity and respect, where students can try new things and see what inspires them. Whether it’s YouTube karaoke, percussion through Boomwhackers (long plastic tubes—a class favourite), or trying a new instrument, he always focuses on fun and exploration.

There are obvious foundations to learn in music class, but Mr. Kinjo doesn’t worry about all the rules. He finds a balance of theory and practice to encourage students to find their passion for music.

“My mom always said, in art, you learn all the rules so that you can break them. You need to be educated on the art form, and then at the same time, not let that box in your creativity.”

A School Year of Music

Mr. Kinjo has appreciated the chance to work at Calgary Academy this school year. As a professional musician, he’s typically on tour around this time of year. However, he jumped at the chance to support students in the classroom.

He has been impressed by his students throughout all grades, from seeing the confidence build in his Junior School students to recording songs professionally at OCL Studios with the Senior School students.

“I say that this is a safe space to create. Nobody here is perfect at music… It’s a testament to the students and how comfortable they are here that they’re willing to be creative and be themselves.”

As the end of June approaches, Mr. Kinjo has been proud to see the students’ hard work, and they have shown it off all year, performing at several events, including a Concert Band showcase in January and CA’s Fun Day on June 6.

Support and encouragement can mean the world to learners in the classroom, especially in the arts. When a love for music is fostered early, it can lead to a lifelong passion, something Mr. Kinjo knows from experience.

“The arts are something you can take with you, no matter what age. And just like sports, when there’s an imprint on you when you’re younger, it gets deeper.”

Calgary Academy has changed a lot throughout its years of operation—it didn’t begin in the building that hundreds of students visit today.

Over its 40-year history, generations of CA alumni, such as Louise (‘88) and Mia Kladnik (‘24), have attended the school. A former student and now a staff member, Ms. Louise Kladnik and her family have been tied to the community for decades.

With her oldest daughter Mia’s recent graduation and her second daughter, Emma, walking the stage this month, mother and daughter have reflected on what the school means to their family.

Family Ties

The Calgary Academy Ms. Kladnik and Mia attended looked different, but the school’s spirit has stayed the same.

Ms. Kladnik attended CA in its first years of operation, learning at the school from 1985 to 1988 and participating in one of the school’s first graduating classes! In the 1980s, the school had a handful of students and staff spread across rented classrooms.

Her parents moved her to the relatively new school for the extra support she needed in her classes. Ms. Kladnik fondly remembers how impactful her teachers were during her student days.

“When I was a student, it was a very small school. There were maybe three or four classes. It was kind and caring, with compassionate teachers. You felt like a family.”

Mia graduated from CA in June 2024, capping off six years at the school. Starting in Grade 7, she remembers her first ever Meet & Greet event, where she met many teachers who would later cheer her on at graduation.

Moving to a new school can be nerve-wracking, but Mia quickly learned that everyone at CA was there to support her.

“My favourite memory is my first Meet & Greet here. Coming from a school that wasn’t very effective for me, I was like, ‘wow, these people are really nice.’ I knew this place would be my home away from home.” – Mia

CA is Always a Place to Call Home

Ms. Kladnik currently works as an education assistant at Calgary Academy’s Junior School, returning in the last few years after stepping away from her career to raise her daughters.

She always found ways to recommend CA to other families at events or her daughters’ extracurriculars. Her mother had learned about the school through a personal connection when Ms. Kladnik was a student, and she always looked to spread the word.

She remembers telling a mom at one of Mia’s dance classes about CA, who eventually enrolled their child at the school.

“I would always say, ‘you should look at our school.’ And I always still said our school because it’ll always feel like it.” – Ms. Kladnik

When Ms. Kladnik noticed similar academic struggles in Mia, she enrolled her daughter at Calgary Academy. There, Mia received the same supportive education with the benefits of an expanded permanent campus, extracurricular options, and everything else the school offers today.

Mia made the most of her time at CA, helping choreograph school drama productions, running a dance club for Junior School students, and winning the Legacy Award in her senior year for exemplifying the school’s REACH principles in the community.

With Mia now attending Mount Royal University (MRU) and Emma graduating, Ms. Kladnik is excited to continue her impactful work at Calgary Academy while watching the school grow.

Currently in Open Studies at MRU, Mia hopes to apply to the Early Education program. No matter the road ahead, she knows it’ll lead back to Calgary Academy, where she hopes to work one day.

When asked about what she’s excited about in the future, Mia immediately had her answer.

“Coming back here and working, duh!”

Community has the power to guide, inspire, and transform lives. It provides a sense of belonging, a network of support, and the encouragement to pursue passions and dreams.

For Jon Buckingham (’14), the support and encouragement he found at Calgary Academy and later within the online gaming community became the foundation for discovering his purpose and building a fulfilling career.

CA Days

Jon attended Calgary Academy from Grades 4–12, graduating in 2014. He has many memories of his time at the school, particularly travelling through Vietnam, Laos, and Morrocco with the International Travel Studies (ITS) club. However, trips, classes, and clubs weren’t the biggest impacts on Jon’s time at CA—the community was.

In Jon’s words, his life wouldn’t look like it does now if he never attended Calgary Academy. He appreciates his time at the school, where he learned more about the world and had the chance to explore the potential careers he was interested in.

Jon remembers sitting in the guidance counsellor’s office to discuss his future. They had done career tests, but some of the recommendations didn’t match what he was interested in until he spoke with his teachers, who encouraged him to pursue engineering.

After two years of engineering at the University of British Columbia’s Okanagan campus, Jon realized that while he enjoyed aspects of the program, it ultimately wasn’t for him. However, he was able to use this knowledge in his current career path: virtual reality (VR) production.

“I took the best parts of what I learned in engineering and applied them to the things that I love, which are video games and community.” – Jon

The Power of Community

After leaving university, Jon began working odd jobs, eventually getting into VR as a hobby. He met people with similar interests on VRChat (his eventual employer), a social platform where people can interact with others in 3D virtual spaces, like a chat room. The VRChat community gave Jon advice and resources on pursuing his passion, and he began working with 3D modelling and animation.

Jon credits this online community as a major stepping stone in his career, stating he was “in the right room with the right people.” As he worked hard to build his skills, Jon saw an advertisement for Virtual Reality and Augmented Reality Design and Development at Vancouver Film School, a pilot program that was perfect for his interests.

He decided to take a step forward and apply, creating a portfolio that made him stand out among the hundreds of applicants.

“I said, ‘I’m just going to follow my gut. I’m going to put everything that I’ve worked on and built on my own into this program.’ And out of around 400 international applicants, they picked 14 students. I was one of the first cohorts there, and it got me industry placement, networking, and everything that I needed to get from school into a career.” – Jon

After graduating from Vancouver Film School, Jon found his current job at VRChat, where he works behind the scenes in the virtual world where his developer journey first started.

His love for the platform has only grown as he’s worked with the dedicated team, eventually moving from development and coding to production, which focuses on high-level planning for VRChat’s future.

He has seen the impact of his work in the company’s community—the platform has a deeply engaged audience of approximately 2 million users. Since he was young, Jon has wanted to change the world, and while he’s not affecting everyone, he is happy to have “started with this small portion.”

Community has always been a foundation of Jon’s life. He experienced the benefits of a supportive community at Calgary Academy and online with VRChat. He credits it for helping him get to where he is now.

As Jon looks to the future, he’s excited to continue his work and encourages everyone to find their community, wherever it may be. He sees community as one of the pillars of life.

“I think the entire human experience boils down to comfort, community and communication… Community has been the thing that launched me from being uncertain about what my future looks like to knowing that I have people to fall back on and rely on.”

These months seem to be going by more and more quickly! It is hard to believe we are almost at the end of the school year.

This month, our theme has been Empathy. When I watch the news, look at social media, or even go to the grocery store, I am reminded repeatedly how much we need to practice and model empathy. We never truly know another person’s story; everyone has a story. In a society that seems quick to judge, comment, and gossip (often from behind a screen), it is essential we pause long enough to consider the other person, their feelings, and their story.

How can we, as parents, help our children understand and practice empathy? Here are a few thoughts.

• Define empathy. I like this definition from Verywell Mind, which states that “empathy is the ability to emotionally understand what other people feel, see things from their point of view, and imagine yourself in their place. Essentially, it is putting yourself in someone else’s position and feeling what they are feeling.”
  • One caveat—there is a balance needed when we practice empathy. According to Robin Stern and Diana Divecha, “the art of empathy requires paying attention to another’s needs without sacrificing one’s own. It demands the mental dexterity to switch attunement from other to self.”
• Help your child describe and label their feelings when they are little.
  • For example, “I see that you’re clenching your fists, and your face is red. You seem angry.”
  • When reading picture books or seeing images online or on television, ask what people might be feeling. Discuss why that may be.
  • Normalize feeling all emotions. We are not meant to be happy 100% of the time, and we need to learn to sit in discomfort. It seems that as a society, we spend a lot of time trying to avoid feeling our feelings. We try to push them away in a variety of ways. What a gift it is to be mindful, present, and aware of our thoughts and feelings, both cognitively and physically. This is a gift that needs to be cultivated and practiced.
  • One caveat—some neurodivergent individuals express and experience emotions and empathy differently. We need to be respectful and neuro-affirming in our parenting approach. If you want to learn more, read about the Double Empathy Problem in the literature.
• Don’t be a “lawnmower parent”—stop clearing your child’s path so that they can live a problem-free life. Step back and let your child face challenges and learn how to solve problems. This not only allows them to identify with the struggles of others but it builds much-needed resilience. It communicates to our children that we know they are capable humans, and they don’t need us to jump in at every turn to “fix things.” Kristina Morgan is a clinical psychologist at Lourdes Hill College. She says it is great for kids to have problems at school age because when they are young those problems tend to be:
  • Low stakes
  • Supported by adults
  • An opportunity for learning.
• Teach your kids how to listen. Because we all come from different upbringings, we cannot truly understand what someone is going through and how they are feeling. We don’t want to assume that we do. So, we listen, ask questions, and then listen some more.
• When your children are struggling, and they come to you with hurt feelings because of someone else’s words or actions, listen and validate their feelings without trying to fix anything. Once they are emotionally regulated, explore what the other person may be going through and why they may have behaved the way they did; not to make excuses for them but to promote understanding.
• Challenge judgmental remarks within your home. Model kindness in your interactions with others and on social media.
• Break down stereotypes. Call them out when you hear and see them. Have an open discussion about where these stereotypes came from and why they are harmful.
• As a family, find and discuss a cause that you’re passionate about. Maybe it’s homelessness, addiction, trafficking, domestic violence, poverty, etc. Then learn more about this cause and seek to understand those impacted. Find ways to support whether that’s by raising awareness, volunteering your time, and/or offering financial support. I know that I feel incredibly lucky to live where and how I do, and I look for ways that I can be of service to others.

Wellness Updates

Grades K–9

As the MindUp program wraps up in our Grades 1–9 classrooms, students are reflecting on how they can thoughtfully show up in the world and care for their communities. Recent lessons have focused on mindful consumption—examining the impact of media and overconsumption of goods—and how our choices affect ourselves and the world around us. Through conversations, activities, and self-reflection, students build a deeper awareness of their values, actions, and the importance of compassion, gratitude, and responsible citizenship as they carry these lessons beyond the classroom.

Grades 10–12

This month, students in Grades 10–12 have been discussing empathy. They engaged with a questionnaire that encouraged them to explore how empathetic they think they are. They also discussed scenarios they may encounter at school. Each scenario encouraged students to practice empathy by considering the emotions and perspectives of the individuals involved.

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound 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 Jenny Duffield.

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 my email.

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.

Serena Braun

Registered Psychologist

When June arrives, many families are thinking about summer vacation. It’s a time to relax and take a break from a year of learning. However, it can also be the time to get ahead of the next school year.

Calgary Academy’s Summer School program offers high school students an excellent opportunity to advance in their courses for next year. With small class sizes and a condensed semester, this program helps students focus on their studies to get ahead.

Summer School Need-to-Know Info

Calgary Academy’s Summer School runs from July 2 to July 25, 2025, with classes held from 8:30 a.m. to 1:30 p.m. For our offered courses, final exams occur from Aug. 5 to 12.

Each student can enroll in one course, provided they have completed or are currently completing the prerequisite. Class ratios are kept small, averaging between 10 and 16 students, similar to the average size at CA.

Course Offerings

Summer School offers a variety of courses, taught by the following Calgary Academy teachers:

• Social studies 30-1: Mr. Grossi
• Biology 30: Mr. Noel
• Chemistry 30 (available online or in-person): Ms. Petersen
• English 30-1: Ms. Bresciani
• Math 20-1: Ms. Deschamps
• Math 20-2: Ms. Rudin
• Math 30-1: Ms. Cho

Why Choose Calgary Academy’s Summer School?

For students like Karah P., Summer School benefited her studies.

A Grade 12 student and previous Summer School attendee, Karah credits the short program period for helping her focus. With approximately four weeks of classes, she completed her studies, took her diploma in August, and entered her senior year with a lighter course load.

“The most valuable part of Summer School for me was that I was able to focus entirely on the subject I was learning, and, because I learned it over such a short period of time, I didn’t have the chance to forget anything before my diploma.” – Karah

There are many other reasons Summer School can benefit your child, including:

• Focused learning: With small class sizes, students receive individualized attention, helping them receive the unique support they need in their classes.
  Qualified instructors: Courses are taught by Calgary Academy’s experienced teachers who are committed to student success.
• Shorter instructional days: Classes run from 8:30 a.m. to 1:30 p.m., allowing students to enjoy their summer while completing their studies.
• Preparation for the future: Completing summer courses can help students lighten their load during the regular school year, allowing them to focus on extracurriculars.

Register for Summer School Today!

Calgary Academy is excited to offer Summer School again for interested students to earn credits, strengthen their understanding, and get a head start on the school year.

Current CA students can register through Rycor, while non-CA students can register through our Summer School website.

There are limited spots available, so make sure to save your spot early! Summer School classes will only proceed if there is sufficient interest, with a minimum of nine students required. Register by June 20 to attend this year’s program!

Please contact us with any questions regarding this year’s Summer School.

The Broadway and Hollywood sci-fi hit musical Little Shop of Horrors has entertained theatregoers for over 30 years. In May, the musical will bloom at Calgary Academy, where the school’s theatre will transform into a flower shop slowly running out of space due to its newest guest.

Given this production’s technical challenges, CA’s set and prop designers sat down to discuss the show’s unique puppetry, set design needs, and their hopes for opening night.

Bringing a Little Shop to the Big Stage

Little Shop of Horrors is a 1980s horror comedy musical (based on the 1960 movie).

The two-act production follows Seymour Krelborn, a down-on-his-luck orphan, as he tries to win the girl of his dreams and move to the suburbs. His ticket to success is a mysterious plant that arrives at the door of the flower shop where he works.

One of the foundational elements of a show like this is its set design and prop use. With much of the musical taking place between a flower shop, a dentist’s office, and Seymour’s apartment, the set needs to come alive as much as the characters themselves.

Calgary Academy art teacher and set designer for Little Shop of Horrors, Jamie Lafond, knew the production would hit the school’s Black Box Theatre after seeing the Broadway show on last year’s New York trip.

Mr. Lafond felt excited but a bit nervous due to the technical work needed for the set’s design. With an ever-growing plant on stage, he notes that the set needs to be impactful for the audience and easy to navigate for the cast and crew.

“I tried to design a functional set, but still visually engaging and streamlined. Make it simple, make it look good, and make it so that set changes happen quickly.”

Almost everything built for the show can be moved around on wheels to roll set pieces on and off stage as quickly as possible.

Another unique element of this production is its use of puppetry! Seymour’s plant, Audrey II, starts as a small coffee tin-sized sapling, but eventually, it grows bigger and bigger until it reaches its ultimate form, which Mr. Lafond says will “fill the set.”

Multiple puppets are required to match Audrey II’s appetite, and multimedia teacher Morgan Platts is responsible for them. The students playing Seymour use these hand puppets until the plant grows enough to stand on its own.

While Mr. Lafond worked on the larger Audrey IIs (which he has completely resurfaced and repainted), Ms. Platts built the smaller ones from scratch using foam and sewing the design together.

“I took on making the infant Audrey IIs. I was actually kind of sad to be finished. It was my first time making a functioning puppet, so it was a lot of fun.” – Ms. Platts

Little Shop of Horrors Debuts at CA on May 8

With little time left before Little Shop of Horrors hits the Black Box Theatre, the cast and crew are currently in the final stages of preparation—running full-length rehearsals, testing lights and sound, and putting the finishing touches on the set.

These weeks are when the final pieces of the show come together, but students and staff have been working together since September. Mr. Lafond notes how closely many of the Integrated Studies teachers have worked together, calling the play a “whole collaborative process” from start to finish.

“Ms. McLim, Ms. Page, and I have been hand-in-hand through the whole show since seeing it last year. We’ve had ongoing discussions since before it was even announced that this production would be done.” – Mr. Lafond

This collaborative journey is almost complete, with Little Shop of Horrors’ debut performance set for May 8. Ms. Platts hopes the audience sees the labour of love this production has become.

“It’s kind of cliche, but I hope the audience notices all the work and love that’s gone into this show. There are a lot of specific set pieces. There’s a lot of specific costuming, so I hope they can see all the little details that went into making this show… It’s really been a village coming together to do this.”

Sunny skies and warmer weather ahead! I love the newness of spring. I find this time of year so motivating. What are your goals for the month ahead?

Our school’s theme for April has been RESPECT. As we know, respect is the R in REACH. What does respect look like at home, at school, and out in the world? How do we show respect to others and ourselves?

The respect lesson I created for high school students this month involved discussing some prompts with their peers. I encourage you to discuss these same prompts together as a family. This could make some great dinner conversation! (You may need to adjust the language with younger children.)

• Does someone need to earn your respect? If so, how?
• Does someone get your respect by showing respect to you first? Or does someone get your respect just for being human?
• If someone has lost your respect, can they get it back? How?
• “If someone shows you respect, you should show respect in return.” Do you agree? How do you feel if you treat someone with respect, and that person responds with rudeness? If someone insults you, should you insult that person in return?
• “You don’t have to respect everyone; you simply have to treat people with respect.”  What’s the difference? Do you agree with this point of view? Explain.
• Do you think that people in our society are respectful enough of each other? Explain.
• How do you show respect to yourself? Does this involve setting boundaries and learning how to say no? Are the things you say to yourself respectful and kind?
• Have you ever felt disrespected by an adult? How did that feel? How did you respond?
• Does someone get your respect because of their intelligence? Do you give someone respect because they are smart?
• Is it about people being a certain age? Do you choose to respect someone because they’re older versus younger?
• What does respect have to do with the quality of your character?

Complete the Sentences

• My teacher respects me when they…
• I respect my teacher by…
• My peers respect me when…
• I show respect to my peers by…
• My parents show respect when they…
•  I respect my parents by…

(Taken from The Responsive Counselor: Respect Lesson and Activities)

Wellness at Calgary Academy: Growing From the Inside Out

Grades K–9

At Calgary Academy, our approach to wellness is evolving through the continued integration of the MindUP program. While students continue to develop key social-emotional learning (SEL) competencies—such as self-awareness, self-management, and relationship skills—the focus is expanding beyond the self. This next phase encourages students to reflect on their sense of purpose and how they can contribute meaningfully to the world around them. The “Circle of Wellness” guides this journey through three interconnected rings: the self (at the centre), the classroom and school community, and the greater community.

By recognizing how their inner growth influences their actions in broader contexts, students are empowered to show up as their best selves. This is reflected in school-wide initiatives, cross-grade collaborations, acts of kindness, and community-focused projects—fostering a culture of empathy, purpose, and citizenship.

If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

This month, students in Grades 10–12 have been discussing the topic of Respect. I hope you enjoy working through the same lessons they did!

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound 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 Jenny Duffield.

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 my email.

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.

Serena Braun

Registered Psychologist

With pristine white beaches, clear blue water, and snaking rivers in the Amazon, Brazil is much more than its iconic rainforest. It’s a country with a rich history, varying landscapes, and a mixture of cultures.

Calgary Academy’s International Travel Studies (ITS) club recently journeyed to the country for the first time in its 20-year history. While this year’s trips had several unforgettable moments, the true value of ITS comes from the lessons learned along the way.

From Rio to the Amazon

This year, ITS travelled through Brazil in two groups by plane, boat, and bus, stopping in São Paulo, Rio de Janeiro, and a lodge in the Amazon Rainforest—approximately 170 km from the nearest city, Manaus.

Exploring the coastal region of Brazil featured a deep dive into Brazil’s food culture, architecture, and local history in Rio, such as visiting Sugarloaf Mountain and one of the Seven Wonders of the World, Christ the Redeemer. The students also enjoyed a visit to Búzios, a trip highlight for many of the travellers.

In the Amazon near Manaus, students and staff learned about the Indigenous peoples of Brazil, experienced the fauna and flora of the rainforest and completed the main goal of the trip: a multi-day altruistic project to support the local community.

The students assisted in building a community centre for those living along the Amazon River, handing supplies to lodge workers, installing a bug screen for the building’s windows, and painting the structure’s base.

After the project was completed, the local community was invited to the project site to celebrate, spend time with the students, and receive donated goods from ITS, including soccer balls and jerseys, school supplies, and small toys.

For students like Myles H., the highlight of the 12-day trip was seeing the smiling faces of the local children and spending a day playing soccer and volleyball.

“Helping out the children was definitely the best part. Giving them school supplies and spending a day with them was great.” – Myles H.

Resiliency and Identity

While breathtaking views and exotic locations are certainly a selling point of ITS, many students arrive home having learned something new about themselves.

Travel can be smooth sailing or choppy waters—flight delays, poor weather, or illness can happen even when everyone feels prepared. However, embracing the natural nerves and anxiety that come with travel can help students step out of their comfort zones and grow as individuals.

Senior School teacher and one of this year’s trip leads, Roberta Rudin, says that her favourite part of ITS is seeing the students embrace new, sometimes uncomfortable experiences, whatever that may be for them.

“My favourite thing about ITS is seeing students step out of their comfort zones and try many things they believe they can’t or don’t want to do. Whether that be different foods, activities, or altruistic events… While on these trips, students try, and if they are unsuccessful, they try again.”

These experiences can give students a new appreciation for life at home. Myles remembers joining ITS for the first time this school year after being encouraged by his parents. Having never left the continent, he saw the trip as a chance to see a new part of the world with his friends.

Now back in Canada, he looks forward to signing up for next year’s trip, no matter where it takes him.

“I don’t even care where ITS goes or who goes on the trip. I just want to go again because it was a really cool and fun experience.”

Ecuador, Tanzania, and now Brazil—ITS has travelled to over 10 countries across the globe for 20 years. While each year’s trip is different, the students make many memories they can fondly reflect on. Ms. Rudin notes that the bonds students make with each other throughout the trips are exceptional.

“What the community doesn’t see are the strong bonds that the group creates within themselves and the amazing empathy, sharing, support of each other, and personal growth that happens. I am so proud of our group this year because of our bond—it made my job easy and enjoyable.” – Ms. Rudin

With the 2026 destinations for ITS being announced next month, learn more about how ITS helps make a local and global impact.

It can be challenging to choose a career when you can’t experience it firsthand. Thankfully, Calgary Academy offers a way for students to get a taste of what universities and colleges offer through the dual credit program!

For Senior School students like Evan S. (currently in a pre-employment welding program), dual credit can help prepare them for the future workforce by allowing them to take college and university courses while still in high school.

What is Dual Credit?

For Senior School students, dual credit offers an exciting opportunity to experience post-secondary education before graduation. This program allows students in Grades 10–12 to take college-level courses while still in high school, earning both high school and post-secondary credits.

From health sciences and business to skilled trades and technology, dual credit provides hands-on learning, letting students explore their career interests. Whether learners are interested in medicine, aviation, IT, or welding, they can gain real-world experience, build confidence, and see what their future may hold.

Calgary Academy Career Counsellor Jessie Holwell understands the value of allowing students to explore their interests. For some industries, such as skilled trades, dual credit can help students enter the workforce sooner.

“If a student completes their pre-employment certificate in high school, they can enter the workforce and start counting their apprenticeship hours right after graduation, as opposed to having to do that the year after.” – Ms. Holwell

However, dual credit may not be available for everyone—there are general requirements for students joining the program, including:

• Requiring the average grade point average (GPA) or course requirements for the specific program a student is interested in.
• Receiving permission from the student’s parents to join the dual credit program.
• Being prepared for the expectations of post-secondary courses.

A Day in the Dual Credit Program

For students like Evan, dual credit isn’t just about earning extra credits—it’s about taking tangible steps toward their future careers. He has always been interested in the trades, advocating for a spot in the pre-employment welding program.

Evan’s (along with two other CA students’) school day starts early, at 8:30 a.m., at the SAIT campus. There, they spend three hours in theory and hands-on learning in their chosen trade.

By the afternoon, they’re back at Calgary Academy to complete their high school courses. While the schedule is demanding, the students are dedicated, work hard, and are passionate about their interests.

Evan notes how he has enjoyed building on the theory learned in his classes and seeing his improvements. He plans to continue his education at SAIT and recommends dual credit for anyone interested in the trades.

“It’s cool to watch yourself progress from the beginning… I was shocked that there was an opportunity to do this. If you like hands-on work, I definitely recommend it.” – Evan S.

So far, Evan has tackled coursework in tools and equipment, wire-feed welding, gases and maintenance, and apprenticeship safety—gaining skills that will serve him well.

For students wondering if dual credit is the right fit, the best first step is a conversation with their career counsellor, a teacher, or even a student already in the program. Ms. Holwell notes that dual credit is the perfect opportunity to try something new and see if a career is a good fit.

“My advice is to talk to me! But in a broader picture, jump in. You’re not going to know if you don’t try something… There’s no better way to see if a career is a good match for you than trying it out.”