University Prep for Middle School Families 2018

Internationally Recognized Since 1961 A Montessori Start • 18 Months To Grade 6 An IB Finish • Grades 7 to 12 Subtitle LOWER SCHOOL CAMPUS 8569 Bayview Avenue Richmond Hill, ON L4B 3M7 Tel: (905) 889 6882 Fax: (905) 886 6516

www.tmsschool.ca

UPPER SCHOOL CAMPUS 500 Elgin Mills Rd. E. Richmond Hill, ON L4C 5G1 Tel: (905) 780 1002 Fax: (905) 780 8981

Purpose To understand the requirements for university and what students should be doing in middle school to facilitate their growth and be successful in the application. Secondly, this presentation will be helpful in understanding exactly what is required and what is unnecessary.

Collection of Information Ontario - Grades and supplement or grades only Out of Province - Grades and supplement or grades only United States - Heavy focus on supplements UK - Heavy focus on essay (s) International - Various

Grades Generally the most important part of the application 0%-100% Type of Program IB is the best!

SAT UKCAT Standardized test scores

Supplemental Information – Makes or breaks the application 300 word essay – Queen’s PSE Commerce Queens 100% Profile Waterloo AIF Rotman – Video Engineering – Video Schulich – Video McMaster Essay – plus contract References Generally no in Ontario/Canada - but becoming more important Yes for US and UK schools

Course requirements - we provide for all competitive universities Engineering 2 sciences (Chemistry and Physics) 2 maths (SL math, not math studies) Biological Sciences -2 sciences (Biology, Chemistry), some recommend Physics (*could be in the summer) Business -2 maths (SL math, not math studies) -Maybe one science

Parents – Support and understanding of prerequisites and developing good academic habits – before DP

Arts -specific to the art that will be studied -portfolio required, specific work done and grade 12 courses completed

*summer school science– marked in OUAC as summer school, depends on student if this is a good choice HL/SL designation – sometimes has an impact on entrance and for advance credit **Please check einfo or specific university websites for exact admission information.

The TMS Pillars • Encourage students to try various activities in each area – in or outside of school • Eventually focus on one • Students may already have an area • Focus is on growth mindset and learning – process not the product • What they are learning about themselves - Pillar outcomes • These are the opportunities to build the Parents – Encourage a wide range PROFILE/Supplement

of activities, keep an open mind, facilitate their goals

What types of things make a student stand out?

• • • • • • •

Quality of learning vs quantity of activity (CAS outcomes) 50000 hours - not necessarily important Themes of learning and finding out who they are Leading without title Experience after initiation EE and PP – IB Assessments Examples of Grads

Here are two great examples of students who have followed their passion and have undertaken the Personal Project in the MYP. https://drive.google.com/file/d/0B559n8-OPnxHQUJPUzN5T01aWFE/view https://drive.google.com/file/d/0B559n8-OPnxHdzFWNjkta1FMVTg/view?u sp=sharing

The following two slides are examples of Extended Essays undertaken by students in the Diploma Programme.

World Studies: Science, Technology, and Society in Design Technology & Psychology.

The student was keenly interested in the idea of 3D-printed body art implants. At first she considered approaching the topic as a question of Visual Arts, looking into the history of body-modification practices such as tattooing, piercing, and other forms of decoration that penetrate the skin. She also considered the idea of the aesthetic qualities of rhinoplasty (nose jobs) in light of 3D printed implants.

She was also considering a related topic exploring Body Dysmorphic Disorder. She quickly connected the two idea, wondering how a person suffering from body dysmorphia would feel about body art. This lead her to investigate the implications of 3D Printed medical implants for the treatment of patients with Body Dysmorphic Disorder, under the research question: What are the implications of the use of 3D printing products in surgeries treating disfigurement for patients with dysmorphia?

Through a family connection she was able to conduct first-hand interviews with several medical researchers, surgeons, and psychiatrists. Through a careful investigation of the relationship between medical and mental health practitioners and surgical equipment designers, the student discovered that 3D printed implants have enormously positive psychological implications for patients who have been disfigured by trauma, but that surgical therapies are almost never successful in alleviating psychological stress for patients with body dysmorphia.

English, Category 1

The student determined early that she wanted to conduct her Extended Essay in English, and considered several texts as possible subject matter. Ultimately, she chose the first novel in the Madd Adam trilogy by Canadian author Maragret Atwood. After researching Atwood’s oeuvre thoroughly, she decided to pursue an analysis of the novel that investigated themes that commonly appear in the authors works — in particular, the idea of division. She astutely noticed that divisions were represented both literally and figuratively in the novel, leading her to the research question: How does Margaret Atwood's use of walls as a fear-provoking motif develop theme in Oryx and Crake?

Through careful analysis and research into academic discourse surrounding her text, the student produced a compelling argument about division in human societies. In her own words, she concludes the essay with this pertinent and timely observation: "Thus, Atwood’s use of walls as a motif develops one of her several implicit themes in Oryx and Crake: people are better situated contending with their fears collectively than by means of segregation.”

Reflection and Guiding Process The Rotman 5 article is a great example of how students have followed their passions - and how they have distinguished themselves from other students. https://www.tmsschool.ca/parent/going-beyond-magazine Again : It is more about what they learn about themselves.

Students must be authentic They must follow their interests - even if their interests are different than a possible career choice.

Not cookie cutter or jumping through hoops 5000 hours of hospital volunteer work plus IB, SAT, AP, Bronze Cross Awards SO WHAT?

Any Questions?

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Josephine Parody Dean of Student Services Ashley Bailey Coordinator of Student Life Sheila Thomas Head of Upper School