Spirit Magazine - Winter 2013 'The Senior School Educational Plan'

SPIRIT our COMMUNITY MAGAZINE SOUTHRIDGE SCHOOL

Winter 2013/Issue 29

The

Senior School

Educational Plan Inside this Issue Introduction . . . . . . . . . . . . . . . . . . . . . Pg 2 Primary Years Programme . . . . . . . . . Pgs 2-3 Middle Years Programme. . . . . . . . . . Pgs 4-5 Student Centred Discussion Based Learning . . . . . . . . . . . . . . . . . . Pg 6 Character. . . . . . . . . . . . . . . . . . . . . . . Pg 7 Educational Plan. . . . . . . . . . . . . . . . Pgs 8-9 Knowledge . . . . . . . . . . . . . . . . . . Pgs 10-13 Skills . . . . . . . . . . . . . . . . . . . . . . Pgs 14-17 Attitude . . . . . . . . . . . . . . . . . . . . Pgs 18-19 Alumni News . . . . . . . . . . . . . . . . . . . Pg 20

The Primary Years Programme Our Academic Program at Southridge

Primary Years Programme

The academic program at Southridge is a very good example of how we are all one. I encourage you to think of our approach to academics and learning with a Kindergarten to Grade 12 perspective. The foundation of our program lies in three main areas: the construction of meaning, the search for truth and the ability to ask excellent questions.

The Grade 4 Exhibition marks the end of a five year journey for a Primary Years Programme (PYP) student. The event marks a rite of passage from primary to the Middle Years Programme (MYP).

Students are required to display the essential elements of the Programme throughout their study and are assessed on their demonstration of these areas (attitudes, skills, knowledge, action, and concepts). The exhibition process invites students Whether our students are in the Junior School or the Senior to be leaders and to take ownership and responsibility for their School, the fundamental learning perspective at Southridge own learning. They are given opportunities to engage in an remains consistent across grades and between subject in-depth collaborative inquiry into an issue that they are pasareas. The Primary Years Programme and sionate about. The entire process resembles the Middle Years Programme in the Junior a research study conducted at a univerSchool and the Secondary Years Program in sity level as many of its components parallel the Senior School act as platforms for us to those expected by graduate students. The Talking to experts in the field gives support our philosophy, connect our curricustudents are encouraged to take action as a credibility to issues, key knowledge lum and educate lifelong learners. result of their learning and share this knowland experience in taking action to edge with the school community. support a cause or concern.

Although distinct in how they address the difJo-Ann Murchie (Faculty) ferent ages of students, all three programs Using the theme of Sharing the Planet as are complementary to one another. They their overall framework, last year’s Grade 4 work in concert to help our students become students began to choose their issues from well balanced and prepared for post-secthe newspapers, selecting issues that have ondary education. But more importantly, they have consistent not just local, but also national and global impact. Sharing paradigms of thought that ultimately challenge our students to the Planet is one of the six themes that all students investiconstruct a sophisticated understanding of their world as they gate each year throughout their life as a PYP learner. Under continuously search for a deeper appreciation of the truth. this theme, students inquire into how we, as humans, can responsibly share this planet through peace and conflict resoAlan Brown used to say, “Tell the truth even if it kills you.” lution, access to equal opportunities, and the sharing of finite Perhaps he was encouraging our students to tell their truth by resources. sharing their unique gifts and talents and by speaking up and expressing themselves even – or especially – during times of There were sparks of excitement, wonder, and intrigue within disagreement and discord when it often takes a lot of courage the Grade 4 classrooms as soon as the students embarked on to do so. this process!

Drew Stephens (Head of School) After reflecting upon the issues, the students set out to write a proposal convincing their teachers why these areas were worth studying. They then underwent an intense interview process with the PYP leaders, whose roles were to investigate the student’s passion and commitment towards the topic. Once the issues were finalized, students were placed in groups based on interest and classroom dynamics and each group was allocated a teacher mentor who helped guide them throughout the process. The mentor’s role was to facilitate and guide, while leaving the process in the hands of the learner.

Last year, the students delved into the effect of pipelines and the responsible management of resources, the effects of viruses, the issue of children’s rights, forest sustainability, global water crisis, homelessness, animal rights and welfare. The students were thinkers, inquirers, and communicators as they worked on formulating their central ideas, areas of inquiry, key concepts and related concepts, and questions that would guide their inquiry. This process was rigorous, stretched their minds, and paved the road for their study. Young researchers emerged as they investigated books and magazines, websites, and went out into the field to learn from experts in the community.

They then organized their information into a group essay that reflected on their questions. But the process was not over yet!

The students tapped into their creativity and communication skills as they worked as a group to create an oral presentation.

A range of options, such as newscasts, poetry, PowerPoint pre-

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We Are All One sentations, claymation, issue. As their central ideas evolve, stuand stories was available dents and mentors have a better idea of to them, and each group the exact nature of the issue the group has chose modes that best decided on as their focus. This leads to a reflected them. Some search to find an “expert” or facility to visit. students were inspired Students can recommend opportunities to reflect their learning that they find through their initial research through song and artisand facilitated through their mentors. tic expression. Students were also expected to utiFrom their lines of inquiry the student lize the PYP action cycle groups form six questions that are often (reflect, choose, act) to used as the basis of their interviews. reflect on how they could The “experts” are sent the questions in share their knowledge to advance to give them preparation time and benefit other living things an opportunity to customize the interview within the planet. Young for the students. activists emerged as they created slogans such as To gather a large component of their informa“Stop the Poverty, Go Equality”; participated in the World tion, a field trip to visit an “expert” in the field allows students Partnership Walk to end global poverty; formulated a proposal to use many transdisciplinary skills such as communication, to Mr. Stephens and Ms. Hector to change our school taps to self-management, and research. Specific skills such as quesones that use less water; made bracelets tioning, listening, and recording are emphathat reminded people to wash hands thorsized within this activity. Last year, students oughly to prevent viruses; wrote blogs to visited Covenant House, Free the Children, spark stimulating conversation and seek LAPS, Animal Health Centre, UBC (IROCS and solutions; created awareness of products Forestry), UBC Botanical Gardens, Vancouver Free the Children is just the that utilize animal testing; participated in Aquarium, Richmond Oval and the Lynn Valley perfect organization that truly a local park cleaning day, and made sandEcology Centre. helps “change” and “makes a wiches to take to a local shelter. Through difference” to those countries these actions the students truly showed The students also used the field trips to which are under developed. I that they can use their knowledge for the take action. They used the PYP action cycle just found that this is a great betterment of others. to reflect, choose, and act and then chose organization which is willing to actions that would make a difference in the put both feet forward to work The two days of exhibition were the pinnacle lives of others. The Animal Needs group with our school. It was so great of their PYP experience as they proudly and learned how to care for pets by actually confidently shared their learning with their washing a dog. During a forest canopy walk, that someone from their office parents, peers, teachers, invited guests, students were inspired to develop their action came to view the presentation. and members of the Southridge commucomponent by raising awareness of the facilCindy Khangura nity. The mentors described the tremenity and the opportunity to experience a sus(Faculty) dous growth that was seen in each of the tainable forest. The Homelessness group was Grade 4s throughout the process. These motivated to help out at a local Food Bank. It students grew in many areas of their social, was rewarding to have some of the “experts” self-management, thinking, communication attend the presentations at the conclusion of and research skills. They learned how to the project. problem solve and cooperate with one another, consider each Joyce Chong (Faculty) others’ perspectives and appreciate and utilize the strengths of each member of the group. Their exhibition journals were reflective of their experiences, anxieties, problems, accomplishments, and goals.

The exhibition process will forever remain in the minds and hearts of these students as they continue on their path of discovery and knowledge. We hope that the knowledge they attained and the actions they took will inspire them to continue to inquire, learn, and make a difference in the world.

Shanaz Ramji-Motani (PYP Coordinator) A highlight of the Exhibition process for students is the opportunity to venture away from the school and beyond the classroom to gather information for their presentations. As an integral part of the inquiry process, the visitation allows students to gather information beyond the print and internet resources found at the school. Ideally, this experience would be in the form of an interview and a visitation to a facility directly relating to their

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The Middle Years Programme

Middle Years Programme The Middle Years Programme (MYP) at Southridge builds upon the knowledge, concepts, skills and attitudes developed in the Primary Years Programme. The MYP emphasizes intellectual challenge. It asks students to approach learning holistically and seek connections between subjects and the real world.

The focus on approaches to learning in the MYP fosters the development of knowledge, concepts, skills and attitudes that help students become good communicators and informed and engaged global citizens. As an engaged global citizen, students naturally want to take action to make a difference in their world.

Throughout the three years of the Middle Years Programme, Southridge students have many opportunities to take action. In addition to whole class initiatives and the various ambassador and monitor roles, students are able to work with our service coordinator to implement their own ideas and projects to make a difference. Service at Southridge is student-driven. Our students want to take action when they learn there is a need. This desire is cultivated in the PYP and is further developed in the MYP. When students create their own opportunities for service involvement, they are building skills and gaining knowledge that help prepare them to become informed and engaged global citizens.

Another important scaffolding experience for MYP students is providing them with opportunities to further develop their communication skills. At Southridge, beginning in Kindergarten, students participate in a public speaking celebration every year. Every student has a chance to speak publicly in front of their peers and many speak in front of the larger Southridge community. Students in Grade 5 and 6 also participate in a “Math Fair” which is presented to the Southridge community.

They work together with partners to explore a math problem, find a solution, develop hands-on manipulatives, and communicate their problem and solution.

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Once students reach the final year of the MYP at Southridge, they are ready to tackle the MYP culminating project. This project showcases the knowledge, concepts, skills, and attitudes our students have developed that allow for meaningful action in response to the needs of others. This project is called “Making a Difference” and it emphasizes holistic learning, intercultural awareness, communication, and taking responsible action. The learning goals of this project embody not only the IB mission statement, but our school mission statement as well.

Students complete an extensive unit about making a difference in the world. They are guided with the unit question, “How can an individual make a positive difference in the world?

Can I?” The introduction to this unit is the short novel about child labour entitled Iqbal that students read. They then begin investigating other major world problems through videos and literature circle readings. The possible choices for literature circle readings deal with major world issues such as: child soldiers, AIDS, terrorism, homelessness, children caught up in war, child prostitution, animal rights, and stereotypes surrounding disabilities. Each book is chosen because it features a main character similar in age to the Grade 7s and has a positive message about the resilience of the human spirit when faced with adversity.

After exposure to these varied world issues, students select an issue that they feel passionate about, research this issue, develop a plan for an action they could take to make a positive difference, and create a display highlighting their cause and action. These are then shared with the school community through an afternoon “Making a Difference Fair.” Students are individually interviewed about their action, and the interviews are videotaped and posted on the school website.

Alison Graham (MYP Coordinator)

We Are All One For my Grade 7 project I did offshore oil drilling in BC. I don’t want this to happen in BC because oil spills are inevitable and we all don’t want this environmental damage. I chose this project because there are plans for offshore oil drilling in BC and it has not yet happened so I can still make a difference. My action was to raise awareness so I created a website using Google Blogger (http://2012oildrilling.blogspot.ca) and you can make a difference when you are voting in the next election: you can look at the parties that are going to drill and aren’t going to drill so that you can make an informed decision about our coasts.

Amy Doerksen (Grade 8)

In Grade 7 I chose to do a project on child labour because I read the book Iqbal. In Third World countries children that work in child labour have essentially nothing. My action was sweeping the streets and picking up garbage for three hours. I also sent a letter to the Surrey Newspaper hoping that they could publish it in the editor section.

You can make a difference buying products that you know do not use child labour.

I chose the issue of women in Afghanistan after reading Thunder Over Kandahar which was one of our literature circle novels in Grade 7 English class, and after reading that I was inspired to make a difference. I took action by making an assembly presentation to the school about the World Partnership Walk, which helps women in Afghanistan because all proceeds go to the Aga Khan Foundation Canada. This organization helps make a difference in the lives of Afghan women, improves maternal care and it provides education for Afghan girls and it also gives them a greater part in community decision making.

Taylor Sidhu (Grade 8)

Landon Gill (Grade 8)

My Grade 7 project was about zinc deficiency which is when your body does not get enough zinc daily and you can get so malnourished that you can die. I learned about this at “We Day” and I also learned that you can donate batteries and the zinc is taken out of the batteries and used to make zinc pills. One AA battery can save six kids.

For my action I did household chores for family members and friends and I raised around $150 and donated it to the Zinc Saves Kids program (www.zincsaveskids.org).

Miranda Buchinski (Grade 8)

UNYA helps aboriginal youth on the streets who have been abused or are involved with alcohol and drugs. We chose this project in Grade 7 because we felt connected to the homeless youth because we are also younger people. We learned that 3-4% of BC children are aboriginal but over 30-40% of children on the streets are aboriginal and we thought it was really important that people should know about aboriginal homelessness.

Isabel Lei and Anna Shocohian (Grade 8)

My Grade 7 project was about another way you can give. Everyone is always busy fundraising for big, worldwide events, when really small things can make a big difference too. So I decided to take care of someone’s dog when they went in for surgery, and this shows that even if it is making a difference to one person it can make a big effect so I did this action because I wanted to prove that small things can make a big difference and you can do so many things so you can make a difference as well.

Carly Green (Grade 8)

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Student Centred Discussion Based Learning When I took charge of my own learning and I came to class prepared and I did my homework and I was ready to learn I found I learned a lot better and over time, even though it was hard at the beginning, I realised that because I kept with it and because I was so engaged I liked what I was doing and I realised I was doing a lot better in class and outside of class.

Mayaz Alam (Grad 2012)

Student Centred Discussion Based Learning This summer the faculty received training in the discussion centred model of learning, the “Harkness” method as it has become known, in deference to Exeter Academy where this style of education has been pioneered since the 1930s and all have an enthusiasm for, and belief in, the positive educational outcomes for our students. Our beliefs are grounded in current brain research on how children learn, and the imperative to look at society’s changing needs for innovative, independent thinkers who can communicate clearly and collaborate effectively. Our academic model is centred on the skills, attitudes and knowledge necessary to enable our students to fully realize their potential in the dynamic and constantly changing environment of the 21st century. In sum, we believe that this model of education yields many benefits: • Students become better conceptual learners and have a deeper understanding of ideas than their peers in more traditional lecture style classrooms.

• As understanding improves, tests and examination scores improve.

• Communication and presentation skills are constantly practised and improved.

• Long term retention of information and the ability to analyse information is enhanced.

• Students learn to listen and to collaborate effectively with each other. Collaborative learning builds student confidence and enhances social cognition.

• Students must actively engage in classroom discourse; they cannot ‘hide’ in the classroom.

• Students learn from each other and all can contribute to the ‘learning environment’. This leads to much higher student engagement and greater motivation.

• Students are encouraged to take risks in their learning.

Mistakes are part of the process.

• Better preparation for university seminar classes and intellectually rigorous courses as students are stimulated to ask more substantive questions at higher cognitive levels.

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• Students must take responsibility for their own learning and build an understanding of their own unique learning styles.

• A student learns that his or her attitude to learning is a key component of academic success.

• The thoughtful use of technology will remain an integral part of our program through the provision of stimulating additional material that will help to shape and inform classroom discourse.

• In a technologically rich environment this more interactive approach provides a balance of learning opportunities and helps to develop personal and social skills.

Jan Holt (Senior School Academic Program Director) At the table, the teacher is a facilitator who monitors and guides the discussion as necessary. He/she is not the focus of the class. Students lead the discussion of problems, talking directly to their classmates, asking and answering questions of each other. Everyone is encouraged and expected to contribute to the learning of one another.

Learning doesn’t just happen because you have been told or shown something. Learning comes about through struggling, trying, thinking, asking for help, and trying again…it’s a messy, complex process. In a traditional classroom, the focus of the thinking and doing is on the teacher. In the Harkness approach, the focus is on the student who is required to be actively engaged in the process.

That is what Harkness does so well….it maximizes class time for the elements of learning that make the most difference in students “getting it” and being able to “do it” and “understand it” themselves. Classes can go where the students need them to go in order to “get it”. This is also the aspect of learning that you can’t get just anywhere else.

Through Harkness, students also learn that struggling, making mistakes, and not getting it right away is a normal part of the learning process and that there are many valid ways to interpret and solve problems.

Cam Seib (Faculty)

We Are All One Character The academic program educates students about the importance of acting in a principled and ethical way. Students must learn of the absolute imperative of academic honesty in every subject discipline, and in the study of literature, for example, many opportunities are provided to explore moral ambiguities and to discuss what the ‘right’ course of action should be. In examining the lives of others, students learn about themselves and how to act in a way that activates the inherently good qualities within themselves. Demonstrating commitment to learning by completing all assignments, being respectful and engaged in class and working collaboratively to support other students in the learning process, are all ways in which the student demonstrably builds character in the academic realm.

Jan Holt (Senior School Academic Program Director) When I was given the opportunity to play Varsity Basketball in my Grade 10 year, I was welcomed by my coaches into an elite group of athletes. We were brought together by a sport that I would later learn was more than just a game. Throughout the year, I learned the ways of the team; the rookie initiations, the hardship of defeat but also the joy in a hard-fought victory. As a young, prospective student of the game, I soaked in the mentoring from my coaches, aspiring to be like my seniors, hoping one day I could lead a team. The ensuing year, I was no longer considered a rookie, and was challenged with new roles and expectations. This wasn’t easy at first, I was now accountable for my actions—but the reward of holding such a position had its dues. Coming up short to ‘the dance’ was the first time I had experienced an embarrassing loss; for the first time I

temporarily questioned the reason for my ‘obsession’. What resonates in my mind, however, wasn’t the final result of the season, it was the camaraderie and willingness to withstand hardships for one another. We were more than a basketball team—we were a brotherhood.

As a captain and senior of the team today, it is incredibly tough to say farewell to the game that I have loved throughout my adolescence. Basketball has taught me life lessons I will never forget. The facts that hardship and defeat will always lead to inevitable success, and the expression ‘working hard pays off’ have been proven to me countless times. Due to the dedication from my coaches and fellow players, I feel it’s now my responsibility to welcome the young players into this coveted group, and teach them what I was taught not long ago. Being a part of the Southridge basketball team was one of the most rewarding experiences in my life. It’s hard to believe I obtained all this out of one sport. I’ve learned that it was not only the game that was rewarding, but also the support of all my brothers and mentors behind me. All this in one game. One love. One Team.

Justin Buttar (Grade 12) Isn’t playing basketball enough? Within the Southridge Basketball Program we feel it isn’t. Character development has always been an important element of the program. Our actions on and off the court show people who we really are. Another way that we describe character is accountability. When we think of accountability we think about our roles and responsibilities within the team. Working hard academically, improving skills, being organized, and handling difficult situations are all areas of focus within the basketball program. It is unlikely that any team will win every game. As a result, how you carry yourself in both victory and defeat defines us as individuals and as a program. Over the years we have had many outstanding players, but what the coaches are most proud of is the character these young men have developed and continue to show in their years after playing with the Southridge Basketball team.

Steve Anderson (Faculty – coach)

When working with a musical ensemble, music teachers often use analogies to sports. After all, we both speak of ‘playing’ and use terms like team, practice, and ‘make sure you flatten the 9th on that secondary dominant chord’ (OK, maybe not that last one!) In many ways a music group needs to work as a team. Timing is integral to the making of music; some would argue that rhythm is the only absolutely necessary element connecting all musical styles across continents and eras. So much of a successful musical performance is truly about a group of individuals coming together to create something that they could not accomplish without each other. I often quip, however, that in music, we cannot ‘bench’ any players. If one musician is having a bad day or simply does not yet know his part, the group as a whole suffers. Conversely, however, when each contributes with integrity, the music sings. Through participation in an ensemble, students learn about commitment; they practice to improve their craft and they rehearse as a group to grow and learn from one another. All these elements culminate in performance.

Steve Burrage (Faculty)

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PYP, MYP and the Senior School Educational Plan

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We Are All One Our Philosophy Southridge is a community of learners who build knowledge, skills, and attitudes together. We seek to develop students with the confidence, capability, and character to succeed in the 21st century as people who can actualize their ideals in their personal and public lives to the benefit of the wider community.

Senior School Educational Program Mission Statement The Senior School Educational Program is rigorous and university oriented. It inspires and challenges students to actively engage in their own learning in developing their abilities and pursuing their aspirations. It builds independence, while developing character through an awareness and commitment to action that surpasses concern with self.

g from l of learnin e d o m a at n is based o ut students p m te to s y d s e e n n o at, we better Our educati To change th . We need to make a . ry tu n e c rir an earlie education t they expe n a h w o w ir d e n a th l f o o new t scho the centre kids learn a ves. We need to create er, t a h w n e e li v link betw ir everyday em to disco e th th w o in ll a rn t a a stage ents th ence and le to set the nts for stud d e e m e n n o ir e v W n to . e s learning eir passion er partners th th o il lf d fu n a d n d, but embrace, a achers, administrators today’s worl in ly te n o , t ts o n n for pare success children for n yet imagine. r u o re a p pre ca at few of us er in a world th : every learn le ip c n ri p e ll-being d on on lan is base te to the we ing, P u ib n tr o n ti o a c c u d d BC’s E d learn ntial an eir full pote us on student-centere student th e z li a re l wil ach ill foc terests of e ince. We w of our prov eeds, strengths and in le in their education. en rger ro ensuring th d their famiill play a la n w a ts ts n n e e d d tu tu s .S is a priority ork collaboratively with school operates. And, a w l w il o w h Teachers flexibility in r te a re g students. e r e s lies. We will hnology as a key tool fo tec cation we will use y of Edu r BC Minist

Southridge Mission Statement

Southridge develops well-rounded students with a deep sense of personal integrity who have the moral character, love of learning and self-confidence to realize their full potential in a post-secondary environment and in society at large. Each student is encouraged and challenged to become someone who:

• Is a lifelong learner • Has study, critical thinking and communication skills • Is a creative and independent thinker • Has a positive attitude • Seeks their passion • Believes in the values of truth, tolerance, compassion and respect • Understands the sacrifice and rewards of community service • Has an appreciation of, and desire for, lifelong physical activity and fitness • Appreciates the arts and their contribution to a richer life • Can work effectively as part of a team

IN SUMMARY, SOMEONE WHO MAKES A DIFFERENCE IN THE WORLD

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The Senior School Educational Plan Accelerated Math Option At the beginning of December each year, twenty Grade 8 students are selected for the “Accelerated” math program. These students finish Pre-Calculus 12 by the end of their Grade 11 year. The program is meant to challenge our most capable mathematics students and to give them more flexibility in choosing their Grade 12 courses, since they will have one more available block. These students can also take the more rigorous AP Calculus “BC” course, which contains 40% more content than AP Calculus “AB”, further providing a challenge to our most capable students. We also offer AP Calculus “AB” and provincial Calculus 12 for other students who need to or want to take a calculus course in high school.

Cam Seib (Faculty)

Harkness When I completed my education degree at UBC, I was a master at creating “fireworks” in the classroom. During my practicum, Christopher Gaze directed my students in scenes from Macbeth; we threw red paint across the floor every time Macbeth killed another one of his victims and students would come to class with crowns that they had picked up from Burger King on their way to school. It was fun and busy and, by the time we were finished, my students had a very clear idea of everything that I thought was important about the play.

Today, you will still find paint and crowns in my classroom, although slam poets visit more frequently than Christopher Gaze, but much more importantly, you will see students gathered around a Harkness table actively engaged in literary conversations. Through these discussions, students, with various degrees of courage, passion and eloquence, discover their own relationships to texts, and, when they see something that they hadn’t seen before or they grasp a concept that had eluded them, the fireworks are truly spectacular because they have been created by students who are taking ownership for their own learning.

Recently, I was talking to a former student who has just begun an undergraduate degree at the University of St. Andrews in Scotland. It was wonderful to listen to her speak, with great appreciation, about all of the ways that Southridge had prepared her for university. One of the highlights of our conversation was her observation that, although she hadn’t fully understood its significance at the time, the Harkness table was a pivotal part of that process. As the Senior School Education Program continues to evolve, and Harkness methodologies become even more fully integrated into the English curriculum, I am confident that this approach to education will have an even greater impact on our grads in the years to come.

Gail Robinson (Faculty)

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It feels more like a conversation than being taught and it feels like it’s more the students’ initiative and people are able to get out their opinions better and more willingly and so it makes it more natural.

Julia Lauzon (Grade 12)

I think after two or three classes you really get the idea that it’s informal, it’s about working together, it’s about creativity.

Ben Severide (Grad 2012)

I was a bit nervous about it but definitely after a few classes you could see the positive effect it had on the class atmosphere and after a few months you could see the positive aspect it had on their work.

Jasleen Sidhu (Grad 2012)

These shifts generated an immediate difference in my English 11 class as our consideration of contemporary and classic texts became deeper, richer and more meaningful. I was also impressed by the increased number of students who became involved in the discussion.

Gail Robinson (Faculty)

I like the fact that you can go over all of the homework and if you didn’t get anything or you did it a harder way then you learn new ways of doing it.

Shaelyn Gadallah (Grade 11)

What I like about the Harkness method is that it really makes you think for yourself and become more like a teacher and you are really helping each other out.

Bryan Froh (Grade 11)

I was a big procrastinator and now I have to come to school with my homework done so that I can be engaged in class.

Matthew Nguyen (Grade 11)

What I really liked about the Harkness method is the collaborative learning – just the fact that everybody had to be completely engaged in what they were doing to really make the Harkness approach work.

Jas Sahota (Grad 2012)

Not only was I doing the homework, and I was actually getting it done, but I was learning way more than I was initially when I was sitting in desks and we were just doing homework checks, because instead of actually checking if we had done the homework we were going over it in class and we were talking about it. I felt like even if I didn’t get it I could come to school the next day and do it in class and by the end of the class I would get everything.

Serena Bonneville (Grade 11)

We Are All One Begbie Canadian History Contest Each spring 30-35 Southridge students in Grades 10-12 accept the challenge to write the Begbie Canadian History Contest, a nationwide examination written by approximately 2,000 students.

There are prizes for the national winners and the highest achieving contestant in each school is awarded a Begbie medal. The contest involves three sections. In the multiple choice section, students select the correct answer based on their analysis of primary historical documents such as political cartoons, statistical data or newspaper excerpts. There is also a short essay in which students respond to a question regarding Canadian history often based on two opposing documents. Finally, students are asked to write a longer essay for which they are required to read ten or more documents on a particular topic and use both their own knowledge and that of the documents to answer the question. The graders of the contest reward students who are able to analyze the point of view of a document’s author, articulate a thesis/argument which addresses the question and evaluates the reliability, tone and purpose of the documents. The contest provides Southridge students with an opportunity to practice their critical thinking and problem solving skills under the pressure of examination conditions. To their credit, Southridge students have consistently performed well in this examination and several of our students have placed in the top 40 in recent years.

Norman Dods (Faculty) As a social studies student, I love anything to do with geography or history. Thus, something like the Begbie Contest posed quite a great interest to me. This contest that deals with Canadian history provides quite a challenge, especially when trying to remember everything that has happened in nearly 200 years. The interesting part of the contest is that it focuses on creating parallels between topics that you’ve learned and topics that you’ve never seen before, especially in the essay topic. I remember when I took the contest, the essay topic dealt with riots in Montreal but all the documents dealt with Zootsuits, two things I had very little knowledge about. Yet, using knowledge of the time period and previous tensions, I could form a thesis and keep writing. This way, the contest focused on working my critical thinking and application skills as well as improving all the regular social studies skills that are taught at Southridge.

Prem Sai RAmani (Grade 12) In Grade 10, the Begbie Contest was a rather daunting prospect: two essays and a multiple choice section in two hours, all on material I had merely passing familiarity with. But as a self-identified history nerd, I couldn’t pass up the opportunity to test my historical wits. Moreover, I had confidence in the skills instilled in me by the Southridge History Department. Evaluating sources, making nuanced connections, writing lucidly - these were all things I knew I could do, even though Canadian history wasn’t my area of expertise.

The contest was challenging but fun, and the skills I had been taught served me well. I recall one essay in particular which involved shaping several primary sources - newspaper articles, propaganda posters, testimonies, statistics - into a cohesive argument. This kind of exercise isn’t exclusive to the Begbie Contest. It

was a cerebral exercise I performed many times at Southridge, and it continues to come up in my university-level exams and essays.

I was absolutely thrilled when I came out of the Begbie Contest with a lovely medal (which I treasure to this day), but that wouldn’t have been possible without the Southridge History Department. It was the faculty who facilitated the contest and encouraged me to participate in the first place. Most importantly, it was also the faculty who taught me the fine art of history and helped me discover my love of it, both in the classroom and in extracurricular challenges like the Begbie Contest. As a second-year university student studying history, I’m still proud of my Begbie achievement - but prouder yet in the knowledge that I was taught top-tier skills which continue to serve me well today.

Rowan Laird (Grad 2011)

Grade 10 Community Project

Geography is more than just maps and statistics and community mapping is a means of culturally, historically, and ecologically representing a place. Many people have no sense of rootedness in the place they inhabit. As a result, people are not connected to the history and place of their community. Questing, or community mapping, creates a relationship to place. This type of mapping involves map making, creative clues, drawings, and learning about the history, ecology, and culture of a community. It is applicable to all ages and can encompass several subjects and media including poetry, geography, math, art, history, science, and ecology.

Ira Alexandra (Faculty) I really enjoyed the community mapping project. I got to learn a lot more about our community around us, through other people’s projects, and my own research. My topic was human and environmental interactions, and I studied a lot of parks around us. I walk through Blackie Spit Park all the time with my family, but even then I got to learn new facts such as it has over 200 species of birds and it is a salt marsh ecosystem. I also learnt about new places, such as Mud Bay Park preserved wetland. I will definitely go here with my family to look at it as I would like to see their eelgrass beds, the tidal marsh, and the spectacular views as it is near Boundary Bay. I was glad to hear about these places I was unaware of, and learning about all of the plant and animal life in the parks made me realize how important it was for us to have these parks where the animals and plants can safely live and grow.

Maria Maskall (Grade 10) As a person who grew up in Surrey and the area around Southridge, I sure thought that I knew almost every single bit of information that has ever been discovered about Surrey. Boy, I was wrong... I was never aware of the amount of native animals living in Surrey as well as the amount of native plants that can be found everywhere. I was also completely unaware of Surrey’s efforts in recycling and preserving our environment by adding parks and other nature reserves.

Traven Blaney (Grade 10)

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The Senior School Educational Plan The Power of Guest Speakers in the Classroom

than we were! Their spoken French was clearly much better than ours, but they were really patient with us. After sharing my hobbies with the children in my comparably weaker French, which was a truly humbling experience, we got the chance to sing a French song, written and composed by their teacher, with them. Their enthusiasm was very apparent, and their singing got louder and louder as we joined our voices with theirs. It was thrilling for them to sing a song with all of us, and spending the afternoon with them was a great bonding experience. We exchanged sad goodbyes at the end of the visit, and we left feeling really positive. Our whole class really enjoyed getting this opportunity and we all wanted to go visit again someday.

Avneet Athwal (Grade 12)

Over the past decade or so I have utilised countless speakers from our community to enrich my Social Studies classes. I have always felt very strongly about bringing in people to tell their stories that are true living stories of history, survival and courage. I have brought many people to Southridge over the years, whether they were politicians, First Nations elders, or even members of our own community who had an interesting story to tell. However, there were a few in that time that will always stand out to me. Bronia Sonnenschein will always be the most special to me. Since my days as a student teacher, Bronia followed my teaching career and came to every school I taught at. She was a survivor of the Holocaust, and one of the few that ever could say “Écoutez s’il vous plaît,” the teacher, that she survived Auschwitz, the deadliMadame Kinnear, said in front of the est concentration camp of them all. class. The Grade 2 class along with their Others include Robbie Waisman who Grade 11 buddies gave in to silence. was in the Buchenwald concentration Now, I felt very much excited, and anxcamp; Marius van Dijk van Nooten, ious at the same time to interact with my who was an 11 year old boy when buddy, and doing it at the same time in he was captured and tortured by the a different language. Not only that, but I Japanese in WW2 and then also sent to had to read my story that I had written a concentration/POW camp. In 2008, under Madame Beer’s supervision, with when we took a school tour of Japan, I mimicking amusing expressions. The made sure we went to both Hiroshima process of creating my story along with and Nagasaki, and while at one of the fascinating pictures was very enlightenatomic bomb museums, I had a suring for me because not only did I learn vivor of the atomic bombings, Miyoko new words, and was creative, but I also Matsubara, give her testimony to our realised the potential and influence of students. This, I believe, was a highlight languages. Languages not only break of that tour and something that the ice barriers between people of different students will no doubt never forget. Therefore, cultures but are also a way of bringing together when I visit Vietnam and Cambodia in 2014 with communities and allowing knowledge to flourMy most memorable experianother school group, I plan once again to get in ish. With teamwork, and by understanding each ence from my service trip to contact with survivors of the Vietnam War and other, we are able to leave a better tomorrow. also the genocide in Cambodia at the hands of Guatemala was acting out the the Khmer Rouge. The final guest speaker that Dr. Seuss classic Green Eggs When Madame Kinnear finished giving instrucI will always remember was Arne Knudsen. For and Ham for the Guatemalan tions, an enigmatic smile escaped my lips just one person, he was a walking history book children. It really resonated as I realised that now was the time for me to with many accomplishments. When he visited with me, seeing the smiles introduce myself. I started out with the simple Southridge, he told the students about his days on the faces on the children, “Bonjour...” with my coy, crackling voice, and riding the rails during the Great Depression, enjoying the same books before I even finished my sentence my buddy how he joined the Mackenzie-Papineau Brigade that I did when I was young. started his introduction with confidence and a in the Spanish Civil War, how he achieved a benign smile. When he finished with no pauses, I knew that even when I left Bronze medal in the Berlin Olympics for swimI was somewhat shell-shocked and yet at the Guatemala, the books we ming, and then how he fought in WW2 and was same time eager to learn more about him. Our brought for the children would captured in the Italian Campaign, and how he eyes met, and there was this rare moment of later managed to escape with the help of a be in a place where they were trust and friendship. And so, we continued to Nazi guard who once lived in Canada – he was well appreciated and loved for strengthen that invisible knot of good companan amazing person and truly one of my heroes. years to come. ionship by continuously discussing and laughThe power of guest speakers should never be Abby Wells (Grade 11) ing at each other’s mistakes. I just loved the taken lightly. Many of these speakers have now way he understood me, and helped me with my passed on, but I truly feel it is my duty to carry French pronunciation. He was like a little brothon their stories. er. Soon our bond grew to the point that I drew James Knihniski (Faculty) a portrait of him, as I listened to his flawless French dialogue. And we giggled as we listened to our classmates’ struggles with their Connecting Through Language French. But all around, there was this growing, glowing atmosphere of loving friendship mixed with French expressions and laughter.

Last year our French 12 class went to visit a second grade French Near the end of our visit, the Grade 2s surprised us with a beautiful immersion class at Peace Arch Elementary. We had written chilsong, en Français, conducted and written by their teacher. The clock dren’s stories as a project, and we were given the opportunity to go was ticking fast, and the end of our visit was already near. It was so and read them to the students. My partner and I were very excited unfair that we had to go, but as they say in French, “C’est la vie.” about going, but it seems that the children were even more excited Rishi Saincher (Grade 12)

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We Are All One Last year, the Spanish 10 and 11 class made Spanish picture books and sent them to Guatemala with the service trip. The topics of our picture books included different aspects of Canadian culture like the finch, the polar bear and the seal and the dream catcher. In writing these stories, we tried to come up with ways of describing to the children of Guatemala what Canada is like. One challenge was writing a story—in Spanish—for younger people. Another was putting the pages together! Over all, this was a really great project to do with a small group of people. We all had different skills, whether they be artistic or linguistic, to bring to the table.

2011-2012 Grade 10 Spanish Students

Creative Expressions Though most people are not aware of this, the Creative Expressions course begins a week before we go to France. In those five days at Southridge, we learn about the artists and the monuments that we will see in Paris and Aquitaine. We study artistic and literary techniques as well as the basics of making a journal. We also learn about travel itself, how to take the metro, where to go in case of trouble, etc...Personally, I found that having this one week beforehand was a very valuable part of the course because it provided the context that we needed to enjoy France to the fullest extent. Even more, this alleged “classroom” learning was completely different than what we had experienced during school. By covering a wide variety of topics and discussing and reflecting on it, the experience of it was much more powerful, resonant and more fun than it would have been. France is definitely one of the best experiences I’ve had the fortune of having not only because we got to spend two weeks in a beautiful country, speaking French, eating good food and studying Les Grands Artistes, but because it was truly a learning experience for me. I learned how to survive on my own experiencing the city left to my own devices, though I was very well prepared for it. In the French countryside, I learned a lot about myself and others, making many new friends that I still keep today. To this day, I remember those memories sitting on the porch on those warm summer evenings, with the sunset dipping below the landscape of Aquitaine as we discussed the philosophical questions of life, absentmindedly drawing in our journals. In essence, Mr. Tennant and Ms. Baranszky-Job have taken a course and made it a life experience; one of the best ones I could have asked for.

Prem Sai Ramani (Grade 12) In the beginning, I was rather hesitant about taking this trip abroad; in particular, a trip to the countryside of France that screamed the word “artistic” into my ears, and then proceeded to rattle around in my brain as an ever-constant reminder of my ineptitude in visual arts. As it turned out, Creative Expressions Abroad was an artistic experience through and through... and that was OK. In my opinion,

this was the underlining theme for the course as a whole; it was open to all forms of artistic expression. Perhaps the best comparison would be of a large, dysfunctional family ordering a single pizza; each person wants a different topping, and no one is able to agree on a single type, so they end up doing the thing where they divide the pizza into multiple different toppings to make everyone happy (but the anchovies mingle in with the cheese in the oven anyways, so it all ends in tears). Although we are all considered “artists,” beneath that blanket term lies a collection of painters, writers, poets; sketchers, musicians, and intellectuals. As individuals with unique young minds, we enjoyed and appreciated our time in France in different ways; some through endless card games on a porch in Aquitaine, and others through long walks in museums that are, in all honesty, a bit too large for their own good. You didn’t need flair with a paintbrush or an in-depth understanding of foreign languages to enjoy yourself; Creative Expressions had a little something for everyone.

Andrew MacDonald (Grade 12)

Learning Style In Grade 8 Health and Career Education (HCE) students complete a Learning Style Inventory to assess their unique learning styles. This is a 30-minute assessment, which informs students of their optimal learning environment, and their emotional, sociological and physical preferences for successful learning. They are given a number of strategies, such as where and how to study, that match their learner profile. In Grade 9, HCE is largely spent focusing on philanthropy, engaging students to step outside themselves and focus on the needs of the community.

In Planning 10, students complete an informal version of the Myers Briggs Personality Test as a jumping off point to researching potential career paths. They assess their strengths and weaknesses as they understand them and their potential fit with a number of different careers, eventually choosing one and setting the goals needed to attain it.

Kate Higgins (Faculty)

Career Exploration and University Counselling

The process of identifying careers and university programs that fit the student’s individual interests, skills and goals is a multi-step process at Southridge. Beginning in Grade 10, students begin to research career options and understand postsecondary pathways. Planning classes expose students to tools and resources that help them build a better understanding of fit and suitability. The tools (Career Cruising and Naviance) build a profile based on extensive questionnaires about preferences, interests and abilities. The results provide analyses of personality type using the Myers-Briggs Type Indicator and Holland Codes which are then linked to learning styles and compatible career options. In addition to class work, students are encouraged to set up individual appointments with the University Counsellors to discuss goals and ideas for successful transition to post-secondary life.

Yvette Livingston (Faculty)

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The Senior School Educational Plan Youth Philanthropy Initiative Last year, our whole grade participated in the Toskan Foundation YPI (Youth Philanthropy Initiative) project, which was to find a local charity which meant something to us and create a presentation about it, and the group with the best presentation would win a sum of money to go to their charity. My group chose a charity called Autism Support Dogs, a non-profit charity which trains puppies to basically be a friend for their kid! They are given a special harness which can attach the child to the dog, making sure that the autistic child stays under control and doesn’t unexpectedly bolt. We had the opportunity to visit the Autism Support Dogs office and hear about how they help.

I was so surprised at how little known they were! This charity is doing so much good in our community; in fact, one of my brother’s classmates recently acquired an Autism Support Dog. It was amazing to watch and listen to Linda Thornton, one of the founders of the charity, talking so passionately about helping others in the community. This opportunity to collaborate with them and represent them in a project like this was great!

It also brought our classmates closer together, as we were all working towards one common goal: to raise awareness for all of these amazing and worthy charities. Helping out with this one project really inspired us to help this charity even more! Our group worked together and was able to have the money raised from one of our casual days go towards Autism Support Dogs.

So even though we did not win the contest, we were still helping to raise awareness about this charity and so many more by working together towards a common goal.

Nicole Ure (Grade 10)

Visual Arts Grade 12 Critiques Visual Arts students have the full school year to come up with an original portfolio of work of at least six major works that demonstrate a concentrated area of study in drawing or design, a breadth of work (twelve pieces) that demonstrates what they know how to do, an “homage” to a internationally recognized working contemporary artist, one large canvas treated to successful completion in any media, a series of anatomy studies in conte, pastel, charcoal, graphite, pen, water media and a presentation at the end of the course. Faculty, peers, Grade 11 art students, and alumni will attend and critique this presentation. Evaluation is peer, self and teacher.

Susy Baransky-Job (Faculty)

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We Are All One Zoomfest Southridge students enjoyed an exciting night at the 2012 Zoom Film Festival gala, taking multiple awards including the top prize for cinematography. This award, which includes a brand new GoPro camera, was taken by Grade 11 students Cassia Armstrong and Simarpreet Pattar. These same students also won second prize for directing and third prize for screenwriting, all at the Senior level for their film, Walking in Circles, which can be can be viewed at this link: https://vimeo.com/55623286. Additional Southridge awards included third prize overall in the Junior category, awarded to Grade 10 student Nick Pinette.

Mulgrave ZOOM Film Festival is in its 13th year and has one of the highest participation rates of any student film competition in the province of British Columbia. Filmmakers have 48 hours to plan, shoot and produce a finished film. During the tension-packed 48 hours students will conceptualize, write, shoot, edit, post and drop-off their six-minute film to be judged by BC industry professionals. Zoomfest films are a true look into today’s youth culture; last year there were over 100 films from more than 40 BC schools. www.zoomfest.com Chris Westendorf (Faculty) Zoomfest is a film competition where competitors are given a prop, theme, and 48 hours to write, shoot, and edit a short film. This was our second year participating in Zoomfest, so this time around we had a better idea of how to manage our time, and not a moment was wasted in creating our movie. We faced a variety of challenges and problems as a team of two, such as finding out while editing that we would have to re-film some shots as they had accidentally not been filmed at all, and, like the rest of the competitors, using the equipment in that weekend’s fresh influx of rain. Despite the stresses, Zoomfest is exciting, fun, and the feeling of watching your film played on the big screen at the Awards Ceremony is a feeling like no other, and certainly worth giving up a weekend.

Simmarpreet Pattar and Cassia Armstrong (Grade 11)

Making Soap in AP Chemistry The goal of this lab is for students to make four different soaps using fats and oils and then to determine which of their soaps is best by creating and conducting four fair tests.

In doing this, students will use all of the skills embodied in our Senior School Educational Program. To begin, students choose fats or oils to make their soaps.

Kierstan McCaw (Faculty) We made our soaps out of coconut oil, olive oil and tea tree oil. We chose coconut oil because since it smells really good we thought making it into a soap would be nice and tea tree oil was very interesting because it is really good for the skin so we thought incorporating it in a soap would be really beneficial when we’re washing our hands, but it didn’t solidify so we had to revert to using another oil.

Jessica Zheng (Grad 2012) We used a ramp to test the surface tension; if the soap is more slippery then it’s better because you can rinse yourself faster and if it does not go down the ramp as fast it’s going to be coarse and rough on your skin.

Albert Chung (Grad 2012)

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The Senior School Educational Plan One of the tests we made for the soaps was to grow bacteria after using the soaps for washing our hands. We determined that coconut soap was the best of all the soaps we made because it grew the least bacteria, it removed the most stains and it smelled the best.

Jessica Zheng (Grad 2012) I think the strength of this project is that it is not a simple recall problem with a prescriptive process or answer. Students are required to critically think about what ‘best soap’ means, develop the criteria and then be innovative and creative in making their soaps and evaluating them against that criteria. The project is really a simulation of real life product development testing. By working with the younger, Grade 5 students, the Grades 12s get an opportunity to collaborate, communicate and teach younger students about sound, scientific processes. In working with others students need to be respectful and empathetic. In meeting expectations and deadlines, students learn to take initiative, persevere and be accountable. And finally, an inquiry based lab such as this hopefully fuels student curiosity, enthusiasm and appreciation for science and scientific methods.

Kierstan McCaw (Faculty)

Some oils just don’t work.

One was far too liquidy; one heated too much and curdled and bubbled over onto the heater.

Carson Vander Noot (Grade 12)

I like these labs: they are fun and more creative.

Ashley Andreou (Grade 12)

The senior students demonstrated their tests to the Grade 5 class and helped the younger students to understand what a fair test is.

Kierstan McCaw (Faculty)

We’re not sure what went wrong so we’re checking the text book. The biggest problem is the oil separating.

Andrew MacDonald and Prem Sai Ramani (Grade 12)

We added lavender so that it wouldn’t smell bad. I think it’s solid because I added too many oil drops. You have to compact it into a solid lump.

We don’t need to buy soap any more; we can make it.

Kevin Chung (Grade 12)

The first time it was too hot; I should have let it cool down.

Khan Lee (Grade 12)

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Crystal Growing in Chemistry 11 The National Crystal Growing Competition is a competition where students are challenged to grow a large, perfect crystal of a salt. The identity of the salt is revealed in October; the students have five weeks to grow the crystal. In this experiment, students are thinking critically because they choose from among a few procedures on how they will grow a large, perfect crystal. As the experiment progresses, students will have to alter their procedure as problems arise.

Students will encounter unique problems when they grow their crystals and will have to devise custommade solutions to their problems. For example, if a student places their seed crystal in a solution of the salt, and the crystal dissolves, what should the student do? The student needs to stop and think why the crystal dissolved, and then try and fix the problem. The technique of growing crystals in chemistry is important because crystals are required when analyzing the arrangement of atoms in solids. This project provides an authentic challenge for students, encourages students to think and solve practical problems by doing experiments and, rewards the students with pretty crystals at the end.

Kierstan McCaw (Faculty) Crystal growing is a really precise and serious business.

Simarpreet Pattar (Grade 11) Growing crystals takes a lot of patience.

Julia Ayre (Grade 11) I actually think our crystals turned out pretty well; better than I was expecting.

Cassia Armstrong (Grade 11)

We Are All One Clusters of students stand hovering over their glass beakers, a blue solution staring back at them. We all look for any beginnings of a formation, a crystal growing on the end of our string. This year Grade 11 chemistry students participated in the National Crystal Growing Competition, the budding chemists working to grow the biggest and highest quality single crystal that they can. The process was labour intensive, but rewarding. Every day we went back to the chemistry lab to check on our solution, to see any new sharp edges, or clean smooth crystal faces. On the final day, the crystal was like a piece of art, the deep blue colour and the sparkling clarity even more appreciated after weeks of hard work. The great deal of careful experimenting, monitoring, and adjusting paid off, our crystal being sent to regional judging for best quality, all from nothing but a glass of water and a bag of blue powder.

Brody Wong (Grade 11)

The hardest part was coming up with the design, which involved some research, and then the fine tuning to get it to launch the ball the exact distance. It was fun doing something hands on, not in the classroom and that wasn’t structured. It was interesting at the end seeing the different things everyone had come up with.

Louise Podmore (Grade 12)

Physics 11 Projectile Project The annual Physics 11 Projectile Launcher Competition is a highlight for every Grade 11 physics student whereby all students put their skills to practice and design, build and compete with elaborate medieval warfare-like launchers.

The premise of the competition is for teams of two, three or four students to design and build a device that can launch a standard-issue tennis ball across the gymnasium and have it land in a small bucket twenty meters away.

It is not about the farthest or the highest or the fastest, it is about accuracy and precision to get the ball in the bucket.

The lead up to the competition is full of excitement, trepidation, stress, high energy, and most of all, enthusiasm. The teams are amazingly proud to show off their contraptions and all arrive on competition day ready to claim the now infamous “Golden Hard Hat”.

Paul Doig and Larry Geddert (Faculty) The projectile launch project is always a big deal when it comes to physics in the Senior School. I mean, who wouldn’t like to shoot tennis balls twenty feet into the air and try to land them in a bucket; not to mention using something you made yourself!

The rules are simple. Build something that has a base of 1 metre by 1 metre, and can stand alone, and can be launched without you holding it. For example, you holding a slingshot back to create tension would not be allowed. However pulling the slingshot back, clamping it in place, and then releasing the clamp to launch it would be fine. Watching some of the videos from years past, there are quite a few designs that are simply amazing. Catapults, slingshots, crossbows, and trebuchets, all made out of simple household items and both the success stories...and the failures,

the last day/night scramble to finish your launcher, it all sounds very exciting. For me personally, I am looking forward to the building aspect of the project, and seeing the finished launcher itself.

Tim Stephens (Grade 11) I have extremely fond memories of being in Grade 8 and watching my brother and his friends try to construct a projectile launcher from what they had in my dad’s tool shed. It’s weird that now, three years later, I am in the exact same place he was in. The countless hours of trial and error had me entertained from the start. Sure, I had no idea what the physics part of it involved, but it looked so cool. But even now when I actually can understand and apply the physics involved, it is still pretty cool. Throughout my high school career, I have also seen countless launchers tested on the school fields and being put to use in the competition. Needless to say, this project has been on my mind for a while now, if you couldn’t tell already.

My excitement comes from the sense of competition within our grade and the endless possibilities that could be produced from just one idea of a launcher. As for my group’s launcher, it’s going to be top secret.

Harris Wong (Grade 11)

Math Logic Problem Biweekly Problem Biweekly is open to all of the senior school and the problems usually do not require a high level of math knowledge, at most Grade 9 or 10 but its focus is on problem solving, like looking for patterns, using logic and some geometry problems which is lacking in the curriculum. Every third or fourth one is usually a Sudoku problem due to popular demand. Around 50 students participate each time and the number of correct answers can vary from about ten to over 30, depending on the problem. There is a faithful following of this and I am always asked if there is a new problem on Monday.

Elma Lai (faculty) I enjoy doing the Problem Biweekly as it provides something interesting to do when I have the spare time. The questions rotate between Sudoku and other math based logic puzzles.

Jackson Prange (Grade 12) What I love about Problem Biweekly is how it lets you enjoy problem solving in a simple, easy way; it helps you to appreciate math and think in different perspectives as you are faced with a variety of questions, such as geometry, algebra, logic, and of course, the evil Sudoku. There is no better feeling than the satisfaction of solving the problem and winning a few points for your house!

Peter Lee (Grade 9)

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The Senior School Educational Plan Grade 11 Restorative Justice

Grade 10 Leadership and Service To be a leader sometimes you have to put others’ needs above your own. Service allows you to help the community and to show how service and leadership can create a better society for the people to live and be a part of.

Julia Bicknell (Grade 10) Doing service is a form of leadership because when you help people out, you go out of your way to do something for someone else that you might not want to do. This is an essential characteristic of a good leader, because a good leader has to be able to help out other people, and not always do what they want to do. As well, when you do service, you show empathy, which is also an important leadership quality.

Sam Chan (Grade 10) In my opinion, the fact that one decides to take action against a cause through service is leadership in itself, because you are giving up your time to help someone without asking anything in return. You are leading by example and showing others that it is important to give back to the community. You are spreading awareness about a cause by taking a stand to prevent it, being open minded, giving up your time to help someone else, these are all qualities of someone who demonstrates leadership skills.

Iksha Kumar (Grade 10) I see leadership as taking charge and doing something on your own without being told. I believe that when you do service for others, it is directly related to leadership because you acknowledge a problem or an aspect of a community that you want to see change in, and you take charge and you unconditionally help out. Doing service for others in need helps you to fully understand what someone is going through and hardships that they may face, and this can cause you to want to personally make a difference in your community.

Spencer Millard (Grade 10) Service is something that everyone should do not only to help others, but also to help ourselves become better humans and be more true to ourselves.

Kyu Young Park (Grade 10)

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The philosophy of Restorative Action has been emerging at Southridge over the past few years. The initial aim was to educate our teachers in the philosophy of Restorative Action and to provide them with training to be mediators. Since then our Grade 8 students receive an introduction to Restorative Action philosophy through their character development and leadership classes. This past year Grade 11 students participated in a three day workshop during their Leadership and Experience Week. Conversation Peace is a comprehensive Restorative Action training program presented by the Community Justice Initiatives (CJI) where students learned and practised numerous skills involved in the mediation process, such as active listening, empathy, personal reflection, and questioning. A small group of Grade 11 students will receive instruction internally to become Restorative Action Ambassadors. The role of the Ambassador will grow to include being a part of the referral process, hosting initial meetings with younger students, and participating in mediation sessions supervised by a trained staff member. Ambassadors will work collaboratively with staff to support Restorative Action at Southridge.

Kerry Clark (Faculty)

Band Band is, in my opinion, one of the courses at Southridge that everyone should try. Something about being a part of a band, no matter how good a band it is, feels good inside.

It’s because in a band, you need everyone to work together. You can’t sit back and not participate in band class because it’s like a clock that needs all the gears to work in order to function. You can’t have a G-major chord if no one is playing the G, and when you join in and complete the chord, it sounds amazing and it really brings a sense of pride to know that you are contributing in a positive way.

Being part of a band is like being part of a sports team; you all have to work together to succeed, and in the end it is rewarding.

If you are having trouble, everyone will help you to figure it out because you are all working towards a similar goal. Band is a class where you can really be yourself and express yourself in a way without talking and I know for me, school would be a lot different without it.

Alan Madsen (Grade 11)

We Are All One Rugby When Southridge students are first introduced to rugby, the coaches tell the boys that it’s more than a game, it gets into your blood (not takes your blood as some parents think!). Once a player commits, the love of the game will stay with them always. We see this with the ever increasing number of alumni participating in the Annual Touch Rugby Event held on Country Fair day. Rugby is unique because there is a place on the field for everyone: large and small, fast and not quite so fast. It preaches sportsmanship, ethics and commitment, while challenging players both physically and mentally. It requires trust in, and respect for your peers, and creates immense team pride and camaraderie. Rugby aficionados know there is no other sport like it.

Chris Collett (Coach)

At the heart of every theatre program is the ensemble The drama department allows students to initiate and develop their own ideas and projects based on their own interests. It also allows students to develop knowledge, skills and attitudes, which are embodied in our Senior School Educational Program.

Character analysis is a fundamental skill. The analysis itself is the knowledge - the history of the character - and the development is taking that knowledge and merging it into action which is what we call a skill, and we need to have both in order for a character to be conveyed authentically and originally.

The ensemble is perhaps one of the most important reasons that a play production can actually transform from script to stage.

Being part of an ensemble is not about the individual as much as it is about a team.

Each member of a theatre ensemble whether they are onstage for a play’s duration, playing a minor role, or are the technician behind the scenes, is equally important to the success of any production. The value of experiencing tremendous collaboration and team work is extremely rewarding and is offered to students within the Southridge Drama Program. Students are encouraged to participate in performance based drama not only to improve their self-confidence, public speaking skills and stage presence, but also to recognize the importance of accountability, commitment, and leadership. Students are given many opportunities to work in theatre ensembles throughout the year during in-class productions where they are introduced to this exciting and challenging commitment, and learn that accountability to their peers is essential in order for a play to succeed. This is further explored in extracurricular opportunities such as the Southridge Senior School theatrical production where students rehearse

for a period of five to six months after school, during lunches and on weekends. This perseverance and commitment to an ensemble not only builds strong relationships and fosters collaboration, but a deep respect for one another’s ideas has long lasting rewards and leads to personal growth. While the ensemble’s focus is the group itself, each actor brings their own creative ideas and energy to scenes. Since each classroom dynamic is different, every theatre production allows students to focus on their own effective way to reveal or portray ideas and storytelling, allowing audiences to see the world through a different perspective and hopefully leave with lingering questions and reflection. The emphasis on authentic character development in production leads to transformative theatre both for the ensemble and audiences as the students are committed to performing their best work individually and as dedicated ensemble members.

Jennifer Kelly (Faculty) There are many different roles in this production and every one of them counts because every one of them has a job to do; if one person doesn’t do their job then the whole team might fall apart or lose the game as they say so I learned to be really careful about others, learn my part and do what I am supposed to do so then the team will work out.

Marina Cyr (Grade 9) Out of all the arts departments in Southridge, I have found my passion in drama and over the last three years I have been involved in many productions, such as Alice in Wonderland, Beauty and the Beast, Trifles, My Fair Lady, and Peter Pan. I have also worked backstage for two productions. Being involved in drama requires discipline, a good work ethic, passion, and commitment. It’s not always easy, but seeing the growth and development of a character makes it all worth while. I have thoroughly enjoyed being a part of the department and look forward to the years to come. Ms. Kelly has helped us grow as not only actors, but as people. The skills I have learned in drama have helped me in many aspects of my life and student career. Drama is hard work, but is very rewarding and fun.

Nicole Moretto (Grade 10)

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Alumni News When I decided to enrol in multiple AP classes during my Grade 12 year, the only real effect I anticipated was linked to my social life. However, I have discovered that obtaining AP credits also has a profound impact on my life even after high school. McGill University informed me that I had received enough AP credits to completely fulfil my academic requirements for my first year - and that I was being bumped into second year.

This meant I was able to choose my major immediately and go straight into classes that interested me rather than simply fulfilling requirements. It also means that I can choose to either graduate in three years - cutting a year off tuition - or take a reduced course load each semester and graduate in four years along with the rest of my peers. AP classes were tough work in Southridge, but ultimately they’ve provided me with more than enough advantages to make all the studying worth it.

Olivia Podmore (Grad 2011)

I’m doing a Doctor of Philosophy (DPhil) in Clinical Neurosciences at Oxford University (DPhil is Oxford’s name for a PhD). My program will take approximately three years to complete. I received a Commonwealth Scholarship which funds citizens of Commonwealth countries to study in the UK. My ultimate goal is to attend medical school and become a physician-scientist. Beyond that, I’m not really sure (my plans change all the time). I will probably end up in neurology or neuro-radiology.

Jennifer Brawn (Grad 2006 and Graduate of Harvard College 2010)

Krittika D’Silva was recently awarded the Mary Gates Research Scholarship to support her undergraduate research work at the University of Washington, Seattle, which she began at the start of her first year in September 2011 at the Dr. Sanders’ Prosthetic Science and Technology Laboratory. She was invited to give a talk and present her research findings at the 39th Academy Annual Meeting and Scientific Symposium for the American Academy of Orthopedics and Prosthetists (AAOP) in Orlando, Florida in February 2013. Over the summer she took a class in mathematics at Harvard University while working with a team there on an undergraduate research project to develop a Point-of-Care Diagnostic Device for Early Detection of Pancreatic Cancer. She also worked at the Broad Institute of MIT and Harvard on a two month project for annotations on chemicals and their biological activities for BARD (BioAssay Research Database). The Broad Institute subsequently offered her a fully paid one year project that she could work on remotely.

Krittika was named to the Annual Deans List and formally admitted to the Bioengineering Honors program. She plans to work towards dual majors in Bioengineering and Computer Engineering.

Krittika D’Silva (Grad 2011)

For more information about Southridge School, please contact us at:

T. 604.535.5056 F. 604.535.3676

www.southridge.bc.ca | 2656 160 St., Surrey, BC | 604.535.5056

Editor Dorothy Podmore Design Steve Culley, mgdc culleycreative Thanks Contributors Photos Various Send us your news at alumninews@southridge.bc.ca Please contact lboudot@southridge.bc.ca with your address