EXPLORATORY PROGRAMME CATALOGUE A Catalogue of the Ridley College Middle School Exploratory Sessions
Learn about the various sessions being offered to Ridley College Middle School students through our engaging Exploratory Programme
2023/24
EXPLORATORY PROGRAMME CATALOGUE Table of Contents Frequently Asked Questions
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Exploratory Session Outlines: 5 Pillars of Health 4 Acting 5 Autumn Artistry: Printmaking 6 Basketeers 7 Brilliant Brushstrokes: Step by Step Painting_______________________________ 8 Capoeira 9 Connections with Nature: Fall, Winter & Spring 10 Creative Chaos: Printmaking & Found Objects 11 Cubing 12 Debating 13 Exploring the World of Esports 14 Globetrotters 15 Health Sciences 16 Improv: Preparing For the Stage 17 Investors Club 18 Jazz Band 19 Life Hacks 20 Middle School Play Production 21 Middle School Publication 22 Model United Nations 23 One-of-a-Kind Handmade Market 24 Record Producers 25 Robotics 26 Rowing Academy 27 Sports Leadership 28 The World of Pets 29 2
FAQ Exploratory Session Registration How many Exploratory sessions are students signing up for? Students will be signing up for five sessions this year. How long will each session run? Each session will be approximately 12 blocks. What are the dates for each session? Session 1: September 18th to October 27th Session 2: October 30th to December 8th Session 3: December 11th to February 7th Session 4: February 12th to April 12th Session 5: April 15th to June 5th
How can I learn more about each offering? At the beginning of the school year, the aims and goals of the Exploratory programme will be outlined during a group assembly. An Exploratory Fair will allow students (and parents) to ask questions about the offerings before signing up. You can also refer to this catalogue! When and how will students sign up? Students will be given time to consider all of the yearly offerings following the Exploratory Fair and will complete a survey on interests. Students will choose their top choices in each session through a form. What happens if students don’t sign up? If registration is not received by the deadline, students will be placed in an available space. Are Exploratory choices guaranteed? Every effort is made to register students in their top Exploratory choices, but unfortunately, it can’t be guaranteed. Many offerings are available throughout the year and all allocations are dependent on space, resources and enrollment. Can Exploratory placements change after sessions have begun? Unfortunately, no. Once lists have been distributed and materials purchased, switches will not be an option. It is encouraged to consider all the options before choosing. Please also be aware of the many opportunities for growth in diverse offerings and groupings. Each of the teachers leading an Exploratory brings their own unique vision and passion to the topic. Will Exploratory offerings change? Exploratory sessions are offered as a collaborative effort by the Middle School Faculty to provide opportunities appropriate for age and stage development and to explore interests and passions students may/may not know they have. The offerings may change as this is a working document.
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5 PILLARS OF HEALTH This session is for students who have an interest in learning how to enhance their overall health and wellbeing. Cultivating a greater connection to oneself and others, while gaining a greater understanding of how to best apply daily practices related to the 5 Pillars of Health will be emphasized in this five-week programme.
Students will broaden their understanding of the value and importance of living a healthy lifestyle as they delve into weekly activities related to the 5 Pillars of Health (exercise and movement, nutrition, sleep, spirituality/mindfulness and building strong community relationships). This is an active session with the goal of teaching students how they can best incorporate small daily changes to help build a happier, healthier and longer life span. Student learning will be enhanced through instructional information, active engagement, investigation, personal reflection/journaling, programme development and sharing of information with others. Statement of inquiry: Understanding how scientific innovations and systems function are instrumental in creating changes to health and wellness. Learning experiences: • Introduction to 5 Pillars of Health • Exercise and movement • Spirituality and mindfulness • Sleep • Nutrition • Community connection • Reflection and presentation planning
Projected learning outcome: At the culminating assembly, students will share their personal highlights/takeaways over the five weeks. This will include new learning, challenges and how they overcame them, triumphs and goals moving forward. This may be presented in person or in a compilation of sharing via video presentation. Questions directed to: Ms. Sandra Magee
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ACTING This session will introduce students to the practice of acting, going over some acting basics such as vocal projection, movement on stage (blocking) and character development.
Have you ever thought of yourself as an actor? Maybe you have; maybe you haven’t. But I bet you have enjoyed watching others use acting skills on stage or in television or films. If you want to learn and use some of those skills yourself, this session is for you. Statement of inquiry: Students can improve their confidence on stage by learning some techniques of acting. Learning experiences: • Basics of acting • Voice • Blocking • Character development • Dialogue • Learning a basic play • Group reading • Performing scenes • Experimentation with roles • Auditions for spring performance Projected learning outcome: Students will participate in an in-house dramatic performance with some guest audience members to provide feedback. Questions directed to: Dr. Justin Baird
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AUTUMN ARTISTRY: PRINTMAKING Creating and displaying multiple prints provides students with a platform to showcase their artistic abilities and foster a sense of pride, accomplishment and community. By embracing printmaking as a medium and incorporating the elements of selling, prints can effectively entice students to engage in the art programme, nurturing a lifelong love for art and creativity.
Offering an exciting opportunity to immerse yourself in the world of Gelli Plate printmaking and mark-making while capturing the beauty and essence of the fall season. This creative journey will ignite your imagination through a series of hands-on activities. You will learn the fundamentals of printmaking techniques and leave with a collection of stunning one-of-a-kind fall-inspired botanical prints. Let your creativity blossom in the rich colours of autumn! Statement of inquiry: The art of printmaking enables us to explore cultural narratives and express emotions while developing technical skills and creative thinking skills. Learning experiences: • Introduction to printmaking • Finding inspiration in nature • Caring for Gelli Plates • Colour mixing and layering • Adding texture and collage • Artistic style • Gallery sale Projected learning outcomes: Students will create a variety of prints using gelli plates they have made with the intention of selling in collaboration with One of a Kind Handmade Market Sessions. Students will proudly present their masterpieces to the wider community, sharing the stories behind their creations and connecting with customers who appreciate the value of handmade art. Creating botanical prints offers numerous benefits, ranging from connecting with the environment to promoting relaxation and creativity. Through this art form, artists and viewers alike can develop a deeper appreciation and preservation for the intricate beauty of the natural world. Questions directed to: Mrs. Ariadni Harper 6
BASKETEERS For those who enjoy basketball and want to develop fundamental skills while learning tricks such as spinning the ball on their finger, through their legs, trick ball handling and passing, this is the experience students have been waiting for.
Join the Ridley Basketeers! For those who are interested in basketball and want to learn and develop tricks that involve developing fundamental skills of the game, students will experience a new appreciation for the game that mimics some of what the Harlem Globetrotters use to entertain basketball fans around the world. Statement of inquiry: Adaptations of movement will be explored through creativity and relationship building that will reflect individual and team expression. Learning experiences: • Understanding tricks with basketballs used to entertain fans • Introducing basic ball handling skills, passing and dribbling • Developing ball handling and introducing spinning on the finger • Developing passing and spinning individually and with partners • Preparing for the showcase • Establishing a coordinated routine Projected learning outcome: At the end of this session, students will perform a 10-minute presentation that will highlight their learning and skills as
basketeers. Questions directed to: Dr. Derrick des Vignes
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BRILLIANT BRUSHSTROKES: STEP BY STEP PAINTING Students will develop fundamental painting skills while enhancing their problem-solving and confidence in their artistic abilities. Experimenting with different colours, techniques and compositions, artists are encouraged to express themselves through art and be less intimidated by a blank canvas. Students will share their progress in class and have the opportunity to showcase their works of art along with their newly acquired skills within our community.
This step-by-step guide will take you on a painting journey from setting up and basic brush techniques, to final touches and highlights that will enhance creativity and begin to develop your own style. Throughout the creative process, students will develop a greater appreciation for visual arts. They will gain insight into the effort and techniques required to produce a painting as a form of expression. Statement of inquiry: Painting is a vital medium for fostering creativity, cultural appreciation and self-expression while nurturing essential artistic skills and a deeper connection to our global community. Learning experiences: Winter landscape – basic techniques • Sketching • Colour mixing and background • Adding elements • Artistic style and personal touches • Still life painting introduction • Painting techniques Projected learning outcomes: Students will create paintings that will require patience while improving observational skills and boosting confidence in their artistic abilities and problem-solving. They will reflect on their process, on what they learned and embrace their newly found personal artistic style. Students will cultivate a sense of accomplishment and a greater appreciation for art. They will develop a greater understanding of different painting techniques and display their work within our Ridley community. Questions directed to: Mrs. Ariadni Harper
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CAPOEIRA Join us for an exciting exploratory session designed specifically for students who are passionate about movement, dance, acrobatics and self-defense. This interactive session will provide a comprehensive introduction to the history of capoeira as students will engage in movements, song and dance that will develop their self-confidence and fitness while collaborating with friends.
During this exploratory session, students will delve into the history of the art that will help them better understand the nuances of the songs, movements and self-defence techniques that were used at the time of slavery in Brazil. Today, capoeira is used by MMA fighters and in movies, which have advanced the popularity of this art form. By the end of this session, students will have improved their level of fitness and physical literacy, as well as have a greater appreciation for the art form beyond self-defence as an expression of identity, community and culture. Statement of inquiry: The expression of culture and personal identity is explored through the art of ‘playing’ capoeira, where students engage in movement experiences that advance creativity and build relationships through understanding capoeira’s historical significance and relevance. Learning experiences: • Introduction to capoeira • History of capoeira • Warm-up routines and basic movements • Jinga, Au, Esciva, Negacia, Negativa, Rôlé, Meia Lua de Frente • Song and the Roda (circle) • Concept of playing capoeira • Preparation for the showcase with designated partners Projected learning outcome: At the culminating assembly, the student will offer a performance that will include individual and partner play, song and a brief oral presentation of capoeira as an introduction. Questions directed to: Dr. Derrick des Vignes Back to Table of Contents
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CONNECTIONS WITH NATURE This session will focus on the development of environmentally conscious and community-oriented individuals who have cultivated a profound connection with nature, enriched by historical knowledge, hands-on experiences in outdoor adventures, sustainable practices and contributions to the community through initiatives like United Way and Niagara's Community Garden.
The Connections with Nature sessions are immersive and transformative educational experiences designed to foster a deep and meaningful connection between Middle School students and the natural world. The purpose of this exploratory is to instill a profound appreciation for the environment, develop a sense of environmental stewardship and nurture a sense of belonging within the community. By intertwining historical knowledge, outdoor activities, sustainable practices and community engagement, students emerge from this journey as caring and reflective individuals, equipped with a strong connection to nature and a deep understanding of the significance of their actions in shaping a sustainable future. Statement of inquiry: Through historical exploration, hands-on outdoor experiences and community engagement, we understand that cultivating a deep connection with nature contributes to personal growth, environmental stewardship and a sense of belonging within our community. Learning experiences by season: Fall
Hiking Mountain biking Honey harvesting Indigenous and ancestral land stewardship Significance of nature to society Sustainable farming and reflection
Winter
Hiking Indoor gardening with hydro and aquaponics Indigenous and ancestral outdoor survival learning Growing indoor plants for Ridley
Spring
Hiking Mountain biking Native pollinator planting Tree planting Indigenous and ancestral land stewardship Community gardening
Projected learning outcome: Students will keep a weekly journal where they will discuss how they feel about the connections they have made with nature. Students will take pictures of activities they participate in and create a short video depicting the learning and exploring that they did. Questions directed to: Mr. Ben Smith
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CREATIVE CHAOS: PRINTMAKING & FOUND OBJECTS Creating and displaying multiple prints provides students with a platform to showcase their artistic abilities and foster a sense of pride, accomplishment and community. By embracing printmaking as a medium and incorporating the elements of selling, prints can effectively entice students to engage in the art programme, nurturing a lifelong love for art and creativity.
An exciting opportunity to immerse yourself in the world of Gelli Plate printmaking while embracing the essence of abstract art to express ideas in a non-representational way. Join this creative journey that will ignite your imagination, through a series of hands-on activities. You will learn the fundamentals of printmaking techniques and create a portfolio of stunning, one-ofa-kind, captivating abstract prints. The beauty of gel plate printing lies in its unpredictability and the unique results it can produce. Statement of inquiry: The art of printmaking enables us to explore cultural narratives and express emotions while developing technical skills and creative thinking skills. Learning experiences: Introduction to the printmaking experience • Finding inspiration in everyday objects • Demonstration/cleaning and caring for Gelli Plates • Colour mixing and layering • Exploring artistic style and limitless options • Gallery sale Projected learning outcomes: Students will proudly present their masterpieces to the wider community, sharing the stories behind their creations and connecting with customers who appreciate the value of handmade art. The holistic benefits of creating nonrepresentational prints stem from the unique blend of self-expression, mindfulness and personal growth that abstract art fosters. Engaging in this type of artistic practice can contribute positively to your mental, emotional and even physical well-being. Remember, there is no right or wrong answer in abstract art – it’s your personal interpretation and expression. The goal is to enjoy the creative journey and embrace the unexpected sense of experimentation and exploration. Questions directed to: Mrs. Ariadni Harper
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CUBING Students will learn how to solve a cube puzzle or improve their time. At the end of the 12-week session, students may run a cube competition, with some guest Cubers invited to participate.
Cubing is an exploratory for students to learn how to solve 2x2 and 3x3 puzzle cubes and how speed cubing develops. Experienced and inexperienced cubers are welcome. All students should feel confident in their ability to solve the cube on their own and will find ways to make their solve times better. We will learn about the cube competition and consider how we can run a competition ourselves.
Statement of inquiry: Scientific and technical innovations using logic, time, space and place can be explored to solve puzzle cubes. Learning experiences: • Steps to solving a 2x2 and a 3x3 puzzle cube • Practice solving the cube • Introduction to the WCA (World Cubing Association) • Planning a cube tournament • Hosting a cube tournament Projected learning outcomes: At our final session, we will hold a cube tournament, including inviting competitors from Ridley and the local community. Questions directed to: Mr. Scott Vernon
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DEBATING The session will introduce students to some of the basics of formal parliamentary debate: its format, its skills and its practice.
Interested in debate? Many of us are, but few of us understand how to do formal debating, an activity that will open doors to debate competitions within independent schools and to other avenues such as Model United Nations. Learning how to speak persuasively is a career skill that will help you for years to come. Statement of inquiry: Students can improve their public speaking skills and persuasion by learning the skills of debate. Learning experiences: • Feeling comfortable with disagreeing • From claim to basic organization • Some techniques of body language • The basics of parliamentary debate • Skills of rebuttal • Moderation and judging • Researching a topic • Points of information • Formal debate Projected learning outcomes: Students will participate in a final debate with guest judges. Questions directed to: Dr. Justin Baird
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EXPLORING THE WORLD OF ESPORTS Join us for an exciting exploratory session designed specifically for students who are passionate about competitive, organized video gaming and interested in discovering the world of esports! This interactive session will provide a comprehensive introduction to the realm of professional gaming, focusing on the competitive aspects, team dynamics and the skills required to excel in the world of esports.
In this session, students will delve into esports as a legitimate sport and the preparation of professional esports athletes. Through discussions, hands-on activities and teamwork, they'll gain insights into competitive gaming, understanding the commitment required for aspiring pros. Teambased gaming experiences will offer a firsthand understanding of competitiveness and teamwork, leaving students with a deeper grasp of esports, knowledge about the professional gaming industry and a greater appreciation for the dedication needed for success in esports. Statement of inquiry: Esports is a rapidly changing phenomenon with a global and sustainable reach and complex systems. Learning experiences: • Introduction to esports • The esports ecosystem • Teamwork and communication in esports • Esports careers • Physical and mental training in esports • Game analysis and strategy • Esports tournaments and events Projected learning outcome: Students will create a mini in-class esports tournament to showcase their skills, teamwork and knowledge acquired throughout the learning experiences. Questions directed to: Mme. Tricia Poulin or Mrs. Ashley Auld
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GLOBETROTTERS Globetrotters is ideal for newcomers to Canada who would like to explore the customs, culture and history of the Great White North while improving their English language skills in a fun, practical way. All welcome!
During this Exploratory session, students will discover their strengths and challenges as they develop their new identity and be encouraged to participate and be empowered in the Ridley community. Statement of inquiry: Our sense of our own identity and place in the world relies on our understanding of shared values, cultures and practices. Learning experiences: • All about Ridley • Raising your Global Quotient (GQ) • English language learning • Travel back in time • Cuisine and food • Weather and clothing • Homesick? Learn how to overcome Globetrotter's Gloom • Safety Projected learning outcomes: Students will create a culminating video presentation. Questions directed to: Mrs. Eugenie Wiley
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HEALTH SCIENCES Students will explore health issues, wellness and illness relating to the human body. Students will become ‘body smart’ as they extend their knowledge on topics such as physiology, medical terminology, the science of genetics and DNA, etc., and learn practical skills to interact with people with diverse needs, such as the elderly, children and those with language barriers. This course is designed to be fun, practical and engaging!
The pandemic highlighted one of the most serious issues in health care: the provider shortage of family physicians and specialists in Canada. Several issues are contributing to this shortage: an aging population, which requires more medical care; localized healthcare provider shortages, where a region lacks sufficient numbers of doctors and nurses to serve the community; and burnout, which occurs when medical staff are overwhelmed, overstressed, or work too many shifts, leading some to leave the profession. Though other factors (such as high clinic costs and limited residency spots) contribute to the problem, one thing is for sure: whether it be a clinical or nonclinical medical job, we need you! Statement of inquiry: When we explore the systems of the body, we can make better choices that have a long-lasting impact on ourselves and the development of those around us. Learning experiences: • Get body smart • It’s Greek to me • Safety in the community • Allied health professionals • Heart to heart • Geriatrics • Genetics, genomes, chromosomes and DNA • Endocrine system • Sensory organs • Medical interventions • Career options and passion projects Projected learning outcomes: Students will create a video diary. Questions directed to: Mrs. Eugenie Wiley
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IMPROV: PREPARING FOR THE STAGE In support of the upcoming Middle School production, students will find the courage required to take the stage by engaging in drama games and constructing several short scenes in small teams.
What does a potential actor need before getting up on stage? This is your chance: if you would like to develop the skills and courage which would give you a shot at taking part in the upcoming Middle School production, this exploratory is for you! A carefully scaffolded series of workshops will invite your inner thespian to emerge while taking part in drama games and developing short scenes with your fellow actors. Statement of inquiry: An actor’s development involves pushing boundaries in front of an audience in support of courageous personal and cultural expression. Learning experiences: • Community building and essential agreements • Drama games: focus on gratitude, joy and resilience • Group improv games: focus on courage • Discuss interest in Middle School production Projected learning outcomes:
Students will be invited to share the final scenes they developed for Step #7 of their learning journey. Questions directed to: Ms. Andrea Charlton
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INVESTORS CLUB Unleash your financial potential, explore the stock market and cryptocurrency and make savvy investment decisions using an interactive online simulator in this engaging session designed exclusively for middle school students!
"Investors Club" is an engaging exploratory session designed to introduce you to the exciting world of investing, including both the stock market and cryptocurrency. This hands-on session aims to provide you with a fundamental understanding of how these investment avenues work and how decisions are made by investors. Through interactive discussions, real-world examples and the use of an online investment simulator, you will gain practical knowledge and experience in the field of investing, both in traditional stocks, ETFs, mutual funds, bonds, commodities and the emerging world of cryptocurrencies. Statement of inquiry: Using logic and perspective to explore investing can help students analyze the personal and global impacts of financial decisions. Learning experiences: • Introduction to investing • Basics of the stock market • Cryptocurrency • Risk and reward • Investment strategies • Fundamental and technical analysis • Investment portfolios • Ethical investing Projected learning outcome: Throughout the various learning experiences, students will be using the online investment simulator. The simulation will provide a practical platform to apply their learning, simulate real scenarios and track the performance of their virtual portfolios. With every learning experience, students can make thoughtful changes to their portfolios to prepare for their presentations. Questions directed to: Mme. Tricia Poulin
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JAZZ BAND Students will join to form a Jazz Big Band.
The Jazz Big Band first began in the US over 100 years ago. Today, it is a favourite musical group within schools all over North America, playing across all musical genres and styles. Our exploratory group will practice learning three to five jazz band pieces. Students will play on their primary instrument. All instruments are welcome, but there will be some limitations on the number of students in each section. Statement of inquiry: Musicians in the Big Band express collective ideas and feelings within the creative context of the evolving culture of the jazz idiom. Learning experiences: • Reading and playing music in the jazz style • Developing a big band sound • Practice big band music Projected learning outcomes: Students will perform jazz music Questions directed to: Mr. Scott Vernon
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LIFE HACKS Upon completion of the course, students will have acquired the competence to perform simple tasks such as sewing on buttons, basic clothing repairs, changing a tire, planning and preparing a simple meal and other everyday skills. This newfound capability will not only provide them with a sense of accomplishment but also contribute to their confidence and readiness to address everyday challenges, promoting independence and a greater understanding of their capacity to navigate practical aspects of life.
The Life Hacks exploratory is centred around practical activities for Middle School students to empower them with fundamental practical abilities that foster self-sufficiency and resourcefulness. This will include a variety of skills such as meal planning and preparation, basic sewing and repairs, vehicle care and more. Statement of inquiry: Using creative problem-solving and basic knowledge to address life challenges that everyone encounters at some point. Learning experiences: • Basic sewing (buttons, hemming pants) and laundry care • Changing a tire and jump-starting a car • Planning and preparing a simple meal • Basic toilet repair and home care • Preparing a meal on the fly • Very basic first aid • How credit cards work and budgeting • How to send a professional email and message • Respectful relationships • How to plan an event (a dinner party, birthday party, games night, etc.) Projected learning outcomes: Students will share videos, pictures and physical examples of what they did and what they are now able to do on their own. Questions directed to: Mrs. Ellen Duffus-Salvatore 20
MIDDLE SCHOOL PLAY PRODUCTION The session will be directed toward the performance and production of the Middle School play in early May.
Earned a part in the Middle School production and ready to go? Or are you interested in coming alongside this production to help with promotion, set design, costuming, technical or stage crew? We welcome students in any of these areas. Statement of inquiry: Students can learn about play production at higher levels by being active in the process of setting up a play's staging, acting and technical production. Learning experiences: • Cast rehearsals • Crew • Promotion and set design • Costumes, props and stage crew • Preparing for the show Projected learning outcomes: Production in early May. Questions directed to: Dr. Justin Baird
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MIDDLE SCHOOL PUBLICATION Students will use various forms to express, through one short edition of their own in-house publication, the perspectives and culture of the Middle School: what is its story?
How might the Middle School tell its story through its own publication? As Ridley’s Middle School embarks upon its inaugural year in its own facilities, this is your opportunity to learn the role that storytelling plays in shaping a community. You will be invited to choose their publication’s name and consider the various forms typically used within a news-oriented publication. After selecting a preferred form (i.e., op-ed, biopic, sports column, photography), your team will develop plans for collecting information/interviews and generating content. It will be up to you to determine how to convey the various perspectives central to what shapes and motivates your Middle School community. Statement of inquiry: Communities deploy form and perspective to develop personal and cultural expression. Learning experiences: • Planning sessions • Passion prompts/essential questions • Choosing form (i.e., op-eds, biopics, creative writing, horoscopes, athletics/arts columns) • Brainstorming • Collecting information • Generating content • Editing • Going “public” • Reflecting • Making a video diary Projected learning outcomes: To accompany the publication itself, students will generate a short reflection in the form of a video journal in response to an essential question: How might the Middle School tell its story through its own publication? The same prompt will be addressed in conversation with guests attending the launch party. Questions directed to: Ms. Andrea Charlton 22
MODEL UNITED NATIONS Gain an appreciation for the interconnected world that we live in, understand the need for cooperation in affairs between nations and develop skills of diplomacy that are necessary for living in the modern world.
Have you ever thought about being a diplomat? Would you like to help build a world that is more peaceful and cooperative in nature? If so, Model United Nations is an activity for you. You will learn communication skills and develop a better understanding of the challenges that we face in an interconnected world. You will work in small teams to develop skills of collaboration and teamwork to make the world a better place. Statement of inquiry: Globalization and sustainability can be explored using communication and global interactions in the context of international diplomacy and cooperation through modelling the United Nations. Learning experiences: • Students will be assigned a different United Nations member state and will be tasked with resolving an important global issue in a format that is similar to the meeting of the United Nations General Assembly. • The workings of how actual Model United General Assemblies will be explained. • Students will have the opportunity to write a position paper on a topical issue and then communicate their position in the form of a speech. • Develop advocacy skills, consensus-building and the need for cooperation in a global society. Projected learning outcomes: Present an actual Model United Nations event during assembly.
Optional participation in a formal Model United Nations event as part of the culminating activity. Questions directed to: Mr. Paul O’Rourke
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ONE OF A KIND HANDMADE MARKET Explore ceramics, vinyl and paper arts. Craft one-ofa-kind artisanal pieces, package them with care and make a difference at Ridley College Middle School’s One-of-a-Kind Handmade Market. Unleash your creativity, empower your entrepreneurial spirit and support our school's fundraising efforts. Together, let's create, inspire and make an impact!
Throughout this journey, students will embark on a hands-on adventure in crafting one-of-a-kind artisanal pieces, from clay to ceramic and vinyl and paper to beautiful, customized products. They will have the opportunity to experiment with various materials and techniques, inspired by experienced artisans and mentors. Students will sell carefully packaged pieces while collecting funds for school and community initiatives. Statement of inquiry: Artisans draw on personal and cultural expression as inspiration to creatively intertwine aesthetics and form into unique handmade pieces. Learning experiences: • Introduction to the Artisan Market Experience • Exploring hand-building techniques in the Ridley Ceramics Studio • Apply decorative ceramic glazing to bisque-fired pieces • Guest visit and learn to create die cuts and stickers with Cricut • How to price and package artisan pieces for sale • Choosing an organization to donate fundraising • Market preparation, promotion and sale Projected learning outcomes: Students will create a variety of items from each medium with the intention of selling at the Handmade Market (either Christmas market or Spring TigerFest). Students will proudly present their masterpieces to the wider community, sharing the stories behind their creations and connecting with customers who appreciate the value of handmade art. They will contribute to a greater cause — the fundraising efforts of our school — to be decided by the artists. Additionally, this experience opens doors to future fundraising opportunities, empowering students to make a lasting impact on their school community. Questions directed to: Mrs. Ashley Auld 24
RECORD PRODUCERS Students will work together to create an album of songs of original and/or cover material.
In Record Producers, students explore the making of recorded music, from the idea of a song to the songwriting and, finally, the production of the song for recording or performance. Students create music using their own instruments, voice, or digital loops. In individual and collaborative sessions, students will support each other in the writing and production process. They will take part in creating or recording their own music and ultimately post their music online for the world to enjoy. Maybe your music will go viral. Maybe we’ll make a hit record! Statement of inquiry: Record producers expand on the creative and cultural expression of songwriters to make a finished and marketable song. Learning experiences: • Introduction to the world of record producers • How to write music • Composing music • Recording songs • Complete an album Projected learning outcomes: Students will record music and create an album to be presented to their classmates and through an online streaming site. Questions directed to: Mr. Scott Vernon
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ROBOTICS By participating in the Middle School Robotics programme, students develop a strong foundation in STEM (Science, Technology, Engineering and Mathematics) concepts while enhancing their teamwork, critical thinking and innovation abilities through the exciting process of designing and building functional robots.
The Middle School Robotics programme provides students with a hands-on learning experience where they design, build and program robots, fostering their creativity and problem-solving skills in a collaborative and exciting environment. Statement of inquiry: Robotics uses logic and creativity to develop scientific and technical innovation. Learning experiences: • Building a predesigned robot • Understanding components • Basic programming • Testing and iterating • Designing your own robot • Prototyping and building • Showcasing and sharing Projected learning outcomes: Students will showcase their robots and describe their process in the assembly. Questions directed to: Mrs. Ellen Duffus-Salvatore
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ROWING ACADEMY Students will gain an enhanced technical understanding of how to properly execute an efficient and powerful rowing stroke.
The rowing programme at Ridley College has a remarkable history of success that goes back over 50 years and has developed athletes into elite performers on both the national and international levels. Athletes who have represented Ridley Rowing strongly at high-level competitions have a sufficient understanding that in order to make a boat go fast, they need to be able to row technically sound while still being powerful. Rowing technique is often underestimated during the early stages of development, and, consequently, such athletes don’t realize they are limiting their long-term potential and overall ability to perform in the sport. Students in our Middle School who are developing a passion for rowing will learn how to row the stroke more like a national team athlete and create a greater pathway for themselves to pursue opportunities with our Upper School team should they wish to do so in their future years. Statement of inquiry: Personal and cultural expression can be enhanced through the sport of rowing by developing the form and precision of the rowing stroke. Learning experiences: • Develop and execute the stroke sequence (from the catch to the finish) • Understanding the concept of blade preparation • Understand the concept of tapping down **Students will be bused to Ridley’s Indoor Rowing Facility during various blocks of this Exploratory session** Projected learning outcomes: Students will share a video presentation of their technical progress and training. Questions directed to: Mr. Luc Brodeur
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SPORTS LEADERSHIP "Leadership is the capacity to translate vision into reality." – Warren Bennis. In this session, students will have the opportunity to look at and learn more about the role of leadership in the world of sports. Gaining a greater insight into the role of the leader, the importance of leadership styles and skills and how these skills and approaches can be effectively applied to achieve success will be explored.
Students will examine and identify the unique qualities and approaches of some high-profile sports leaders/coaches. These attributes and characteristics will be examined in small groups via research and observational tasks. Students will listen to and learn from some accomplished leaders in our community to further expand their understanding of the role and impacts of leaders in sport. They will also examine their own leadership styles through surveys and apply these skills and approaches to several different sport-related projects at the school. Statement of inquiry: Leadership in Sports is exemplified by knowing how to effectively apply communication and personal expression in order to spark change. Learning experiences: • Introduction to sports leadership • Personal evaluation/reflection • Guest speaker(s) • Introductory leadership assignments • Sports day planning Projected learning outcomes: Students will apply their knowledge and learning as they participate in two unique leadership events. They may choose to either observe coaches in action as they score a Ridley sporting event and/or attend a PYP Physical Literacy session in which they may choose to either observe the coach or apply their skills and coach the group themselves. The second learning project will take place when the group organizes Sports Day for the MYP Division. Questions directed to: Ms. Sandra Magee
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THE WORLD OF PETS In this exploratory, students will embark on an exciting journey to explore the wonderful world of pets. They will learn about various types of pets, their needs, the responsibilities of pet ownership and the importance of treating animals with care and respect.
Through engaging activities, discussions and projects, students will develop a deeper understanding of the bond between humans and their furry, feathered and scaly companions. Statement of inquiry: Humans and animals are capable of a mutually beneficial and dynamic relationship and connection. Learning experiences: • Introduction to pets • Responsibilities of pet ownership • Basic needs of pets • Creating pet habitats • Popular pet breeds • Unusual pets • Service animals • Guest speaker: Veterinarian visit Projected learning outcomes: Students will create a video presentation. Questions directed to: Mrs. Eugenie Wiley
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