The Gryphon: Winter Edition, Volume One

MEADOWRIDGE SCHOOL

THE GRYPHON WINTER 2015 VOLUME ONE

MEADOWRIDGE SCHOOL

12224 240th Street Maple Ridge, BC V4R 1N1

www.meadowridge.bc.ca

604.467.4444

People are drawn

IN THIS ISSUE: 3

From the headmaster

4

Educational leadership team update

around the world.

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About the fsas

5

So, what exactly is cas?

In the spirit of active collaboration with

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a glimpse into the dp

teachers, peers, and our community,

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Technology at meadowridge

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why choose the myp?

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Getting involved in your community

TO OUR SCHOOL FROM

we learn how to care for ourselves and for others.

Knowing that change is the only certainty, we engage with challenging & complex questions effectively and creatively.

Through outstanding

teaching, programmes & facilities,

meadowridge DEVELOPS IN US

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Group Two: Language & Acquisition

Faculty focus Visual Arts at Meadowridge

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The annual fund

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Inquiry in the pyp

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How the dramatic arts address the needs of male students

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Student reflections: comparative religion cwow

22

Library update

23

Student achievements

26

Deputy headmaster blog Unwrap the Kids and Let Them Play Outside!

28

Student council update

29

Athletics update

the confidence not only to

meet the future, but also to create it.

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MEADOWRIDGE SCHOOL GRYPHON

FROM THE HEADMASTER work, and those who can learn, and those who know about the world.

And we learned that these things were as important in every century as they are now. Great education is an education that endures, because it draws upon those qualities that have always been, and will always be, important. The century may change, and what we know may change, and the tools of learning may change; in spite of all this change, we need the same dispositions, the same relationships, and the same openness to learning. They are the things that help us grow from children to fulfilled and skilled adults. This may seem obvious to us, but things can become cloudy, and complex, and difficult.

We live in an increasingly uncertain and changing world. As the communication and transportation systems are making the world smaller, regional tensions are flaring. The global problems are complex, and technological change is drawing us together, but also making us more vulnerable. The world into which our children are growing is involved in ever faster change, and increasing complexity.

The B.C. school system is lurching forward, promising “21st Century Learning” and “Personalized Learning” and “Technology-based Do you remember growing up? The time of childhood, and emerging Learning”. Nobody has yet written the curriculum, but great promises adulthood, is a challenging and exciting and rewarding time of are being made. And the school system growth and learning. In that is increasingly under pressure, not only to process, we all learned things prepare children for the world, but just to meet every day. We learned from current concerns. The population in British school, and from family, from Great education is an education that endures, Columbia is shifting, as another baby boom friends and from community.

We learned through media b e c a u s e i t d r a w s u p o n t h o s e q u a l i t i e s is now making its way into the early school years, and the projections are for increasingly and through text, through play and through work. We t h a t h a v e a l w a y s b e e n , a n d w i l l a l w a y s b e , crowded schools. The challenge of engaging different forms of learning, for an increasingly learned from both triumph important. The century may change, and complex future is a serious and ongoing one, and failure, from strength and and is compounded by challenging questions weakness. But we learned, just w h a t w e k n o w m a y c h a n g e , a n d t h e t o o l s of what to teach, and how to teach and how to as our parents learned, and manage technological advances. their parents before them. of learning may change; in spite of all this We learned with the tools of I think that what we need to remember in our our time, and adapted our change, we need the same dispositions, the school is that we actively embrace change. In learning as different tools were our vision, we claim that “change is the only developed: books, television, same relationships, and the same openness certainty”. We know that we have to prepare film, telephone, computers. to learning. our children to “engage with challenging and And through time, we may also complex questions effectively and creatively”. have needed the same things Our school is infused with the spirit of “active as generations before us collaboration”, so that we can “care for ourselves and for others”. We needed. We needed courage, because things could always scare us. welcome the world, with all its changes.

We learned to get along with others, because relationships are what sustained us in our families, our businesses, and our communities.

Our school is growing, too, along with the world. I hope that you will We learned to be honest, so that we could trust ourselves, and each join us in this journey of growth, that you will participate in our others could trust us. We learned how to learn, and how to work hard surveys which will help us to constantly question and improve, and when we needed to. We learned to take risks, because life is full of that you will partner with us as we design our emerging campus as a measured risk, and growing always involves some risk. We learned place that will ensure that our children learn well, and so will transcend humility, because everyone is better at some things, and needs help their century, transcend the merely personal learning promised by in others, and recognizing both is important. We learned to be kind, the school system, and become the ones who shape their own future because it defines the sort of life that we all want for ourselves and on a world stage. others.

We learned these things in our homes, and in our classrooms, on our playgrounds and in our communities.

We also learned that it was important to know things: To know some history and some science, some mathematics and some language; we learned it is important to know how to write and to read. We learned that it is very important to be good at knowing many things, and good at working hard, because opportunity comes to those who WINTER 2015 VOLUME ONE

Mr. Hugh Burke Headmaster 3

EDUCATIONAL LEADERSHIP TEAM UPDATE COUNCIL OF INTERNATIONAL SCHOOLS ACCREDITATION (CIS): We are soliciting feedback from

students, staff, parents and the Board as part of our accreditation with CIS. All members of the community should have received an invitation to complete the Endicott Survey online. In some cases, you may have received two sets of codes. For example, you may be both parent and a member of the Board. You may be both parent and staff. We ask you to complete both surveys. The feedback is anonymous and will be used to shape our continual improvement efforts. Although it is extensive (104 questions in some cases) you will find completing the survey takes only five minutes. Your opinions are invaluable and so we encourage everyone to take the time to complete the Endicott Survey.

SCHOOL CALENDAR 2015/2016: We know that our

families are busy and like to know well in advance the school calendar in order to plan vacations. We held off ratifying the calendar for the coming year in order to align dates for spring break with local public school districts. Although the calendar has now been emailed to all families, you may find it on our website on both the Parent Resource Page and Parent Portal. To note, our first day of school next year is Tuesday, September 8th.

ENROLMENT PROJECTIONS: The school continues to offer

an exemplary educational experience and exceptional value. As a result, we are both retaining and attracting new families. The school’s current enrolment is 535 and is projected to grow by 15 students annually. Currently we have tripled grades 4, 7 and 9 in order to keep student/teacher ratios low while accommodating an influx of students.

Our current waitlists are the strongest they have been in years, with an increase in applications in Junior Kindergarten and Grade 1. Response rates from our survey measuring intention to re-register are strong, but we are awaiting responses from 15% of families. Please make contact with Admissions in a timely fashion in order to hold your child’s place for the 2015/2016 academic year.

FACILITIES UPDATE: You may notice that space is at a premium this year as enrolment continues to grow. The school was built to optimally support 546 students and associated staff. Given the projection to continue growing to 550 and beyond, we are in the

fortunate position of beginning conversations about facility expansion.

Mr. Burke and the Facilities Committee hosted a weekend session to get feedback on the Campus Master Plan and are considering options for expanding instructional spaces, common meeting areas and gymnasium space. Expect more information in the coming months as enrolment projections, architectural plans and cost projections become clearer. However, know that we are at the point where we must undertake campus expansion in order to accommodate increased student population.

NORTH FOREST UPDATE: I had announced previously that

the school met with representatives from several branches of the municipality in order to discuss our plans for developing the tenacre property north of the school, including Latimer Creek. We are submitting an application to rezone this property and exploring how we might use the land to support student learning across the grades.

Some projects to note include the construction of a new greenhouse by the PYP gardens and talks to re-establish a habitat pond for amphibians. Storms during December caused two significant trees to fall on the property and several others to be weakened. To protect staff and students, we contracted a professional arborist to inspect the area.

A half dozen trees have been earmarked for limbing or topping where possible. We expect cutting to improve safety in the forest without adversely affecting aesthetics. In the interim, student activity has been restricted to the PYP gardens.

Mr. Jason Parker, Deputy Headmaster

ABOUT THE FOUNDATION SKILLS ASSESSMENTS (FSAs) Students in Grades 4 and 7 will be taking the Foundation Skills Assessments (FSAs) during the last week of January and first week of February. While the results of the FSAs should be taken in context, these tests are an important indicator of your child’s basic abilities in Math, Reading and Writing. Student results on FSAs are not compared to other students' scores across the province.

Rather, results are derived in relation to how well individual students do on specific learning outcomes. There is no ranking or student comparison to each other.

We believe the FSAs, taken in context with other indicators, allow us to make observations about the relative effectiveness of our instructional efforts. Our results are traditionally amongst the best in the province, but our intention is to continuously improve.

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Accordingly, we provide structured invigilation and require all students to put forth their best effort. After, we work with teachers to analyze results with an eye to making further improvements. Once this year’s FSAs have been completed and results are in, we will compare them to previous years in order to spot emerging trends.

This review will be shared at a later date. For the time being, you can learn more about the FSAs at www.bced.gov.bc.ca/assessment/fsa/ results/.

Read more about the FSAs online at www.bced.gov.bc.ca/assessment/fsa/results/ MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: Our children need to be balanced, ensuring that they are looking after their heads, their hearts, and their hands: intellect, emotions, and body... thoughts, words and deeds.

SO, WHAT EXACTLY IS CAS?

CREATIVITY, ACTIVITY, AND SERVICE EXPLAINED CAS is an acronym for Creativity, Activity and Service. It is at the heart of the Diploma Programme, and asks students to be involved in a range of activities that take place alongside their academic studies.

If a student is registered in the full Diploma, completion of CAS is a requirement for an IB graduation. Course students will still be asked to contribute to the community and will meet the Gryphon Pin requirements for Service (20 hours of volunteer work).

The component’s three strands are defined as follows:

C REATIVITY arts and other experiences that involve creative thinking

A CTIVITY physical activity that contributes to a healthy lifestyle

S ERVICE an unpaid, voluntary exchange that

This component creates an important counterbalance to the academic pressures of the rest of the IB programme as it enables students to develop their personal and interpersonal skills. Through participation in CAS activities it is hoped that students will begin the journey to become global citizens.

CAS AT MEADOWRIDGE SCHOOL Students engage in many different activities in the CAS programme that add so much life and energy to the school. Some of these are completed individually and some are a collaborative project where they learn valuable group skills. The following are some examples of CAS activities that have occurred in the past two years: i. Track and Field ii. Benefit Concert iii. The Sparrow Mrs. Kristal Bereza, Director of Diploma Programme

i

iii

has a learning benefit for the student

CAS is not an hour counting activity. There are eight learning outcomes that students must meet over the course of 18 months.

They demonstrate this through their activity choices as well as the reflections they write as they participate. It is important to note that CAS does not require students to engage in brand new activities but rather they can extend the ones they are in. For example, if someone plays on a basketball team they could choose to develop their leadership skills on the team through being responsible for leading the team through proper warm-ups and stretching at the beginning and end of each practice. Throughout the basketball season, the student would write some reflections on what they were learning, challenges they were facing, and successes they were having. This would meet the outcome of learning a new skill.

CAS encourages students to be involved in activities both individually and in a group that take place locally, nationally and internationally.

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A GLIMPSE INTO THE DP

GROUP 2: LANGUAGE ACQUISITION The IB Diploma Programme is made up of six subject groups—Language, Language Acquisition, Individuals and Society, Sciences, Mathematics, and the Arts. The core of the programme is the Theory of Knowledge class, the Extended Essay, and Creativity, Activity and Service. These work toward development of the student as a whole and therefore benefits all subject areas. During this year, the Diploma section of the Gryphon will focus on a separate subject group for each edition. Teachers will submit articles that bring the reader into their classrooms to ‘observe’ what activities have occurred. (CONTINUED ON NEXT PAGE) Mrs. Kristal Bereza, Director of Diploma Programme WINTER 2015 VOLUME ONE

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GROUP 2: LANGUAGE ACQUISITION

(CONTINUED)

S p a n i s h a n d Fr e n c h L a n g u a g e B c o u r s e s a r e d e s i g n e d t o d e e p e n s t u d e n t s ’ k n o w l e d g e o f t h e Fr e n c h a n d S p a n i s h languages, and the emphasis is placed on developing the

full

comprehension

of

second

language

by

mastering the language skills of speaking, listening, reading and writing.

T ypically students who take Spanish or French in Middle Year Programme continue with the language they chose entering Grade 8. New students are usually advised to take Spanish ab-initio course, which is designed for the beginners. In Standard and High level classes, the instruction and all interactions are in French or

Spanish. One part of the course is called Core, and is prescribed by the IB. The themes that are part of this curriculum component are: Social Relations, Communication and Media, and Global issues.

In addition we have the freedom of offering two more themes selected by teachers. In French, they are Cultural Diversity and Leisure. In Spanish, they are Health and Cultural Diversity. High level courses offer literature studies in addition to the regular course. By the end of DP, the students are able to speak the target language with fluency and comprehend and analyze a variety of media – newspaper articles, magazines, blogs and literary pieces. Another important part of Language B courses is the connection with Theory of Knowledge and Internationalism. When working with the cultural component of the course, students are encouraged to think critically, to follow international news, and to analyze and discuss global values.

Ms. Gilda Zivec and Mrs. Katerina Pogrebinsky

WHAT TYPE OF WORK DO STUDENTS COMPLETE? FRENCH 11 STUDENT REFLECTIONS: POURQUOI ON TUE DES CARICATURISTES? Les journalistes, et dans c’est instant, les caricaturistes ont plus de risque avec les situations controversé parce qu’ils ont beaucoup d’influence dans le publiques. Surtout les caricaturistes parce que les images ont de la force dans la publicité, ils peuvent persuader des émotions ou opinions et idées. Parce ce que ce journaliste de Charlie Hebdo a créé des images assez complexe, dogmatique et politique, ceux qui voient les images, ont une réaction. Bien sûr, il faut que les gens comprends que les caricaturistes ont le droit de dessiner ce qu’il veulent sans la peur d’être tuée. Et ce n’est pas un problème si les opinions d’une personne sont contradictoires de les leurs. En vrai, les tueurs ont peur de les idées peu conventionnelles alors ils ne savent pas comment réagir de façon appropriée. Alors pour nous autres, c’est notre responsabilité d’enseigné. Il faut qu’ils sachent et comprenaient la liberté avec les pubs et journaux. Si nous ne essayons pas à communiquer et changer les situations comme celui ici , les tueurs tueraient encore ou enfaite, le mauvais message va être médiatisé et répandu.

leurs amis, et s’il était très insultant et si ils étaient très opposés à la publication de la caricature, ils écriraient au journal pour se plaindre. Mais il y a quelques personnes radicales qui défendraient leurs croyances avec tous les moyens nécessaires.

Même la violence. C’est pour ca, que deux hommes ont tué douze personnes est ont blessé onze autre dans un attaque terroristes sur le journal Charlie Hebdo. Le journal avait publié un caricature extrêmement insultante de le prophète Muhammad, et en en guise de représailles les terroristes ont trouvé nécessaire de tuer les journalistes. C’est un cruel rappel de la cible que les caricaturistes ont peint sur leur poitrine.

Ellie M. (Grade 11)

SPANISH 12 STUDENT ASSIGNMENT: OBSERVE AND DISCUSS

Jessica B (Grade 11) C’est le travail des caricaturistes de faire la satire de tous qu’il dessine. C’est le raison que beaucoup des personnes pensent que leurs caricatures sont si drôles. Mais il y a toujours des personnes qui se sentent que les dessins sont choquants, offensifs, et cruels.

Par nature, les satires seront toujours au détriment de quelque chose ou quelqu’un. C’est ça qui met les caricaturistes et les journalistes en danger. Normalement, si quelqu’un sentaient insulté, ils deviendraient un peu fâcher, ils le discuteraient avec 6

• • •

Observa la fotografía Tienes 15 minutos para preparar tu discurso.

Recuerda que no puedes escribir oraciones completas.

Los 4 pasos más importantes a seguir son: Describe la fotografía, relaciónala con el tema, habla sobre el encabezado, haz una conexión cultural, da tu opinión personal.

MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: We need to make sure that our school and our students control technology, and are not controlled by it.

TECHNOLOGY AT MEADOWRIDGE WHAT MAKES US UNIQUE?

In the previous two articles, I suggested that Meadowridge has a world-class technology programme and I discussed ways in which technology may change the way we interact with each other. I would like to revisit and explain why I believe Meadowridge has a world-class programme and the relationship between the first two articles.

In my role, I’ve had the privilege of visiting many schools. Invariably, between workshop sessions or at lunch, students or the Director of Technology will offer a tour. Because the purpose of my visit is most often related to technology, the interactive whiteboards are highlighted, the iPads are displayed, and high-end sound systems and projectors are pointed out. Often, schools talk about their iPad or their one-to-one laptop programmes with pride. Most discussions revolve around what the technology is capable of doing. Upon deeper examination of the activities, many of them should be done without technology. Paper, pen, pencils seem to be overlooked for the digital versions of these seemingly forgotten tools.

What makes the technology programme at Meadowridge different?

The most significant aspect is also the most difficult to measure. Every decision made is made within the context of what our students and staff need to help people learn. Easy access, robust systems, and flexibility to accommodate the individual are prioritized over ease of management, latest trends and brand names.

The following examples are a few of the subtle ways Meadowridge has an outstanding programme. Although many schools have a one-to-one laptop programme from grades 5 and up, Meadowridge is the only school, to my knowledge, that allows families to select the brand and model of their choosing. Aside from some very basic criteria, students can use virtually any laptop they like, and it can be replaced as often, or as infrequently as they like. Although from an administrative perspective, having everyone using the same model would be easier to troubleshoot when problems arise, standardizing everyone with the same brand, model and operating system doesn’t acknowledge the different learning styles of individuals. Some people prefer Mac, others prefer Windows. Learning is not a one-size-fits-all model.

Having Macs, PCs, old, new, high-end and entry level machines all in the same environment may cause technical challenges. Because these systems work differently, and to keep the school’s computer network secure, students are given their own dedicated wireless network. As a

WHAT MAKES OUR TECHNOLOGY PROGRAMME UNIQUE?

A one-to-one laptop programme that allows families to choose any make or model. Some people prefer Mac, others prefer Windows.

Learning is not a one-size fits all model.

WINTER 2015 VOLUME ONE

All student resources are web-based. Students can access e-mail, print to school printers, access the school library, upload documents to the cloud and more!

result, all the resources our students need are web-based, which may be the most unique characteristic of our use of our implementation.

Whether students are at home, at school, at the library, at a friend’s house or in Mexico, students have continuous access to email for communicating with teachers, they can print to school printers, save to the school’s private cloud storage, upload documents for assignments, access the school’s library, and examine databases for research.

Although not claiming Meadowridge is unique, every decision we make is based on the educational benefit to our learners. When the school purchased laptops, because the PYP students are most likely to be the most frequent users, the size, weight, battery life, boot up time, and functionality were considered. Internal systems were implemented to ensure laptops would be ready any time students need them. By removing as many barriers as possible, students could begin their work sooner.

Because of the size, portability, battery life, ease of use and extensive library of apps, the iPad is a wonderful piece of technology; however, it is often used in ways that is distracting to learning. In one particular article I read approximately a year ago, the author justified the purchase of iPads by suggesting that his school had the moral obligation to teach students how to use this technology. This article was not unique. In many of the schools I’ve visited, and in most articles I’ve read, teachers enthusiastically demonstrate or explain activities centered around what they can do with the iPad. At the end of workshops, long lists of apps are circulated with brief explanations about what they do.

Although the school just purchased a number of these devices for the Kindergarten to Grade 3 classes, teachers engaged in discussions and conversations around how these mobile devices can address a gap in our inquiry based teaching models. We asked which devices could give the students the easiest access information. Which devices could reinforce curriculum. Rather than focusing on what the iPad can do, teachers have focused on what the technology must do to improve learning.

Technology is integrated in what our students do in class to support learning. Although a subtle difference, what is important is that Meadowridge emphasizes the use technology in ways to support learning and rarely will it be the subject. I’ve often used an expression with my colleagues: Technology should be like smoke. You can see it, smell it, and maybe taste it, but you shouldn’t be able to touch it. By adopting this deliberate, thoughtful approach, we ensure that we are in control of our technology, and are not controlled by it.

Mr. Patrick Niwa, Director of Technology

Every decision is based on the educational benefit to our learners.

Technology supports learning, and will rarely be the subject of it.

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WHY CHOOSE THE MYP?

The Middle Years Programme (MYP) is described by the International Baccalaureate Programme as ‘a challenging framework that encourages students to make practical connections between their studies and the real world.’ (www.ibo.org) Recently, I have had a several opportunities to talk to parents, students, and prospective teachers about the MYP programme. This opportunity for reflection has led me to several conclusions about why I so strongly support the MYP.

THE BALANCED CURRICULUM While the MYP provides a framework for substantial academic challenge, it recognizes the importance of all subject groups. The curriculum model clearly demonstrates that each of the eight subject groups contributes equally to the programme. Other academic programmes may neglect areas like the arts, design, second language acquisition, or physical education, where the MYP requires these areas to be taught and assessed.

PREPARATION FOR THE DIPLOMA PROGRAMME (DP ) The MYP, particularly with the Next Chapter updates, provides the breadth and depth of study necessary to be successful in the DP. I believe that the alignment of the MYP and DP makes a significant contribution to easing the transition into the DP. The programme flexibility of the MYP also allows schools to ‘backwards plan’ the academic content, providing an advantage for those students studying in the MYP.

WELL ROUNDEDNESS This is a tenant of all the IB programmes, but it comes alive in the MYP. Not only do students study from eight different subject groups, they also participate in a personal project in Grade 10. Action and service components are woven into the curriculum, but are also explicitly addressed at Meadowridge through our CAS programme (Co-curricular activities following the acronym CAS - Creativity, Activity, and Service). All of our students 8

are actively involved in activities that develop their creativity, keep them physically active, and provide opportunities for them to serve our global community.

INTERDISCIPLINARY UNITS Teachers plan and deliver units that are related through content, topics, assessments, or global contexts. This provides students with an opportunity to immediately develop connections to other subject areas and the outside world. Through these interdisciplinary activities, students not only experience a deeper level of learning, retention is improved.

There are many other elements of the IB programmes that I hold in high regard. These are not specific to the MYP, but at a Continuum school like Meadowridge, they are prevalent in all we do. The IB has an emphasis on internationalism and intercultural understanding.

The learner profile highlights the characteristics of a life-long learner that we all strive to achieve. The inquiry-based nature of the learning provides a richer, more thorough learning opportunity. And the emphasis on reflection and thoughtfulness speaks to my own views and beliefs about learning.

So, “Why choose the MYP?” These are the reasons I chose it.

Mr. Scott Banack, Director of Middle Years Programme MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: We live in and cherish communities, not just ourselves, and so our children must be caring, so that natural justice will spread with them.

GETTING INVOLVED IN YOUR COMMUNITY The first half of the year has been busy, with 147 parents (that I know of!) regularly giving of their time to collaborate with teachers, parents and staff to support not only students, but the whole school. From the art-room helpers, to athletics/ field trip supports, to the parents who give their expertise to lead our Board of Governors, volunteering gives each parent an opportunity to have a voice and the space to contribute to the quality of life at Meadowridge.

Volunteers are modelling all of the IB Learner Profiles for our students, depending on their position, but throughout all, our Volunteers are showcasing how to Care for others; care for their own child’s education, of course, but also for the class, the school, and the causes the volunteer feels passionate about!

The next time you see a parent doing up another child’s zipper while on a field trip, or herding a team through the halls, THANK THEM for caring. They may not see themselves as community builders, but even the smallest gesture contributes to the safe, warm feeling within the school that is so hard to describe.

PARENT VOLUNTEERS ARE EVERYWHERE!

Just this week, passionate parents have been coaching our fencing team, leading the Lunar New Year celebration planning, tidying the library, forming our Golf Committee, driving our athletes to games and helping in the classrooms.

The next time you see a parent doing up another child’s zipper while on a field trip, or herding a team through the halls, THANK THEM for caring. They may not see themselves as community builders, but even the smallest gesture contributes to the safe, warm feeling within the school that is so hard to describe.

Some big volunteer opportunities on the horizon are our Lunar New Year celebration, and the Golf Tournament.

Whether you have celebrated Lunar New Year before or not, are an avid golfer or a professional MINI-golfer, we would love to include you. And, if neither of these suit you, please contact Ms. Carolyn Sapach in Advancement to learn about other opportunities at the school.

We are looking forward to hearing what you are passionate about, and figuring out how to share that with Meadowridge.

Ms. Carolyn Sapach, Community Development Coordinator

e : carolyn.sapach@meadowridge.bc.ca w : www.meadowridge.bc.ca/volunteer WINTER 2015 VOLUME ONE

WHERE DO YOU SEE YOURSELF? I like being part of the day-to-day school activities, and can share my time during the day, after school or evenings: In Classrooms, Field Trip Chaperone, Supporting Athletics, Library Assistant, Office Assistant, Classroom Speaker (Join our Professional Panel!), Parent Guild Supporter, Hospitality, Supporting Student Events, day-of-event Helper, Run a Club.

I am dedicated to giving my time over the school year, often during the evenings. I want my opinions heard, and I believe in the advancement of the School: Event Committee, School Committee, Member of the Board, Meadowridge School Society Member, Parent Guild Position, Parent Ambassador, Annual Fund Cabinet.

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FACULTY FOCUS: VISUAL ARTS AT MEADOWRIDGE Every year at Meadowridge, the positive effects of the visual arts programme are felt by students, alumni, families, and staff alike. Last year alone, twelve art galleries graced the walls, pedestals and floors of the E. Boyd and H. Burke Art Gallery; seven one-of-a-kind class ceramics were placed up for auction at the Gala; a new hallway mural was painted, now serving to inspire passersby; and members of our Class of 2014 headed off to art programmes in universities around the country and the world, including one direct entry into the University of Arts in London, England.

Of course, there is much more going on than those four, more noticeable developments. Every week, students in Grades 2 to 12 spend time exploring their creative sides through techniques such as painting, drawing, sculpting, graphic design, photography and sketching. Students are provided with every opportunity to reach their creative potential through dedicated and specialized art teachers who support, inspire and teach without limits.

None of this would be made possible without the creative minds behind the Meadowridge Visual Arts Programme: Mrs. Katie Neibergall and Mrs. Rhonda Laurie.

FACULTY INTERVIEW MRS. RHONDA LAURIE

GRADE 8 TO GRADE 12 ART TEACHER

Tell me a bit about yourself: what school you attended, what degrees you earned, and what ultimately persuaded you to pursue a career as a teacher?

this idea of teaching some serious consideration and with a bit of hard work and a few hours, I earned my teaching certificate and saw my classes grow from a few a week to a full time teaching position.

What has teaching art taught you about students? Do you believe students’ art can uniquely reveal their personal traits or personality?

Shortly after I was married, my husband Tom and I moved to China.

I taught Art and PE at the American School of Guangzhou for almost two years before moving to Hong Kong, where I worked at the Hong Kong International School. While working at the schools, I continued to develop my artistic skills and took some commission work to continue pursuing my career as an artist. I am mostly self-taught, but pursued art in post-secondary school at both Emily Carr University and Langara University upon my return to Canada. I continued to develop my art career, doing a variety of commissioned work, mural painting, teaching classes and workshops, and participating in a few artistic projects to raise funds for charity.

With Art, I find that the more one knows, the more one realizes how much they really don’t know. Teaching students has had the most profound effect on my own growth in understanding how the elements and principles work together, the techniques, the history and how to push the boundaries of different media that I use in my own artistic practice.

It was through one of my installations commissioned by Meadowridge School (the tree and mural in our library) that I saw the unique learning environment the student had here, something that was so unlike anything I had experienced. As I worked, people were interested in what I was doing and would stop and ask questions. This interaction was one of the things I looked forward to, as artists tend to work in isolation. Mr. Burke encouraged me to give

I have been drawing and painting as far back as I can remember, but I never really gave any thought as to how I did it. Students continually challenge me to explain how different mediums work and why the rules exist, forcing me to strip these down to their most simple and foundational elements in order to teach them. They have taught me to think about what I am doing, step by step, in order to articulate it clearly. My experience has taught me that, as is with everything, it

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MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: The way we teach our children to learn is what they will take with them to become the leaders of the future. Process has become the new content, and our model of learning is a strong curriculum.

is less about “natural ability” and more about developing a fertile imagination, a willingness to learn and regular practice of the craft that determines how well someone does at art. I am constantly amazed at how quickly committed students experience growth, and I have had so many opportunities to see these students begin to become more confident in their abilities with each passing year. What pleases me most is the variety of approaches and interpretations my students think of when tackling an assignment.

You can almost feel the creative energy sometimes. It’s thrilling when I see a student go from telling me “I can’t” to the look of pleasure when they say “Look what I did!” That is the best feeling!

Bring us behind the scenes as a student in your class: what would we learn before commencing a new project? How does the process look from start to finish?

Each new art project usually begins with new exercises and practice, or is built on activities or skills that students have done before.

Some initial research and brain-storming of ideas and imagery is usually required while hashing out the details and visually clarifying the direction of their artwork. The projects are broken down into small, manageable steps that can be completed in the studio time provided, as much of the materials and equipment is not available at home.

There is a common misconception that artists can somehow spontaneously create a masterpiece on the spot. While there have been a few (very few) artists who are able to work like this (because they have lots of experience with their subject and medium), the majority of artists regularly need to thoroughly consider the direction their artwork will take, as well as carefully plan the composition and approach to ensure it expresses their ideas clearly.

Assuming that one should be able to create a masterpiece without thought or practice places huge pressure on the new artist, resulting in feelings of helplessness when it doesn’t work out and a mindset that tells them perhaps they just don’t have the ability to create art.

Just as writing a story takes some thought, a bit of research, some planning of the direction it will take and revisions of the first draft, good planning and thoughtful consideration helps one make more informed and deliberate artistic choices when creating art, resulting in better resolved pieces. Brainstorming a wide variety of possible ideas and approaches prior to starting helps avoid common or cliché ideas and promotes more unique and individual responses. Students who have a good variety of imagery available, WINTER 2015 VOLUME ONE

have clarified their ideas they want to communicate, strengthened them through revision, and have had some help with the technique always see more thoughtful and successful pieces than those who don’t. (Being careful when applying the medium helps, too!)

In Art, students are encouraged to develop a habit of deliberate forethought and thorough consideration of their ideas, approaches and concepts at the beginning of their creations to develop innovative and unique artwork with depth.

What makes the Meadowridge Visual Arts Programme unique?

Meadowridge School has always recognized the value of the Fine Arts and the positive effects it has on student learning, development and creative thinking. The strong support that the Visual Arts programme has ensured the continuation of quality, creative education in the Arts. Students are taught by teachers who specialize in Art and have lots of experience working in a wide variety of media. This gives students from Grade 2 through to Grade 12 the opportunity to continually explore art-making in drawing, painting and ceramics from year to year, allowing them to build upon the skills learned and progress continually in their creative development.

Our students have an abundance of high quality materials to work with, and additional fundraising has given students access to items and resources that are unique to Meadowridge, such as new printing plates, light boxes, special project crafts, a kiln and our extensive collection of books and magazines on almost every medium. As well, the E. Boyd and H. Burke Art Gallery is a fabulous dedicated space that allows us to showcase all of our students’ wonderful achievements.

How do you realize the Meadowridge Mission in your classroom?

Students continue to practice our school Mission,“…to live well with and for others…”, in our art class daily. Respect for the studio, the equipment, the supplies, and each other is imperative to having a good working environment for everyone. Students are responsible to not only bring what they need to class, but to bring the proper attitude and have behaviours that contribute to a harmonious studio as well. This provides a safe space for students to work and a positive environment and has helped to create a comfortable space to which they seem to gravitate regularly.

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FACULTY FOCUS (CONTINUED) What is your definition of creativity?

Everyone is creative and has a unique perspective on the world.

Visual Art is about exploring and developing proficiency in a language that uses medium, techniques and strategies to visually communicate ideas and personal perspectives to others instead of words. It is universal.

Who has inspired you?

I have so many people who have inspired me. My father sparked my interest in art (he was a painter and noted photographer). I gravitate towards paintings by artists like Van Gogh, Monet, Emily Carr, Georgie O’Keefe, and anything by the Group of Seven, as well as sculptures from Rodin, H. Moore, C. Oldenberg, and a local artist Peter Kiss (who has a great sense of humor). I am keenly interested in seeing how each artist created their works, looking for clues that tells me more of their process and thinking. This summer I had the good fortune to see the Sagrata Familia, in Barcelona, where I was completely awestruck by Gaudi’s work and how he integrated mathematics and biology into his architecture, turning it into an amazing example of human creativity and ingenuity. Back in Vancouver, one of my favourite places to go is the Museum of Anthropology at UBC. To wander through the amazing and diverse works by First Nations people and other Canadian artists in that special building (by Arthur Erikson) is pure bliss.

Creative blocks: what’s your solution?

Creative blocks are difficult things and can be frustrating. The most important thing to do when they happen is to just show up ready to work. It doesn’t matter what you are doing, you just need to begin something, anything, even just painting swatches or drawing blind contours to continue growth in skills until the concept or idea begins to form. The creative muse is a funny thing that cannot be taken for granted. Anger, impatience and frustration only hinders it. One needs to make a habit of actively seeking creative ideas and being open to explore unusual possibilities and unique perspectives, knowing that these can show up at any time and being grateful when they do. Arriving to the studio well prepared with an attitude of expectation and an open mind always helps to encourage the creative muse to reveal itself. Effort is still needed to bring the idea to fruition, though. Thinking is the hardest part; doing is the easiest.

What is your favourite form of art to do on your own time?

more efficient techniques. With the advent of so many video resources and tutorials online, it is really easy to find how others have solved similar problems that I run into and adapt what they learned to my practice as needed.

What’s one thing about you people would be surprised to know?

One thing people would be surprised to know is that, although I have had very good success in my career as an artist, at this point in my life I am choosing the challenges and rewards of teaching and sharing what I have learned along the way with those who are interested. I have found that I really enjoy the energetic and creative environment of working with students and having so many peers I can collaborate with. I paint purely for my own pleasure when I feel like it, which allows me to explore what I want to do when I want to do it, rather than pursuing an idea because it is more marketable. Most of my creative energy is given to my students and keeping current with new techniques and art practices to keep the assignments fresh, interesting and relevant. While I enjoy teaching, the creative tank gets a bit low by the end of the week, so I regularly take many (many) photos and make lots of sketches and written notations for future reference (at last count, I had 13 sketchbooks on the go!). Wherever I go and whatever I do, my mind is not far from my art. I am constantly thinking of new things to try, different ways to interpret what I see and clarifying concepts to develop into future bodies of work. I find that by just being around the students inspires me and encourages ideas to spark at a rapid-fire pace. I can’t imagine myself ever wanting to stop working with my students; however, if that time should come, it’s comforting to know that my studio awaits, ready for me to continue my art career.

Last request: give us an art tip!

When looking at a colour wheel, mixing a colour with a bit of its opposite colour will produce a beautiful shade of that colour (ie. when painting or coloring a lemon, use a bit of purple mixed into the yellow to paint the shading on the

On my own time, I still enjoy painting, regardless if I’m working in acrylics, watercolours, gouache or oils. Paint is usually my “go-to” medium, probably because I love colour and enjoy the way colours mix, interact and influence each other (kind of like humans). I have recently taken an interest in portrait painting in oils, something I have never really taken seriously before. I also learned a new watercolour technique that I am anxious to use in my next rainy, moody landscape. I am always interested in pushing my personal boundaries, searching different ways to control my medium and 12

lemon. Use blue on an orange, red on a lime, green on a cherry, etc.). See what happens when you try it!

MEADOWRIDGE SCHOOL GRYPHON

FACULTY INTERVIEW MRS. KATIE NEIBERGALL Tell me a bit about yourself: what school you attended, what degrees you earned, and what ultimately persuaded you to pursue a career as a teacher?

I was born in Montreal and raised in the beautiful city of Toronto.

I attended York University, where I studied Fine Arts for four years and received an Honours degree in FA and then attended teachers college at the University of Western Ontario and earned my Education degree.

I have always been interested and involved in teaching and learning from an early age. During my teenage and early adult years, I spent time volunteering in schools, working with students at risk and continued on working as a youth employment counsellor. As an employment counsellor, I worked with a provincially funded program that enabled me to connect youth at risk, who were in need of training and employment, and link them to different employers who were willing to train and contribute to the betterment of my youth clientele, while also receiving a subsidy for their efforts.

Throughout this entire time, I was heavily involved in the fitness industry, in serval capacities: I acquired Personal Training and a variety of Fitness certifications, I owned and operated my own Café/ juice bar within a large chain of fitness facilities, as well as had a successful fitness career doing freelance, in home/ fitness facility personal training and teaching a variety of cycling and fitness classes at several fitness facilities in the city of Toronto. I am currently a certified Yoga instructor and continue to teach Yoga and absolutely LOVE it!

Teaching and learning are strong and undying passions for me - I especially love teaching Art (another passion I have!) to the students at Meadowridge, as I truly believe that it is an essential, expressive outlet for children.

What has teaching art taught you about students? Do you believe students’ art can uniquely reveal their personal traits or personality?

WINTER 2015 VOLUME ONE

Teaching Art has taught me A LOT about children; I feel that being fortunate to teach such an open-ended subject that allows students to express multiple perspectives and interpret their own ideas in unique ways is such a privilege. I have also learned that Art is a subject that absolutely needs to be taught in a sensitive, openminded manner, because many pieces are created and led by the heart, not only the mind…So I carefully consider my delivery of expectations and ways of providing constructive criticism in a meaningful and empathetic manner.

Yes, I definitely believe that students’ Art can uniquely reveal different personal traits, and especially after getting to know my students and teaching them for a few years, it is very visible that their personalities shine through and within their work.

Bring us behind the scenes as a student in your class: what would we learn before commencing a new project? How does the process look from start to finish?

I always begin a new unit or lesson in an interactive way. I most often start with a discussion based on a set of steps and instructions that I have written down on the whiteboard. I explicitly outline the expectations of the project that are being taught, as well as demonstrate how to effectively and creatively use different materials, tools and techniques, so that my students have a clear idea of their own purpose and direction. I try to leave a lot of room for personal interpretation and style to come through in each student’s work- which is often visible from the many final variations that are submitted. One of my main objectives as an Art teacher is to teach Visual Art that is informed by the Elements and Principles of Art. I really want my students to be knowledgeable about this more formal way of creating and be able to recognize these attributes within their own and others’ artwork, in addition to understanding how important they are to an artist who is trying to develop a solid piece of Artwork.

I feel that I inspire my students to be creative by giving them permission to make many different choices during the creative process and encouraging them to make Art “their own” by incorporating their own ideas, artistic style, personal interests, experiences, along with working with a set of clearly outlined criteria that helps to guide and provide direction.

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Who has inspired you?

I have found inspiration from many people… However, one of the most important influences in my life has been my Father. He is, and has always been, someone who lives his life to the fullest, in every aspect; career and personally. He has taught me that every minute counts and to always “look for the gold” in people and situations and remain positive and grateful each day. I have also been incredibly inspired by so many Renaissance and Art Nouveau artists, such as Sandro Botticelli, Alphonse Mucha and Gustav Klimt.

Creative blocks: what’s your solution?

Sleep on it, read and research, discuss with my husband, and consult with my brilliant teaching partner, Rhonda.

What is your favourite form of art to do on your own time?

I love to paint with acrylics and doodle with inks and pencils.

What makes the Meadowridge Visual Arts Programme unique?

Our programme is unique for a few reasons…First I believe that because both the Senior Art teacher, Ms. Rhonda Laurie and I are trained artists and have such a deep passion for the Arts on many levels, we are able to foster a similar love and genuine interest from our own students. I think that it’s amazing that Meadowridge’s PYP Visual Arts program starts in Grade 2 and that our students experience continuity and consistent creative growth, due to a solid scope and sequence that has been built within the PYP Visual Arts and continues on throughout the MYP and DP programmes. I also think that my students and I have access to the most incredible tools and materials, which enables me to teach a Visual Arts course that has breadth and tremendous variety year after year.

What’s one thing about you people would be surprised to know?

When I was in my early 20s, I travelled to Italy and lived in Florence for five weeks. While I was there, I lived with four other young, international ladies. We studied Art, travelled, visited several galleries and museums, and ate and ate and ate! We also tried to learn the Italian language - a wonderful eye-opener for sure!

What’s your classroom vision?

What an amazing and thoughtful question! I suppose that I don’t really have a single “vision” for my classroom. My vision seems to morph and change from time to time, especially amongst the different age levels and grades. However, I do want every student to experience the freedom to create their Art in a classroom that makes them feel loved, respected, safe and free to express themselves.

Additionally, I maintain a consistent framework that I teach within, a certain foundation, if you will, that I like to instill within every class that comes into the Art Room. It is usually based on certain “ways of being” that connect well to the IB Learner Profiles that are constructed along with the students in each of my classes - a sort of “Art Room expectation list”. We all try to “keep in check” with these ideas and boundaries, so that everyone is able to be a part of a successful, functional, organized, and respectful creative space.

What is your definition of creativity?

I feel that creativity is the opportunity to do something that nurtures the soul and spirit, without fear of structure or judgement. Creativity occurs when one is being fully expressive with their feelings and thoughts and it links and shows up in any and every area of life; it develops uniquely in everyone. It is open-ended and everlasting, creativity is not age or gender specific. I consider creativity one of the essences of childhood!

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Last question: how do you get oil pastels off your hands?

HA!! LOTS and LOTS of soap!

MEADOWRIDGE SCHOOL GRYPHON

FROM THE MEADOWRIDGE VISION: Children’s ways of thinking strongly involve the i maginatio n , emo tio n ,

and com m un ity , and should play the entire symbolic range.

WINTER 2015 VOLUME ONE

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THE MEADOWRIDGE ANNUAL FUND

3D PRINTERS

2014 YEAR IN REVIEW Between January 1 and December 31, 2014, our generous community contributed $165,571 in donations towards the Meadowridge Annual Fund. 90% of those dollars were allocated towards Headmaster’s Choice, an unrestricted fund, spent at Mr. Burke’s discretion. The remaining 10% of funds were directed towards a particular area at the donors’ request. This is a great way to have a say in where your money goes. The Annual Fund is a low-cost campaign that is a highly effective way to supplement the School’s operational budget each year. These funds afford our School with the financial flexibility to meet needs as they arise, without impacting tuition.

MYP & PYP GREENHOUSES

In 2014, the Meadowridge Annual Fund was focused on increasing the effectiveness of each dollar raised by targeting spending towards items that have an immediate impact on education. This emphasis aligns with the greater School goal for this year; Learning should be an adventure! We worked on this by adjusting the way in which teachers are able to request and access funds for the things that they need most. Once funding was approved, we encouraged teachers to share their stories about how our children were using these things in each class. We told those stories in text and photos and tried to ensure each area of the school benefitted. We would like to thank all of our teachers for taking the time to work with us on this and for consistently looking at ways to improve their practice. Better teaching creates better learning.

THEATRE PROJECTOR

The second round of tax receipting for Annual Fund donations in 2014 will be sent out by mail before the end of February. If you do not receive your receipts or if there are any questions surrounding the receipts that you do receive, please contact the Advancement Office and we would be happy to help.

Mr. Daniel Le Page Director of Development

PYP HANDBELLS

HOW WERE THE FUNDS ALLOCATED?

SINCE THE BEGINNING OF JANUARY, THE ANNUAL FUND RAISED $165,571 TOWARDS ENHANCEMENTS INSIDE AND OUTSIDE OF THE CLASSROOM. WITH YOUR HELP, HERE’S HOW WE DID IT:

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14% Academic Enrichment

DONORS

40 SMALLEST GIFT

9% Athletics

SPENDING REPORT 2014 TECHNOLOGY $68,900 LIBRARY $17,465

9% Library

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$40 10,000 LARGEST GIFT $10,000

11% Arts

37% Technology

836 AVERAGE GIFT $836

ACADEMICS $68,900 ARTS $20,705

ATHLETICS $17,375 FACILITIES $36,920

20% Facilities

MEADOWRIDGE SCHOOL GRYPHON

THE ANNUAL FUND: 2015 In 2015 the Meadowridge Annual Fund is focused on increasing participation rates across the entire continuum. A concerning trend from last year was that we raised more money from less donors. Join me and the other 50% of our Staff members who give each month as we strive to change that trend.

Every gift, big or small, makes a difference.

We understand that timing is everything and that it may not be possible to make a donation today. We would still encourage all of our families, staff and alumni to contribute and help us reach our goal of 100% participation in the Annual Fund. Feel free

to fill out the pledge option on the enclosed donation form for a future date. We will honour your commitment by scheduling a reminder phone call one week in advance.

If a cash gift isn’t the right fit for you, consider contributing a portion or all of your family’s MEID. This $10,000 deposit that each family commits to the School can be split up in to smaller amounts and pledged to the Annual Fund over time. It is a great way for families with younger children in the school to make a long term, lasting commitment to the most important and impactful fundraiser each and every year.

This Spring we will be soliciting volunteers for an Annual Fund Cabinet comprised of Board Members, Staff, Parents and Alumni.

The Cabinet will be responsible for growing the culture of philanthropy at Meadowridge by communicating the joy of giving and acting as ambassadors for the Annual Fund at Meadowridge. If you think you can dedicate time towards transforming the future of our School, talk to us about how to get involved.

Questions about the Annual Fund?

Contact Mr. Daniel Le Page daniel.lepage@meadowridge.bc.ca Interested in volunteering on the Cabinet?

Contact Ms. Carolyn Sapach carolyn.sapach@meadowridge.bc.ca

A NEW YEAR IN THE ANNUAL FUND HAS BEGUN. Anonymous Mr. Tim Coleman & Miss Tessa Bainbridge Mr. Patrick Barber & Mrs. Sonia Nieto Bustos Mr. Randy Bargen Mr. & Mrs. Chris & Jodi Barrass Mr. & Mrs. Christopher & Lisa Begg Mr. & Mrs. Curtis & Kristal Bereza Prof. Nicholas Blomley & Ms. Jessie Hill Mr. Rhys Clarke & Mrs. Julie Bournival Mr. & Mrs. Robert & Shirley Brunetta (Expert Electric) Mrs. Michelle Brookshaw Mr. Hugh Burke & Ms. Eva Boyd Mr. Richard Choi & Mrs. Angie Lee Mr. Mark Conaghan Mr. & Mrs. Jeff & Katherine Crawford Dr. Malcolm Crozier & Mrs. Alicia Osorio Bustos Mr. & Mrs. Clinton & Michelle Denesiuk Mr. Avio Diniz & Ms. Patricia Lapointe Mr. & Mrs. Matthew & Wendy Dockerty Mr. Terry Donaldson Dr. & Mrs. Bill & Barbara Durno Jay Fraser Mrs. Hallie Fraser Drs. Deepu & Reena George Drs. Joe & Diana Germain Mr. Bob Gill & Mrs. Diana Carwithen Mr. Kenneth Go & Mrs. Connie Chow-Go Mr. Fulian Gong & Ms. Lian Zhao Dr. Daniel Gouws & Mrs. Kimberley Buchanan Gouws Mr. & Mrs. Warwick & Carolyn Green WINTER 2015 VOLUME ONE

Mr. & Mrs. Craig & Natalie Gunning Halpern’s Limited Mr. & Mrs. Richard & Tammy Haywood Mr. & Mrs. Don & Linda Hincks Ms. Cindy Hops Mr. Mark Grant & Mrs. Carrie Hughes-Grant Dr. Geoffrey Hutchinson & Dr. Sarah Charney Mr. & Mrs. Ty & Jadina Irving Ms. Lynelle Johns Ms. Christy Kazulin Mr. & Mrs. Kevin & Tracey Kennedy Drs. Murthy & Anu Korada Mr. & Mrs. Al-Karim & Zain Lalji Drs. Ockie Lampen & Kathy Robson Mr. & Mrs. Tom & Rhonda Laurie Mr. Daniel Le Page Mr. & Mrs. Darrell & Kim Lester Dr. Jun Liu & Mrs. Xiao Wei Zhan Mr. Hai Qing Liu & Mrs. Lie Jing Gu Ms. Xiao Hong Zhou Drs. Samir & Sangita Malhotra Mr. James Marriott Mr. Gareth Mason & Ms. Carolyn Treger Mr. Jian Meng & Mrs. Qian Xie Ms. Sherrie Metz Mr. & Mrs. Skigh & Vanessa Murray Ms. Danielle Noël Mr. & Mrs. Patrick & Barbara Niwa Mr. David Noble Ms. Angela Pallister

Mr. Steven Parewyck & Mrs. Anita Parewyck-Bonnarens Mr. Jason Parker & Dr. Nancy Vertel Mr. & Mrs. Terrance & Moira Passley Mr. & Mrs. Philip & Nicola Pitzey Mr. & Mrs. Igor & Katerina Pogrebinsky Mr. & Mrs. Sheetal & Seema Rawal Mr. George Read & Ms. Fay Kingwill Mr. Colin Laba & Ms. Carolyn Sapach Mr. & Mrs. Mike & Chantal Schutz Ms. Jennifer Maynes Mr. & Mrs. Justin & Jennifer Simpson Dr. & Mrs. Mathew & Masumi Smith Mr. Troy Sobotka & Ms. Andrea Frisby Mr. & Mrs. Dennis & Norma-Jean Spika Mr. & Mrs. Scott & Yoshimi Spurgeon Mr. Kefei Tan & Mrs. May Guo Mr. & Mrs. Julian & Marilyn Turner Ms. Michelle Vally Ms. Tamara Warner Mr. & Mrs. Rick & Susan Waugh Dr. & Mrs. Lawrence & Tracey Welsh Ms. Kyung Wha Kim Mr. & Mrs. Paul & Kalie Whitaker Mr. William Wong & Ms. Tina Lee Mr. Feng Xu & Mrs. Shuo Chen Mrs. Hwa Youn Cho Mr. James Zhang & Mrs. Yvonne Wei Mr. Yong Zhang & Ms. Wenqing Chen Ms. Gilda Zivec

The above donors are recognized for their gifts to the Annual Fund as of January 30, 2015

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INQUIRY IN THE PYP INQUIRY IN PYP The Primary Years Programme at IB World Schools believes that students learn best through structured inquiry. At Meadowridge, we employ a variety of teaching strategies and learning engagements that guide learners in their investigations of significant local and global issues. The PYP Units of Inquiry provide the framework for inquiry-based learning.

WHAT IS INQUIRY-BASED LEARNING? • “Inquiry is an approach to learning that involves a process of exploring the natural or material world, that leads to asking questions and making discoveries in the search for new understandings.” (Exploratorium Institute for Inquiry) • “Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world.”

(Galileo Educational Network, 2004) • Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. (Source: Focus on Inquiry, Alberta Learning, 2004 http://education. alberta.ca/media/313361/focusoninquiry.pdf)

WHAT DOES INQUIRY-BASED LEARNING LOOK LIKE AT MEADOWRIDGE?

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EXPERIMENTING IN MUSIC CLASS

LEARNING WITH PEERS

Inquiry is Emily D. (Grade 1) experimenting and playing with possibilities in Music.

Inquiry is Sean Q. (Grade 4) and Justin H. (Kindergarten) learning from each other in the Library.

DISCOVERING IN GRADE 2

READING IN THE LIBRARY

Inquiry is Dylan D. and Aliyah M. discovering the world together in Grade 2.

Inquiry is Jessica S. and Veronica L. (Grade 4) reading for new information in the Library.

INVESTIGATING ON A FIELD TRIP

PLAYING IN THE PLAYGROUND

Inquiry is Sharlene S., Lucy I. and Cooper J. (Grade 4) investigating the world around them at the Salmon Hatchery.

Inquiry is Yuxin Z., Dominic H. and Sahil D. playing with possibilities in the Junior Kindergarten playground.

MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: Our children must be able to recognize problems and to love inquiry: they must know how to gather information – gather through books, through digital means, through interviews, through observation, and through listening and talking and being curious.

COLLABORATING IN THE NORTH FOREST

PROBLEM SOLVING IN GYM CLASS Inquiry is Caleb D. (Grade 5) problemsolving on the Boulder Wall in Gym C.

Inquiry is Aryana S., Sabrina F. and Hannah H. (Grade 4) collaborating and learning with others in the North Forest.

MAKING CONNECTIONS IN JUNIOR KINDERGARTEN Inquiry is Aliyah S., Dominic H. and Maddie H. making connections between previous and current learning in the Junior Kindergarten classroom.

MAKING PREDICTIONS

IN GRADE 5 Inquiry is Ayaz M. and Sam D. (Grade 5) making predictions and acting purposefully to see what happens in their classroom.

WONDERING WITH READING BUDDIES

PLAYING IN KINDERGARTEN

Inquiry is Juno L. (Grade 4) and Jackson C. (Junior Kindergarten) exploring, wondering and questioning during Buddy Reading time.

Inquiry is David B., Nico E., Katie W., Gabriel S. and Kianna W. playing, which is natural to learning in Kindergarten.

EXPERIMENTING IN ART CLASS Inquiry is Ava E. (Grade 2) experimenting with many creative possibilities using only one colour in Art class.

DO YOU HAVE FURTHER QUESTIONS ABOUT INQUIRY-BASED LEARNING? IF SO, PLEASE ASK YOUR CHILD, YOUR CHILD’S TEACHER OR MYSELF. Mr. Terry Donaldson, Director of Primary Years Programme

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HOW THE DRAMATIC ARTS CAN ADDRESS THE NEEDS OF MALE STUDENTS

The completion of my Master of Theatre degree has led me to become an advocate for an increased focus on male involvement in high school Drama programmes. The importance of their continued involvement in their creative development throughout their schooling should be an important curricular mandate. Below is my attempt to contextualize the discussion.

Mr. Rhys Clarke, Meadowridge Drama

The modern male student’s involvement in their educational development must not be treated as a separate entity, rather a coalescing of different spheres of experience. By reorganizing our sex-based understanding of students we understand that men have as much to do with the development of females as to the females themselves. Of course the opposite is also true. Masculinities and femininities have rich histories which can be used to positively influence the learning experience for all students of Drama at the secondary school level. The shared experiences will also help to properly identify explicit gender traits which then allow students to develop and evoke discussions about what it means to be male or female in a Drama classroom. It will also help to identify where their progressions either run parallel or dovetail within the classroom setting. In this setting, we also understand that gender relations are not really the problem within these groups as much as we need ways to analyze and understand sexual distinctions. Unfortunately, the evolution of the intentional or often unintentional classroom divisions and environments lacking in democracy have been created and encouraged and have led to exclusions, exploitation, violence and apparent gender power imbalances which have encouraged uninformed male hegemony. Training in the theatre arts will encourage open discussion and therefore the potential for improved gender relations and empowerment within the classroom and school setting. The enormity of this task is not lost on this writer, who understands the need to re-code how males develop and evolve their personal reflection and relationship skills.

Developing an improved relationship with boys in secondary school drama programmes must revolve around the notion that their development must coincide and blend with the development of the female students in a given class. Specifically, this new instructional approach should not shy away from gendered material, as much can be learned from substances that construct relationships and character connections through male or female perspectives. In many ways, the greatest developmental tool male students can have within the 20

theatre classroom is to have multiple experiences with productions that stretch and question their preconceptions about social dynamics and their place within them. Gender is a classroom discussion that will always garner passionate responses from all corners because gender is one of the most pervasive issues within all aspects of their

Training in the theatre arts will encourage open discussion and therefore the potential for improved gender relations and empowerment within the classroom and school setting.

lives and does not end when they leave the classroom. Above all, what becomes apparent is the need for true democracy within the classroom. Educators feel that this may already exist, but upon reexamination it seems vitally important that students need to be equipped to cope with the world that will tax their skills, knowledge and values without concern as to their gender.

It is these creative capacities which will become an invaluable commodity in a society where we are moving towards a shift away from the service industry positions to careers that demand innovation from its employees (market deregulation, electronic modes of communication and cultural diversity). As this zeitgeist shift begins, the role of graduating male and female students will be to use their newly developed creative skills.

MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: Our children had best be open-minded, since the world is a changing place, and

being adaptable requires open-mindedness.

STUDENT REFLECTIONS: COMPARATIVE RELIGIONS During our recent Classroom Without Walls (CWOW) trip, students in Grade 8 visited the Az-Zaharaa Islamic Centre, The Nanaksar Gurdwara Gurusikh Temple, and the Ram Krishna Mandir in the Vedic Cultural Centre. The students learned what worship is like

ALEX N. (GRADE 8)

for Muslims, Sikhs, and Hindus. I am so proud to be a Meadowridge teacher; our students showed interest and curiosity with their respectful questions and they demonstrated how much they learned in class discussions.

Ms. Marie Payne, MYP Teacher

I really learned a lot on this trip. For example, I didn’t know that in Islam Allah had 99 names. Something else I learned was that all of these religions we learned about don’t [actively] convert [people].

DANIEL O. (GRADE 8) I liked going to the Muslim temple. The man was a very good tour guide, and he made me understand their religion better. I found that a lot of people go to Mecca and they have a very good and serious religion.

CAMRYN S. (GRADE 8) My favourite part of Friday’s CWOW event was when we went to the Sikh temple. It was very beautiful there and everyone was very nice. I quite liked their religion because they believe in equality between everyone. They also believe that you should be kind and therefore you will be rewarded. Their entire religion revolves around being polite, kind, and an overall nice person. The Sikh religion teaches you to behave as they teach us in the Meadowridge community. I could tell that everyone felt very comfortable when inside the Sikh temple. Nobody felt out of place or as if they don't belong. That is because of how amazingly nice and welcoming the volunteers were.

ANDY H. (GRADE 8) It was interesting to learn about other people’s cultures because it was something different. When we went into the temple, the ground was soft and squishy. It was great because everyone was volunteering because it shows compassion and responsibility. Also, trying different foods was interesting as well. Overall, it was a great field trip and I learned that there is strong diversity in the world.

WINTER 2015 VOLUME ONE

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LIBRARY UPDATE:

WHAT’S NEW IN THE LIBRARY?

DECEMBER AND JANUARY BOOK DONATIONS

1 2 3 4 5 6

NOT A STICK // Antoinette Portis Donated by Mr. Terry Donaldson

WHY OH WHY ARE DESERTS DRY? // Dr. Seuss Donated by Mr. Scott Spurgeon

CHARLIE AND THE CHEESEMONSTER // Justin C H Birch Donated by Milas S. (Grade 1)

SQUEAK THE LION // Katherine Sully Donated by Milas S. (Grade 1)

Mi Mama, Mi Papa // Browne Anthony Donated by the Duncan Family

Boo // Robert Munsch

Donated by Hailey L. (Grade 1)

READING LINK: COMING SOON TO THE MEADOWRIDGE LIBRARY For the second year, Meadowridge School Library is excited to partner with the Fraser Valley Regional Library for the Reading Link Challenge. What is Reading Link? The Reading Link Mission: To encourage reading as a fun and recreational activity that allows Grade 4 and 5 students of all reading abilities to engage in the sport of reading. (CONTINUED ON NEXT PAGE) 22

MEADOWRIDGE SCHOOL GRYPHON

LIBRARY UPDATE (CONTINUED)

A list of six books has been chosen. Students work in teams of six to read the books and then, during a challenge, they answer questions from the books. With only 30 seconds to answer a question and run the answers to the scribe, students have to know the details of the books well. This truly is the sport of reading and team members have come with so much spirit. It will be an exciting season, with the in school challenge taking place on Monday, March 23rd.

Reading the Bones

by Gina McMurchy-Barber

The Great Wall of Lucy

by Wendy Wan-Long Shang

The One and Only Ivan

by Katherine Applegate

Stranded

by Jeff Probst

Jake

by Audrey Couloumbis

Calvin Coconut

by Graham Salisbury

GRADE 10 PERSONAL PROJECTS This year, I have been fortunate to see our Grade 10s on a weekly basis to guide and support their work on their personal projects. The excitement is building as students work towards the showcase happening on May 6, 2015.

The International Baccalaureate describes the personal project as: “…an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.” (Middle Years Programme Projects Guide 4).

During our sessions we have been working on a number of skills including: • • • • • • • • •

choosing a topic, a highly challenging goal and a global context to guide student inquiry the importance of the process journal setting criteria and a budget academic honesty saving to the cloud resource collection evaluating resources writing effective introductions and conclusions keeping and staying organized

I am looking forward to seeing you at the showcase on May 6th.

Mrs. Christal Storgaard MYP/DP Teacher-Librarian and Personal Project Coordinator WINTER 2015 VOLUME ONE

[Personal Projects] are an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs.

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STUDENT ACHIEVEMENTS: WRITING CONTEST AND DELF EXAMS

We had three winners in the Maple Ridge Royal Canadian Legion poetry contest in January. Please join us in congratulating our three winners: Intermediate Category (Grades 7 to 9) Third Place Inara K. (Grade 8) “In Silence We Will Remember” Senior Category (Grades 10 to 12) Third Place Olivia M. (Grade 10) “Lights Out” Senior Category (Grades 10 to 12) Second Place Eric G. (Grade 10) “We Remember”

“WE REMEMBER” ERIC G. (GRADE 10)

“IN SILENCE WE WILL REMEMBER” INARA K. (GRADE 8) In Silence we will remember

I remember Gunshots, cutting through the wind I remember The sound of my friends Yelling just before the world became dark I remember Planes falling from the sky like leaves I remember White snow, ruined by running red blood I stayed in the trenches and prayed Prayed for something that should not be prayed for Scared, helpless, depressed, waiting for the door to open Minutes became hours Hours, like eternities My fellow soldiers of red and white Trapped with no way out but to fight Nowhere is our saving light Seeing their grim faces as they continued forward They died today, so we may live tomorrow We remember All the brave people who died Protecting all of what they love We remember So let us never forget I remember The prayer I made Answered in full I remember Every detail of those days Today We remember 24

They will stand, They will fight, They will fall, So we can rise, High above the sky, And fly in the world of the free, Where there are vast expanses of trees, lakes, and mountains, Where life is Fair, Free and our future is bright, Because of this we must remember, The people who stood, Who fought, Who Fell, So we could rise We are Free Fog covers the ground in a shear blanket, It covers the sea of red, It suppresses the memories, The bang of a gunshot, The rhythm of repetitive marching, The eerie silence that filled the field in times of though The blood, sweat and tears, That streamed from the serving soldiers, The years of pain and sorrow, Void of laughter and mirth, Once a year we remember this, We owe our lifestyle to the soldiers, And the only way to repay them is to love and live, To our fullest capacity MEADOWRIDGE SCHOOL GRYPHON

DELF EXAMS In November of last year, 14 more students in Grades 10, 11 and 12 took the Diplôme d'études en langue française (DELF) examination and passed it successfully. Seven people achieved level B2 (Utilisateur Indépendant): Duncan B. (Grade 12), Elina B. (Grade 12), Ioana C. (Grade 12), Jessica J. (Grade 12), Hannah J. (Grade 12), Alia V. (Grade 12) and Morgan W. (Grade 12).

We also had seven students who passed their B1 which is the first step before achieving their full B2 level.

Congratulations to Kavita D. (Grade 11), Zameer D. (Grade 12), Alisa D. (Grade 11), Dillon E. (Grade 12), Allie M. (Grade 10), Katherine P. (Grade 12) and Alexa T (Grade 11).

Ms. Payne joined Olivia at the Legion for the Awards Ceremony!

“LIGHTS OUT” OLIVIA M. (GRADE 10) You ought to be ashamed of yourself, my teacher scolded I could feel the light drain from my face Why was I to be ashamed?

Just of a little triangle of cloth That Ma had sewn on all of my jumpers Smiling, simply stating that it had to be done Her tears soaking into the fabric Our glass shattered As Pa’s pride So many glossy boots and so many loud, glaucous monsters The parade had come!

They had given us a special place to live Something about a meadow As we stuffed all we could into the cart Ma and Pa told me it had to be done Our new home was smaller And we got to have roommates In the streets, people slept under newspaper Their clothing steadily went missing The boots walked us to rusty, moving boxes Our new homeOh was it one?

There, skeletons walked Under the towers of smoke The boots chased us to a small room, Even smaller than our room in the meadow It smelled so sour The lights went out That did not have to be done WINTER 2015 VOLUME ONE

I would like to congratulate our Meadowridge students, who are the only French Second language students in the province who successfully take their DELF examinations. Normally, only French Immersion students take this exam due to its very high level of difficulty.

Here is more information about DELF examination published by Alliance Française de Vancouver: DELF (Diplôme d’Etudes en Langue Française) has been recently introduced in BC schools, and was organized at Alliance Française since 1990. It is a widely recognized diploma based on the Common European Framework for Languages (CEF) that has been designed for all languages. It has three variants: DELF Prim’ for children (8 to 11), DELF Junior or Scolaire for teenagers (11 to 16) and DELF Tout public for 16+. Every DELF has the same value and is valid for life! DELF has 4 independent units that can be passed whenever (A1, A2, B1, B2).

More than 500,000 people pass DELF exams every year.

International examinations in languages take an important place in student’s curriculae, as they are recognized standards. DELF allows obtaining your BC external credits (A1 for Grade 10, A2 for Grade 11, B1 for Grade 12, B2 for Grade 12 immersion, for example).

DELF B1

At this level, the user becomes independent. He/she can maintain interaction: he/she can understand and maintain a discussion and give his/ her opinion. He/she is capable of dealing with situations likely to arise in daily life.

DELF B2

B2 user has a degree of independence that allows him/her to construct arguments to defend his/her opinion, explain his/her viewpoint and negotiate. At this level, the candidate has a degree of fluency and spontaneity in regular interactions and is capable of correcting his/her own mistakes.

Mrs. Katerina Pogrebinsky, MYP/DP Teacher 25

DEPUTY HEADMASTER BLOG UNWRAP THE KIDS AND LET THEM PLAY OUTSIDE! By: Mr. Jason Parker, Deputy Headmaster As a youngster I remember clearly my parents urging me to “go play outside”! My father chided that sitting in front of the “idiot box” was liable to turn my brain to mush. I suspect my mother simply wanted the house quiet. It was a different era, of course. We lived on an acreage out in the country far from neighbours. During my entire childhood there was always a family dog to provide company and as my mother later explained to ensure that cougars were kept away.

Parental supervision was shocking by today’s standards, but included guidelines such as “be home for supper”, “be in the house before dark” or “stay within yelling distance”.

There was less entertainment in those days and as a result my romantic recollection is that kids were forced to entertain themselves.

Some of my best memories of childhood are from those late elementary years. Climbing the hills behind the house, making forts in the forest, carving my name in the arbutus tree at the back of the property, and burying my father’s pocket watch as “real pirate treasure” were integral to growing up in my own backyard in the 70’s. I remember spending entire afternoons riding my bike, traversing the community, sometimes “getting into trouble”, but always exploring.

Sadly, since then, the roaming range of children has decreased dramatically. “More than half (57%) of nine year olds are restricted to within sight of their home, with 29% unable to venture out of the grounds – yet almost half of parents (44%) admitted to playing in secret dens in wooded areas and local parks when they were young.”

Parent anxiety is cited as the main reason children are no longer left to stray from view or explore the outdoors. There was a time when 70% of children walked to school, either unsupervised or in small groups. Now, 70% of children are driven to school by their parents. Some families attend school far from home or increasingly inhabit urban settings where wandering the neighborhood 26

is viewed as unsafe. Despite the actual decline in violence (Watch Steven Pinker’s TED video at (https://www.youtube.com/ watch?v=ramBFRt1Uzk), the perception that the world is less safe than before prevails.

In some circles, contact with the natural world is deemed dirty or risky. The forest is a haven for wild animals. Going outside in the Pacific Northwest, heaven forbid, almost guarantees our children will get wet in the rain! We’ve placed foam pads on the playground so students won’t be hurt if they fall. We have stationed hand sanitizer at regular intervals in the name of exterminating germs.

There are, of course, benefits to making the world safer. I am not making a case for a return to the 70’s where we drove around without seatbelts, smoked in front of the children and threw garbage out the window along the highway. However, I believe in some circles our children are increasingly “bubble wrapped” and as result isolated from the natural world.

While we used to just let children grow up (preventing their injury and imparting some essential life lessons along the way) we now seemed obsessed with “raising them” in accordance with the science of parenting.

We read books, meet with specialists, and arrange playdates. Often our children are over-scheduled and too often they are left indoors.

The prevalence of technology has to some degree eroded time available for accessing the outdoors. We seem to be perpetually distracted, afraid of boredom and on a quest to continually entertain our children (and ourselves).

Our aversion to perceived risk and isolation from the outdoors is so widespread that it now has a name – “nature deficit disorder”.

If you are interested in Richard Louv’s book “The Last Child in the Woods” you can learn

Exposure to the natural world builds strong minds, bodies and spirits.

By expanding our use of the school to include outdoor spaces we hope to nurture students who “live well with others and for others”.

MEADOWRIDGE SCHOOL GRYPHON

LA NOURRITURE & LAS COMIDAS

ACROSS THE CONTINUUM

PYP FRENCH Kindergarten learned a new French song about fruit called ‘J’aime les fruits!’ They made colourful headbands and performed the song for PYP families at the Winter Showcase.

more at http://richardlouv.com/books/lastchild/. There is mounting research that links decreased exposure to the outdoors with childhood obesity, depression and attention disorders.

At Meadowridge School we are aware of the value of accessing the outdoors. Thus we ensure our students in the elementary school have three daily opportunities to get outside and play. We send them out every day, rain or shine, because there are adventures to be had regardless of the weather.

The outdoors provides learning spaces that act as an extension of our indoor classrooms.

Because we believe this, you will see more classrooms with direct access to the outside. Exposure to the outdoors improves mood, concentration and enhances both imaginative and creative play. As such, our students use our entire campus, including the North Forest, as a backdrop for learning.

We observe them conducting experiments, caring for plant and animal species, growing their own vegetables, exploring the emerging trail network, sitting under the canopy to read and reflect or releasing their own salmon fry into Latimer Creek.

Exposure to the natural world builds strong minds, bodies and spirits. By expanding our use of the school to include outdoor spaces we hope to nurture students who “live well with others and for others”. While we need to pay attention to what’s been learnt along the way, it is my hope that we retain what was best of a bygone era where playing and learning outdoors was integral to growing up and making sense of the world. I promise we’ll get students back inside “before dark” and they will be supervised better than I was as a child.

WINTER 2015 VOLUME ONE

MYP SPANISH On our last CWOW, the Grade 10 Spanish students went for an authentic Mexican meal at Maple Ridge’s Mexican Gourmet. There, they enjoyed typical dishes like pollo pibil and cochinito with tortillas (two varieties of meat with tortillas), agua de Jamaica (hisbiscus flower juice), jarritos (typical Mexican sodas), alongside the common sides of frijoles (beans) and ensalada (salad). They also used their Spanish with the manager, Heriberto, while having their meal.

DP FRENCH At the end of the term one, the grade 12 French students had their annual Crepes party, where they not only enjoyed the food, but had a chance to make them.

Obtaining culinary skills was a great fun, and now grade 12 students can impress their friends and family with traditional French desert.

27

SENIOR COUNCIL UPDATE The past few months have seen a wide range of exciting senior student council events take place. From the Can Drive to the Autumn Harvest Dinner, the student council, along with many volunteers from the student body, has helped embody Meadowridge’s spirit of giving at a time of year when altruistic deeds are most in need. Aside from these community-related events, many students also attended several quick lunchtime events. Though competitive in nature, the participation of teachers in short events such as ‘Spoons’ and ‘Musical Chairs’ has surely brightened up every student’s day and showed us a new side of our teachers we may have never seen.

One of the larger student council events that has taken place recently was the first dance of the year.

For hours on end, students danced away in ‘Candyland’ on the school stage while listening to a sweet variety of music. Leading up to the last minute before doors opened, council toiled tirelessly to ensure every student had a wonderful time. If the smiles of students with hands full of photobooth photos and cotton candy were any indication, the senior student council looks eagerly upon the next dance to come in the following months.

When the last month came around, council spread the joy of the ever-so-near holidays by serving hot chocolate to the entire school, decorating gingerbread houses with students, and taking photos with Meadowridge’s own Santa.

To support the Grade Twelve students during their two-week exam period, student council graciously offered to flip some flapjacks to serve to students in the morning, and hopefully ease the stress of the hours of exams.

With only half of the school year remaining, the senior student council hopes that all students have had a restful and enjoyable winter holiday, and are prepared for the amazing events that have been planned.

We invite each and every staff and student to attend our lunchtime events, charitable causes, and dances as we look to make 2015 an unforgettable school year.

To support the Grade Twelve students during their two-week exam period, student council graciously offered to flip some flapjacks to serve to students in the morning, and hopefully ease the stress of the hours of exams.

Douglas Z. (Grade 12)

CHRISTMAS WRITING CONTEST CONGRATUATIONS TO OUR WINNERS AND HONOURABLE MENTIONS!

WINNERS:

HONOURABLE MENTIONS:

Tina Q. (Grade 6) – “Drawing the Future” Imran K. (Grade 7) – “Dark Waters” Sam R. (Grade 8) – “I’ll Try” (Remembrance Day poem) Rose W. and Deaven G. (Grade 9) – “Anyu and Dakota” Devyani M. (Grade 10) – “Statement of Scott Roadsdale” Elli M. (Grade 11) – “Eats, Shoots & Leaves” Kalvin K. (Grade 12) – “Pursuit of Power” (poem)

Noah W. (Grade 6) – “Waterfall” Denise Z. (Grade 7) – “The Black Locket” Inara K. (Grade 8) – “We are Free” (poem) Andy H. (Grade 8) – “Remembrance” (poem) Clea C. and Emily M. (Grade 9) – “Rowtag and Jaci” Muhammed T and Louis V. (Grade 9) – “The Hunt” Nikhil V. (Grade 10) – “The Scarlatti Tilt” Jack Z. (Grade 11) – “The Importance of Being Earnest – Part Four”

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MEADOWRIDGE SCHOOL GRYPHON

From the Meadowridge Vision: We want our graduates to shape our world, to serve, and to lead.

GRYPHON ALUMNI ATHLETE PROFILE Claudia Kempe (‘07) Matthias Kempe (‘09) and Sabine Kempe (‘05) MK

SK

My time as a Gryphon has had a big impact on my life, as I was taught to work well with others towards reaching a common objective. It has become clear to me, through my personal and professional life, that I am a team oriented individual. The sportsmanship and comradery at Meadowridge was a significant contributor to this.

Sportsmanship, teamwork, commitment, and focus.

WHAT ARE YOU DOING NOW IN LIFE? CK

FROM LEFT TO RIGHT: Bianca (‘07), Sabine (‘05), Claudia (‘07) and Matthias (‘09)

MK

WHAT SPORTS DID YOU PLAY WHEN YOU WERE A GRYPHON AT MEADOWRIDGE? CK

Soccer in Grade 4 to 10, Basketball in Grade 5 to 12, Volleyball in Grade 10 to 12, and Fencing in Grade 4 to 5.

MK

Soccer, Basketball, Volleyball and Badminton.

SK

Junior Girls Soccer, Track and Field, Junior Girls Basketball, and Junior Girls Volleyball.

SK

CK

WHAT IS YOUR BEST MEMORY AS A GRYPHON IN ATHLETICS? CK

My best memory as a Gryphon in athletics at Meadowridge is not a specific tournament or game, but it is the great team dynamic of the high school girls basketball team that I was on. We were all great friends and were constantly laughing and joking with our coach, Margot Olah. I have very fond memories of this group of young ladies and wish we could still be playing ball together.

MK

Winning the semi-finals in the GVISAA playoffs in my Grade 11 year. We won in a very dramatic penalty shoot-out and it was the first time in Meadowridge history for the soccer team to go on and win the title.

SK

Definitely would be the Junior Girls Soccer trips to Montreal and Toronto. It was a great opportunity to visit the cities and was a great experience being a part of the CAIS Tournament.

WHAT WAS THE BIGGEST LESSON OR HABIT YOU TOOK AWAY FROM YOUR TIME AS A GRYPHON? CK

Constant involvement in school sports has made physical activity and regular exercise an important part of daily life, even now as an adult.

WINTER 2015 VOLUME ONE

I am interning at the Organisation for Economic Co-operation and Development (OECD), an international organisation located in Paris that promotes policies for economic and social well-being. My work focuses on policies for privatesector development and competitiveness in the Western Balkan region. In the meantime I am working towards completing a Masters degree in Business and Development Studies at Copenhagen Business School in Denmark.

I am an engineer for Philips Electronics, working towards my Professional Engineering (P.Eng) designation, as well as preparing myself for further studies in business.

I am a Senior Corporate Finance Analyst at TELUS. LOOKING INTO A CRYSTAL BALL WHERE DO YOU SEE YOURSELF IN FIVE YEARS?

In the next five years I see myself either working with an international organisation, contributing to the improvement of socio-economic conditions in developing economies or working with the Canadian Foreign Service, using the potential of Canadian investments to strengthen the economies of developing countries.

MK

If all goes to plan, I will be completing my Masters in Business Administration (MBA,) and will be well on my way in the world of entrepreneurship.

SK

Hopefully on a trip somewhere, maybe Australia or Europe, in a senior leadership role at my company.

WHAT DO YOU DO NOW TO STAY MENTALLY AND PHYSICALLY HEALTHY? CK

In recent years I have turned to individual sports such as yoga, hiking and running to keep fit. Individual sports tend to be more accommodating to busy work or study schedules.

MK

I continue to play the sport I love, soccer, with a team grounded with a few friends while attending University. I am committed to get on the ski slopes at least a few times per year, and like to keep my mind relaxed by cruising about the Burrard Inlet.

(CONTINUED ON NEXT PAGE)

→ 29

SK

IF YOU COULD PASS ON ONE PIECE OF ADVICE TO CURRENT GRYPHON ATHLETES, BASED ON YOUR EXPERIENCE, WHAT WOULD IT BE? CK

MK

you set new standards, which then become the baseline for further improvements.

I work out regularly (three to six days per week) including long distance running. I also see a trainer once per week.

Take advantage of all the opportunities available at Meadowridge. The intimate size of the school, yet large number of activities, presents a great opportunity to explore.

The context at Meadowridge offers students a chance to discover hidden passions or talents in a friendly, familiar and safe environment. Meadowridge is an incubator – a test bed where students can learn about who they are and what makes them ‘tick’.

Everyone sets their own standards in life that differ from person to person. However, the similarity between these people is that the standards serve as a baseline for continuous improvement. As the standards become reality,

SK

You are all fortunate to be attending Meadowridge, so take advantage of the athletic programme as it is a gateway for self-improvement. Challenging yourself will only help you develop as a person Take advantage of the many teams and leagues at Meadowridge. It’s a rare opportunity in high school to have the option of being on multiple competitive and/or recreational teams.

Keep up with your fitness, it’s easier to keep it up than it is to stop and try and pick it back up again!

Follow Meadowridge Athletics on Twitter! @MDRAthletics

ATHLETICS UPDATE BASKETBALL SEASON UPDATE The basketball season is winding down and we are heading to the playoffs with two of our five high school teams looking to complete the season with unbeaten league records and holding home court advantage through the playoffs. It appears that four of our five high school teams will start off hosting playoffs in our gym and two teams will likely get first round byes with their #1 seeding.

SENIORS The Senior Girls, coached by Ms. Anne Bolyard and Mrs. Kristal Bereza, are undefeated in league play and likely to end up with the #1 seed in the six team eastern GVISAA division. The Senior Girls have been showing strong dedication with their morning workout schedule and the turn out for games.

The Senior Boys, coached by Mr. Scott Rinn and Mr. Jamie Wright, are currently 3-3 in league play and still looking to finish third or fourth in the eight team eastern GVISAA division and secure a home playoff game in round 1. The Senior Boys started off their season in November trying to defend the ISA Tier 2 championship they had won the previous season. This year the Senior Gryphons lost out in the final and took home silver after being defeated by St.George’s in the final seconds of the game.

JUNIORS The Junior Girls team, coached by Ms. Darcie Hook and Mrs. Rhonda Laurie, are made up of Grade 8 to 10 students and has struggled at times with a small roster. The Girls are having a trying season with a current 1-4 record in league play. The GVISAA league is a single, eight team division and, with two games to go, the Girls are looking to finish fifth or sixth in order to make the playoffs. Unfortunately a home playoff game is not in the cards for them this year, but they have the opportunity to play the spoiler and knock off some higher seeded teams in the playoffs if they can gel together in the final two weeks.

30

The Junior Boys team, coached by Mr. Robert Loehle and Mr. Scott Spurgeon, is made of Grade 9 and 10 students. They are currently undefeated in league play at 7-0 in the nine team Eastern GVISAA division and likely to go into the playoffs undefeated and get a first round bye. The Boys have been playing exhibition games against some of the top teams in the province including Burnaby Central and Walnut Grove. They also accomplished a new Meadowridge first in competing in the Tier 1 ISA Championship and playing St.George’s, Collingwood and Southridge’s top teams over a 30 hour period. The Juniors are also playing in the three day Notre Dame Regional ‘Juggler’ Tournament in Vancouver in early February.

Our Gryphons are scheduled to match up against Fraser Heights Secondary in the first match up.

The Bantam Boys, coached by Mr. Avio Diniz and Mr. Daniel Le Page, are currently 6-3 in the ten team GVISAA league. The Bantam Boys have had a good number of players coming out to most games considering the Bantam age category only allows Grade 8s. The team has a nice mix of speed and ability and though they do not have any overwhelming height advantage, they do have some strong players down low that can muscle their way around in the paint.

MEADOWRIDGE SCHOOL GRYPHON

GRADE 6 AND 7s The Grade 6 and 7 Girls, coached by Mrs. Stacy Banack and Ms. Lindsay Oneil, have struggled at times with numbers and commitment to practices. They have been fighting a battle to find practice time that does not conflict with the players' already busy schedules after 3:30pm. In the second half of the season their numbers have begun to stabilize and, in each game, the players have shown significant improvement with their skills, aggressiveness and game sense. The Girls are going to get a chance to show off their development, as Meadowridge is going to be hosting the ISEA tier two Grade 7 Girls Championship on Friday, February 27th from 9:00am to 3:00pm.

The Grade 6 and 7 Boys, coached by Mr. Nick Jackson and Mr. Donald Lockhart, have an interesting record as they are currently 2-3 but have a points for vs. against of +24. They have had two close losses of one and two points so they could have just as easily been 4-1 with the right bounces. The team has excellent numbers, with 12 dressing for most games and several others rotating through the reserves or unavailable due to other commitments on a rotating basis.

GRADE 4 AND 5s No scores are recorded following the games in the ISEA league and the season closes out with a Play Day where every team gets to play four to six mini games over the course of about four to five hours.

The Grade 4 and 5 Girls, coached by Mr. Jason Parker and Mr. Terry Donaldson, have had a solid turnout at lunchtime in what has been an introduction to organized basketball for many of the team members in Grade 4. The Girls are learning it is okay to ‘steal’ a ball, be aggressive on defense, and, at the conclusion of the game, to shake hands showing respect for your competition. The Girls play four games over the course of their season before concluding with an incredibly fun day of basketball at the Richmond Oval in midFebruary.

The Grade 4 and 5 Boys, coached by Mr. James Willms and Mrs. Sim Dimmock, are one of the most energetic groups in practices. They quickly take over the gym and demonstrate their passion to anyone within earshot. The Boys are working on understanding what constitutes ‘travelling’, how long they can stay in the ‘key’, what degree of contact is generally permitted in noncontact basketball and what it means when the coach is yelling, ‘protect the basket side’ or ‘who’s your check?’.

The basketball season is winding down and we are heading to the playoffs with two of our five high school teams looking to complete the season with unbeaten league records and holding home court advantage through the playoffs.

Good luck to all our teams in the final weeks of the season! Our high school teams in GVISAA begin playoffs as early as February 10th and some have byes and will not have to play in the first round. This year Meadowridge is hosting the Championship finals for all Girls teams, Grades 8 to 12, on February 25th. If you are around please come out and watch as we hope to get at least one of our two possible teams playing off in our Gryphon lair with a hometown crowd cheering them on. Let’s do our own version of Seattle’s 12th man and have Meadowridge’s 6th player in the stands pushing us on to victory.

WINTER 2015 VOLUME ONE

SPRING SEASON & UPCOMING ATHLETIC OPPORTUNITIES Prior to spring break we will have a meeting for track and field athletes, whether they be in the PYP, MYP or DP. If you are interested in jumping higher, running faster or throwing further please come out and join the team!

Badminton will be ramping up their training and moving to after school practices with the end of basketball season. We have outside coaches from Shuttle Sports returning to train our athletes once again to prepare for competitions in the ISA, GVISAA and the Fraser Valley.

Meadowridge fencing will be hosting its very impressive tournament once again in the spring. Last year it was one of the larger youth tournaments in BC and featured fencers from the USA as well as outside the lower mainland, plus all the club participants from the lower mainland. There is the opportunity to see fencers use a variety of weapons in a very professionally run and exciting tournament.

Mr. Scott Spurgeon, Director of Athletics 31

R E-REGI ST RAT I ON

2015 / 2 01 6

Thank you to all families who have replied with their intent regarding re-registration for the 2015/2016 school year. Contracts will be mailed within the first week of February.

Please update accordingly and return to the Advancement Office along with the required deposit.

For those families who have not yet replied, have any questions or are new to this process, please contact us by calling 604.467.4444 or emailing admissions@meadowridge.bc.ca.