MEADOWRIDGE SCHOOL
THE GRYPHON WINTER 2016 VOLUME ONE
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.
IN THIS ISSUE: 3 educational leadership team update
4 From the headmaster
Nearly There! Five Things To Know About Our New Campus
7 outdoor experiential education
8 What makes a leader? 10 why do i give? 12 science Olympics 13 student achievements 14 the annual fund
Knowing that change is the only certainty,
18 athletics face-off
w e en gag e w i t h c h a llen g i n g & c o m p lex
20 Canadian improv games
qu est i o n s effect i v ely a n d c r eat i v ely.
22 for the love of reading
Through outstanding
teaching, programmes & facilities,
meadowridge
16 experiential education in pyp Cross Training Vs. Single Sport Specialization
19 gryphon alumni interview Daniel Le Page (‘05)
24 Language acquisition in the myp 25 delf exams 26 parent guild update 26 our days start in the parking lot
27 alumni services
DEVELOPS IN US the confidence not only to
meet the future, but also to create it.
ON THE COVER: Isabel K. (Grade 6), performing a Xingjiang Dance for our PYP learners during the Lunar New Year Celebration.
EDUCATIONAL LEADERSHIP TEAM UPDATES AND P ROJ ECTS
2016/2017 SCHOOL CALENDAR The call for the school calendar began as early as late November. We engaged in consultation with parents, staff and students to create the current rendition. It is provided for your review in this issue of the Gryphon, has been distributed to all families through Parent Guild Grade Reps, and is posted on our website. I hope that its early release allows you to begin planning important events such as trips, camps, etc. You will notice that we have provided an extended break in November to balance the year. The days required to create this break were taken from the end of the year. Typically, our students are off in the third week of June. Next year, they will be in session until the final week of June, to better align with public school calendars and local summer camps. Grade 12’s will start earlier to get a jump on requirements for DP and they will have a two day break after their preparatory exams in January.
COUNCIL OF INTERNATIONAL SCHOOLS & IBO ACCREDITATION I am happy to report that the school has completed the lion’s share of the self-study for CIS and is well on its way to completing summary reports for the IB portion of our joint-accreditation visit to take place in October 2016. To the school’s credit, feedback from this internal review process has been positive as well as helpful to WINTER 2016 VOLUME ONE
inform our continued improvement efforts. We are embarking on one of the first jointaccreditations in North America. This is a noteworthy distinction! We are currently one of 286 IB World Continuum Schools on the planet and, upon successful accreditation with CIS, we will extend our membership to a family of 660 schools from around the world known for their exemplary quality.
REVIEWING TRANSITIONS BETWEEN PROGRAMMES One of the benefits of educating your child on the same campus from Junior Kindergarten to Grade 12 within an IBO World Continuum School is that there is a continuity of expectation across the school that should make transitions between grades and programmes much easier than traditional settings.
Having the PYP, MYP and DP all at the same school provides continuity in terms of the educational platform as well. While there are growing pains as students transition from each programme to the next and respond to continually increasing academic demands, we believe one of the strengths of a continuum school is that it provides more comprehensive support to ensure students transition as smoothly as possible. We are aware that, although each IB programme is similar, they are not the same. We are in the process of reviewing practices and interventions in place to assist student transitions across the grades. We value feedback from parents: If your child has moved from PYP to MYP or MYP to DP and you would like to share your reflections, please contact me directly with your
indeed, as an educator, one of the biggest blessings I experience at this school is that i can interact with students from across the grades all in a single day. this provides a continual reminder of the developmental needs of children as they grow into young adults and informs how we support them over the years.
Indeed, as an educator, one of the biggest blessings I experience at this school is that I can interact with students from across the grades all in a single day. This provides a continual reminder of the developmental needs of children as they grow into young adults and informs how we support them over the years.
feedback. The Directors and I are interested in what you have to say.
Mr. Jason Parker, Deputy Headmaster 3
B R A N D N E W E A R LY L E A R N I N G C E N T R E
D E S I G N H A R M O N Y, W E S T C O A S T T H E M E
features : Four large classrooms which are interconnected,
features : Red pitched roofs, post-and-beam highlights,
over-height, air-conditioned, and equipped with the best of early childhood furnishings.
large overhangs, outside doors in every PYP classroom, a covered outdoor patio, and walkways all around the school.
FROM THE HEADMASTER
NEARLY THERE! FIVE THINGS TO KNOW ABOUT OUR NEW CAMPUS It is almost time to take a tour around our new campus! In the past several years, we have been working to repair, renovate, renew, and expand our facilities. Here are five things to know about what we have done together:
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1. WE HAVE ALMOST C O M P L E T E LY R E B U I LT OUR PYP AND MYP B U I L D I N G S . This includes the exterior walls, the windows, the roof, the gutters, the HVAC systems, the alarms, the doors, the skylights, the stucco, the paint, and much of the internal storage. For all intents and purposes, these are new buildings – and the kids and teachers love the changes.
2 . W E H A V E B U I LT A N E W E A R LY L E A R N I N G C E N T R E , complete with four large classrooms which are interconnected, over-height, air-conditioned, and equipped with the best of early childhood furnishings. The ELC is beside a worldclass playground, new gardens and a greenhouse. It also incorporates a covered external courtyard, designed for safe play, and safe access from every classroom, with padded play surfaces and an abundance of natural light. MEADOWRIDGE SCHOOL GRYPHON
A D D I T I O N A L C O M M U N I T Y S PA C E
A COMPLETE, 27 ACRE CAMPUS
features : Two flexible learning spaces, a new uniform
features : Our 27 acre campus now holds about 110,000
shop, washrooms on the playing field, a jump pit, a short track, and a shotput throwing circle.
sq ft. of new inside learning areas, two sports fields, two greenhouses, two playgrounds, a large garden, and a park.
campus tours
come and see for yourself: As the construction winds down we would like to begin highlighting the work that has taken place over the last few years. The most effective way to do this is by seeing things first hand. We are inviting everyone, on your own or in groups, to book a campus tour and learn about the new facility features. You will have a chance to hear about the improvements, ask questions and give feedback. If you are interested, please contact me directly at daniel.lepage@ meadowridge.bc.ca. Daniel Le Page
3. WE HAVE ADDED TWO P O R TA B L E BUILDINGS FOR THE DIPLOMA S T U D E N T S , which provide much needed language areas as well as a large flexible space. We added a new uniform shop which is easier for parents to access and provides greater storage. To the delight of our students, we have added washrooms on the large playing field, along with a jump pit, a short track, and a shotput throwing circle.
4. WE HAVE BROUGHT DESIGN HARMONY TO THE SCHOOL, USING A WEST COAST T H E M E : Red pitched roofs, post-and-beam highlights,
WINTER 2016 VOLUME ONE
large overhangs and rain shelters, accessible garden areas, outside doors to every PYP classroom, a large covered outdoor patio, walkways all around the school – front and back, an outdoor classroom, and an extensive landscaping theme incorporating local planting and boulder gardens. Our Library now has a beamed entry, and outside doors leading to a back patio, and –soon- to the new trail network.
5. WE ARE NOW COMMENCING THE WORK ON THE BACK OF THE SCHOOL, CONNECTING IT TO THE NORTH F O R E S T, O U R O W N N AT U R A L PA R K . Much of this will be weather-
dependent, as we build a new, low, wooden fence (replacing the old wire fence), along with welcoming gateways to new gardens, and a new network of trails and bridges through our forest. We have already completed the work on a new amphibian pond, and are working slowly to foster the growth of indigenous plants, replacing more invasive species. In the forest the children will find habitat trees, nurse logs, and a multitude of things to inquire about. This trail and bridge network are being paid for from funds donated to our school by parents, staff and Board members. Their generosity is what will support all of our children in their development. Our school, like our children, is growing and developing. (continued on next page...) 5
left: A low, wooden fence will replace the old wire fence, along with welcoming gateways to new gardens, and a new network of trails and bridges through our forest.
above: Our Library now has a beamed entry, and outside doors leading to a back patio, and –soon- to the new trail network.
our vision If we anticipate continual change, we should prepare continual learners. If we want a desirable future, we must help our children to be the creators of it.
Our 27 acre campus now holds about 110,000 square feet of virtually new inside learning areas, two sports fields, two greenhouses, two playgrounds, a large garden, and a park. We have an outstanding campus and have truly become a country day school with a global curriculum, an international and intercultural student body, excellent global educational results, and local, national, and several international accreditations. At the same time, we are intensely local,
taking the best of life in a west coast rainforest, and using it to teach and to learn how to live well, sustainably, with others and for others, in a just community.
Hugh Burke Headmaster
N O R T H F O R E S T D E V E LO P M E N T: A C O M M U N I T Y I N I T I AT V E Over the last two years our community events have been raising funds for the construction of trails and bridges in the North Forest. To date, the Gala and Golf tournament have accumulated over $175,000 towards our target. Thank you to those parents, staff, alumni and community sponsors who have attended and supported these events. The 2016 Golf Tournament is set for Saturday, June 23 and will be held at Meadow Gardens once again. All funds raised will continue to be applied to the overall cost of this project. Stay tuned for event details and information on how you can get involved.
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MEADOWRIDGE SCHOOL GRYPHON
OUTDOOR EXPERIENTIAL EDUCATION EXPLORING THE GARDENS, GREENHOUSES AND NORTH FOREST For some months we have been cognizant of the fact that further structure would be helpful to support a variety of learning initiatives underway in natural spaces around our campus. Our intention is to provide staffing and budget to ensure that work in the gardens, greenhouses and North Forest is promoted, well-coordinated, sustainable and celebrated.
grades to support their efforts to use the outdoors. This will strengthen the growing interest and passion for using the outdoors to support learning.
James will work with Department Heads and will connect with teachers across the WINTER 2016 VOLUME ONE
If you are interested in outdoor education and the North Forest development but haven’t had a chance to get involved,
our vision Children’s
please contact James directly by email at
ways of thinking strongly involve
james.willms@meadowridge.bc.ca.
the imagination, emotion, and community, and should play the
To develop this programme, we recently appointed Mr. James Willms as the Coordinator of Outdoor Experiential Education. We have asked him to undertake a two year pilot project exploring the possibilities presented by our unique location and local geography. Mr. Willms will continue his work as a Grade 5 homeroom teacher. Simultaneously, he will be engaging in a series of activities designed to bring greater attention to learning opportunities outside the regular classroom.
significant cohort of parents who volunteer in our outdoor spaces.
entire symbolic range. The choices of facility, teaching, space, time, community interaction, school structure, and governance should all reflect this conception of learning. Learning should be an adventure!
Mr. Willms will act to assist teachers who are already using spaces outside the classroom. He will also support the teachers whose interest and understanding are developing. Mr. Willms currently works alongside a
Mr. Willms has been given a budget to support teacher in-service and provide release time to assist learning projects. He has been asked to collaboratively develop a philosophy and vision for experiential learning in our outdoor spaces. Mr. Willms is enthusiastic and eager, teachers are engaged, and children excited. Please join me in welcoming Mr. Willms to this new role! Mr. Jason Parker Deputy Headmaster
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WHAT MAKES A LEADER?
LEADERSHIP ATTRIBUTES AND OPPORTUNITIES MRS. CARRIE HUGHES-GRANT, DIRECTOR OF STUDENT LIFE Have you ever wondered what makes a leader? Over the last few years, our Leadership and Service Committee has worked on defining what leadership and service means to us at Meadowridge School. The following are the belief statements we’ve developed on leadership: •
•
•
•
Leadership develops along a spectrum cultivating the attributes identified within the Learner Profile. Leadership requires the willingness to think, act and reflect. Leadership requires initiative, clarity of purpose, and effective communication with which to influence others. Leadership grows out of a philosophical and ethical ideal.
We laid out the attributes by grade to demonstrate growth and understanding both of the student’s developmental level and how the attributes grow and feed off of each other. Our goal is to graduate kids who have had the opportunities to become leaders and have been exposed to all attributes through a variety of experiences. Students choose to or are drawn to be a leader.
being a leader, for me, has changed
Leadership requires action that is informed by the desire to live well, with others, and for others, in a just community.
•
Leadership is situational.
•
Leadership encompasses a variety of leadership styles.
•
Leadership has to be about something bigger than oneself.
The Committee set a goal for leadership attributes across grades to follow the growth of leadership across our continuum. 8
There are also opportunities for students to set up, plan and run clubs; to work with other students as reading buddies, tutors or as part of the Kinder Buddies when in grade 12; to lead athletic teams as captains, take charge of a service group through our Global Citizenship Club or CAS; lead in Model United Nations; or run the tech crew for any of our many productions.
my life. i have had so many opportunities to help others and to learn about myself. i have enjoyed being junior council president and i enjoy the challenges i face as being a leader.
to me, being a leader is not a title given to an individual, leadership stems from a community. in the meadowridge community we are all leaders; in the classroom, on sports teams, in clubs
tejas g. (grade 8) •
Council (grades 9 to 12). These are either voted on or appointed positions depending on the role being sought.
There are many opportunities at Meadowridge to be a leader, and the biggest understanding comes with acceptance that leadership does not mean an articulated position or designated title. Leadership can be public and very obvious, or even quiet and leading from behind. “If you can lead yourself when nobody is following, people will follow when you are not leading.” Lolly Daskal Some of the formal leadership roles are: Grade 5 Leadership Team, Junior Gryphon Council (grades 6 to 8), and Senior Gryphon
and committees, the list continues. being a leader at meadowridge has taught me so much, and i’m very thankful for all the opportunities and lessons that have come from it. deaven g. (grade 10)
We believe that leadership is not about creating followers, but rather it is about creating more leaders. So I challenge you, how do you want to lead? MEADOWRIDGE SCHOOL GRYPHON
leadership
SKILLS & ATTRIBUTES ACROSS THE CONTINUUM
Q&A WITH A LEADER OLIVIA M. (GRADE 11) CO-HEAD DELEGATE,MODEL UNITED NATIONS
grade 11 & 12 Positive influence, takes initiative, innovative, caring, passionate, persuasive, doesn’t take no, good listener, good communicator, accepts rejection, principled, open minded, risk taking, reflective, critical thinker, charismatic, inquirer, balanced, knows when to follow, role model, mentor, and creative problem solvers
grade 10 When did you first get involved in Model United Nations (MUN)? What intrigued you about the program? I first got involved with MUN last year, when I was in Grade 10. My interest was initially piqued when I heard about the political and debating aspects of the program as these are two of my passions. I continued with the program when I discovered that MUN is about so much more. Meeting new people, public speaking, and teamwork are all part of the experience as well. This year you served as Co-Head Delegate for the Meadowridge delegation: tell us about that experience. One of the main responsibilities of the head delegates is to lead the meetings which happen every Day 3. These meetings are our chance to pass on our knowledge of MUN, and practice all of the skills that a successful delegate will need. Resolution writing, caucusing, public speaking, and critical thinking - these are all skills that are vital to a delegate’s success. Essentially, the role of the Head Delegate is to act as a role model and mentor, especially for more inexperienced delegates. What was the most important decision you made as the leader of your delegation? I think one of the most important choices we have made as leaders is how we decided to lead the meetings. The first impression that students get of MUN comes directly from us, so how we portray the activity has great meaning. We made a goal at the beginning of the year to have every meeting be relevant, enjoyable, and interesting. I think that’s one of the best things we’ve done. Knowing that change is the only certainty, how you would lead through change? To me, leading through changes means sometimes being the one who has to take the first step towards change. Inspiring others to instigate change can be great, but the leader often has to be the first person to set an example for others. What was the greatest thing you learned at this Conference? I experience something new with every conference I go to. Since it was the first time I have been in a committee of over 100 people, I learned that speaking in front of a large crowd is actually not very different than speaking in front of a small audience, and perhaps even less challenging. What’s next in Model United Nations? The next conference coming up is CAIMUN in May. I’m actually considering applying to be a DAIS member which would mean I would run a committee myself. It seems like the logical next step to immersing myself fully in the MUN world. WINTER 2016 VOLUME ONE
Positive influence, caring, passionate, good listener, good communicator, can work through rejection, principled, open minded, reflective, charismatic, inquirer, balanced, knows when to follow, role model, and mentor
grade 8 & 9
Communicator, conscience risk taker, and making informed choices
grade 7
Personal respect, positive relationship, conflict resolution, and articulate
grade 5 & 6
Applied knowledge, mediator
grade 3 & 4
Mentor, sharing good ideas, promotion
grade 1 & 2
Problem solving, respectful
junior kindergarten & kindergarten Helpful, caring, considerate, modelling, beginning to take risks, inquiring, thinker, principled, good listener
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WHY SHOULD DO I GIVE? Just as our School has grown and changed over the years, so has my role here. I first started working at Meadowridge in the summer of 2003 while I was still a student. Then, after finishing my undergrad degree in 2009, I got hired to work on a research project which helped to populate the School’s first relational database. This eventually led to a full time role in the Advancement Department which I took on over 5 years ago now. Since that time we have accomplished a lot together, such as: enrolling over 500 new students, inducting nearly 200 Alumni, running 5 Galas and 5 Golf Tournaments and accepting more than $1.5 million in charitable donations. Those funds have come from hundreds of donors and corporate sponsors across dozens of campaigns and community events. The money has been used to build new facilities, buy resources and equipment, provide scholarships and develop new programmes. Along the way I have had the pleasure of working with many parents and teachers. They truly are the heart and soul of our School and without their time, effort and support, the Meadowridge wouldn’t be the nurturing and engaging community that it is. This past fall, while preparing for the Gala, I received an email from a parent that I was working with: “One question that my friends and colleagues have asked me which I was wondering how you would answer is this: Why give/donate to a school that has (what they perceive as) so much already? I've thought about this often and it comes up in conversation frequently, even from 10
people within our community. How do you answer this?” This wasn’t the first time I had been asked that question and it sure wasn’t
DANIEL LE PAGE (‘05)
was my first day at Meadowridge, and on top of that, the start of high school. After having attended public school my whole
How do you answer this?” This wasn’t the first time I had been asked that question and it sure wasn’t about to be the last. Without putting much thought in to it I started typing a fairly typical response...And then I stopped. I was telling the truth, but I wasn’t being honest.
about to be the last. Without putting much thought in to it I started typing a fairly typical response: “Tuition revenue alone only covers 70% of the School’s operating costs…”
life, I was worried. I worried about being accepted and making friends, being smart enough and having nice teachers, but most of all I worried about myself. How did I really feel about this place? Would I ever fit in with
“Fundraising revenue offers the financial flexibility to address needs as they arise…” “The act of giving encourages other families to support the School through philanthropy…” And then I stopped. I was telling the truth, but I wasn’t being honest. Those statements are valid, but they aren’t addressing the issue at hand. So, instead of listing the reasons that someone should donate to our School I decided to write about why I choose to give… Rewind 15 years to September 2000. I remember trying to tie my tie, hands shaking with the nervousness that comes naturally on the first day of school. This wasn’t a typical first day for me though; it MEADOWRIDGE SCHOOL GRYPHON
these people? Was I ready, or rather, even willing to try? Since I am writing this shortly after my 10 year high school reunion, I suppose that the answers to those questions are obvious. The transition took time though and it wasn’t easy. I struggled through the first few years, not so much socially or academically, but personally and emotionally. In the summer between Grade 9 and 10 I worked at the School doing odd jobs around campus. The building was empty at the time and I was armed with a set of keys, so I got to know the place well. More than that, I built relationships (and a few ounces of credibility) with the Administration and Office Staff. One by one teachers trickled back in and saw me there, not as a student but as a teammate. Over the course of those two months I had given something of myself to make this place a little bit better than before. They had accepted and appreciated my help. In time, this allowed me to open up and welcome their help when I would inevitably need it. Eventually, those same people would hire me for the role I have today. I worked at the School again the following summer and my affinity for Meadowridge grew. I gained mentors, friends and a strong sense of purpose during my last two years as a student. I learned a lot about myself and others during that time. I made
i give because i realize that it took the actions and support of others to get us to this point. i give because I know the difference that this place can make in a child’s life. i will continue to give to meadowridge because i believe actions speak louder than words and I can’t wait to see what we can accomplish next. mistakes and I learned to persevere. I was able to graduate with honours and be selected as valedictorian. I went on to get a soccer scholarship at the University of Victoria and spent 5 remarkable years there travelling with the team and earning my degree in Economics. When my first job WINTER 2016 VOLUME ONE
after undergrad didn’t pan out as planned, I reached out to the community that had made such a lasting impression on my life and 5 years later, here I am. In its 30 year history, many things have changed at Meadowridge, most notably, the lives of every person who has walked through the halls here. One way or another, this School has influenced them all. They have grown up learning to live well, to care for one another and to be confident in themselves. They have built lasting friendships, shared in each other’s successes and supported one another through hardships. This School was built because of a shared belief and backed by years of effort and support from our families. It has improved steadily over time and thrives today for those very same reasons. So why do I donate? I give out of appreciation for all our School has meant to me. Moreover, for all Meadowridge meant to my Mom who raised me on her own and my Grandparents who helped her with that, and as I’ve matured, to my Dad, who has seen how my time here as a student shaped the man that I am today. I give because I remember when times were different and we didn’t have the things that our children do now. I give because I realize that it took the actions and support of others to get us to this point. I give because I know the difference that this place can make in a child’s life. I will continue to give to Meadowridge because I believe actions speak louder than words and I can’t wait to see what we can accomplish next.
I encourage everyone to share their thoughts on the topic and contribute a statement or a story, as short or as long as you like, telling us about what this place has meant to you and your family. Your experiences hold the answers to others’ questions. They illustrate the reasons that every family should give. They make the case for support that in turn creates a better Meadowridge for our children and in time, a brighter future for theirs.
WHY YO U D O GIVE ?
Here’s what that parent had to say about why their family chooses to donate: “For us, it is the sense of place, belonging, purpose and security that my children feel at the school which I think needs to be supported and sustained through financial support.” Why do you give? I encourage everyone to share their thoughts on the topic and contribute a statement or a story, as short or as long as you like, telling us about what this place has meant to you and your family. Your experiences hold the answers to others’ questions. They illustrate the reasons that every family should give. They make the case for support that in turn creates a better Meadowridge for our children and in time, a brighter future for theirs. 11
SCIENCE OLYMPICS EVENTS
SOUND OF MUSIC Teams were tasked to construct, learn
to
tune,
and
perform
not
one but TWO separate instruments:
the
water
glass marimba and elastic band guitar.
S TA R W A R S Using a series of mirrors, a grid, a beam splitter and a laser beam, students were tasked to hit a target!
SCIENCE OLYMPICS According to Thomas Edison, “To invent, you need a good imagination and a pile of junk.” Trial and error lies at the heart of science and so it was at Meadowridge’s Second Annual Science Olympics. Our students came together in teams made up of students from grade 6 to 10 to engage in the age old process of designing, engineering and exploring the mysteries of nature using a broad range of materials. Our four houses competed for glory and cool prizes by engaging their imagination, humility, team-work, and determination to compete in events that ranged from the disciplines of chemistry to structural engineering to the science of music. This year’s second annual Science Olympics also saw the first pre-build event in which teams 12
generated an original balloon powered car from materials found around the house. The entire fleet ranged from the esthetically pleasing sleek bodied and collision resistant sporting vehicles (Team Alouette-8) to simple yet effective designs.
Many teams distinguished themselves in a multitude of events but special kudos go the members of Fraser 7, the first place winner, Kanaka 7 in second place, and Fraser 11 in third place. Their innovation and team spirit catapulted them to success.
These air propelled technologies battled valiantly for superiority in which only the top 16 cars made the semi-finals. The final long distance event was a fierce race to the finish that was rendered even more intense by a dramatic collision between Alouette-4 and Whonnock-7’s entry, leaving the Whonnock 9 entry the uncontested winner. This minimalist vehicle, which sported a light-weight cardboard frame, plenty of cargo space and great air mileage was the brain child of designer Artur R. in collaboration with his team.
While all four houses earned recognition in different events, it was Whonnock House that distinguished itself, earning the title of Olympic champs of 2016 by an impressive margin! Huge thanks goes to Mrs. Mohoruk whose vision, tireless energy, and planning succeeded in opening up a portal of creativity (in defiance of the Second Law of Thermodynamics) so our intrepid student could explore boundlessly!
PA N D E M I C
REACHING NEW HEIGHTS Using spaghetti and mini marshmallows,
students
competed to build the tallest tower.
F LY I N G SAUCERS
WHO’S GOT GAS?
HOW SLOW CAN YOU GO?
Ms. Cindy Hops, MYP Teacher MEADOWRIDGE SCHOOL GRYPHON
MAKE THE FORCES BE WITH YOU Using a tub filled with possible
resources,
students designed and created a Rube Goldberg Machine that maximizes energy transformations.
ELECTRIC FIELD OF DREAMS Students had to play ball in an online simulation by adding charges to the ‘Field of Dreams’ to see how they react to the electric field.
During October’s CWOW activities, students wrote poems in honour of Remembrance Day. Miss Payne and Mrs. Devantier then selected students’ poems to enter the Maple Ridge Legion Branch writing contest!
FINALISTS
Using large and small balls
and
toothpicks, students had to build a floating tower which had to hold as many steel balls as possible.
C O N C E N T R AT E
I N T E R M E D I AT E C AT E G O R Y
FIRST / NOT SO LONG AGO Written by Clea C. (Grade 10)
FIRST / JUST REMEMBER Written by Pawel P. (Grade 7)
THIRD / WAR Written by Jennifer X. (Grade 10)
SECOND / MEMORIES Written by Alice L. (Grade 8) THIRD/ POPPY Written by Riya L. (Grade 7)
NOT SO LONG AGO
JUST REMEMBER
B Y: C L É A C .
B Y: PA W E L P.
The men and women who we hold dear, Went to war with little fear, Not so long ago.
Soldier… wake up! Can’t you hear the sirens, wailing in despair? Can’t you hear the bullets flying through the air? Can’t you hear the footstepspounding down the hallsshots against the wallsechoes as they fall…? Parliament hill is under attack! No time to lift your gun; no chance to fight back… You fell, unknowing, with a soundless cry Soldier… why don’t you wake up…?
They took with them the hopes of our nation, And gave many a source of aspiration, Not so long ago. The freedom of our land to us they gave, For our soldiers were very brave, Not so long ago. Lest we forget everyone who has served, For they have much reverence that has been deserved, Not so long ago. Our heroes’ last breathes through the fields did glow, When the wind gave the poppies a blow, Not so long ago. Finally the bodies of the lionhearted have been laid, By all the families that have prayed, Not so long ago.
WINTER 2016 VOLUME ONE
FINALISTS
S E N I O R C AT E G O R Y
Congratulations to our talented Meadowridge writers!
TOWER OF SPLASH! Styrofoam
STUDENT ACHIEVEMENTS
Soldier… wake up… A sky of stormy greyA drum, and bagpipes playNothing can bring you back; no matter what they say. "A sacrifice so great!" A death that's so unfair… Extend to you above, A silent, hopeful prayerSoldier… why don't you wake up? Soldier… wake up… An average day has come again… months have floated byYour son waits in his bed, for you to say goodnight… Night begins to fallAnd darkness cloaks the walls A house where you will not return; a dog, whom you won't callYou joined the ranks of many, who perished in the past. Your sacrifice will still remain; our memories shall last. Just remember…
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Mr. & Mrs. Patrick & Barbara Niwa Mr. Fulian Gong & Ms. Lian Zhao
Mr. David Noble
Dr. Daniel Gouws & Mrs. Kimberley Buchanan Gouws
Ms. Danielle NoĂŤl
Mr. & Mrs. Pradeep &. Manuela Govind
Ms. Angela Pallister
Mr. Mark A. Grant & Mrs. Carrie Hughes-Grant
Mr. Charles Pang & Ms. Lilian Yang
Mr. & Mrs. Warwick & Carolyn Green
Mr. Steven Parewyck & Mrs. Anita Parewyck-Bonnarens
Mr. & Mrs. Craig & Natalie Gunning
Mr. Jason Parker & Dr. Nancy Vertel
Mr. Yanchuan Guo & Ms. Yun Wei
Mr. & Mrs. Terrance & Moira Passley
Halpern's Limited
Mr. & Mrs. Philip & Nicola Pitzey
Mr. Peng Han & Ms. Guo Hua Luan Mr. Patrick Barber & Mrs. Sonia Nieto Bustos
Mr. & Mrs. Igor & Katerina Pogrebinsky
Mr. & Mrs. Peter & Kirsti Hardie
Mr. Bokshin Ahn & Mrs. Mihyun Noh
Mr. Frank Qin & Ms. Jenny Bai
Mr. & Mrs. Don & Linda Hincks
Anonymous (x 2)
Mr. & Mrs. Sheetal & Seema Rawal
Mr. Todd Homenuk & Ms. Carrie Mohoruk
Mr. & Mrs. Christopher & Jodi Barrass
Mr. George Read & Ms. Fay Kingwill
Ms. Cindy Hops
Mr. and Mrs. Christopher and Lisa Begg
Mr. & Mrs. Michael & Chantal Schutz
Mr. Johannes Huang & Ms. Shirley Wu
Mrs. Kristal Bereza
Mr. & Mrs. Justin & Jennifer Simpson
Dr. Geoffrey Hutchinson & Dr. Sarah Charney
Prof. Nicholas Blomley & Ms. Jessie Hill
Dr. & Mrs. Mathew & Masumi Smith
Mr. & Mrs. Ty & Jadina Irving
Mr. Rhys Clarke & Ms. Julie Bournival
Mr. Troy Sobotka & Ms. Andrea Frisby
Mr. Yun Jin Jang & Mrs. Yu Kyung Lee
Mr. Chris Briere & Ms. Natalie Blomly
Mr. & Mrs. Dennis & Norma-Jean Spika
Mr. Jerry Jiang & Ms. Song Shan Gu
Mr. & Mrs. Murray & Michelle Brookshaw
Mr. & Mrs. Scott & Yoshimi Spurgeon
Ms. Lynelle Johns
Mr. Hugh Burke & Ms. Eva Boyd
Ms. Nadine Sugden
Mr. & Mrs. Bruce & Judy Johnston
Mr. Gang Chen & Ms. Linda Li
Mr. Kevin Sun & Ms. Helen Li
Ms. Christy Kazulin
Mr. Jie Cheng & Ms. Lan Na Wu
Mr. Bing Yin Tam & Mrs. Rui Lian Wu
Mr. & Mrs. Kevin & Tracey Kennedy
Mrs. Hwa Youn Cho
Mr. Kefei Tan & Ms. Hanfang Guo
Mr. Youkai Kong & Ms. Guangli Wang
Mr. Sung Soo Choi & Mrs. Hyun Ji Lee
Telus
Drs. Srinivasa & Anuradha Korada
Mr. Timothy Coleman & Miss Tessa Bainbridge
Dr. & Mrs. Kurt & Melanie Tsuyuki
Mr. & Mrs. Colin & Carolyn Laba
Mr. Mark Conaghan
Mr. Amrik Tung & Ms. Simmi Khanna
Mr. Al-Karim Lalji
Mr. & Mrs. William & Hanfen Crawford
Mr. & Mrs. Julian & Marilyn Turner
Dr. Ockie Lampen & Dr. Kathleen Robson
Dr. Malcolm Crozier & Mrs. Alicia Osorio Bustos
Ms. Michelle Vally
Mr. & Mrs. Tom & Rhonda Laurie
Mr. & Mrs. Clinton & Michelle Denesiuk
Mr. Jian Wang & Ms. Xu Zheng
Mr. Ron Le Boutillier
Mr. Avio Diniz & Mrs. Patricia Lapointe
Ms. Tamara Warner
Mr. Lance Leger & Ms. Sarah Ward
Mr. Terry Donaldson
Mr. & Mrs. Rick & Susan Waugh
Mr. Daniel Le Page
Mr. Shuquan Du & Ms. Li Min Yang
Dr. & Mrs. Lawrence & Tracey Welsh
Mr. & Mrs. Darrell & Kim Lester
Dr. & Mrs. Bill & Barbara Durno
Mr. & Mrs. Paul & Kalie Whitaker
Mr. Hai Qing Liu & Ms. Lie Jing Gu
Mr. Xiaojiang Dou & Ms. Annie Dow
Mr. William Wong & Ms. Tina Lee
Mr. Jun Ying Liu & Ms. Yan Wan
Mr. Wei Fang & Ms. Jin Shen
Mr. Feng Xu & Ms. Shuo Chen
Dr. Jun Liu & Ms. Xiao Wei Zhan
Mr. & Mrs. Peter & Deanna Farnworth
Mr. Liming Xu & Ms. Xiehui Zhang
Mr. Weiqun Liu & Ms. Wei Wang
Mrs. Hallie Fraser
Mr. Jiaxue Yang & Ms. Weijie Chong
Mr. Shin Loong Leong and Ms. Liz Tanida
Jay Fraser
Mr. Yong Zhang & Ms. Wenqing Chen
Mr. & Mrs. Kevin & Winnie Lu
Mr. & Mrs. Peter & Kelly Fry
Mr. Yong Shun Zhang & Ms. Dan Dan Hu
Mr. Ju Bin Ma & Ms. Min Shao
Mr. Wen Fu & Ms. Ji Rong Song
Mr. Min Zhang & Ms. Ruoqi Zheng
Drs. Samir & Sangita Malhotra
Mr. & Mrs. Sunil & Yamini Gandesha
Mr. Shanhai Zhao & Ms. Li Wan
Mr. Jamie Marriott
Mr. & Mrs. Jay & Jaya Gandesha
Mr. Yeyan Zhang & Ms. Lixing Liu
Mr. Gareth Mason & Ms. Carolyn Treger
Drs. Deepu & Reena George
Mr. Yongjun Zhang & Ms. Yvonne Y. Wei
Ms. Jennifer Maynes
Drs. Robert & Diana Germain
Mr. Tao Zhou & Ms. Chao Gao
Meadowridge Parent Guild
Mr. Robert Gill & Mrs. Diana Carwithen
Mr. Li Zhou & Ms. Wei Shi
Ms. Sherrie Metz
Mr. Kenneth Go & Mrs. Connie Chow-Go
Ms. Gilda Zivec
Mr. Skigh Murray
Mr. Li Zuo & Ms. Ann Yi He
14
The above donors are recognized for their gifts to the Annual Fund as of February 2, 2016.
ANNUAL FUND:
If you haven’t made your gift yet, there’s still time. If you have questions, come
By the Numbers $143,750
and talk to us about why donating to the Annual Fund is so important. I am always happy to discuss your support for our School. I can be reached by email at daniel.lepage@meadowridge.bc.ca or by phone at 604.467.4444 ext. 217.
$10,000
TOTAL DOLLARS RAISED
LARGEST GIFT
2 1 % FAMILIES PARTICIPATING
programme
PARTCIPATION
180
$1,050
DONORS
AVERAGE GIFT
100%
$25
SMALLEST GIFT
BOARD MEMBER PARTICIPATION
90%
47%
STAFF MEMBER PARTICIPATION
gifts directed to headmaster ’ s choice
10%
restricted donations
23% PRIMARY YEARS PROGRAMME
19% MIDDLE YEARS PROGRAMME
21% DIPLOMA PROGRAMME
Thank you
to all of the families already contributing this year. Way to go Grade 2! So far, your class has the highest participation rate across the entire School.
leadership levels
8 families
13 families
$5,000+
$1,985+
headmaster ’s circle Founded by Hugh Burke, author of our Vision, the Headmaster’s Circle is comprised of those who are committed to realizing his lofty target: to transform Meadowridge School into one of the world’s best.
WINTER 2016 VOLUME ONE
1985 society Our students have been learning to “live well, with others and for others, in a just community” for 30 years. The 1985 society is comprised of those who are committed to living and furthering that Mission.
15
EXPERIENTIAL EDUCATION IN PYP
IN QUIRY AND CONCEPT- BAS ED LEARNING For many of us, some of our most wonderful and enduring learning experiences are those which were “hands-on” and required us to fully participate. IB programmes and the New British Columbia Education Plan put a great deal of value on these kinds of learning engagements. Experiential Education is an important component of inquiry and concept-based learning and supports the transdisciplinary nature of the Primary Years Programme. For many years at Meadowridge, we have employed learning engagements that are frequently referred to as Experiential Education.
W H AT I S E X P E R I E N T I A L E D U C AT I O N ? “In its simplest form, experiential learning means learning from experience or learning by doing. Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking.” (Lewis and Williams, 1994)
16
Mr. James Willms (Grade 5 Teacher) has been researching and planning so that Experiential Education is fully integrated and part of our curricular and co-curricular programmes. Part of his work has been the following documentation about Experiential Education.
Experiential Education informs methodologies, values and learning by encouraging educators to meaningfully engage with students in direct experience and focused, informed reflection to
E X P E R I E N T I A L E D U CAT I O N : CONNECTING CURRICULUM TO CAMPUS PHILOSOPHY Experiential Education informs methodologies, values and learning by encouraging educators to meaningfully engage with students in direct experience and focused, informed reflection to learn with heart, hands and head.
G U I D I N G S TAT E M E N T S Experiential Education at Meadowridge will work toward…
learn with heart, hands and head.
•
Reflecting a collaborative relationship between the teacher and learner
•
Facilitating authentic exploration, inquiry, action and focused, informed reflection
•
Bringing awareness to the interconnectedness of relationships on campus, in the community and the world (hermeneutic inquiry)
•
Developing morals and ethics that reflect the Meadowridge mission and vision
•
Creating experiences that are unfamiliar or uncommon to the learner
E X P E R I E N T I A L E D U C AT I O N DEFINED
•
Meaningfully connecting experiences to curriculum
Experiential Learning is a series of principles that are all equally important and ought to
MEADOWRIDGE SCHOOL GRYPHON
be present at varying degrees during the learning experiences… 1. There must be a balance between the experiences and the underlying content and/or theory 2. Students must be provided a supportive environment that encourages risk-taking (adapted from original source) 3. Learning experiences need to be personally relevant and driven by the learner 4. Experiences ought to allow the learner to make connections between the experience and the world they live in
10. There must be a balance between the experiences and the underlying content and/or theory 11. Students must be provided a supportive environment that encourages risk-taking (adapted from original source) 12. Learning experiences need to be personally relevant and driven by the learner 13. Experiences ought to allow the learner to make connections between the experience and the world they live in 14. The learner ought to be afforded time to reflect on their learning
our vision Children should be dignified as active meaning-makers, not passive recipients. Children should learn how to acquire, use, and share information in multiple forms and ways, so that it becomes meaningful knowledge. 5. The learner ought to be afforded time to reflect on their learning
15. The learner needs to be intrinsically connected to the experience
6. The learner needs to be intrinsically connected to the experience
16. Experiences ought to promote analysis of personal values
7. Experiences ought to promote analysis of personal values
17. The learner needs to become aware of the meaningful relationships between, “learner to self, learner to teacher, learner to learning environment”
8. The learner needs to become aware of the meaningful relationships between, “learner to self, learner to teacher, learner to learning environment” 9. Learning is enhanced when the learner is given the opportunity to learn outside their perceived comfort zones WINTER 2016 VOLUME ONE
18. Learning is enhanced when the learner is given the opportunity to learn outside their perceived comfort zones
IN PHOTOS: grade 5 experiential education curling: Curling is an experience that was unfamiliar and uncommon to our Grade 5 students. Curling is a meaningful opportunity for experiential education as it connects with Science outcomes dealing with biomechanics, and the Physical and Health Education outcomes of recreation.
our vision The way we teach our children to learn is what they will take with them to become the leaders of the future. Process has become the new content, and our model of learning is a strong curriculum.
Mr. Terry Donaldson Director of Primary Years Programme 17
ATHLETICS FACE-OFF CROSS TRAINING VS. SINGLE SPORTS SPECIALIZATION A challenging question that some higher level athletes and their parents sometimes pose is, “should athletes at some point dedicate themselves to a single sport and specialize?” Opportunities for individual sport athletes to specialize, such as in tennis, swimming, golf, gymnastics and badminton have always been an option. Now there are many opportunities for athletes to focus on a single sport and the age level at which they do it is increasingly dropping; even elementary aged children can play at a competitive level for 12 months of the year through all the seasons that
the single sport that is their focus. Recent research shows that in many sports a break away from the primary sport is good both mentally and physically, especially at younger ages. By doing something different, students can renew their drive, give their body a rest from the same movement patterns, and work on new skills and movements that will benefit them in their development of their primary sport. Anecdotally, there are numerous professional athletes who say they enjoyed other sports in the off-season and touted its benefits.
Ask yourself if your coach is putting in place practices and conditions that will promote an appreciation of the sport, long term success and good habits that will serve the athletes well in life. Athletics should build self-esteem, improve physical fitness and health, and promote positive values.
nature throws at us. Some of the examples in the lower mainland include: basketball clubs having year round tournament and league opportunities, hockey and soccer teams having ‘in season’ leagues and ‘out of traditional season’ leagues, water polo having spring and summer leagues that might be less intense but still allow full year participation, and sports academies that combine their academics with athletics. I believe that in most cases, it is best for students to have secondary interests, even if they are completely motivated and enjoy 18
Brendan Shanahan attributed lacrosse to benefitting his hand-eye coordination and strength in shooting pucks; Wayne Gretzky played baseball in the summer as a child and enjoyed the break from the rink; and, possibly the most famously successful multisport athlete, ‘Neon’ Deion Sanders, who played in the NFL (Atlanta Falcons) and the MLB (New York Yankees) from 1989 to 1995 before focusing solely on football. He was the first person, and only to my knowledge, to compete in both the Super Bowl and the Baseball World Championship. He also once hit a homerun and scored a touchdown in the MEADOWRIDGE SCHOOL GRYPHON
our vision
between ‘junior’ success in competition and in ‘senior’ competition. Those young athletes winning at the U12-U14 level were not the same athletes that were still involved in the sport and winning once they were fully mature in higher levels of competition.
Our
school Mission is best carried out through connecting
Less acrobatic and more team sport oriented (decision making) activities show a later development and less of a need for specialization in early years. Sports with visual tracking (think racquet sports and fencing) also allow athletes to ‘catch up’ later in the growth cycle and do not require as early specialization to become elite.
intellectual, emotional and physical learning with meaning in the child’s life in exciting, developmentally appropriate and challenging ways.
same week to show his diverse skills at the highest level! There is evidence that early specialization promotes a higher attrition rate. Coaches and parents should focus on creating conditions that allow for future success by building good training habits and an appreciation for the sport, rather than a win-at-all-cost mentality that may lead to burnout due to a lack of enjoyment. There is evidence that some athletes can benefit from early sport specific training, even as young as elementary age. Specifically this has been found with gymnastics and diving, however it comes at the cost of a high burnout rate plus injuries from repetitive and high-volume training.
of 18, the training hours remained equal and then by 20 years old it had reversed, and the elites were ahead in the amount of practice by 1,100 hours! Interestingly, both groups spent approximately 62 months on average, up to this point, on secondary sporting interests, though it does not clarify when or how. It should be noted that these athletes were in sports considered CGS (Centimetres, Grams, and Seconds). CGS includes rowing, swimming, track and field, canoeing, kayaking, weightlifting, cycling, etc. and are generally thought to have athletes maturing later. A study of German Olympians in the mid2000’s, found there was little correlation
Ask yourself if your coach is putting in place practices and conditions that will promote an appreciation of the sport, long term success and good habits that will serve the athletes well in life. Athletics should build self-esteem, improve physical fitness and health, and promote positive values. Given the research I have read I would recommend athletes play multiple sports up until at least 15 years old. There might be a stronger focus on the primary sport from about 12 years old, but they still should not be completely focusing on a single sport year round. For most student-athletes they will likely want to stay diverse in their interests as very few will be what are considered elite athletes. Mr. Scott Spurgeon Director of Athletics
In sports that are more team oriented, research has shown that a later specialization is more beneficial. Girls are generally thought to be able to specialize earlier than boys. Also the choice needs to be what the athlete truly wants and not pushed upon them or extrinsically motivated. A fairly large Dutch study looked at 148 athletes who were classified as ‘elite’ or ‘nearelite’. The elite athletes had placed in the top ten in the Olympics or World Championships. The near-elite were very strong athletes and had begun training early in life, but had not reached the same level, though they were still in the Dutch sport program. The study found that the 95 athletes classified as near-elites had started training earlier; in fact, by the age of nine years old they had 160 hours more than the elites! Up until about the age WINTER 2016 VOLUME ONE
19
GRYPHON ALUMNI INTERVIEW What sports did you play when you were a Gryphon at Meadowridge? I played pretty much everything that was offered back then. Basketball, Flag Football, Soccer, Volleyball and Track & Field. Sports were what kept me interested in school for the first few years that I went here. I was motivated to get my work done just so that my teachers would let me go to games. We didn’t have many students at that time so it took all of the boys in each grade to put a team together. We still competed in spite of that and had a lot of fun representing the school.
What is your best memory as a Gryphon in Athletics? I have a lot of great memories from over the years; school rivalries, playoff battles, road trips to tournaments, some big wins and some close loses. During high school I basically lived in the gym. If I wasn’t playing or practicing a sport myself I would be scorekeeping or refereeing games. I think I racked up a hundred volunteer hours in a single year. Once I remember running the clock for a Senior Basketball game between two outside teams. We were set to play right afterwards. While I watched, the star player from Waldorf scored 51 points and their team won by a landslide. It lit a fire in me and I went out on the court with a mission. The teams that had just played stayed to watch 20
and I was determined to put on a show in front of them. I ended up scoring 53 points by the time that I got pulled in the fourth quarter. I guess my coach knew what I was trying to do and I’m glad he let me stay on as long as he did. I’d like to see someone beat that record one day.
What was the biggest lesson or habit you took away from your time as a Gryphon? I learned a lot about teamwork and towards the end of grade eleven, even more about leadership. Outside of school I had always played sports at the highest level possible. My main sports were Soccer and Baseball and I took them very seriously. Whether it was AAA of Metro or being selected to All-Star teams, this meant that I always got to play with the best players. This seems great because I was surrounded by talent, but that
DANIEL LE PAGE (‘05)
school sports. We had some good players, but we also had players who weren’t as fit or as talented and even some who had never played that sport before. Without them though, we wouldn’t have enough boys to make a team. This meant we had to work together and make those players better if the team was going to improve. I saw a lot of my friends make huge gains in their ability over a few years. They had the chance to do that because they were included and supported, even if they weren’t the best to begin with. This made the whole team better and was eyeopening experience for me.
What are you doing now in life? I am working at Meadowridge in the Advancement Department. It has been great coming back to the School that I graduated from and seeing how much things have
given me an opportunity to stay involved in athletics. I’ve coached and cheered on many teams since I started. I’m amazed to see how far our sports have come and am looking forward to that trend continuing. Last time I checked there is still a lot of room on the gym walls for more banners.
Looking into a crystal ball where do you see yourself in 5 years? The last time I looked in to a crystal ball I saw Santa Claus, eight reindeer and a lot of snow, so maybe that means I’ll be somewhere a little colder in the near future. Five years is a long time so I think it’s best to leave that one unanswered for now. I promise to send a postcard.
What do you do now to stay mentally and physically healthy?
During high school I basically lived in the gym. If I wasn’t playing or practicing a sport myself I would be scorekeeping or refereeing games. I think I racked up a hundred volunteer hours in a single year.
isn’t a substitute for hard work and it certainly doesn’t make for a good team. Things were different for
improved. The best part about my job is having a hand in making that happen. Working here has also
I still play soccer three times a week for our local club. I grew up playing with a lot of the guys so it is great MEADOWRIDGE SCHOOL GRYPHON
to be back together on the same team again. We have put together a pretty competitive group and have qualified for provincials at the premier level in each of the last 3 seasons. When I’m not injured, that gives me a good excuse to stay fit. Aside from soccer I try to get in to the gym, do yoga, golf and get outside as much as possible. In the summer I try to take advantage of our beautiful province and enjoy camping, fishing, hiking and swimming.
If you could pass on one piece of advice to current Gryphon athletes, based on your experience, what would it be? “Hard work beats talent when talent fails to work hard.” I love this quote because, despite the fact that it is true of athletes, it can be applied to every aspect of life. Personal, professional and academic accomplishments all rely on the same principle. If you read my high school report
CANADIAN IMPROV GAMES In January, the Junior Improv Team competed at the Junior Canadian Improv Games at the Waterfront Theatre on Grandville Island. Saniha B. (Grade 9), Ashley F. (Grade 9), Tejas G. (Grade 8), Imran K. (Grade 8) Jageur M. (Grade 8), Sam R. (Grade 9), Severine T. (Grade 9), Ved V. (Grade 9) came together to represent Meadowridge School after only a brief time period of practicing as a team. They performed four very entertaining skits. In their Theme Event they tackled the concept of Patterns, in their Character Event they demonstrated the emotion lazy and in the Story Event, they used the suggestion of a chandelier in a very musical way. Their most entertaining skit was in their Story Event. They used the suggestion of a magic carpet and told a hilarious love story.
WINTER 2016 VOLUME ONE
card you would see a lot of comments like: “Daniel has the ability but needs to put in the effort,” and “If Daniel applied himself more often we would see what he is capable of.” I’m sure there are a lot of students in the same boat and sometimes you have to learn those lessons the hard way. I realized that for myself when I lost a starting spot on the UVic Men’s Soccer team in my third year of university. I remembered how hard I had trained to make the team in the first place and I used that as motivation to earn my position back. It took more time, dedication and sweat than I had ever put towards anything, but eventually it paid off. There will be set backs in your studies, careers and relationships and things won’t always go as planned, but you always have a choice to try again and work harder than you did before. Trust me when I tell you that if you want it badly and work hard enough your efforts will pay off and your talents will shine.
Coaches J. Simpson and Ms. Pallister were very proud of the collaboration and participation of all the teammates. They truly demonstrated themselves as a team and most importantly, they HAD A GREAT TIME! The following week, it was the Senior Improv Team’s turn to compete at the Senior Canadian Improv Games at the Revue Stage on Grandville Island. Thomas B. (Grade 12), A.J. D. (Grade 11), Colin G. (Grade 12), Kevin R. (Grade 12) and Sam R. (Grade 9) represented Meadowridge School. Since nearly all the teammates were involved in the Senior Musical Performance this year, the boys sacrificed some of their lunch hours to meet as a group and prepare for the competition. Three members of the team had also just finished their Mock Exams! The boys performed four highly entertaining sketches, and ensured audience hilarity. They tackled the concept of Light in their Theme Event,
represented the characteristic of disgusted in their Character Event and diarized obtaining a first job in in their Life Event. Their most entertaining sketch was portrayed during their Story Event. They challenged themselves and took two suggestions from the audience, a toy store and an axe. They used their imaginations to create a toy store where unfortunately an order of axes had been wrongly received, but wherein the owner had creatively created safe toys with such dangerous tools! Coaches J. Simpson and Ms. Pallister were again proud of the teamwork and collaboration that occurred on stage. Every team member bravely participated in the scenes, and everyone said ‘Yes’! Look forward to a Meadowridge School Improv Evening at our school in the next couple of months. The students are looking forward to hosting an evening of fun, laughter… and maybe even audience participation! 21
IN THE LIBRARY: THE LOVE OF READING the meadowridge library carefully selects books for purchase. many things are considered such as: •
promotion of international mindedness
•
educational significance
•
contribution the subject matter makes to the curriculum and to the interests of students and staff
•
favorable reviews found from a variety of sources
•
Meadowridge School student and staff recommendations
•
validity, currency, and appropriateness of material
•
contribution the material makes to represent global viewpoints
•
high degree of potential user appeal
•
timeliness or permanence
Adapted from: "Workbook for Selection Policy Writing." American Library Association. American Library Association, 2016. Web. 21 Jan. 2016. A sample of books that have been recently purchased for the MYP/DP program:
THE MINDFUL TEEN: POWERFUL SKILLS TO HELP YOU HANDLE STRESS ONE MOMENT AT A TIME Dzung X. Vo
STELLA BY STARLIGHT Sharon M. Draper
THE SIMPSONS AND THEIR MATHEMATICAL SECRETS Simon Singh
LISTEN, SLOWLY
caldecott medal winner 2015
Thanhha Lai
SEVENTEENTH SUMMER Maureen Daly
caldecott medal winner 2016
FINDING WINNIE Lindsay Mattick
SIX OF CROWS Leigh Bardugo
newberry medal winner 2015
THE CROSSOVER
THE TRUTH COMMISSION
Kwame Alexander
Susan Juby
STANGE LIGHT AFAR Rui Umezawa
Andy Weir
ME AND EARL AND THE DYING GIRL Jesse Andrews
WHERE PEOPLE FEAST: AN INDIGENOUS PEOPLE'S COOKBOOK Dolly Watts
22
LAST STOP ON MARKET STREET Matt de la Peña
giesel medal winner 2015
YOU ARE NOT SMALL
WE ARE ALL MADE OF MOLECULE Susin Nielsen
giesel medal winner 2016
DON’T THROW IT TO MO David A. Adle
ILLUMINAE
Amie Kaufman
THE MARTIAN
Victoria Aveyard
newberry medal winner 2016
Anna Kang
BOOKS TO READ: recent additions to the myp & dp library
RED QUEEN
ADVENTURES OF BEEKLE Dan Santat
Kenneth Oppel
Phyllis Hartnoll
There are countless book awards given each year, and this is always a great way to find a new favourite book. Here are the some of the recent winners. Be sure to check out more of the winners online.
THE NEST
THE THEATRE: A CONCISE HISTORY
BOOKS TO READ: award winners
THE OUTSIDE CIRCLE: A GRAPHIC NOVEL
BOOKS TO READ: reading link books
ALL THE BRIGHT PLACES
Reading Link is a competitive team challenge for Grade 4 and 5 students.
Patti Laboucane-Benson
J ennifer Niven
EVERYTHING, EVERYTHING Nicola Yoon
The organizers select six books each year and the teams are quizzed on all of them. The students highly recommend these titles, with Mr. Lemoncellos’ Library being the most popular this year. Come check one out of the Library to see what all the excitement is about. MEADOWRIDGE SCHOOL GRYPHON
ZACH AND ZOE AND THE RIVER RESCUE Kristin Butcher
BOOKS TO READ: if you loved...
THE VANISHING COIN Kate Egan
percy jackson
BOOKS TO READ: book donations
the colossus rises
MR. LEMONCELLO’S LIBRARY
by: peter lerangis
A story about the quest to find seven pieces of Atlantis’ power that were hidden long ago and that will, if returned to Atlantis, save them from certain death.
Chris Grabenstein
ATHLETE VS. MATHLETE W.C. Mack
rangers apprentice by: john flanagan
ORIGAMI YODA
THE UGLY DUCKLING donated by milas s.
Tom Angleberger
the apothocary by: maile meloy
FLORA AND ULYSSES Kate DiCamillo
harry potter gate keepers
by: anthony horowitz These
books
suspenseful
are
and
fast-
pace and they share the genre of fantasy fiction
BOOKS TO READ: books to movies It’s being made into a movie, but you should read the book first!
THE PRINCESS AND THE HAPPINESS
with a touch of magic.
the gift
donated by the bournival-clarke family
by: james Patterson
inkheart
by: cornelia funke
MISS PEREGRINE’S HOME FOR PECULIAR CHILDREN
magic tree house
Ransom Riggs
A mysterious island. An abandoned orphanage. A strange collection of very curious photographs. It all waits to be discovered in Miss Peregrine’s Home for Peculiar Children, an unforgettable novel that mixes fiction and photography in a thrilling reading experience.
good time travel agency by:linda bailey
In one book, the children find themselves transported back to the time of the Vikings!
donated by isabella m.
the time warp
THE BFG
by: cathy hapka
Roald Dahl The BFG is no ordinary bonecrunching giant. He is far too nice and jumbly. It’s lucky for Sophie that he is. Had she been carried off in the middle of the night by the Bloodbottler, or any of the other giants—rather than the BFG—she would have soon become breakfast. When Sophie hears that the giants are flushbunking off to England to swollomp a few nice little chiddlers, she decides she must stop them once and for all. And the BFG is going to help her!
FIRST HOCKEY WORDS
sam and dave dig a hole or
i want my hat back!
by: jon klassen
don’t let the pigeon drive the bus or
piggy and elephant
THE SEARCH FOR ARAZEEN donated by brendan l.
The study of additional languages in the Middle Years Programme (MYP) provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, viewing and behaving in the world.
LANGUAGE ACQUISITION IN MYP MR. SCOTT BANACK, DI RECTOR OF MYP
One of the strengths of the IB programme is the broad and balanced approach, offering students access to a broad range of content through a wide variety of academic subjects. Every student in the MYP must take a course from each of the following groups: •
Language and Literature (English)
•
Individuals and Societies (History and Social Studies)
•
Language Acquisition (French or Spanish)
•
Design
•
Physical and Health Education
•
Fine and Performing Art (Visual Art, Music, or Drama)
•
Mathematics
•
Science
WHY INCLUDE LANGUAGE ACQUISITION IN THE MYP? The ability to communicate in a variety of modes, in more than one language, is essential to the concept of an international education. The language acquisition course 24
provides a linguistic and academic challenge for students in order to facilitate the best possible educational experience. Students are given the opportunity to develop their language skills to their full potential, as well as the possibility of progressing through various phases over the course of the MYP. At Meadowridge, all students study in English. They also learn an additional language through our Language Acquisition classes. In grade 6 and 7, students study both French and Spanish concurrently. In Grade 8, students choose either French or Spanish to study in more depth.
THE IBO ON LANGUAGE ACQUISITION The study of additional languages in the Middle Years Programme (MYP) provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, viewing and behaving in the world.
MYP language acquisition is a compulsory component of the MYP in every year of the programme. Schools must provide sustained language learning in at least two languages for each year of the MYP. (http://www.ibo. org/programmes/middle-years-programme/ curriculum/language-acquisition/) Language Acquisition courses are taught in phases, allowing students to enter at any year in the MYP and still be taught at a developmentally appropriate level. The phase structure also allows for best preparation for the IB Diploma Programme in grade 11 and 12.
W H AT A R E P H A S E S ? Simply put, phases are the ability and experience level the students have in the language they are studying. At Meadowridge, we strive to have no more than two different levels in any classroom and we do not mix our grade levels. For example, in grade 8, we might have 25 students taking Spanish. Some will have had two years of knowledge and experience with the language. Others may have only a single year and still others MEADOWRIDGE SCHOOL GRYPHON
significantly more individual attention. may be brand new. Typically, we would offer Phases also provide keen language learners two different classes of Spanish to our the opportunity to advance quickly grades to accommodate this range of through the lower phases, ensure all [Children] need to know how to learn – to abilities and experience. Phase 1 (for students are working at an appropriate acquire, use, and share information – and how beginners) and Phase 2 (those with one level of challenge. year of exposure) may be combined into to apply that learning to the problems and a small class while the Phase 3 students Want to learn more about language challenges that await them. would be put together. This allows us to acquisition? Visit the IB online at www. have very small classes and to provide ibo.org. OUR VISION
LANGUAGE ACQUISITON IN PRACTICE
DELF EXAMS
In November of last year, 14 more students form grades 11 and 12 took the DELF exam and passed it successfully. Seven people have achieved level B2 (Utilisateur Indépendant): Thomas B. (Grade 12), Jessica B. (Grade 12), Bob C. (Grade 12), Kavita D. (Grade 12), Alisa D. (Grade 12), Eleanor M. (Grade 12), and Joanna P. (Grade 12). We also had seven students who passed their B1 which is the first step before achieving their full B2 level! Congratulations to Donya A. (Grade 11), Borna A (Grade 11), Kaitlin H. (Grade 12), Devyani M. (Grade 11), Robert R. (Grade 12), Nikhil V. (Grade 11) and Johnny Z. (Grade 12).
D E L F B 1 At this level, the user becomes independent. He/she can maintain interaction: he/she can understand and maintain a discussion and give his/her opinion. He/she is capable of dealing with situations likely to arise in daily life. D E L F B 2 B2 user has a degree of independence that allows him/her to construct arguments to defend his/her opinion, explain his/her viewpoint and negotiate. At this level, the candidate has a degree of fluency and spontaneity in regular interactions and is capable of correcting his/her own mistakes. Mrs. Katerina Pogrebinsky MYP and DP Teacher
I would like to congratulate our Meadowridge students who study very hard and courageously take their DELF examinations! Normally, only French Immersion students take this exam due to its very high level of difficulty.
W H AT I S T H E DELF EXAM?
DELF (Diplôme d'Etudes en Langue Française) has been recently introduced in BC schools, and was organized at Alliance Française since 1990. It is a widely recognized diploma based on the Common European Framework for Languages (CEF) that has been designed for all languages. It has 3 variants: DELF Prim' for children (8 to 11), DELF Junior or Scolaire for teenagers (11 to 16) and DELF Tout public for 16+. Every DELF has the same value and is valid for life! DELF has 4 independant units that can be passed whenever (A1, A2, B1, B2). More than 500,000 people pass DELF exams every year.
WINTER 2016 VOLUME ONE
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PARENT GUILD UPDATE Wow, The Meadowridge Parent Guild has been off to a busy start so far this year! Since school opened in September, you might have spotted the Guild during the following:
from the Guild during the Music Showcase.
HOSTING
Will your child be in Music during Term 2 or 3? We’ll be asking the Grade 8 Parents for their support for the Term 2 Music Showcase and Grad 9 and 10 Parents for Term 3.
SUPPORTING
Thank you to our Grade 11 and 12 parents who providing coffee and treats before our Winter Break Assembly, and for all the families who joined us beforehand to enjoy them!
the Senior Boys Soccer team at their Home game against St. Pat’s; and, even though they lost, they left with full bellies, snacks for the road, and support for our Senior Boys at the Finals. the Admissions of the School by helping during the monthly Open House events. The Guild provides treats for inquiring families to snack on and, new this year, serves as a resource for these families: our parent volunteers are onsite to talk with families, answer their questions, and give an honest account of what it’s like to be a parent at the school. A special thanks to our Kindergarten and Grade 12 families for pioneering this event and the Junior Kindergarten and Grade 11 families for following shortly behind.
T R E AT I N G
families with coffee, tea and homemade snacks before assemblies and during performances. Thank you to the parents who came out for the Remembrance Day Assembly and joined us beforehand, and an even bigger thank you to our talented Hospitality Coordinator, Sheila Lamond, who bakes all of the delicious treats we have to offer. Thank you to the Grade 6 and 7 Parents of last term’s Music students, who provided treats to supplement the refreshments
UPCOMING OPEN HOUSE EVENTS REQUIRING PARENT AMBASSADORS AND TREATS FRIDAY, MARCH 4 Grade 9 & Grade 2
FRIDAY, APRIL 1 Grade 8 & Grade 3
FRIDAY, MAY 6 Grade 7 & Grade 4
BRINGING THE NOISE
at the Grade 6 and 7 Girls Basketball and Senior Girls Basketball games at our Bring the Noise events. The Guild kept the audiences well fed as they enjoyed the great sports action from our two teams.
FRIDAY, JUNE 3 Grade 6 & 5
Your Grade Rep. will send out reminders closer to the dates!
With the New Year in full swing, we have some exciting events to look forward to.
PA R E N T S A R E T H E ST R E N GT H
Look for Parent Guild during the following: Planning our 30th anniversary celebration, the Gryphon’s Fair! Planning for the event is well underway and the Guild is looking for volunteers now.
If you are looking to volunteer or have any ideas on how to improve an event – I would love to hear from you!
Interested in volunteering? Send an email to guild.chair@meadowridge.bc.ca.
Be on the lookout for Flower Basket Updates in April. The baskets impress each year and are ready for pick up just before Mother’s Day!
G U I L D. C H A I R @ M E A D O W R I D G E . B C . CA
Ms. Tine Lee Guild Chair
OUR DAYS START IN THE PARKING LOT MR. JASON PARKER, DEPUTY HEADMASTER Drop off really can set the tone for your entire day. That is why your reception at curb side is so important to us. We’ve placed signage, installed traffic calming measures, have staff along laneways to direct traffic and meet each child at the front door with a handshake and a smile. We received positive feedback from staff and parents about how helpful Mr. Hamilton and Mr. Petkovic have been in the afternoon directing traffic. They do a great job ensuring everyone 26
is reminded of and actually follows are parking guidelines. We noticed and others commented that morning drop off was much more hectic without them present. As a result, you will now see Mr. Hamilton, Mr. Petkovic, and Ms. Noël in the morning each day at drop off and pick up. They are there to welcome you and help make accessing the curb a pleasant experience for all. Please greet them with smiles and friendly waves!
Some reminders or “common bugbears” in regards to parking and traffic routines: 1.
Don’t attempt to jump the line by going through the parking lot. They have it coned off now so you cannot insert your car along the curb. You will have to leave the school and re-enter the line if you forget.
2.
It is good practice at pick up and drop off to park in the lot and have your children MEADOWRIDGE SCHOOL GRYPHON
ALUMNI SERVICES CO NNECTING WITH OUR ALUMNI Being a young school (30 this year!) We have just over 500 Alumni that have left our hallways, with the first Grade 12s graduating only 21 years ago. Spreading 500 people across the globe does not take very long, and we have lost touch over the years with many of our Graduates. Over the past year, we have been making small changes to bring our Alumni back to the school in meaningful ways, and also to assist our Grade 12s during their transition to the great big world beyond our walls. Last summer, we matched 16 of our newest
top: Kurtis Warren (‘05) joined us for our first Lunch and Learn, where he shared his experience in the technology industry.
bottom: We partnered with Lukas Montani (‘06) and Tim Magowen (‘06), owners of Sky Guys, to shoot aerial footage for our Gala video.
get out and/or walk to you. However, don’t just drop them in the laneway or have them come to your unparked car for pick up. This obstructs traffic and is dangerous. 3.
4.
The back lot is for staff. Don’t pull to the back of the school to pick up your children. This can be done at curb side or in the front parking lot. You shouldn’t access this lot. Don’t double park in front of the school and have your children walk across traffic to get to you. You have to be at the curb to facilitate safe pick up.
WINTER 2016 VOLUME ONE
(both in school and career professionals), to ask questions about schools and career possibilities. These experienced Alumni make up half of our Professional Panel (the other half is made up of parents). We reach out to our panelists when current students have career questions, our Alumni are looking to make contacts in their chosen industry, or to come speak to our classes and at events like our Lunch & Learns for Senior Students.
Today, you can see Alumni working within our halls in Advancement and as teachers; we It really helped me get situated in a have contracted “The Sky Guys”, an aerial school where I didn’t really know the cinematography town or anyone in it.” company owned by Alumni, to take video jessica jacob (‘15), on meeting up with fellow meadowridge of our property with alumni as part of our young alumni mentors program their drones; we also bring back former Grads with Meadowridge Alumni studying students to work on summer projects. at their new school. As a go-to for those seemingly simple questions like “where is the Being a part of the Meadowridge Family nearest coffee shop?” to the important ones clearly doesn’t end at Grade 12. We will be like “who is the best Math Prof?”, we hoped here to lend a hand, make introductions, these Young Alumni Mentors would take the and cheer you on from the sidelines. This newest Alumni under their wing. holds true for not only our students, but their families as well. “I did meet up with some Meadowridge Grads at McMaster (there's only the 3 of us We hope that one day, our help will also here at the moment). It really helped me get come in the form of scholarships and grants situated in a school where I didn't really know each year. Of course, this means help from the town or anyone in it.” Jessica Jacob ‘15 not just The School, but from the whole community. So far this school year, we have put 5 current students in touch with Alumni Mrs. Carolyn Laba, Community Coordinator
5.
At drop off have your child exit the car on the curb side.
6.
Don’t have your child walk across traffic and the greenway in order to meet you while you are in the line.
7.
Don’t leave your car unattended in the “kiss and go” – even if you have a quick drop off at the office or will be back in “just a minute”. If you need to leave your vehicle you need to park it in the front lot.
VIP Parking: Remember, some people actually
do have VIP Parking. These spots were auctioned at our annual Gala Fundraiser. These people do jump the line to access their parking spot, situated on the far side of the laneway under the Canadian flag. These people park and then walk their kids across the only crosswalk we have on site. Come to our Gala next year and bid on these spots! They make drop off and pick up a dream and cut all the frustration of lining up to access the curb. The funds generated by their auction provide monies that support supplemental resources and/or school advancement not supported through regular tuition. 27
Myth Gryph of
writing
contest
THE MYTH OF GRYPH: YOU TELL THE STORY The Gryphon has been our mascot at Meadowridge School for 30 years. Have you ever wondered where he came from and how he became the school mascot? We invite all students and alumni of Meadowridge School to write their own Myth of Gryph explaining where he came from and how he became our mascot.
2,000 words or less ILLUSTRATIONS WELCOME
PARENTS CAN HELP
DEADLINE: MONDAY, FEBRUARY 29 entries can be dropped off at the library or emailed to librarians@meadowridge.bc.ca
STORY • $50 CHAPTERS GIFT CARD
Judges will select finalists from each of the divisions, and the community will then vote to determine the winning Myth of Gryph.
FINALISTS STORIES PUBLISHED IN A BOUND
You will be able to read the finalists in the April Gryphon, and the Winner will be published in the Final Gryphon of the Year.
BOOK FOR THE LIBRARY • $20 CHAPTERS GIFT CARD
voting will be open until april 30
GRAND PRIZE
BOUND BOOK OF THEIR