Reflective introduction (roughly 1000 words) that explains how the included documents demonstrate the program goals and outcomes listed above.
Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.13 13 International Baccalaureate. N.p., n,d, Web. 07 Apr. 2014. Service14 NSCS sees service as a key aspect of developing a virtuous citizen. We see combining classroom instruction with meaningful community service as a way to heighten a sense of community, civic engagement, and personal responsibility in our learners. Our service learning emphasizes critical thinking and personal reflection while encouraging a broad sense of community. In our elementary school, community service begins at the local level with events such as a Community Food Drive. During the middle school and early high school years, students from grades 6-10 are required to participate in a requisite number of service hours. Students are provided with service opportunities coordinated by staff (i.e. a project that supports the opening of Horsethief Reservoir or a service trip to Belize). The service aspect of the IB Program, the CAS (Creativity - Action- Service) Project expands on these initial community service opportunities provided in the early years. CAS requires students to understand their capacity to make meaningful contributions to their community and society. Through service, students develop and apply personal and social skills to real-life situations involving decision-making, problem solving, initiative, responsibility, and accountability. Physical Wellness Physical wellness is the part of our character program that deals with developing long term soundness of body that is free of illness and pain. We feel fitness is critical to lifelong learning and encourage our students to learn these skills attitudes and habits. A physical education program ensures that NSCS students develop the coordination, motor skills, and overall fitness necessary to lead healthy and active lives. In elementary school, students participate in physical education activities, which will teach them good sportsmanship, team play, and that will translate into classroom and personal settings. In the middle school years, students begin formal health classes combined with physical education and are given the first opportunities to begin participating in NSCS sport programs like basketball, cross-country, volleyball, and track. Action is the part of the IB CAS project focused on getting involved in activitie...
Reflective. This part of your analysis will focus on how you felt or interpreted your experience. Please provide a context for these feelings by providing examples from your experience. How did you feel at the beginning of your experience? What was the first day like? The 2nd week? A month later? Did you feel more confident? More confused? Did you feel successful? Challenged? What was the most enjoyable/ frustrating part of the experience?
Reflective. We will work at doing things better, even if we are not good at it at first. Risk-taker: We will try new things and share our ideas in class even if we are a little scared or make mistakes. We will believe in ourselves! Inquirer: We will try to ask as many good questions and "wonder" as much as we can, so that we can learn new things. Open-minded: We will listen to other people, show respect and get new information from them.
Reflective. Industry work and studies are integrated through reflection. Students are encouraged and given the critical thinking tools and frameworks they need to reflect on the way in which their work experience and university learning come together.
Reflective. We can find ways to get better at anything to do with school. We remember things that we learn about and use that new information when we do our work. We will think about what we have done and if it’s wrong, then we think about how we can apologise. Knowledgeable We ask questions if we’re not sure about something and ask for help if we need it. We each have a lot of knowledge to share with our classmates. We challenge ourselves to learn more. Open Minded We care about and respect the cultures and heritage of everyone. We accept our differences and learn from each other. We always include others in our activities and games.
Reflective. We are REFLECTIVE in looking at our past actions and learning from them. We will apply previous knowledge to our new learning experiences. Risk-Takers We will be RISK-TAKERS, when trying new concepts and giving everything a go. We can exit our comfort zone in a safe space of 6JB by taking risks and sharing our opinions. Open-Minded We are OPEN-MINDED, by respecting all people’s values, opinions, feelings, culture and traditions. Principled In 6JB we will be PRINCIPLED, by following the Essential Agreement. We will follow the teacher’s instructions and school rules; and use our leadership role within the school to display positive attitudes. Communicators In 6JB, we will be COMMUNICATORS, by speaking fluently while expressing our beliefs and ideas. Using appropriate language inside and outside of the classroom. We will also communicate our ideas and beliefs to our classmates. Thinkers We are THINKERS when we think before we say. We think through our work to the best of our abilities and show our working out. Knowledgeable In 6JB we can demonstrate we're KNOWLEDGEABLE by using our prior knowledge to make tasks easier. We will show we are knowledgeable by sharing our understanding and ideas with the class. Inquirers We will be INQUIRERS when we ask questions in class, we develop wonderings from our class work and use our research skills to expand our knowledge.
Reflective. We work to understand our strengths and weaknesses to support our learning. Principled: We act with integrity and honesty by always playing games fairly. We take responsibility for our actions and their consequences. Communicators: We express ourselves confidently. We collaborate effectively and listen carefully to the perspectives of others. Classroom consequences. First infringement Warning – Positive reinforcement, restate the agreement. If misbehavior persists Time out – Exclusion from the activity. If misbehavior persists Excluded from play time activities and incident documented. If misbehavior persists Meeting with coordinator, teacher and student. If misbehavior persists Meeting with principal, coordinator, teacher, student and parents.
Reflective. ● I will reflect on the fact that the material I upload, share or post online is viewed as a personal reflection of who I am. ● I will use my devices to make a positive difference in my life and the lives of others. (Thank you to the Canadian Academy of Xxxx for providing inspiration for the creation of our own Responsible User Agreement.) I understand that the CDNIS administration has the right to access, open and examine electronic files on my digital devices when there is suspicion that I have violated this RUA. I understand that the CDNIS administration has the right to take action against me even in a situation out of school if it involves substantial disruption of the school community, or interference with another student’s education or well-being. Examples would be cyberbullying, inappropriate use of images or personal information, etc. (Developed by CDNIS students and staff in 2018
