2016-2017 Junior School Family Handbook

The Junior School Family Handbook 2016.2017

CONTACTS

School Reception: 604-436-0608 School Fax: 604-436-0616

Administration Head of School jason.mcbride@strafordhall.ca

Senior School Principal michelle.douglas@stratfordhall.ca

Junior School Principal greta.bartsch@stratfordhall.ca

Director of Finance and Operations dave.dirks@stratfordhall.ca

Director of Community Development

samantha.gayfer@stratfordhall.ca

Admissions Manager aliya.virani@stratfordhall.ca

PYP Receptionist janine.erickson@stratfordhall.ca

MYP Reception

naz.halani@stratfordhall.ca

DP Reception tish.vanstone@stratfordhall.ca

Assistant to Head of School/ Registrar olivia.law@stratfordhall.ca

Manager of Advancement

jennifer.yeung@stratfordhall.ca

Community Event Manager paulina.lam@stratfordhall.ca

Accounting

accounting@stratfordhall.ca

McCarthy-Neat Uniforms 1050 Boundary Road, Burnaby, BC, V5K 4T3 604-205-7560

GLOSSARY OF TERMS Stratford Hall Terms ASC: After School Care Afternoon childcare program for Grades 1 through 7, running until 5:30 PM. EID: Educational Investment Deposit Deposits that are loaned to the Stratford Hall Foundation for the acquisition of school assets. EIDs are often donated by families to help relieve school debt.

ISABC: The Independant Schools Association of British Columbia An organization of the top university-preparatory schools in the province.

OEE: Outdoor & Experiential Education A course that is generally off-campus and involves outdoor pursuits or service activities.

PAWER: Preparation, Attitude, Work habits, Effort (or Engagement) and self-Regulation Evaluation criteria for the Stratford Hall PYP & MYP. SHPA: Stratford Hall Parents Association Umbrella organization under which all parent volunteering and fundraising takes place.

International Baccalaureate Terms

ATL: Approaches to Learning The International Baccalaureate term for the tools that enable students to take responsibility for their own learning.

AOI: Areas of Interaction The areas of interaction aid in developing a coherent link between disciplines.

DP: Diploma Programme International Baccalaureate academic programme for Grades 11 and 12.

HL: Higher Level Courses equivalent to first year university courses in the IB Diploma Programme.

IBO: International Baccalaureate Organization Organization of International Baccalaureate schools, of which Stratford Hall is a member.

MYP: Middle Years Programme International Baccalaureate academic programme for Grades 6 to 10.

PYP: Primary Years Programme International Baccalaureate academic programme for Kindergarten to Grade 5.

SL: Standard Level Courses that are equivalent to BC Grade 12 classes.

Our Mission

Stratford Hall educates students to the highest global standards, through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.

Our Vision

Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.

CONTENTS WELCOME 4 GOVERNANCE 6 ABOUT STRATFORD HALL

10

FINANCE AND OPERATIONS

12

EDUCATIONAL PROGRAM

15

STAFF 26

LIFE IN THE JUNIOR SCHOOL 34 PARENTS 48 COMMUNICATIONS

51

TRAFFIC PLAN

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WELCOME Dear the Stratford Hall Community, As Stratford Hall continues towards the end of its second decade, it is my honour and privilege to welcome you to the Family Handbook. Whether you are new or returning, this handbook is your guide to navigating all of our policies and procedures to ensure we have the same expectations and understanding from Kindergarten to Grade 12.

If you have a question, the answer may well lie within the pages of this handbook. If it is not, our front office staff, divisional secretaries, teachers and senior leaders are all great next stops in helping to find answers. Educating a child to become a wellrounded human being requires students, parents and school to all be aligned in their approach. I would encourage you to ask questions as they arise, as I have rarely seen over-communication be an issue in any organization!

If you are a new this year, we look forward to welcoming you to the Stratford Hall family; if you are returning, I look forward to welcoming you back. We recognize that there are many options for education in Vancouver and the Lower Mainland and we are both proud and grateful that you chose to be a member of our learning community. Stratford Hall has a proud history and a warmth to our culture and climate because of the wonderful students, families, faculty and staff that make us who we are. Our aim is to continue to strengthen the areas in which the school excels, while addressing areas that can be further developed for the benefit of students.

Our mission and vision will continue to drive who we are and who we aim to be as we educate students to the highest global standards through the rigour of the IB programmes, while helping them to reach for their own chosen goals and pathways.

Just as our Founders did with a small group of like-minded parents in 2000, we welcome you to work towards that goal with us in the years ahead.

As I continue my own family’s journey at Stratford Hall, as both your Head of School and as a father, I am genuinely excited. Stratford Hall provides students with so much more than a traditional education; it provides them with what they need to be successful long after they leave our doors and walk into a world we've yet to imagine. I look forward to continuing that journey together.

Sincerely,

Jason McBride Head of School

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WELCOME Dear Parents and Guardians, It is my great pleasure to welcome you to the 2016-2017 school year at Stratford Hall. This is an exciting time for all of us as we welcome back returning students, and greet our new students and teachers. Stratford Hall will continue to be a vibrant and warm community where students, parents, and staff alike make discoveries and learn alongside each other.

What you will experience here is very different from other schools. The Junior School at Stratford Hall is a place to find community, where students are greeted at the front door each morning, where teachers and parents are partners meeting around the common goal of supporting our children in their education. We are very intentional about fostering a diverse culture in which children are safe to explore, make mistakes and fix them, and develop all aspects of their profiles as life-long learners. We strive to be a school that pursues academic excellence along with social, emotional and physical health, nurturing children in their early years to be innovative, service-oriented, and creative individuals who love to learn. We hope that you will be very involved in your child’s learning. Service projects, special events, concerts, student-led conferences, and information sessions are just some of the excellent ways to involve yourself in the life of the school.

In these pages you will find most of the general information you will need, so please read it carefully with your child. You will also want to connect with teachers and administration as you move through the year. Building a positive rapport early on is foundational to creating a strong community. Asking questions and looking or the successes in order to solve a problem or see a new way is what will propel us forward in the direction we want to go. We can be good models for our students and for each other when we assume positive intentions and start from a place of believing the best in each other. I warmly invite you to meet with me at any time to discuss your child’s experience.

In our Junior School you will find dedicated teachers, hard-working students, strong curricular programmes, and a culture of trust and respect from parents. I invite you, our parents and guardians, to join us in appreciative inquiry: to discover, dream, design a plan and deliver that plan with us. I invite you to find ways to be involved in the school, to keep the lines of communication open, and to bring questions and an attitude of exploration. It is my privilege to support and promote the wonderful people that make up this amazing place.

I look forward to hearing from you.

Greta Bartsch Junior School Principal

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GOVERNANCE Non For-Profit Stratford Hall operates as a not-for-profit Society. No member of the Society or the Board of Governors benefits financially from the school’s operation, and all surplus revenues are allocated to debt reduction or school operational needs. All members of the Board of Governors and the Stratford Hall Foundation are volunteers.

The officially registered name of Stratford Hall is the Stratford Hall (School) Society, under the Society Act of British Columbia. Society members are Elaine Lee, Harry Lee, Cindy Leung, Jeremy Leung, Graham Kedgeley, and Aiyaz Alibhai. The duties of the Society are to approve annual audited financial statements and to appoint and elect the Board of Governors. The Society is not-for-profit and has a charity number from Revenue Canada.

Board of Governance

The Board operates at arms-length from the operations of the school, setting policy where appropriate and reviewing and maintaining the Society bylaws. The Board follows the general guidelines for trustees as outlined by the Canadian Accredited Independent Schools Association and the National (US) Association of Independent Schools.

The Board meets a number of times per year. The main objectives of these meetings is to hear reports from the Head of School, to consider and pass annual budgets (including setting fees), and to consider items brought to the Board by the administration.

The Board of Governors is responsible for approving an annual budget that is typically presented by administration in the spring for the following year. The fiscal year-end is June 30th. The school is audited annually by a chartered accountant appointed by the Board.

The Board’s primary role is to ensure the long-term success of the school by engaging in strategic planning. Any concerns about school operations should be directed to the Head of School, rather than Board members.

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GOVERNANCE Beverly Ginder, Chair

Bev and her husband, Dave, first joined the Stratford Hall community in 2007. They have two children attending Stratford Hall. Bev was raised in East Vancouver, attended UBC, and currently works full-time as a recruiter. She was the co-chair for the 2010 and 2011 annual Galas, and has chaired the School Board since 2013.

Aiyaz Alibhai, Member-at-large of the Society and Governor, Vice-Chair Aiyaz is a lawyer with Miller Thomson. He has a Bachelor of Engineering from UBC and a law degree from Dalhousie. Aiyaz was a member of the Board of Directors of Leadership Vancouver and he has been extensively involved with the Ismaili community in the delivery of ethical education programs, including youth camps.

Aiyaz’s daughter attends Stratford Hall in the Junior School.

Harry Lee, Society Founding Member and Governor, Secretary

Harry is a Co-Founder of the school and a senior engineer with BC Hydro, specializing in monitoring and controlling electronic power grids. Harry grew up in East Vancouver and attended UBC. Harry and his wife, Elaine, have two children. One of their children graduated from Stratford Hall and is attending SFU and the other is currently in the Senior School.

Cindy Leung, Society Founding Member and Governor, Treasurer (Chair, 2007-2012)

Cindy is a Co-Founder of Stratford Hall and was the Board Chair for four years. She is a CPA, CMA and holds a Bachelor of Commerce degree from the University of Alberta. She is a business consultant who is passionate about helping others become entrepreneurs. She and her husband, Jeremy, have two children; Jonathan graduated from Stratford Hall in 2012 and is currently attending McGill University. Jodie graduated in 2015 and is attending the Ontario College of Arts and Design (OCAD).

Elaine Lee, Society Founding Member and Governor (Past Chair 1990-2007)

Elaine is a Co-Founder of the school who grew up in Vancouver and attended BCIT (Diploma in Business Administration.) Elaine is a successful business consultant. She and her husband Harry have two children; one of whom graduated from Stratford Hall and is currently attending SFU and the other is in the Senior School.

Chris Nicolls, Governor

Chris holds a BSc and a Masters (Business Administration) from the University of Santa Clara. Chris is a Certified Public Accountant and, since 2003, has been on the Board of BC Assessment and Chair of the Audit and Finance Committee. Chris also works for the Coquitlam School Board.

Susan Christie, Governor

Susan Christie was appointed as a Governor in September 2016. Susan was previously Co-Chair of the annual Gala and has two children at Stratford Hall, Audrey going into Grade 8 and Kenji going into Grade 6.

Susan is an Associate Investment Advisor at CIBC Wood Gundy and she holds a Bachelor of Arts in Political Studies from Queen’s University. Susan spent over a decade at RBC Dominion Securities as an Investment Advisor and Branch Manager. After taking time to stay at home with her children, she returned to the investment industry in 2013. Susan also worked as Manager of Planned Giving at St. Paul’s Hospital.

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GOVERNANCE Shamsh Kassam, Governor

Shamsh is the CFO and VP at Stern Partners Inc., which is a lead investor in a diverse range of operating companies. Shamsh has a Chartered Accountant and holds a Bachelor of Commerce degree from UBC. He has held various positions including Head of Corporate Audit, Vice-President and Chief Financial Officer, and was also involved in acquisitions and divestitures, including due diligence and financing. In his “spare-time”, Shamsh serves on various boards including the CKNW Orphans’ Fund and City Opera Vancouver. Shamsh is also a member of the Audit and Finance Committee at Stratford Hall. Shamsh and his wife Karima have two daughters attending Stratford Hall.

Salman Bhura, Governor

Salman is a partner at Harper Grey LLP and the father of a daughter in the Junior School. He obtained his B.A. (Hons) and LLB from the University of Alberta. He is a member of the Canadian Bar Association and past director of the Vancouver Bar Association. Salman is Chair of the Banking and Real Estate practice groups at Harper Grey. He represents banks and other institutional lenders in the areas of financial restructuring and security enforcement. Salman advises investors and corporations on risk management strategies and represents them to resolve real estate disputes.

He also practices in the areas of commercial dispute resolution and business law.

Salman has served on the firm’s Strategic Planning Committee and as a member of its mentoring program. He is also involved with a number of volunteer initiatives including Focus Humanitarian Assistance and the University of British Columbia’s legal advice program.

Claudia Ruitenberg, Governor

Dr. Ruitenberg is an Associate Professor in the Department of Educational Studies at UBC, where she has been teaching since 2006. Both her research and teaching focus on educational philosophy. She has authored numerous academic articles and chapters, as well as the book unlocking the World: Education in an Ethic of Hospitality (2015). She is currently President of the Canadian Philosophy of Education Society (2016-2018).

Lesley Shannon, Governor

Dr. Shannon is an Associate Professor in the School of Engineering Science at Simon Fraser University. She obtained her M.A. Science and her Ph.D. in Applied Science from the University of Toronto and a Bachelor of Science in Electrical Engineering from the University of New Brunswick. Her primary area of interest is Computing System Design, including architectures, design methodologies, and programming models. She is also the Chair of Natural Sciences and Engineering Research Council of Canada (NSERC) for Women in Science and Engineering for BC and the Yukon.

The Head of School sits on the Board as an ex-officio member.

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GOVERNANCE Stratford Hall Foundation

A separate legal entity, registered as a society and a registered charity, exists to hold the property assets of Stratford Hall. The Stratford Hall School Foundation holds the title and mortgage to the Commercial Drive properties. The school pays the Foundation rent for the use of the facilities. The Foundation is responsible for the funding of all major construction projects for the school. Assessing further site acquisitions continues to be one of its prime tasks.

The Foundation officers are ‘Trustees;’ • Harry Lee (President) • Ming Jang (Treasurer & Secretary) • Bev Ginder • Fayaz Manji • Alain Quennec • Karim Kassam • Harold Leishman The Head of School sits on the Foundation as an ex-officio member.

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ABOUT STRATFORD HALL Stratford Hall’s History

Stratford Hall began as an initiative of four parents (Elaine and Harry Lee, and Cindy and Jeremy Leung), whose children have all since graduated from the school, apart from the Lee's son who is in Grade 12. In 1998, they sought out an alternative to the public school system in Burnaby. They wanted an independent, non-denominational, co-educational school offering an enriched academic program with a focus on university preparation and a foundation in traditional educational values. To achieve this aim, they formed the Burnaby Independent School Society as a not-for-profit organization; the name has since been changed to the Stratford Hall (School) Society.

In the spring of 1999, they chose the Italian Cultural Centre as an initial location and appointed James McConnell as the founding Head of School, effective in the summer of 2000. Stratford Hall opened on September 5th, 2000.

That first year, there were six teachers and 40 students at Stratford Hall. Today, there are more than 60 teachers and over 500 students.

In 2003, Stratford Hall was the first Canadian school west of Toronto to be authorized to offer the IB Primary Years Programme, and in May 2005 the School also was authorized to offer the IB Diploma Programme. By 2009, the School was awarded authorization for the IB Middle Years Programme, making Stratford Hall one of only 13 Canadian schools to be authorized for all three IB programmes.

In the spring of 2005, Stratford Hall purchased its first school building at 3000 Commercial Drive. By early 2007, another piece of land on Commercial Drive was purchased and construction began for the PYP Building, which opened in November 2009. Our third building, the MYP Building, opened at 3150 Commercial Drive in January of 2014.

An Urban School

As an urban school, Stratford Hall embraces its centrality and connection to the resources of Vancouver. With skytrain access that connects the school to a wide geographical area, Stratford Hall is the most accessible ISABC school. We utilize public parks rather than own our own large piece of land, thereby immersing ourselves in our community. We strive for positive relationships with all of our neighbours, and will focus this year on giving back to our community through our GivingTuesday campaign to replace the public play structure at Clark Park (#SaveClarkPark).

Our Style

Each morning, the Junior School Principal or a member of their team greets students as they arrive. Students address school staff by their surnames; however, parent conversations with teachers are often on a first-name basis.

We respect all individuals in our community, and our interactions are built on that respect. We view the IB Learner Profile as a set of descriptors not only for all students, but also for the entire school community, which includes faculty and parents. They form the core of our expectations. We endeavour to find a proper balance between high expectations of students and staff, and an atmosphere that is relaxed and friendly.

We expect students to follow rules and expectations out of respect, rather than out of fear or intimidation. Our community is expected to be courteous at all times.

Ethical behaviour is important. We characterize our individual and community responsibilities by using a continuum, with one end being total freedom to do as one

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ABOUT STRATFORD HALL wishes, and the other end being specific enforceable laws. Dominance of the former leads to chaos; dominance of the latter is totalitarian. We strive for the middle, where members of the community understand the norms and agree to ‘obedience to the unenforceable’. In our daily lives, most of our activities are governed by this principle.

It is why we do not litter, or why we stop for a red light even though there is no other traffic around.

We expect students to behave appropriately even if there are no adults present to enforce rules. We expect students to pick up anything they drop, for example, not to waste paper when they are printing documents, and to keep out of other students’ belongings. We expect students will develop a moral compass that tells them when they are doing something unethical. We expect parents will support this at home, and encourage good decision-making, following a moral compass of their own.

"We respect all individuals in our community, and our interactions are built on that respect."

Accreditation & Association

Stratford Hall is an accredited Group 2 School by the Ministry of Education. Group 2 schools are those whose per-student costs exceed those in the public school system.

With Group 2 status we receive limited government funding for operating costs.

International Baccalaureate Organization

Stratford Hall is accredited by the International Baccalaureate Organization and is an IB World School. We are accredited for the Primary Years, Middle Years, and Diploma Programmes (www.ibo.org).

Independent Schools Association of BC

Stratford Hall is a member of the Independent Schools Association of BC (ISABC). ISABC is an organization of the top university-preparatory schools in the province. There are currently 26 members (www.isabc.ca).

BCAIBWS

IB schools in British Columbia, both public and independent, are members of the BCAIBWS. This group meets several times a year to exchange ideas and it also works closely with universities to ensure that our students are recognized for their higher level of work (www.bcaibws).

CIS

Stratford Hall is a member of the Council of International Schools (CIS), which is a membership community committed to high quality international education, CIS includes more than 660 schools and 475 colleges and universities in 109 countries.

Federation of Independent School Associations of British Columbia

Stratford Hall is a member of the Federation of Independent School Associations of British Columbia, an organization that includes over 90% of BC independent schools (www.fisabc.ca).

Most of Stratford Hall's accreditations have a rigorous application process, involving visits to the school by outside evaluators and significant documentation. Each of these accreditations speaks to the quality of Stratford Hall.

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FINANCE AND OPERATIONS “Independent schools operate only through the support of parents.”

Fiscal Policy and Fees

Independent schools operate only through the support of parents. As a Group 2 School, Stratford Hall falls under the jurisdiction of the Independent School Branch of the BC Ministry of Education and receives limited grants from the government. Most of our costs are fixed and committed, so it is important that all parents remit payments according to the payment schedules and parents are active donors to the school. Our financial planning is based on a student attending for the entire year. Therefore, if a student withdraws during the course of the year the full tuition for the year is still required.

The payment options available are full pre-payment, automatic monthly pre-authorized debits or automatic monthly pre-authorized credit card payments.

Any questions about financial policies should be directed to the Director of Finance and Operations or Head of School.

Fees

Fees are set by the Board of Governors following discussions with the Head of School. The fees are reviewed in the fall and approved at a Board meeting in early December. The announcement of fees is made by mid-January, including any required increases to tuition or ancillary fees. Tuition fees cover all direct teaching costs, including salaries, equipment, facilities, and all other operational expenses.

Ancillary fees cover student supplies, books, camps, and field trips.

Fee structure factors are: 1. current fees and financial health of the school; 2. inflation increase for operations; 3. salary increases for staff (based on movement up a prescribed grid, and public school collective agreements); 4. increased costs due to new programming; 5. increased costs because of new staff positions; and 6. anticipated decrease in per-student costs as the school population grows.

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FINANCE AND OPERTATIONS Summary of Costs

Our buildings and properties are funded through conventional mortgages at established financial institutions. In order to maintain positive relationships with our lenders, we must operate the school with a surplus. This surplus enables us to pay down our debts but, more importantly, it demonstrates to the bank that we are able to handle increasing debt loads as we purchase properties and built new facilities.

Although all operational decisions are made at the school, the financial health of the school is overseen by the Audit and Finance Committee of the Board of Governors.

The school also has an annual external audit by an accredited auditor to ensure fiscal responsibility.

The school will operate with a budget of approximately $11.3 million for the 20162017 school year. The following is a general breakdown of spending: salaries and benefits, 61%; program expenses, 8%; facilities, 20%; administration, 9%; tuition assistance, 1%; budgeted surplus, 1%.

Education Investment Deposit

Every family is required to participate in the Educational Investment Deposit (EID) program by depositing $20,000 with the Stratford Hall (School) Society, (the ‘School’).

No interest is paid by the School on the deposits. When the last family member graduates from or leaves the School, the EID will be returned to the family on or about August 15th of that year, unless it is donated.

Amounts received by the School under the EID program are used by the School to assist in the acquisition of capital assets. The deposits are loaned to the Stratford Hall Foundation (the ‘Foundation’) which funds the school’s capital acquisitions.

The school’s non-profit charitable status provides families another option when giving the $20,000 EID to the School. A full or partial donation of a like amount to the School may result in a donation tax credit for the donor as opposed to depositing the amount with the School without interest. The amount of the deposit can be donated by way of a one-time payment or phased to accommodate the donor’s financial situation. There is a considerable tax advantage generated when appreciated shares of publicly-traded companies are donated.

As is typical with large capital development projects that the School and Foundation undertake, the substantial majority of the cost is financed, when available, by bank debt. To meet the needs of this type of financing, the bank requires that the School and Foundation maintain a sound financial condition. In the event that the School’s and/or Foundation’s financial condition materially deteriorates or the School and/or Foundation defaults on its obligations to the bank, it is possible the bank may require the School and Foundation to suspend repayment of the deposits to families until such time as the School’s and Foundation’s sound financial conditions are re-established or the default is cured. It is consistent with normal business practice that the bank loans will always be in priority to the deposits.

Please direct any questions regarding the Educational Investment Deposit to Dave Dirks, Director of Finance and Operations or should you wish to donate your EID, to Jennifer Yeung, Manager of Advancement.

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COMMUNITY DEVELOPMENT Community Development

The purpose of the Community Development office is to connect the heart of our community to the mission of the school. We want to establish and nurture relationships that enable us to support our students and raise resources that enhance the experience of every student at Stratford Hall.

In just 16 years Stratford Hall has made its mark on Vancouver's Independent School landscape. We have done this through the dedication of our Founders, teachers, parents and students. To create our presence on Commercial Drive relied on generous gifts from our community and $21million in debt financing. Within the Community Development is the school's Advancement team - so named as its role is to advance the mission of the school through fundrasing and to help parents play an active role in fostering and maintaining their child's educational environment.

As a young independent school we are still building the endowments that established schools draw on yearly in order to cover increasing education costs or special projects.

This means we rely heavily on our community's generosity and that our community's contributions have a much more direct impact on what the school is able to fund each year. Gifts to Stratford Hall create a significant impact.

Donations are used to support a range of activities, from funding additional teacher resources and technology to building specialised learning areas like our current Innovation Lab project. None of this would be possible without the generosity of our community.

This year, our goal is to re-direct that generosity back into the East Vancouver community by rallying together to fund a new play structure at Clark Park as the existing one is scheduled to be torn down. On November 1st, 2016 we are asking everyone in the community to make a gift towards our $350,000 goal to Save Clark Park. Seventy cents of every dollar, will go straight towards the play structure fund and the remaining 30 cents will be used to maintain Stratford Hall Annual Fund programs.

Stratford Hall is a registered charity, and charitable donation receipts can be issued for income tax purposes. Just as every student is unique, so are the ways our community chooses to give. Gifts can be made to the school via: cash/cheques, the Educational Investment Deposit (EID)*, matching donation programs, securities, or gifts-in-kind.

Every gift makes a difference to the students of Stratford Hall. It is your support and belief in our mission that allows us to continue to make this school a wonderful place to learn. If you have questions or would like to get involved, please contact Samantha Gayfer at samantha.gayfer@stratfordhall.ca or Jennifer Yeung at jennifer.yeung@stratfordhall.ca

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EDUCATIONAL PROGRAM The IB Learner Profile IB learners strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

An individual who is internationallyminded will demonstrate the Learner Profile attributes regularly.

The Profile was developed by the International Baccalaureate Organization (IBO) and it applies to all students, regardless of grade. The Profile is core to our work with all students.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers/Courageous

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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EDUCATIONAL PROGRAM About the IB

The IB was developed over 40 years ago by a small group of international schools, led by the École Internationale de Geneve.

The original goal was to provide a high school leaving document that would meet the standards of the world’s best universities. The IB Diploma has met that standard, and is now taught at over 3,300 schools worldwide. Since 2002, the IB DP has grown by well over 50%. Worldwide, there are nearly 1,400 MYP schools and about 1,500 PYP schools, for a total of over 4,000 schools which offer at least one of the IB programmes. There are about 200 schools worldwide that are authorized to offer all three IB programmes, putting Stratford Hall in a special group of schools.

Stratford Hall is one of approximately 14 schools in Canada that offers the IB Diploma exclusively. The norm in North America is to offer the IB DP as a small option within the graduation years, and, further, to allow students to take just some of the IB courses. At Stratford Hall, we believe that all students can succeed in the full Diploma Programme, and so only offer the IB programmes. This means that Stratford Hall can develop a strong culture that is centred on the IB. Worldwide, about 80% of candidates achieve the full diploma. In British Columbia, all IB DP students are given equivalencies for BC Ministry of Education courses. For example, a student taking IB Chemistry earns credits for Chemistry 11 and Chemistry 12 in BC. The school uses equivalencies published by UBC to convert IB scores to percentages for the Ministry. Even though a student might not be successful as an IB Diploma candidate, he or she will qualify for the BC Dogwood graduation diploma.

The school works closely with students and universities to find good post-secondary matches. Be assured that the universities are very keen to have IB graduates enter their institutions. Students with a successful IB Diploma will take up to four first year university level courses; indeed, a growing number of universities (20 in Canada) admit IB Diploma students straight into second year (including the University of Toronto, McGill University, the University of Western Ontario, and Simon Fraser University).

Because the IB Diploma has a portion of university-level courses, the school issues a tax receipt for post-secondary education for a portion of the tuition at Grades 11 and 12.

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EDUCATIONAL PROGRAM A look at the listings (ibo.org) will show you that Stratford Hall is in the company of some of the world’s finest schools. There are 14 other schools in Canada offering all three programmes: Meadowridge (BC), Mulgrave School (BC) Branksome Hall (ON), Bronte College (ON), Elmwood (ON), Glenlyon Norfolk (BC), The York School (ON), Aspengrove (BC), St. John’s Kilmarnock (ON), Ridley College (ON), St. John’s (BC), the Toronto French School (ON), Strathcona Tweedsmuir (AB), and the Victoria School for the Performing Arts (AB).

Stratford Hall started as a prospective International Baccalaureate school, and was likely the first school in the world to commit to all three programs, in all grades, for all students. We believe the IB is the right program for tomorrow’s world and the Board of Governors had demonstrated its complete commitment to the IB over the years.

The school is a member of the Organization (IBO) and may be called an IB World School. Kindergarten to Grade 5 students are members of the Primary Years Programme. The school is also authorized to deliver the Middle Years Programme (Grades 6 to 10) as well as the Diploma Programme (Grades 11 and 12).

NB: Generally we use the North American spelling of program, but when attached to the specific IB curriculum, we use the British spelling (programme).

Primary Years Programme (PYP)

We are authorized by the International Baccalaureate Organization to teach the Primary Years Programme and we have developed the Program of Inquiry for our primary grades. Parents will receive a copy of the Program of Inquiry early in the school year, and will receive detailed descriptions of each Unit of Inquiry as each one begins. Each Unit covers a big idea; these ideas are formed through IB guidelines. Ms. Casey Turnpenny is the PYP Coordinator.

The Primary Years Programme is composed of five essential elements. These essential elements are addressed throughout the school year, within the curriculum developed by the teachers:

Knowledge

Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding.

Concepts

Powerful ideas that have relevance within the subject areas, but also transcend them, and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

Skills

Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

17

EDUCATIONAL PROGRAM Attitudes

Dispositions that are expressions of fundamental values, beliefs, and feelings about learning, the environment, and people.

Action

Demonstrations of deeper learning in responsible behaviour and through responsible action; a manifestation, in practice, of the other essential elements.

When parents are asked by others about the program, we suggest using the following descriptors: It is inquiry-based - driven by the questions teachers and students generate. Our goal is to get students to ask better and better questions that push their thinking.

The program is also constructivist, which means students are building their own meaning of concepts and knowledge, with the guidance of teachers.

Students are active learners - they are engaged in their learning rather than passively listening to a teacher and taking notes.

The program is integrated, so where possible, knowledge and skills associated with social studies, language arts, science, and the fine arts are taught through the central ideas rather than as distinct subjects. Spanish and math are taught separately from the Program of Inquiry, although the material covered is integrated with the current central idea when possible.

Our program, while using the framework of the International Baccalaureate, is tightly tied in with the requirements of the British Columbia Ministry of Education. The teachers have linked the central ideas for the Program of Inquiry to specific learning outcomes of the Ministry’s Integrated Resource Packages.

Middle Years Programme (MYP)

In 2003, we began to implement the IB Middle Years Programme. We became authorized to deliver the programme in 2009.

The MYP is a balanced, holistic approach where students find connections between academic disciplines and academic rigour leading to the IB Diploma. Stratford Hall teachers focus on subject areas rather than on the whole curriculum. Ms. Sarah Phillips is the MYP Coordinator.

The MYP follows nicely from the PYP and is an inquiry-based program. Similar to the PYP, the teachers prepare lesson plans using an IB template that requires thoughtful application of a variety of teaching strategies.

Critical thinking is developed and encouraged through creative assignments.

Students study eight IB-oriented subjects each year. They are English, second language (Spanish, French), social studies, science, mathematics, fine arts, physical education, and design. This last element

18

EDUCATIONAL PROGRAM is integrated within languages, theatre and applied skills, and it focuses on the design cycle: define a problem, seek solutions, determine the best alternative, execute the solution, and create a final product.

The MYP timetable is organized with a core of four, 80-minute teaching blocks each day. In addition, there is about 80 minutes of break time, including lunch, and often a 20 minute silent reading time. In Grades 6 and 7, some of the long blocks are split in half so that exposure to the subject matter can be more frequent.

Our curriculum has two components, academic and experiential (note: this does not mean that academic subjects have no experiential parts, or visa versa). The academic core is English, social studies (humanities), mathematics, science, and second language (French, Spanish). The experiential core is outdoor education, physical education, music, art, and theatre.

Further details are available in the MYP handbook.

Diploma Programme (DP)

Diploma Programme courses take place over two years. Course selections are made in Grade 10, or upon entry into the program. The IB requires that one subject from P is a two year program. The IB requires that one subject from each of six areas is taken by students, in addition to the three core elements. Three of the six subject areas must be taught at Higher Level (HL - equivalent to first-year university courses) and three are at Standard Level (SL - equivalent to BC Grade 12 courses).All IB Diploma teachers are specialists and receive additional training for the IB Diploma.

All IB Diploma teachers are qualified specialists and receive additional ongoing training for the IB Diploma. Stratford Hall offers the following IB Diploma curriculum: Group 1: Language A: English (HL/SL). Students whose mother tongue is not English can do a second Language A (self-taught) in that language, instead of doing Language B. Group 2: Language B and Ab Initio: Spanish (SL/HL), French (SL/HL), Mandarin (SL/HL) or Group 3: Individuals and Society: History (SL/HL) or Geography (SL/HL) Group 4: Experimental Science: Chemistry (SL/HL), Biology (SL/HL), Physics (SL/HL) Group 5: Mathematics: Mathematics (HL/SL and Studies) Group 6: Elective: Art (HL/SL), Theatre or Pamoja online courses (including Business & Management, Psychology and Economics, among others) At the core: • Extended Essay of 4,000 words, supervised by teacher-advisors • Theory of Knowledge (TOK) course • Creativity, Action and Service (CAS) requirements DP Coordinator - Ms. Stefania Iacchelli. Further details are available in the DP curriculum handbook.

19

EDUCATIONAL PROGRAM It is our belief and our experience that the IB Diploma is attainable by all able students; however, it requires motivation and commitment, and a sense of discipline in doing homework and preparing university-level written work.

IB Diploma courses are taken over two years, with extensive examinations written in May of Grade 12. These examinations account for approximately 75% of the student grade, with the other 25% coming from major assignments (essays, labs, portfolios, oral presentations, etc) that are done prior to the examinations, and either marked internally at the school or externally by international markers appointed by the IBO. Student course selection entering Grade 11 is determined by their performance in Grade 10. For example, students who wish to take Chemistry HL and/or Physics SL must take Math SL (and not Math Studies); math placement is determined by Grade 10 results.

Further details are available in the DP curriculum handbook.

Reporting Student Progress: Communication Between the School and Your Home General Principles

Feedback is an essential part of the learning process. We are committed to several principles: 1. Parents should be aware of their children’s progress, and should be part of that progress by supporting the student and the school.

2. In the Middle Years Programme, there is a transition from parent and teacher responsibility to student responsibility. This is a natural part of growing up. As students move out of the Junior School into the Senior School (from Grade 7 into Grade 8), they are given the tools to selfassess and self-correct. By the time the students are in the Diploma Programme, they have gained full responsibility for their learning.

3. The teacher’s main role throughout the school is to facilitate learning.

One of the prime ways this is done is through formative assessment (see below). For learning to happen, formative assessment does not relate to judgments of achievement. Formative assessments are intended to give feedback so that the student can reflect and improve.

4. Starting at Grade 4, the Ministry requires us to present marks for student achievement. Stratford Hall aligns these achievement marks (summative assessments) to the ideals of the IB. See the section on Summative Assessment.

5. Teachers are always available for discussions about student progress. It is easy to set up an appointment by calling the school, or emailing the teacher. If teachers see a trend of performance issues, they will initiate contact with parents. We expect that if a parent is aware of something that could impact performance, the school would be informed so that we could make appropriate accommodations and adjustments.

6. We believe that learning should be as stress-free as possible. Our assessment strategies are intended to reduce stress on students.

Academic Performance and Assessment One of the most transformative aspects of 21st century learning is the focus on assessment practices. This is rooted in our understanding that assessment serves two often distinct purposes: we want to assess how the learning is progressing, and we want to assess the product of the learning. These are two very different purposes,

20

EDUCATIONAL PROGRAM and often confused. In the past, most assessment was used for both purposes, so that an assignment or a test was to demonstrate to the student and teacher whether the student was progressing appropriately, but at the same time it was used as an element of some sort of final grade.

The International Baccalaureate Diploma is a useful place to begin to understand the difference between these types of assessment, and since we anticipate that all students will enter the Diploma Programme (DP), it is useful for parents and students to understand how assessment is handled in the final two years of the program. Students are striving to earn the IB Diploma, which is awarded based on specific performances. Essentially, in each subject taken, the student writes a series of final DP exams in May of the Grade 12 year. These exams, marked internationally, account for up to approximately 80% of the final score in the subject. The other 20% is made up of other assessments. For example, in English (Language A), students are required to write a world literature essay and do two oral presentations. In science, students submit an individual investigation report. Details of IB DP assessments can be found in the Stratford Hall IB Diploma Programme Handbook.

Over those two years students are being assessed all the time, but the purpose is not to evaluate what the student has learned, but rather to encourage, correct, and support student learning. These assessments also help a teacher adjust to their students, perhaps going over material again or speeding up. Students are writing tests and essays, doing labs and presentations, and practicing for the final summative tasks. All of this is formative assessment, and forms the backbone of learning at Stratford Hall. Essentially, formative assessments are about the process of learning, and summative assessments indicate the product of learning.

Formative assessment results are not recorded in mark books and are never used to create a final summative grade. This has a double-sided consequence. On one hand, it means that stress levels are reduced. Students know that formative work will not directly impact final grades. But on the other hand, it can create a situation where the student feels that the formative assessment is not important. Nothing could be further from the truth; strong work on formative assessments and tasks will directly impact the final summative results. It is much like being an athlete or performer; without serious attention to practice, ultimate success is difficult to achieve, if not impossible.

At the Diploma level, it is the IB itself that does the assessments, so this is straightforward. In the PYP and MYP, teachers develop summative assessment tasks that are evaluated internally. It is important that teachers identify what is formative and what is summative. Preparation by the student for either should be no different, but the pressure is off with the formative tasks. Making a mistake is not the end of the world, but part of healthy learning.

In the MYP, all summative assessments align with the scoring rubrics for each subject. A summative assessment might test one, or more than one, rubric element. Much preparation and formative work is done before a summative assignment is done. During the marking period (half the year in MYP) teachers will assign at least one summative assessment on each criteria, and possibly two.

21

EDUCATIONAL PROGRAM These summatives will be used as the basis for student marks on report cards.

In the MYP, all summative assessments align with the scoring rubrics for each subject.

A summative assessment might test one, or more than one, rubric element. Much preparation and formative work is done before a summative assignment is done.

During the marking period (half the year in MYP) teachers will assign at least one summative assessment on each criteria, and possibly two. These summatives will be used as the basis for student marks on report cards.

In the PYP, summative marks are given in Grades 4 and 5 only and these are generally an end-of-unit task. From Kindergarten to Grade 3, summative assessments are done following each Unit of Inquiry and are reported qualitatively (no marks are given).

The IB generally considers the process of learning in Approaches to Learning (AtL). At Stratford Hall we are using the IB rubrics to assess AtL for Diploma students (Grades 11 and 12). By the time students enter Grade 11, we expect that they are focused, motivated, organized and are working at capacity. Most importantly, we expect that students understand, and meet, deadlines.

In order to prepare students for the rigour of the IB Diploma, we have created our own Stratford version of AtL, our PAWER scale. This is a complex set of rubrics that uses ideas from the IB’s AtL, but also from what is known as ‘executive functioning’. The acronym stands for Preparation, Attitude, Work habits, Effort (or Engagement in the upper grades) and self-Regulation. Students are introduced to PAWER in the PYP and are encouraged to reflect on their performance. In the MYP they begin to self-assess; this builds responsibility for learning.

We evaluate PAWER skills using descriptors: leading, practicing, emerging, and not yet meeting expectations. We have set the standards for "leading" and "practicing" to be attainable, and expected, for every student at Stratford Hall. Parents, teachers and students should not be satisfied with students "emerging" and certainly should be seeing red flags when"not yet meeting expectations" is noted. We believe that the formative PAWER score should be more informative in many ways than the summative mark.

In most cases there will be a fairly strong correlation between the two marks. We usually see students with PAWER descriptors "leading" and "practicing" scoring 5s, 6s or 7s on summative work; likewise, students with "emerging" on PAWER skills are often getting 3s and 4s on summative tasks. Sometimes we see high summative marks and low PAWER scores. This usually indicates that the student has earned excellent summative results but does not demonstrate this in daily work; or, that a student’s attitude towards the learning needs improvement. Increased engagement or attention to a specific skill or learning style usually yields positive results. On the other hand, we occasionally see students with high PAWER scores and low summative marks.

This means that the student is working hard, but may have particular difficulty with a subject, or has a learning difficulty.

22

EDUCATIONAL PROGRAM We believe that the PAWER scale is the most important predictor of success in the IB Diploma. A student who is not earning leading or practicing in the PAWER scale in every subject is likely not a good candidate to proceed to the Diploma Programme.

We ask that parents become familiar with the PAWER rubrics and use it as a valuable tool in guiding your children’s learning.

Focusing on one aspect of PAWER at a time will build the learning tools that are essential to learning.

At Stratford Hall, strong PAWER scores are the first criterion for promotion to the next grade and an indication of fit for the school.

Where the PAWER scores remain low ("not meeting expectations"), it becomes clear that our environment is not the best fit for the child. The student likely needs additional support not available at Stratford Hall.

Parents need to familiarize themselves with the two kinds of assessments and gain an understanding of what appropriate expectations would be for their children. We remind parents that an IB Diploma can be earned with scores of 4; if a student is working hard and effectively (as demonstrated on the PAWER score) and attaining summative marks of 4, he or she will be successful.

Further details about assessment can be found in the PYP, MYP, and DP Handbooks.

23

EDUCATIONAL PROGRAM Written Reports

Major reporting is done at the completion of a particular summative assessment. In the PYP and MYP, written reports are published three times a year. These reports are multi-page documents with detailed reporting on the Learner Profile and each subject.

A summative grade is given, based on the MYP criteria for each subject. A PAWER descriptor is given as well.

Written reports are augmented with student-led conferences and parent-teacher interviews. The marks that are given are based on a combination of formative and summative assessments, and are the teacher’s professional sense of where, at that time, the student is with respect to achievement.

Student-Led Conferences

Student-led conferences are an alternative to the traditional parent-teacher conference in which teachers and parents meet to discuss a child’s progress and are equally as important as written report cards. Done effectively, they promote student self-awareness and responsibility, and provide direct evidence of performance to the parent. Students take their parents/guardians through a portfolio of assessments, both formative and summative. If there are summative assessments available, the mark will also be available.

The conferences are scheduled so that up to four students are presenting to their parents at a time. At least one teacher is available as well, if there is clarification needed. Because the student-led conferences are considered to be a major report, we urge all parents and guardians to book appointments when they are announced.

The student-led conference has many benefits.

Student benefit as they: • develop accountability for their learning • are actively involved in reporting their progress • gain greater commitment to school work and learning • build self-confidence and self esteem • practice student-parent communication and critical thinking skills • learn to be reflective • analyze and assess their own work • describe the work that they are doing, their strengths and weaknesses • work with parents/guardians to set positive goals and a plan of action • demonstrate process, not just products Parents benefit as they: • receive a variety of information about their child’s learning and skills • see their child’s work and thinking first-hand • have an opportunity to help their student set positive goals • are an active participant in their child’s learning

24

EDUCATIONAL PROGRAM Graduation Program and Credits

Stratford Hall students qualify for both the IB Diploma and the BC Dogwood Certificate.

It is possible to gain credits in courses not taught at Stratford Hall. These are Ministry registered courses and are available through the BC Ministry. Students should contact the Senior School office to discuss potential registration in these courses. Our students typically graduate with many more credits than are required by the Ministry.

As an IB continuum school, our primary focus for Grades 10, 11, and 12 is the skill development and learning objectives within the MYP & DP curriculum. The BC Ministry of Education gives full credit toward the BC Dogwood Certificate with successful completion of the necessary MYP/DP courses.

BC Ministry Of Education Scholarships

The province administers the Provincial Scholarship program, which is intended to award the top 10% of students province-wide with a $1,000 scholarship based on provincial examination results.

These are automatically awarded by the Ministry of Education in August following the Grade 12 year. The scholarship is based on the three compulsory Grade 10 exams (English 10, Math 10 and Science 10), and the final grade in English 12.

Additionally, the Ministry uses our final IB History HL or SL marks as an equivalent for the compulsory Social Studies mark. It is critical for students to realize that the Grade 10 Provincial examination results are used for this; although these examinations do not affect the IB Diploma results, they are nonetheless important for the Provincial Scholarship.

25

STAFF 12

Senior School (Michelle Douglas)

11

Diploma Programme 3000 Commercial

10 9 8 7

Middle Years Programme 3150 Commercial

6

Junior School

5

(Greta Bartsch)

3

4 2 1 K

Primary Years Programme 3070 Commercial

While the academic grades are divided into the three IB programmes (PYP, MYP, and DP), the staff and students are organized under two divisions: the Junior School and the Senior School. These are governed by their own division Principals, Greta Bartsch being the Principal of the Junior School and Michelle Douglas Principal of the Senior School.

The MYP and DP staff and students are situated in the building at 3000 and 3150 Commercial Drive, while the PYP staff and students work in the building at 3070 Commercial Drive.

Our teachers are all qualified to practice in British Columbia. About half of our faculty members have post graduate degrees (or are currently registered in a program), and they are highly trained in the IB. Several teachers are members of the IB Educators’ Network: they are called upon by the IB to do authorization and evaluation visits of schools, to consult with new schools, and to do training sessions all over North America.

You will get to know your own child’s teachers well. In September we will have an evening session for parents to meet the teachers and to learn more about the programme. Please refer to the weekly message for dates and times.

Head of School START YEAR

Jason McBride

2015

MAJOR RESPONSIBILITY

°° Head of School

ACADEMIC BACKGROUND BKIN (McMaster) BED (Queen’s University) MED (Michigan State University) EDD (University of Calgary) - in progress ABD

Junior School

26

ACADEMIC BACKGROUND

START YEAR

MAJOR RESPONSIBILITY

Greta Bartsch

2002

°° Principal

Judy Bai

2016

°° Kindergarten

BBA (Toronto) GDip (Griffith University, Australia)

Candice Birch

2008

°° Grade 3

BA (UBC) BEd (UBC)

Stephanie Bosello

2014

°° Grade 3

BA (Victoria) BEd (Vancouver Island U)

BA, BED (UBC) MEd (SFU)

Kika Carranza

2006

°° Spanish

BEd (Women’s University of Peru), MA (Universitat Rovira I Virgila, Spain)

Lindsay Causey

2010

°° Grade 1

BEd (UBC)

Ariana Debreuil

2016

°° Resource Teacher

PDP (India) BGS (SFU) BEd (SFU in progress)

Saloni Dholakia

2013

°° Grade 6

BSc (SFU) BEd (Calgary) GDip (Douglas)

Melissa Falabella

2014

°° Grade 2

BEd (McMaster) BEd (UBC)

STAFF Lupe Gomez

2012

°° Spanish

BEd (University of Extremadura, Spain)

Boyd Grealy Tricia Grzybowski

2005

°° Music

BMus (Victoria)

2010

°° Kindergarten

BEd (Saskatchewan)

Hannah Symons

2016

°° Grade 4

BA (Victoria) BEd (UBC)

Amanda Lempriere

2014

°° Grade 5

BEd (Brock)

Dan Lin

2011

°° Grade 7

BSc (UBC) BEd (UBC)

Laura Moriarty

2004

°° Grade 2

BSc (UBC) BEd (UBC)

Jessica Naka

2016

°° Resource Teacher

BEd (UBC) BA (UBS)

Bobby Nishi

2004

°° JS PE/OEE, Athletics and Leadership Coordinator

BSc (UBC) BEd (UBC) MEd (UBC)

Nicole Ottahal

2006

°° Grade 1

BA (UBC) BEd (UBC) MEd (UBC)

Meg Penafiel

2000

°° Teacher Librarian & Learning Specialist

BA (Carleton) BEd (UBC) MEd (UBC)

Dave Ritchie

2006

°° Grade 5

BSc (UBC) BEd (UBC)

Sarah Sakaki

2010

°° Grade 2

BA (Victoria) BEd (Victoria)

Peter Skipper

2013

°° Grade 6

BA (UBC) BEd (UBC)

2002

°° Grade 7

BA (Victoria) PDP (SFU)

2011

°° Grade 4

BA (SFU) BEd (SFU) MEd (UBC)

Carmen StephenPatel Chelsea Todd

27

STAFF Casey Turnpenny

2006

°° PYP Coordinator & Learning Specialist

Mike Twaites

2016

°° PYP PE

BPEC (Douglas) BEd (SFU)

Bev Willms Best

2007

°° Music

BSc (UBC) MMus (St. Thomas, Minn)

BA (UVIC) BEd (UBC) MEd (UBC)

Senior School START YEAR

“You will get to know your child’s teacher well.”

28

MAJOR RESPONSIBILITY

ACADEMIC BACKGROUND

Michelle Douglas

2016

°° Principal

BA (UBC) BEd (UBC) MEd (Calgary)

Lisa Blachut

2013

°° Humanities °° Spanish °° Geography

BA (UBC) BEd (UBC)

Chris Brogan

2005

°° History

BA (Victoria) BEd (Victoria)

Rick Campanella

2004

°° Head of Student Affairs

BA (UBC) BEd (UBC) MEd (SFU)

Catherine Daniel

2007

°° Science

BSc (McGill) MSc (Laurentian) BEd (UBC)

Brina Derksen-Bergen

2014

°° English

BA (UBC) BEd (UBC)

Feda Ghaleb

2011

°° Math

MEd (American University of Beruit) BEd (UBC)

Christine Giesbrecht

2016

°° Visual Arts

BEd (Saskatchewan) Diploma Art Education (UBC)

STAFF Miriam Grob

2013

°° Science

BSc (University of Dusseldorf) PhD (University of the Saarland, Germany)

Sylvana Hererra

2002

°° Spanish, Learning Specialist

BA (SFU) BEd (UBC) MEd (UBC)

Stefania Iacchelli

2010

°° DP Coordinator °° Biology

BSc (Alberta) BEd (SFU)

Dave Knight

2014

°° Physics

BSc (UBC) BEd (UBC)

Gillian Louie

2010

°° Learning Specialist: Differentiation

BA (UBC) BEd (UBC)

Spencer Mackoff

2016

°° Resource Teacher

BA (McGll) MA (Toronto) BEd (UBC)

Courtney McFadyen

2009

°° English, Drama

BA (Acadia) BEd ( Memorial) MA (Toronto)

Michael McGuire

2008

°° OEE

BA (Western) BEd (Victoria MEd (UBC)

Kirsten Morozov

2002

°° Teacher Librarian & Learning Specialist

BA (UBC) BEd (UBC) MEd (Alberta)

Jay Nunns

2005

°° Circus

Diploma Broadcast Journalism (BCIT)

Kyle Nystad

2008

°° PE °° SS Athletics Coordinator

BHKin (UBC) BEd (UBC)

Sarah Phillips

2007

°° MYP Coordinator °° Math Learning Specialist

BA (UBC) BEd (UBC) MA (Royal Roads)

Anja Radakovic

2015

°° Math Teach & Science Resource

BMath (Carleton) BEd (Nipissing)

Dragana Radmanovic

2012

°° French, Spanish

BA (Wilfred Laurier) Bed (Western Ontario)

Sarah Riddell

2014

°° English

BEd (Victoria) MA (UBC)

Caitlin Shepard

2010

°° English °° Post Secondary Counsellor

BA (Queen’s) Cert Ed (Roehampton University, UK)

Sukh Sandhu

2016

°° Learning Specialist: Differentiation

BEd (UBC) MEd (America College of Education, US)

Vanessa Tam

2013

°° Science

BSc (UBC) BEd (UBC)

Cristina Uroni

2015

°° Languages

BA (University of Padua, Italy) MA (University of Padua, Italy) MA (UBC)

Ana Ver

2011

°° Science

BA (Mount Holyoke, US) MA (Toronto)

Brett Williams

2014

°° English

BA (SFU) BEd (SFU) M Ed (UBC)

29

STAFF

Community Development START YEAR

Samantha Gayfer Jennifer Yeung Aliya Virani Paulina Lam Kelsey Hayre Tish Vanstone Naz Halani Janine Erickson Randie-Lynn Moffat Rouzanna Karapetian Jennifer Ju Lauren Davies Naomi White

30

MAJOR RESPONSIBILITY

2015

°° Director of Community Development

2007

°° Advancement Manager

2016

°° Admissions Manager

2016

°° Community Events Manager

2016

°° Community Development Assistant

2015

°° Reception

2015

°° Reception

2008

°° Reception

2008

°° After School Care Coordinator

2015

°° Childcare Staff

2015

°° Childcare Staff

2015

°° Childcare Staff

2014

°° Childcare Staff

STAFF School-Wide Administration START YEAR

Olivia Law Liza Capdecoume Dion Norman Andrea Ryan

MAJOR RESPONSIBILITY

2006

°° Executive Assistant To The Head of School

2012

°° Library Technician

2016

°° Educational Technology Director

2013

°° Innovation Lab Teacher

Finance and Operations START YEAR

Dave Dirks Robin Korba Krista Pederson Akriti Kochher Efrain Contreras Sylvia Star

MAJOR RESPONSIBILITY

2007

°° Director

2003

°° Accounts

2016

°° Accounting Manager

2013

°° Accounting

2000

°° Maintenance Manager

2014

°° Human Resources

31

STAFF

LIFEWORLD - learning

Pri n

ec Dir ty i un Comm

Head of School

s on issi Adm ag er M an

to De r of ve lop ment Neighborhood Relations Parent Relations Alumni Relations Reception

Advancement

A M a dva na nce ge men r t

Activities Houses Assemblies Leadership

Discipline Community Service Values & Ethics Afterschool Care Summer Camp

Co-Curricular

Character

Security Food Services Maintenance Custodial Technology

e Dir & e nc Fina Office Services Investing Budgeting Accounting Collecting Billing

Purchasing Personnel

ND A TS N U ACCO

Advancement

Finance

SYSTEMSWORLD - support

32

te Co r

amp mer C Sum dinator Coor

Support Services Academic Advising Placement

l of the Senior S ipa ch c in f the Junio o o Pr l a rS cip

Af

OF FI CE

Academic Subjects

Athletics Drama Music Clubs

ool ch

ct o Op r of era tions

Library Information Technology

Student data management Enrollment Publications Website Marketing Admissions

Community

ol

Prog r Coord amme inat

ors

Physical Education Fine Arts Outdoor Education

Parent Information

Admissions

ING STA H C A FF E T

Academics

Marketing

re Ca ol ho tor Sc ina d or

m uu ors n i nt nat Co ordi Co

A t h l e t ic s Coordinator

STA FF

Operations

STAFF Staff Expectations

The entire staff is committed to providing the best education possible for your children. We expect staff to: • • • • • • • • • • • • •

demonstrate passion for teaching and caring for students; respect students and families at all times; demonstrate impartiality in dealing with students; provide clear behavioural and academic expectations of students; develop clear and meaningful assessment strategies in line with Stratford Hall and IB requirements; communicate with parents when problems arise; work with parents to solve problems; ensure that safety is paramount and provide adequate supervision for all activities; provide a stimulating physical environment for the students; demonstrate pride in teaching and in being part of the Stratford Hall community; participate in co-curricular activities; support the mission and values of Stratford Hall; model the IB Learner Profile and adhere to all aspects of the IB Programs; and continue their professional development.

Teacher Professional Days and Meetings

Teachers meet one morning a week for a quick staff meeting, and then one or two Wednesdays a month after school for more in-depth meetings. Teachers also meet for before the beginning of school, and then after the last day of school. In addition, there are staff development days throughout the year.

Teaching requires constant upgrading and planning. Being an IB school requires even more training than is done at other schools. A significant budget is put aside for IB training and meetings.

There are four early dismissals for teacher planning. On these afternoons, teachers share ideas and plan units. This planning time is an important part of working as an IB school. Please refer to the calendar for exact dates.

“The entire staff is committed to providing the best education possible for your children.”

33

LIFE IN THE JUNIOR SCHOOL Student Expectations

Commitment to excellence is fundamental to your child’s success. Students will: • attend school each day, on time, well-rested and healthy; • pay attention in class and participate in positive ways under the teacher’s guidance; • ask questions and show interest; • do all assigned work; • seek help when needed; • read regularly; • share learning experiences with their parents; • be responsible and principled in their use of technology in all facets of life; • and represent Stratford Hall's values and mission in their actions.

Our community is also important. Students will: • respect all community members; • respect the opinions of others; • demonstrate a commitment to taking responsibility for behaviour by reflecting on their actions and making positive changes; • show pride in Stratford Hall, including wearing the uniform properly at all times and remembering that when in uniform off campus their behaviour reflects on the school; • treat the surroundings well, including the classrooms and any facilities the school uses; • use appropriate language; • speak to an adult if bullying occurs: Bullying will not be tolerated; and • treat each other with kindness and respect.

Safety of all students is a concern to all of us. Students will: • follow all teacher instructions; • understand emergency procedures (taught by teachers); • avoid all dangerous activity and rough play; • not use prohibited drugs or alcohol; • refrain from running in school hallways and on the stairs; • play only in assigned areas and; • associate only with adults known to them, or who are with an adult known to them.

Expectations are framed around the elements of the IB Learner Profile.

Discipline

Expectations for student behaviour are best met when there is a positive partnership between parents and the school. The Learner Profile provides the foundation to our proactive approach to discipline. We actively teach students about each learner profile attribute, recognizing students who demonstrate these attributes during classes and our weekly assemblies. Social-emotional and executive skills are intentionally taught and nurtured by teachers regularly. The PAWER (Planning, Attitude, Work Habits, Effort, self-Regulation) scale outlines age-appropriate expectations.

Issues usually arise over a student’s inability to work with others, to understand his or her own physical space, or to self-regulate. This is usually corrected with monitoring.

Restitution is an important part of our approach to discipline within the Junior School.

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LIFE IN THE JUNIOR SCHOOL Restitution is an approach to discipline in which a student, having made a mistake, is guided to make it right and return to the group strengthened. Teachers, administrators, students and often parents work together to help a student correct their mistakes by emphasizing positive solutions. We know that students will make mistakes and we know that making mistakes is an important part of the learning process. Most discipline is handled by the classroom teacher who guides the student through the Restitution process. Consequences are situation-specific. The process may include a reflection, letter of apology, note home to parents, or opportunity to “make it right.”

There are minimal major discipline problems at Stratford Hall, but on occasion a student’s behaviour may require disciplinary action. Most discipline is handled by the classroom teacher. If inappropriate behaviour persists, parents will be notified to meet with the Principal and a developmentally appropriate action plan put in place.

When student behaviour becomes an ongoing issue, impact on other students becomes greater, or if the student is unwilling/unable to make appropriate changes, time away from regular school activities may be required, or the parent may be called to pick up the student for the rest of the day. In serious cases, the Head of School becomes involved.

In our experience, once a problem is identified and the school and families are working together to rectify it, students are able to return to the group as a positive class member. There is no set timeline for remedying these types of situations but we look for improvement in frequency, intensity, student reflection, and responsiveness.

IMPORTANT DATES

Repeated or significantly serious incidents may result in a suspension of one to three days. In the most serious cases, when escalating disciplinary action has not had significant effect, or when parents/guardians are not fully cooperative, the student may be expelled from the school. Expulsion may also occur if a single act is deemed to be of a very serious nature.

Opening Day September 6th, 2016

One issue that requires sensitivity is the privacy of individuals. A disciplinary action is a private act, but it does have a public purpose. Sometimes the punishment is obvious (a student being sent out of the class, for example). Often, however, there is a perception that a behaviour has gone unpunished even though there has been a consequence. In the case of a behaviour that involves others, the teacher or administrator may have a follow-up meeting with those involved.

Winter Break December 16th- January 9th, 2017

Bullying

Fall Break November 7th - 11th

Spring Break March 20th - 31st Closing Day June 28th

Stratford Hall takes allegations of bullying seriously and responds appropriately. If bullying does occur, it is considered a serious offence and will be dealt with by a Principal or the Head of School.

The most widely accepted definition of bullying comes from the work of leading Norwegian researcher, Dr. Dan Olweus. “Bullying ... is a pattern of repeated aggressive behaviour, with negative intent, directed from one child to another where there is a power imbalance.”

We believe that bullying is rare at Stratford Hall. This is for several reasons: From Kindergarten, our students are taught the elements of the IB Learner Profile.

Teachers work closely so that the Learner Profile becomes foundational to all interactions.

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LIFE IN THE JUNIOR SCHOOL From Kindergarten, respect for others is fostered.

Close relationships between teachers and students are fostered through the home rooms in the Junior School and advisors in the Senior School to create a climate of inclusivity.

We recognize that there can be a range of aggressive behaviour and there is a difference between conflict and bullying. Student conflicts do occasionally occur. It is possible that this conflict results in inappropriate behaviour of one student to another.

These situations will be dealt with by the most appropriate teacher, or the Division Principal. Student-to-student conflicts are not considered to be bullying; nor is the bantering that can sometimes take place, including sarcasm (although sarcasm can be a tool in bullying).

Bullying can take many forms. Traditional bullying involved physical threats with the target living in fear of being beaten up. Today, bullying tends to be far more subtle. It can be physical, social, or emotional and be as simple as exclusion. It may involve negative and hurtful comments. Often it moves into cyberspace, and involves inappropriate statements with emails, texts or social media. Teachers and parents need to be attentive to students’ use of the Internet for this purpose. Although the bullying may happen away from the school, as long as it effects the school community it is considered school business.

The School Year

The Ministry of Education requires 850 hours of instruction for Grade 1 to Grade 9, and 950 hours from Grades 10 to 12, per school year (Kindergarten currently requires about 400 hours). With 6 hours of instruction per day, Stratford Hall has over 1,000 hours of instruction. This is based on a school year of 170 instructional days.

School will start on the day after Labour Day every year. The school year will end whenever the 170th to 172nd day falls.

We also have an established pattern for the holiday breaks.

1. Fall mid-term Break. This will remain a full week and will be the week in November in which Remembrance Day falls. Note that the teaching staff has two days of staff development time built into this break.

2. Winter Break. The final day before the break occurs on the Friday before Christmas Day. When Christmas Day falls on a weekend, the break will begin one full week before Christmas. In all cases, the return to school will be three weeks later.

3. Spring Break. This will be two full weeks in March.

4. Other holidays are Thanksgiving, Easter (with Good Friday and Easter Monday) and Victoria Day. It is expected that families will take holidays within the breaks, not when school is in session. Missing school not only impacts your child, but the other children in the class as well, and non-essential absences from school undermine the value we place on being in school.

The school calendar will be available on the website. All major school functions are identified, including reporting periods and the early dismissal days for program planning for all teachers.

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LIFE IN THE JUNIOR SCHOOL The School Day

The formal school day is from 8:20 AM to 3:20 PM. Students are expected to arrive no later than 8:15 AM so they can get to their classrooms and be settled before 8:20 AM. It is imperative that all students arrive on time. Students who are late miss the opportunity to connect and settle, and this has a negative impact on class routines.

There are two daily breaks, at approximately 10:30 AM, and 12:10 PM. Students eat lunch in their classrooms from 12:50- 1:10 PM. Teachers may build in an afternoon break as well.

After School

Pickup for K to 7 is shortly after 3:20 PM. In September, Kindergarten has a graduated entry.

Students in the PYP are released by teachers directly to someone on the Contacts for Pick-Up or Emergency list. PYP students must be picked up from the assigned outside pick-up location after school promptly at 3:20 PM, or after any supervised club or sports activity. If they are not picked up by 3:30 PM from the PYP Building or under the care of a teacher supervisor, they will be placed in ASC and the fee for the time spent there will be charged. After saying goodbye to their teachers and waiting to go home, students are under the supervision of their parents who must ensure their children are behaving safely and appropriately on the sidewalks outside.

PYP students who walk home with siblings in the Senior School may need to wait until 3:30 PM; they do so by the fireplace on the first floor of the MYP Building. Parents must contact the homeroom teacher to make this arrangement and then inform the office so the older sibling can be added to the Contacts for Pick-Up or Emergency list.

PYP students will be signed-in to the MYP Building by their teacher and must leave by 3:40 PM unless under the direct supervision of a staff member.

Students in Grades 6 and 7 are released from the classroom at 3:20 PM. They may remain on the main floor of the MYP Building until 4:30 PM. This is a privilege and may be rescinded. We expect these students to engage in appropriate activities that align with the school’s values at the discretion of the supervisor/Principal. These include: • school or home learning and group projects where collaboration is required, • tutoring, • clubs and service projects, • appropriate social activities.

ATTENDANCE CONATCTS pypattendance@stratfordhall.ca 604.436.0608 mypattendance@stratfordhall.ca 604.436.0608 ext 300

Devices and technology may be used only at the discretion of the supervisor.

Between 3:20 and 4:30 PM, students may leave not leave the first floor of the MYP Building unless they are picked up by someone on the Contacts for Pick-Up or Emergency list or are under the care of a supervisor.

If a student in Grade 6 or 7 is registered for After School Care, they will be walked from the MYP Building to the DP Building by a staff member shortly before 4:30 PM. Co-curricular clubs are scheduled after school most days.

It is important that parents pay attention to the time details outlined above. A student who requires an extra ten minutes of teacher supervision each day because of late pickups results in 30 hours of that teacher’s time over the course of a year.

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LIFE IN THE JUNIOR SCHOOL Entering/Leaving The School During The Day Students leaving early must leave through the main entrance on Commercial Drive, and must sign out at reception. Except in an emergency, other exits may not be used.

Students in the Junior School leaving early must be accompanied by someone on the Contacts for Pickup or Emergency list.

Attendance Attendance in school is vital, although there are times when your child is not able to be at school. If your child is unwell, please do not bring them to school until they are fully recovered. If your child will be absent please call the office or email pypattendance@stratfordhall.ca or mypattendance@stratfordhall.ca before 8:20 AM so we can be sure attendance is accurate and all students are accounted for. You may have to leave a message if the office is busy. It is a Ministry of Education requirement that all absences be accounted for in writing by the student’s parent or guardian.

When your child returns to school, he or she must bring an absence note from you explaining the absence and including the exact dates of absence. In lieu of a note, email is acceptable. This is important for the Ministry of Education student audit.

Notes must be addressed to the classroom teacher and the respective receptionist in each building.

The Ministry allows only limited excuses for provincial funding calculations; if your child is away for non-acceptable reasons you may be responsible for any shortfall in the per student funding that is provided by the Province. Unaccounted absences are liable to an extra charge if the attendance audit indicates unexcused absences. This funding is budgeted for at the start of each year and is necessary to run the overall program.

If you are intending an extended break from school, it is appropriate to speak to the Division Principal about your plans; however, due to the student-centred nature of our school programming, extended holidays are not recommended and require school consent.

Student Health In all issues we defer to the local health authority (Vancouver Coastal Health). If parents are concerned, we ask you to refer to the Vancouver Coastal Health website, where protocols are outlined. For example, students must arrive at school well-rested and well-fed; both are important to a strong day at school. If your child is ill, please keep him/her at home so others do not become ill. If your child becomes ill at school, you will be called to pick up your child. For this reason, it is extremely important that we have up-to-date contact information for every family. If your child has recently been exposed to, or suffered from, a communicable condition (measles, chicken pox, head lice, etc.), please inform the office so we may inform other parents to be on the lookout for symptoms.

Head lice are not an uncommon occurrence with children but their presence can sometimes lead to confusion and misconceptions. For example, once treated, a child is safe to be at school, as lice do not spread disease. Parents must notify the school should their child have lice and treatment must be made at home following the protocols provided by local health authorities. The school will then notify parents of students in the building should a case or suspected case be reported. Diligent attention by parents is the best way to stop the lice from spreading to other children.

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LIFE IN THE JUNIOR SCHOOL We are a “nut aware” school and ask students to refrain from bringing nut products to school; we cannot guarantee a nut-free environment. Teachers work with students to educate and reinforce best practices.

Please arrange for medical appointments during non-school hours, where possible.

If your child is leaving school early for any reason, he/she must be signed out of the school, at the reception desk, by a parent/guardian.

If your child has allergies or is taking any medication, the school must be informed.

This may be done through the child’s advisor. Parents are required to fill out and return a medical form for each child. There is an additional form to be filled out for those students who have life-threatening conditions. It is crucial the school has the appropriate information immediately accessible, and has the knowledge to avoid potential problems.

If an injury takes place during a school activity, the staff makes a determination of the severity. For a minor scrape or bump, a report is not usually filled out. A teacher might inform parents if necessary, based on the nature of the incident and the symptoms presented. If the injury is significant, an accident report is filled out and the parent is informed. If the child needs to go to the hospital, ideally the parent can come to the school and take the child. If there is some urgency, the child will be taken to the hospital by ambulance, accompanied by a staff member. In all circumstances, a staff member will remain with the child until a parent or designate arrives.

Assemblies There is a weekly assembly in the Junior School and in the Senior School. These assemblies are important for community-building and sharing accomplishments.

Junior School students must be in full academic uniform, including sweaters for all assemblies, unless the timetable calls for alternate dress or the temperature is too warm. In the Junior School, parents are often invited, especially if their children are involved in a presentation. According to the fire department regulations, our occupancy allows for only the Junior School students, teachers, and a small number of parents to congregate in the gym. Parents may attend on a rotating basis, with invitations announced in the weekly messages.

“The school expects students to participate in all activities.”

We will also meet as a whole school four times per year: opening day, Remembrance Day, the graduation assembly, and the closing day assembly; this is important in building community, celebrating events and honouring achievement. We will use assemblies to highlight student action and to address school-wide approaches, such as community responsibility, values and current affairs. All students will have opportunities during the year to perform at assemblies.

Lunches and Snacks Parents provide lunches and snacks for students. Stratford Hall encourages mindful eating habits and students to eat healthy nutritious meals and foods. To reduce garbage, please pack your child’s lunch in recyclable containers. Food that is not eaten must be taken home, not stored in cubbies or lockers.

We are a “nut-aware” school. There are students who have serious life-threatening allergies to peanuts, and even trace amounts can be very harmful. Please do not pack anything in lunches containing nut products, including peanut butter and nut additives.

Please avoid foods containing other potential allergens.

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LIFE IN THE JUNIOR SCHOOL The school provides a lunch program option, run by the Vanilla Cream Café.

Information regarding online ordering will be communicated through the weekly messages. There are no credits or refunds for student absences, so please take note of field trips, OEE, sports days etc. We are unable to accommodate special orders.

Vanilla Cream Café opens the third week of September. Please note that the health department requires Vanilla Cream Café to provide single serving and single use packaging.

Often, parents, students or teachers want to mark special occasions with treats.

Celebrations are important, and we want to celebrate in all ways, not just with food.

Because the frequency and type of food treats can impact student learning, these will be monitored by classroom teachers. If parents desire to mark a special event with food, they must consult the classroom teacher in advance; the teacher will decide whether it is appropriate by considering allergens, nutrition (sugar content), and the day’s activities.

After School Care The school operates an After School Care (ASC) program for students in Kindergarten to Grade 7; the primary program is for K-2 students, and the intermediate program is for Grades 3-7. Registration for September occurs prior to the school year starting, and pre-paid registration for the remainder of the year will happen October-December, January-March, and April-June. All students must be picked up by 5:30 PM. All ASC programs operate out of the DP Building.

Students must be registered for a full term at a time (rates are $10/hour prepaid and $12/hour drop-in); most parents register for the full year. These programs are an added benefit, and will be denied to any student who does not follow accepted behaviours.

Students in the PYP must be picked up from school by 3:20 PM. At 3:30 PM, (3:40 PM for those with siblings in MYP) students will be signed-in to ASC. Students in Grades 6 and 7 must be picked up after school promptly at 4:30 PM, or after any supervised club or sports activity. If they are not picked up by 4:30 PM or under the care of a teacher supervisor, they will be placed in ASC and the fee for the time spent there will be charged. Families whose children are picked up more than 15 minutes past the scheduled pickup time will be charged for the full hour.

Day Camps During School Year The school will hold day camps for Junior School students during part of November Mid-Term Break, Winter Break and Spring Break. Registration notices will be sent home during the school year.

Outdoor and Experiential Education (OEE) Information will be sent home regarding all OEE trips and activities. Meetings will be held prior to trips to inform parents of details. Parents are expected to attend these meetings.

Only students with informed consent forms signed by parents or guardians are allowed to participate in any trips. These forms outline the activity and pertinent details. Anticipated dangers are also identified. Parents must be aware of dangers common to these sorts of activities, and if unsure must contact the activity leader for

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LIFE IN THE JUNIOR SCHOOL clarification. In early September, a form covering activities is sent home to eliminate the need to send several home during the year.

The school takes risk management very seriously and only engages in activities considered to have limited risks. The school expects students to participate in all activities. Parents have the right to pull students from any activity they consider unsafe, but we will only allow a student, to withdraw from an activity if the parent has met with the Division Principal to elaborate his/her concerns.

Field Trips Field trips are an important part of the educational program. A one-time general Field Trip Consent Form is included in the Student Information package. Parents will always be informed about field trips, but a specific form for each is not required.

If a trip takes place outside school hours, or activities are beyond the normal field trip parameters, a separate permission form and informed consent form will be sent home.

Early Dismissals Several times during the year, the school dismisses students early. The educational program requires sta to focus on planning and collaboration. The other reason for early dismissals is to allow families an early start to two major holidays. ASC begins at 12:10 PM on those days.

Weather Closure If inclement weather makes the roads dangerous, the school will close. Generally, Stratford Hall takes the lead of public schools and other independent schools in the area. Closure decisions are made by 7:00 AM, if possible, and notification given to CBC (690), CKWX (1130) and CKNW (980) as well as placed on the school’s homepage.

On days when the weather is questionable, if public transit is operating and major city roads are acceptable, the school will stay open. Our central location makes it unlikely that a closure would take place; however, individual families must make their own decisions, based on the conditions where they live. Safety is of the utmost importance. If children are kept home, a call to the school is necessary followed by an absence note.

In the event of a sudden mid-day blizzard or other emergency, the school may need to close early. In this case, students in Grades 8 and above will be dismissed from school.

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LIFE IN THE JUNIOR SCHOOL Emergency Preparedness Stratford Hall staff and students are well-prepared for emergencies. In the first week of school, there is a fire drill to teach students how to react when an alarm sounds.

Earthquakes are an ever-present danger in the Lower Mainland and for this reason, the school has developed an earthquake strategy based on the following principles: • student safety is of first importance; and • information and knowledge are crucial when reacting to emergencies.

In the event of a serious earthquake, injuries will be assessed, attendance will be taken, and only when everyone is accounted for will students be released to parents.

Do not come to the school until 30 minutes after an earthquake has ended and when here, sign your child out at the command post. Do not phone the school; even if phone lines work there may be no one to answer. The school has supplies in the event of an emergency.

In the event of a major earthquake, the school will attempt to get vital information to an off-site location. This year, as last year, the site will be Strathcona Tweedsmuir School (STS) in Alberta, phone 403-938-4431. Please do not phone Stratford Hall in the event of a major earthquake, but rather, call STS for updates.

Students who leave the school early for personal business must sign out at the office so the school knows who is absent when an emergency occurs.

Uniform and Accessories Uniforms provide a visual sense of belonging and of community. They also set a standard of appearance respectful of the school’s mission. Uniforms eliminate clothing competition and some kinds of negative group behaviour. Indeed, most students are happy not to have to make decisions about what to wear each morning.

The uniform is an intrinsic part of Stratford Hall’s culture and students are expected to wear it with pride. Parents can help by ensuring your child has the correct uniform items and that they are cleaned regularly. If there is a reason a student is unable to wear the correct uniform, please write a note to the classroom teacher indicating the reason and duration.

All students are expected to be well-groomed and tidy in appearance. Hair colour is to be natural and worn in a style that does not distract from academic focus.

Jewelry must be minimal; a single simple ring may be worn, as well as a simple, single necklace. Modest earrings may be worn (other piercings are not allowed, except for religious or cultural purposes). Obvious makeup is not permitted.

All items are to be purchased at Neat Uniforms (corner of Boundary Road and Parker St., Burnaby). Limited selection is available at the year-end consignment store, operated by parent volunteers.

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LIFE IN THE JUNIOR SCHOOL The Official Uniform

All items are as described in the school Uniform List from Neat Uniforms. All items, including white shirts and grey slacks, must be obtained from Neat Uniforms. Our uniforms are not gender-specific. Any child, may wear any item.

UNIFORMS ITEMS

Winter Uniforms

The winter uniform consists of the tunic, pants, kilt, long-sleeved shirts, sweaters, cardigans and/or blazers for formal dress days.

Kindergarten and Grade 1

2 tunics 3 shirts 1 cardigan or pullover 1 clip-on tie (Grade 1) 1 vest (optional) 1 culotte (optional) 1 golf shirt (optional) 1 short or culotte (optional) 2 pants (long) 1 hat (optional) 2 socks or tights

Grades 2-3

1 clip-on tie 2 tunics 3 shirts 1 cardigan 1 vest (optional) 1 set gym wear (t-shirt and shorts) 1 sweat top and pants 1 short or culotte (optional) 2 pants (long) 1 golf shirt (optional) 1 hat (optional) 2 socks or tights

Grades 4-12

2 kilts 3 shirts 1 cardigan 1 vest (optional) 1 blazer (mandatory for Grades 8-12) 1 set gym wear (t-shirt and shorts) 1 sweat top and pants 2 pants (long) 1 track suit (purchased at school) 1 culotte or short 1 golf shirt 1 hat 1 regular plaid tie 2 socks or plain tights

Shoes Black dress shoes are worn; black runners or other casual black shoes are not. Heels must be a minimal height (platform-style shoes are not acceptable). Shoes may be slipon or lace-up, and may not have ornaments. We do not prescribe a particular brand of shoes; the best fit is important.

Summer Uniforms

From the end of Spring Break to the end of the Thanksgiving weekend, except for the first day of school and special occasions, culottes or walking shorts and golf shirt may be worn. Sweaters must be worn for assemblies.

PE Uniforms

The proper physical education uniform must be worn by all students starting in Grade 2. Proper running shoes must also be worn. Students in Grades 3-7 must have school PE strip and students in Grades 4-7 must have a school track suit. All students must have a pair of indoor-only, non-marking PE shoes to help protect the gym floor.

Please label every item of clothing. Without identification, sorting out uniform ownership is difficult.

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LIFE IN THE JUNIOR SCHOOL Uniform Consignment

The school has a uniform recycling program. Over the year, if your child outgrows a uniform item, please consider keeping it and utilizing the uniform recycling program.

This program is run by the SHPA. The sales are generally at the beginning and end of the school year. Please email Shannon Goddard at shannon.lives@live.com for more details. Consignment sales will be announced in weekly messages, but the largest sale occurs in May.

Student Backpacks

There is limited space for storage, and carrying a heavy pack is unhealthy and could lead to back problems. Please encourage students to minimize the amount of belongings they bring to and from school.

Items Brought from Home Items may be brought at the teacher’s discretion. Please label all items and monitor what your child brings. Violent or dangerous toys are not permitted, and valuable items should be left at home. Students may be asked to leave trading and game cards (eg: Pokemon) or toys at home.

The school will not assume responsibility for lost or broken items, including phones and devices. If an object is being brought to the teacher for a particular purpose, the teacher puts it in a safe place. Students must remember to pick up items and take them home. The school prefers that students not bring items from home.

Devices and Appropriate Uses Students have access to phones and digital tools at the school with permission from staff. They may not be used by students during school hours without specific permission from a teacher. Students using their cell phones, for example, during school hours for non-school related purposes may have their phones confiscated for a period of time and returned to their parents.

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LIFE IN THE JUNIOR SCHOOL The school uses various technological devices throughout the entire campus.

Technology devices may be used as tools for academic purposes only, including computers and devices brought from home. Instant messaging, texting, gaming, nonschool related email, random web-surfing, and similar activities are forbidden unless authorized as part of specific studies.

Rather than a stand-alone subject, acceptable use of information technology is embedded in the curriculum as a tool for learning and production. Exposure to computers and their uses will be appropriate to the grade level and the topics under investigation. For example, Use of Technology and Internet Access form a strand of the day-to-day curriculum.

As with all learning tools, student use of devices must align with the school’s values and the Learner Profile. As useful as technology can be, it must be managed appropriately. We monitor as closely as possible network usage and online activity. If inappropriate activities, actions or sites are visited, a student will be disciplined.

Online and social media use for malicious intent, resulting in defamation and cyber-bullying, has become a greater matter of concern. It is very easy for a student to spread rumours, damage reputations or in other ways hurt other students, the school or the faculty. Any activities resulting in one or more students being involved in such activities becomes a school matter. This is regardless of whether the activities take place at school or away from school, during school hours or outside of school hours.

How our students interact with each other is a key facet of the Stratford Hall community. Activities undermining the community will be considered for disciplinary action.

CHILD PROTECTION Parents need to be aware that the law in BC requires specific action by a teacher if he or she believes a child might be in danger. If a student makes a comment to a teacher, as part of a conversation, a remark, or in writing that makes the teacher believe that a form of abuse (physical, mental, sexual, emotional) might be taking place at home, the teacher is required by law to contact the Ministry of Children and Family Development. Professionals in that Ministry will determine what next steps are to be taken, but likely it would be an interview between the child and a social worker and perhaps a visit to the home by the social worker. Most cases are resolved at this initial stage.

The teacher is also obliged to contact the Ministry if there is any evidence of physical harm, even if the student has said nothing.

The school has no part in this process. The teacher is obliged to use professional judgment if a disclosure is made, and is to err on the side of child safety. Our teachers know most of our families, which makes these situations particularly difficult for the teacher. If the Ministry of Children and Family Development gets involved, the school’s role is to support the process, and the child.

The school is required to address self-harm and/or suicide. It is not uncommon for adolescents to make comments about suicide. If a member of staff becomes aware that a student is talking about suicide, and meets specific standards of seriousness, the parent will be contacted immediately (unless the issue surrounds a negative and potentially abusive family situation, in which case the Ministry is contacted).

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LIFE IN THE JUNIOR SCHOOL All students have a stratfordhall.ca email account which should be used for school related communication. Email and other forms of communication through technology must be used according to the same code of conduct and professionalism that is expected in all communications.

Although regular mail is considered private, and possibly privileged, email is not.

The school email system is owned and maintained by Stratford Hall and, as such, all email messages are considered to be school’s records. Even though a message has been deleted, it may still be stored on the computer’s hard drive. All public folders and private mailboxes are backed up on a daily basis. The school reserves the right to monitor the individual user’s messages when there is a question or suspicion of unacceptable use, or when there is a question or suspicion of impropriety, such as the sending or accessing of defamatory, abusive, obscene, profane, sexually-oriented, threatening, or racially-offensive materials. Transmission of any material in violation of any law of Canada is prohibited.

A user’s personal use of the school’s email system is permitted. All users are expected to act with good judgment in terms of when and how it is used.

“Student interactions online must demonstrate the values of the school and the Learner Profile. Stratford Hall may take disciplinary action when online messages or presence makes inappropriate reference to another student, a teacher or staff member. The school may take action on any online messages that present the school inaccurately or inappropriately.”

Co-curricular Activities Students will engage in co-curricular activities. Most of these take place after school and are run by both Stratford Hall teachers and external providers. The school encourages every student to find at least one activity in which to be involved. Activities will be multi-age, but may be restricted by minimum age.

The activities have been thoughtfully developed to compliment the academic and experiential courses that students participate in during the school day and provide students with further opportunities to develop social relationships, build community and develop their IB learner profile attributes. External clubs are offered by outside organizations/instructors but are vetted by the Principal. They have a separate fee and may take place offsite.

In the Junior School, most activities take place between 3:30 PM and 4:30 PM (please pick up at 4:30 PM after these activities). Most of the activities start in mid-September.

Membership in these activities is driven by student and teacher interest, and students have to demonstrate a desire to participate and must adhere to the values of Stratford Hall.

Junior School sports teams are overseen by Mr. Nishi. Athletics are an important component of school life, and we encourage all students to be involved. In the fall, there are cross country, soccer and volleyball teams, and in the winter, swimming and basketball. In the spring, students join Ultimate Frisbee and track & field teams.

Stratford Hall competes in leagues against other independent schools.

Homework

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LIFE IN THE JUNIOR SCHOOL From Grade 1, homework may be assigned, but sometimes students complete assignments before they leave school for the day. Home learning is important as a reinforcement of the day’s work or as preparation for future work. Reading at home is always important. Avid readers have advantages in all aspects of school work.

The school continues to engage in dialogue about the nature of homework. Homework should be a positive experience.

Homework or home learning completion times are different for each student; therefore, the school does not have a policy on the time homework should take each night. Teachers will outline grade level expectations at the beginning of the year. Other evening activities are also very important, such as time with family, friends, sports, music, dance, theatre, and community organizations. Playtime is also important for the development of creativity, motivation, and commitment.

Parents can assist children by motivating with praise and encouraging independence.

Please make a particular place available where homework is done, away from distractions. The use of a homework book, in which parents may also make comments back to the teacher, is encouraged, and required in some grades.

Agendas Teachers of students in Grades K-2 develop systems to communicate between home and school. Students in Grades 3 to 10 receive an agenda in September to use daily to keep track of assignments and events. Students in the MYP may use a device to stay organized; the use of online platforms such as ManageBac is helpful for students and parents.

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PARENTS Expectations of Parents Parents play an important role in the education of their children.

Parents are required to: • support the school; • help their children understand school expectations; • communicate directly and respectfully with teachers if problems arise; • communicate directly and respectfully with the Head of School or Division Principal to discuss school issues; • ensure children are at school on time, in uniform; • attend, when possible, school functions; • attend parent workshops and orientation evenings; • participate in fundraising ventures; in whatever way possible and • read this handbook.

Due Process and Appeals Decisions relating to school activities (including major student discipline) are made by Junior School administrators. However, most decisions directly affecting a student will be made by a teacher.

PRIVACY Stratford Hall has a privacy protocol, approved by the Board of Governors. A copy can be obtained from the office.

The Stratford Hall Privacy Officer is Dave Dirks, Director of Finance and Operations.

Any dispute should first be addressed to the person who made the decision.

Subsequent appeals are made to the Principal or Head of School.

Ultimately, an appeal may be made to the Board of Governors, through the Chair. An appeal made to the Board must be in writing and must identify procedural issues as the basis of the appeal.

While Stratford Hall hopes never to have to use an external appeal process, one exists through the Independent School Association. If a situation is not satisfactorily resolved with the Board, an independent third party, the ISA ombudsperson, can hear the case.

Information is available through the school.

Stratford Hall Family Phone Directory This parent/guardian phone directory uses information provided by each family. Only those parents/guardians who have consented are included. The directory makes it possible for families to contact students for social events, locate neighbouring families to car pool, and even locate Senior School students who live nearby for babysitting.

In accordance with the Privacy Act, families may use the list for school purposes only and may not share it with anyone outside the distribution group. The directories are the property of Stratford Hall and are available when families return their consent forms.

Promoting the School The best way to promote Stratford Hall is through word of mouth via current parents.

We welcome you to tell your friends and acquaintances about the school. If your contact wishes more information, a tour or a meeting with the Head of School or Division Principal, please call the Admissions Office. Please also direct interested contacts to the website (www.stratfordhall.ca) for up-to-date information on tuition, applications and other important details. Families who refer a student hat becomes a member of Stratford Hall will receive a gift from the Refer-a-Family program.

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PARENTS Stratford Hall Parent Association (SHPA) Our parent volunteer group is known as the Stratford Hall Parent Association, or the SHPA, and during the 2016-2017 school year they will continue to back school initiatives through their support of the day-to-day community and fundraising events. The SHPA consists of a number of key members who assist the school in a variety of areas.

Past Chair: Angelique Schnerch (scherch_a_lish@hotmail.com) Chair: Ray Cher Hen Lead Volunteer (Teacher Appreciation Lunch coordinator): Angela Siu Lead Volunteer (Uniform Consignment Coordinator): Shannon Goddard

Volunteer Opportunities We encourage parents to volunteer and there is no shortage of activities to be involved with. We are always looking for volunteers to help us with a number of different initiatives including delivering hot lunches, monitoring traffic and acting as crossing guards, helping in the library, acting as class representatives, attending field trips, helping with our uniform consignment program, and putting on special community and fundraising events. Parent volunteers play an important role in the school, and our hope is that parents will see the benefits of volunteering within our community.

This year, we are pleased to offer a volunteer information session in which parents interested in learning more about volunteer opportunities at Stratford Hall can attend.

The session will be held on September 20th from 8:30 AM to 3:30 PM. If you are not able to attend but still interested in volunteering, please email Samantha Gayfer at samantha.gayfer@stratfordhall.ca.

Each homeroom class has a parent representative, who has volunteered for the position. This role is to assist the school, or the homeroom teacher, to get information out to the group of parents. Please note that our contact lists and the class representative system are for the sole purpose of supporting the needs of the school and cannot be used for personal business, charity fundraising or other personal endeavors.

On June 8th, we’ll be holding a thank-you breakfast for all volunteers at 8:30 AM in the MYP Building. If you have volunteered your time during the school year, you are welcome to attend this event.

Gifts for teachers On occasion, parents wish to give a teacher a gift. This is in no way expected, but it is always appreciated. Often a group of parents in a class will pool small donations to present a group gift card and this is often organized by the class representative. Under no circumstances may cash gifts be given, and the teachers are instructed not to accept cash gifts.

Parents in the School During School Hours We understand that parents may be in the school for various reasons, and Kindergarten and Grade 1 parents are welcome to come into the classroom before 8:20 AM with their child. We ask that parents of students in Grades 2 through 7 drop their children at the door of their respective buildings. We are also pleased to provide parents with the option of a ‘kiss and go’ drop off routine in front of the PYP Building in which student volunteers will open car doors.

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PARENTS Our experience in the PYP Building is that Kindergarten and Grade 1 parents often linger too long during morning drop off before leaving the building. This causes significant difficulty for the teachers as it can get quite noisy and, due to the open nature of our spaces, makes it difficult to begin teaching for the day. We ask that all parents exit the building quietly at 8:20 AM unless there is a scheduled event, and we appreciate your cooperation on this matter.

Parents of MYP students are asked to drop-off and pick-up students outside the building. The open-concept space means that all common areas are work spaces designed for students and student learning. Allowing your child to enter and leave the building on his or her also builds independence and fosters maturity.

Traffic and Our Neighbours All Stratford Hall buildings are located on Commercial Drive between East 14th and East 16th Avenues. However, one of the biggest issues for city planners is the traffic impact on the neighbourhood. The impact on the neighbourhood will grow as the school’s population grows.

Considering this, it is imperative that Stratford Hall be viewed by neighbours as a positive addition to the area. That means families and staff should reduce reliance on the car by increasing carpooling and using public transit.

Please refer to the Traffic Plan at the end of this handbook to see the expected flows of traffic. Note that there are two one-way areas around the school: • The laneway behind the DP and PYP Buildings, southbound; • 15th Avenue, westbound.

We have Senior School students act as car service volunteers, and parents as crossing guards.

The school owns all parking spots in the lane and underneath the Skytrain between 13th and 16th Avenues. Parking is also available along Commercial, including the west side across from the school. Extra traffic on 14th or 15th Avenues will generate complaints to the city, and our present and/or future status in the area may be jeopardized.

Students are expected to stay on the sidewalks if walking along any of the streets. Parents may pick up and drop off along Commercial Drive, but not use the side streets. All students must enter and exit the school via the main door on Commercial Drive.

A reminder that parking on the east side of Commercial Drive, in front of the PYP, MYP, or DP Buildings during drop-off and pick-up times is strictly prohibited. Parking in this area severely impacts our traffic flow and makes it very difficult for parents to use our morning car service.

We also expect that students will be dropped-off and picked-up, and not escorted into and out of the school by parents. This is important because of limited parking space. Please remember to drop students off at the curb, never in the driving lane.

Please see the detailed traffic plan section at the end of this handbook.

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COMMUNICATIONS Communication with the School Appreciative inquiry is when parents and teachers gather around a student to discover, dream, design, and deliver. It is when we work together towards positive solutions by asking questions that focus on strengths. It is important that any issues be resolved directly and as quickly as possible. All communication should be respectful and framed in a positive tone. It is unhelpful if you do not share concerns with your child’s teacher or the Division Principal, but it is particularly unhelpful if concerns are shared with other parents before proper channels are used. Please feel free to contact the school with your concerns and questions.

If you need to talk to a teacher to ask a brief question or make an arrangement, often an email or phone call will suffice; contacting teachers' personal devices is not appropriate. Please call the school to leave a message or send an email directly to the teacher for an appointment. All email addresses can be found on the school website.

It is expected that parents deal directly with the teacher involved before a Division Principal is involved.

If parents need to call the school and get a message to their child, every effort will be made to make sure the child receives it; however, we avoid disrupting class for nonurgent matters. Teachers cannot respond to emails while teaching. Please contact the office for priority messages. Teachers should be able to respond within 2 working days.

Office Hours The school reception and office is open from 7:30 AM to 4:00 PM daily. Phone calls made before 7:30 AM may be directed to voice mail. DP students cover the front desk in the MYP and DP Buildings from 4:00 PM to 5:30 PM. The office closes for the week between Christmas and New Year’s, but is open throughout the year.

News and Updates The school uses MS Outlook as its email client.

Weekly Message Using the email addresses provided by parents, an electronic weekly message is sent to all families each week. The weekly message includes important information, and we encourage parents to read them regularly. Other important information, forms, and updates are provided on the school website.

If your contact details change, please advise the school office at your earliest convenience so you do not miss receiving important communications.

Imprint The school publishes a school-focussed magazine electronically several times per year.

For environmental reasons, the school produces a limited number of printed copies.

Remind Text Messaging Service We are pleased to offer a text message service to parents for whole school reminders and schedule changes. This service is free and it is a one-way text message from the school to your personal handheld device. We often use this service to remind you of important dates, or to update families when a schedule changes for a group of students (for example, if a sports team bus is running late and will return to school later than anticipated.)

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COMMUNICATIONS This service is also used by our After School Care (ASC) team to communicate directly with ASC users.

To join the “Whole School” message group: 1.) Create a new text message to the number: 604.200.7784 2.) In the body of the text message type: @49d17f 3.) Press send and follow directions!

Facebook The school uses Facebook to share information with current Stratford Hall families as well as to connect with alumni and to market to new and prospective families.

We encourage you to ‘like’ the Stratford Hall Facebook page at www.facebook.com/ stratfordhallschool to have access to this information and to see updates of what is going on at the school. We also have a parent group called Stratford Hall parents.

This is a place for parents to connect, share ideas as well as community events and parent-related news.

Twitter Twitter is used to communicate with Stratford Hall families and share information. This platform is used for short pieces of information and is regularly used by our athletics coordinators to update scores from important games. www.twitter.com/stratford_hall

Instagram We use Instagram to connect with alumni and our Senior School students. This is an image based platform that has gained in popularity in recent years featuring the use of hashtags. Follow Instagram.com/stratford_hall.

Report to the Community This is an in-house publication that we publish annually. This report includes matriculation data, financial information, Fraser Institute reports, arts highlights, and athletics highlights. Our 2015-2016 Report to the Community will be distributed in the fall of 2016.

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Theme Who We Are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Kindergarten

Grade 1

Grade 2

Friendship (1)

Actions (1)

Balance (1)

Key concepts: Causation, Connection, Responsibility

Key concepts: Form, Function, Connection, Causation

Key concepts: Function, Responsibility, Reflection

Related Concepts: Friendship, Relationships, Families

Related concepts: Choice, Interaction, Identity, Cooperation

Related concepts: Health, Fitness, Balance, Choice

Central Idea: Behaviour affects relationships.

Central Idea: Our words and actions impact others.

Central Idea: Achieving balance is affected by our choices.

Lines of inquiry: Making and keeping friends Who I am Communicating with others

Lines of inquiry: What it means to be caring and a communicator Small actions and big actions How we can make a difference

Lines of inquiry: Building and maintaining self-esteem Taking care of your body Managing yourself

Traditions (3)

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Key concepts: Causation, Perspective, Connection

Key concepts: Function, Responsibility, Reflection

Related Concepts: Beliefs, Celebration, Community, Culture, Values, Identity, Tradition

Related Concepts: Community, Interdependence, Responsibility, Contribution

Related Concepts: Invention, technology, Technological advances

Central Idea: Our traditions reflect what is important to our family and community.

Central Idea: Symbols can represent our histories.

The Arts (5)

Creating Stories (5)

Lines of inquiry: Design thinking and innovation Past and present designers The impact of innovations on the world around us

Storytelling (5)

Key concepts: Form, Perspective, Connection

Key concepts: Connection, Perspective

Related Concepts: Texture, Form, Line, Colour, Creativity, Feeling, Aesthetic

Related Concepts: Imagination, Character, Setting

Related concepts: Character, Identity, Expression, Attitude, Feeling

Central Idea: Different pieces fit together to make a story.

Central Idea: Stories express ideas about our world.

Lines of inquiry: Parts of a story The retelling of stories Comparing and contrasting stories The writing process

Lines of inquiry: Reasons stories are told Messages told in stories How stories express cultural and personal beliefs and values Different forms that stories take

Lines of inquiry: Expression through many different forms The elements of design and art Translating our own ideas in different ways

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Lines of inquiry: What a symbol is Our family history Symbols that represent us Symbols of our country

Central Idea: Design thinking leads to innovation.

Key concepts: Form, Perspective, Reflection

Central Idea: We can express ourselves artistically in many different ways.

How the World Works

Design (4)

Key concepts: Form, Perspective, Reflection

Lines of inquiry: The elements of a tradition Similarities and differences between traditions The cultural influence of traditions How We Express Ourselves

Symbols (3)

Five Senses (6)

Forces (4)

Transformation (2)

Key concepts: Function, Connection, Perspective

Key concepts: Form, Function, Causation

Key concepts: Causation, Change, Connection

Related concepts: Survival, Perception, Interpretation

Related concepts: Energy, Force, Motion

Related concepts: Interaction, Discovery

Central Idea: Humans and animals use their senses to make sense of the world.

Central Idea: Forces can slow down or speed up movement.

Central Idea: Change happens all around us.

Lines of inquiry: Common types of forces Motion and changes in motion How forces are happening everywhere

Lines of inquiry: Changes in the properties of matter How numbers change Changes in our environment

Lines of inquiry: The body parts related to the five senses The connection between the senses Specific senses are used in different situations

Theme Who We Are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the inter- connectedness of individuals and civilizations, from local and global perspectives.

How We Express Ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the World Works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Grade 3

Grade 4

Grade 5

Persuasion (4)

Beliefs (3)

Body Systems (1)

Key concepts: Change, Perspective, Responsibility

Key concepts: Connection, Reflection, Perspective

Key concepts: Function, Connection, Responsibility

Related Concepts: Feeling, Creativity, Communication, Persuasion, Culture, Choices

Related concepts: Beliefs & Values, Celebration, Culture, Tolerance, Identity

Related concepts: Systems, Interdependence, Nutrition, Disease

Central Idea: Persuasion can influence our beliefs and actions.

Central Idea: Religion offers us different perspectives.

Central Idea: Body systems play a role in our physical and mental health.

Lines of inquiry: The use of persuasive strategies in advertising Making responsible choices for the things we buy Persuasive writing and speaking

Lines of inquiry: The diversity of religions around the world The origins of our beliefs, values and traditions Being open-minded to different beliefs and values

Lines of inquiry: The organ systems of the human body Systems that allow organisms to survive in their environment Our responsibility to protect our bodies

Cause and Effect (3)

Exploration (4)

Migration (5)

Key concepts: Causation, Change, Connection

Key concepts: Form, Change, Perspective

Key concepts: Change, Perspective, Responsibility

Related concepts: Community, Population, Migration

Related concepts: Trade, Migration, Motivation, Interaction, Contribution, History, Exploration

Related concepts: Migration, Immigration, Community, Citizenship

Central Idea: Our actions have an effect on others, our community and our world.

Lines of inquiry: Cause and effect Physical and human geography How a small action can make a big difference

Sound (2)

Central Idea: Discovery and exploration impact culture.

Lines of inquiry: The reasons people explore, then and now Some explorers who mapped the world, their routes and discoveries How early settlers adjusted and adapted Light and Colour (6)

Central Idea: Migration affects people and places.

Lines of inquiry: How social, political and economic events impact immigration Understand the experience of moving to a new country Our family stories of migration Performing Arts (6) (Exhibition)

Key concepts: Connection, Perspective, Reflection

Key concepts: Function, Perspective, Reflection

Key concepts: Function, Perspective, Reflection, Connection

Related concepts: Composition, Expression

Related concepts: Relationship, Expression, Mood

Related concepts: Aesthetic, Expression, Communication, Creativity

Central Idea: Artists manipulate light and colour to express their ideas.

Central Idea: We use creativity to express our thoughts, ideas and learning in a variety of ways.

Lines of inquiry: Exploring the scientific properties of light and colour The use of light and colour to create mood in the Arts How genre can impact light and colour

Lines of inquiry: Using action plans Action in the form of art Appreciation of aesthetic

Central Idea: We use music to express ourselves and to be creative.

Lines of inquiry: How sounds are created and heard The representation of sounds and music from around the world How music is used to express images, feelings and thoughts Space (1) Key concepts: Form, Causation, Connection Related concepts: Technology, Energy, Force, Discovery, Exploration Central Idea: The Earth has an important relationship with the Sun. Lines of inquiry: Our solar system How technology is used to study and observe space The significance of recent discoveries in space

Climate (2) Key concepts: Function, Causation, Change, Responsibility Related concepts: Climate, Cycle, Pattern, Environment, System Central Idea: Weather and climate affect our everyday lives.

Lines of inquiry: How everyday and extreme weather is formed The instruments used to measure and predict weather, and give us information about a climate Different climate patterns around the world How human actions are connected to weather and climate

Machines (2) Key concepts: Form, Function, Connection Related concepts: Momentum, Interdependence, Revolution, Motion, Force, Energy Central Idea: Machines can reduce the effort to complete work.

Lines of inquiry: How we use machines How simple machines function Mechanical advantage Design and ingenuity using simple machines

Theme How We Organize Ourselves An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decisionmaking economic activities and their impact on Humankind and the environment.

Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Kindergarten

Grade 1

Grade 2

Shelter (4)

Community Jobs (2)

Community (3)

Key concepts: Form, Function, Causation

Key concepts: Form, Function, Connection, Responsibility

Key concepts: Form, Function, Connection

Related concepts: Survival, Habitats, Needs

Related concepts: Role, Job, System, Duties, Relationships

Central Idea: Shelters are organized to meet our needs.

Central Idea: Jobs help to build a community.

Related concepts: Relationships, Identity, Environment, (Landforms/ Mapping), Expression

Lines of inquiry: What a shelter is Why shelters vary around the world Needs vs. Wants

Lines of inquiry: Duties of people in the community and the tools they use How to use research to learn more How passions connect to job choice

Reduce, Reuse and Recycle (2)

Insects (6)

Central Idea: A community is formed through relationships between people and the environment.

Lines of inquiry: Diverse characteristics of communities How a sense of community is formed Geographical features of communities How people and the environment effect communities The environmental impact of a community

Populations and Relationships (6)

Key concepts: Change, Connection, Responsibility

Key concepts: Form, Function, Causation, Connection, Responsibility

Key concepts: Causation, Connection, Responsibility

Related concepts: Sustainability, Environment, Choice

Related concepts: Interdependence, Habitat, Survival, Cycle

Central idea: Our choices affect the environment.

Central idea: Insects have an impact on our environment.

Related concepts: Environment, Systems, Adaptations, Cycles, Balance

Lines of inquiry: Our responsibility to the environment Reducing, reusing and recycling Rethinking our choices

Lines of inquiry: What an insect is The characteristics of insects The relationship between humans and insects How insects can help or harm our world

Central idea: Animals and humans are interconnected.

Lines of inquiry: The life cycle of animals The relationship between animals and humans Ways to help animals

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Theme How We Organize Ourselves An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decisionmaking economic activities and their impact on Humankind and the environment.

Grade 3

Grade 4

Grade 5

First Peoples (5)

Interactions (5)

Governance (4)

Key concepts: Form, Function, Causation, Connection

Key concepts: Form, Connection, Perspective, Reflection

Key concepts: Function, Perspective, Responsibility

Related concepts: Oral histories, traditions, the value of the well-being of self, land, spirits and ancestors, community

Related concepts: Conflict, Interaction, Interdependence, Civilization, Community, Off-the-land, Balance

Related concepts: Authority, Community, Power, Control, Freedom Government

Lines of inquiry: Greater implications of increased settlement The continuing effect of residential schools Truth and reconciliation

Lines of inquiry: Levels of government, their main functions and sources of funding Participation and representation in Canada’s system The rights and responsibilities in a democracy

Central Idea: Aboriginal communities are organized to meet the needs of their society.

Lines of inquiry: The relationship between aboriginal culture and the land Aboriginal social structure and decision making Characteristics of various aboriginal cultures throughout the world

Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

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Central Idea: Government systems Central Idea: Human interactions can and decisions can promote or deny create opportunities and challenge. social justice.

Plants (6)

Water (1)

Natural Resources (3)

Key concepts: Function, Connection, Responsibility

Key concepts: Causation, Connection, Responsibility, Reflection

Key concepts: Causation, Responsibility, Change

Related concepts: Sustainability, Cycle, Environment

Related concepts: Sustainability, Survival, Dispersion, Equity, Disease

Central idea: Plants are essential to life on Earth.

Central idea: Water is a vital resource in our world.

Related concepts: Interaction, Environment, Sustainability, Scarcity, Equilibrium, Trade

Lines of inquiry: The characteristics and life cycles of plants Sustainability The process of pollination

Lines of inquiry: All living things depend on water The ways water is used throughout the world Protecting our water resource

Central Idea: Humans use natural resources which have an impact on the environment Lines of inquiry: Resources and economic development in different regions Sustainability, exploitation, conservation and consumption Civic engagement

TRAFFIC PLAN Introduction The City of Vancouver requires that we have a Traffic Management Plan that aligns with input received from the Neighbourhood Parking and Transportation Branch of the Engineering Department. In addition, we have engaged consulting services from Bunt and Associates Engineering, traffic management specialists.

Schools create special traffic issues in neighbourhoods. An independent school such as Stratford Hall impacts its surroundings more than community-based schools. As a result, we must be sensitive to the local neighbourhood and minimize our impact. Our morning drop-off results in about 350 car trips to the school in a half-hour span. The afternoon pick-up is spread out over two hours, but involves far more parked and idling cars.

Commercial Drive is a busy major street in Vancouver. Extra care must be taken when on or near Commercial Drive.

There several specific areas we must attend to: 1.

2.

3.

4.

5.

The safety of our students, parents and staff The safety of others The efficient flow of traffic around the school Proper use of areas for drop-off and pick-up Zero impact on our nearby neighbours

We encourage parents to arrange car pools, use our bus service or allow/encourage children to take transit or ride a bike.

Expectations of Parents and Caregivers As a condition of enrolment, we require that anyone who is driving to and from the school abides by this Traffic Management Plan.

We expect that drivers will respect the law and posted signage. We also expect that drivers will demonstrate patience, giving ample time for drop-off and pick-up routines. Finally, we expect that drivers will be courteous and consider safety first as they navigate the area around the school.

Traffic Patterns Please refer to the Traffic Plan diagram to see the expected flows of traffic. Note that there are two one-way areas around the school: • The laneway behind the DP and PYP Buildings, southbound; • 15th Avenue, westbound.

Please note the following requirements: • You may not use 14th or 15th Avenues east of skytrain to access the school. We must keep the traffic off of these residential streets.

• The Croatian Cultural Centre continues to allow us to park for short terms. Please do not park there for more than a few minutes. On occasion, when they have a function, you may not park there.

• If you are on 15th, you must turn north onto Commercial Drive. Otherwise, traffic behind you becomes blocked.

• Do not use the Stratford Hall parking spaces under the skytrain for drop-off or pick-up at any time.

• You must follow traffic laws. That means: 1. No U-turns, anywhere 2. No double parking; that is, do not drop-off or pick-up unless you are properly parked beside a curb.

3. No drop-off or pick-up in or near intersections. This is particularly important at the corner of 14th. Cars that stop just after entering 14th are apt to cause accidents and injury.

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TRAFFIC Please do not drive down or park on 14th or 15th Avenues

14th Ave

16th Ave

15th Ave

Skytrain

Croatian Cultural Centre

TRAFFIC Laneway

DP Building

PYP Building

Short-Term Parking

MYP Building

Bus Stop ercial

Comm

Drive

Bus Stop Staff Parking Areas Pickup/Drop-Off Only - No Parking Busses and Admin Parking Street Parking

Resident Parking Only Visitor Parking Bicycle Storage Area Traffic Circulation

Grade 2 Pickup

Grade 4 Pickup

Grade 3 Pickup

Grade 5 Pickup

Drop-Off in the Morning (on the opposite page) If you are heading northbound on Commercial: • You may turn east on 16th and then into the CCC parking lot, park, and then leave via 16th Avenue, turning either north or south onto Commercial Drive.

• You may turn east on 16th, use the CCC lot to turn around, enter 16th westbound and drop-off beside the MYP Building.

• You may turn east on 16th, north down the lane behind the MYP Building, then west on 15th. You may drop-off on either side of 15th. If you are dropping off on the MYP side, please have your children leave from the back seat drivers’ side.

• You may drop-off in front of the PYP Building. In order to create a smoother drop-off on Commercial, the parking assigned to the middle building has been shifted to the front of the DP Building. Note that we will have porters there to help you make a quick drop-off.

• You may turn right onto 14th Avenue and drop-off beside the DP Building. You may then head either north or south down the back lane.

• You may continue north on Commercial and drop-off in the block that is north of the school.

• You may not drop-off in front of the MYP Building: it is signed as ‘no stopping from 7:00 AM to 9:00 AM’.

• We prefer that drop-offs do not occur in the back lane because it has moving traffic.

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TRAFFIC If you are heading southbound on Commercial: • You may park on the west side of Commercial and drop off there.

• You may turn eastbound onto 14th Avenue and drop off beside the DP Building, then turn either north or south down the back lane.

• You may turn left onto 14th Avenue, then south up the lane, then west onto 15th Avenue, dropping off beside the PYP Building. You then leave by turning right onto Commercial.

• You may turn left onto 16th Avenue and then either turn into the CCC lot or continue and turn north into the lane then west onto 15th, dropping off beside the MYP Building. You continue northbound on Commercial.

Pick-Up in the Afternoon • Please follow the patterns for drop-off.

• All spaces around all of the school buildings are designated three-minute parking. That means you can stay there for three minutes, and then move. It is essential at pick-up, therefore, that you arrive ‘just in time’. If you are here very early, we ask that you wait in the CCC lot or somewhere else away from the frontages of the school.

Stratford Hall Parking Spaces Stratford Hall owns the parking under the skytrain between 13th and 16th Avenues. This is for staff or school bus parking only.

The parking that is immediately behind the DP Building is reserved for: • School visitors. This can include a school parent if that visit occurs during school time and is for a meeting at the school. It may not be used for an extended stay (like assisting on a field trip) • Handicapped parking • Special Gala parking • Loading bay Special Events Any time after 6:00 PM all of the spaces around the school may be used for parking. Additionally, unused staff parking spaces are available. If there is no event at the CCC, you may park there. We encourage people to consider parking at Trout Lake, a block east of the school.

Transit The school is well-served by public transit. The skytrain is a five-minute walk away, and the #20 bus stops very nearby. We encourage older students to use transit.

Bicycles There are bicycle parking spaces by each of the buildings. Students must bring their own bike locks, as the bicycle racks are not directly monitored by Stratford Hall.

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3000 Commercial Drive, Vancouver, B.C. Canada V5N 4E2 Tel. (604) 436-0608 Fax. (604) 436-0616