MEADOWRIDGE SCHOOL
THE GRYPHON SPRING 2015 VOLUME TWO
MEADOWRIDGE SCHOOL
12224 240th Street Maple Ridge, BC V4R 1N1
www.meadowridge.bc.ca
604.467.4444
People are drawn TO OUR SCHOOL FROM
around the world. 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,
IN THIS ISSUE: 3 Educational leadership team update
4 Technology update The Balance between Ease of Access and Security
5 pyp exhibition
What Is Exhibition, Exactly?
6 pyp exhibition Q&A With Our Grade 5 Inquirers
14 Deputy headmaster blog
English – Our Lingua Franca and The Road to Academic Success
16 The annual fund 17 Volunteering at meadowridge 18 Personal projects 20 Personal projects Q&A with our Grade 10 Students
25 Library update 26 Faculty focus
An Interview with Our Athletic Director Mr. Scott Spurgeon
28 gryphon alumni interview 29 athletics update: badminton 30 student achievements
meadowridge DEVELOPS IN US the confidence not only to
meet the future, but also to create it.
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MEADOWRIDGE SCHOOL GRYPHON
EDUCATIONAL LEADERSHIP TEAM UPDATE
OUR SCHOOL IS A HUB OF ACTIVITY (A SNAPSHOT OF ONE DAY) Amongst the clamour of goings-on last week, I was reminded of just how many opportunities our school provides for students and parents to be engaged outside the classroom. The Parent Guild was setting up tents for their annual flower fundraiser on the front lawn. Students in Grade 5 set up tables to profile their Exhibitions of learning. Grade 10 students ushered in presentation boards to display their Personal Projects in the gymnasium, and a cast and crew of 50 students hosted the opening night of our MYP Musical Theatre presentation Mary Poppins. All in a single day! The pace is exciting and sometimes exhausting. However, the myriad of opportunities to make learning come alive and create lasting memories is a true source of inspiration.
CAFÉ NIGHT FUNDRAISER FOR NEPAL Like many, we have been concerned about the devastation caused in Nepal by a series of earthquakes. In response, we are dedicating proceeds from our Grade 4 to 8 Café Night on May 20th to the cause. Much to our astonishment, one of our families has graciously offered to match all proceeds generated up to $5,000. Additionally, the Canadian government will directly match whatever funds we have collected prior to May 25th. We are encouraged that student, staff, parent and federal attention are being paid to those who have been affected by this tragedy.
THE HOUSE MAKES WAY FOR THE PYP VILLAGE Demolishing the house with an excavator during the first weeks of April certainly piqued student interest and left staff and students wondering what might happen next. We honoured this piece of Meadowridge history at a recent assembly. The first building on school property, the house served as home to the founding Headmaster Mr. Graham Hookey. It was later used as Mr. Burke’s administrative office and for Advancement. Upstairs became Halpern’s Uniform Shop, while the ground floor was used for The Gryphon’s Emporium, our used uniform shop. More recently, the house was used as the site for Parent Guild meetings and our After School Care Program. Student murals were delicately removed from the structure and have been preserved. We also retained bricks from the chimney for use in the PYP gardens. Moving forward, we are very excited to announce the construction of our PYP Village (foundations have already been poured!). The complex will bring together four modular instructional spaces around a covered SPRING 2015 VOLUME TWO
play space adjacent to our current playground. We are consulting landscape architects and planners to get a sense for how we might connect the existing playground with our gardens. We anticipate an expanded and refreshed outdoor space for our PYP learners in September.
PAYING ATTENTION TO STUDENT ACHIEVEMENT DATA Mr. Burke has made clear that the school is expected to perform well on all internal and external metrics of success. We regularly participate in external assessments to inform our understanding of student learning across the school. Results from Grade 4 and 7 FSAs (Foundation Skills Assessments) were recently published and students continue to do well on these tests designed to measure proficiency in reading, writing and numeracy. We also conducted CEM (MidYis & Yellis examinations) testing in Grades 8 and 10 to get a sense for cohort abilities in numeracy and key literacy skills against student in the U.K. The majority of our students tested in the top 10%. We are considering to what extent these assessments may be used to aid our admissions processes and focussing on the use of global standards to measure our students’ success. Most recently, our school was randomly selected to take part in PISA (Programme for International Student Assessment) for Grade 10 Science. The results of these tests are anonymous and are used to gauge the relative quality of 65 national education systems from around the world in Math, Reading and Science. Globally, over half a million 15-year-olds take these assessments. In Canada, 21,000 students from 900 schools have taken part in PISA. Results will be published in December of 2016.
WHAT’S COMING UP? You may notice sleep-deprived Diploma students on campus over the next month as they complete their DP examinations. We will formally recognize the achievements of our Grade 12 students at Convocation, to be held Thursday, May 28th at 1:00pm in our gym. Grade 10 students leave for their annual trip to Barkerville on Tuesday, May 19th. Grade 11 students leave for their Group 4 Projects at Pearson College on Vancouver Island on Sunday, June 14th. This annual rite of passage is much enjoyed. Our students come together with other IB learners from Mulgrave, St. John’s, and Stratford Hall to conduct scientific investigations. Mr. Jason Parker Deputy Headmaster 3
TECHNOLOGY UPDATE:
THE BALANCE BETWEEN EASE OF ACCESS AND SECURITY
This past year my articles have questioned how technology is used in schools, gave examples of how it changes the way we behave and in consideration of this, how this might inform us when identifying the characteristics of an outstanding international technology programme. One other component to developing an outstanding programme is to ensure that it meets the needs of those who use it. A challenge many schools face is the balance between ease of access and security. Last year some of the EdTech directors within The Independent Schools Association, BC (ISABC) were debating this balance. The following excerpts were part of my response and have been modified slightly to correct for grammar. I would agree that mobile technologies would benefit students enormously, however I’m not comfortable with the statements that “education and ease of use in the classroom before ease of tech management,” and “the use [of] technology needs to drive from a learning standpoint over an ease of management and control for the IT department”. I don’t really want to start a debate over the Internet, but to put one priority over the other will cause unresolvable tension in schools. System managers are tasked to protecting the infrastructure and data on the network and teachers are tasked to educate. These 4
two responsibilities will conflict at times, but the two can’t exist without the other. To make access to information easier and use certain technologies at the expense of security and management may not be in the best long term interest of our schools and students. If you don’t have access to the Internet because a student brought in a compromised device, who really wins? If your online school reputation is lost because of insecure passwords, who wins? If you can’t find important information because a teacher saved it to the cloud, then left, who wins? The struggle in schools is to balance the needs of the users and the need to keep the system secure. From all the network engineering courses I’ve attended and the conversations I’ve had with business or corporate administrators I’ve come to realize that school networks are far more complex than almost any other network because we have such a wide variety of users: Junior Kindergarten students to Grade 12, reluctant staff users to super power users. It is hard to design a network that is secure, yet provides easy, seamless access to the resources everyone needs and wants. Could we take a less positional stance to suggest that the needs of education, access to information and freedom to choose technologies must be balanced with the need to keep the infrastructure stable and secure? One shouldn’t have priority over the other. You can have the most secure
system in the world but if it is unusable, why bother? Conversely, you can have the easiest access to all the resources you like, but if it is unreliable, what good is it? Mr. Patrick Niwa Director of Technology
I’ve come to realize that school networks are far more complex than almost any other network because we have such a wide variety of users: Junior Kindergarten students to Grade 12, reluctant staff users to super power users.
MEADOWRIDGE SCHOOL GRYPHON
PYP EXHIBITION:
WHAT IS EXHIBITION, EXACTLY?
Once again, our Grade 5 students were involved in the 2015 PYP Exhibition, ending with the May 6 day of sharing, learning and celebrating. The PYP Exhibition is the culminating Unit of Inquiry in all IB-PYP Schools and is an opportunity for students to synthesize the essential elements of the programme that they have been experiencing throughout their PYP years. We are proud of the work that our Grade 5 students did this year with the Exhibition. We are fortunate to have Miss Metz and Mr. Diniz lead this, and this year we had the added fortune of having Miss Stewart and Miss Hoang, our UBC student teachers, join us for this event. We are also appreciative of the other faculty members who served as mentors for the many groups as they worked through their inquiries.
5 students delved into very sophisticated and important issues in today’s world. •
3D printers can affect humans in positive and negative ways.
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Motors and the shape of cars have changed over time to improve their performance which affects the environment.
•
Coding is a monumental creation that revolutionized our everyday lives in positive and negative ways.
•
Drones are unmanned aerial technology that can help humans but can also be dangerous.
•
Exoskeletons are evolving to help people in various ways.
•
People should be aware of how hacking works and how to protect themselves.
•
Robots have been created to change the world in different ways, both negatively and positively using computer programming.
•
Scientific principles affect a person’s performance in sports.
•
Humans use technological advances and their understanding of scientific principles to play sports, create better equipment, and improve their skills.
•
Further development in hover technology could change transportation and recreation use in the future affecting both human society and the environment.
•
Medical technology is dramatically changing how doctors diagnose and treat patients.
WHAT IS THE IB-PYP EXHIBITION? • • • • • •
An inquiry into a real world issue An inquiry which will include learning from previous PYP grades An inquiry in which students demonstrate and apply all of the components and essential elements of PYP An opportunity to demonstrate independence and responsibility for learning A celebration of the completion of PYP and move to MYP An individual and group inquiry
WHAT DID OUR STUDENTS INQUIRE INTO? Groups of students worked together to develop Central Ideas to drive their inquiry. As you see from the list of Central Ideas below, the Grade SPRING 2015 VOLUME TWO
Mr. Terry Donaldson Director of PYP 5
PYP EXHIBITION:Q&A WITH OUR GRADE 5 INQUIRERS
3D PRINTING
ERIN X., JOE G., YAZMIN R. & JENNY L. HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION? Yazmin: I used Collecting Data by researching and doing my homework, which was mostly researching about the 3D Printer. Jenny: I tried my best and researched a lot, but I needed help from my friends too.
WHY ARE YOU PASSIONATE ABOUT 3D PRINTING? Yazmin: 3D Printing is really interesting and it has a lot of fun things like the 3D Pen, Foodini
HOW DID YOU USE THE Isha: The Action we took was APPROACHES TO LEARNING creating a website for people to ask questions on. SKILLS DURING EXHIBITION?
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW?
Isha: I used researching skills when I was researching at the beginning of Exhibition. I also used other skills when working in a group, walking in the hallways, and more.
Yazmin: I used to think that using the 3D printer was going to be super easy to do but now I think that the 3D Printer is really, really complicated.
and more. Jenny: I think 3D printing is cool and it is cool to see a printer print out something in 3D.
Jenny: I learned a lot. And now I know how the 3D printer and the 3D pen function as well as their
Yazmin: The best part of working with my group was printing out something on the 3D printer with Mr. Niwa. Jenny: Our Artistic time. It was so fun. We got to play around with the modelling clay!
WHAT ACTION DID YOUR GROUP TAKE? 6
KEVIN C., ISHA D., STEELE F. & EVANGELINE L.
Jenny: We decided to create a MYP prosthetic club. We are working with an organization called enablingthefuture.org and it pairs you up with a kid who lost a body part.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER?
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP?
ROBOTICS
pros and cons.
Kevin: Thinking, communication, and social skills.
WHY ARE YOU PASSIONATE ABOUT ROBOTICS? Kevin: I am passionate about robots because I wanted to learn what was inside a robot. Isha: I am passionate about robots because at the beginning of exhibition I didn’t know much about them and was keen to learn more.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE?
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP?
Yazmin: Exciting! It was exciting because all my experiences were really fun.
Isha: The best part of working in a group was that they always had your back; you could ask them questions at anytime.
Jenny: Awesome, because I got to learn new things.
Kevin: The best part is that we worked pretty well together.
WHAT ACTION DID YOUR GROUP TAKE?
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Kevin: I used to think robots weren’t that advanced but now I think they are very complicated. Isha: I used to think that robots couldn’t exist without electricity, but now I know they used to be powered by steam or were handle powered.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Kevin: I used to think robots were a difficult topic with all the mechanics and stuff but now i think it is not that hard if you really get it.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Kevin: Exciting, because you get to work in a group not just for a period, but for two and a half months. Isha: Confusing, because it was sometimes great fun, sometimes stressing, and sometimes you couldn’t even pick between the two. MEADOWRIDGE SCHOOL GRYPHON
THE BEST PART OF WORKING IN OUR GROUP WAS MAKING OUR COMPONENTS TOGETHER AND HOW ALL OF OUR IDEAS CAME TOGETHER AND THEY MADE SOMETHING REALLY NICE. ANOTHER THING I LIKED IS HOW EVERYONE IN OUR GROUP WAS PRINCIPLED SO WHEN SOMEONE ASKED THEM SOMETHING THEY TOLD THEM THE TRUTH. ROBBI W. (GRADE 5)
CARS
DEREK L., MARK B. & MARCUS H. HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION? Derek: I used cooperating when we worked together, such as our gryphon talk, our letter to the government, our website and the RC car. I used speaking and reading during the celebration day and doing our speech. I used planning when we were doing our five components. Mark: I communicated because it’s very important to communicate when you do exhibition. You have to use communication because you’re in a group of three and you have to communicate so you can tell them what they need to do. Marcus: I used group decision making when we had to decide what to do for our five components.
WHY ARE YOU PASSIONATE ABOUT CARS?
WHAT ACTION DID YOUR GROUP TAKE?
Derek: We are passionate about cars because the carbon dioxide is hurting the environment so we researched about how we can make cars more eco-friendly.
Marcus: Our group decided to write a letter to the government talking about electric cars and alternative fuel sources.
Mark: Cars are using too much gasoline: we have to fix that problem. Because one day we are going to run out of fossil fuels. Marcus: I am passionate about my topic because we have to make a change, otherwise the air will become unsafe to breath.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Derek: The best part for me was the celebration day where we worked together all day and cooperated. Mark: My group would always get to do the work and everyone shared the work. Also, exhibition was very fun with my group. Marcus: The best part about working in a group is having their help you when you need it, which helps us to accomplish things that we could not have done before and everyone can contribute their research. SPRING 2015 VOLUME TWO
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Derek: I used to think cars as just a random transportation that people drive to where they want to go. Now I think that cars are one of our most important technological advance in history. Mark: Please don’t think that cars are something that people just drive every day down the street. When you look inside, there is so much to it. Marcus: I used to think that the car was a simple invention but now I realize that the car is much more complicated.
Mark: When I go to buy a car I know what type to buy. It also will help me to be a better student. Marcus: It has helped me grow because it has made me more knowledgeable about cars and how much they are polluting the environment and how we need to make a change.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Derek: Fun, because you might think that playing video games, and going outside to play is the real fun, but learning new things you barely knew before is actually fun too. Mark: Amazing. Marcus: Interesting because getting the time to research about a certain topic became interesting after a while.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Derek: It helped me learn that if you want to do something, then you have to focus and not everything only takes a short time. 7
DRONES
ALI W., SAMANTHA L., DEVON A. & RYAN C.
SPORTS
AYAZ M., CARSON S. & SAM D.
HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION?
HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION?
Ali: I used them by making group decisions.
Carson: I used metacognition, special awareness, organization, time management, safety, codes of behaviour, accepting responsibility, and more.
WHY ARE YOU PASSIONATE ABOUT SPORTS? Carson: I am passionate about sports because I play hockey and lacrosse and I used to play baseball and soccer.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Carson: The best part is that you can share work.
WHAT ACTION DID YOUR GROUP TAKE? Carson: We made a website to help people get better at the sports people play.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Carson: I learned that hockey wax doesn’t just make the tape stickier, it also makes the tape last longer.
Samantha: I used the approaches to learning skills during exhibition to help me with thinking of our components. It was like a mini checklist for me.
WHY ARE YOU PASSIONATE ABOUT DRONES? Ali: I am passionate about drones because I thought they were interesting. Samantha: I am passionate about drones because they affect us in many different ways without us even realizing it! Ryan: I wanted to learn more about drones and what they are used for.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Ali: Building and making all the components. Samantha: I think that the best part was that we got four times the amount of research in the same time it takes one person to finish a piece of research. Ryan: We got to share ideas and communicate.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER?
WHAT ACTION DID YOUR GROUP TAKE?
Carson: I learned that I learn the best from watching videos.
Ali, Samantha, and Ryan: Our action was to write a letter to the US government about making a law for not using drones in wars because it is killing hundreds of innocent people’s lives.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Carson: Learning. Because you learn so much from exhibition! 8
MEADOWRIDGE SCHOOL GRYPHON
MEDICAL TECHNOLOGY TYSON S., ISABEL K., ROHAN G. & JOEL O.
HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION? Tyson: We used these skills a lot when we did the tasks that were assigned by our group. For example usually we would do research during school. Rohan: Organization, speaking, presenting and research finding.
WHY ARE YOU PASSIONATE ABOUT MEDICAL TECHNOLOGY? Tyson: I am very passionate about medical technology because some of my family members are doctors and I want to be like them one day.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Ali: I used to think drones were only for good use. But now that I think of it, they are used for both good and bad things such as attacks, spying, rescue, and much more. Samantha: I used to think that drones were used for free play but now I know that the very action of a drone could affect the whole world. Ryan: I used to think that a drone was this harmless thing flying through the sky, now I think that drones are fun but can also be dangerous.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Samantha: It helped me because I grew more creative since we needed creativity to plan our components. Ryan: I think it gives us a chance to work in a group and learn how to work in a group.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Ali: Exciting, because it was exciting seeing people come and learn about drones. Samantha: I would say it is very fun because we got to see other booths and the look on people's faces was very encouraging! Ryan: Awesome, because I thought Exhibition went really well. It was awesome and I got to experience how to work in a group and what it feels like to be in one.
Rohan: I am passionate about medical technology because it will change our lives. People can now get hearts for donors because of the 3D organ printer. Robotic surgery will make it easier for patients to feel safe.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Tyson: The best part of working in our groups was exhibition day because that was when we got to show off all of our learning. Rohan: You could show all your work you have done.
WHAT ACTION DID YOUR GROUP TAKE? Tyson: For our action, my group is making a club that will 3D print prosthetics for children in our society without certain body parts or limbs.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Tyson: I used to think that robot surgery didn't currently exist. Now I know that it does.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Tyson: I learned how to do many new skills like research and teamwork. Rohan: It helped us show all our learning.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE AND WHY? Tyson: I would choose joy because even though we had our ups and downs we still had joy. Rohan: Hard. I chose this because you need to be fully prepared if you are not then you’re in trouble.
SPRING 2015 VOLUME TWO
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SPORTS
CALEB D., EVAN B. & SUBAIG S. HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION? Caleb: I was using my time wisely and making sure that we were working on two or more things at once. I was also starting a timeline so we knew when we should start and be done our work. Subaig: I used my head and thought, “If I have my exhibition going on, why not do it in a fun way?” I also thought the better we work together the more work we will get done.
WHY ARE YOU PASSIONATE ABOUT SPORTS? Caleb: I love to play sports and I wanted to learn more about the scientific principles that are used in sports. Subaig: I have always thought that learning about scientific principles would be very cool and it has been my passion to learn more about sports.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Caleb: Getting to work together was awesome and then you get to learn about each other’s strengths and weaknesses. Subaig: I think the best part of working in a group was working together and having fun. I thought that it was a great experience and I think that all the hard work paid off.
WHAT ACTION DID YOUR GROUP TAKE? Subaig: For our action piece we made a game and we named that game ultimate dodge ball. In this game you get ten throws and there needs to be three players to play. If you throw the ball and get it through the hoop that is ten points, and if you throw and hit one of the two pins that the two defenders are guarding then you get 25 points.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Caleb: I used to think about sports as a fun way to get active. Now I think of sports as how the scientific principles that are used in sports help and affect you and your performance. Subaig: I used to think of sports as using barely any science and now that I have researched sports for so long, I realize that sports are nearly all made out of science and scientific principles. I now have a very
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different way of thinking about sports and the science used in them.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Caleb: I know now when you are researching you need to know every little bit about your topic. I now know that when you are researching you have to be aware of the resources you are using. Subaig: I think that all the skills you use in exhibition are life-long skills and I also think that it will help me while I play in my sports this year.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Caleb: Outgoing: Because you are always having to research and fully understand your topic so that you are the expert on your topic so that you can teach other people about what you have learned. Subaig: Work: because you are constantly working, at home and at school, and your mind should not be off task. It is a great project.
I USED TO THINK ABOUT SPORTS AS A FUN WAY TO GET ACTIVE. NOW I THINK OF SPORTS AS HOW THE SCIENTIFIC PRINCIPLES THAT ARE USED IN SPORTS HELP AND AFFECT YOU AND YOUR PERFORMANCE. CALEB D. (GRADE 5)
MEADOWRIDGE SCHOOL GRYPHON
THE MEADOWRIDGE EXHIBITION HAS HELPED ME IN MANY DIFFERENT WAYS BECAUSE IT WAS LIKE A TRAINING SESSION TO SHOW ME WHAT IS COMING FOR THE GRADE 10 PERSONAL PROJECT AND THE GRADE 12 FINAL EXAMS WHICH I AM VERY EXCITED ABOUT. ASTON G. (GRADE 5)
EXOSKELETON
ZHIAR A., ASTON G., ERIC N. & CHARLIE R. HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION? Aston: I used the skills in many different ways. For example, listening when someone was trying to express their ideas and thoughts. I would listen to them and not ignore them. Another example is communication. I would communicate with my group nicely and respectfully and not be rude or unkind to them about themselves or their ideas. Zhiar: I used the approaches to learning skills when I was communicating to my group. One example is when we were doing our essay we had to communicate to say who was doing what.
WHY ARE YOU PASSIONATE ABOUT THE EXOSKELETON? Aston: The reason I am so passionate about this topic is because you can use the exoskeleton in various ways and it helps people in different situations, for example: training, helping people walk, and construction.
and it increases human ability, but now I know a lot more. For example, the exoskeleton can be used in many different ways and can help people train for the military.
Zhiar: I was very fascinated with the exoskeleton because I did not know much about it.
Zhiar: I used to think my topic was just used for paralyzed people and not for anything else. Now I know that exoskeletons are a firm exterior covering that protects your body from a strong force and that they are used for the military and so many more reasons.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Aston: The best part for me while working with a group is the opportunity because say you were in a difficult spot, and you had no idea what to do, your group members would come over and help you out with your ideas and help solve your problem. Zhiar: The best part of working in my group was when we got to go on a field trip to GF Strong. It is in Vancouver and it actually had a real exoskeleton and we got to see a man use it right in front of our eyes.
WHAT ACTION DID YOUR GROUP TAKE? Aston: My group took action by making ideas about what things people could do to improve the exoskeleton so we shared those ideas by sending them to an exoskeleton company in Quebec called B-Temia. For example, we thought people could make exoskeletons with recycled parts and that would reduce the price and make it more environmentally friendly.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Aston: Some new thinking that I have made about my topic is that I knew some stuff about the exoskeleton at first, like it helps people walk SPRING 2015 VOLUME TWO
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Aston: The Meadowridge exhibition has helped me in many different ways because it was like a training session to show me what is coming for the Grade 10 personal project and the Grade 12 final exams which I am very excited about. Zhiar: Meadowridge has helped me learn about a lot because when they give you a topic to learn they expect you to learn it and that’s what I did for exhibition: I learned my topic.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Aston: My word would be adventurous because it is like an adventure with group members and it is wild and crazy because you have a timer and you have to do five things in about one month while doing a bunch of research. Zhiar: A Journey.
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MY GROUP AND I HAD FUN; WE HAD FUN GATHERING INFORMATION, LEARNING COOL THINGS ABOUT OUR TOPIC, AND WE HAD A BLAST PRESENTING ALL OUR WORK. NICOLE S. (GRADE 5)
HACKING
LIAM S., NICOLE S. & ROBBI W. HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION?
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP?
Liam: I used them when I listened to videos and I used the ATL listening.
Liam: Researching antivirus programs because I love learning about that kind of stuff.
Robbi: I used to think that there was only bad hacking and you could only hack illegally. But through our research I have learned you can hack legally and for good reasons, like the police, Microsoft and other companies do.
Nicole: I used them in my research and documents and I talked about them a little in my group’s gryphon talk.
Nicole: We had fun, we all worked together well, we had similar ideas, and we all did the work we were assigned to do.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER?
Robbi: I used lots of the approaches to learning skills! Listening, because I had to listen to the videos, interviews, ted talks, etc. Another one I used a lot is writing because when I did my research I had to write notes and a paragraph also I had to write a reflection every week on exhibition.
Robbi: The best part of working in our group was making our components together and how all of our ideas came together and they made something really nice. Another thing I liked is how everyone in our group was principled so when someone asked them something they told them the truth.
WHY ARE HACKING?
WHAT ACTION DID YOUR GROUP TAKE?
YOU
PASSIONATE
ABOUT
Liam: I am passionate about it as my dad has taken network security so I like computer security naturally. Nicole: I am passionate about this topic because I want to join computer security at Microsoft when I grow up. Also I wanted to know how to prevent hacking and how to be safe online. Robbi: The reason I was passionate about this topic is because I didn't know anything about hacking before this and I wanted to learn more things about computer hacking. Another reason I picked this topic is because I wanted to prevent hackers. 12
Nicole: My group made posters with bright colours and sayings like "Hackers are everywhere!" or "Hackers could be spying on you through your camera!" We also went around our class and helped them download an antivirus software.
WHAT IS SOME NEW THINKING YOU HAVE ABOUT YOUR TOPIC NOW? Liam: I used to think that all hacking was bad but now I know that there is good hacking too. Nicole: I used to think that I didn't need an antivirus software. Now I think that I have to be more aware of what I download, what I do on the internet and more.
Liam: Just the fact that I have learned so much more than before has helped me grow as a learner. Nicole: It helped me understand the concept of computer security and hacking so now I can be more safe and aware about the concept. Robbi: It helped me a lot. It taught me a lot of things. For example, don’t go on fake websites that can give you a virus and don’t have a bad password like 123.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? Liam: "Sudden" because suddenly one of our group member’s computers broke so we had to deal with that suddenly. Nicole: Fun, because it was fun. My group and I had fun; we had fun gathering information, learning cool things about our topic, and we had a blast presenting all our work. Robbi: It would be knowledgeable. MEADOWRIDGE SCHOOL GRYPHON
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Shreya: The best part was when we got to present together as a team. That was fun.
CODING
GARRETT H., HARRY C. & SHREYA L.
HOVER VEHICLES
DANIEL W., ANDY H., RONIN M. & VINCENT Y.
Daniel: We had to do a lot of research and organize it into paragraphs and share our research as a group.
Daniel: Determination because if you didn't want to do this topic you would have a hard Ronin: Our group decided to email the time doing it. government about designated areas to fly Andy: Fantastic, because it is a fantastic hover vehicles. experience.
Andy: Learning skills by trying harder at something.
WHAT IS SOME NEW THINKING YOU HAVE Ronin: I think it was very beneficial because I ABOUT YOUR TOPIC NOW?
HOW DID YOU USE THE APPROACHES TO LEARNING SKILLS DURING EXHIBITION?
Ronin: I used the ATL skills because you had to research, use your schema, and use time effectively.
WHY ARE YOU PASSIONATE ABOUT HOVER VEHICLES? Daniel: Because this [the hover vehicle] could positively or negatively impact the future. Andy: I am passionate about hover vehicles because they are a new invention. Ronin: I was passionate about this topic because hover boards will be the next skate boards and I love skate boarding.
WHAT WAS THE BEST PART OF WORKING IN YOUR GROUP? Daniel: We all had a lot of input. Andy: The exhibition day. Ronin: I think it was doing research because if everyone in your group does research you will get more information. SPRING 2015 VOLUME TWO
WHAT ACTION DID YOUR GROUP TAKE?
got to learn about many different things that Daniel: That it [the hover vehicle] didn't exist helped to turn hover boards into a reality. and it will never exist but now I know it does exist and it will only get better. Andy: I used to think that hover vehicles would replace most of the normal vehicles, but now I think that some people will still like normal vehicles better than hover vehicles. Ronin: I used to think that hover vehicles were fake and would only be in movies, but now I think this technology is right around the corner.
HOW HAS THE MEADOWRIDGE EXHIBITION HELPED YOU GROW AS A LEARNER? Ronin: It helped me as a learner because we got to learn about different pieces of technology.
IF YOU HAD TO DESCRIBE YOUR EXHIBITION EXPERIENCE IN ONE WORD WHAT WOULD IT BE? 13
DEPUTY HEADMASTER BLOG ENGLISH – OUR LINGUA FRANCA AND THE ROAD TO ACADEMIC SUCCESS As an IBO Continuum World School we have a mandate to graduate students who are functionally fluent in at least two languages. Indeed, the IB Learner Profile and an IB education are designed to promote an appreciation for global perspectives. We are engaged in a mutual venture of inviting the world to the school and celebrating cultural diversity. Language(s) should be celebrated. Our students should speak multiple languages as a precursor to full participation in a globally-minded world. Interestingly, the Endicott Survey recently conducted by the Council of International Schools at Meadowridge revealed language trends similar to that of the country as a whole. Of those families who took the survey, 81.2% (177) speak English as their primary language. Similarly, the 2011 census conducted by Statistics Canada indicated that 20% of Canadian families speak a mother tongue other than English or French in the home1. 14
To be sure, there is immense linguistic and cultural diversity present within our community. It is my understanding that there are 18 different languages spoken amongst our families. Likewise, our staff come from 15 different countries and bring mastery of as many languages. In my view, this speaks to the diversity of our school. This diversity is one of our strengths. At the same time, while we celebrate diversity and language learning, we must recognize that parents enrol their children in the school with the expectation that their time here will provide optimal conditions for the mastery of English. It is this language mastery that primarily supports their academic success and will eventually allow them acceptance to some of the most prestigious universities in North America and beyond. In most cases, mastery of the English language is essential to this aim. Moreover, English provides a lingua franca that unites people across diverse groups. It
is polite behaviour while in mixed groups to speak a common language as a matter of inclusion. Language should never be used to exclude others or oneself from the community at large. This is especially true for us, in a school that prides itself on a “family-like” feel where students, parents and staff are connected, supportive, and a high degree of mutual respect and courtesy prevail. As a practical matter, you should know that the school expects English to be the language of instruction in all classes outside of French and Spanish. It is expected as the language of common conversation amongst our students. When small groups of students require a reminder about the need to speak English, this should occur from a place of encouragement and kindness. Saying “yes” to English is not saying “no” to other languages or cultures. In fact, we want to embrace language(s) and culture(s) from around the world. That’s why we MEADOWRIDGE SCHOOL GRYPHON
support international trips to Costa Rica, France, Spain and China. A quick scan of the building front reveals over 40 different flags from across the globe, each representing the national origin of one of our current families. We also need to make clear that parents need not necessarily master English to access their school and/or get information on their child. That is why our website is available in multiple languages and we offer informal translation when appropriate. Speaking English while at school is about getting clear on our intents. It favors student learning and their positive social development. We also want to celebrate the richness that each student brings to the community and native language is
very much a part of this. Striking a balance between these two intents is key. Aligning with our Mission to “live well with others and for others in a just community” we seek to balance the need for inclusion and academic excellence with our intention to value diversity, language learning in general, and the provision of a welcoming environment for all. Mr. Jason Parker Deputy Headmaster
Saying “yes” to English is not saying “no” to other languages or cultures. In fact, we want to embrace language(s) and cultures from around the world.
WORKS CITED 1. Taken from Statistics Canada 2011 Census at http://www12.statcan.ca/census-recensement/2011/as-sa/98-314-x/98-314-x2011001eng.cfm. SPRING 2015 VOLUME TWO
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THANK YOU
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Halpern’s Limited
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Mr. Jason Parker & Dr. Nancy Vertel The above donors are recognized for their gifts to the Annual Fund as of May 15, 2015.
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MEADOWRIDGE SCHOOL GRYPHON
VOLUNTEER POSITIONS SOMETHING FOR EVERYONE! The final term is coming to a close, and (believe it or not), we are already looking ahead to the next school year! Please read on for Committees that you may want to join next year, as well as year-long positions that we would like to fill as soon as possible. If anything sparks your interest, or you can think of someone we should ask, we would love to hear from you.
NEW FAMILY REPRESENTATIVE 2 POSITIONS – PYP & MYP
GALA COMMITTEE MEMBERS
Term position is Late August 2014 to June 2015
the event (November 28, 2015)
Perfect for a parent who still remembers being new, the New Family Rep helps support new School Families through their transition to the school and, potentially, a new city or country. You will be there to answer the silly questions, and to help them learn the ins and outs of Meadowridge.
WELCOME BACK FAIR VOLUNTEERS
You must be available to attend the New Family Orientation on September 3rd, 2015. *This position will be especially busy during late August and September, when most new families are joining us.
First meeting in late August, with regular meetings until
Saturday, September 12, 2015 – 9am to 5pm (shifts available throughout the day)
WANT TO SIGN UP? Unsure if a position is for you? Can’t commit yet to certain dates? Contact us for more information, and we can chat about your interests, or contact you with potential opportunities closer to the dates.
GOLF TOURNAMENT VOLUNTEERS Saturday, June 20th – 8am to 6pm (shifts available throughout the day) Do you want to be part of the fun, but don’t know how to golf? Come and enjoy a morning of games, or an afternoon on the course. We need volunteers to help with kid’s games, holespotting, on-course food/game holes, player registration and 50/50, among other things.
To sign up, or for more information on volunteering, contact Carolyn Sapach, Community Development Coordinator, by email at carolyn.sapach@meadowridge.bc.ca or call 604-467-4444 ext. 126.
The day is guaranteed to be lighthearted and (hopefully) sunny. Plus, we promise to feed you!
SPRING 2015 VOLUME TWO
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PERSONAL PROJECTS One of the highlights of the year is the Personal Project showcase. This year, the Grade 10 class exceeded all of my expectations and were wonderful examples of what the personal project in the MYP should be.
WHAT IS THE PERSONAL PROJECT? The personal project is the culminating activity in an MYP student’s journey. After years of inquiring, thinking, researching, studying and learning, the students are given the opportunity to complete their own self-initiated discovery. The students choose a topic and global context to explore and then, under the guidance of Mrs. Storgaard (MYP Personal Project Coordinator), a teacher supervisor, and at least one mentor, they construct in-depth knowledge on their topic. This involves extensive research, exploration, and experimentation.
LIBRARY UPDATE What did our Grade 10 students explore for their personal projects? DIY PHONE CASES Jessica N. EQUINE COLD BACK Anabelle M. LEARNING 3D ANIMATION Ujjwal N. DETECTING AN EARTHQUAKE Bill W. CREATING A BASKETBALL WORKOUT Jonny H.
WHY COMPLETE THE PERSONAL PROJECT? Until the final year in the MYP, students haven’t been given the opportunity to complete a project of this magnitude. After eight months of engagement, the students not only generate creative new insights and deeper understandings of their topic, but also develop an appreciation for the process of learning and pride in their accomplishments. When you listen to the students talk about what they learned and the process they went through, it becomes clear that this project often represents a pinnacle achievement for them.
HOW DOES THE PERSONAL PROJECT CONNECT TO THE PYP, DP, AND LIFE AFTER GRADUATION? Similar in nature to the PYP Exhibition, the Personal Project is viewed as a rite of passage into the next level of schooling. Students beam with pride as they discuss the details of their work with parents, teachers, and peers. It is through these discussions that the students begin to understand the depth of their knowledge and understanding. The sense of accomplishment provides them with the confidence needed to succeed at the next level.
DEFINING HONG KONG AFTER 1997 THROUGH ART ON CLOTHING Charleen L.
EFFECTS OF SOCIAL MEDIA Kendra B. SMART ELECTRONICS - LED MUSIC BOX Ryan Z.
THE ATHLETIC BLOCK (AN APP) Devyani M.
IMPORTANT MOMENTS AND PLAYERS IN HOCKEY HISTORY Jack E. SMOOTHIE GUIDEBOOK Berrender J.
There is also a substantial amount of reflection on the process and learning in the personal project. This reflection provides an appropriate opportunity for metacognitive development. These are key skills that help prepare them for further study in the DP and for an ever changing world.
AMES ROOM ILLUSION Humira R.
Thank you to all of the teachers, parents, and mentors that supported our grade 10’s throughout this journey. And a special congratulation to all of the grade 10 students. Well done!
HOW TO CREATE AN ONLINE BUSINESS
PROP BUILDING Aj D.
Samuel L.
Mr. Scott Banack Director of MYP 18
MEADOWRIDGE SCHOOL GRYPHON
YOUTUBE CHANNEL Azynah P. AN INQUIRY INTO HULA Emma C.
MAKING A MODEL DRY BULK SHIP Owen C. HOW TO IMPROVE A DUNE BUGGY Matheson G.
AUTISM AWARENESS VIDEO Donya A. THE PSYCHOLOGY OF COLOUR Imogen B.
CREATING A REMOTE CONTROL PLANE WITH A CAMERA ON BOARD Om V. STORYBOOK SCIENCE Olivia M.
CHINESE PAINTING WITH ELEMENTS OF WESTERN ART
CREATING COVER SONGS Alex B.
Alfred Z.
CREATING AN ELECTRONIC MUSIC ALBUM Borna A.
CHANGEABLE REMOTE CONTROLS Eric H.
ARTWORK FOR AWARENESS Yannie L. MAKING A JAPANESE COOKBOOK Nina S.
CREATING A BEAUTY & MAKEUP THEMED YOUTUBE CHANNEL Camryn F.
HUMANS OF SHANGHAI/VANCOUVER Emily L.
WRITING A STORYBOOK Catherine L.
MAKING A BOW AND ARROW Gurmehar R.
SKETCHING PORTFOLIO Sam D.
USING AND EXPLORING DIFFERENT ART MEDIUMS Nikhil V.
EXPRESSION OF EMOTION THROUGH MUSIC WITHOUT LYRICS Meison Y.
BUILDING AN IDEAL AQUARIUM Victor C. WATER POLO GUIDE Richard L. CREATING A FRENCH AND QUEBEC COOKBOOK Allie M. MEADOWRIDGE CARPOOL WEBSITE
WEBSITE TO HELP CHOOSE TENNIS RACQUETS Alex Y. A RIBBON IN TIME Lexie B.
Eric G.
SPRING 2015 VOLUME TWO
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PERSONAL PROJECTS: Q&A WITH OUR GRADE 10s
AUTISM AWARENESS VIDEO // DONYA A. WHY DID YOU CHOOSE TO RESEARCH AUTISM? My passion for this topic originally stemmed from a source that was very important to me: my family. A very close family member of mine was recently diagnosed with autism. Because she was diagnosed at an early age, we were able to provide her with the help she needed to catch up to other children her age. Since she started receiving professional help in regards to her autism, I could see huge changes in her behaviour, development and overall happiness. Being exposed to the autistic community allowed me to realize that many children’s parents did not realize their child had autism until they were much older. This was due to lack of knowledge in regards to child development and autism. I also found that the number of children with autism being diagnosed every year is increasing faster than ever before, making autism an issue that could affect one in every 68 families in Canada. From that point on, I knew that I needed to find a way to make sure parents are getting their children the treatment they need.
WHAT WAS YOUR GOAL WHEN YOU STARTED THE PROJECT? DID IT CHANGE? At the start of this project I was not sure of my direction; however, I had a vague idea that I wanted to make the government aware that the waiting lists for autism diagnosis were just too long, and that doctors were not diagnosing the children early enough. I 20
soon realized that this approach would not work because it’s nearly impossible for me to singlehandedly change the autism diagnostic process. I changed my goal to a more realistic one, which was to raise awareness for autism so that more parents could seek help for their children at earlier stages of their lives.
WHY IS THIS TOPIC IMPORTANT FOR OUR PRESENT AND FUTURE? It’s important, now more than ever, for everyone to be aware of autism because it’s becoming more prominent in society. Those with autism are quite different and understanding them can be a struggle if you’re not taught about how to communicate and help these people. That’s why I wanted to do this project; to make sure that the peers, parents, friends, and family of children with autism will know about them and how to communicate with them in the best possible way.
WHAT GLOBAL CONTEXT WAS RELEVANT TO YOUR PROJECT? My project’s global context lies in the Identities and Relationships section. This section is based around physical, mental, social, and spiritual health. This global context would fit my project because autism is a mental disorder, yet it can result in physical problems as well as social implications. Autism is not something that is specific to just one country or just one gender; anyone can be affected by autism so it is important for everyone to know its signs. This is why
it is a global issue. We must accept that we are all human and that everyone is different. Those whose eyes are not as sharp as others’ are provided with glasses. It is only right that those with communication disorders be provided with ways to overcome their barriers. This comes in the form of early intervention. With behaviour interventionists, speech pathologists, and the rest of the early intervention team, the symptoms of autism in a child can be decreased to such a great extent that, in some cases, the diagnosis is actually withdrawn.
WHAT WERE TWO SIGNIFICANT LEARNING EXPERIENCES DURING YOUR PROJECT? The most significant learning experience was when so many people said “no” to me. To make my documentary, I needed to interview professionals but this turned out to be more difficult than I first thought. I contacted around seven organizations asking if I could interview friends, family, mentors, or interventionists of children with autism. Of these seven, three actually replied. Two replied with a no. The last one decided to help me once I told them of my connection with the organization through my family member. This really taught me to pick myself up after I had fallen and continue, despite the temptation of giving up. Another experience was the actual filming process. I had no idea about the kind of effort it took to make a film and spent more time on it than anticipated, but I gained a new skillset! MEADOWRIDGE SCHOOL GRYPHON
EXPLAIN HOW THE COMPLETION OF YOUR PERSONAL PROJECT CHANGED YOU, OTHERS AND/OR THE WORLD. I sent the link of my video to my family in Iran and to my uncle, who is head of the health department with the government of Tehran. Throughout my family’s history with autism we came to my uncle for advice because he’s the one we always go to for health problems. For the first time, he didn’t have answers. As I went through the process of creating my video I kept him updated via phone call and he became inspired to take action. My uncle was not aware that autism is such a large issue. In universities in Iran doctors are taught that autism is a rare disease. Those who are diagnosed with it are put on sedatives. Once he viewed my video, he decided to build a facility to help with my pursuit. He is in the process of drafting the construction of an autism research and diagnostic facility in Tehran, sponsored with the government. My uncle said that now that they have done some research on autism, they can see many people who were deemed “weird” should have been diagnosed with autism and provided with support. They plan to achieve diagnosis for children with autism, in the future. This was so important to me, because it really fulfilled my goal. My video inspired a single person to take it upon himself to bring awareness and action to an entire city.
NOW THAT THE PERSONAL PROJECT IS OVER, DO YOU HAVE PLANS TO TAKE ANY ACTION IN RELATION TO YOUR PERSONAL PROJECT IN THE FUTURE? This is definitely just the beginning. There is so much more that I want to do in the future. I would love to pursue my original goal of inspiring the government to make diagnosis an easier process. Perhaps I will do research on autism in university because that is what I am passionate about. There is so much work to be done in regards to autism and I want to be able to make that difference.
ANY WORDS OF ADVICE FOR FUTURE GRADE 10 STUDENTS? I’d say to pick a topic you really care about. This is a project that is with you for an entire year so it’s easy to get sick of it. If you choose well, it shows that you care and your outcome will be much better. If you love something, you’ll work harder to make it a success and you’ll enjoy yourself as well. Another word of advice is don’t give up. Undoubtedly you will hit blocks in the road; everyone does. What makes a strong project is someone who didn’t let those blocks define his or her project.
SPRING 2015 VOLUME TWO
CREATING AN R.C. PLANE WITH A CAMERA ON BOARD // OM V. TELL ME A BIT ABOUT YOUR PROJECT: WHAT TOPIC DID YOU CHOOSE? WHY?
estate market. However, the concept of the plane as a farm tool really stuck with me and I decided to make it based on that idea.
For my personal project, I decided to make a remote control plane completely from scratch with a camera mounted on the top. The plane could be used for endless possibilities; however, I chose to make the plane for local farmers. Many farmers living in the countryside are having less and less time to look after their land, however, with my product, farmers can just sit down, put the camera on, and fly my plane over their farm land. The farmers can then look at the footage recorded to see the areas that need their attention.
Local farmers are the backbone of today’s society, producing food locally which not only saves the environment but the produce actually tends to taste better. We need to have farmers locally in our communities, but farmers just aren’t having the same amount of time to put into farming as they did maybe 50 years ago. This is mostly because of the advances in technology, allowing people to actually work online. With my product, farmers could now fly over their land with my plane and look at the footage to see areas that need focus. This would create no environmental damage as it is all electric and it would take half the time to fly a plane as opposed to walking through your crops.
WHAT WAS YOUR GOAL WHEN YOU STARTED THE PROJECT? DID IT CHANGE? My goal for this project in the beginning of the year was actually to have a live feed camera mounted to the plane. However, this could not be done because of the cost of a live camera ($160) and just the sheer weight was too big for my plane.
WHY IS THIS TOPIC IMPORTANT FOR OUR PRESENT AND FUTURE? The actual topic for my project changed throughout the year, from using it for search and rescue missions to using it in the real
WHAT GLOBAL CONTEXT WAS RELEVANT TO YOUR PROJECT? My global context is “Scientific and Technical Innovation”. This means that I explored the impact of scientific and technological advances in communities and environments and the interaction people are having between themselves and nature. You might hear someone say “back in my day, we never had Google” and it is true; we are in the prime of new scientific and technical.... continued on next page.
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O
innovations and we are lucky to have it at our finger tips. Forty years ago, my project could have only been made in a university class just because of the availability of the parts needed and the price to make it at that time.
WHAT WERE TWO SIGNIFICANT LEARNING EXPERIENCES DURING YOUR PROJECT? I learnt many new things while doing this project, such as soldering, electronics and even physics. In the middle of March, I was soldering my last electronic part and accidentally short circuited it by connecting the black wire to the red one. This caused my battery to actually explode and leak battery acid everywhere. I also had to rebuild and modify my plane at least six times because it seemed that every time I flew it, it would crash when I had to land it. Luckily, because I was the person who built the plane, I knew exactly how to fix it and improve it.
NOW THAT THE PERSONAL PROJECT IS OVER, DO YOU HAVE PLANS TO TAKE ANY ACTION IN RELATION TO YOUR PERSONAL PROJECT IN THE FUTURE? I am probably going to build a new plane with more features; I’d like to build a plane that can fly upside down and that has LED lights for night time flying.
ANY WORDS OF ADVICE FOR FUTURE GRADE 10 STUDENTS? My number one advice is to follow the deadlines given in the beginning of the year and make sure you choose a product that you will be really proud and fond of once you have completed it.
WE ARE IN THE PRIME OF NEW SCIENTIFIC AND TECHNICAL INNOVATIONS AND WE ARE LUCKY TO HAVE IT AT OUR FINGER TIPS. OM V. (GRADE 10)
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DEFINING HONG KONG AFTER 1997 THROUGH ART // CHARLENE L. TELL ME A BIT ABOUT YOUR PROJECT: WHAT TOPIC DID YOU CHOOSE? WHY? For my personal project I chose to paint on t-shirts to define events that have occurred in Hong Kong since 1997. I chose this topic to better understand and reflect upon the recent history and politics of Hong Kong, in particular, the protests of 2014 and the government system.
WHAT WAS YOUR GOAL WHEN YOU STARTED THE PROJECT? DID IT CHANGE? My goal was modified several times as I progressed. I originally wanted to incorporate the culture, history, and current issues of Hong Kong into my project; however, after my first meeting with my supervisor, Ms. Brabban, I decided to narrow it down to events after 1997.
WHY IS THIS TOPIC IMPORTANT FOR OUR PRESENT AND FUTURE? It is important to illustrate events that have occurred in Hong Kong after 1997 as Hong Kong is recognized as an international city around the world. However, the relationship between Mainland China and Hong Kong now is still unclear to many people, and I felt that the protests of 2014 were not accurately reported on in North American newspapers. I thought it would be important to define these events for myself and for others in the personal project.
WHAT GLOBAL CONTEXT WAS RELEVANT TO YOUR PROJECT? MEADOWRIDGE SCHOOL GRYPHON
I chose Personal and Cultural Expression for my Global Context because my project related to art and Hong Kong at the same time. This Global Context asks “What is the nature and purpose of creative expression?”, and for me, the purpose of my art was to make issues and past events clearer and more understandable.
3D ANIMATION // UJJWAL N.
WHAT WERE TWO SIGNIFICANT LEARNING EXPERIENCES DURING YOUR PROJECT?
TELL ME A BIT ABOUT YOUR PROJECT: WHAT TOPIC DID YOU CHOOSE? WHY?
I learned so much about historical events in Hong Kong – for example, the Asian financial crisis in 1997, the SARS epidemic, the Article 23 protests, and, most importantly, the 2014 “Umbrella Revolution” protests. I also gained valuable knowledge about painting on fabrics with acrylic paint and video editing.
My personal project was learning 3D animation on the animation software Source Filmmaker (SFM). Animation has been a passionate love and small-time hobby for me since my early childhood, and I had used 2D animation software to create my own animations with stories. I decided that the personal project would serve as the best method for me to learn how to transfer those skills onto a 3D animation software, and discover how animators can create the illusion of life.
EXPLAIN HOW THE COMPLETION OF YOUR PERSONAL PROJECT CHANGED YOU, OTHERS AND/OR THE WORLD. In completing this project, my entire perspective of the 2014 protests changed. I saw the protests for democracy from many viewpoints, and decided to take as neutral a perspective as possible. This project has taught me to look for biases as soon as I start reading a newspaper article – because during my research, many articles were in fact biased and inaccurate on reporting the issue of the Hong Kong protests.
NOW THAT THE PERSONAL PROJECT IS OVER, DO YOU HAVE PLANS TO TAKE ANY ACTION IN RELATION TO YOUR PERSONAL PROJECT IN THE FUTURE? I definitely plan to continue my research into Hong Kong government and politics. I am hoping to write on a similar topic for my Extended Essay in DP. I would also like to investigate into the backgrounds of the 1,600 people in the Election Committee, which was responsible for choosing the Chief Executive of Hong Kong. This committee will also form the basis of the new committee that pre-screens the candidates of the 2017 “democratic” elections. I hope to gain better insight into whether the members of this committee are in fact largely pro-China.
SPRING 2015 VOLUME TWO
WHAT WAS YOUR GOAL WHEN YOU STARTED THE PROJECT? DID IT CHANGE? My goal initially was to create five, one-minute animated shorts that covered a myriad of subjects. This changed as the project progressed as I realized the difficulty of animation and that my goal was unrealistic for an amateur animator, especially one learning independently. I ended up reducing my goal to simply learning as much as I could using the software; the animation tests I worked on took about a month each, so creating even one animated short would be difficult. I aimed to complete one before the project ended and did begin work, but due to time constraints and problems with the animation, I decided to stop work and focus on my report.
WHY IS THIS TOPIC IMPORTANT FOR OUR PRESENT AND FUTURE? Storytelling is how humanity explores situations, ideas, and experiences in order to gain more knowledge about subjects like human nature, morality, and the mystery of the universe. Animation accomplishes storytelling in its own niche in its art direction, universal audience (anyone can watch animation), and the illusion of life it creates that brings wonder to each new generation. Storytelling helps us understand the world, and animation will remain one of the best companions to it. continued on the next page. 23
WHAT GLOBAL CONTEXT WAS RELEVANT TO YOUR PROJECT? The Global Context that was the most relevant to mine was Personal and Cultural Expression. Animation is an art form that combines music, art, and drama together in order to entertain audiences and weave stories. The animator/ storyteller crafts how the characters move in turn to their situation, how they react to other characters, their emotions and feelings. They create their stories based on their ideas, opinions, and dreams, and animate to create the illusion of life. This is all highly relevant to Personal Expression.
DID YOU ANALYZE THE WORK ONCE YOU STARTED? ONCE YOU FINISHED? WHAT DID YOU NOTICE? The first piece of work I made (the Walk Cycle) took around two to three months due to me getting acquainted with the software and learning how to operate models, camera, and lighting, alongside the actual animation. It was fairly rickety and his knees would often snap like staplers. By the time I had completed my final animation, I had mastered the controls of the software, how to make a character walk and run, basic pose-to-pose animation, and adding dialogue and music. The animation was smoother as well. The improvement in quality can be traced back to my improvement in work ethic when I began my project.
WHAT WERE TWO SIGNIFICANT LEARNING EXPERIENCES DURING YOUR PROJECT? First, when I was working on the Run Cycle animation, whenever I wanted to move a model’s foot forward, his knee would move to 24
the side and I couldn’t fix it. It drove me nuts and I wasted time trying to find out the cause of this, since I couldn’t rotate the knee. I got frustrated and stopped working for a long time, angry that I couldn’t figure out what was the problem. After online research came up with nothing, I found out I needed to translate his knee to the side then forward so that the knee would always be facing straight. I learned that in order to solve a problem, I need to take a step back and analyze the situation, as opposed to increasingly getting angry and quitting. Secondly, I found as I worked that listening to music made it harder to animate. Likewise, visiting other websites or doing other homework while animating made the quality sub-par. After realizing how little progress I was making, I made it a point to switch off the Internet when I was working in order to focus on my work. I avoided doing other pieces of work and listening to music. I learned here about the importance to focus on work and how the quality of your work increases when you are concentrated on what you are doing.
EXPLAIN HOW THE COMPLETION OF YOUR PERSONAL PROJECT CHANGED YOU, OTHERS AND/OR THE WORLD. By the time I had completed my personal project, I had discovered throughout the year the strengths and weaknesses of my work ethic. Skills I worked on during the personal project were perseverance, focus, and self-discipline. Since I was working independently, if something didn’t work on SFM, I would have to consult the Internet or figure it out myself, and it was incredibly annoying, to the point where I felt like giving up. I forced myself to continue working even if I felt discouraged and took breaks in order
to alleviate stress. I also discovered that I got distracted easily, so I shut off the Internet, closed the door, took off my headphones, and worked in complete silence without any distractions to have complete focus on my work. I also learned from the mistakes I made initially by avoiding slacking and working independently, which improved my self-discipline and rigor. All of these skills are highly useful in the business world and I have the personal project to thank for it.
NOW THAT THE PERSONAL PROJECT IS OVER, DO YOU HAVE PLANS TO TAKE ANY ACTION IN RELATION TO YOUR PERSONAL PROJECT IN THE FUTURE? I certainly intend to continue animating in the future as a hobby, and I am considering it as a profession as I intend to join the video game industry when I complete my education.
ANY WORDS OF ADVICE FOR FUTURE GRADE 10 STUDENTS? You need to be passionate about what you are doing; if you are not, you will drudge through this project for the majority of your Grade 10 year, and it will be painful. Decide what you want to do based on your interests and your skills, and you’ll have a good topic to go from. Don’t be fooled by the large amount of time you have; it will pass away quicker than you can say “Wait, the deadline was today?” Start work as early as you can and plan thoroughly. Be realistic with your goals and be completely focused when you’re working on your Project. The Project is about self-discovery and discovering your passion, and you will learn about how you work and where your vocation lies, so be sure to enjoy it! MEADOWRIDGE SCHOOL GRYPHON
IN THE LIBRARY
DID YOU KNOW…
READING LINK TEAM FINISHES IN THIRD
THE LIBRARY IS OPEN FROM 8:00AM TO 5:30PM DAILY.
Congratulations to the Reading Rock Stars! They competed in the Reading Link Challenge at the Maple Ridge Library.
We warmly welcome families to visit the Library. It is especially great to see young children coming to the Library after they drop their siblings off in the morning. What a perfect gift to your children…spending time reading to them. Please come find a comfortable place and a great story to enjoy together.
GRADE 1 VISITOR TO READ WALTER THE BAKER During the Grade 1 unit on folk tales, the Library welcomed Mrs. Hanna Sekhon to share a traditional folk tale that originated in Germany. The story, “Walter the Baker” as retold by Eric Carle, explains the origin of the pretzel. As much as the students enjoyed the story, they enjoyed the homemade pretzels even more. We thank you for sharing such a special story with the Grade 1 classes.
APRIL & MAY BOOK DONATIONS PAWS OFF CHEDDAR FACE Donated by Brian L. (Grade 1)
THE HUNT FOR THE CURIOUS CHEESE Donated by Brian L. (Grade 1)
MAGICAL CREATURES
Donated by Milas S. (Grade 1)
ALL THE FAMILIES
Donated by Milas S. (Grade 1)
TROLL TWO THREE FOUR Donated by Milas S. (Grade 1) SPRING 2015 VOLUME TWO
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FACULTY FOCUS:
MR. SCOTT SPURGEON WHAT ULTIMATELY PERSUADED YOU TO PURSUE A CAREER IN TEACHING AND ATHLETICS? I went to the University of Regina after graduating from Melville Comprehensive High School in 1988. I was always confident I wanted to work in schools having had some coaching and babysitting jobs growing up. My major did change from Mathematics to PE in my second year when I realized my passion was athletics and it was what I wanted to do long term. I started working on my Masters this past year after learning of a program at a National Athletic Director’s conference. Last year I earned certification as a Canadian Certified Athletic Administrator through the CIAAA (Canadian Interscholastic Athletic Administrators Association), which is the Canadian model of the USA’s NIAAA.
HOW HAS THE ATHLETICS PROGRAM GROWN IN THE TIME YOU’VE BEEN DIRECTOR OF ATHLETICS? I cannot select just one and I think many changes are connected. I believe there are three that tie in and are the most noticeable: •
•
•
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The increase in student involvement or ‘buy in’, and this is most easily visible during the morning practices. Previously students would not come to morning practices and they were thought to be impossible to run due to logistics. Now, players and parents are finding ways to make it work and it is part of the culture of being on a high school team. The level of attendance that is shown, particularly in season, is a sign of the commitment level of the students and parents involved with athletics. Our coaching staff is much stronger than in my early days at Meadowridge. Current coaches are not only passionate and committed, but generally have a high level of expertise and background knowledge to draw on. The expertise and the number of coaches among our athletic teams is enviable to most other athletic departments. While we are a university preparatory school and academics come first, I am very impressed with our hiring practices, as we are able to find staff who are not only top notch in the classroom setting, but bring a wealth of athletic background to our Gryphon teams. Our reputation among other schools. I remember some specific incidents early in my time at Meadowridge where our players and teams were unprepared for competition. We did not have a reputation for strength year to year in any area. Now we are
consistently competing in the final four at the conclusion of seasons in soccer and basketball, plus more recently volleyball. We are invited to some tournaments as we have a good reputation and others know they will get a good game from us, both athletically and as far as sportsmanship.
WHAT IS YOUR DEFINITION OF SPORTSMANSHIP? CAN YOU GIVE US AN EXAMPLE OF INSTANCES WHEN YOU’VE BEEN BLOWN AWAY BY A STUDENT’S SPORTSMANSHIP? Play strong or tough, but show respect beyond the game. An example is when someone is obviously hurt in soccer we expect the ball to be kicked out to get a whistle, whether the injury is to us or our opposition. When the ball is thrown back in we expect the ball to be given back to the team that intentionally kicked it out for the whistle. There are regular reminders that good things are happening and students ‘get it’. I heard a story from the recent District #42 Elementary Cross Country meet. A student arrived late for his race and missed it. He was very disappointed and had some tears in his eyes. One of our young Gryphons saw her fellow Gryphon crying and gave one of her ribbons away to him, as she had two. I so appreciate the positive character values that athletics can bring beyond the obvious fitness and teamwork within the game.
WHAT MAKES THE PROGRAM UNIQUE?
MEADOWRIDGE
ATHLETICS
Our program has an open, welcoming nature that tries to find balance with competitiveness. As well as the diverse number of sports and the expertise and passion shown by our staff-supported coaching team. This is a very timely question as I think what makes Meadowridge’s Athletics Program unique is the open welcoming nature of our teams. We have not had cuts even at the high school level. While we do not guarantee playing time beyond elementary (Grade 7) we have managed to find quite a good balance with being competitive and keeping everyone who is committed to practices involved and part of the team. We are fortunate that we often play a variety of levels of competition during the season so we are able to work everyone into floor or field time. As we continue to grow as a school this balance will become trickier, due to increased numbers and higher expectations. MEADOWRIDGE SCHOOL GRYPHON
THIS YEAR YOU’VE DONE A FABULOUS JOB CONNECTING WITH OUR ALUMNI AND SHARING THEIR STORIES AND MEMORIES FROM THEIR TIME AS ATHLETES AT MEADOWRIDGE.
AS IB LEARNERS, WE GUIDE OUR STUDENTS TO MODEL THE NINE ATTRIBUTES OF THE LEARNER PROFILE. NAME A TIME WHEN YOU WERE A RISK-TAKER AND DESCRIBE THE EXPERIENCE.
IF YOUR OWN COACH FROM HIGH SCHOOL WERE TO CONNECT WITH YOU TODAY, HOW WOULD YOU RESPOND TO YOUR OWN QUESTION: WHAT WAS THE BIGGEST LESSON OR HABIT YOU TOOK AWAY FROM YOUR TIME AS A HIGH SCHOOL ATHLETE?
Deciding to go abroad after university rather than stay in Canada or North America. I knew this was an opportunity that might not present itself later in life or at least as easily. I went to Japan knowing no one, having a vocabulary in the single digits, plus little knowledge of Japan beyond ninjas, chopsticks, sushi and crowded streets. It was the best decision of my life and led me to meeting my wife in a roundabout way.
Though not specifically meant just for athletics, the best advice I have gotten is, “Do what you are doing when you are doing it.” Basically, if you are practicing, do your best at that and don’t worry about problems away from the game; maintain your focus. By that same token, if you need to get homework done, deal with a problem, talk to someone or have something else going on, then that should be your focus.
A BIG ELEMENT OF COACHING IS TO INSPIRE. WHO HAS INSPIRED YOU (DOESN’T HAVE TO BE SPORTS RELATED!) People with real struggles, so often it is not in Athletics. Athletics is entertaining and can be a great character builder, but people who challenged society (Rosa Parks), people who were the first to do something such as climb Everest and get down off the mountain as well (Edmund Hillary and Tenzing Norgay), dealt with their own fears and inspired others (Terry Fox), among others.
DO YOU HAVE A COACHING PHILOSOPHY? Try to find what each person has to offer to the team. It is fun to watch amazing individual performances but I love strong team games. While I did not grow up playing soccer I now have an appreciation for why it is called the ‘beautiful game’. When soccer is played by a full team working together it is a wonderful sight. The best I have ever seen is about two or three years ago, we had a Senior Boys soccer team open up a half on our backfield with over twenty consecutive passes. I think everyone was in awe of the control, including our own players. SPRING 2015 VOLUME TWO
WHAT IS ONE OF YOUR NON-ATHLETICS HOBBIES? I love getting totally immersed in a really good book. Ideally the sun is shining, my toes are wiggling in sand and there is an icy drink nearby to complete the perfect moment.
WHAT’S ONE THING ABOUT YOU THAT PEOPLE WOULD BE SURPRISED TO KNOW? People are generally surprised at my level of understanding when I am around Japanese speaking people. When I use words in the Osaka dialect this usually gets a reaction from native Japanese speakers.
Last question: Who is going to win the Stanley Cup Playoffs this year? You are asking the wrong person. I am already out of a playoff pool I was in, as I ended up being forced to going heavily with Nashville players. I think the easy, safe guess at this point is New York. The beauty of sports at any level is you never know until the game is played.
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GRYPHON ALUMNI ATHLETE PROFILE Seiji Tomioka (‘08) and Aya Tomioka (‘06)
AYA TOMIOKA
SEIJI TOMIOKA
CLASS OF ‘06
WHAT SPORTS DID YOU PLAY WHEN YOU WERE A GRYPHON AT MEADOWRIDGE? ST AT
CLASS OF ‘08 AT
As a Meadowridge Gryphon I played volleyball for several years. I played soccer, basketball, volleyball, rugby, and a brief attempt at badminton. Volleyball was my main sport; I played from Grade 6 to Grade 12.
AT
I have a few really good memories from my time as a Meadowridge Gryphon, such as going to practices and learning new skills to become a better volleyball player. As well as the games and tournaments I was able to take part in. Just one?! The Junior Girls volleyball tour in Halifax was an amazing trip. We got to play in a huge tournament and participate in a clinic with the Dalhousie varsity team. I loved all of our sports tours. They helped to develop the camaraderie off the court and field that was so integral to our success on the court and field.
WHAT WAS THE BIGGEST LESSON OR HABIT YOU TOOK AWAY FROM YOUR TIME AS A GRYPHON? ST
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One of the biggest lessons or habits I took away from my time as a Gryphon was probably how to be a part of a team and how to work well with others. This is something I’ve been able to apply to work and life in general after leaving Meadowridge.
ST
WHAT ARE YOU DOING NOW IN LIFE? ST
Currently I am teaching English to elementary school students, Grades 1 through 6 in downtown Tokyo, Japan.
AT
I’ve been here for a couple of months now since late February and am loving every minute of it. Teaching is what I want to be doing and I am really happy that I am now able to be doing what I love.
WHAT IS YOUR BEST MEMORY AS A GRYPHON IN ATHLETICS? ST
A good work ethic was my biggest lesson from my time as a Gryphon. The same industry that students brought to their academics was translated to sports at Meadowridge.
AT
I am currently living in Toronto and just started a full-time job as a Child and Youth Worker at a residential treatment agency called Youthdale. I still play rugby when I can and miss the beauty of the westcoast.
AT
ST
I think one piece of advice I would give based on my experience as a Gryphon athlete would be to just have fun and try out different sports. You don’t have to be the absolute best player, I definitely was not, but I tried to not let that stop me from playing the sport and enjoying it with my fellow athletes who loved it as much as I did.
In five years I see myself in a number of possible places. Either in Japan, still teaching English or possibly something else; or I see myself also perhaps being back in Canada teaching and working with kids.
As well, Volleyball for me during my time at Meadowridge was a chance to let loose and have a little fun, which was much needed, especially during times when the academic side of school seemed a little stressful or to be taking over.
I hope to have nearly completed (another) stint at post-secondary education - an M.Ed in Counselling Psychology. I also hope that I am taking time to read for pleasure and to travel.
WHAT DO YOU DO NOW TO STAY MENTALLY AND PHYSICALLY HEALTHY?
I’ve been playing club rugby during the summers and try to get to the gym whenever I can. I’ve also recently started commuting via bike which is a great way to get around and stay healthy at the same time. I also try to make sure I’m reading good books and cooking/eating good food.
IF YOU COULD PASS ON ONE PIECE OF ADVICE TO CURRENT GRYPHON ATHLETES, BASED ON YOUR EXPERIENCE, WHAT WOULD IT BE?
LOOKING INTO A CRYSTAL BALL WHERE DO YOU SEE YOURSELF IN FIVE YEARS? ST
Currently to stay healthy, both mentally and physically, I am taking lessons and studying Japanese and I regularly exercise. I am also running around with 6-12 year olds 5 days a week which helps keep me on my toes both mentally and physically!
AT
Believe in yourself and don’t be afraid to take chances.
MEADOWRIDGE SCHOOL GRYPHON
BADMINTON AT MEADOWRIDGE
During this school year, our badminton team has been busy since October. In Term 1, players attended morning practices with the training help of our graduating player Ben C. In Term 2, players alternated between badminton practices and fitness training in the Day 6 CAS block. Finally in Term 3, players attended Tuesday and Thursday practices after school and participated in a number of tournaments as Grade 8s, Juniors and Seniors. The team also received extra conditioning from Shuttlesports trainers Abhay and Yuti in afterschool practices and alumni player Chi Lung Poon (’10). Furthermore, we were fortunate to have had several alumni drop by to practice with our team, Elisa Kuan, Shaq Dhanji, and Andrew Im (’14).
In the third round of play in May, Mary came in 3rd place, a prestigious position as she is the third best in all of the Fraser Valley. Mary and Eric also completed valiantly in Mixed Doubles.
JUNIORS Our Grade 9 and 10 players competed this season in the
Since our Senior team is small, we recruited players in Grades 6 to 10 to support our Senior team in the GVISAA League Plays in April. Our team faced off valiantly against St. John’s, Southpointe, Deer Lake, Carver and BCCA, playing smart and working with many different combinations of doubles. Special thanks to our Juniors, as well as our younger players, Jessie H., Tracy Y., Ena K., and Jeffrey L. for supporting our Senior Team this year.
GVISAA and public school tournaments. Our Grade 9 and 10 players this year were Mary Z., Eric H., Alfred Z., Victor C., Bill W., David Y., Jay L., Sam J., Ally W. and Catherine L. In the first round of play of the Junior Districts in April, we saw great team work from Victor and Catherine, Bill and Ally, super skills from Mary and Eric, and much more! Here is how we placed in each category:
BOYS SINGLES 1ST PLACE Eric H. (Grade 10) // 3RD PLACE David Y. (Grade 9) GIRLS SINGLES 1ST PLACE Mary Z. (Grade 9) GIRLS DOUBLES 4TH PLACE Ally W. (Grade 9) & Catherine L. (Grade 10) MIXED DOUBLES 1ST PLACE Mary Z. & Eric H.
Check out the next issue of The Gryphon to learn about how we did in the Junior GVISAA tournament!
SENIORS : Our Grade 11 and 12 players competed this season in the GVISAA and public school tournaments. Our Grade 11 and 12 players this year were Ben C., Evelyn C., Kalvin K., Eugene I., Cullen J. and Robert R.
In the first round of play at the Senior Districts in May, here is how we placed in each category:
BOYS SINGLES 3RD PLACE Ben C. (Grade 12) GIRLS SINGLES 4TH PLACE Evelyn C. (Grade 12) They continued to work and hard play hard in their matches at the Senior Upper Fraser Valleys on May 8, ending their badminton career with their best matches.
These players moved onto to the Junior Upper Fraser Valleys; here is how we placed in each category:
We would like to wish our graduating players, Ben C., Katherine P., Evelyn C. and Kalvin K. the best in their future endeavours after Meadowridge School and hope to see them in practices as alumni in following years.
GIRLS SINGLES 3RD PLACE Mary Z.
GRADE 8S Check out the next issue of The Gryphon to learn about
MIXED DOUBLES 5TH PLACE Mary Z. & Eric H.
WORK HARD PLAY HARD!
In this tournament the competition was wild, with the tournament ending at 9:30pm! From our team, Eric and Mary qualified to the final round. SPRING 2015 VOLUME TWO
how our Grade 8 students did in their tournaments!
Señora Villadiego and Mrs. Rajeev Badminton Coaches 29
STUDENT ACHIEVEMENTS CONCOURS D’ART ORATOIRE Every year our students participate in a very prestigious French Public speaking competition organized by Canadian Parents for French. The Concours d’art oratoir takes place in the majority of the private and public schools in Canada, and almost 10,000 students compete every year. After being selected as finalists during our own, in-school Concours d’art oratoir,
Jennifer A. (Grade 12), Ellie M. (Grade 11), Emma H. (Grade 9), and Jonny H. (Grade 10) went to the provincial French public speaking competition at SFU Surrey, and, amongst very tough competition, brought a bronze medal to our school.
public speaking. This year, Jonny H. earned third place among Grade 10 students across British Columbia and the Yukon.
It is the ninth year in a row that Meadowridge School students have ranked in the top three when it comes to French
Mme. Kerry Stanley and Mme. Katerina Pogrebinsky
PASCAL MATH CONTEST SEVERAL OF OUR STUDENTS SCORED IN THE TOP 10% OF ALL PARTICIPANTS!
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Congratulations to all students who took place in this event!
IT IS THE NINTH YEAR IN A ROW THAT MEADOWRIDGE SCHOOL STUDENTS HAVE RANKED IN THE TOP THREE WHEN IT COMES TO FRENCH PUBLIC SPEAKING.
Several of our Grade 8 and 9 students recently joined over 31,000 students across Canada and overseas to take part in the Pascal Math contest organized yearly by the University of Waterloo. The contest is a series of Math questions that progress in difficulty to tax mathematical insight and reasoning skills.
congratulations go out to Mary Z. (Grade 9), Thilashma N. (Grade 9), Andy H. (Grade 8) and Jessica M. (Grade 9). With a ranking of 99 (out of 31,666 to be exact – we Mathematicians love to be exact), Cavizsh S. (Grade 9) pulled out an outstanding result and possibly the highest position ever achieved by a Meadowridge student.
Several of our students scored in the top 10% of all participants and our
Ms. Denise Brabban MYP Teacher MEADOWRIDGE SCHOOL GRYPHON
STUDENT ACHIEVEMENTS (CONTINUED)
CONCOURS D’ART ORATOIRE STUDENT TOPICS ELLI M. Pourquoi nous n’avons pas encore vu un extraterrestre?
JENNIFER A. Les Erreurs
JOHNNY H. Un café different, un café unique
EMMA H. Problèmes des filles de petite taille
BC JUNIOR AND SENIOR MATH COMPETITION
On Friday, May 1st, six Meadowridge students were invited to compete in the final round of the BC Junior and Senior Math Competition at the University of the Fraser Valley. Nearly 200 students from schools within the Fraser Valley participated in the final round of competition. Meadowridge was very well represented, with four of the six students receiving special recognition for top scores. A huge congratulations to Cavizsh S. (Grade 9), who finished first place in the Junior division! Congratulations as well to Ryan Z. (Grade 10) and Nikhil
SPRING 2015 VOLUME TWO
V. (Grade 10) who finished 6th and 7th respectively in the Junior division, and to Jack Z. (Grade 11) who finished 4th place overall in the senior division. A job well done to Matthew X. (Grade 8) and Bob C. (Grade 10) who attended also.
NEARLY 200 STUDENTS FROM SCHOOLS WITHIN THE FRASER VALLEY PARTICIPATED IN THE FINAL ROUND OF COMPETITION. MEADOWRIDGE WAS VERY WELL REPRESENTED, WITH FOUR OF THE SIX STUDENTS RECEIVING SPECIAL RECOGNITION FOR TOP SCORES.
Well done to all Meadowridge students who took part in this competition! Mr. Scott Rinn MYP Teacher
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