November 2014 Gryphon

MEADOWRIDGE SCHOOL

THE GRYPHON FALL 2014 VOLUME TWO

MEADOWRIDGE SCHOOL

12224 240th Street Maple Ridge, BC V4R 1N1

www.meadowridge.bc.ca

604.467.4444

People are drawn

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TO OUR SCHOOL FROM

From the headmaster & Board Chair: CIS Accreditation

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around the world.

Educational leadership team update

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gala committee & thank you!

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DEPUTY HEADMASTER BLOG

In the spirit of active collaboration with

teachers, peers, and our community,

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 the confidence not only to

meet the future, but also to create it.

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IN THIS ISSUE:

Paying Attention to Details & Working in the “Best School in the World�

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autumn professional development

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The extended essay

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A glimpse into the dp Group One: Language & Literature

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what are pyp units of inquiry?

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global citizenship club Update

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evening of champions

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annual fund donors

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science fun in gRADE tWO

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grade four action fair

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technology at home

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What is classrooms without walls (CWOW)?

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celebrating the day of the dead

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synergy: the power of the performance arts

23

library update

25

the green pages

27

Faculty focus: where are they now?

28

athletic update

31

model united nations update

MEADOWRIDGE SCHOOL GRYPHON

FROM THE HEADMASTER & BOARD CHAIR: CIS ACCREDITATION

To all Meadowridge families, staff, faculty, alumni and other constituents: The news: We have now been accepted as an Accreditation Candidate school by the Council of International Schools (CIS), following a three-day visit by CIS representatives. They met with parents, students, staff, Board Members, faculty, and administration in order to ensure a broad representation of input, as well as studying our policies and financial records, and touring our school.

Their full report may be found on our website. Notably, the report is very positive and supportive, with no major recommendations.

They have made some suggestions for things we might wish to focus upon over the next 18 months, as we complete a self-study leading to full accreditation, but have indicated that they were very impressed with Meadowridge as a candidate for accreditation.

The reason: Accreditation drives a process of ongoing reflection and continuous improvement, based upon the highest international standards, and reviewed by peers from the best schools around the world.

Who is the Council of International Schools? The Council of International Schools ”is a non-national, non-regionally affiliated organisation and the status of CIS Accreditation confers an international recognition to stakeholders all over the world. The status of international accreditation demonstrates a school’s commitment to high quality international education to the school community as well as to the outside world: prospective families, educational leaders and teachers as well as universities, embassies, other government departments, and global companies and organisations.” (see http://www.cois.org/page.cfm?p=1057).

As the CIS website notes: CIS Accreditation ensures that the school meets the CIS Standards for Accreditation which examines the areas of school philosophy and objectives, teaching and learning, governance and management, faculty and support staff, student support services, facilities and resources and student and community life.

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The school is student-orientated. Its philosophy of education is suitable for the students on roll and encompasses the development of the whole individual.

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The school keeps its promises. It promises only what it can deliver.

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The school accepts objective assessment. It is prepared to open its doors periodically to regular evaluation by the school community and by outside experienced evaluators.

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The school is constantly seeking to improve its performance in curricular and other areas.

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The school plans for the future. As part of the on-going nature of the evaluation process, accredited schools are continually planning future developments.

Higher education institutions recognise immediately that a CIS Accredited School meets globally-recognised standards and promotes values and skills that they are seeking in students.

The Accreditation offered by CIS is also recognised by various government and non-government agencies in a number of countries.

Some background: We are already accredited by a number of organizations: Canadian Accredited Independent Schools, the International Baccalaureate Organization, and the Provincial Government. All of these accreditations have found that our school is excellent. However, while we appreciate meeting regional and national standards, the partnership of CIS and the International Baccalaureate will assist us in ensuring that we surpass these, and hold ourselves to the highest international standards in the world.

CIS will also combine with our accreditation schedule from the International Baccalaureate organization for the Continuum – PYP, MYP, and DP in one school - so that our joint accreditations from both, done at the same time, provide assurance to our families that we continuously meet and exceed the highest standards in the world for curriculum, instruction, and overall school quality.

Perhaps more importantly, these also indicate a serious and ongoing commitment to continuous reflection and improvement.

In doing so, we are continually making sure that our children are well prepared to become citizens who can embrace a world of opportunity, and so can shape the future.

Over the next 18 months, we will be conducting surveys and meeting with groups in order to complete the self-study. Please watch for these opportunities over the next while, and join us if you can!

The award of CIS Accreditation demonstrates that: •

The school is devoted to its mission. It cares enough about what it does to seek validation by a recognised accreditation authority.

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The school knows itself. It has thought deeply about the services it offers to students, family and community.

FALL 2014 VOLUME TWO

Hugh Burke Headmaster

Dr. Daniel Gouws Chair of the Board of Governors 3

EDUCATIONAL LEADERSHIP TEAM UPDATE Connecting With School Administration: The members of our Educational Leadership Team understand that in order to be connected to the community they have to be not only visible, but available. All Directors have daily and weekly routines to ensure they are out of the office and about the school. Informal conversations with teachers, students and parents are invaluable as we seek to engage with others in the interest of continually improving. You will notice administration curbside and at the front doors along with others each morning. They visit classrooms regularly and are in common areas during breaks and transition times. Directors, like regular teaching staff, sponsor clubs and co-curriculars. While your first point of contact, in most cases, is your child’s teacher, please feel comfortable contacting your Director(s) at any time.

We are available to hear your concerns, praises, answer questions and/or help in any way we can.

The members of your Educational Leadership Team are: Mr. Pat Niwa (Director of Technology in Education) Mrs. Carrie Hughes-Grant (Director of Student Life) Mr. Terry Donaldson (Director of PYP) Mr. Scott Banack (Director of MYP) Mrs. Kristal Bereza (Director of DP) Mr. Jason Parker (Deputy Headmaster) Mr. Hugh Burke (Headmaster) Report Card(s) Reminder: All students from Junior Kindergarten to Grade 11 will receive report cards for Term One on Thursday, December 4th. Paper copies are sent home with each child and an electronic copy is placed on the Parent Portal for your records.

If you don’t have a report you need to inquire with your child and/ or contact the school immediately. Should you wish to discuss the content of your child’s report, please contact their teacher directly.

They will book a meeting with you to discuss the results in person.

Likewise, all staff can be contacted by email through the staff directory on our website.

Teaching Reviews: The school believes that supporting teachers to genuinely reflect upon and improve instructional practice over time is one part of a complete professional development programme.

As such, we regularly engage teachers in the guided review of their craft. This year, 21 teachers are partaking in reviews. Staff work closely with Directors to compare their teaching to established instructional expectations. Our rubric looks at teaching through the lense of the IB Learner Profile.

North Forest Update: Recently a group of 20, including parents, teachers, administrators and operations staff met to discuss the 9.6 acre parcel of land adjoining our current campus, affectionately 4

referred to as the “North Forest”. The space is currently used to support a number of learning opportunities and we are envisioning how we might expand our use over time. The North Forest Steering Committee has been struck to provide expertise and advice to the Headmaster on the development and preservation of this area to support instructional efforts. We are addressing a number of issues including: efforts to reduce invasive plant species, replanting of native trees/plants, the development of a trail network, caring for our greenhouses and the PYP gardens, reviewing safety protocols, engaging community groups (including the municipal land commission) and connecting the space to our Campus Master Plan.

If this project interests you, please contact Mr. Parker directly (jason.parker@meadowridge.bc.ca) Special Events Reminder: Winter break will be here before you know it! Remember that our last week is full of special celebrations including the much celebrated PYP Winter Showcase. Come and see our youngest and most endearing learners sing and play their hearts out in the spirit of Christmas on Wednesday, December 10th.

Junior Kindergarten, Kindergarten & Grade 1 – 5:30pm to 6:00pm Grade 2 & 3 – 6:15pm to 7:00pm Grade 4 & 5 – 7:00pm to 8:00pm Likewise, stay tuned for details regarding our All School Christmas Assembly on the morning of Friday, December 12th at 10:30am.

Parents, grandparents and friends of Meadowridge are invited.

Mr. Jason Parker, Deputy Headmaster MEADOWRIDGE SCHOOL GRYPHON

THE GALA: THANK YOU! Saturday, November 29, 2014 certainly was a night to remember. We entered the Champagne Reception to a room dripping in silver and blue décor, and filled with the sounds of happy conversations. A two-piece ensemble provided the background music, while we sampled passed canapés, had our photos taken and browsed the silent auction.

Soon it was time for dinner, and we entered the historic Ballroom of the Vancouver Club, this time decorated in lavish gold. Jazz music filled the air as we found our seats, where the candlelight flickered off the antique silver charger plates. Wine was poured, our orders were taken, and the evening continued with gourmet food, a spirited live auction headed by Mr. Burke himself, and finally, we danced the night away on a packed dance floor to the Ten Souljers.

It felt seamless, and from all accounts, it was intimate, beautiful, and ultimately, FUN! We are glad it appeared that way, because in reality, it took a committee of fifteen parents and staff, plus seventeen additional staff and parent volunteers to pull it off!

Events such as these are designed to bring us all together as a group for one night, but it is also a way to work together as a smaller group. The Gala Committee took immense pride in their task, taking time out of their lives to attend meetings, make phone calls, and collect items for auction. It truly was a lot to do, but to call it “work” would be implying that the planning was a chore. When people believe in what they are doing and are willing to collaborate to make things happen, friendships are born, the work becomes light, and no matter how cliché, memories are made.

2014 GALA COMMITTEE • • • • • • • •

Lisa Begg Julie Bournival Eva Boyd Shirley Brunetta Linda Duncan Yamini Gandesha Christy Kazulin Daniel Le Page

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Liz Liu Angela Pallister Dave Polmanter Kerri-Ann Reid Carolyn Sapach Masumi Smith Gilda Zivec

OUR VOLUNTEERS • • • • • • • • •

Hugh Burke: Auctioneer Wenqing Chen Renée Cummings Natalie Gunning Lynelle Johns Louise Kozol Rhonda Laurie: Ceramics Jamie Marriott Katie Neibergall: Ceramics

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Danielle Noël Lindsay O’Neil Jason Parker: Emcee Nicola Patterson: Centerpieces Katerina Pogrebinsky Scott Spurgeon Joyce Villadiego Jamie Wright

And so, thank you to the Gala Committee, for working right up until the end, taking ownership and pride in the event, and for being so great to work with.

Thank you to the staff, teachers and parents who gave of their time before, during and after, to attend to the details large and small.

And, of course, thank you to all who attended, since I never could have eaten 160 plates of food myself!

A shining evening, filled with kind hearts and warm company, for which I am grateful to have been a part of.

Sincerely,

Left to Right: Gilda Zivec, Julie Bournival, Liz Liu, Masumi Smith, Lisa

Begg, Eva Boyd, Carolyn Sapach, Shirley Brunetta, Yamini Gandesha, Angela Pallister, Kerri-Ann Reid, Katie Neibergall

Ms. Carolyn Sapach, Community Development Coordinator and Gala Committee Chair FALL 2014 VOLUME TWO

Not Pictured: Daniel Le Page, Christy Kazulin, Dave Polmanter, Linda

Duncan 5

THE GALA: THANK YOU! People are drawn to us from around the world.

Each year we gather in support of the children, families and future of Meadowridge School at the Gala. Preparing for such a special evening evokes a spirit of active collaboration amongst the entire community.

Through the process, we are able to raise the means not only to meet the future, but also to create it. While exceptional in every aspect, this year’s event was certainly no exception.

A statement to the outstanding organization of our volunteer committee, the prestigious Vancouver Club was transformed in to our own private party and played host to 160 guests in all of their finery.

And what a night it was, with each and every grade and our alumni represented by the parents, staff and volunteers in attendance.

The intent of this annual event is just that, to gather those who support our school, care about our children and share our Vision for the future, together, for a wonderful night of fundraising, food and entertainment.

Evenings like this have a special place in our community, and the overwhelming positive response that we have received already clearly indicates the collective desire to see them continue. Thank you to all of the parents, guests, donors, sponsors, volunteers, teachers and staff members that made this year’s Gala possible. With your generosity and help we raised $136,395 with an estimated profit of $76,395. This is an amazing accomplishment and a true testament to the strength of our School. All proceeds from the Gala are going to be allocated towards the construction of a bridge, crossing Latimer Creek which runs between our current property and the newly acquired nearly 10 acre parcel to the North.

This total of almost $125,000 is an amazing

Since beginning as a Meadowridge student 14 years ago I have seen the Gala go from a humble, home grown get together, hosted in our gymnasium to a black tie party for the ages held in the Grand Ballroom of the Vancouver Club.

Thank you to each and every supporter of the event, our children will now see themselves across Latimer Creek exploring uncharted territory for the very first time. This is an important step in the development of the North Forest and with your continued generosity we are eager to embark on many future endeavours that allow our children to learn to live well, with others and for others in a just community.

Appreciatively,

accomplishment and a true testament to the strength of our School. All proceeds from the Gala are going to be allocated towards

Mr. Daniel Le Page, Director of Development

the construction of a bridge, crossing Latimer Creek.

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MEADOWRIDGE SCHOOL GRYPHON

SPONSORS

&

DONORS

Diamond Sponsor Ms. Linda Li Gold Sponsors

Silver Sponsors (cont.)

Silver Sponsors

Mr. Hugh Burke & Ms. Eva Boyd Mr. Jie Cheng & Ms. Lan Na Wu Link Developments (Gandesha Family) Mr. Yanchuan (Steve) Guo & Ms. Yun Wei

Advance Wire Products Ltd. (Le Boutillier Family) Expert Electric (Brunetta Family) Mr. & Mrs. Kendall & Sharon Jessiman (Iredale Group Architecture)

Johnston Meier Insurance Agencies (Johnston Family) Leger Family Paris Family

Entertainment Sponsor Mr. Jian Li & Ms. Ni Zhang

Cocktail Sponsor Schultz-Lessing Family

Table Wine Sponsor Dr. & Mrs. Hulbert & Amber Silver

Artisan Cheese Platter Sponsor Expert Electric (Brunetta Family)

Photography Sponsor Ms. Amanda Casanova

Volunteer Sponsors (cont.)

Tsuyuki Family

Canapé Sponsor Han Family

Valet Sponsor Favor Family

Centerpiece Sponsors E. Roko Distributors (The Kliman Family) Patterson Family

Raffle Sponsor Luo Family Yomodo Systems Inc. (Docherty Family) Halpern’s Uniform

Friends of the Gala Aqua Coast Engineering Ltd. Domide Family Halpern’s Uniforms Healy Family Dr. Seoungioon Kim & Mrs. In Hwa Sung Li/Guo Family Rawal Family Sage Dining Services Sun/Li Family Zhang/Chen Family Zhang/Liu Family Zhang/Zheng Family Ms. Xiao Hong Zhou Zhai Family

Ceramics Sponsors Mrs. Jenny Lu Mr. Yongmin Wu & Mrs. Lily Huang Champagne Sponsor Yuan Family

Silent Auction Sponsors PuroClean Property Damage Services (Mr. Kevin Demas & Ms. Shelley Lewis) Yomodo Systems Inc. (Docherty Family)

Coat Check Sponsor Mr. & Mrs. Jeff & Katherine Crawford Door Prize Sponsor Mr. & Mrs. Michael & Nirmala Jacob

Volunteer Sponsors BMO Bank of Montreal Mr. Rhys Clarke & Ms. Julie Bournival Drs. Nirmal and Arvind Kang Ms. Danielle Noël

& Auction Donors THANK YOU FOR Raffle YOUR GENEROSITY AND SUPPORT Nambiar Family

Steamship Restaurant West Coast Grill

Alexandru Family

Droulis Family

Holtved Family

Anonymous

Drysdale Bacon McStravick LLP

Jaggers Family

Barrass Family

Eichhorst Family

Organically Hatched (Kassam Family)

Jain Family

Begg Family

Expedia Cruise Ship Centres

Parewyck Family

Kassam Family

The Beauty Box

Big Feet (Liu Family)

Expert Electric (Brunetta Family)

Park Family

Kong Family

Turner Family

Bissell Family

Fairmont Empress Hotel

Payworks

Lau Family

Tsuyuki Family

Photo Express

Leger/Ward Family

Qian/Tao Family

Vancouver Pastry School (Ropke Family)

Lin Family

Read Family

Vancouver Whitecaps

Lisik Family

Reid-Gantzert Family

von der Heide Family

Liu/Chen Family

The Robert Bateman Centre

Wasti Family

Liu/Gu Family

Ryu Family

Watt Family

Lu/Zhou Family

Samz Pub (Sunderji Family)

Waugh Family

Lui Family

Shen Family

Wolf Family

Spira/ Maplethorpe Family

Shen/Lo Family

Wong/Lee Family

Mattiazzo Family

Sidhu Family

Xu Family

Brabban Family Bradley Family Brar Family Burke/Boyd Family Dylan Casanova Chow-Go Family Cloud Nine Nail Bar Covell Family Crawford Family Creekside Fashions Mr. Avio Diniz Dau Family Dixon Family Domide Family FALL 2014 VOLUME TWO

Four Seasons Hotel Gandesha Family Gantzert Law Office George Family Germain Family Glo Esthetique Gootman Family Gunning Family Guo Family Harbour Air Group Hardie Family Healy Family Mrs. Heydariarabloo (Ashnaei Family)

Storgaard Family

Maynes Family

Silver Family

Ye Family

Meadow Gardens Golf Club

Skeeles Family

Zhang/Chen Family

Meadowridge School

Smith Family

Zhang/Liu Family

Metro News

Spika Family

Zhang/Wei Family

Nilson Family

Subway (Sekkhon Family)

Zhang/Zheng Family 7

DEPUTY HEADMASTER BLOG PAYING ATTENTION TO DETAILS & WORKING IN THE “BEST SCHOOL IN THE WORLD�

By: Mr. Jason Parker, Deputy Headmaster

When we opened the year with teachers in August, I shared with them that I thought our school was in a privileged position in that we have multiple supports and a series of accumulated advantages that allow us to create one of the best schools in the world. With motivated students, supportive parents, talented instructional leaders and a comprehensive programme for curricular and cocurricular growth, there are no better conditions to ensure our success.

What we pay attention to, the attitudes we adopt, our capacity for reflection and our commitment to continual improvement are essential ingredients in our recipe to ensure an incomparable education at Meadowridge School. When it comes to setting tone, there is immense value in explicit gratitude or making a point of reminding ourselves of the good in our lives. At Meadowridge School, there is much to be grateful for, including: 1. An IB Continuum World School that is 1 of 14 in Canada and 1 of some 246 in the world with a common commitment to the programme across all grades. An inquiry-based education that focuses on developing the whole child and purposefully fosters character development through the IB Learner Profile, the IB is the best curricular framework available today. It is global in perspective and encourages students to turn their learning into action in the service of others. The IB is externally accredited against not provincial nor national, but global standards. This means our children receive a truly world class education.

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2. Students who are capable, come prepared and are eager to respond to our efforts. Our students love their school and we recognize them as our greatest strength.

3. Staff who come from around the world with diverse backgrounds, but who share a common appreciation for the school. The school is a truly remarkable place to be employed. We work excessively, but our passion for the work and sense of commitment are central to what we do. Staff are surrounded by colleagues who are caring, who listen, support others in adversity and inspire through their talent and expertise.

4. Parents who give of their time, talents, pay tuition to cover operations and through annual giving allow our continual growth as a school. Sometimes they are our biggest critics but they are always our biggest advocates and supporters.

MEADOWRIDGE SCHOOL GRYPHON

“Learning to live well, with others and for others, in a just community” is supported by purposeful gratitude, having compassion for others and trusting that we have everything at our disposal to ensure our mutual success.

This year, I presented a friendly challenge to our instructional staff in the interests of ensuring a common understanding of both the tone and standards that inform our work. I have asked that we collectively “pay attention to the details” in all that we do. I believe that excellence is in many ways determined by the details and our attention to them.

This year I invite us to…

Open Up Our Classrooms – Let’s invite parents, teachers and others into our instructional spaces. Let’s be transparent and confident as we share what we are doing, what we are proud of and our challenges. Let’s be aware of the courage required to put oneself on display to the public and celebrate often the hard work that goes into making our school an exemplary place to learn. Expect administrators to be in classrooms, in the hallways and common areas with frequency. Let’s be proactive in our communications with parents and set the tone early by sharing a positive message.

Interrogate Our Practice – Let’s engage in critical discussions about the challenges of our work. Let’s explore the potentials of team teaching and co-planning. Let us thoughtfully consider student achievement data. Let us have honest, respectful conversations about what makes a difference in our work and what we might do to focus on learning.

Understand the Importance of Being a Role Model – What we teach students to become in life is as important as the content knowledge we share with them. In all our interactions let’s keep the school’s mission, vision and the IB Learner Profile central to our discussions. Let us not mistake being liked for being respected.

Let us make teaching manners a priority. Let us pay attention to how we speak to each other. “Please”, “thank you” and “excuse me” should be heard perpetually in our conversations and we should remind students to use this language frequently. Likewise, let’s remind students to hold open doors for others, do the right thing even when no one is watching, pick up trash even when it’s not their own and keep the cafeteria and other common areas tidy.

Let’s Challenge Our Students – Let us ensure our expectations for behaviour, academic achievement and personhood are high and that we draw students outside of their comfort zone. We cannot be afraid that students might “fail” as that sometimes is the price for learning. I believe we can reconcile high standards with high support and a caring environment.

While the finer points that require attention may vary according to one’s area of influence within the school, overwhelmingly we seek to abide by the belief that good enough, is not good enough.

Paying attention to the details within an environment that values gratitude is a powerful combination for building and preserving one of the best schools in the world.

Read more of Mr. Parker’s blog posts online at www.meadowridge.bc.ca/deputyheadblog

FALL 2014 VOLUME TWO

AUTUMN PROFESSIONAL DEVELOPMENT DAYS Meadowridge School offers a variety of professional growth and development opportunities for our faculty members. In the past few weeks, we have had two Professional Development days.

Each year in October, teachers in British Columbia participate in province-wide professional development opportunities. This day is especially important for Meadowridge faculty members as we are able to collaborate with our public school colleagues and other teachers in independent schools. This year, some of the workshop sessions that Meadowridge teachers participated in October were: • • • • • • • • • • • • •

Mindfulness in Education Concept-Based Learning Graduate Studies Work Orton Gillingham Training Word Their Way Spelling Program First Aid Training British Columbia Association of Teachers of Multiple Languages (BCATML) Provincial Intermediate Teachers Association (PITA) British Columbia Music Educators Association (BCMEA) Investigation of Library Commons British Columbia Social Studies Teachers Association (BCSSTA) Neuroplasticity Conference Douglas College Athletics

November 7 was another Professional Development Day for Meadowridge faculty and staff. For instructional faculty, we spent some time in the morning sharing our learning experiences from October 24. Much of the rest of the day was spent familiarizing ourselves with ManageBac, a new curriculum planning program that we have adopted in PYP, MYP and DP. It was a time well spent for future growth and development of our IB programmes.

For non-instructional staff on November 7, Mr. Burke presented a workshop on Conflict Resolution. During the workshop he spoke about the different Goal States in conflict resolution and the steps to a successful outcome. Positive interdependence, individual accountability, group processing and social skills all play a vital role in resolving conflict rationally and effectively. It was great to be able to work with peers on a different level and to also be able to see people in a different role. Not only did we work together to learn how to resolve conflict, we also learned what an effective teacher Mr. Burke is.

Mr. Terry Donaldson, Director of PYP

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THE EXTENDED ESSAY If you were in our school on Thursday, November 13th you would have observed 23 anxious Grade 12 students submitting an assignment that they had been working on for the past 11 months. There was a tangible feeling of relief and accomplishment in the air as students handed their extended essays to their supervisors. We are incredibly proud of the accomplishments of our Grade 12 students and the learning process that they just completed.

So, what exactly is an extended essay? According to the International Baccalaureate Organization, the extended essay is “an independent, self-directed piece of research culminating in a 4,000word paper”. This essay is unique to the IB Diploma Programme because students are expected to produce a university level research paper. This includes learning how to formulate an appropriate research question, engaging in a personal exploration of the topic, and developing a sustained and reasoned argument throughout the paper. The topic of investigation is left to the choice of the student; however, it must be completed in a subject area that the student is studying. Each student is assigned a teacher supervisor who will offer advice and guidance throughout the process; however, the writing is the student’s original work with teachers offering only general feedback on development of argument or flow of paper.

The International Baccalaureate Organization just completed a research study entitled, Exploring the learning outcomes of the IB extended essay in preparing students for university studies in Canada. This study was completed at the University of McGill with undergraduates who had completed the IB programme. The results of students’ responses indicated that completion of the extended essay greatly enhanced their organization skills, as well as their reading, writing, and reasoning skills. Through casual conversation with our students, their responses have echoed these formal results.

In order to prepare Meadowridge students for a successful experience with the extended essay, we take all of the Grade 11 students to Simon Fraser University. While there, they participate in a library research session that is taught by one of the university librarians. Students are also issued a SFU library card where they will have borrowing rights through their Grade 11 and 12 years. This has proven to be an incredible resource for them, not only with the extended essay but in their other subjects as well.

In January of Grade 11, students will be introduced to the different subject areas for the extended essay and the specifics of being successful in each area. Students then identify the subject area they are interested in and start to conduct some preliminary research into a topic area that they are interested. With this knowledge, students can then move forward in formulating their research question. This must be original in nature. It is suggested that students spend approximately 40 hours from January to November on the extended essay. During this time, they have a supervisor available to them to ensure that they are on the right track.

We are looking forward to this next group of extended essays.

Students always come up with amazingly interesting questions. Good luck to all of the Grade 11s as they get ready to enter this process and congratulations to the Grade 12 students for their outstanding work.

Mrs. Kristal Bereza, Director of Diploma Programme

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MEADOWRIDGE SCHOOL GRYPHON

CLASS OF 2015 EXTENDED ESSAYS Group Three: Business Management How effectively did Richard Branson leverage branding to differentiate Virgin Atlantic airlines from competitors in the airline industry?

Alia V.

To what extent do non-monetary motivation methods reduce industrial relations problems to improve labor productivity at Walmart?

Evelyn C.

To what extent does Barrick Gold Corporation demonstrate double standards in their corporate social responsibility of global operations?

Taya H.

Group One: Language and Literature How does George Orwell use tone to represent an image of the dystopian society in his novel "Nineteen EightyFour"?

To what extent can Persuasive Language in Advertisements Effectively Cause an Individual to Act?

How does the use of the colour red affect a viewers potential understanding of a graphic advertisement?

Sydnie S.

Elina B.

Alexandra W.

In his trilogy ‘His Dark Materials’, how effectively does Philip Pullman use symbolism to demonstrate human personality and relationships?

Hannah J.

To what extent has Apple Inc. maximized their market share in the technology sector since their inception, through the diversification of its product line?

Group Two: French

Zameer D.

In the novel "Oscar and the Lady in Pink", to what extent does religion and faith help Oscar overcome life's difficulties like it does in others?

To what extent is the Starbucks’ growth strategy appropriate for them to meet their objectives?

Benjamin C.

Gurshan S.

Group Four: Biology

Group Three: History To what extent did Deng Xiaoping’s achievement of normalization between People’s Republic of China and United States of America, alter the Communist culture during the late 1980’s?

To what extent are chemical food preservatives, Sodium Metabisulfite and Sodium Acetate, more effective against natural preservatives, Acetic Acid and lemon juice, on the bacterial growth of Lactobacillus Casei in yogurt?

Elizabeth R.

Charaney J.

To what extent did Germany’s use of the Einsatzgruppen lead to their eventual defeat in Operation Barbarossa?

To what extent is there a difference in the quality of the cell wall of Beta Vulgaris after microwave cooking when compared with its raw counterparts?

Gurshaan S.

Katherine P.

Why was the resistance movement against the Nazi occupation in Holland between May 1940 and May 1945 primarily passive in nature?

Kalvin K.

During President Park Chung-hee’s authoritarian rule from 1961 to 1979, to what extent did his reforms and contribution to the Miracle of the Han River outweigh the humanitarian abuses?

Jennifer A.

To what extent did Operation Bluestar lead to the assassination of Indira Gandhi?

Group Four: Chemistry To what extent does the time of year at which Camellia Sinensis leaves are picked affect the content of Caffeine present?

What is the effect of increasing the brew time of tea on the concentration of anti-oxidizing substance in the brewed liquid investigated using the Briggs-Rauscher reaction?

Alexander H.

Jessica J.

Jasmine T.

Group Four: Physics

To What Extent did the Catholic Church Support the Ustase Holocaust?

Ray X.

Group 5: Math

FALL 2014 VOLUME TWO

To what extent can modern-day methods of investigation be used to prove resonance is the cause of the behaviour of an Ancient Chinese Spouting Bowl?

Duncan B.

Group 6: Visual Arts

How does a casino use the concept of ‘expectation’ in determining how to generate profit, particularly with reference to the game of roulette?

How did Wang Wei’s style of painting influence the progress of Chinese brush painting?

Douglas Z.

Morgan W. 11

A GLIMPSE INTO THE DP

GROUP 1: LANGUAGE AND LITERATURE 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, Action and Service. These work toward development of the student as a whole and therefore, benefit 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.

At Meadowridge, we have chosen to offer the Language and Literature Diploma course.

“The Language A: Language and Literature course introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non-literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption.”

(IBO, 2014).

Students appreciate the addition of looking at the development of language, analyzing contextual perspectives, and looking at something as simple as graffiti and the meaning behind it.

There are two main oral presentations in the Language and Literature course. They are the Individual Oral Commentary (IOC) and the Further Oral Activity (FOA).

questions are aimed to draw out more information from the student in the hopes of increasing their standing on the rubric.

The Grade 11s recently completed their first FOA on the Evolution of Language. This was presented in the form of an informative presentation followed by a class debate/discussion. As I sat and watched the Grade 11 students present, I was amazed at the level of critical thought and analysis that they were already demonstrating.

They actively engaged with the material and sought to really understand the way that language has evolved and the effects that culture plays on this. During the next year and a half, they will be given other opportunities to prepare an FOA and their best achievement mark will be sent in to IB for assessment.

Mrs. Kristal Bereza, Director of Diploma Programme

The Grade 12s are in the process of completing their official IOC. During their Grade 11 year, they practiced IOCs and are now tackling the one that will be sent into IB for marking. An IOC is an oral analysis of a piece of text that students have studied over the past two years. They do not know what text they will be analyzing but rather, they pull an envelope when they walk into the assessment. Students are then given 20 minutes to prep something akin to an oral essay. They must analyze the text for textual features,

Students

appreciate

the

addition

of

looking at the development of language, analyzing contextual perspectives, and looking

at

something

as

simple

as

graffiti and the meaning behind it.

effect of context on meaning, interpretation, etc. Once the 20 minutes is completed, they sit down with their teacher and speak about the text for ten minutes. This must be a well-organized, thoughtful analysis of the text. As the student is talking, the teacher is formulating questions to ask them for a further five minutes. These 12

Show Above: Grade 11 students discuss “To what extent does language affect social class?”

MEADOWRIDGE SCHOOL GRYPHON

WHAT ARE THE PYP UNITS OF INQUIRY? Meadowridge School has been an authorized IB Primary Years Programme (PYP) World School since 2007. IB PYP is a curricular framework which focuses on the intellectual, social, emotional and physical development of each child. PYP is designed to: •

Foster international-mindedness through the development of the attributes of the Learner Profile.

•

Assist students to construct knowledge and understanding through inquiry-based learning.

•

Develop conceptual understandings across transdisciplinary lines.

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Encourage a commitment to action and service.

The IB PYP model (provided below) provides a snapshot view of the programme. The PYP curricular framework integrates the BC Ministry of Education outcomes at each grade level into Units of Inquiry (UOI) which make up the Programme of Inquiry (POI). There are four units of inquiry throughout the year in Junior Kindergarten, and six units in Kindergarten to Grade 5. The model provides a glimpse into the answers to five fundamental question about units of inquiry.

LANGUAGE

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What do we want PYP learners to feel? Units of Inquiry incorporate Attitudes or dispositions that are fundamental expressions of values, beliefs, and feelings about learning, the environment and people. The 10 PYP Attitudes are Appreciation, Commitment, Cooperation, Creativity, Curiosity, Confidence, Empathy, Enthusiasm, Independence, Integrity, Respect and Tolerance.

How do we want PYP learners to act as a result of their learning? Units of inquiry promote deeper learning and hopefully lead to Action that is student-initiated. Action may take the form of smaller individual initiatives and/or larger group projects.

At Meadowridge:

You can see the complete Programme of Inquiry Board (Junior Kindergarten to Grade 5) in the hallway across from the Grade 5 classrooms. Stop by and take a look at the snapshot of the Units of Inquiry.

HOW WE

EX

S PRE

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The IB PYP Model provides a snapshot view of the programme.

•

In each classroom, you will see visual evidence of your child’s current Unit of Inquiry. You may see current Trandisciplinary Theme, Central Idea, Concepts, Approaches to Learning, Attitudes and the Action Cycle.

•

Each six weeks, I send out Grade level documents entitled “Curricular Highlights”. In these documents, teachers have listed all of the essential elements of PYP for that particular Unit of Inquiry along with specific curricular area highlights.

•

If you wish to learn about the information above in more detail, please attend an upcoming PYP Parent Session. I will be hosting events in the New Year. The first will be held in the Library on Tuesday, January 20 from 8:30am to 9:30am.

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What do we want PYP learners to know? Each unit is organized under one of six Transdisciplinary Themes.

1. Who we are focuses on the nature of what it is to be a human being.

FALL 2014 VOLUME TWO

What do we want PYP learners to be able to do? Units of Inquiry focus on Approaches to Learning which help learners focus on a variety of Social, Communication, Research, Thinking and Selfmanagement skills.

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What do we want PYP learners to understand? Each unit is designed so that learners develop enduring understanding of Key Concepts (Form, Function, Causation, Change, Connection, Perspective, Responsibility, and Reflection).

EL VE

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ES PHYSIC  PERSON AL, SO AL ED CIAL UC A

WE OR GANI ZE OU

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IN PLACE AND TIME

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6. Sharing the planet investigates how people live in harmony with the Earth and all of its inhabitants.

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5. How we organize ourselves looks at the many systems and organizations that humans create.

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AC TION PR

4. How the world works investigates the natural world and its laws.

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D AN ION T

3. How we express ourselves delves into the many ways that people express their emotions, identity and culture.

•

YE A R S P R O G ARY RA M I MM P R T H E P L AN E T  W H O WE E AR IB R ING E SH

2. Where we are in place and time deals with the geographical and historical perspectives that people around the world have.

Terry Donaldson, Director of Primary Years Programme 13

GLOBAL CITIZENSHIP CLUB FREE THE CHILDREN’S

WE DAY On October 22nd, more than ten of our students from Global Citizenship Club (GCC) had a chance to go to We Day. There were 20,000 students and teachers all gathered at Rogers Arena to celebrate We Day, a motivational event and year-long educational movement to empower a generation of youth wanting to make a change. We Day is all about letting young people realize that they can make a change in the world. We are so excited this year to continue our initiatives working with Free the Children. Last year GCC’s Free the Children Club embedded Free the Children as part of the culture of our school through the brick by brick initiative.

We Day was a wonderful chance to learn about the change that we've made so far, but as well as the change that we can continue to make in the future. This year’s goal is to finish our brick by brick initiative by sending school supplies and funding teacher training for our school in Haiti.

Clea C. (Grade 9)

GCC’S UPCOMING INITIATIVES Last year Global Citizenship Club’s (GCC) Free the Children group embarked on ‘the Year of Education‘ with the goal of raising $10,000 over two years to build a school in Haiti. We believed this school would open the doors for an innumerable amount of children and become the start to them developing and expanding their horizons. With the commitment of students from Junior Kindergarten to Grade 12, we were able to greatly surpass our goal through multiple fundraising events including the benefit concert, read-a-thon and the Grade 4 market. These initiatives, among others, raised $15,000 allowing us to not only to fund the school but also a well, providing the community with an accessible fresh water source.

This year, not unlike last, has already yielded great results. We have been able to complete our goal of educating a community by raising the funds necessary to provide teacher training and school supplies. Unfortunately, while it is not safe enough for our students to travel to Haiti and see the school we’ve funded, Free the Children is now offering a new trip to the Dominican Republic and has asked our school to be one of the first to travel! More information on this exciting service opportunity will be coming soon!

While supporting Free the Children has become part of the constant culture of our school, we have many new initiatives and endeavors for our students in the next few years. This year, we are hoping to take part in Free the Children’s Year of Empowerment. The Year of Empowerment is dedicated to helping women overseas empower themselves through alternative income. Our goal this year is to raise $2,500 to provide 50 goats to families in need. One goat opens up a world of possibilities. A dairy goat means daily nutrition and income from milk, giving a family the chance to send their children to school!

The PYP Toonie Toss will be taking place again this year in December, as well as a few other fundraisers that will be announced soon– not to mention our annual Benefit Concert in April! Thank you so much for all the support you have already given!

Alia. V and Taya. H (Grade 12, Free the Children GCC) 14

MEADOWRIDGE SCHOOL GRYPHON

FREE THE CHILDREN’S EVENING OF CHAMPIONS

Last month, four of our students were honoured for their continuous

service work at Free the

Children's "Evening of Champions." This event, hosted by Spencer West, was open to only 100 students across the province. The four Meadowridge honourees were Grade 12 students Jessica J., Alia V., Lisa R., and Taya H. With millions of students around the world working participating in Free the Children activities last year and contributing to over 700 charities, just being invited to this event was an honour. Founder Craig Keilberger said to the students, "If you are in this room, it's because you amazed us. We heard your stories and you knocked our socks off. You are amazing."

The event included speeches by teen activist Hannah Alpert, performances from Neverest, and a 'Mama' and two high school students from Kenya. Both girls were only able to attend high school because of a Free the Children built school, much like the one Meadowridge funded in Haiti last year.

The highlight of the evening was the presentation of the Governor General's "Caring Canadians" award. Granted to ordinary citizens who do extraordinary acts in their community, the award honours those helping to create a 'smarter and more caring nation.'

Although organized by Free the Children, the recipients were formally selected by the Governor General's office.

All four Meadowridge students present were nominated for this award; out of the 10 winners from across British Columbia and the Yukon, Meadowridge was the only school to have two winners.

Jessica J. was formally recognized for her "initiative and leadership in tackling bullying through her 'Speak Out' youth forum, as well as her community work to bring youth and seniors together."

Alia V. was honoured for "leading and organizing initiatives at her school, which have brought the community together and enriched the lives of many who have benefited from these initiatives."

Any of our nominees would have made excellent recipients, as their continuous work for Free the Children, Matthew's House and their chosen community organizations have helped develop the culture of service and leadership at Meadowridge. Congratulations to all four girls, and to everyone who has contributed to our ongoing fundraising and outreach efforts.

Ms. Jennifer Higginson, MYP & DP Teacher

[ Fr e e t h e C h i l d r e n ] Fo u n d e r C r a i g K e i l b e r g e r s a i d t o t h e s t u d e n t s , " I f y o u a r e i n t h i s ro o m , i t ' s b e c a u s e y o u a m a z e d u s . We h ea rd y o u r s t o r i e s a n d y o u k n o c ke d o u r s o c k s o f f . Yo u a r e a m a z i n g . "

Above: Jessica J. (Grade 12) accepts the Governor General’s “Caring Canadians” award from Free the Children Founder, Craig Keilberger.

FALL 2014 VOLUME TWO

Above: Alia V. (Grade 12) accepts the Governor General’s “Caring Canadians” award from Free the Children Founder, Craig Keilberger.

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Mr. & Mrs. Bruce & Judy Johnston Ms. Christy Kazulin Mr. & Mrs. Kevin & Tracey Kennedy Dr. Seoung Joon Kim & Mrs. Inhwa Sung Mr. Youkai Kong & Ms. Guangli Wang Drs. Murthy & Anu Korada Mr. Colin Laba & Ms. Carolyn Sapach Mr. & Mrs. Al-Karim & Zain Lalji Drs. Ockie Lampen & Kathy Robson Mr. & Mrs. Manuel & Virna Lau

Thank you for contributing!

Mr. & Mrs. Tom & Rhonda Laurie

Anonymous

Jay Fraser

Anonymous

Mrs. Hallie Fraser

Anonymous

Mr. & Mrs. Sam & Yamini Gandesha

Ampersand Advisory Group

Mr. Tao Zhou and Ms. Chao Gao

Mr. Ke Bai & Mrs. Ye Hu

Drs. Joe & Diana Germain

Mr. Tim Coleman & Miss Tessa Bainbridge

Drs. Deepu & Reena George

Mr. Feng Qin and Ms. Hua Bai

Mr. Bob Gill & Mrs. Diana Carwithen

The Barber Family

Dr. Kavyan Ashnaei & Mrs. Maryam Heydariarabloo

Mr. & Mrs. Randy & Leslie Bargen

Mr. Kenneth Go & Mrs. Connie Chow-Go

Mr. & Mrs. Chris & Jodi Barrass

Mr. Steve Guo & Mrs. Yun Wei

Mr. & Mrs. John & Terry Becker

Dr. Daniel Gouws & Mrs. Kimberley Buchanan Gouws

Mr. Christopher & Mrs. Lisa Begg

Mr. & Mrs. Alan & Marlene Graveson

Mrs. Kristal Bereza

Mr. & Mrs. Warwick & Carolyn Green

Dr. Michael Orser & Ms. Christine Bickle

Mr. & Mrs. Craig & Natalie Gunning

Prof. Nicholas Blomley & Ms. Jessie Hill

Mr. Xiu Kang & Mrs. Baowei Yue

Blueberry Esso (The Kim Family)

Halpern’s Limited

Mr. & Mrs. Robert & Shirley Brunetta

Mr. Lianjie Zu and Ms. Bo Han

Mr. Rhys Clarke & Mrs. Julie Bournival

Mr. & Mrs. Peter & Kirsti Hardie

The Brookshaw Family

Mr. & Mrs. Richard & Tammy Haywood

Mr. Hugh Burke & Ms. Eva Boyd

Mr. & Mrs. William & Leona Healy

Mr. Antonio de Oliveira Jr. & Mrs. Amanda Casanova

Mr. & Mrs. Don & Linda Hincks

Mr. & Mrs. Cherokee & Joyce Chamorro

Mr. Patrick Ho & Ms. Dawn Feng

Mr. Jun Chen & Mrs. Zhe Zhou

Mr. & Mrs. Paul & Christine Holtved

Mr. Gang Chen & Ms. Linda Li

Ms. Cindy Hops

Mr. Jie Cheng & Ms. Lanna Wu

Mr. Wayne Huang & Mrs. May Yan

Mr. Richard Choi & Mrs. Angie Lee

Mr. Mark Grant & Mrs. Carrie Hughes-Grant

Mr. Roy Choi & Mrs. Jeong-Mi Ryu

Mr. Richard Hui & Ms. Stephanie Lee

Mr. Jiaxue Yang & Ms. Weijie Chong

Dr. Geoffrey Hutchinson & Dr. Sarah Charney

Ms. Samantha Coates

Mr. John Hwang & Mrs. Catherine Kim

Mr. Mark Conaghan

Imperial Oil

Mr. & Mrs. Jeff & Katherine Crawford

Mr. & Mrs. Ty & Jadina Irving

Dr. Malcolm Crozier & Mrs. Alicia Osorio Bustos

Drs. Sriram & Mahalaxmi Iyer

Mr. Clinton & Mrs. Michelle Denesiuk

Mr. Zhihu Jia & Mrs. Xiaosheng Wang

Mr. Avio Diniz & Ms. Patricia Lapointe

Mr. Peng Han & Ms. Guo Hua Luan

Mr. & Mrs. Matthew & Wendy Dockerty

Mr. Yongyan Li & Mrs. Haixia Wang

Mr. Terry Donaldson

Mr. Jingquan Lin & Ms. Lu Li Lee

Mr. & Mrs. Dan Dong & Ping Wu

Mr. Hua Liu & Ms. Amy Deng

Dr. & Mrs. Bill & Barbara Durno

Mr. Jingsong Niu & Mrs. Jing Wen

Mr. Peng Fan and Ms. Ning Zhao

Ms. Lynelle Johns

Ms. Shirley Lecker Mr. Daniel Le Page Mr. Lance Leger & Ms. Sarah Ward Mr. & Mrs. Darrell & Kim Lester Mr. Yongyan Li and Ms. Haixia Wang Mr. & Mrs. Sean & Kara Lisik Dr. Jun Liu & Mrs. Xiao Wei Zhan Mr. & Mrs. Yang & Xiaoping Liu Mr. Daofeng Liu & Ms. Quming Chen Mr. Hai Qing Liu & Mrs. Lie Jing Gu Mrs. Phoebe Lo Mr. Federico Lopez & Ms. Claudia Martinez Ms. Xiao Hong Zhou Mr. Wenping Luo & Mrs. Juana Zhu Mr. Jack Ma & Mrs. Helen Shao Drs. Samir & Sangita Malhotra Mr. Jamie Marriott Mr. Gareth Mason & Ms. Carolyn Treger Ms. Jennifer Maynes Mr. John McLaughlin & Ms. Cheryl David Medlandia Pharmacy (The Atthari Family) Ms. Sherrie Metz Ampersand Advisory Group Mr. & Mrs. Skigh & Vanessa Murray Ms. Danielle Noël Mr. & Mrs. Patrick & Barbara Niwa Mr. David Noble Ms. Toni Perretta Ms. Angela Pallister Mr. Charles Pang & Mrs. Lilian Yang Mr. Steven Parewyck & Mrs. Anita ParewyckBonnarens Mr. Jason Parker & Mrs. Nancy Vertel Mr. & Mrs. Terrance & Moira Passley Mr. & Mrs. Philip & Nicola Pitzey Mr. & Mrs. Igor & Katerina Pogrebinsky Mr. Han Qian & Ms. Sha Tao Dr. Howard Verrico & Ms. Angie Ramsay Mr. Raymond Qu & Mrs. Hui Huang Mr. & Mrs. Sheetal & Seema Rawal

The above donors are recognized for their gifts to the Annual Fund as of November 30, 2014

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MEADOWRIDGE SCHOOL GRYPHON

Mr. George Read & Ms. Fay Kingwill

Mr. Tao Tan & Mrs. Yi Zhao

Mr. Yongmin Wu & Mrs. Lily Huang

Mr. Quan Ren & Mrs. Lin Wu

Telus

Mr. Zhao Bo Xin & Mrs. Wen Wen Wang

Dr. John Reynolds & Dr. Isabelle Côté

Mr. & Ms. Peter & Alison Thompson

Mr. Fu Qing Xu & Mrs. Hui Wang

Mr. & Mrs. Shawn & Jada Sawatzky

Dr. & Mrs. Kurt & Melanie Tsuyuki

Mr. Feng Xu & Mrs. Shuo Chen

Mr. Karsten Scharf & Mrs. Oksana Novakovska

Dr. Amrik Tung

Mr. Patrick Xue & Ms. Lucy Qiu

Mr. & Mrs. Aaron & Pamela Schultz-Lessing

Mr. & Mrs. Julian & Marilyn Turner

Mr. Zitao Ye & Mrs. Jenny Lu

Mr. & Mrs. Michael & Chantal Schutz

Mr. & Mrs. David & Lyn Tyler

Mr. Bing Yin Tam & Mrs. Rui Lan Wu

Mr. Bradley Senner & Ms. Tanya Cloete

Dr. & Mrs. Hanif & Sophie Ukani

Dr. Matt Smith & Ms. Sandra Young

Dr. & Mrs. Allen & Rosie Shen

Mr. Steven Jang & Mrs. Nikki Lee

Mrs. Hwa Youn Cho

Mr. & Mrs. Gurjit & Parneet Sidhu

Ms. Michelle Vally

Mr. Xiaoping Yuan & Ms. Hongli Gong

Mr. & Mrs. Justin & Jennifer Simpson

Mr. Xuesong Wang & Mrs. Mingxia Zhang

Mr. Alan Yuan & Ms. Angel Wang

Dr. & Mrs. Matthew & Masumi Smith

Ms. Tamara Warner

Mrs. You Ying Zeng

Mr. Troy Sobotka & Ms. Andrea Frisby

Mr. & Mrs. Matthew & Jennifer Watt

Mr. James Zhang & Mrs. Yvonne Wei

Dr. & Mrs. Arash & Sanaz Soufi

Mr. & Mrs. Rick & Susan Waugh

Mr. Qishun Zhang & Ms. Lei Zhao

Mr. & Mrs. Dennis & Norma-Jean Spika

Dr. & Mrs. Lawrence & Tracey Welsh

Mr. Yong Zhang & Mrs. Wenqing Chen

Mr. & Mrs. Scott & Yoshimi Spurgeon

Mr. & Mrs. William & Kimberley Weselowski

Mr. Shanhai Zhao & Mrs. Li Wan

Mr. Kevin Sun & Ms. Feng Li

Mr. & Mrs. Paul & Kalie Whitaker

Ms. Gilda Zivec

Mr. Kefei Tan & Mrs. May Guo

Mr. William Wong & Ms. Tina Lee

Mr. Li Zuo & Mrs. Ann Yi He

The above donors are recognized for their gifts to the Annual Fund as of November 30, 2014

SCIENCE FUN IN GRADE TWO

SAFETY GOGGLES

MICROSCOPES

MAGNIFYING GLASSES

The Grade Two students have recently completed a Unit of Inquiry about changes in the forms of matter. Thanks to equipment purchased through the Annual Fund, our inquiry was safer, more hands-on and engaging for the students. They had fun exploring solids, liquids and gases using new classroom microscopes. They marveled at natural forms of matter in the North Forest using hand-held microscopes that allowed them to capture digital images of their discoveries. They conducted “explosive” experiments involving baking soda, vinegar, Coke and Mentos safely with the aid of aprons and goggles. Inquiry is at its best when it is guided by the students’ knowledge, questions and enthusiasm. This new science equipment has enabled us to dig deeper into our unit while still allowing the students to lead the way!

On behalf of all our PYP scientists, we would like to thank all the supporters of the Meadowridge Annual Fund for this valuable equipment.

Mrs. Selena Dobie and Mrs. Katie Carr, PYP Teachers FALL 2014 VOLUME TWO

17

GRADE FOUR ACTION FAIR

The Grade 4 students have recently completed their unit on ‘Who We Are.’ In this unit the students were exploring rights and responsibilities of children around the world. As a result of this inquiry, the students discovered that some children around the world were not having their rights met. Students could not believe that some children did not go to school, or have clean water to drink!

This raised concerns amongst the Grade 4s and they wanted to do something about it. They worked as a group to figure out who they wanted to help. They learned about some not for profit organizations around the community including Rueben’s Shoes, The Salvation Army, The Food Bank, and Free the Children. After some discussion and a vote they chose to support Free the Children by organizing a ‘Make Fair Happen’ Fair.

They wanted to provide learning resources and school supplies to the Free the Children school in Marialapa, Haiti. Last year the Grade 4s raised enough money to help build the school and this year they wanted to continue to support the school so that there will be enough supplies and learning resources.

In total the Grade 4s raised $1,779.44 and they donated any items left at the end of the Fair to the Salvation Army. They were extremely proud of their hard work.

The students worked together to decide what booths they wanted to run. They got down to work painting posters, making bracelets, creating arcade games and baking lists, researching face painting ideas, collecting items and practicing their painting skills for painting classes.

The ‘Make Fair Happen’ Fair occurred on October 28th in the afternoon. All of the PYP classes were in attendance. The theater was buzzing with the excitement of the bake sale, garage and book sale, arcade, face painting, craft and jewelry table, raffles for great prizes, and lemonade stand. Their ultimate goal was to raise money to make things fair.

In total the Grade 4s raised $1,779.44 and they donated any items left at the end of the Fair to the Salvation Army. They were extremely proud of their hard work. They were also grateful to all of the students, parents and teachers that donated items and participated in the Fair.

Thank you for helping make a difference in the lives of others.

The Grade 4 Team 18

MEADOWRIDGE SCHOOL GRYPHON

TECHNOLOGY AT HOME In the last Gryphon, I suggested that an excellent technology programme is not about the number of iPads, interactive white boards, or age of the computers in a school, but rather, it is more about how the equipment is being used. The use of technology in schools should be thoughtful, deliberate and focused on learning.

With these intentions in mind, how, then, do we provide smartphones and laptops to students with these intentions when these devices can also be used to play games, listen to music, take photographs, watch movies, read magazines and socialize? How, as parents, can we help our students develop self-regulation techniques to stay on task?

Nomophobia is a term that was coined in the UK in 2010 (psychologytoday.com). It refers to the sense of anxiety individuals may feel when they are without access to a cell phone. The phone may have been left at home, there may not be cell phone coverage, or there may be some other reason why the phone isn’t accessible.

Although the term hasn’t been officially acknowledged by the medical community, I’ve overheard enough comments in the hallway from students, parents and staff to know that for some people this phobia is real.

The school’s Vision contains the following statement: “We need to make sure that our school and our students control technology, and are not controlled by it" (Meadowridge School). Technology has a very subtle way of weaving itself into our daily routines and then slowly begin to change our patterns and behaviours. Nomophobia might be one manifestation of how technology begins to control us.

What must we do to regain control over technology? We can start by setting a good example for our children. This can be done in a number of ways, such as not picking up the phone and looking at the screen every time it beeps, buzzes or vibrates. By turning off those audible alarms, you will be less tempted to reach for it. Your phone may also wakeup and turn on the screen for certain notifications.

Placing it screen side down will be less distracting to you, as well as those around you. Setting your phone to have quiet times, or do not disturb times will automatically prevent all notifications from ringing during certain hours. Refining the settings will also ensure important or emergency phone calls will still come through. The other advantage of taking the time to set this feature is that you will enjoy a better night sleep.

Th e s c h o o l ’s Vi s i o n c o n t a i n s t h e following statement: “ We need to make sure that our school and our students control technology, and are not controlled by it"

Passing a rule that phones are not welcome at the supper table is another way that parents can reinforce quality family time. Although you won’t want to travel to Beirut for one family meal, the Bedivere Eatery & Tavern gives a 10% discount to patrons if they leave their cell phone at the door (cbc.ca). This has proven to be a very popular idea, FALL 2014 VOLUME TWO

so more and more restaurants are also offering this as an incentive.

Considering an evening cut-off time may be another way to extend the no-phone time.

A third way you might regain control over technology and role model these behaviours for your children is to be very deliberate about when you answer the phone. For example, someone has called my phone repeatedly while I was having a conversation with a colleague. I picked up my phone, and put it on silent mode so I could continue my conversation. Being polite, the colleague gave permission to take the phone call, although I responded that it wasn’t necessary; I can refer to my call history and return the call when were done. Letting people know that you’re expecting an important phone call and, should the phone ring, you must answer, is a way of showing respecting to participants in a meeting, or friends at the table.

If your child enjoys listening to music while studying, keeping the phone out of reach will help reduce the temptation to continuously choose songs, which distracts them from their work. As a parent, you may also consider a rule to keep the phone out of the bedroom.

This rule will not only silence the beeps and buzzes at 2 o’clock in the morning, but it will also keep the room dark by eliminating the light emitted from the phone’s screen which, according to the Sleep Foundation, disrupts your body’s circadian rhythm.

These are easy suggestions to make to adults; however, for our children who are still developing self-regulation skills, picking up the phone to check a Facebook update, respond to a text message, or an iMessage is far more gratifying. As parents, we should role-model how we use of technology and help our children by coaching them how to control technology we provide, and not allowing the technology to control us.

Mr. Patrick Niwa, Director of Technology 19

CLASSROOMS WITHOUT WALLS WHAT IS CLASSROOMS WITHOUT WALLS? Our Classrooms Without Walls (CWOW) programme has been developed to enhance experiential learning opportunities at our school. CWOW provides an opportunity for extended inquiry, real world application, and deeper explorations of curricular topics. It is a highly collaborative programme that allows for authentic interdisciplinary activities which are key components of a full IB education.

About once a month, the MYP and DP hold a CWOW day.

Our regular schedule of 6 to 8 short classes is substituted for two 3-hour blocks of time. Teachers plan an array of activities, projects, interdisciplinary units, field trips, labs, and explorations for these days. We are, quite literally, extending the classroom beyond the normal confines of four walls and a strict timetable. By providing a coordinated opportunity for these experiences, we minimize interruption to our regular timetable. It has also allowed us to equitably balance the timetable and student schedule to ensure we maintain a well-rounded academic programme.

Cl assrooms W i thou t Walls

GRADE SPECIFIC OPPORTUNITIES 2014/2015

GRADE 6

Science World,

Granville Island, and Stave Lake Hike

GRADE 7

Wild Play Adventure,

Va n c o u v e r A q u a r i u m , a n d M u s e u m o f Va n c o u v e r

GRADE 8

Comparative Religions

To u r , D o l l a r s w i t h S e n s e , a n d Maritime Museum

GRADE 9

Grouse Grind, Civic

M i r r o r , a n d V i s u a l S t o r y Te l l i n g

p rov id es an op p ortu n i ty for extended in q u ir y, real wor l d

GRADE 10

ap pl icatio n , an d d e e p e r

Fi n e A r t s Va n c o u v e r, a n d B o u n d a r y

expl o ratio ns of c u rri c u lar topi c s .

Shakespeare Workshop,

Bay Nature Reserve

Generally, MYP students will be exposed to a variety of age appropriate experiences including hiking and/or outdoor education, environmental education, science labs and experiments, writing workshops, French and Spanish language activities, health and fitness activities, and other global and cultural activities. We also bring in a number of guest speakers and presentations at appropriate grade levels that usually include ICBC, Out In Schools, and a digital media awareness presenter. Other presentations may also be included.

Mr. Scott Banack Director of Middle Years Programme

GRADE 9 & 10 AT THE GROUSE GRIND 20

MEADOWRIDGE SCHOOL GRYPHON

CLASSROOMS WITHOUT WALLS:

CELEBRATING EL DÍA DE LOS MUERTOS

For the second year in a row, the Spanish Department teamed up to celebrate el Día de los Muertos in a grand fashion. During a recent CWOW, the Grade 11 ab initio (beginner Spanish) students developed presentations and activities surrounding the three most important aspects of the celebration: Food, Art and Altars. Each Grade 7 class had the opportunity to decorate “calavera” (skull) cookies, make “pan de muertos” (bread of the dead), paint their faces in traditional designs, make skeletons, and decorate their own altar to honour the spirits of family who have passed away. After the learning and fun, the students sat down to eat a wonderful lunch provided by the Grade 7 parents composed of favourite foods from each family or of a loved one who has passed.

Señora Danielle Donovan and Señora Joyce Villadiego

FALL 2014 VOLUME TWO

21

SYNERGY: THE POWER OF THE PERFORMANCE ARTS Over the course of my career, I have heard many reasons why the performance arts should be in the curriculum of good schools. There is only one good reason why a child should learn music, or drama – to experience synergy.

Synergy is simply the creation of more than a sum of the parts. The performance arts is the only place in the curriculum where students have the opportunity to experience synergy on a regular basis. In a synergistic situation, a group (of at least two) is working together to create something far greater than either could create as an individual. In a synergistic situation each individual is valuable for their contribution and valued for what they bring to the creation.

Synergy requires people skills - motivation, accountability, communication, trustworthiness, helpfulness, kindness, problem solving, consensus building, courage, in addition to skills that one can contribute to a project: acting, singing, dancing, playing an instrument, stage managing, producing, directing, running a lighting board, running a sound console. Of course, one takes classes in music or drama to learn skills, but only as a means to an end.

Synergy

requires

communication,

people

skills

trustworthiness,

-

motivation,

helpfulness,

accountability,

kindness,

problem

solving, consensus building, courage...

The purpose of learning skills is to be able to apply them in a synergistic situation – a rock band, a one act play, a small vocal ensemble, or a musical. The best synergistic situations demand a great deal of personal skill and involvement – each person understands that their own part is important, but also realizes that their success is dependent upon others being successful in what they are doing.

The greatest human achievements are overwhelmingly synergistic.

This is the reason why students should be involved in performance arts. By becoming involved in the performance arts, students are experiencing synergy. The wonderful paradox is that these cooperative experiences make them more competitive and attractive in the 21st century, because competition is no longer about what I can do, but what we can do together. The performance arts epitomizes our school’s Mission Statement. To live well, with others and for others, in a just community. That is synergy. That is the performance arts.

Mr. David Noble, MYP Teacher 22

MEADOWRIDGE SCHOOL GRYPHON

LIBRARY UPDATE

WHAT’S NEW IN THE LIBRARY? As part of the Grade 6 library classes, students learned the importance of evaluating Online sources throughout the research process. They looked at five criteria to evaluate websites: Authority, Purpose, Objectivity, Accuracy and Currency. Some of the critical questions students asked: •

Is it clear who the author is?

•

Does the website try to persuade or sell you something?

•

If an issue is covered, are both sides presented?

•

Is factual information referenced in a Works Cited or in-text?

•

Is there a date that shows when the site has last been updated?

IB Command Term: Evaluate Make an appraisal by weighing up the strengths and limitations of different evidence and arguments.

Meadowridge participated in an ISABC survey with other Independent School Libraries. There was much to celebrate in the results.

Of the participating schools:

WE HAVE THE LARGEST

WE HAVE THE HIGHEST

COLLECTION OF MATERIALS

CIRCULATION NUMBERS

NEW BOOKS TO THE LIBRARY What Do You Do With an Idea?

By: Kobi Yamada Learner Profile: Thinker This story is for anyone, any age, who’s ever had an idea that seemed a little too bit, too odd, too

exercise initiative in applying thinking

difficult. It’s a story to inspire you to welcome that

skills critically and creatively to

idea, to give it some space to grow, and to see

recognize and approach complex

what happens next. Because your idea isn’t going anywhere. In fact, it’s just getting started.

problems, and make reasoned, ethical decisions.

If Kids Ran the World By: Leo and Diane Dillon Learner Profile: Reflective With their boundless imagination and enthusiasm, children know that anything is possible – including

give thoughtful consideration to their

building a peaceful world where food, shelter,

own learning and experience. They

medicine, and education can be had by all. If you

are able to assess and understand their

ran the world, what would you do?

strengths and limitations in order to support their learning and personal development.

FALL 2014 VOLUME TWO

23

LIBRARY UPDATE (continued) The Grade 1 students have been learning about what it means to be caring in the Library. Some time was spent learning about how to take

Learner Profile: Caring

care of books. After seeing the numerous damaged books returned to

They show empathy, compassion and

our Library, the students took action and made book marks with positive

respect towards the needs and

messages about caring for books. Be sure to pick up your book mark next time you visit the Library.

feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

OCTOBER & NOVEMBER BOOK DONATIONS

OVER

150 USED

BOOKS DONATED

TO THE LIBRARY

Jageur M. & Family

Danielle Noël

Milas S.

The Blood of Olympus

That’s Not a Daffodil!

Hedgehog Leaves Home

THE SECRET Written by Mrs. Nicholson and brought to life by Kindergarten

CAN IT BE REAL? CAN IT BE TRUE T H E R E I S A G R E AT S E C R E T YO U M I G H T W H AT TO K N O W TOO? STOP BY THE KINDERGARTEN CLASSROOM OR THE LIBRARY TO READ THEIR BOOK.

24

MEADOWRIDGE SCHOOL GRYPHON

THE GREEN PAGES GRADE 4 green bricks presentation Early in October, the Grade 4 classes took part in a workshop where they could explore the wonders of water. Through a series of activities and presentations, the students learned: • • • • •

the role water plays in our lives nature’s job of recycling water how climate change is affecting global access to water where our tap water comes from solutions for sustaining future access to water

QUOTES FROM OUR STUDENTS

The students took part in activities called “Sink or Swim?” (a fun water trivia game), “Dirty Water” (testing the solids in water), “Tap Dance” (exploring our community’s pristine tap water vs. water elsewhere around the world), and “Building Water” (exploring how we can conserve water in our built environment).

The Grade 4 Team

“Did you know that our water is over a million years old? It is recycled over and over again.”

- Griffin C. (Grade 4) “We learned that we are very fortunate to have clean water and not to waste our w a t e r. ” - Mohith C. (Grade 4) “ We learned that some places in the world do not have the same kind of water like us. Some places in the world have to drink s a l t y w a t e r.”

- Aryana S. (Grade 4) “ Pe o p l e a l s o v o l u n t e e r e d t o t a s t e t e s t water samples. Some people drank weird tasting water like salt water and some even drank toilet water (it really wasn’t toilet, it w a s f a k e ) .”

- Jason L. (Grade 4)

FALL 2014 VOLUME TWO

25

THE GREEN PAGES GRADE 1 take me outside day W h a t i s ‘ Ta k e M e O u t s i d e D a y ’ ? ‘ Ta k e M e O u t s i d e D a y ’, i n p a r t n e r s h i p

occur. We spent the mid-morning being scientists and finding evidence that fall has arrived. We noticed changing colours, falling leaves, muddy puddles, growing mushrooms, waterlogged worms and grey clouds. We collected nature and spent our afternoon creating art to decorate our school yard.

w i t h T h e D a v i d S u z u k i Fo u n d a t i o n and The Child and Nature Alliance of Canada, is an opportunity for schools across Canada and around the world to show the importance of g e t t i n g o u t s i d e . I t ' s a d a y t o s u p p o r t education extending beyond four We started our day by doing some Math outside. We co-created ‘tens frames’ and then practiced using them. Someone would roll the dice, and we would take turns standing in the frame!

walls and a desk!

H e r e ’s

how

celebrated

the ‘ Ta k e

Grade Me

Ones

Outside

Day’ (written by the Grade Ones, together with their teacher Ms. A n g e l a Pa l l i s t e r ) .

Today was ‘Take Me Outside Day’ by David Suzuki. Every grade was encouraged to spend as much time outside as possible. The Grade Ones spent 75% of their day outside using nature to help them learn Math, Inquiry and Art.

Mr. Willms came and shared a story with us about Big Leaf Maple Tree. She protected the plants and animals in the forest during a wild windstorm. One of her branches broke off during the storm and it now lays at the entrance. Every time we enter and leave the forest we should thank her for her protection.

The Grade Ones have just begun their new Unit of Inquiry ‘How the World Works’. They are inquiring into the various seasons around the world and the many changes that 26

MEADOWRIDGE SCHOOL GRYPHON

FACULTY FOCUS M r s . K a l i e W h i t a k e r, D i r e c t o r o f H u m a n R e s o u r c e s , c a u g h t u p w i t h M r s . C a t h y G r a e t z , f o r m e r M Y P E n g l i s h Te a c h e r, a n d M r. A l a n G r a v e s o n , f o r m e r Po s t - S e c o n d a r y C o u n s e l o r, t o h e a r a b o u t w h a t t h e y ’ v e b e e n u p t o s i n c e h e a d i n g out on their adventures abroad.

MRS. CATHY GRAETZ, MYP ENGLISH TEACHER In the past 18 months, we’ve spent about seven months on the road, touring the US. Our first trip, down the west coast from Washington through Oregon and California to Nevada, was a baptism of fire, mostly about learning how to maneuver a 37’ fifth wheel safely, but by the end, despite a few battle-scars on the RV, we could, fairly reliably, back into a campsite. Our second trip was a cultural smorgasbord as we followed Route 66, starting off in Arizona, then on through New Mexico, Oklahoma, Texas and Louisiana to Florida. Most recently, we’ve just returned from the east coast, from Florida through the Carolinas to Pennsylvania. This trip focussed mostly on the history of the country, from the influences of the early settlers to the many and sometimes horrendously bloody wars that shaped the country then and seem to continue to resonate with many of its people today. By sheer coincidence, we found ourselves at the site of the first battle of the Civil War on the 150th anniversary, so attended a re-enactment of the event. We were also at Vicksburg and Gettysburg (seminal battles) and Petersburg (scene of the last battle), so saw first-hand how offensive and defensive tactics evolved over the four years of the war. Since we knew virtually nothing about the topic to begin with, we’ve learned a lot and have come home with a long reading list to fill in all the gaps!

And then of course there are the great cities of the east coast – Washington, Baltimore, Philly – all treasure troves of art (the only da Vinci in North America, Impressionist art collections to rival Europe, an entire gallery devoted to Rodin) and architecture to boggle the mind.

Museums, presidential libraries, and military academies – oh my!! We are awed by the vastness and diversity of our southern neighbour – each state has a distinctive landscape (from west coast forest to Nevada desert to rolling Shenandoah valley) and culture (accents, identities and some very tasty foods – chile in Texas, crawfish and étouffée in Lousiana, crab cakes in Baltimore, Philly cheesesteaks). It’s been a lot to absorb and we need to take a break to process it all, but it’s an adventure of a lifetime and we are having a lot of fun!

MR. ALAN GRAVESON, POST-SECONDARY COUNSELOR POST-SECONDARY COUNSELOR AT SHANGHAI AMERICAN SCHOOL- PUDONG

AN EXCERPT FROM MR.

Who needs an elliptical trainer when you have an SAS schedule! Another busy week on the academic schedule. I was on college duty this week which means playing host to guest recruiters and admissions specialists as they make their SAS lunch hour appearance on their Asian tour. The colleges sign up for visits on our website then set up their portable information table in the hallway where they try to engage secondary students in conversations about their colleges.

GRAVESON’S WEEKLY BLOG

Yesterday we hired a driver to take us to Fengjing, a town about an hour from here renowned for its peasant art. Basically, this brightly coloured cartoon like imagery depicts scenes of rural life: fishermen dipping nets, farmers harvesting grain, children playing games, families celebrating holidays. They are really delightful and inspiring scenes. Marlene has always like Ted Harrison and Dutchie Matheson, two Canadian artists who paint in a similar style so when she saw these paintings at the school’s Eagle Shop she determined to get one. A little research revealed that the artists lived within an hour of us so that’s when she organized a driver to take us there. Fengjing is one of many medieval water towns in this area built for commercial and aesthetic purposes around the intricate canal system in greater Shanghai.

It was in a little studio in one of these alleys that we encountered the artist of the painting that we bought to hang in our entrance hall. It was a great day out topped only by the wine tasting next to Carrefour in the evening. It seems that along with the burgeoning middle class has come the taste for imported wine. Three vendors representing many of the world’s wine regions had their wine available for tasting and purchase. So this weekend we ended up with an authentic peasant art piece, a case of Australian wine, oh yeah and dinner out at the Brew Pub with some new friends.

FALL 2014 VOLUME TWO

27

GRYPHON ALUMNI ATHLETE PROFILE

Celia Palmer-Boroski (‘11), Andrea Palmer (‘09), and Tessa Palmer-Boroski (‘07) members and our coaches did a great job instilling that value in the players.

CP

My biggest lesson was probably about how you treat people.

Helping people and encouraging them in a positive and understanding way will help them way more than being rude, aggressive and frustrated.

What are you doing now in life?

AP

I’m in my final year of Mechanical Engineering at UBC.

TP

I moved to Seattle and am currently an engineer at Microsoft.

CP

I will be attending BCIT nursing in January after three and a half years at UBC.

From left to right: Celia, Tessa, and Andrea

Looking into a crystal ball where do you see yourself in five years?

What sports did you play when you were a Gryphon at Meadowridge?

AP

In Junior School, I played soccer, volleyball, basketball, water polo, and was on the swim team.

AP

My crystal ball is a little foggy but I’m going to be working, hopefully in the Lower Mainland.

TP

Volleyball, soccer, and waterpolo.

TP

Probably still be in Seattle and still at Microsoft, working on the next big thing!

CP

Volleyball, basketball, soccer, and waterpolo.

CP

Working as a nurse in the Lower Mainland.

What is your best memory as a Gryphon in Athletics?

AP

TP

CP

All the trips and tournaments with the Gryphon teams.

Regardless of the size of the team or the age-range of the team members, travel to games and tournaments really allows team members to bond, which is so beneficial to working together as a team!

Playing waterpolo with my sisters - I was really only there for moral support since they actually played waterpolo and I definitely didn’t, but I had my first (and only) goal with all of us there!

TP

28

AP

Currently I train in kickboxing and MMA, with some bootcamps and intramurals thrown in (Ultimate, Volleyball, Basketball).

TP

I dance at a local studio and walk my puppy. I usually fit in quite a bit of snowboarding this time of year too.

CP

I do kickboxing and attend intramurals like basketball and volleyball with school teams.

Being with the team and growing together as athletes. Even just seeing younger members growing and improving their skills over the course of the year was amazing to see especially with the support from older players.

What was the biggest lesson or habit you took away from your time as a Gryphon?

AP

What do you do now to stay mentally and physically healthy?

I think the biggest habit I took away from my time as a Gryphon was giving back. Meadowridge hosts many sports games and those games don’t run themselves! It’s important to help run games for other teams so there will be volunteers to help run them for you. And it’s fun.

The biggest habit I took away from my time as a Gryphon was definitely dedication. As a member of a team you were expected to show up to practices and games and to participate to the best of your ability. Teams rely on the dedication of all

If you could pass on one piece of advice to current Gryphon athletes, based on your experience, what would it be?

AP

Speak up and support each other! It doesn’t matter if you’ve been on the team for three years or if it’s your first practice, don’t be shy. You’re all there for the same reason. Some of my most motivating teammates were those who were new to the team and were so positive at practice and games.

TP

Balance your athletics with school but remember to give full attention to what you’re doing at that moment – if you’re in the game, don’t worry about your math test, and vice versa!

CP

Make sure that you are having fun and keeping a positive attitude! It makes the game so much better.

MEADOWRIDGE SCHOOL GRYPHON

ATHLETICS UPDATE This past fall athletic season had its ups and downs, but success was had by our Gryphon athletes, whether you measure it by smiles, championship trophies, growth in skills, or an increased strength in character. The teams that brought home banners for the fall season were the Junior Girls Volleyball team, who won the first ever GVISAA banner in volleyball for our school. The Bantam Girls almost made it a double for volleyball but still accomplished another first for Gryphon athletics with bringing home our first silver and a nice trophy from the GVISAA Championships. The boys, not to be left on the outside looking in, had the Junior Boys soccer team bring home their second consecutive GVISAA Championship banner.

The wins in the GVISAA league are all that more impressive with the league growing a great deal in size and strength over the past five or six years. Right now approximately 30% of the single ‘A’ schools in BC are under the GVISAA umbrella and many teams from GVISAA are now qualifying for provincials at the senior level and being ranked in the top ten in the province in basketball when the weekly standing are released.

If you haven’t dropped in during one of our home games, please come out and cheer on our Gryphons. We would love to see parents, alumni, friends, and those with an interest in our athletes cheering us on.

Our Gryphons have not just been playing soccer and volleyball in the fall. There has also been strong numbers in cross country running at the elementary level and in fencing through all grades. Students have been busy with intramurals, fitness club opportunities, and the new CAS blocks this year.

The upcoming basketball season has us hosting the most home games that have likely ever been held at Meadowridge over the course of a hard court season. We have nine teams in total and opportunities for both genders to play from Grade 4 through to Grade 12.

If you haven’t dropped in during one of our home games, please come out and cheer on our Gryphons. We would love to see parents, alumni, friends, and those with an interest in our athletes cheering us on. If you haven’t been back for the past year, you can even check out the very cool murals in the gymnasium that were done last year.

Mr. Scott Spurgeon, Director of Athletics

VOLLEYBALL SEASON RECAP: JUNIOR, BANTAM AND GRADE 6 & 7 GIRLS JUNIOR GIRLS VOLLEYBALL This year the Junior Girls volleyball

team had an amazing season. The girls went the entire season without losing a set during GVISAA league play. That meant we went into the final tournament ranked as the number 1 seed from the east and had a bye in the first game. Unfortunately, this also meant we had to play our first game at 8:30am at the Harry Jerome Centre. I am not sure who determined the scheduling, but they must not have been from the eastern conference. The girls arrived early and warmed up to get ready to play against the Ecole de Pionneer; a team they had already beat during the regular season. The game ended up being a very difficult early morning test for the girls, but in the end they prevailed with a straight set victory. The next match was against Regent Christian Academy. This match would be the girl’s biggest test and gut check of the day. After an opening set loss, 25-21, their first set loss of the year, the girls came out in the second set and crushed Regent 25-11. They went on to also win the tie break set 15-5. This win put the girls into the final gold medal match against Bodwell School, who had upset the top ranked team in the west. We wondered if the girls would succumb to the pressure of playing in a gold medal final, or would they overcome their nerves and use that energy in a positive way to achieve their final goal of a gold medal. During the first set of the final game, the girls were down 5-1 early. We called a timeout to settle them down and to make sure they knew they were the best team; they just had to show it. After that the girls got on a roll and kept on rolling and smashing spikes down on the other team. They continued to dominate Bodwell until the final whistle, with a convincing straight set victory 25-15 and 25-8. Meadowridge wins gold and the GVISAA banner! Congratulations also to Emma C. (Grade 10) who won team MVP and Annabelle M. (Grade 10) who won overall tournament MVP. It was a pleasure to coach such a great group of dedicated students.

Coaches Mr. Jamie Marriott and Ms. Sherrie Metz FALL 2014 VOLUME TWO

→ 29

ATHLETICS UPDATE

(continued)

BANTAM GIRLS VOLLEYBALL It has always been our

policy to play good three-touch volleyball rather than to play to win.

2014 has been an exciting season for our volleyball girls. Though we lost a few experienced girls who left for other schools at the end of their grade seven year, we also gained a few players who had not yet played competitive volleyball. We were also very fortunate to have added a very experienced coach, Ms. Oneil to our coaching staff.

Fortunately everyone worked very hard before the season began and at practices, and thus easily made the transition to Bantam level. The girls experienced substantial individual and team growth, and have continued to develop outstanding volleyball skills. Not only have their technical skills developed, but the girls displayed remarkable team cohesiveness and sportsmanship. All our players have been extremely dedicated and enthusiastic at practice and this was reflected in our results: we only lost one match during the league and were narrowly beaten in the GVISA final. Munsa K. (Grade 11) was awarded MVP for our team at the final awards ceremony, but the silver trophy was won by all of the twelve person squad.

Coaches Ms. Lindsday Oneil and Mr. Darrell Lester

GRADE 6 AND 7 GIRLS VOLLEYBALL Congratulations to

our Grade 6/7 Girls’ Volleyball team on a very successful season of Triple Ball! Our girls finished 2nd in the ISEA West Division regular league play.

The girls competed in the Championship tournament at St. John School where they played out some great rallies, but fell short on medaling in the tournament. Our girls worked hard all season and improved their volleyball skills and their level of understanding the game. We are very proud of the girls for the exemplary manner in which they represented Meadowridge School. We look forward to seeing this group of girls develop into fine young volleyball athletes!

Thanks to our coaches: Mr. Clarke and Mrs. Brookshaw for a fun volleyball season!

SENIOR COUNCIL: HALLOWEEN On Friday, October 31st, students flooded the school with their scariest, funniest and most creative costumes. The Senior Council hosted a contest to judge the best costume in five categories. Check out the winners!

30

Cutest

Most Extravagant

Most Creative

Teacher Costume

Best Group

Aiden (Grade 6)

BrontĂŤ (Grade 9)

Malo (Grade 11)

Ms. Brabban

Ninja Turtles (Grade 11) MEADOWRIDGE SCHOOL GRYPHON

MODEL UNITED NATIONS In late November, twenty-three Meadowridge students participated in the Connect Model United Nations conference in Vancouver, BC. Model UN conferences allow high school students to engage in meaningful debate about current issues of international scope and concern. Conferences like these enhance students’ understanding of themselves as active and empowered global citizens. Topics at Connect Model UN ranged from the crisis in Iraq, to securing clean water supplies in developing regions, to the security implications of climate change. Meadowridge students acquitted themselves extremely well. Many of our students were participating in their very first Model UN conference, and yet they found a way to make significant contributions to their committees. A number of our students were clearly leaders in their committees, directing much of the debate. Some were recognized at the closing ceremonies for their contributions, and one student, Owen C. (Grade 10), received an Honourable Mention Award in his committee. I was very proud as I observed the manner in which our students engaged in the process of negotiation, debate and consensus-building. They were well-prepared due to the outstanding efforts of our head delegate, Alex H. (Grade 12). I sincerely look forward to more conferences with this group.

Mr. Kevin Kennedy, MYP Teacher and Teacher Sponsor

WELCOME BACK MALO! Last year, we welcomed three students from France as part of the OSEF trip exchange; in turn, three of our own students headed to France on the second half of the exchange. This year, we welcomed one of the three students back – but not as part of OSEF! Malo (Grade 11) made the decision to return to Meadowridge to visit his exchange partner, Thomas B. (Grade 11), opting out of his own school’s trips during a recent break. Malo organized with his school to visit Meadowridge instead, and with the school’s approval, he spent one month back in Maple Ridge with Thomas’ family.

What brought Malo back to Meadowridge? Well, besides enjoying his time spent with his exchange partner, he also notes that he enjoys Meadowridge itself and likes the community, the facilities, and everything offered at the school.

Malo returned home in early November, but not before a trip to Victoria, which Malo was excited to visit for the very first time!

MALO WON MOST CREATIVE COSTUME AT HALLOWEEN!

FALL 2014 VOLUME TWO

31

2015/2016

R E-R EGISTRATI ON

What You Need to Know Re-registration for the 2015/2016 school year is quickly approaching!

Please keep an eye out for more information.

If you are new to Meadowridge, you may have questions about this process. We encourage you to give us a call, send an email or stop by the Advancement Office.

•••

If you or someone you know is considering the school please be sure to submit your application as soon as possible.

The application deadline for the initial round of assessments is Monday, December 15, 2014. Applications received by this date (including all sibling applications) will be reviewed in priority order and those children will be invited to take part in our first assessment of the new year, scheduled for January 2015.

Junior Kindergarten Observation Day

Saturday, January 10, 2015 Kindergarten to Grade 11 Assessment Day

Saturday, January 24, 2015

admissions@meadowridge.bc.ca