grades 6-8 programme 2020-21

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

Grades 6-8 Programme 2020-21


From August 2020 Grade 6 will move to the Upper School


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


Grade 5 will become the culminating year of the PYP


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


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


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


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


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


Why are we doing this?


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


Vision Statement

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

Mission Statement

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


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


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


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


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


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


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


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


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


● Healthy, stable classroom environment● Opportunities for constructive social

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

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

relationship, providing opportunities to develop family and community ties


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

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


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

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

● Learning that moves them from concrete to abstract thinking

● Learning that emphasises physical activity


How well are we doing at CDNIS?


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

community-Task Force, Focus Groups, informally


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


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


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


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


Graduating students identified the following areas as requiring more development

● Building self-confidence● Time-management skills


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


Big Ideas


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


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


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


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


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


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


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


Provide more opportunities for physical activity.


Focus more specifically on cultivating character.


Interdisciplinary Teaching Teams


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

● Mathematics and Science● English and Humanities


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

● In Canada all teachers graduate with two subject specialisms

● In other systems this is also common


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

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


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

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


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

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

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


Possible Timetable Structures for New CDNIS

Transition Year


Common ElementsMYP Programme, Class Lengths, and Homeroom


• Start and finish with 10-minute Homeroom blocks

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

The Grade 6-8 School Day


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

Break9:10-10:10 Block 2

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

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


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

Language AcquisitionMandarin

French

Individuals & Societies Humanities

Mathematics Mathematics

Design Design

ArtsMusic

Drama/Visual Arts

Sciences Science

Physical & Health Ed Phys Ed

Language & Literature English

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

⋄ Mandarin⋄ French

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

(meet by semester)


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

Transdisciplinary Learning

Language & Literature English

Individuals & Societies Humanities

Sciences Science

Mathematics Mathematics Mathematics

Design Design Design

Mandarin Language AcquisitionMandarin

French

Performing Arts ArtsMusic

Drama/Visual Arts

Physical & Health Ed Physical & Health Ed Phys Ed


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

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

» Emphasis on Interdisciplinary teaching and Approaches to Learning

» Specialist subjects & Student Advisory taught as normal

» Only formative assessment

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

English/Humanities & Math/Science

» Specialist subjects & Student Advisory taught as normal

» Transition towards MYP Criterion Assessment


Meeting Patterns

Next are 3 possible meeting patterns that utilize these parameters:

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


4-Day Meeting Pattern“Equality of Instructional Time”


The 4-Day Meeting Pattern

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

» Classes meet with equal frequency throughout the year

Subject # Meetings

English 2

Mathematics 2

Chinese 2

Phys Ed 2

Humanities 2

Science 2

French 2

Design 2

Music 2

Drama/Visual Arts 2

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

Homeroom

Period 1 1 6 3 8

Period 2 2 7 2 7

Period 3 3 8 1 6

Lunch

Period 4 4 9 5 10

Period 5 5 10 4 9

Homeroom


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

DAY 1 DAY 2 DAY 3 DAY 4Homeroom

Period 1Transdisciplinary

6AFrench Phys Ed

Transdisciplinary 6A

Period 2 Music Transdisciplinary 6A

Music

Period 3 Phys EdTransdisciplinary

6A Phys Ed

Lunch

Period 4 Mandarin Design Art / DramaTransdisciplinary

6A

Period 5 Art / DramaTransdisciplinary

6A Mandarin Design

Homeroom


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

DAY 1 DAY 2 DAY 3 DAY 4

Homeroom

Period 1 English French Phys Ed Science

Period 2 Math Music Math Music

Period 3 Phys Ed Science English Phys Ed

Lunch

Period 4 Mandarin Design Art / Drama Humanities

Period 5 Art / Drama Humanities Mandarin Design

Homeroom


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


Homeroom Homeroom Homeroom Homeroom Homeroom

Period 1Transdisciplinary 6A

- - Transdisciplinary 6A

Period 2 -Transdisciplinary 6A

-

Period 3 - Transdisciplinary 6A -

Lunch

Period 4 - Extra Prep Extra Prep Transdisciplinary 6A

Period 5 Extra Prep Transdisciplinary 6A - Extra Prep



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



Period 1 English 6A - - Humanities 6B

Period 2 English 6B - English 6B -

Period 3 - Humanities 6B English 6A -

Lunch

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

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



Four-Day Meeting PatternPros Cons

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

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

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

- Familiar & predictable to teachers

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

- No impact from holidays on weekdays


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


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

per week» Six subjects meet 2 times per

week» Dedicated Advisory Block

Subject # Meetings

English 3

Mathematics 3

Chinese 3

Phys Ed 3

Humanities 2

Science 2

French 2

Design 2

Music 2

Drama/Visual Arts 2


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

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Homeroom


6A

Mandarin Drama/ArtTransdisciplinary

6ATransdisciplinary

6A

Period 2 Design Mandarin Music Phys Ed

Period 3 Phys EdTransdisciplinary

6AAdvisory Design Mandarin

Lunch

Period 4 FrenchTransdisciplinary

6A

Phys EdTransdisciplinary

6ADrama/Art

Period 5 Music FrenchTransdisciplinary

6ATransdisciplinary

6A

Homeroom


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


Homeroom

Period 1 English Mandarin Drama/Art Math Humanities

Period 2 Math Design Mandarin Music Phys Ed

Period 3 Phys Ed Science Advisory Design Mandarin

Lunch

Period 4 French English Phys Ed Science Drama/Art

Period 5 Music Humanities French English Math

Homeroom


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


Homeroom Homeroom Homeroom Homeroom Homeroom Homeroom


- Transdisciplinary 6A - Transdisciplinary 6A


Extra Prep Extra Prep -

Period 3 - Advisory - -

Lunch

Period 4 - Extra Prep Transdisciplinary 6ATransdisciplinary 6A

Extra Prep

Period 5 Extra Prep - - Transdisciplinary 6A



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



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

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

Period 3 - Humanities 6A Advisory - -

Lunch

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

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



Five-Day Meeting PatternPros Cons

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

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

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

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

- Could be adapted to a Monday-Friday


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


The 6-Day Meeting Pattern» Similar structure to

5-Day pattern » Four subjects meet 3

times per cycle» Six subjects meet 2

times per cycle» Dedicated Advisory

and Assembly Blocks

Subject # MeetingsEnglish 3

Mathematics 3Chinese 3Phys Ed 3

Humanities 2Science 2French 2Design 2Music 2

Drama/Visual Arts 2

Joy of Learning 4


The 6-Day Meeting Pattern» Adds 4 meetings per

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

» Teachers offer sessions and students select what to do

Subject # MeetingsEnglish 3

Mathematics 3Chinese 3Phys Ed 3

Humanities 2Science 2French 2Design 2Music 2

Drama/Visual Arts 2

Joy of Learning 4


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

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


6A

Phys Ed Drama/Art Mandarin French Transdisciplinary 6A

Period 2 Design Transdisciplinary 6A

Transdisciplinary 6A Phys Ed Mandarin

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

Lunch

Period 4 FrenchTransdisciplinary

6A

Phys Ed MusicTransdisciplinary

6A

Drama/Art

Period 5 Music Mandarin Design Transdisciplinary 6A

Homeroom


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


Period 1 English Phys Ed Drama/Art Mandarin French Humanities

Period 2 Math Design English Math Phys Ed Mandarin

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

Lunch

Period 4 French Science Phys Ed Music English Drama/Art

Period 5 Music Humanities Mandarin Design Science Math

Homeroom


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



6A

Extra Prep Extra Prep - - Transdisciplinary6A

Period 2 - Transdisciplinary6A

Transdisciplinary6A - Extra Prep

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

Lunch

Period 4 -Transdisciplinary

6A

- - Transdisciplinary6A -

Period 5 - Extra Prep Extra Prep Transdisciplinary6A

Homeroom


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


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

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

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

Lunch

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

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

Homeroom


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

- Joy of Learning blocks ensure parity of teacher prep time

- More challenging for teachers to teach in both systems

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

- Advisory built in

- Somewhat in-sync with 9-12 Timetable

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


grades 6-8 programme 2020-21

Documents