The Mabin School

Words have the power to spark imagination, build connection, and inspire us to see the world in new ways.
This year, our Grade 4 students explored the compelling question: How can writers make people think and feel?
Guided by the concepts of form, function, and expression, students discovered that writing is more than putting words on a page—it is a powerful tool for communicating ideas, evoking emotion, and connecting with others.
What began as a fascination with spooky stories evolved into an exploration of narrative writing, different forms of expression, the writing process, and the craft behind meaningful storytelling. Students collaborated with guest experts, participated in field trip experiences, conducted independent research, and even exchanged letters with students across Canada, discovering how writing can bridge distances and build community.
Throughout the inquiry, students experimented with word choice, sentence structure, and storytelling techniques while learning to value feedback as an essential part of the creative process. They also stepped into leadership roles by planning and hosting a Poetry Café, creating a joyful celebration of creativity that brought their classroom community together through the power of words.
By the end of the inquiry, students had transferred their learning across multiple forms of writing, developing the confidence to write with purpose for different audiences while discovering that the written word can inspire gratitude, humour, empathy, imagination, and lasting human connection.
At The Mabin School, we nurture young learners who understand that every story has the power to make someone think, feel, and see the world a little differently.

What story do our clothes tell?

This year, our Grade 3 students explored the compelling question: How do the clothes we make and wear tell the story of who we are and shape the world around us?

Guided by the concepts of identity and creativity, students discovered that clothing is far more than simply fashion—it is a reflection of culture, values, self-expression, and the choices we make every day.

Their inquiry began with a simple sewing activity designed to build classroom community. As students experimented with fabric scraps during Choosing Time, their curiosity grew into deeper questions about how clothing is made, where fabrics come from, and how textiles connect us to people, places, and traditions around the world.

Through research, storytelling, a class novel study of Project Mulberry by Linda Sue Park, and even raising silkworms, students explored the journey of textiles from raw materials to finished garments. Along the way, they examined how clothing has evolved over time and considered the environmental and social impact of the global fashion industry.

Inspired to make a difference, students transformed their learning into action. They created informational videos to educate others about the life cycle of clothing and the importance of mindful consumer choices. They collaborated to organize a textile recycling drive in support of the Toronto Humane Society, demonstrating how small actions can have a meaningful impact on both people and the planet. They even sewed costumes that were used in this year’s Grade 5 and 6 musical production and arranged for a school-wide sewing workshop.

At The Mabin School, inquiry-based learning empowers students to see themselves as thoughtful creators and responsible citizens. By designing, making, questioning, and taking action, our Grade 3 learners discovered that what we wear tells a story—not only about who we are, but about the future we want to create.

Every great discovery begins with a question.

This year, our Grade 2 students explored the compelling question: How do stories and myths help us understand how the Earth and its creatures have changed over time?

Guided by the concepts of adaptation, change, and storytelling, students discovered that people have always sought to understand the natural world—through both scientific inquiry and the rich traditions of myths passed down across generations.

As they investigated Earth's natural wonders, students asked "big Earth questions" about rocks, landforms, oceans, animals, and the forces that shape our planet. Their curiosity led them to explore myths from cultures around the world, recognizing how storytelling has long helped people make sense of natural phenomena and the changing world around them.

Inspired by their learning, each student became both scientist and storyteller, creating an original myth that blended imaginative thinking with scientific understanding. They then brought their stories to life through puppetry, using drama and visual arts to communicate their ideas while developing collaboration, creativity, problem-solving, and communication skills.

Throughout the inquiry, students explored how evidence and imagination can work together to deepen our understanding of the world. By examining Earth's processes and how animals adapt to changing environments, they discovered that science helps explain how the world works, while stories help us explore why these questions have always mattered to humanity.

At The Mabin School, inquiry-based learning encourages students to embrace both curiosity and creativity—empowering them to ask meaningful questions, think across disciplines, and discover that there are many ways to understand the world around us.

What happens in the dark?

This year, our Grade 1 students explored this compelling question through an inquiry that transformed darkness from something unknown into a source of wonder, discovery, and imagination.

Guided by the concepts of storytelling, perspective & emotion, students investigated the many ways darkness shapes our world. Through hands-on exploration, sensory experiences, dramatic play, and storytelling, they discovered that the dark is full of life, beauty, and possibility.

Students explored the phenomenon of Arctic night and considered how different environments shape the way people live. They learned from Indigenous stories about light, darkness, and the Northern Lights, recognizing how storytelling has long helped communities understand and celebrate the natural world. Through shadow puppetry, they collaborated to bring the Inuit story The Origin of Day and Night to life, discovering the power of drama to share ideas and honour diverse perspectives.

Their curiosity extended into the fascinating world of nocturnal animals, where they investigated how creatures use heightened senses to thrive after sunset. Immersive experiences—including a blindfolded sensory investigation and a dining-in-the-dark experience—encouraged students to reflect on how we experience the world when we rely on more than just our eyes.

Throughout the inquiry, students also strengthened their research and communication skills by creating nonfiction texts about nocturnal animals, combining scientific learning with creativity and wonder.

At The Mabin School, inquiry-based learning begins with children's natural curiosity and grows into meaningful learning experiences that inspire empathy, imagination, and a deeper appreciation of the world around us. Sometimes, the brightest discoveries happen in the dark.

How can we protect plants and animals from humans?

This year, our Senior Kindergarten students discovered that even the youngest changemakers can make a big impact.

Guided by the concepts of balance, responsibility, and changemaking, students explored how plants and animals protect themselves—and how humans can help protect them, too. Their learning led to a meaningful partnership with FLAP Canada, where they investigated the dangers of bird-window collisions and took real action to make The Mabin School safer for migrating birds.

Students conducted a bird-safe audit of the school, researched solutions, presented a proposal to school leadership, and installed bird-friendly window decals and Acopian Birdsavers they helped create. Their work was so impactful that it was featured by FLAP Canada as an example of youth-led environmental stewardship.

At The Mabin School, inquiry-based learning inspires action. By asking thoughtful questions, working collaboratively, and taking meaningful steps to care for the natural world, our youngest learners discover that you're never too young to create positive change.

What are cities, and how are they built?

This year, our Junior Kindergarten students turned the neighbourhood into their classroom, exploring the people, tools, and teamwork that shape the communities we live in.

Guided by the concepts of construction, materials, and design, students investigated real road construction projects just outside Mabin's doors. They asked thoughtful questions, met workers behind the projects, explored real tools, built and assembled their own diggers, measured materials, and even investigated a neighbourhood sinkhole—thinking like young engineers every step of the way.

Through authentic, hands-on experiences, students discovered that cities don't just appear—they are carefully planned and built by people working together. At The Mabin School, inquiry-based learning starts with curiosity and grows into a deeper understanding of the world around us.

The Mabin School is sad to share that former Mabin teacher Chris Wright passed away last week.

Chris was a deeply valued member of The Mabin School's history and made a lasting impact on generations of students, families, and colleagues. More recently, Chris participated in our Making Art, Making Change installation in the front entryway of our school as one of our elder friends, reflecting her enduring connection to the Mabin community.

Our thoughts are with Chris's family, friends, and all those whose lives she touched. Her contributions to The Mabin School and the lives of so many students will remain an enduring part of our school's story. She will be dearly missed.

The Mabin School's Vice Principal - Strategy, Equity & Learning, Ben Peebles, was recently spotted on the West Coast! Ben was proud to represent our school as one of the facilitators of the Canadian Accredited Independent Schools (CAIS) Foundations for School Leadership program, hosted at St. Michaels University School in beautiful Victoria, BC. It was a fantastic opportunity for The Mabin School to connect with independent school leaders from across Canada and we look forward to continuing to learn from our colleagues coast to coast as a proud new member of the CAIS network!

The Mabin School is thrilled to announce that we are now a Member School of Canadian Accredited Independent Schools (CAIS)!

The Mabin School proudly joins a network of over 95 schools across Canada who are equally committed to undergoing a reflective and collaborative school improvement process, meeting National Standards, and participating in research and professional learning.

More to come when our community returns for the 2026-2027 school year. We were too excited to wait to share the news!

Please join us in welcoming our new Director of Admissions & Communications, Dayna Dann, to The Mabin School!

Dayna is an experienced admissions and educational leader with a Master of Arts in Child Study and Education from OISE. She brings a student-centred, relationship-driven approach to her work and we are so excited to welcome her to our community starting next week.

Dayna is taking over for Michelle Barchuk who is retiring at the end of the summer so they will spend the month of July working together to ensure a smooth transition.

Welcome, Dayna!