Agenda
6:00 Welcome - Introductions
6:00 A Word from 2 Current Grade 6’s
6:05 Opening Interactive Activity*Individually list what you/your child are looking forward to regarding MS•Individually list what you/your child are concerned about regarding MS*As a group pose 3 questions you have about MS
6:25 Living with a Middle Schooler Donna Connolly & Kevin Rose• What this means to Parents• WAB’s Approach • Developmentally Appropriate MS 7:00 Transition from PYP to MYP Rebecca Butterwoth
Explanation of Transition Week Gillian White
8:00 Questions and Answers
Wrap Up
Introductions
• Kevin Rose, MS Assistant Principal• Rebecca Butterworth, MSHS Assistant Principal –
Curriculum – MYP Coordinator• Karin Shipley, MS Counselor• Gillian White, Grade 6 Level Leader• Nicole Davidson, Grade 5 Level Leader• Karen O’Connell, ES Principal, Deputy Director• Amanda Clark, ES Assistant Principal• Donna Connolly, MS Principal
Opening Activity
• Individually list what you/your child are looking forward to regarding MS
• Individually list what you/your child are concerned about regarding MS
• As a group pose 3 questions you have about MS
The Three C’sThe Three C’s
At WAB we want our middle school students to feel that they are:
Capable Connected Contributing
1. The characteristics of young adolescents
2. The Core Values of Middle School
3. The structures that will meet the needs of our students
To achieve our Mission we must understand:
To achieve our Mission we must understand:
Characteristics of Young AdolescentsCharacteristics of Young Adolescents
Physical Needs 1. Irregular growth spurts 2. Fluctuations in basic
metabolism causing restlessness 3. Ravenous appetites
Intellectual Needs 4. Highly curious 5. Prefer active over passive learning 6. Egocentric
Psychological Needs 7. Highly sensitive to criticism 8. Often moody and self-conscious 9. Seeking acceptance from peers
Social Needs 10. Rebellious toward parents and
authorities 11. Fiercely loyal to peers 12. Often aggressive and
argumentative
Moral and Ethical Needs 13. Idealistic 14. Strong sense of fairness 15. Reflective and introspective
Major Stressors for Young Adolescents
Major Stressors for Young Adolescents
1. Onset of puberty
2. Friendship issues
3. Transition to a new school level
4. Family instability
5. Self-concept, self esteem concerns
Concerns About SchoolConcerns About School
Students are worried about:
Being picked onHarder workloads (more homework)Failing in front of their peersLosing friendsTransitions to a new school / larger
facility
Multiple Life ChangesMultiple Life Changes
“In no other stage of the life cycle are the promises of finding oneself and the threat of losing oneself so closely allied.”
Erik Erikson, 1963
Students experiencing many life changes are at greater risk of failing to cope successfully with these changes.
This We Believe…and Now We Must Act
This We Believe…and Now We Must Act
• Given the characteristics and changes that are happening in early adolescents, educators have recognized the need to structure a program that meets their unique needs.
Exemplary Middle SchoolsExemplary Middle Schools• Practices National Middle
School Association (2001) believes that developmentally responsive middle level schools are characterized by:– a shared vision – educators committed to young
adolescents – a positive school climate – an adult advocate for every
student – family and community
partnerships – high expectations for all
• Therefore, they provide:– a curriculum that is
challenging, integrative, and exploratory
– varied teaching/learning approaches
– assessment and evaluation that promote learning
– flexible organizational structures
– programs and policies that foster health, safety, and wellness
– comprehensive guidance and support services
Major Distinctions between WAB Middle School and Traditional Junior High
Major Distinctions between WAB Middle School and Traditional Junior High
MIDDLE SCHOOL• Is student-centered• Focuses on creative exploration &
experimentation of subject matter• Encourages multi-materials
approach to instruction• Organizes teachers on
interdisciplinary teams with common planning time
• Emphasizes both affective & cognitive development of student
• Offers Personal-Social Education teacher/program
JUNIOR HIGH SCHOOL• Is subject-centered• Focuses on mastery of
concepts & skills in separate disciplines
• Depends on textbook-oriented instruction
• Organizes teachers in departments with no common planning time
• Emphasizes only cognitive development of student
• Offers access to counselor upon request
Characteristics of Successful Middle Schools
Characteristics of Successful Middle Schools
• Exemplary middle level schools address the distinctiveness of early adolescence with various instructional and organizational features. Five key components are generally recognized by educators, associations, foundations, boards of education, and researchers. Both empirical data and conventional wisdom support these components.
• Personal Social Education
• Interdisciplinary Teaming
• Varied Instruction• Exploratory
Curriculum• Flexible Schedule
1. Personal Social Education1. Personal Social Education
• Traditionally, the schooling process has emphasized the three R’s – reading, writing and arithmetic.
• In a developmentally responsive middle school, there is a need to recognize a fourth R, referred to as “relationships.”
• An effective advisement program (Personal Social Education) is a key element to helping students to connect with significant adults.
Goals of Personal Social EducationGoals of Personal Social Education1. To connect students with a caring and concerned adult
who looks at the students in a holistic manner.
2. To guide middle school students toward both academic and social success in middle school.
3. To involve students in personal planning of long and short term goals in the areas of education, careers and social development.
4. To develop positive student climate and culture.
2. Interdisciplinary Teaming2. Interdisciplinary Teaming
Teaming is the sharing of students by several teachers who together are responsible for the students. The adoption of teaming provides a structure that creates a school-within-a-school.
– Shared classroom procedures & expectations– Common discipline measures– Effective communication with parents– Sense of community that promotes feeling of
belonging
3. Varied Instruction3. Varied Instruction
• To maximize individual student learning we must use a wide range of instructional strategies (based on best practices) to meet the diverse needs of our students.
4. Exploratory Curriculum4. Exploratory Curriculum
The rationale for exploratory classes is that young adolescence is a time for tremendous growth of personal interests. What better way to expose young people to all that life has to offer in terms of hobbies, fine arts, and careers than to offer exploratory courses.
5. Flexible Structure5. Flexible Structure
Our timetable is designed to meet the needs of middle school students.
reduce the # of teacher contactslimit the # of periods/daybalance the length of each classprovide for flexible time
Timetable Structure
• The MS follows an 8-day rotating timetable. The key purposes of a multi-day rotating timetable is to ensure:
• All subjects are equally scheduled into optimal learning times.
• All classes get the proper amount of time allocated to them.
How a Multi-Day Rotating Timetable Works:
• Different schools choose different types of multi-day rotating timetables.
• For our MS rotating timetable WAB has chosen an 8-day rotating timetable.
• When four subjects are offered per day, it takes 8 days for each subject to appear in each possible timeslot.
8-Day Rotating Timetable Structure
Day Day 11
Day Day 22
Day Day 33
Day Day 44
Day 5Day 5 Day Day
66
DayDay
77
Day Day 88
Per 1Per 1 AA EE BB FF CC GG DD HH
Per 2Per 2 BB FF CC GG DD HH AA EE
Per 3Per 3 CC GG DD HH AA EE BB FF
Per 4Per 4 DD HH AA EE BB FF CC GG
Making Connections• Developmentally appropriate education: Elementary School
Middle School High School• Primary Years Programme (PYP) Middle Years
Programme (MYP) Grade 11/12 (incl. Diploma Programme [DP])
• PYP is for students in Nursery - Grade 5• MYP is for students in Grades 6 - 10 • DP and High School Courses are for students in Grades 11 -
12• MYP prepares students for Grades 11 -12 (DP and other
high school courses)
What do you want your child to learn in Middle School?
• Imagine your child in the year 2025.
• What are the 5 most important things you hope your child will have learned in Middle School?
• Write each thing on a different post-it note.
MYP Areas of Interaction• Approaches to Learning (PYP transdisciplinary
skills)• Community and Service (Action in PYP)• Environments (PYP transdisciplinary themes)• Health and Social Education (PYP transdisciplinary
themes)• Human Ingenuity (PYP transdisciplinary themes)
Areas of InteractionAreas of Interaction are contexts for inquiry that are contexts for inquiry that connect school learning to life beyond the connect school learning to life beyond the classroom classroom
1. Language A - Language of instruction (English) or Mother Tongue
2. Humanities - Integrated and covers History and Geography3. Technology - Design Technology & Information Technology4. Mathematics - Mathematics & Extended Mathematics5. Arts - Music, Art & Drama (MAD)6. Sciences - Integrated Science (inc. biology, chemistry, earth
science, physics)7. Physical Education - Health & Physical Education (HPE)8. Language B - Mandarin, French, Spanish, English 9. Optional Third Language - Language A or Language B (during
lunch or after school)
MYPMYP at WAB at WAB
Differences Between Differences Between PYPPYP & & MYPMYP
• Developmentally appropriate for Middle School learners
• Subject-based learning - with interdisciplinary links
• More teachers - all are subject specialists
• Areas of Interaction are contexts for inquiry that connect school learning to life beyond the classroom
• Formal assessment e.g. major projects and tests
• MYP assessment criteria for each subject
• External moderation in Grade 10• MYP Personal Project - compared to PYP Exhibition
and DP Extended Essay
• Prepares students for Grades 11 -12 (DP and other High School courses).
Differences Between Differences Between PYPPYP & & MYPMYP
How Can I Find Out More About How Can I Find Out More About the the IBIB Programmes? Programmes?
• MYP parent workshops:• Introduction to the MYP - September• Subject-Sampler Workshop - October• Assessment and the MYP - October
• MS Open House - Meet the teachers:• Monday, 27 September 6 p.m. - Be a
Student Again•
• IB website: www.ibo.org
Quality Extra-Curricular and Recreational Activities
After School Extra- Curricular Team Coaching Music Groups - band & choir
Homework ClubLibrary Hours
Activities Program
WABX Activity Program (After school and Weekends)• Fitness & Recreation Centre• Organized MS Activities
• Movie Evenings• Dances• Sporting Events• Weekend Trips
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