To inspire excellence, cultivate character, and empower engagement locally and globally

Grades 6-8 Programme 2020-21

To inspire excellence, cultivate character, and empower engagement locally and globally

From August 2020 Grade 6 will move to the Upper School

To inspire excellence, cultivate character, and empower engagement locally and globally

The MYP Programme at CDNIS will become a 5 year programmeGrades 6-10

To inspire excellence, cultivate character, and empower engagement locally and globally

Grade 5 will become the culminating year of the PYP

To inspire excellence, cultivate character, and empower engagement locally and globally

Next year 2019-20 we will be preparing both Grade 5 and Grade 6 to transition to the Upper School in 2020

To inspire excellence, cultivate character, and empower engagement locally and globally

Both Grade 5 and Grade 6 students will take part in the exhibition in 2019-20

To inspire excellence, cultivate character, and empower engagement locally and globally

We are currently developing a new programme for Grades 6-8

To inspire excellence, cultivate character, and empower engagement locally and globally

This is taking place through a process of consultation with all stakeholder groups

To inspire excellence, cultivate character, and empower engagement locally and globally

● Task Force● Teacher survey● Teacher Focus Group● Parent Focus Group● Student input● Parent information sessions and survey

To inspire excellence, cultivate character, and empower engagement locally and globally

Why are we doing this?

To inspire excellence, cultivate character, and empower engagement locally and globally

● Process of continuous improvement● Meeting the needs of our students● Implementing our mission and vision

To inspire excellence, cultivate character, and empower engagement locally and globally

Vision Statement

To inspire excellence, cultivate character, and empower engagement locally and globally.

Mission Statement

CDNIS is a school united by the joy of learning, excellence in achievement and development of character. We will inspire academic and personal growth in our students by encouraging inquiry, stimulating creativity and innovation, embracing cross-cultural and global perspectives, and fostering meaningful participation and service.

To inspire excellence, cultivate character, and empower engagement locally and globally

The adolescent learner is going through a period of significant physical, emotional, intellectual and social change

To inspire excellence, cultivate character, and empower engagement locally and globally

Over the last 15 years neuroscience has developed to provide more information on the adolescent brain. Adolescence is a time when the brain is remodelling, pruning connections. The way that students use their brain in adolescence will determine the structure of the adult brain.

To inspire excellence, cultivate character, and empower engagement locally and globally

Adolescence is a crucial time in brain development and an exciting window of opportunity for learning. We need to draw upon everything we know from research in neuroscience, psychology and education to ensure we are maximising the potential of the learning experience for our students.

To inspire excellence, cultivate character, and empower engagement locally and globally

The characteristics and needs of young adolescents, aged 10-14 is very different from older adolescents aged 15-17. The characteristics and needs of an early Grade 6 student are very different to a late Grade 9 student.

To inspire excellence, cultivate character, and empower engagement locally and globally

Young adolescents are changing rapidly but the changing characteristics are on a continuum with many variations across a grade level. Each young person is a unique individual.

To inspire excellence, cultivate character, and empower engagement locally and globally

The most effective education programmes will take into account the specific needs of the age group they are servicing and provide effectively for their needs.

To inspire excellence, cultivate character, and empower engagement locally and globally

An effective programme will ensure that the unique nature of each student is acknowledged and understood and that their individual needs are met academically and socially/emotionally.

To inspire excellence, cultivate character, and empower engagement locally and globally

What do we know about the school needs of young adolescent learners?

To inspire excellence, cultivate character, and empower engagement locally and globally

● Healthy, stable classroom environment● Opportunities for constructive social

interactions with adults and peers● Supported by adults who know them well

and understand their internal conflicts ● Understanding of the adolescent-parent

relationship, providing opportunities to develop family and community ties

To inspire excellence, cultivate character, and empower engagement locally and globally

● Opportunities to enhance self-esteem, to be successful and have accomplishments acknowledged

● Opportunities to develop self-management, decision-making skills, leadership skills, independence and responsibility

To inspire excellence, cultivate character, and empower engagement locally and globally

● Learning that is engaging and relevant to their everyday lives -that fosters their personal interests and is experiential

● Learning that is built around real-world problem-solving

● Learning that moves them from concrete to abstract thinking

● Learning that emphasises physical activity

To inspire excellence, cultivate character, and empower engagement locally and globally

How well are we doing at CDNIS?

To inspire excellence, cultivate character, and empower engagement locally and globally

● Endicott Survey 2016-17● MYP Survey 2017-18● Grade 12 Exit Survey June 2018● Staff Survey October 2018● Conversations with the

community-Task Force, Focus Groups, informally

To inspire excellence, cultivate character, and empower engagement locally and globally

Some teachers feel that we could attend to the needs of young adolescent learners better if teachers were able to focus more upon this age group.

To inspire excellence, cultivate character, and empower engagement locally and globally

Some parents feel that we could do more to challenge students, meet their needs and account for their learning styles in our MYP programme.

To inspire excellence, cultivate character, and empower engagement locally and globally

Some students feel that teachers do not employ a sufficient range of teaching approaches in the classrooms to match their learning styles.

To inspire excellence, cultivate character, and empower engagement locally and globally

Some students feel that teachers do not employ a sufficient range of approaches to assessment

To inspire excellence, cultivate character, and empower engagement locally and globally

Graduating students identified the following areas as requiring more development

● Building self-confidence● Time-management skills

To inspire excellence, cultivate character, and empower engagement locally and globally

The transition from PYP to MYP is challenging and could be smoother.

To inspire excellence, cultivate character, and empower engagement locally and globally

Big Ideas

To inspire excellence, cultivate character, and empower engagement locally and globally

Create a programme for our young adolescents that meets their needs and maximises the potential of this key phase of brain development.

To inspire excellence, cultivate character, and empower engagement locally and globally

Create a “one school” approach to ensure our programme is a smooth and cohesive learning journey for our students.

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

Smooth out the transitions so that the first few weeks of Grade 6 look like the end of Grade 5 and the last weeks of Grade 8 look like the start of Grade 9

To inspire excellence, cultivate character, and empower engagement locally and globally

Create a clear identity for Grades 6-8 within the Upper School, creating a greater sense of belonging

To inspire excellence, cultivate character, and empower engagement locally and globally

Move to using interdisciplinary teaching teams in Grades 6-7 providing a more stable classroom environment, improved social and emotional support and to ensure each individual student is known well.

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

Provide increased opportunities, within the MYP framework, for experiential learning, learning focused upon real-world problem solving and increased opportunities for student agency.

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

Focus more specifically on development of self-management and executive functioning skills.

To inspire excellence, cultivate character, and empower engagement locally and globally

Provide more opportunities for physical activity.

To inspire excellence, cultivate character, and empower engagement locally and globally

Focus more specifically on cultivating character.

To inspire excellence, cultivate character, and empower engagement locally and globally

To inspire excellence, cultivate character, and empower engagement locally and globally

Interdisciplinary Teaching Teams

To inspire excellence, cultivate character, and empower engagement locally and globally

In G6-7 students will have two main teachers for core subject areas with one teacher teaching two subject areas

● Mathematics and Science● English and Humanities

To inspire excellence, cultivate character, and empower engagement locally and globally

● This approach is very common in middle years programmes around the world

● In Canada all teachers graduate with two subject specialisms

● In other systems this is also common

To inspire excellence, cultivate character, and empower engagement locally and globally

● Team classrooms are located in close proximity to one another where students move from class to class with the same group of classmates

● Teachers meet frequently during common planning time to focus on curricular and individual student-related needs

To inspire excellence, cultivate character, and empower engagement locally and globally

● Teachers fulfill an advisory-like role, forging close relationships with students, acting as a mentor and advocating for students, using extended blocks of time, including homeroom periods

● Teaching teams are able to build stronger relationships with parents, crucial to the development of young adolescents

To inspire excellence, cultivate character, and empower engagement locally and globally

● Students needs are known and understood● Learning can be more effectively

differentiated for their needs● Students feel a stronger sense of belonging

and support for their social/emotional needs● High quality of subject learning is maintained

To inspire excellence, cultivate character, and empower engagement locally and globally

Possible Timetable Structures for New CDNIS

Transition Year

To inspire excellence, cultivate character, and empower engagement locally and globally

Common ElementsMYP Programme, Class Lengths, and Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

• Start and finish with 10-minute Homeroom blocks

• 5 periods per day• 60-minute classes• 40-minute lunch• 10-minute passing times

The Grade 6-8 School Day

To inspire excellence, cultivate character, and empower engagement locally and globally

Five Period Day7:45 - 7:55 Homeroom8:00 - 9:00 Block 1

Break9:10-10:10 Block 2

Break10:20 - 11:20 Block 311:20 - 12:00 Lunch12:00 - 1:00 Block 4

Break1:10 - 2:10 Block 52:15 -2:25 Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

MYP Subjects in Grade 6 - 8MYP Subject Group CDNIS Course

Language AcquisitionMandarin

French

Individuals & Societies Humanities

Mathematics Mathematics

Design Design

ArtsMusic

Drama/Visual Arts

Sciences Science

Physical & Health Ed Phys Ed

Language & Literature English

» 10-Block Timetable» All 8 MYP Subjects Represented» Language Acquisition (2 courses)

⋄ Mandarin⋄ French

» Arts (2 courses)⋄ Instrumental Music⋄ Drama/Visual Arts

(meet by semester)

To inspire excellence, cultivate character, and empower engagement locally and globally

From PYP to MYP (CDNIS)CDNIS PYP MYP Subject Group CDNIS MYP Course

Transdisciplinary Learning

Language & Literature English

Individuals & Societies Humanities

Sciences Science

Mathematics Mathematics Mathematics

Design Design Design

Mandarin Language AcquisitionMandarin

French

Performing Arts ArtsMusic

Drama/Visual Arts

Physical & Health Ed Physical & Health Ed Phys Ed

To inspire excellence, cultivate character, and empower engagement locally and globally

Notes on Grade 6 Transition YearFirst 8 weeks of Grade 6:

» English, Math, Science & Humanities taught by Homeroom Teacher

» Emphasis on Interdisciplinary teaching and Approaches to Learning

» Specialist subjects & Student Advisory taught as normal

» Only formative assessment

After October Break:» Shift to MYP Subjects» Same teachers for

English/Humanities & Math/Science

» Specialist subjects & Student Advisory taught as normal

» Transition towards MYP Criterion Assessment

To inspire excellence, cultivate character, and empower engagement locally and globally

Meeting Patterns

Next are 3 possible meeting patterns that utilize these parameters:

1. 4-Day2. 5-Day3. 6-Day

To inspire excellence, cultivate character, and empower engagement locally and globally

4-Day Meeting Pattern“Equality of Instructional Time”

To inspire excellence, cultivate character, and empower engagement locally and globally

The 4-Day Meeting Pattern

» Two-Day rotating timetable (with tumble on days 3 & 4)

» Classes meet with equal frequency throughout the year

Subject # Meetings

English 2

Mathematics 2

Chinese 2

Phys Ed 2

Humanities 2

Science 2

French 2

Design 2

Music 2

Drama/Visual Arts 2

Four-Day Meeting PatternDAY 1 DAY 2 DAY 3 DAY 4

Homeroom

Period 1 1 6 3 8

Period 2 2 7 2 7

Period 3 3 8 1 6

Lunch

Period 4 4 9 5 10

Period 5 5 10 4 9

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Four-Day Meeting Pattern - Student ScheduleFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4Homeroom

Period 1Transdisciplinary

6AFrench Phys Ed

Transdisciplinary 6A

Period 2 Music Transdisciplinary 6A

Music

Period 3 Phys EdTransdisciplinary

6A Phys Ed

Lunch

Period 4 Mandarin Design Art / DramaTransdisciplinary

6A

Period 5 Art / DramaTransdisciplinary

6A Mandarin Design

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Four-Day Meeting Pattern - Student ScheduleRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4

Homeroom

Period 1 English French Phys Ed Science

Period 2 Math Music Math Music

Period 3 Phys Ed Science English Phys Ed

Lunch

Period 4 Mandarin Design Art / Drama Humanities

Period 5 Art / Drama Humanities Mandarin Design

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Four-Day Meeting Pattern - Teacher ScheduleFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4

Homeroom Homeroom Homeroom Homeroom Homeroom

Period 1Transdisciplinary 6A

- - Transdisciplinary 6A

Period 2 -Transdisciplinary 6A

-

Period 3 - Transdisciplinary 6A -

Lunch

Period 4 - Extra Prep Extra Prep Transdisciplinary 6A

Period 5 Extra Prep Transdisciplinary 6A - Extra Prep

Homeroom Homeroom Homeroom Homeroom Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Four-Day Meeting Pattern - Teacher ScheduleRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4

Homeroom Homeroom Homeroom Homeroom Homeroom

Period 1 English 6A - - Humanities 6B

Period 2 English 6B - English 6B -

Period 3 - Humanities 6B English 6A -

Lunch

Period 4 - English 6C Humanities 6C Humanities 6A

Period 5 Humanities 6C Humanities 6A - English 6C

Homeroom Homeroom Homeroom Homeroom Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Four-Day Meeting PatternPros Cons

- Equality of meeting times - No special emphasis in core subjects

- Synched with G9-12 Timetable - Need special Advisory schedule

- Easier for teachers to teach in both systems - Student agency not linked to timetable structure

- Familiar & predictable to teachers

- All classes meet at least twice in a 5-day week

- No impact from holidays on weekdays

To inspire excellence, cultivate character, and empower engagement locally and globally

5-Day Meeting Pattern “Emphasis on Core Academic Skills”

To inspire excellence, cultivate character, and empower engagement locally and globally

The 5-Day Meeting Pattern» Five-Day rotating timetable » Four subjects meet 3 times

per week» Six subjects meet 2 times per

week» Dedicated Advisory Block

Subject # Meetings

English 3

Mathematics 3

Chinese 3

Phys Ed 3

Humanities 2

Science 2

French 2

Design 2

Music 2

Drama/Visual Arts 2

To inspire excellence, cultivate character, and empower engagement locally and globally

Five-Day Meeting Pattern - Student ScheduleFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Homeroom

Period 1Transdisciplinary

6A

Mandarin Drama/ArtTransdisciplinary

6ATransdisciplinary

6A

Period 2 Design Mandarin Music Phys Ed

Period 3 Phys EdTransdisciplinary

6AAdvisory Design Mandarin

Lunch

Period 4 FrenchTransdisciplinary

6A

Phys EdTransdisciplinary

6ADrama/Art

Period 5 Music FrenchTransdisciplinary

6ATransdisciplinary

6A

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Five-Day Meeting Pattern - Student ScheduleRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Homeroom

Period 1 English Mandarin Drama/Art Math Humanities

Period 2 Math Design Mandarin Music Phys Ed

Period 3 Phys Ed Science Advisory Design Mandarin

Lunch

Period 4 French English Phys Ed Science Drama/Art

Period 5 Music Humanities French English Math

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Five-Day Meeting Pattern - Teacher ScheduleFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom

Period 1Transdisciplinary 6A

- Transdisciplinary 6A - Transdisciplinary 6A

Period 2Transdisciplinary 6A

Extra Prep Extra Prep -

Period 3 - Advisory - -

Lunch

Period 4 - Extra Prep Transdisciplinary 6ATransdisciplinary 6A

Extra Prep

Period 5 Extra Prep - - Transdisciplinary 6A

Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Five-Day Meeting Pattern - Teacher ScheduleRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom

Period 1 English 6A - English 6B - English 6A

Period 2 English 6B Humanities 6B Humanities 6C English 6C -

Period 3 - Humanities 6A Advisory - -

Lunch

Period 4 - English 6C English 6A Humanities 6B English 6C

Period 5 Humanities 6C - - Humanities 6A English 6B

Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Five-Day Meeting PatternPros Cons

- Special emphasis in core subjects - Inequality of contact time per subject

- Advisory/Assembly built in - Out-of-sync with 9-12 Timetable

- Familiar & predictable to G6 students - More challenging for teachers to teach in both systems

- All classes meet at least twice in a 5-day week - Student agency not linked to timetable structure

- Could be adapted to a Monday-Friday

To inspire excellence, cultivate character, and empower engagement locally and globally

6-Day Meeting Pattern “Built-in Student Agency”

To inspire excellence, cultivate character, and empower engagement locally and globally

The 6-Day Meeting Pattern» Similar structure to

5-Day pattern » Four subjects meet 3

times per cycle» Six subjects meet 2

times per cycle» Dedicated Advisory

and Assembly Blocks

Subject # MeetingsEnglish 3

Mathematics 3Chinese 3Phys Ed 3

Humanities 2Science 2French 2Design 2Music 2

Drama/Visual Arts 2

Joy of Learning 4

To inspire excellence, cultivate character, and empower engagement locally and globally

The 6-Day Meeting Pattern» Adds 4 meetings per

6 days for student- selected study(Joy of Learning)

» Teachers offer sessions and students select what to do

Subject # MeetingsEnglish 3

Mathematics 3Chinese 3Phys Ed 3

Humanities 2Science 2French 2Design 2Music 2

Drama/Visual Arts 2

Joy of Learning 4

To inspire excellence, cultivate character, and empower engagement locally and globally

Six-Day Meeting Pattern - Student TimetableFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6Homeroom

Period 1Transdisciplinary

6A

Phys Ed Drama/Art Mandarin French Transdisciplinary 6A

Period 2 Design Transdisciplinary 6A

Transdisciplinary 6A Phys Ed Mandarin

Period 3 Joy of Learning Joy of Learning Advisory Joy of Learning Joy of Learning Assembly

Lunch

Period 4 FrenchTransdisciplinary

6A

Phys Ed MusicTransdisciplinary

6A

Drama/Art

Period 5 Music Mandarin Design Transdisciplinary 6A

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Six-Day Meeting Pattern - Student TimetableRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6Homeroom

Period 1 English Phys Ed Drama/Art Mandarin French Humanities

Period 2 Math Design English Math Phys Ed Mandarin

Period 3 Joy of Learning Joy of Learning Advisory Joy of Learning Joy of Learning Assembly

Lunch

Period 4 French Science Phys Ed Music English Drama/Art

Period 5 Music Humanities Mandarin Design Science Math

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Six-Day Meeting Pattern - Teacher TimetableFirst 8 Weeks of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6Homeroom

Period 1Transdisciplinary

6A

Extra Prep Extra Prep - - Transdisciplinary6A

Period 2 - Transdisciplinary6A

Transdisciplinary6A - Extra Prep

Period 3 Joy of Learning - Advisory Joy of Learning Joy of Learning Assembly

Lunch

Period 4 -Transdisciplinary

6A

- - Transdisciplinary6A -

Period 5 - Extra Prep Extra Prep Transdisciplinary6A

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Six-Day Meeting Pattern - Teacher TimetableRest of Grade 6 Year

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6Homeroom

Period 1 English 6A Humanities 6C English 6C - - Humanities 6A

Period 2 English 6B - English 6A English 6B - English 6C

Period 3 Joy of Learning - Advisory Joy of Learning Joy of Learning Assembly

Lunch

Period 4 - Humanities 6B - - English 6A -

Period 5 - Humanities 6A Humanities 6C English 6C Humanities 6B English 6B

Homeroom

To inspire excellence, cultivate character, and empower engagement locally and globally

Pros Cons- Adds time for Joy of Learning (student agency) - Complicated model

- Joy of Learning blocks ensure parity of teacher prep time

- More challenging for teachers to teach in both systems

- Special emphasis in core subjects- Possible that some classes would only meet once in a week given the rotation

- Advisory built in

- Somewhat in-sync with 9-12 Timetable

- Built-in Assembly times for community building by grade or by whole G6-8

To inspire excellence, cultivate character, and empower engagement locally and globally