School Year Calendar

Prep New Boys’ Orientation ...... September 6, 2017 ...... 9:00 a .m . — 11:00 a .m . (Years SK–6) ...... 9:00 a .m . — 12:00 p .m . (Year 7) First Day ...... September 7, 2017 ...... All Year 1–7 students report by 8:30 a .m ...... Year SK: First full day . September 11, 2017 Association Day ...... September 23, 2017

Thanksgiving Weekend ...... October 6, 2017 (half day) — October 9, 2017 ...... School resumes at 8:30 a .m . October 10, 2017

November Weekend ...... November 10, 2017 — November 13, 2017 ...... School resumes 8:30 a .m . November 14, 2017

December Break ...... December 21, 2017 (half day) — January 8, 2018 ...... School resumes 8:30 a .m . January 9, 2018

Founder’s Weekend ...... February 16, 2018 — February 19, 2018 ...... School resumes 8:30 a .m . February 20, 2018

March Break ...... March 10, 2018 — March 25, 2018 ...... School resumes 8:30 a .m . March 26, 2018

Easter Weekend ...... March 30, 2018 — April 2, 2018 . School resumes April 3, 2018

Victoria Day Weekend ...... May 18, 2018 (half day) — May 21, 2018 ...... School resumes 8:30 a .m . May 22 2018

Last Day ...... June 11, 2018 Prize Giving Ceremony ...... June 14, 2018

We are proud of the diversity of our students and we recognize that many families celebrate different holidays . With a note to your son’s Teacher/Adviser, your child may be excused from school on those important days . Table of Contents

section Section 1: Introduction TOC

A Message from the Prep Heads ...... 1 Con t en s Tableof

Section 2: Our Values Our UCC Community ...... 5 IB Learner Profile ...... 5 Student Leadership ...... 7 Diversity and Inclusivity ...... 8

Section 3: Curricular Program International Baccalaureate (IB) ...... 9 Primary Years Program Overview ...... 10 Reporting on Student Learning in the Primary Years ...... 21 The Middle Division ...... 22 • Year 6 Description of Studies ...... 23 • Year 7 Description of Studies ...... 31 Assessment in the Middle Division...... 38 Reporting on Student Learning in the Middle Division ...... 40 Levels Used in Reports ...... 41 Report Mark Calculation ...... 43 Assessment Policy ...... 43 Homework ...... 47 Homework Help—Guidelines for Parents ...... 49 Homework and Illness ...... 51 Academic Honesty ...... 51 Academic Concern Letters and Promotion ...... 52 Form Placement ...... 54 The Wilder Library ...... 54 Norval Outdoor School ...... 55

(table of contents continued)

Family Handbook 2017–2018 i Table of Contents (cont’d)

section TOC Section 4: Co-curricular Program Athletic Program ...... 59 • Mission Statement ...... 59 • Philosophy ...... 59 • Commitment ...... 60 Athletics ...... 61 Illness/Injuries and Athletics ...... 62 Honouring the Game ...... 62 Positive Coaching Alliance ...... 64 Athletic Pins ...... 65 Citizenship ...... 65 Community Service ...... 65 Debating and Public Speaking ...... 66 Theatre ...... 67 Music ...... 68 Green School ...... 70 Prep Times ...... 71

Section 5: Student Services Health Centre ...... 73 School Counsellor ...... 74 Support Group ...... 74 Health and Life Skills ...... 75 Stress ...... 75 Wernham West Centre for Learning ...... 75 • Peer Tutoring ...... 77 • High Frequency Support ...... 78

Section 6: Communication Teacher/Adviser ...... 79 Prep School Online Calendar ...... 79 Primary Heads Up (SK–Year 5) ...... 79 Middle Heads Up (Years 6–7) ...... 80 Email (Parent) ...... 80 Student Agenda ...... 80 Parent Information Nights ...... 81 Prep Parent Organization — Information Evenings ...... 81 6/7 Parent-Teacher Interviews, Three-Way Conferences ...... 81 SK–5 Parent-Teacher Interviews and Student-Led Conferences ...... 82 Publications ...... 82 UCC News ...... 82 UCC Website Login Instructions ...... 83

(table of contents continued)

ii Upper Canada College Preparatory School Table of Contents (cont’d)

section Section 7: School Routines TOC After School Program ...... 85 Table of Con t en s Tableof Arrival Procedures ...... 86 Attendance ...... 87 Assembly/Colour House Meetings ...... 89 Bicycle Rules ...... 89 Birthdays ...... 90 Daily Routines ...... 90 Dismissal Procedures ...... 91 Focus Days ...... 92 Food Services ...... 93 Forgotten Items ...... 95 Year 6 and 7 Textbooks (New and Used) ...... 96 Half-Days ...... 96 Lost and Found ...... 96 Messages to Boys ...... 97 Recess ...... 97 Roller Blades/Scooters ...... 97 Severe Weather ...... 98 Single Access Point to the Prep School ...... 98 Sun Safety ...... 98 Supervision ...... 99 The Prep Shop ...... 99 Uniform ...... 100 Appendix A: Supervision Before and After School — Guiding Principles ...... 103 Appendix B: Supervision Before and After School — Years SK–4 ...... 104 Appendix C: Supervision Before and After School — Years 5–7 ...... 105

Section 8: Student Expectations Prep Code of Conduct ...... 107 Prep Values ...... 107 Responses to Misbehaviour ...... 107 Disciplinary Responses ...... 109 Harassment and Bullying ...... 109 Proper and Safe Use of Technology ...... 110 Abuse ...... 116 Violence ...... 116 Theft ...... 116 Hair/Jewellery ...... 117 Valuables ...... 117 Cell Phones ...... 117 Alcohol and Drugs ...... 118 Banned Articles ...... 118

(table of contents continued)

Family Handbook 2017–2018 iii Table of Contents (cont’d)

section TOC Section 9: School Organization Board of Governors ...... 119 Principal ...... 119 Head of Middle Division (Years 6 and 7) ...... 119 Head of Primary Division (SK–Year 5) ...... 119 Dean of Students ...... 120 Office of Admission ...... 120 Facilities — Centre for Environment and Sustainability ...... 121 Finance Office ...... 121 Human Resources ...... 121 UCC Communications ...... 121 Advancement at UCC ...... 122 • UCC Association ...... 123 • Common Ties Mentorship Program ...... 125 • The Foundations ...... 125 • UCC Association Events ...... 126 Prep Parents’ Organization (PPO) ...... 127

Section 10: Other Procedures and Policies Policy and Procedures for Preventing, Identifying and Investigating Harassment, Abuse and Violence ...... 129 Standards and Boundaries for Teaching and Working with Students ...... 130

Section 11: Employee Directory Main Prep and Upper School Telephone Numbers ...... 131 Teacher/Adviser Directory ...... 132 Faculty and Staff Directory ...... 133

School Year Calendar ...... inside front cover Campus Map ...... inside back cover

Upper Canada College recognizes © 2017 Upper Canada College the importance of environmental All rights reserved . No part of this publication may be sustainability and is committed to reproduced, stored in any database and/or retrieval system, becoming a Green School for the 21st or transmitted, in any form or by any means, electronic, century—a model school that operates in mechanical, photocopying, recording or otherwise, without harmony with the natural environment. the prior written permission of the publisher .

iv Upper Canada College Preparatory School Section 1: Introduction

section 1

A MESSAGE FROM THE PREP HEADS In tr o d u cti on

Dear Parents and Guardians, It is our pleasure to welcome new and returning families to the Upper Canada College Preparatory School for the 2017–2018 academic year. Each year brings a unique group of boys and their families together with a dedicated and compassionate group of Prep employees. With you, it is our shared responsibility to build a positive partnership by modeling a respectful working relationship.

Be Knowledgeable A positive partnership is built upon good communication, an understanding of your child and the Prep program. By nature, our School is a dynamic learning environment for all members of the community. New research, constructive input from the community, and our shared experiences provide the impetus to review our practices on an ongoing basis. To understand any changes and how they will impact you and your son, it is essential for you to be knowledgeable about Prep procedures and programs. Information in this Prep School Family Handbook will be supplemented with timely weekly electronic communication. As supportive parents, we know that you will share the responsibility and become well-informed members of our community. Both teachers and parents should act as advocates for each boy. An ongoing dialogue about his academic progress and his social well-being will best help us understand your son’s distinctive needs and enable you to support his learning. Every day may not seem successful and therefore, it is our collective responsibility to support his learning from his triumphs and

Family Handbook 2017–2018 1 section 1 shortfalls. Let’s help him learn to be resourceful and resilient. James Joyce wrote, “Mistakes are the portals of discovery.” As long as we focus on the lesson learned, let’s keep these portals open. Please work through your Form Teacher/Adviser, subject teacher, or coach, who is ideally situated to answer your questions. If the answer is not immediately available, she or he will guide you to the person who can best respond. In this manner we can understand your questions, clarify matters accurately, and take constructive steps. If we have made an error, we will apologize and correct our mistake. While we may agree to disagree at times, we assure you that it is our intent to work with you in the best interests of your son.

To provide a focus for continued positive change, we will:

• Work to foster the most positive and engaging learning environment for boys;

• Articulate student, parent and school responsibilities which best serve the interest of the boys;

• Continue to update our curriculum documentation to align with the developmental profiles of boys, to assessment practices and to learning skills;

• Continue to promote faculty professional development to support both academic and social and emotional expertise;

• Continue to fine tune communication channels between school and home.

2 Upper Canada College Preparatory School section 1

The Prep School Family Handbook provides a guidebook for the year In tr ahead, especially for those new to Upper Canada College. This handbook is a o d u cti on compendium of very useful information and we encourage you to read it carefully and keep it close by for handy reference throughout the year. Please bring it with you to the Fall Parent Information Evening:

Years SK — 5: Monday, September 11, 2017 – Weston Hall, 7:00 p .m .

Years 6 — 7: Thursday, September 21, 2017 – Weston Hall, 7:00 p .m .

Best wishes for a productive and positive year.

Thomas Babits naheed Bardai Head, Primary Years Head, Middle Years

Family Handbook 2017–2018 3 section 1

4 Upper Canada College Preparatory School Section 2: Our Values

section 2

OUR UCC COMMUNITY Values O u r The quality of your son’s experience at UCC is rooted in the IB learner profile of the College. When all members of our College community, including students, parents, faculty and staff strive to live by the spirit of the IB learner profile, chances are good that his experience will be a positive and fulfilling one. We endeavour to create a supportive environment in which your son makes academic progress and demonstrates good citizenship. Taking risks and making mistakes are integral parts in this supportive learning environment. In taking such risks there will be times when his hopes and your aspirations will be exceeded and times when they will fall short. Recognizing that all boys are unique individuals, we acknowledge his best effort and support both his success and his shortfalls as learning experiences. We encourage you to assume good will when sharing your concerns or questions. When we all take this approach we can collaboratively and promptly develop a plan in your son’s best interest in a constructive and courteous manner. As your son progresses through the Prep, we respond to his developmental need for greater independence, and his ability to be more accountable. This progress builds his self-confidence and sense of self-reliance. For example, in the early Primary grades, parents and faculty provide the organizational structure to ensure backpacks are appropriately organized on a daily basis. By the end of Year 4, most students should be able to use their agenda and lockers independently to organize their materials for home. Recognizing this planning is a novel experience to some New Boys, Form Teachers/ Advisers ensure that these skills are taught in Years 5–7. If you have a question, please call your son’s Teacher/Adviser or subject teacher first. If the Teacher/Adviser or subject teacher cannot address your question directly, it will be forwarded to the appropriate Prep administrator or member of our student support team.

IB LEARNER PROFILE The IB learner profile is a clear set of learning outcomes. The attributes of the profile express the values of the IB continuum of international education beginning in SK through the leaving class. It is the embodiment of what the IB means by “international mindedness”:

Family Handbook 2017–2018 5 section 2

“The aim ... is to develop internationally minded people who, recognizing their humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

At the heart of IB programs, it underscores and resonates with UCC’s character education strand of our strategic plan, and UCC’s mission, “...To challenge them to make a difference...”

IB LEARNERS STRIVE TO BE:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives .

Knowledgeable They explore concepts, ideas and issues that have local and global significance . In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines .

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions .

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication . They work effectively and willingly in collaboration with others .

Principled They act with integrity and honesty, and with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities . They take responsibility for their own actions and the consequences that accompany them .

Open-minded They understand and appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities . They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience .

(IB learners continued)

6 Upper Canada College Preparatory School section 2

Caring They show empathy, compassion and respect toward the needs and feelings of Values O u r others . They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment .

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies . They are brave and articulate in defending their beliefs .

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others .

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 .

STUDENT LEADERSHIP At UCC, we believe that all boys have the potential to lead and, because it begins in an understanding of oneself in the context of the IB learner profile, leadership is embedded in all aspects of the Prep program. Whether in academic group work, in athletic pursuits, in group problem-solving contexts at Norval or in the hall at recess, opportunities exist for students to demonstrate effective leadership at all grade levels. At SK, it may look like a student who tells his classmates at recess to include another group of boys to share a soccer ball. At the Year 7 level, an example of leadership may be a student initiative to reduce our use of paper at the Prep. So that students best take advantage of these possibilities, it is our goal to cultivate creative habits of mind, develop good citizenship, and teach practical skills of leadership. It can occur in direct instruction, role-playing, discussion groups, literature studies or in an interaction between a student and teacher or coach. Students also have the opportunity to contribute actively toward the yearbook, community service, lighting and backstage work, as athletic team captains on the sports fields, or as a Year 7 representative on the School committee, Assembly leaders, community service leaders, or Prep ambassadors.

Family Handbook 2017–2018 7 section 2 DIVERSITY AND INCLUSIVITY

UCC recognizes that an equitable and inclusive educational environment is fundamental to achieving success for all learners . At the Prep, we want all students to value diversity and demonstrate respect for others and a commitment to establishing a caring society . To support a positive safe school climate, we ask that all members of the School community commit to creating an environment that promotes equity and inclusivity.

Students demonstrate inclusivity when they do the following: • use inclusive and respectful language and approaches in all interactions; • communicate and work effectively with everyone; • speak up against non-inclusive, disrespectful or discriminatory behaviours; • are open to other perspectives and viewpoints.

Parents can help foster an inclusive mindset at home by doing the following: • model inclusive and respectful language and approaches in all interactions; • speak up against non-inclusive, disrespectful or discriminatory behaviours; • engage in topical discussions regarding equity and inclusivity; • share their personal/family values while encouraging their son to be open-minded to other perspectives.

Faculty and staff will help foster an inclusive mindset at school by doing the following: • model inclusive and respectful language and approaches in all interactions; • speak up against non-inclusive, disrespectful or discriminatory behaviours; • engage in topical discussions regarding equity and inclusivity; • within the curriculum highlight examples of inclusive or non-inclusive mindsets or behaviours.

8 Upper Canada College Preparatory School Section 3: Curricular Program

section 3

INTERNATIONAL BACCALAUREATE P r Cu rric ula r The International Baccalaureate (IB) is a non-profit educational foundation based in Geneva, Switzerland. The IB offers three curricular programs. The Diploma Program for

students in their final two years of high school, the Middle Years Program for students og r a m aged 11–16, and the Primary Years Program for students aged 3–12.

THE IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments, and international organizations to develop challenging programmes of international rigorous assessment. These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

To this end the IB works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB educational philosophy fits very well at UCC as it encourages students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level. It endeavours to relate classroom experiences to the realities of the outside world by connecting subject areas and emphasizes challenging students to develop transdisciplinary skills. It also focuses on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language. The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Family Handbook 2017–2018 9 section 3 PRIMARY YEARS PROGRAM OVERVIEW Students in Years SK–5 follow the Primary Years Program (PYP) of the International Baccalaureate. The PYP focuses on the development of the whole child as it strives to prepare children as world citizens and life-long learners. The curricular framework is designed to meet the academic, social, physical, emotional and cultural needs of young students. It is a comprehensive approach to teaching and learning that provides an international curriculum model designed to be adaptable to each school where the PYP is adopted. In particular the PYP encourages second language learning and a transdisciplinary inquiry-based approach to curriculum, while maintaining a culture of international-mindedness in the School. The aims of the PYP are expressed as a series of desired attributes and dispositions (IB learner profile) that characterize successful globally minded, international students who are inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced and reflective. While recognizing the importance of the development of academic concepts, knowledge, and skills, an emphasis is placed on the development of positive attitudes towards people, the environment and learning. Students are encouraged to develop and reflect on the following attitudes: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance. Upper Canada College is fully authorized to deliver the IB Primary Years Program to its students. The School was successfully evaluated in 2007 and again in 2012. As a member of the regional group, International Baccalaureate Americas, the sub-regional group, the International Baccalaureate Schools of Ontario (IBSO), UCC teachers benefit from collaboration and professional development with other PYP schools throughout North and South America, as well as the Caribbean. Participation in a variety of ongoing professional development and networking opportunities with other PYP educators ensure our faculty is able to deliver the PYP to the highest standards.

PROGRAMME OF INQUIRY As stated in the International Baccalaureate document Making the PYP Happen, “The importance of the traditional subject areas is acknowledged. However, it is also recognized that educating students in a set of isolated subject areas, while necessary, is not sufficient. Of equal importance is the need to acquire skills in context, and to explore

10 Upper Canada College Preparatory School section 3 content that is relevant to students, and transcends the boundaries of the traditional P r Cu rric ula r subjects.” Thus, teaching and learning within the Primary Years Program centres on six transdisciplinary themes: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. These themes help teachers and students explore knowledge in the broadest og r a m sense. Students acquire the knowledge, concepts and skills of traditional subject areas while learning about broader global ideas and local perspectives. Students and teachers make connections between disciplines using sets of transdisciplinary skills in the following areas: thinking, research, social, self-management and communication. Active learning, cooperative skills, critical thinking, and reflection are essential components of the inquiry process and it is hoped that, as a result of what they have learned students will be inspired to perform self-initiated action or service. The Programme of Inquiry is the product of ongoing teacher collaboration and student and teacher reflection. It is reviewed annually by the Primary Division faculty. A current Programme of Inquiry is posted in our entrance hallway and will be provided to parents at the beginning of the academic year.

LANGUAGE Our commitment to lifelong learning and literacy shapes the practices of our School community. Language is valued and integrated into all areas of the curriculum. Language connects all aspects of our boys’ lives.

READING We read for enjoyment, instruction and information. Reading helps us clarify our ideas, feelings, thoughts, and opinions. Literature in a variety of forms offers a means of understanding ourselves and others, and has the power to stimulate inquiry. A well- balanced reading program motivates students to read for pleasure and information, fostering a life-long love of reading. Students need to develop the skills necessary to decode, construct meaning and think critically about what they read. As part of this process, students must acquire a broad and varied vocabulary and an ability to interpret written conventions. Students read a wide range of materials that illustrate different forms of writing. Teachers provide a

Family Handbook 2017–2018 11 section 3 print-rich environment, and model and promote a passion for both fiction and non-fiction texts.

WRITING Writing is a complex process that involves a range of skills and knowledge. We write to communicate with others and to express ideas and feelings. In order to communicate effectively, students need to select and organize their ideas logically with an audience in mind, and utilize appropriate conventions. Students have opportunities across the curriculum to read a rich variety of texts and write daily. Learning to write is a developmental process. Students focus first on meaning rather than accuracy. Writing conventions are introduced and mastered gradually along a continuum. As boys engage in meaningful writing activities that challenge them to think critically about various topics, they are motivated to master written communication skills throughout the curriculum.

SPEAKING AND LISTENING Oral communication skills play a central role in students’ learning in all areas of the curriculum. Boys listen and speak in order to understand and explore concepts, solve problems, and organize knowledge, and they are encouraged to express their own thoughts, feelings and opinions. To develop oral language skills, boys require frequent opportunities to listen actively and talk to others about a range of subjects. Conversation in the classroom is fundamental to promoting language learning. Oral communication skills are fostered through small group conversions, class discussions and whole school presentations.

FRENCH SENIOR KINDERGARTEN TO YEAR 4 FRENCH French as a second language is taught to all students at the Prep. The goals of the program are to foster a love of learning French, and to develop language skills (oral, aural comprehension, reading and writing) as well as an appreciation of the francophone cultures around the world. The primary French program focuses on helping students develop an ear for the language and a confidence to speak French. To support student learning, a variety of approaches are employed including the use of

12 Upper Canada College Preparatory School section 3 the Accelerative Integrated Method (AIM), language learning strategies, effective literacy P r Cu rric ula r practices and integration of French into the PYP units of inquiry. Technology plays a key role in differentiated instruction, sharing work and thinking critically.

YEAR 5 FRENCH og r a m Starting in Year 5, there are three programs available: • Fast Track is a program designed for students with either limited French backgrounds or in need of additional second language scaffolding to help give them the foundation needed to join the Standard French program. • The Standard French program is designed for those students who have a basic knowledge of French. This is a challenging and engaging program that exceeds the Grade 5 Ontario Ministry of Education expectations. • The Enriched French program is designed for students with a strong background in French (immersion students, or who come from a French background) and who have exceptional skills and discipline in language learning. These programs help to create smaller classes with students of similar abilities who progress at their learning pace with developmentally appropriate and differentiated curriculum, scaffolding and opportunities.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Digital technology meets the needs of boys by providing an active and social learning environment. Our School’s practices aim to provide immediate access to technology and to harness boys’ engagement with technology through the use of individual iPads in Years SK–4 and laptops in Years 5. Structured ICT classes are scheduled in the timetable to help the boys learn to effectively manage their device and to link key 21st century skill development with subject-specific content. Students build basic computer skills, evaluate sources of information and use a variety of media to plan, design, create and communicate ideas. For “Guidelines for the proper and safe use of technology” please see Section 8. Class sets of headphones are available for students in Years SK through 4 for use with their iPads or laptops. Starting in Year 5, all new students will be provided with one set of earbuds for their own ongoing personal use. If a Year 5–7 student misplaces or breaks

Family Handbook 2017–2018 13 section 3 their school-supplied earbuds, we ask that they be replaced with an inexpensive set from home that can be kept in their desk (Year 5) or laptop case (Years 6 and 7).

LIBRARY Students use library time to listen to stories read aloud, to browse, make choices and to read independently. They are introduced to a wide variety of genres and new and familiar authors and books. Students learn bibliographic and locational skills, and how to use resources for their projects and class work.

MATHEMATICS Mathematics is viewed not as a fixed body of knowledge to be transmitted but as a way of thinking and a language. To study mathematics is to inquire into this language and learn to think in this way, rather than solely as a series of facts and equations to be memorized. UCC students acquire mathematical understanding through ever-increasing levels of abstraction, and experience what it is like to think and act as mathematicians. Teachers plan activities that allow students to construct meaning through direct experiences. Teachers provide mathematical symbols and processes so that students can represent and record their understanding using the language of mathematics. Students apply their understanding and use appropriate symbolic notation to record their thought processes. They are frequently asked to explain their thinking, both orally and in writing, in order to share alternative models of solving the same problem. At UCC, we utilize the Everyday Mathematics Program as well as supplementary materials to teach the big ideas in mathematics. Our program provides instruction, experience and practice in patterns, numeration, place value, computation, geometry, measurement, decimals, fractions, graphing and problem solving. It includes drill, mental math challenges, hands-on activities, cooperative learning and the sharing of solutions. Most lessons begin with a math message or provocation; there are opportunities to work in small groups according to readiness, interest and learning profiles. Games may used for practice and to develop depth of understanding. Extension work happens within the program, during class time, and is meant to deepen and broaden learning. Extension work may be self-directed, it may be connected to the inquiry when appropriate, or may be open-ended connected to student interest

14 Upper Canada College Preparatory School section 3 and initiative. Differentiation and extension are provided through the Everyday P r Cu rric ula r Mathematics Program and with the aid of supplementary resources. We value participation, explaining thinking, leading, questioning further, and sharing thought processes with peers. We value opportunities to explore and inquire. We provide opportunities to practice and apply knowledge and skill in a real-life problem solving og r a m context. Our math scope and sequence was developed in consultation with our Middle School Head of Math following a review of our math program and practice.

THE ARTS The arts transcend all aspects of the program. They are used to enrich the students understanding of the inquiries being explored. Teachers and students make connections between the subject and the unit of inquiry being pursued when possible.

VISUAL ART Art is integrated into all aspects of the program. Students develop their knowledge and understanding of the elements of art through projects that encourage exploration and creative problem solving. They use a wide variety of media and tools to promote the development of fine motor skills, while providing opportunities for creative risk taking, exploration and art appreciation. They develop their ability to identify strengths and weaknesses in their own work. The artwork of artists from a variety of cultures and time periods continues to be stimulus for thought and discussion.

MUSIC Students experience and explore music through listening, moving, creating and performing, using their voices and Orff instruments. The teacher emphasizes the exploration of sound, rhythm, beat, melody, and form. The goal of the program is for the students to understand, appreciate, and enjoy music. Opportunities for the students to create musical representations of their understanding are an important part of the curriculum as well as opportunities for performances at concerts and assemblies.

Family Handbook 2017–2018 15 section 3 PHYSICAL AND SOCIAL EDUCATION PHYSICAL EDUCATION Students participate in activities to develop basic skills, spatial awareness and their ability to work positively with their peers. As they mature, they are expected to plan and reflect upon their actions to help improve future performance. Games are considered within broad categories to help students to make connections between activities sharing similar characteristics. The boys are required to take responsibility for preparing themselves for classes and helping to maintain a safe environment for all participants. Beginning in Year 4, boys have the opportunity to represent the School on teams.

HEALTH AND LIFE SKILLS SK–4 The Health and Life Skills teacher links to the Programme of Inquiry whenever relevant. In addition, interwoven to lessons are the life skills of identifying feelings, emotion- management, problem solving, conflict resolution, and empathy. The focus is on student identity and interactions. The Health and Life Skills teacher promotes the attributes of the IB learner profile in collaboration with the Form Teacher.

Year 5 At this level, health units of Healthy Eating, Personal Safety and Injury Prevention, Substance Use, Addictions and Related Behaviours, and Human Development and Sexual Health are introduced. In addition, interwoven to lessons, are the life skills of identifying feelings, emotion-management, problem solving, conflict resolution, and empathy. The Health and Life Skills teacher promotes the attributes of the IB learner profile in collaboration with the Form Teacher. Links to the Programme of Inquiry are made whenever relevant. The focus is on student identity and interactions.

OUTDOOR EDUCATION Students spend time each term at the Norval Outdoor School. They participate in a program, which is designed to encourage respect and understanding for the environment and to promote the development of individual and group social skills. Whenever possible, Norval instruction and activities are linked to the units of inquiry studied at school.

Further information about the Norval program is provided later in this book.

16 Upper Canada College Preparatory School section 3

HOMEWORK P r Cu rric ula r

The agenda book serves as an important communication tool for each boy, his teacher and his family. Your son is expected to use his agenda and take it home daily. The agenda will og r a m contain homework activities and some home-school communication. It is important that you encourage your son to assume the daily responsibility for his agenda by bringing it home and returning it to school. The job of putting the agenda into his backpack after completing homework will help him to learn a consistent routine and responsibility.

Homework is intended to establish independent work habits.

IB SCHOOL GENERAL REGULATIONS ARTICLE 1: SCOPE The International Baccalaureate Organization (hereinafter “the IB Organization”) is a foundation that has developed and offers three programs of international education entitled the “Primary Years Program” (PYP), the “Middle Years Program” (MYP) and the “Diploma Program.” It authorizes schools to offer one or more of these programs to its students. An IB World School® is a school that has been authorized by the IB Organization to offer one or more of its programs. This document describes the regulations that apply to those schools that have been authorized as IB World Schools to offer the PYP. When used herein the term “legal guardians” encompasses parents and individuals with guardianship of any IB student enrolled in the PYP.

ARTICLE 2: ROLE AND RESPONSIBILITIES OF SCHOOLS 2.1 The IB Organization has established a curriculum framework and requirements, as well as standards and practices for the implementation of the PYP, which is an inclusive program aimed at students in the 3–12 age group.

2.2 Because the IB Organization is not a teaching institution and does not provide

Family Handbook 2017–2018 17 section 3 teaching services to students, the PYP is implemented and taught by IB World Schools (hereinafter “school[s]”). The schools are private or state entities, all of which are entirely independent from the IB Organization and solely responsible for the implementation and quality of teaching of the PYP.

2.3 The schools are responsible for informing legal guardians regarding the general characteristics of the PYP and how the school implements it.

2.4 The IB Organization cannot guarantee that a school will remain capable and willing to implement the PYP. Consequently, the schools bear sole responsibility towards students and legal guardians if a school’s authorization to implement the PYP is withdrawn by the IB Organization or a school decides to terminate its authorization.

ARTICLE 3: CONTENT AND IMPLEMENTATION OF THE PROGRAM 3.1 A primary school, or primary section of a school, must offer the PYP as an inclusive program for all students.

3.2 The schools must implement the PYP in conformity with Making the PYP happen: A curriculum framework for international primary education, which is the curriculum framework issued by the IB Organization for schools, and the current PYP Coordinator’s Handbook, which is the procedures manual issued by the IB Organization for schools.

3.3 The teaching and learning in the PYP are predominantly in the context of transdisciplinary themes and through the pedagogy of inquiry that promotes the construction of meaning by students.

3.4 Schools must provide instruction in the learning of a language other than the principal language of instruction of the school from the age of at least seven. Bilingual/dual-language schools are not required to offer a third language to their students.

3.5 The schools carry out all teaching and assessment alone without any intervention or

18 Upper Canada College Preparatory School section 3 supervision from the IB Organization. This includes the assessment of each student’s P r Cu rric ula r development in the areas described in the IB learner profile and of each student’s learning as demonstrated during the PYP exhibition in the final year of the program.

3.6 The IB Organization does not award any form of diploma or certificate in connection og r a m with the PYP.

3.7 Legal guardians must use the school’s PYP Coordinator as the intermediary for any communication with the IB Organization.

3.8 If legal guardians have any questions regarding the general content (curriculum and philosophy) of the PYP or how a school implements it, they must address themselves to the school’s PYP Coordinator.

ARTICLE 4: USE OF MATERIALS PRODUCED BY STUDENTS 4.1 Students produce materials in a variety of forms during the course of their schoolwork. These materials (hereinafter “the materials”) include all forms of written work, audio and visual materials and, in certain cases, materials containing images of the students. From time to time, the IB Organization may ask schools for samples of these materials to use for educational, training, and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves.

4.2 Upon students entering the PYP, schools should ask legal guardians to indicate in writing whether they agree to their child’s materials being submitted to the IB Organization from time to time for educational, training and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves.

4.3 By providing written consent to the schools, legal guardians are granting the IB Organization a non-exclusive, charge-free, worldwide licence, for the duration of the statutory copyright protection, to reproduce submitted materials in any medium for the uses outlined in article 4.1.

Family Handbook 2017–2018 19 section 3 4.4 Where the IB Organization uses these materials, it may modify, translate or otherwise change them to meet particular needs and, in order to protect the identity of the student and of the school, will anonymize them before publication in print or in electronic form.

ARTICLE 5: GOVERNING LAW Swiss law governs these General Regulations: Primary Years Program.

ARTICLE 6: ARBITRATION Any dispute arising from or in connection with these General Regulations: Primary Years Program shall be finally settled by one arbitrator in accordance with the Swiss Rules of International Arbitration of the Swiss Chambers of Commerce. The seat of the arbitration shall be Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English.

ARTICLE 7: ENTRY INTO FORCE AND TRANSITORY RULES This version shall enter into force on September 2007 for PYP schools whose school year begins in August/ September or on January 2008 for PYP schools whose school year begins in January/February. The IB Organization may amend these General Regulations: Primary Years Program from time to time. Geneva, August 2007

WHAT PARENTS CAN DO AT HOME TO SUPPORT OUR PRIMARY YEARS PROGRAM • Model the IB learner profile characteristics. • Praise your son when he exhibits the IB learner profile attributes. • Get actively involved in discussions about our world and how it works with your son. • Don’t have all the answers. Let your son hear you ask questions about our world and allow him to observe how you attempt to find answers. • Encourage your son to ask and assist him to seek answers as he tries to make sense of the world.

20 Upper Canada College Preparatory School section 3 • Visit parks, museums, galleries. P r Cu rric ula r • Encourage your son to take action as a result of his learning. • Celebrate progress and learning. • Read the weekly Heads Up online to keep abreast of PYP happenings at UCC. og r a m

REPORTING ON STUDENT LEARNING IN THE PRIMARY YEARS In recognizing that assessment is ongoing, as is communication between the triad of stakeholders in a child’s education (school–parents–student), we recognize the essential role that formal reporting plays in helping students to learn and grow. Based on research based best practices, guidance from the PYP, and our own experience, we strive to achieve the following through our reporting practices: • Frequent, varied formal communication to parents and boys approximately every seven weeks of school. • Reflection and goal setting embedded in the same cycle. • A variety of reporting methods are used.

On Report Cards, the following levels are used: • 4 — demonstrates in-depth understanding or always performs the skill • 3 — demonstrates good understanding or often performs the skill • 2 — demonstrates some understanding or sometimes performs the skill • 1 — demonstrates limited understanding or rarely performs the skill Teachers will be in contact with you if there are specific concerns, and of course, you can contact teachers with your concerns at any time. In addition, over the course of the year, you will receive formal communication regarding your son’s learning on a number of occasions. For an overview, please refer to the following graphic:

Family Handbook 2017–2018 21 section 3 TIMELINE start of school year

5.5 weeks MID OCTOBER • Reflection to be completed in school, and taken home to be signed . settling in Interview • Reflection to be filed in portfolio.

7 weeks FIRST WEEK OF DECEMBER • Reflection to be completed in school, and taken home to be signed . 1st Report • Reflection to be filed in portfolio.

7 weeks MID FEBRUARY • Reflection to be completed in school with parents as a part of the conference . 3-Way Conference • Reflection to be filed in portfolio.

7 weeks MID APRIL • Reflection to be completed in school with parents as a part of the SLC . student Led Conference • Reflection to be filed in portfolio.

7 weeks END OF JUNE • Reflection to be completed in school, and taken home to be signed . final Report • Reflection to be filed in portfolio.

THE MIDDLE DIVISION As boys enter adolescence, they become more aware of their talents, strengths and weaknesses, and they are more curious of the world around them. They start developing

22 Upper Canada College Preparatory School section 3 values and making choices that will shape them when they become adults. They are P r Cu rric ula r increasingly eager for independence, and yet need clear expectations and boundaries. While they are beginning to define themselves as individuals, peer relationships and meaningful relationships with adults are becoming more important to them. They are also better able to think critically to solve problems, see meaningful connections and og r a m make inferences. As part of our commitment to the values and ideals of the International Baccalaureate, and as an IB Middle Years Program (MYP) Candidate school, our Year 6 and 7 academic program adopts the principles of the MYP. This program meets the social and emotional needs of our students and enables them to become responsible, independent, curious and creative thinkers and learners. It recognizes the importance of learning styles, intercultural understanding and an interdisciplinary approach to learning. It insures that our boys are actively engaged in a rich spectrum of academic, artistic, athletic and service activities in a supportive environment that encourages risk-taking and fosters their sense of achievement and self-esteem. Under MYP, students study 8 subject groups: Arts (Music and Visual Arts), Design, English, French, History and Geography, Mathematics, Physical and Health Education, and Sciences.

YEAR 6 DESCRIPTION OF STUDIES ENGLISH Year 6 Language & Literature studies will allow students to move comfortably from the Primary Years Program to the first year of the MYP at the College. The MYP curriculum addresses four main Assessment Criterion: Analyzing, Organizing, Producing Text and Using Language. Students continue to foster their inquiry skills and knowledge & understanding through concept-based learning. Units of study begin with Factual, Conceptual and Debatable inquiry questions as well as a Statement of Inquiry to guide a boy’s discovery and learning. Literacy and Reading strategies are explored to enhance the boys’ enjoyment and understanding of literature. Students are introduced to the following literary genres: novels, short stories, poetry, and some of works of William Shakespeare. Independent reading is emphasized through a scheduled reading period in the William Wilder Library once per cycle. Students practice various forms of writing including: narrative pieces, journal entries, timed Free-Writing, poetry and summary

Family Handbook 2017–2018 23 section 3 paragraphs. Students use laptops and software applications as well as traditional writing tools to help with the writing process. Foundational language skills and grammar skills are taught with the aid of classroom lessons and written exercises completed in a grammar workbook.

LIBRARY Year 6 has one designated Language & Literature period in the Library during each cycle. During this time, students are introduced to a wide variety of new and familiar authors and books through book talks and discussion with our knowledgeable library faculty. Students also use the periods to browse, choose books and read for pleasure. Students continue to learn about changing research methods as well as citation of work and summary writing skills during these periods in the Library.

FRENCH The Year 6 and 7 French programs focus on the development of four essential processing skills: A — Comprehending spoken and visual text B — Comprehending written and visual text C — Communicating in response to spoken, written and visual text D — Using language in spoken and written form In order to support our students in developing these essential skills, our program focuses on language skills (listening, speaking, reading, writing, viewing and interpreting) and the use of approaches to learning (thinking, communication, social, self-management, and research skills). The Middle School French program aims to develop the following in our students over the next five years: • Gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage • Develop a respect for, and understanding of, diverse linguistic and cultural heritages

24 Upper Canada College Preparatory School section 3 • Develop the student’s communication skills necessary for further language learning, P r Cu rric ula r and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes • Enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication og r a m • Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning • Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy • Enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components • Offer insight into the cultural characteristics of the communities where the language is spoken • Encourage an awareness and understanding of the perspectives of people from own and other cultures, leading to involvement and action in own and other communities • Foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning

FAST TRACK The Year 6 Fast Track is a program designed for students with either limited French backgrounds or in need of additional second language scaffolding to help give them the foundation needed to join the Standard French program. The students are introduced and work through everyday topics and interactions using structures, language and cultural topics in their Discovering bleu textbook. The students benefit from regular mini-lessons to address gaps in their knowledge and skills. They also read a number of texts related to the themes of study, to develop their basic and deeper reading comprehension skills through the use of strategies.

STANDARD FRENCH Our Year 6 Standard French program is challenging and engaging. The goal of the program is to provide students with the fundamental skills and knowledge needed to develop proficiency in the language. The students study structures, language and

Family Handbook 2017–2018 25 section 3 cultural topics in their Discovering bleu textbook such as getting acquainted, everyday life in Paris, daily activities and people. They also read a number of texts related to the themes of study, to practise their basic and deeper reading comprehension skills through the use of strategies. Creative writing and public speaking are an integral part of the course.

ENRICHED FRENCH Our Year 6 Enriched French program is challenging and engaging. Students in the program have experience in French or immersion schools, or they demonstrate superior French skills and the capacity to meet the higher expectations of this program. Students are capable of communicating in French, and an emphasis is placed on literature to develop a love for reading and to broaden their vocabulary. A selection of short stories, myths and legends is explored in addition to the novel Le tour du monde en 80 jours. The students use their research and creative skills to use language in spoken and written forms in a variety of settings. Grammar and conjugation are studied and practised regularly, as students are expected to enhance the form of their output.

HISTORY AND GEOGRAPHY This course provides students with their first formal study of history and geography. It begins with an introduction to geography and how changes in the natural and human landscapes have consequences on people and their environment and proceeds to the study of Roman civilization with a focus on conflict as a catalyst for political change. Students spend the second term considering and appreciating the genesis and early development of the 3 Abrahamic religions with a particular focus on Islam, and conclude the year by studying how changing ideas in Early Modern Europe lead to both innovation and personal and cultural expression. Throughout the year, students are introduced to historical concepts such as time sequence, evidence, cause and consequence, continuity and change, perspective, bias and moral judgment. The geography skills introduced in the first term are woven into the history program over the entire year. Finally, all students will be expected to follow and be ready to discuss important current events impacting our world. This class emphasizes the importance of critical thinking, structured writing and note taking and reading comprehension strategies.

26 Upper Canada College Preparatory School section 3

MATHEMATICS P r Cu rric ula r The focus of the Year 6 program is to extend students’ basic mathematical skills and to continue to develop the link between mathematical theory and real-life applications. This course is organized into five major areas of knowledge: Number Sense and Numeration, og r a m Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. In addition, students take part in both the Canadian Math League and Pythagoras contests. Independent learning skills are introduced through various open-ended investigations and projects throughout the year.

SCIENCE This course explores concepts in biology, chemistry, physics and environmental science. Students develop skills in the processes of scientific inquiry, relate science to technological, social and environmental knowledge, and apply their knowledge of science to everyday situations. They learn about the interrelationships of ecosystems, learn the basic principles of heat and temperature, investigate the relationship between form and function in various natural and man-made structures, and investigate the fundamentals of chemistry — mixtures, solutions, atomic structure and the Periodic Table. Mankind’s impact on the environment will be a recurring theme throughout the year.

DESIGN The design course challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification. The design cycle (illustrated below) will be used as a tool to provide an iterative approach to: • the inquiry and analysis of problems; • the development of feasible solutions; • the creation of solutions and • the testing and evaluation of the solution.

Family Handbook 2017–2018 27 section 3 Students will focus on the whole design process rather than on the final product or solution. At UCC, students will explore problems in the area of digital design (possible areas include coding, graphic design, photography etc.) as well as product design using a variety of tools (nails, hammers, saws, 3D printers, etc.) and materials (paper, wood, plastic and found materials). The design course enables students to develop not only practical skills but also strategies for creative and critical thinking.

THE ARTS All students in Year 6 follow an arts curriculum. This program provides a framework of academic challenge that encourages students to understand the connections between

28 Upper Canada College Preparatory School section 3 academic studies and the real world, and become critical and reflective thinkers. P r Cu rric ula r It challenges students to apply practical and creative-thinking skills to solve problems; encourages students to explore the role of music and art in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making creative decisions and taking action. The arts program involves classes in music and visual art og r a m and through this, the students will explore how the arts express feelings and images, develop a sense of community and its place in it through musical and artistic experiences. The arts course enables students to develop practical skills as well as creative and critical thinking. The students will explore the arts through performing band instruments (woodwind, brass, percussion) and through drawing, painting, printmaking, fiber arts, clay construction and sculpture, and use of a 3D printer.

PHYSICAL EDUCATION This course encourages students to develop conceptual understandings in different activities by applying concepts and transferring basic movement patterns into different contexts. Through the inquiry process (speculating, exploring, questioning, and connecting) the goal is to develop curiosity and promote critical thinking. In the fall, students develop their kicking and ball handling skills (passing and receiving) in different forms of “football” from around the world and then applying their knowledge to create a sample practice plan that will enhance skill development. Across the winter and spring terms, the boys inquire into the nature of attack and defense in two net games (badminton and volleyball) in addition to developing their skating skills in the arena and their swimming skills in the pool. Additionally, they will engage in a gymnastic unit where they will work towards a performing a sequence with specific criteria. As the weather gets nicer, the students engage in cricket, softball and track and field. While isolated skills practice is employed where appropriate, students are given an authentic context for performance whenever possible and are expected to consider the effective application of their skills.

HEALTH AND LIFE SKILLS The Health and Life Skills curriculum is taught by the Health and Life Skills teacher. It is supported by the Form Adviser and the Middle Years Coordinator of the Wernham West Centre for Learning. It deals with issues and concerns particularly appropriate to boys at

Family Handbook 2017–2018 29 section 3 this stage of development. The health component of the curriculum includes four main subtopics: Healthy Eating, Personal Safety and Injury Prevention, Substance Use, Addictions and Related Behaviours, and Human Development and Sexual Health. Interwoven into these lessons are the life skills of managing academic and personal stress, managing interpersonal relations and conflict resolution, understanding how our actions impact others, problem-solving, and decision-making. In addition, students participate in activities designed to develop academic skills in the area of agenda use, managing time and developing an understanding of their learning profile.

CHARACTER EDUCATION In our everyday life at the Prep, we make explicit the attributes of our learner’s profile. By embedding them in the curriculum and making them an integral part of the daily experience of the Prep community, we endeavour to develop a way of thinking and acting which embodies these values. We acknowledge that it is normal for students to occasionally fall short of these high expectations as part of their development. These situations are important learning opportunities. Using a specific calming strategy, active listening skills and a common problem-solving model, we help students develop their abilities to work and play with others and to better understand and manage their emotions. When they can do this successfully, they promote their value in any group context and build on their self-confidence. When we help children feel safer, more accepted and better able to build good friendships, they are able to pay better attention in class, enjoy being at school, and focus on their schoolwork.

OUTDOOR EDUCATION Year 6 students spend one day in the first term, four days in the second term and two days in the spring in our Norval Outdoor School. The Norval program is described later in the Prep Family Handbook.

HOMEWORK The agenda serves as an important communication tool for each boy, his teachers and his parents. Your son is expected to use his agenda and his teachers provide guidance for its use. The agenda contains homework activities and some home-school communication. It helps the student manage his time more effectively and gives his parents an opportunity

30 Upper Canada College Preparatory School section 3 to monitor his learning and to check that his assignments are completed on a regular P r Cu rric ula r basis. Homework is intended to establish good independent work habits. In Year 6, the amount of daily homework is a maximum of 70 minutes. Please encourage your son to complete his homework every night. A consistent routine will help him to develop good work habits — see our Prep Family Handbook for more detailed information and og r a m suggestions. If your son is unable to complete his homework, please write a short note of explanation in his agenda.

YEAR 7 DESCRIPTION OF STUDIES ENGLISH The Year 7 Language & Literature program is an intensive and enriched course of study, which lays the groundwork for Years 8, 9 and 10 of the IB Middle Years Program at the Upper School. Like in Year 6, the curriculum addresses four main Assessment Criterion: Analyzing, Organizing, Producing Text and Using Language. The core literature during this year has been chosen to expose students to a variety of writing styles and genres. Individual reading is supported with a designated reading period, outside of regular Language & Literature instructional time, on six days of the eight-day cycle. Students learn various forms of writing, including timed-Free Writing, creative writing, poetry and how to construct an essay; they use both their laptop and various applications, as well as traditional writing tools during their exploration of the writing process. Literacy and reading strategies, along with vocabulary and grammar skills are taught with the aid of written exercises found in their grammar workbook and during instructional time infused with various units of study. Units of study are approached with students at the centre of the inquiry, as well as overarching concepts, statements and guiding questions which help to shape their discovery in this subject area.

LIBRARY Year 7 students have a Language & Literature period in the Library once during each eight-day cycle. During this time students are introduced to a wide variety of new and familiar authors and books through book talks and discussion with our knowledgeable library faculty. Students also use the time to browse, choose books or magazines and read for pleasure. The development of research skills is conducted in conjunction with

Family Handbook 2017–2018 31 section 3 units of study. Students progress through the research skills continuum to the development of more complex information–finding strategies.

FRENCH (Please see the Year 6 section above for more general information on French in the Middle Division)

FAST TRACK The Year 7 Fast Track is a program designed for students with either limited French backgrounds or in need of additional second language scaffolding to help give them the foundation needed to join the Standard French program. The course starts with an introduction to high frequency vocabulary and basic language patterns covered. The students then move on to more complex structures, and language and cultural topics in their Discovering bleu textbook such as visiting a French city, buying clothing, leisure time activities, and food and meals. The students benefit from regular mini-lessons to address gaps in their knowledge and skills. They also read a number of texts related to the theme of study, to develop their basic and deeper reading comprehension skills through the use of strategies. Technology plays a key role in differentiated instruction, sharing work and thinking critically.

STANDARD FRENCH Our Year 7 Standard French program is challenging and engaging. It exceeds the Grade 7 Ontario Ministry of Education expectations. The goal of the program is to provide students with the fundamental skills and knowledge needed to develop proficiency in the language. The students study structures, and language and cultural topics in their Discovering bleu textbook such as visiting a French city, buying clothing, leisure time activities, and food and meals. They also read a number of unit related texts to practise their basic and deeper reading comprehension skills through the use of strategies. Practice in public speaking is an integral part of the course. Technology plays a key role in differentiated instruction, sharing work and thinking critically.

ENRICHED FRENCH Our Year 7 Enriched French program is challenging and engaging program. It exceeds the Grade 7 Ontario Ministry of Education expectations. Students in the program have

32 Upper Canada College Preparatory School section 3 experience in French or immersion schools, or they demonstrate superior French skills P r Cu rric ula r and the capacity to meet the higher expectations of this program. Students are capable of communicating in French, and an emphasis is placed on literature to develop a love for reading and to broaden their vocabulary using the novel Le Comte de Monte-Cristo. In addition to songs, a wide selection of authentic audio and written materials will be og r a m used to help reinforce important literacy skills. The students are encouraged to take risks and to use creativity to express themselves in a variety of settings. Grammar and conjugation are studied and practised regularly, as students are expected to refine the form of their output.

HISTORY This course will provide students with their first formal study of Canadian history by examining the fundamental forces that were instrumental in shaping our national cultural identity, as well as our regional distinctiveness. Students will explore the course’s principal theme, The Origins of the Canadian Identity, and develop an appreciation for how early Canadians interacted with their environment and survived ongoing conflicts. In the introductory unit students will apply the 6 Dimensions of Historical Thinking to First Contact between Europeans and North America’s First Nations people. Concepts such as Causality, Perspective and Empathy will play a key role in the students’ investigation of this pivotal time in world history. The students will then examine the relationship between Canada’s various First Nations people and the emerging colony of New France. The course will then turn and address issues of Leadership, Growth, Conflict and Change as it examines the underlying causes of war through a study of the relationships between French, English and First Nations people in the 18th and 19th century. Finally, Peace, Order and Good Government will be the focus as the British colonies move towards Confederation. In addition to history, students will develop an understanding of how Canada’s immense and varied geography contributed to our National Identity. Students will also be expected to be aware of the modern Canadian perspective by keeping up to date with the events in the media that directly affect our nation and the world at large. Research, writing, debating and critical thinking skills will be developed throughout the year.

Family Handbook 2017–2018 33 section 3 MATHEMATICS The focus of the Year 7 program is to extend students’ mathematical skills and to develop the link between mathematical theory and real-life applications. The Upper Canada College Middle Years program outlines four branches of mathematical study: • Number Sense • Algebra • Geometry and Trigonometry • Statistics and Probability

Students in Year 7 will explore a variety of topics building on their experience in Year 6 and solidifying a base for their continued studies in the UCC Middle Years program. Students who are interested in exploring, explaining, creating and discovering a world outside the outline of the curriculum are invited to participate in the UCC Extended Math Program. The extended math program is student driven and includes opportunities to compete in math contests at various levels including those written at the Upper School.

SCIENCE This course enables students to understand essential concepts in biology, scientific method and measurement, and physics, to develop skills in the processes of scientific inquiry, to relate science to technological, social and environmental knowledge, and to apply their knowledge of science to everyday situations. Topics studied include the foundations of science, robotics, the human body, simple machines, work and energy. In addition, students design and carry out an original experiment, and present their findings in the form of a science fair project.

34 Upper Canada College Preparatory School section 3 • the inquiry and analysis of problems; P r Cu rric ula r • the development of feasible solutions; • the creation of solutions and • the testing and evaluation of the solution. og r a m Students will focus on the whole design process rather than on the final product or solution. At UCC, students will explore problems in the area of multimedia design (possible areas include graphic design, photography etc.), product design using a variety of tools (nails, hammers, saws, 3D printers, etc.) and materials (paper, wood, plastic and found materials), and programming (coding, electronics, digital sensors, etc). The design course enables students to develop not only practical skills but also strategies for creative and critical thinking.

Family Handbook 2017–2018 35 section 3 THE ARTS All students in Year 7 follow an arts curriculum as part of the IB Middle Years Program. This program provides a framework of academic challenge that encourages students to understand the connections between academic studies and the real world, and become critical and reflective thinkers. It challenges students to apply practical and creative- thinking skills to solve problems; encourages students to explore the role of music and art in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making creative decisions and taking action. The arts program involves classes in music and visual art and through this, the students will explore how the arts express feelings and images, develop a sense of community and its place in it through musical and artistic experiences. The arts course enables students to develop practical skills as well as creative and critical thinking. The students will explore the arts through performing band instruments (woodwind, brass, percussion) and through drawing, painting, printmaking and sculpture.

PHYSICAL EDUCATION This course encourages students to apply their skill and understanding to new activities and has an increased focus on the development and maintenance of physical fitness. Students are expected to work with peers and take increasing responsibility for their own learning. In the fall, boys engage in a Game Creation unit where they work in small groups to design, modify and present a new game to their peers. In the winter, the boys work with a partner to develop a dynamic gymnastics sequence in addition to engaging in a skating unit. Throughout the year, there is a focus on physical fitness and development: through endurance running in the fall, the gymnastics unit in the winter and culminating in a muscular endurance/strength unit in the spring. The program is designed to equip and motivate boys for future participation in formal and informal physical activities.

HEALTH AND LIFE SKILLS The Health and Life Skills curriculum is taught by the Health and Life Skills teachers, supported by the Middle Years Coordinator of the Wernham West Centre for Learning and the Form Adviser. It deals with issues and concerns particularly appropriate to boys at this stage of development. The health component of the curriculum includes four main subtopics: Healthy Eating, Personal Safety and Injury Prevention, Substance Use,

36 Upper Canada College Preparatory School section 3 Addictions and Related Behaviours, and Human Development and Sexual Health. P r Cu rric ula r Interwoven into these lessons are the life skills of managing academic and personal stress, managing interpersonal relations, anti-bullying and conflict resolution, and decision-making. In addition, students participate in activities designed to develop academic skills in the area of agenda use, managing time and developing an og r a m understanding of their learning profile.

OUTDOOR EDUCATION Year 7 students spend four or five days during the first term, and two days in the spring in our Norval Outdoor School. The Norval program is described later in the Prep Family Handbook.

HOMEWORK The agenda book serves as an important communication tool for each boy, his teachers and his parents. Your son is expected to use his agenda and his teachers provide guidance for its use. The agenda contains homework activities and some home-school communication. It helps the student manage his time more effectively, and gives his parents an opportunity to monitor his learning and to check that his assignments are completed on a regular basis. Homework is intended to establish good independent work

Family Handbook 2017–2018 37 section 3 habits. In Year 7 the amount of daily homework is a maximum of 90 minutes. Please encourage your son to complete his homework every night. A consistent routine will help him to develop good work habits — see our Prep Family Handbook for more detailed information and suggestions. If your son is unable to complete his homework, please write a short note of explanation in his agenda.

ASSESSMENT IN THE MIDDLE DIVISION Assessment is an ongoing and dynamic process that provides meaningful feedback to students on their learning. Through daily observation, participation in class and online, submitted tasks of work, and other mechanisms, teachers gather evidence is a variety of forms that provide the basis for feedback. Towards or at the end of each unit of study, students will normally engage in a summative assessment task that provide evidence of student achievement against subject-specific criteria. Learning tasks may include the following: • Compositions — musical, physical, artistic • Creation of solutions or products in response to problems • Essays • Tests and Examinations • Questionnaires • Investigations • Research • Performances • Presentations — verbal (oral or written), graphic (through various media)

Each subject will be assessed using four criteria. The criteria for each subject is as follows:

38 Upper Canada College Preparatory School section 3

A B C D P r Cu rric ula r Arts Knowing and Developing skills Thinking creatively Responding understanding og r a m Design Inquiring and analyzing Developing ideas Creating the solution Evaluating

English Analyzing Organizing Producing text Using language

French Comprehending spoken Comprehending written Communicating Using language and visual text and visual text

History and Knowing and Investigating Communicating Thinking Critically Geography understanding

Mathematics Knowing and Investigating patterns Communicating Applying mathematics understanding in real-world contexts

Physical and Knowing and Planning for Applying and Reflecting and Health understanding performance performing improving practice Education

Sciences Knowing and Inquiring and designing Processing and Reflecting on the understanding evaluating impacts of science

Years 6–7 Resubmission Policy At Upper Canada College, we believe in the continuing growth of every boy, and the journey and process of learning. As such, we encourage every boy to resubmit any summative assessment to their teacher for the purposes of growth and mastery through practice and feedback. Developing a disposition of continuous improvement is best done when boys recognize that the reward for practicing a task or skill is improvement itself. While no change in achievement level will result from the resubmission of work or redoing a test, boys can benefit greatly through the process of redoing a task and

Family Handbook 2017–2018 39 section 3 receiving guidance and feedback from the teacher. It will make him better at that task, and position him to achieve more in a subsequent assessment. Please note that the teacher can request, in special circumstances, any boy to redo an assessment to improve their standing.

REPORTING ON STUDENT LEARNING IN THE MIDDLE DIVISION At the beginning of the school year, you will meet your son’s Form Adviser and subject teachers at our Parents Information Evening. A settling-in interview with your son’s Form Adviser will follow in mid-October. Your son’s teachers will be in contact with you if there are specific concerns, and of course, you can contact them with your concerns at any time. Formal feedback on your son’s learning is communicated through our reports and 3-way conferences. Our first 3-way (student-parent-teacher) conference will take place in mid November. A winter term report is issued in January, followed by our second 3-way conferences in early April. The final report is issued in June. Throughout this process, your son will be engaged in reflection on his learning and goal-setting with the use of his agenda and under the guidance and support of his teachers. This process is summarized in the table below.

Interviews Reports

Mid October Settling in interview with Form Adviser

Mid November 3-way conferences

End of January Winter report

Early April 3-way conferences

June Final report

40 Upper Canada College Preparatory School section 3

LEVELS USED IN REPORTS P r Cu rric ula r Over the various report cards that a student receives, skills (known as Approaches to Learning — or ATL for short) and subject specific criteria are assessed. Skills are graded

using the following scale in order from most developed to least developed: og r a m • Sharing — students can show others how to use the skill and accurately assess how effectively the skill is used (self-regulation) • Using — students employ the skill confidently and effectively (demonstration) • Developing — students copy others who use the skill and use the skill with scaffolding and guidance (emulation) • Beginning — students are introduced to the skill, and can watch others performing it (observation)

All subject specific criteria (four for each subject — A, B, C, and D) are marked on a scale of 1–8. When added together in the January or June report cards, it results in a total out of 32. A score out of 32 is then translated to an overall holistic achievement score out of 7. Below is the conversion table articulating the translation between the score out of 32, and the aggregate score out of 7:

Total criteria Aggregate Descriptor out of 32 out of 7

28–32 7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts . Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations .

24–27 6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts . Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence .

(criteria table continued)

Family Handbook 2017–2018 41 section 3

Total criteria Aggregate Descriptor out of 32 out of 7

19–23 5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts . Demonstrates critical and creative thinking, sometimes with sophistication . Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations .

15–18 4 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps . Often demonstrates basic critical and creative thinking . Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

10–14 3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps . Begins to demonstrate some basic critical and creative thinking . Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations .

6–9 2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts . Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills .

1–5 1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts . Very rarely demonstrates critical or creative thinking . Very inflexible, rarely using knowledge or skills .

42 Upper Canada College Preparatory School section 3

REPORT MARK CALCULATION P r Cu rric ula r The criteria for each subject (as previously listed) will be provided in detail in a separate document. The specified levels of attainment for all criteria represent what is expected

to be achieved by the end of Year 6 and Year 7 respectively. Therefore, the process of og r a m assessment throughout the year is continuous, ongoing, and provides opportunity for students to develop towards the highest level of achievement. As a result, the January report card acts as a mid-year report comprising of assessment tasks from September to December. The final report card in June represents a summation of assessment tasks and achievement from September to June.

ASSESSMENT POLICY INTRODUCTION The purpose of student assessment, evaluation and reporting is to: 1. Improve learning for all students; 2. Provide feedback to students, parents and teachers about the learning process; 3. Provide information for planning, implementing and improving instruction, based on the strengths and needs of students.

GUIDING PRINCIPLES PRINCIPLE 1 — ASSESSMENT, EVALUATION AND REPORTING PRACTICES ARE BASED ON THE ONTARIO MINISTRY OF EDUCATION AND THE INTERNATIONAL BACCALAUREATE CURRICULUM GUIDELINES . • We link assessment, evaluation and reporting practices to expectations with respect to knowledge, concepts and skills in accordance with the UCC curriculum.

PRINCIPLE 2 — ASSESSMENT, EVALUATION AND REPORTING PRACTICES ARE FAIR FOR ALL STUDENTS . • We use a variety of assessment strategies to accommodate students’ learning styles.

Family Handbook 2017–2018 43 section 3 • We ensure that assessment is ongoing and provides multiple opportunities to include a range of evidence to support judgments about students’ levels of achievement. • We provide opportunities for practice and feedback through formative assessment. • We make clear what the summative assessment will look like, early in each unit of instruction. • We ensure that the students understand the methods and criteria by which they will be assessed and evaluated. • We provide students with exemplars showing a range of quality when possible. • We ensure that assessment is based on what has been taught. • We help students develop the ability to reflect on their learning styles, strengths and areas for growth and use this information to set learning goals for improvement. • We develop students’ skills in self and peer assessment. • We ensure that the students are made aware of the UCC Academic Honesty Policy guidelines. • We support the needs of students, consistent with the strategies outlined by the Wernham West Centre for Learning, including the one page reports.

PRINCIPLE 3 — ASSESSMENT, EVALUATION AND REPORTING PRACTICES ARE CLEAR, ACCURATE AND TIMELY . • We give students constructive feedback with clear guidance for improvement in a timely manner. • We provide regular information to parents and students about students’ progress over the duration of the year. • We ensure that through report card comments, parent-teacher interviews and parent- teacher-student conferences, we clearly communicate what is done well, what needs improvement, what steps can be taken to support improvement and how these next steps will be monitored. • We ensure that personal assessment and evaluation records are kept confidential.

44 Upper Canada College Preparatory School section 3

PRINCIPLE 4 — ASSESSMENT, EVALUATION AND REPORTING PRACTICES REQUIRE THE P r Cu rric ula r PARTNERSHIP OF STUDENTS, PARENTS, TEACHERS, ADVISERS, AND ADMINISTRATION • We ensure that when a student is at risk of not achieving the expectations, the student

and his parents are made aware of the situation well in advance of the formal reporting og r a m process. • We promote assessment literacy for all partners by involving students and parents (e.g. sharing information at curriculum nights, parent information meetings, student- led conferences, actively involving students in self-assessment, having students reflect on their progress and setting goals with parents and teachers and advisers).

RESPONSIBILITIES TEACHERS • Are aware of the individual needs of their students, including recommendations from the Centre for Learning. • Teach students to use their agenda effectively. • Work collaboratively to set assessment criteria and tasks based on clear learning expectations. • Assess students’ prior knowledge whenever possible at the beginning of units. • Show assessment criteria and exemplars early in the unit. • Use a variety of assessment strategies and tools. • Assess learning skills, subject-specific, skills, knowledge and understanding of concepts. • Return student work in a timely manner. • Provide feedback early in the unit and often. This feedback specifies strengths and areas for improvement and gives the learner opportunities to meet the expectations. • Encourage self-assessment, reflection and goal setting. • Reflect on their practice and modify their units as needed. • Keep an accurate and detailed record of the students’ achievement. • Communicate student progress and achievement through report cards, and parent- teacher and parent-student-teacher conferences.

Family Handbook 2017–2018 45 section 3 • Communicate concerns early to Form Teachers, Advisers and the Centre for Learning faculty. • Communicate with parents and advisers early when a student does not meet the expectations. • Share marks and results only with the student, his parents and colleagues.

WERNHAM WEST CENTRE FOR LEARNING • Assist students in making effective use of their agendas. • Assist students in developing learning and study skills. • Determine required testing accommodations as outlined in psycho-educational evaluations. • Give feedback to faculty on students’ learning issues. • Assist faculty in developing appropriate assessment strategies.

ADMINISTRATION • Ensure that the assessment policy standards are met consistently. • Provide appropriate professional development to faculty. • Provide support to teachers when they communicate with parents. • Ensure that faculty review the assessment policy on a regular basis.

STUDENTS • Are actively involved in their learning. • Are diligent, and produce good quality work and submit their work on time. • Use their agendas effectively. • Use appropriate strategies to prepare for assessments tasks. • Seek extra help when needed. • Reflect on assessed work: strengths, areas for improvement and next steps. • Adhere to the Academic Honesty Policy guidelines.

46 Upper Canada College Preparatory School section 3

PARENTS P r Cu rric ula r • Celebrate their sons’ accomplishments. • Encourage their sons to reflect on their learning. • Support their sons’ learning by helping them organize their work at home (see Family og r a m Handbook suggestions). • Support their sons’ learning by helping them implement their teachers’ recommendations for improvement. • Support their sons’ learning by communicating relevant information, issues and concerns to their sons’ teachers Form Teachers, Form Advisers, and House Advisers in a timely manner.

HOMEWORK HOMEWORK: YEAR SK–YEAR 5 Daily homework is communicated and reviewed at the end of the day with your son’s Form Teacher/Adviser. The following guide will assist you in monitoring reasonable homework expectations, including reading:

Year SK: 10–20 minutes Year 2: 20–30 minutes Year 4: 40–50 minutes Year 1: 10–20 minutes Year 3: 30–40 minutes Year 5: 40–50 minutes

We believe that all Primary students should read or be read to nightly. Reading is a skill that is developed over time and with practice. In addition to nightly reading, your son will be expected to complete some written homework each week. Homework help supports and reviews the concepts and skills taught at school. Sometimes, homework and projects are to be completed at home with parental input. If your son encounters difficulty or frustration please inform the teacher. Homework is not assigned on the weekends or over School holidays.

HOMEWORK: YEAR 6–YEAR 7 Middle Division students need support in developing the time management and

Family Handbook 2017–2018 47 section 3 organizational skills appropriate for their grade level. These guidelines are designed to give students structure for the development of positive work habits.

WHAT IS HOMEWORK? Homework consists of out-of-class tasks assigned to students as an extension or elaboration of classroom work. There are different types of homework: • Practice assignments reinforce newly acquired skills. Students review and practice what they have learned. • Preparation assignments help students get ready for activities that will occur in the classroom. Students may, for example, be asked to complete some reading or to do background research on a topic to be discussed later in class. • Extension assignments are long-term projects that parallel class work. Students must apply previous learning to complete these assignments, which include projects and essays. • Studying for quizzes or tests. Homework helps students develop good work habits and attitudes: basic organizational skills (e.g. taking books and binders home), time management, independent work, self- discipline and responsibility.

HOMEWORK LOAD Students are expected to complete 70 minutes of daily homework in Year 6 and 90 minutes in Year 7. Subject teachers and, especially, the Form Teacher/Adviser monitor the student’s workload.

STUDENT’S RESPONSIBILITY • Students are expected to use their agendas or Google task list to write down homework assignments in each subject class. Any questions regarding the homework can then be addressed directly with the teacher. • They are expected to do their homework with care and within the time limits set by the teachers.

48 Upper Canada College Preparatory School section 3 • If a student has not completed his homework on time, it is his responsibility to let his P r Cu rric ula r teacher know before 8:30 a.m. in the morning. He will have to complete the work as soon as possible. • If a student encounters difficulty with his homework, he should seek extra help from his teacher. og r a m • If a student is not meeting due dates for major assignments or projects, the teacher will contact the parents to schedule adequate time for work completion. • The student is expected to follow the instructions for preparing and submitting the assignment and adhere to the practice of academic honesty outlined below. • It is the student’s responsibility to be honest in all aspects of academic work. • Assignments should not be copied in whole or in part or completed by another person, unless the teacher specifies otherwise. • In presenting homework, the student is in effect declaring: “This is my own work.”

TEACHER’S SUPPORT • Form Teacher/Adviser use form room time daily to support the effective use of the agenda. • Teachers are available for extra help at set times before or after school. • If the teacher, in communication with the Form Teacher/Adviser and parents, notes that a student is having ongoing difficulty with homework completion, a referral may be made to the Centre for Learning for homework skills sessions.

HOMEWORK HELP—GUIDELINES FOR PARENTS In your son’s best interest, and as difficult as it may be when he is struggling, we ask that parents not do the work for their sons, and that tutors must be made aware of this homework policy.

When presenting homework, the student must be able to say, “This is my own work.”

Family Handbook 2017–2018 49 section 3 GETTING STARTED PARENTS CAN HELP BY: • Supporting time management strategies to coordinate home and school commitments. • Establishing and keeping consistent homework routines. • Reviewing the agenda, daily assignment instructions and long-range plans with their son. • Reducing distractions from the workspace including television, computer games, music and noise. • Helping their son organize materials and supplies needed for assignments. • Helping their son organize binders and school equipment regularly.

MAINTAINING EFFORT PARENTS CAN HELP BY: • Modeling related examples or strategies to support understanding. • Showing how assignments can be broken into smaller steps. • Asking their sons questions about their work and directing them to editing tools such as spell-check functions. • Providing enough time for their sons to type their work or, if necessary, by typing assignments as they are written. • Reminding their sons to note problems or questions in the assignments and to see their teachers for help. • Supporting the use of specific study strategies such as oral questioning, practice tests and study notes.

FINISHING WELL PARENTS CAN HELP BY: • Checking that homework has been completed as assigned. • Noting the amount of time required to complete the work and communicating with the Form Teacher/Adviser if there are concerns.

50 Upper Canada College Preparatory School section 3

LOOKING AHEAD P r Cu rric ula r PARENTS CAN HELP BY: • Discussing the plans for the day ahead, including homework as well as activities in and

outside of school. og r a m • Ensuring that the student packs away all assignments and required materials each evening.

TIME SPENT ON HOMEWORK The amount of time required for homework varies greatly between students and is a function of a number of factors. A student’s readiness to learn, level of understanding, self-discipline in making efficient use of class time, motor skills and focus on work at home are a few of the factors which determine whether a boy finishes his homework at school or has a burdensome load to complete at home. When the homework time clearly exceeds the homework policy or time suggestions indicated in the agenda or by the teacher, the student should bring what he has completed to the teacher. In this way, the teacher can monitor the progress and learning needs of the student and suggest strategies that will help him with his approach to work. This information may also be used to adjust the amount, type or frequency of the assignments.

HOMEWORK AND ILLNESS If your son has been away for three full days and he is likely to be absent a few more days, but is able to do some work, we recommend you call his Form Teacher/Adviser to request homework pickup. We encourage ill students to rest first and to catch up on missed assignments when they are healthy and ready to work.

ACADEMIC HONESTY Honesty is fundamental to all academic work. The College recognizes its responsibility to develop in its students the habits and personal standards of academic honesty. At UCC, cheating, plagiarism and all forms of academic dishonesty are considered to be serious conduct matters.

Family Handbook 2017–2018 51 section 3 CHEATING Any deceit in academic work is cheating. For example: • Copying from somebody else’s work for an assignment or homework, or during a quiz, test or examination. • Using help on homework or project beyond the limits specified by the teacher. • Giving unauthorized aid to someone else; and allowing someone else to copy or use one’s assignment, homework, quiz, test or examination.

PLAGIARISM Plagiarism, a specific form of cheating, is the theft of someone else’s work. To use another’s words, arguments or research without proper acknowledgment is to plagiarize. For example: • Submitting work as one’s own, any part of which was written or created by someone else. • Submitting work as one’s own, any part of which was copied directly from a source without having being placed in quotation marks and without due acknowledgment, or paraphrased from a source without due acknowledgment.

Remember this simple principle: in presenting his work, the student is in effect declaring: “This is my own work.”

ACADEMIC CONCERN LETTERS AND PROMOTION A student’s promotion to the next grade is not automatic, and it is not College policy to allow a boy to repeat a year at Upper Canada College. In order to be promoted, a student must meet two criteria: academic and social.

SK–YEAR 5 For promotion purposes, satisfactory academic progress will be assessed by the Form Teacher and the Centre for Learning Coordinator. When a student falls below

52 Upper Canada College Preparatory School section 3 age-appropriate expectations, parents will be informed and a recommendation will be P r Cu rric ula r made to the Head of the Division.

YEAR 6 AND YEAR 7 og r a m At the College, our intention is to support all boys to learn to the best of their abilities. As an academically rigorous institution, it is important for boys to have acquired the necessary conceptual understandings, skills, and knowledge to be able to progress to the next grade. At times, and for various reasons, boys may struggle to meet the minimum expectations in a specific course. In Year 6 and 7, a passing grade is a 4 and above. In the first instance of a student being unable to achieve a passing grade in any subject in a given reporting cycle, a support plan will be developed in consultation with the family, Form Advisor, and CFL. The support plan may require the student to undergo additional outside assistance and/or holiday remedial work. A letter of academic concern will be sent home. In a second consecutive instance of a student failing to achieve a passing grade in any subject in a subsequent reporting cycle, the family will meet with the Head of Middle Division to reflect on the support structures previously put in place and to revise the support plan to better care for the student. A letter of academic probation will be sent home. For some students, it may be necessary to request an educational evaluation in order to help us understand the student’s learning needs and to develop an appropriate support plan. A student’s promotion to the next grade is not automatic, and it is not College policy to allow a boy to repeat a year at Upper Canada College. If a student is unable to meet the terms of academic probation, he may not be promoted to the next grade. In addition, in order to be promoted, a student must be meeting the social and behavioural expectations of the Prep. In the opinion of his teachers, the student must have behaved in a manner consistent with the Prep core values: he must have displayed a satisfactory effort and attitude, and have made a positive contribution to the life of the School. Conditions may be imposed upon boys who have been placed on conduct concern or conduct probation in their promotion to the next grade. At the Year 7 level it is possible that a student may struggle academically or may have demonstrated chronic or serious misbehaviour. In order to clarify Upper School

Family Handbook 2017–2018 53 section 3 expectations and to outline strategies for support, a boy and his parents may be required to meet an administrator at the Upper School. The purpose of the meeting will be to: • Acknowledge the student’s academic or conduct concerns at the Prep; • Ensure there is full student and parent agreement and parental support for standards and expectations at the Upper School, and for related policies and practices which govern student academic progress and/or conduct at the Upper School; • Confirm a process of monitoring and support of the student at the Upper School.

FORM PLACEMENT The placement of boys into Forms is done with great care. Many factors are considered: an even balance of students, both socially and academically, and an even distribution of returning and new boys. Final placement reflects what the recommendation of the previous year’s teachers and Form Teacher/Adviser believe to be the best learning environment for your son to experience academic and social success. Form lists will be emailed and posted outside the Prep shop the week before school commences. Boys entering the Upper School are also placed very carefully in both Forms and Houses.

THE WILDER LIBRARY The Prep library serves the academic and recreational reading needs of students, faculty, staff and the larger UCC community. It is open Monday through to Thursday from 8:00 a.m. to 5:00 p.m. On Fridays the library closes at 4:30 p.m. Boys are encouraged to make use of the excellent collection of books, magazines, reference materials and electronic resources. The library is a place where students are taught research skills for projects and class work, and which they use for personal enjoyment. New library resources are selected and programs are designed to provide support for the Prep curriculum. The Prep School catalogue and online resources are accessed through the UCC website. • The library will close at dismissal times on days when the ASP After School Supervision is not offered, for example, days before long weekends and major holidays. • The library is not open for any student on Focus Days.

54 Upper Canada College Preparatory School section 3 • The library will not be open for Year 6–7 students on parent interview afternoons. P r Cu rric ula r Many students use the library after dismissal to complete homework or to use library resources. In the spirit of encouraging completion of homework in an independent

manner as outlined in Homework, Section 4, we would respectfully recommend parents og r a m wait for their sons in the Bitove Lounge. Students from Year 5, 6 and 7 may use the library after dismissal to complete homework or use the library resources, or read. Boys are expected to work reasonably quietly and independently on tasks assigned by teachers. Computer games and other distractions are not permitted without the permission of the librarian. Inevitably, some books are lost during the course of the year and some books are simply not returned. The only way to recover the cost of these books is to charge them to your son’s account. Weekly lists notify boys of all overdue materials. If, however, these books are found, we would appreciate having them back, and a credit to your account will be arranged.

NORVAL OUTDOOR SCHOOL The Norval Outdoor School is situated on 424 acres in the Credit River valley near the village of Norval, Ontario. In 1910, a proposal to sell the present UCC lands and move to a less expensive location was considered. As a result, the College purchased a tract of farmland from the Noble family in 1913. However, the onset of World War I, the escalating costs of re-establishing the school at Norval and its remote location all but prevented the development of the Norval property. The use of the property for educational and recreational purposes was initiated in the mid-1930s by Alan Stephen, who would later become a Prep Headmaster. Students and faculty have since planted over 650,000 trees, contributing to the stability of the Credit watershed and providing a diverse natural habitat for a number of wildlife species and migratory birds. This example of private stewardship is unique to southern Ontario. A more formalized outdoor environmental education program was initiated in the mid-1960s by Bruce Litteljohn. At the same time, a dramatic outdoor education facility was constructed, named Stephen House after Prep Headmaster Alan Stephen, and became the base for all Prep classes. There is accommodation for 24 students plus staff, dining and lounge areas, and a classroom and storage facility. Operation of the facility is

Family Handbook 2017–2018 55 section 3 sensitive to the environment and consistent with the educational goals of the program. Under the direction of the principal and the Board of Governors, an expanded vision includes a strategic repositioning of Norval within a Centre for Outdoor and Environment education for all boys at UCC at both the Norval and Deer Park campuses.

PROGRAM Year SK, 1, 2 and 3 programs orient students to the facilities and the five different habitats found on the property. Our goal is to promote curiosity, interest and a comfortable presence in the outdoors. Use of the five human senses heighten student awareness of the plant and animal communities on hikes, in role-playing simulations and fieldwork. Short trips in each of the three terms ease acclimatization away from home for some students. The Year 4 and 5 programs continue the socialization of new and old boys initiated at the Prep. Group tasks focus on outdoor skills such as fire-building, habitat (aquatic and terrestrial) studies and maple sugaring. These activities promote care for the environment, consideration of others, co-operation, effective communication and a commitment to improvement. The Year 6 program begins with a one day team-building challenge in the fall. Students review group skills introduced in Year 5 in the context of effective leadership. The second visit in the Winter term prompts students to deal with the cold and snow as students continue to work on developing environmental, individual and interpersonal awareness. The program involves two major simulations — an animal predator-prey game and an economic fur trading simulation. During recreational time, students will have an opportunity to build winter shelters, snowshoe and try cross-country skiing. Integrating new boys and promoting the social development of the class are among the more important aims of the Year 7 week. Trust-building and problem-solving initiatives address the importance of communicating and co-operating with others. Careful instruction helps students develop a sense of responsibility and self-reliance. Watercolour painting, photography and creative writing encourage the students’ interpretation of the natural environment. Please note that all Forms use Stephen House as a base for their studies, meals and accommodations.

56 Upper Canada College Preparatory School section 3

YEARS SK–3 P r Cu rric ula r

GRADE TERM LENGTH OF STAY ACCOMMODATIONS Fall 1 day og r a m Year SK Winter 1 day Spring 1 day Fall 1 day Winter 1 day Year 1 Early spring 1 day Late spring 1 day Fall 1 day Year 2 Winter 1 day Spring 1 day Depart Norval after supper . Fall 1 day Year 3 Winter 1 day Depart Norval after supper . Spring 1 day Depart Norval after supper .

YEARS 4–5 GRADE TERM LENGTH OF STAY ACCOMMODATIONS Fall 2 days Stephen House – bunk beds

Year 4 Winter 4 days Stephen House – bunk beds

Spring 3 days Camping – platform tents

Early Fall 1 day

Year 5 Mid-Fall 3 days Camping – 4-person tents

Spring 3 days Stephen House – bunk beds

Family Handbook 2017–2018 57 section 3 YEARS 6–7 GRADE TERM LENGTH OF STAY ACCOMMODATIONS Fall 1 day

Year 6 Winter 4 days Stephen House – bunk beds

Spring 2 days Camp out in the platform tents

Fall 5 days Camping – tents and log cabins Year 7 Spring 2 days Camping – tents and log cabins

Details of your son’s visit will be given to him and you closer to the date of his visit .

THE NORVAL OUTDOOR SCHOOL OPEN HOUSE DAYS All Prep families, especially those new to the Prep are invited to visit the Outdoor School early in September so that they can familiarize themselves with the faculty, the program, the facilities and the grounds of this wonderful College asset. The date of this event will be announced early in the year. Leashed pets with avid stoop and scoop owners are most welcomed. In addition to the September Open House, Prep School families are invited to come out to Norval for our other Open House days in October, January, March and May. These Sunday afternoon Open Houses will offer a variety of fun and educational seasonal opportunities for your family to enjoy, such as guided nature hikes, bird banding and making maple syrup. Please check the UCC website for more details the dates and planned activities at upcoming Norval Open House days.

DIRECTIONS TO NORVAL Take Highway 401 west to Winston Churchill Boulevard. Follow Winston Churchill Boulevard north and go through the Village of Norval. Continue straight ahead. The entrance to the Norval property is on your left, 1.2 km north of the village stoplight. The drive takes about 50 minutes from UCC in light traffic.

58 Upper Canada College Preparatory School Section 4: Co-curricular Program

section 4

ATHLETIC PROGRAM P r Co- c u rric ula r MISSION STATEMENT

Upper Canada College Preparatory School seeks to provide a high quality athletic experience og r a m for all, with the goal of developing outstanding character, and the skills and attitudes to enjoy a lifetime of healthy living.

PHILOSOPHY

We believe in encouraging a love of sport through the development of athletic character and skills. The athletic program values and develops sportsmanship through respect, compassion, integrity and discipline, teamwork and a team commitment. Students will develop a strong work ethic through commitment to team ideals and perseverance to team goals. The School facilitates the growth of its students by encouraging students, coaches, and families involvement in athletic education, leading to an increased sense of athletic purpose and self-confidence.

Most boys succeed perfectly well in combining school and community activities. However, because of the increasing pressures and time commitments demanded of students who are involved in community athletic programs, it is necessary to offer our boys and parents a definitive statement concerning the Prep School’s position on athletics. When a boy enters the Prep, he should expect to join a program in which academic, cultural, athletic and social growth all play important parts. We believe that an all-round program will help to develop your son’s full potential. Representing UCC as a member of school team provides a unique opportunity for personal growth. Every boy is expected to contribute to the best of his ability to the wider Prep community. We hope that active participation leads to a sense of pride in the School and beyond. We are aware that our programs demand a great deal of time and commitment, and this is particularly true for boys who represent the Prep on representative school teams. Families are encouraged to consider the overall social, academic and familial impact these commitments present for

Family Handbook 2017–2018 59 section 4 all. We believe it is possible and manageable for a boy to play in both Prep and community teams, provided that priorities are reviewed and established.

COMMITMENT Our interschool athletic program is for boys in Years 4 through 7. Our team matches are usually scheduled on Thursday afternoons and Saturday mornings. When a boy applies to join a School team, parents should expect and understand the following:

a clear explanation of the specific dates and the commitment required for every representative School team is sent home by the coach during the team selection process. Parents and students must read the information and sign the attached commitment letter and return it to the coach before the first athletic event. boys representing School teams must commit to the CISAA championship tournaments at all levels. Further, they must play tournaments and events identified in the Introduction to Athletics document, which is sent home to help parents with advanced planning, and in the commitment letter. These tournaments and events are the highlights of a season — team coaches and players expect 100 per cent support and participation at these special events. should a student not fulfill the commitment agreed upon, his case will be reviewed by the Director of Athletics and the Division Head and a sanction will be applied. A typical sanction is the removal from the team for the duration of the season and losing the privilege to represent the School the following season. In cases of injury, illness, family tragedy or other difficult circumstances, special consideration will be made. While the School is sensitive to the pressures put on students who play outside sports, we feel that a boy who represents the School must be prepared to commit to the scheduled team matches as per the commitment letter.

Please contact Mr. Nigel White, Athletic Director at 416-488-1125, ext. 4072 if you need more information.

60 Upper Canada College Preparatory School section 4

ATHLETICS P r Co- c u rric ula r FALL OPPORTUNITIES • Soccer (rep School teams in Years 4, 5, 6, 7)

• Field hockey (rep School team in Year 7) og r a m • Cross-country running (rep School teams in Years 5, 6, 7) • Volleyball (rep School team in Year 7) • Intramural league: boys play a variety of sports (soccer and flag football) after completing a skills component

WINTER OPPORTUNITIES • Hockey (rep School teams in Years 5, 6, 7) • Basketball (rep School teams in Years 4, 5, 6, 7) • Swimming (rep School teams in Years 5, 6, 7) • Intramural league: boys at the Years 5, 6, and 7 level play ice hockey and basketball

SPRING OPPORTUNITIES • Softball (rep School teams in Years 5, 6, 7) • Tennis (rep School team in Year 7) • Tennis (instructional tennis in Year 7) • Track and field (rep School teams in Years 4, 5, 6, 7) • Rugby (rep School team in Year 7) • Field lacrosse (rep School team including Year 7 and Year 8) • Intramurals: cricket and softball for boys in Years 5, 6 and 7 We believe in providing opportunities for all of our students who through action display an understanding of the mission and philosophy of athletics of the School. It is for this reason that we provide an opportunity each term for every boy in Years 4 through 7 to represent the School on an athletic team. In an effort to further increase

Family Handbook 2017–2018 61 section 4 the opportunity for boys who have not been selected for team sports in Years 5 and 6, intramural all-star teams will be put together in the sports where there is enough interest for some additional training and a limited number of fixtures. These intramural all-star teams are chosen based on boys’ attitude, interest and ability to commit and not based on athletic skill. The number of fixtures will be dependent on available facilities and appropriate opposition.

ILLNESS/INJURIES AND ATHLETICS If your son is unable, because of illness or injury, to take part in the physical education or games programs, please send a note to his Form Teacher/Adviser explaining the reason. We strongly encourage modified participation should your son be able to contribute in a lesser capacity. In the case where a boy is unable to participate in the curricular PE program or is ill and unable to attend school the day of a match, they will be ineligible to participate in the match or tournament. It is important to note that we feel that this is for the well-being of the boy. Students are required to attend physical education classes even if they are unable to participate. The Nurse provides treatment for minor injuries that occur during the school day. In the event of serious injury, the Nurse will contact a parent and offer suggestions for referral to your family doctor or hospital. The Sports Therapist at the Upper School Sports Injury Clinic, may be able to give therapy to injured Prep boys who have had physiotherapy prescribed by their family doctor. Please call the Prep Nurse to discuss arrangements for physiotherapy at the Upper School.

HONOURING THE GAME CODE OF CONDUCT FOR PARENTS/GUARDIANS AT UPPER CANADA COLLEGE Objective: Athletic competition of student-athletes at Upper Canada College is a vital pillar in the education of young men. Sports should first and foremost be fun. The essential elements of character building are intrinsic to the concept of sportsmanship and can be broken down to four core values: commitment, teamwork, respect and the pursuit of excellence. The highest potential of sports is achieved when parents/guardians consciously teach, enforce, advocate, model the core values and support their son’s coaches.

62 Upper Canada College Preparatory School section 4 At the beginning of each sport season, the Blues Booster Club team parent will

Process: P r Co- c u rric ula r communicate the core values of the athletic mission statement by distributing this Code of Conduct to all team parents. During the term, this Code will serve as a reference point for appropriate conduct on and off the “field.” Throughout the season, the BBC team parent and coach will monitor the extent to which the parent/guardians embody these og r a m core values and intervene as appropriate.

COMMITMENT AND INTEGRITY • Live up to high ideals of ethical behaviour and sportsmanship. Do what’s right even when it’s unpopular or personally costly. Be gracious in both victory and defeat. • Live honourably. Don’t lie, cheat, steal or engage in other dishonest conduct. • Honour the spirit and the letter of the rules. Teach your children to avoid temptations to gain competitive advantage through improper gamesmanship techniques that violate sportsmanship. • Be loyal to the School and the team. Put the interests of the team above your child’s personal glory. • Above all, take responsibility for your actions. • Review and sign the team commitment letter with your son.

TEAMWORK • Consistently demonstrate concern for student-athletes as individuals and encourage them to look out for one another and think and act as a team.

RESPECT • Treat all people with respect at all times and require the same of your student-athlete. • Teach your child to be a good sport. He should be gracious in victory and accept defeat with dignity, compliment extraordinary performance, and show sincere respect in pre- and post-game rituals. • Treat game officials with respect. Don’t complain or argue about calls or decisions during or after an athletic event.

Family Handbook 2017–2018 63 section 4 PURSUIT OF EXCELLENCE • Encourage your son to pursue victory with passion, to think and play as a member of a team, to do his best and continually improve through personal effort and discipline.

POSITIVE COACHING ALLIANCE As a proud member of the positive coaching alliance we teach all boys to “Honour the Game” by adhering to ROOTS.

HONOUR THE GAME Honouring the game goes to the ROOTS of the matter, where we all have to RESPECT the Rules, Officials, Opponents, Teammates and Self.

R O O T S RULES Both the letter of and the spirit of the rules must be respected .

OFFICIALS Every call, no matter how contentious must be respected — I have yet to meet an official that has a vested interest in the outcome of the game or makes enough money refereeing that we should expect perfection .

OPPONENTS They may come with different philosophies or ideals, but they are honoured guests and should be treated as such .

TEAMMATES Respect your teammates by never letting them down, always do your best and respect their best .

SELF Always live up to your standards no matter what others do .

64 Upper Canada College Preparatory School section 4

ATHLETIC PINS P r Co- c u rric ula r Athletic pins are awarded to all students in their leaving year who have demonstrated through action and commitment to a representative School team an understanding of the philosophy of athletics at the Preparatory School. og r a m

CITIZENSHIP Reflecting the learner profile, all boys are expected to participate in some form of service within the School. Boys in Years 6 and 7 will be expected to contribute responsibly to the Prep community by meeting certain citizenship requirements. Boys must be a Morning Greeter for a week at least once during the school year, and do their shift in morning announcements. By giving back to the School, the boys help to foster an environment of joint concern and fellowship.

COMMUNITY SERVICE At the Prep, we seek authentic service experiences, which are ideally student initiated and driven. In the PYP, “action” components arise naturally out of the unit of inquiry being studied. Personal involvement with the members of the community being served and raising awareness are essential elements of our program. School-wide community service projects are held throughout the year. These projects, such as our annual food drive, serve to promote awareness of community organizations and to have our students work together toward a common goal. All initiatives whether student, teacher or parent-led must first be approved by the Coordinator of Community Service Learning, in order to facilitate scheduling.

FUNDRAISING As mentioned above, our program focuses on authentic service experiences. With that in mind, we limit the number of fund-raisers held per year. Fundraising activities that are held annually at the Prep such as the Terry Fox Run for cancer research, Hoops for Heart, and certain Casual Dress Days support local charities and are all promoted and

Family Handbook 2017–2018 65 section 4 run by the students. PPO fundraising initiatives are also an annual occurrence and are limited to three per year.

New ideas for fundraising must be first approved by Ms . Stewart, Coordinator of Community Service Learning (416-488-1125, ext . 4048) .

Fund-raising events will be reviewed and approved in light of the following criteria: the activity is age appropriate and it does not conflict with other scheduled events. Ideally, most fund-raising will be done in conjunction with Casual Dress Days; however, other valid situations may arise.

DEBATING AND PUBLIC SPEAKING Debating and public speaking represent an integral part of the curriculum. Primarily through the PYP Units of Inquiry and the Middle Division English and History program, thinking, research and communication skills are intentionally taught and assessed. The co-curricular program is offered to boys in Years 3–7. Teacher-coaches offer a variety of speaking and critical thinking activities to teach the skills of debate in a developmentally appropriate way. The boys have opportunities to showcase their talents during assemblies and inter-club tournaments. Boys at the Year 7 level train to attend a number of outside competitions throughout the year. All boys in the Prep in Years 5–7 participate in the annual Crystal Cup Colour House debating tournament.

DEBATING PINS Year 7 boys who participate in the debating and public speaking program will receive a pin based on the following criteria: • Active involvement in the club program for one term — regular attendance at club meetings, and • Participation in outside tournaments (i.e. Colour House debating, Branksome Hall series).

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THEATRE P r Co- c u rric ula r There are formal and informal co-curricular theatre opportunities in both the Primary and Middle School. In the fall there are two plays: one for Years 4-6 and the other for Year 7, with the performance evening being in late October or early November. The Prep

Musical, which involves boys in Years 4-7, takes place at the end of February and og r a m involves a large cast and crew of boys, faculty and girls from the Bishop Strachan School. Year 1 performs a series of short plays in the winter, and there is a musical for Years SK-3 as part of the Spring Concert in May. Rehearsals for all the shows take place either at the end of the school day or as part of the Fall or Winter Term activities. Boys also have a chance to train on the lighting and sound equipment or serve as stage crew during the productions. The performances take place in Weston Hall, a theatre with 300 seats and an impressive array of technical equipment.

PHILOSOPHY We encourage a love of theatre through the development of character and dramatic skills. We value and develop character through respect, compassion, integrity, discipline, and teamwork. The School facilitates the growth of its students by encouraging their involvement in theatrical productions, leading to an increased sense of creative purpose and self-confidence. We are committed to providing opportunities for involvement to as many boys as possible. Students can be part of the cast, the stage, set design, lighting and sound crews and the choir.

COMMITMENT A strong commitment is needed for a student to participate in a theatrical production. The following should be understood by all participants and parents: Boys must commit to the rehearsal schedule and the performance dates in order to be part of the production. A clear explanation of the specific dates and the commitment required for every production is sent home by the director during the selection process. Parents and students must read the information and sign the attached commitment letter and return it to the director by the date requested. Should a student not fulfill the commitment, his case will be reviewed by the Head of

Family Handbook 2017–2018 67 section 4 Arts and the Division Head and a sanction will be applied. A typical sanction is the removal from the current production, and losing the privilege to be in next season’s production. In cases of injury, illness, family tragedy or other difficult circumstances, special consideration will be made. The School is sensitive to the pressures put on students who have outside commitments. However, for the integrity of the production, a boy who represents the School must commit to the rehearsals and performances as per the commitment letter.

SELECTION CRITERIA Students will be selected on the basis of their ability and their willingness to learn and try new things, and on their overall involvement. For these reasons we will focus on: • Active listening and focus • Work ethic • Commitment to the theatre and music programs (plays and choir) • Drama skills

THEATRE PINS Year 7 students receive Colour Pins for Prep Theatre by meeting the following expectations: • They are positive members of the Prep Theatre program working effectively with all other members of the production. • They attend all rehearsals on time and on a consistent basis (90 per cent of the time) unless previously agreed upon by the supervising teacher(s). • They learn their parts (technical/performance) in the allotted time. • They show a commitment of excellence by taking initiatives and by responding appropriately to feedback and/or criticism.

MUSIC Music is an integral part of the Prep curriculum at all levels. The courses emphasize a balance of experience and performance. Boys in Primary sing, play

68 Upper Canada College Preparatory School section 4 instruments — percussion and ukulele — move and create. Boys in Years 6 and 7 play a P r Co- c u rric ula r band instrument, woodwind, brass or percussion, and they will be assigned an instrument according to past experience, physical capabilities and their interests. Each class will have a balance of instruments. og r a m BANDS AND CHOIRS The Prep School has a Year 7 Concert Band, Jazz Band and Wind Ensemble, and a Year 6 Concert and Jazz Band. All boys in Year 6 participate in band and it is built into the curriculum, and at Year 7, it is an option. Participation in Jazz Bands and Wind Ensemble is by audition. Rehearsals for each group are weekly and are built into the school day, although there may be additional rehearsals before a concert and these take place at lunch recess or before school. All boys in Primary participate in Choir as part of the curriculum. Years 5–7 Choirs rehearse weekly. The choirs and bands participate in the December and May concerts, Festival of Christmas Music and Readings, Grandparents’ Days and assemblies. The choirs participate in a full-length musical each February and the Year 7 bands perform at the GTA Jazz Festival and Ontario Band Festival.

PHILOSOPHY AND COMMITMENT We encourage a love of music through character and musical skills. We develop and value character through respect, integrity, discipline and teamwork, and encourage the boys to participate in the many co-curricular activities. The boys need commitment to participate in the musical ensembles: they need to commit to the rehearsal schedule and performance dates in order to be part of the bands and choirs.

PRIVATE MUSIC LESSONS There are 15 music teachers who teach private instrumental lessons — flute, clarinet, oboe, trumpet, trombone, French horn, baritone, tuba, piano, guitar, percussion and violin. Lessons take place before and after school, during recess or during music class. All private teachers are hired by the Head of Music and they teach at both the Upper School and the Prep. The teachers are qualified professionals, and like the academic tutors, they teach at the School during term time. UCC has in place policies and procedures that define the context of appropriate relationships between all members of

Family Handbook 2017–2018 69 section 4 the UCC community, thus teachers may not teach in the family home whether parents are present or not.

PRIVATE MUSIC TEACHER RESPONSIBILITIES

• Arrange times to teach the student and provide the Music department with a weekly timetable.

• Follow the Upper Canada College Standards and Boundaries for Working with Children.

• Reflect an understanding of the individual learning needs of the student during music lessons.

• Notify the parents if unable to attend a lesson.

STUDENT RESPONSIBILITIES

• Be prompt for lessons.

• Bring materials and instruments to the lesson and practice the repertoire regularly.

• Notify the private music teacher if unable to attend a lesson. Parents will be billed for lessons they have failed to cancel within 24 hours of a scheduled lesson. This includes lessons missed due to illness, a school conflict or personal reasons.

• Give a 4-lesson notice before terminating lessons.

GREEN SCHOOL Recognizing the importance of environmental learning and sustainability, UCC is committed to becoming a Green School for the 21st Century. Learning about the natural world and the principles of sustainable development is integrated into the Prep curriculum where appropriate.

SPROUTS The Sprouts Club is offered as a co-curricular program for boys in Years 2 and 3. The club

70 Upper Canada College Preparatory School section 4 provides educational opportunities for students to begin learning about the environment, P r Co- c u rric ula r with a focus on gardening. The boys help plant and maintain the Prep Learning Garden. The Sprouts Club is offered in the Spring term.

PREP GREEN TEAM og r a m The Green Team is offered as a co-curricular program throughout the year for boys in Years 4 and 5. Through fun, hands-on learning about nature and the environment, the goal of the Green Team is to encourage students to take “green” action around the UCC community. The Green Team runs three programs throughout the year, with different sessions in the Fall, Winter and Spring terms.

ECO-AMBASSADORS Eco-Ambassadors is an environmental leadership group open to Year 6 students. The focus for the Eco-Ambassadors is to communicate different green messages to the UCC community. Each year, the ambassadors help all classes become more environmentally friendly. Beginning in the Fall term, the Eco-Ambassadors meet once a cycle, during the lunch hour.

ECO-WARRIORS Eco-Warriors is an environmental leadership group open to Year 7 students. The Eco-Warriors share their interest in environmental issues by investigating how the Prep could become a more environmentally friendly school. Using their own observations, they choose different initiatives to focus on. With staff guidance, they create proposals and action plans to address the “green” issues. The Eco-Warriors present their ideas to a variety of stakeholders, and work to implement their actions within the UCC community. Beginning in the Fall term, the Eco-Warriors meet once a cycle, during the lunch hour.

PREP TIMES The Prep School produces a thorough yearbook, which aspires to represent and archive the achievements of boys from Years SK to 7. Two boys are chosen as head editors, and their task is to assign articles, proofread final drafts, collect material such as photos, and to communicate their ideas directly to the faculty adviser. Many other boys choose to

Family Handbook 2017–2018 71 section 4 report on school events or take photos for submission. With student permission, submissions may also be chosen from classwork done in either Art, English or other subject classes. The entire communication process is done through an efficient technology process, which encourages both the group editing process and learning how to organize material for submission. Final layout and design is done by the faculty adviser with advice and support from the head editors. Prep Times is published in early June.

72 Upper Canada College Preparatory School Section 5: Student Services

section 5

HEALTH CENTRE St u d en t

School Nurse ...... Ms . Gina Suva ...... ext . 4911, Room H131 S e rvic es

The Prep Health Centre is located in the Howard Wing in Room H131. The School Nurse is available from 8:30 a.m. to 4:30 p.m. daily to assist boys who are ill, injured or have other concerns. (Upper School Nurses alternate covering at the Prep Health Centre during lunch Monday through Friday each week.) The Nurse administers prescribed medication to boys, as necessary, during the school day. Over-the-counter medication and first-aid supplies are also available from the Health Centre. The Nurse will contact a parent in the event that a boy needs to go home during the school day due to illness or injury. If your son is ill in the morning, please keep him home until he is well enough to function in class. Boys who are allowed to rest at home recover more quickly and are able to catch up on missed work on return to school. Boys who are ill should not be sent to school solely for the purpose of writing a scheduled test. Missed tests may be made up on a boy’s return to school. If your son has a contagious infection that is requiring antibiotics they are not to be sent back to school until they have been on antibiotics for at least 24–48 hours.

CONCUSSIONS If your son sustains a concussion in or out of school the School Nurse and his Form Teacher/Adviser should be notified. A letter from his doctor that states your son has a concussion needs to be given to the School Nurse as soon as possible. The concussion school protocol policy will come into effect to ensure that your son receives the proper support while he is recovering from his concussion. Please contact the Prep Nurse if you would like more information about this policy. The School Nurse, CfL, and teachers will help guide you and your son through his recovery process at school.

LICE If your son has lice it is to be reported to the School Nurse so the rest of his class can receive a lice check. A confidential letter that states a student has lice in the class will be sent to all parents in your son’s grade so parents can also double check their son’s head

Family Handbook 2017–2018 73 section 5 for lice at home. A lice treatment has to be done before your son returns to school and a final check by the School Nurse needs to take place.

SCHOOL COUNSELLOR

School Counsellor ...... Ms . Martha Boyce . . . . ext . 4036, Room E213

The School Counsellor helps students with issues including stress, social skills, family and personal issues. Students may make an appointment to see the counsellor, or drop by her office on the second floor of the Eaton Building in room E213. The Counsellor also works with families, Form Teachers/Advisers, the Wernham West Centre for Learning, the Health and Life Skills program, and the administration to promote the well-being of students and/or to provide assessment and referral information.

SUPPORT GROUP To promote the healthy social and emotional growth of our students, a variety of groups are offered to students in Years 3 to 7. Participating in a group is an excellent way for some students to learn new skills, develop self-confidence, become more aware of how others see them, and better understand how to manage the challenges of school life. Students can discuss common concerns with peers under the guidance of qualified adults. The groups are strictly voluntary and provide a safe and caring environment in which students can support each other regarding issues such as stress, peer pressure, social skills, friendship and changing family dynamics. The School Counsellor with the help of the student support team lets students know about group opportunities. Form Teachers/ Advisers may also recommend students to the School Counsellor for membership in a group. Support groups generally consist of six to eight students and are facilitated by two members of the student support team. Groups are held once a week.

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HEALTH AND LIFE SKILLS St u d en t

Health and Life Skills Coordinator . . . . Ms . Jill Stewart . . . . . ext . 4048, Room P242 S e rvic es

The Health and Life Skills Coordinator is responsible for organizing and implementing a comprehensive curriculum for all students from SK–7. This program addresses healthy living as outlined by the Ontario Health Curriculum standards and a life skills education that will incorporate the core competencies of social and emotional learning. These core competencies include: self-awareness (self-esteem and self assessment); social awareness (respect, responsibility, community service learning); self-management (anger and stress management, goal setting, problem solving and decision making); and relationship management (communication, friendship, conflict management, peer pressure, bullying, cooperation, teamwork and leadership). The program is taught by the health and life skills teachers and the Primary/Middle Division Coordinator of the Wernham West Centre for Learning, supported by the Form Teacher/Adviser who has primary responsibility for monitoring the boys in his/her charge.

STRESS Not everyday is perfect in the life of a young boy and there are some days when nothing seems to go right. It may be just too hard to cope with class, co-curricular events or homework. Boys who are feeling overwhelmed often find that it helps to talk about these feelings but may need some help finding the right person to talk to. Form Teachers/ Advisers, subject teachers and coaches are available throughout the day. The Nurse, the School Counsellor and the Health and Life Skills Coordinator are also pleased to help boys and/or families with concerns about social and emotional issues. Please do not hesitate to contact the School about any concerns.

WERNHAM WEST CENTRE FOR LEARNING The services of the Richard Wernham and Julia West Centre for Learning support learning and teaching at the Preparatory School and the Upper School. The Centre for Learning staff at the Prep School are:

Family Handbook 2017–2018 75 section 5

Kathryn Barnes, Director ...... ext . 2211 Jennifer Ferguson, 6–7 Coordinator ...... ext . 4006 Tina Jagdeo, SK–5 Coordinator ...... ext . 4076 Administrative Assistant ...... ext . 2242

Reflecting the goals and objectives of the College, the Centre for Learning at the Prep has the following four mandates:

1. The Centre enhances the learning environment by facilitating a greater understanding of the different learning styles of all students, and by assisting them in developing strategies appropriate to their learning profiles. The Centre meets this mandate by: • Providing small group sessions in classes and in the Centre, to support homework skills, test-taking, time management, reading and writing, and study skills; • Encouraging any student to visit the Centre.

2. The Centre provides direct program support to meet the needs of students. The Centre meets this mandate by: • Meeting with students, Form Teachers/Advisers, parents, and teachers about any boy and his learning needs; • Following a clear and comprehensive process for reviewing and communicating information from a confidential educational evaluation that has been administered by an educational psychologist or other qualified professional. The Centre for Learning encourages parents to share educational evaluations with the School, so that information on their son’s learning strengths and needs can be shared with his teachers. Parents and students with questions about this process should contact Kathryn Barnes in the Centre for Learning office; • Encouraging students to use the Peer Tutoring Program (see below for information on Peer Tutoring). Questions and concerns about individual boys should come to the Centre for Learning through your son’s Form Teacher/Adviser.

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3. The Centre provides professional development and support for UCC faculty. The Centre meets St u d en t this mandate by:

• Working closely with other departments and services at the Prep; S e rvic es • Assisting in the development of student programs • Providing professional development opportunities for faculty in the areas of learning styles and differences.

4. The Centre permits Upper Canada College to be a site for educational research that will be shared with the broader educational community. The Centre meets this mandate by: • Actively bringing new information on research in the areas of learning and brain development to the UCC community; • Providing opportunities for faculty to be actively involved in research; • Monitoring the progress of the Centre to ensure that appropriate support is provided for every student.

PEER TUTORING PROGRAM The Centre for Learning staff plans and provides programs and support for achieving and maintaining academic success. This is done through a variety of programs for all boys, professional development for faculty, and programs for parents. We will also meet with any member of the UCC community to discuss and help individual boys develop study strategies. There are no fees for any of these supports.

PEER TUTORING Peer Tutoring is an organized program at UCC supervised by the Centre Coordinator. Students from any grade in need of academic support in any subject area are welcome to seek assistance through the program. Upper School students, most of whom are Prefect candidates, as well as some Foundation Year tutors, work alongside staff from the Wernham West Centre for Learning in providing this peer academic support.

Family Handbook 2017–2018 77 section 5 HIGH FREQUENCY SUPPORT Some students will benefit from working individually or in small groups outside of the classroom to consolidate certain concepts and skills. The Centre for Learning may work with students during class time to provide this type of support. The time and frequency of the support will be determined with the subject teacher. In consultation with the CFL, teachers will decide which work (if any) needs to be completed. Parents will be informed at the onset of the program and will be updated on progress during the reporting process and/or informal meetings.

78 Upper Canada College Preparatory School Section 6: Communication

section 6

FORM TEACHER/ADVISER Co mm un ic a Form Teachers are for Years SK–5. Form Advisers are for Years 6 and 7. They are, at all grade levels, the primary source of information about your sons’ academic and social ti on growth at school. We encourage parents to communicate with Form Teachers/Advisers whenever questions or concerns emerge. Form Teachers/Advisers are responsible for keeping a general eye on students to ensure that they are comfortable and engaged in all aspects of school life. Form Teachers/Advisers also liaise with subject teachers, the Nurse, the School Counsellor, the Health and Life Skills Coordinator, the Wernham West Centre for Learning, and administrators, as needed. Our teachers’ first responsibility between 8:00 a.m. and the end of the supervised dismissal is for the safety and well-being of students under their care. A quick message to teachers is fine during this time, but please arrange a time to discuss matters outside of this time frame or at a mutually agreeable time. Please call or email to make these arrangements.

PREP SCHOOL ONLINE CALENDAR During the academic year, the Prep School calendar is accessible online. It outlines all programs or events which take place beyond the regular timetable. At www.ucc.on.ca revisions and updates to the calendar will be ongoing throughout the year, so we recommend parents and boys review the calendar on a weekly basis.

PRIMARY HEADS UP (SK–5) In the Primary Forms (SK–5), communication between school and home is delivered through the weekly electronic Heads Up on Thursday. In addition, Primary agendas may contain forms and other items to be sent home. Heads Up includes upcoming dates, information about field trips, important events, and curricular updates from the classrooms. If you would like to submit items for Heads Up, please contact your Form PPO representative. Items must be submitted to the Head of Primary Division by the end of school on the Friday prior to distribution for approval and to be prepared for distribution on the following Thursday.

Family Handbook 2017–2018 79 section 6 MIDDLE HEADS UP (YEARS 6–7) Important notices and forms for Years 6 to 7 are delivered through the weekly electronic Heads Up on Thursday. Older students are expected to take greater responsibility to have forms completed and return them to school. If you would like to submit items for Heads Up, please contact your Form PPO representative. Items must be submitted to the Head of Middle Division by the end of school on the Friday prior to distribution for approval and to be prepared for distribution on the following Thursday.

EMAIL (PARENT) The parent email directory is used to send out a variety of broadcast emails to all parents or parents of select forms including: • Notices of emergency evacuation or lockdown • Notices of Advancement events • Reminders of upcoming School and PPO events

STUDENT AGENDA A student agenda is given to each boy during the first week of school in Years SK–5. Students use their agendas as a daily homework record book, and as a communication tool between home and school. Spaces are provided in the agenda to allow teachers and parents to communicate daily if required. The agenda is your son’s responsibility and he is expected to have it with him in each academic class and to return it to school each day. Teachers will sign student agendas confirming he has written down his homework. This practice may be discontinued during parts of the Form 5 year, if Form Teachers/Advisers believe that students are able to take on this task without supervision. Year 6 and 7 students use their electronic Google Calendar and Task List as their agenda. Each day, as classroom teachers and Form Advisers review the homework, students add relevant information to their task list. Due dates can be added and items can be checked off when completed. Teachers maintain a class calendar for each form, which contains key dates including assignment deadlines and test dates. All students will be set up with their class calendar during their first ICT class.

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PARENT INFORMATION NIGHTS Co mm un ic a At the beginning of the school year, information nights for parents are held. Parents are invited to meet their son’s Form Teacher/Adviser, subject teachers, staff, as well as other ti on parents. It is also an opportunity to review general curriculum outlines, learn more about student expectations and to discuss the daily routines and procedures at the Prep. Later in the year, presentations are made about aspects of the IB Primary Years Program, the Wernham and West Centre for Learning and the transition of the Year 7s to the Upper School.

PREP PARENT ORGANIZATION — INFORMATION EVENINGS The Prep Parent Organization (PPO) in partnership with the Prep, organize information evenings on topics of interest to parents. Topics in the past have included: What do caring adults do in response to bullying?; How do we talk to our boys about sexuality?; How does the developmental profile of boys impact how we teach and work with boys?; and How do we address issues of substance abuse? Parents are welcome to suggest topics of interest to their PPO representatives.

6/7 PARENT–TEACHER INTERVIEWS, THREE-WAY CONFERENCES Communication about your son’s learning and growth is essential and parents are therefore always welcome to arrange an interview at any time with the Form Adviser or specific subject teachers, particularly if there are serious issues to discuss. The parent– teacher interview, scheduled in early October for all interested parents, is a 15 minute interview to acquaint them with their son’s Form Adviser (subject teachers are available for consultation if a student is having particular problems). There is no school for students on this day. Parents of Year 6 and 7 students complete an online booking form for the three-way conferences scheduled in December and in the first two weeks of the Spring term. The conferences are held between 1:00 p.m. and 8:00 p.m. (8:00 a.m. to 4:30 p.m. on Fridays), and therefore students are dismissed at 12:10 p.m. on the Thursday. It should be noted that the library is not open on interview or conference days.

Family Handbook 2017–2018 81 section 6 SK–5 PARENT-TEACHER INTERVIEWS AND STUDENT-LED CONFERENCES In Years SK–5, there are three formal opportunities for students, parents and teachers to meet. Parents sign up for these meetings electronically. Mid-way through the first term, parents meet their son’s Form Teacher to discuss how their son is adjusting to the new year. We call this the “settling-in” interview. In February, parents, students and Form Teachers participate in a three-way meeting. This conference is structured in fifteen minute segments beginning with a parent and student review of the student portfolio. This is followed by a fifteen-minute parent- teacher-student, three way conference to discuss term highlights and next steps. The three-way conference ends with an opportunity for parents to meet with their son for goal setting and report card reflection. In April, students participate in a Student Led Conference. Form teachers and specialist teachers help the boys to prepare their individual presentation. Each student spends an hour with his parents, leading them through a series of activities so that he may share his work, reflect on his learning, and set goals for the following term. The regular school timetable is not followed on these meeting days. Boys stay home and only accompany their parents to school for the meetings. Number 1 Dress is required. It should be noted that the library is not open on interview or conference days.

PUBLICATIONS Prep Times is the Prep yearbook in which articles, stories, poems, photographs and artwork tell the story of the school year. The yearbook is designed and written by students and edited by faculty. Each year one or more student editors are selected. Prep Times is distributed to every boy at the end of the year.

Ucc News UCC News is an online newsletter published monthly during the school year. It updates parents and students on special newsworthy events at UCC. Back issues can be accessed online at: http://www.ucc.on.ca. News is posted weekly at www.ucc.on.ca/news.

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UCC WEBSITE: LOG-IN INSTRUCTIONS FOR FIRST-TIME VISITORS Co mm un ic a Follow the easy steps below to log in and update your contact information. Through your password-protected access to UCC’s intranet, “Bluenet,” parents and ti on students gain exclusive access to student news, hundreds of photographs, community directories, Prep Parents’ Organization news and much more. It’s the best way to connect with other UCC parents. Please note that new UCC parents will have access to the Bluenet in August.

Below are the log-in instructions for parents only. (It will take a few minutes for first-time visitors to complete these eight steps.)

1. Log in to www.ucc.on.ca.

2. Click the “Bluenet Login” button at the top of the web page.

3. Type your first and last name, separated by a period (e.g. jim.smith). No spaces please. No need to use CAPS.

4. Click in the password box and type your temporary password. This is your home postal code with no spaces (e.g. m4v1w6). Click the sign-in button.

5. If your temporary password is rejected, try again using your date of birth, in the format mm/dd/yyyy (e.g. 12/30/1970), with the slashes included.

6. You will now be asked to select a new password for future log-ins.

7. Click “Profile” from menu in the left-hand column. Now review your personal information. Update if necessary by selecting “edit” next to each section of incorrect information. With each change, select “save” to return to the “Profile” page.

Then… (It will take another few minutes to complete the last steps.)

8. We now encourage you to click the link at the bottom of the “Profile” page which

Family Handbook 2017–2018 83 section 6 reads: Select information to be published in the online community. (This feature allows us to make your contact information accessible to other parents. This benefits the entire parent community, ensuring you’re in the loop for invitations, mailings, PPO news, car pools for sports events, parent get-togethers and emergency notifications.)

9. Once you’ve clicked the link referred to in step #8, select one of the three choices in the “Publish Options” section at the top of the page. Do this by clicking in the circles to the left of each choice.

10. Now click the blue “Parent” tab under “Publish Information.” Check off ALL the boxes next to the information you wish to share with other parents (e.g. email address, phone number).

11. Now that you’ve made your information available to other parents, please feel free to make it public to the other groups listed on the blue tabs (e.g. UCC faculty and staff). Simply click a tab and, again, check off ALL the information you wish to share with each particular group.

12. Click the “Profile” link to save your work and exit.

Having trouble logging in? Fill out your email information by selecting “Request Sign In” below the log-in box on the left side of screen. Your user name and password will be emailed to you. You may also contact our Help Desk at 416-488-1125, ext. 3323.

84 Upper Canada College Preparatory School Section 7: School Routines

section 7

AFTER SCHOOL PROGRAM Rou ti nes Sch ool HOMEWORK SUPERVISION (YEARS SK–4) This drop-in service operates out of the dining hall in the basement of the Eaton building from 3:00 p.m. to 6:00 p.m. daily. Form Teachers escort students to the program during the dismissal process between 3:05 p.m. and 3:35 p.m. Upon arrival, students are signed in and must be signed out by a parent or guardian. Students will be expected to complete their homework first before turning to recreational activities. Students in Years SK–4 who are not picked up directly after dismissal must report to the After School Program. There is an hourly fee for this service. Parents are encouraged to remind their son (a note in the agenda is worthwhile) as to his after-school plan. On days when your plans change unexpectedly and boys are required to report or remain with the After School Program (ASP), please email a message to your son’s Form Teacher well before dismissal time. Greater additional fees will be charged for students picked up later than 6:00 p.m. If you are going to be late please call 416-488-1125, ext. 4113 or ext. 4114 to let the staff know.

HOMEWORK CLUB (YEARS 5–7) Students in Years 5–7 are welcome to attend supervised homework sessions after school. Sessions for older boys are designed in conjunction with the Centre for Learning to facilitate small group work and address individual needs. Students will also have access to the library. Parents are asked to arrange participation in Homework Club in advance with the Centre for Learning. Homework Club runs on Mondays, Tuesdays, and Thursdays from 3:30-4:30 p.m.

RECREATIONAL SUPERVISION (YEARS 5–7) Students in Years 5–6 are welcome to sign in to the ASP at any time after their dismissal, but are required to sign-in at 5:00 p.m. The ASP will provide opportunities for recreational play and activities. Students signed into the program after 5:00 p.m. are to be picked up at the After School Program in the dining hall. Year 7 students may also sign into the ASP if they wish, else they are expected to go home, work with a teacher or work in the library or Centre for Learning. Students who

Family Handbook 2017–2018 85 section 7 do not follow guidelines responsibly will be directed to the ASP and charged the hourly fee.

EXTENDED-DAY PROGRAM On Focus Days, the After School Program offers an extended-day service. After dismissal, students will assemble in the dining hall for an afternoon of organized activities. The extended-day service is available until 6:00 p.m. Please note that this extended-day program is offered on Parent Interview (Year 6 and 7) Days and Focus Days, but not on half-days prior to long weekends or holidays.

EXTRA-CURRICULAR CLUBS The After School Program offers three 8-week sessions of extra-curricular activities. Details about clubs will be sent out prior to the start of each term. Club fees vary depending on the cost of program. Club registration packages and schedules are sent home in the Heads Up publication and can be downloaded and printed. For more information, please contact Mr. McGarr at 416-488-1125, ext. 4057.

ARRIVAL PROCEDURES 7:30 A.M. TO 8:00 A.M. SK–Year 4: BEFORE SCHOOL PROGRAMS Students in Years SK–4 are permitted to be on-campus between 7:30 a.m. and 8:00 a.m. only under the direct supervision of a teacher or in the Before School Program. Students in Years SK–4, arriving between 7:30 a.m. and 8:00 a.m. must report directly to the Before School Program situated in the Pond area of the Eaton building, just outside of the Senior Kindergarten room. Supervision is offered until the boys go to their Form rooms at 8 a.m.

YEARS 5–7 No supervision is provided for boys in Years 5–7 before 8:00 a.m. unless they have a pre-arranged extra-help session with a teacher.

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8:00 A.M. TO 8:30 A.M. (ALL STUDENTS) Rou ti nes Sch ool Form Teachers/Advisers are in their homerooms, beginning at 8:00 a.m. daily. Boys usually arrive at school close to 8:15 a.m. Classes begin promptly at 8:30 a.m. Arriving in good time allows students to visit the locker or cubby areas, enjoy social time, and organize for the day. Please help your son be punctual for a smooth start to the day. Senior boys are on duty as Morning Greeters between 8:00 a.m. – 8:25 a.m. at the Peacock Arch. These older boys are there to assist in the safe arrival of all students. They will help younger students out of their cars and direct them into the School building. We ask that you do not park in the drop-off zone during morning arrival. Please use the Arena parking area if necessary. Because faculty are expected to interact and support students in their Form room or in extra help sessions, this is not an appropriate time for parents to address lengthy issues. We would encourage you to write a brief note, call, or email the teacher and arrange a mutually agreeable time to meet when the teacher can give you her/his full attention. Your cooperation is sincerely appreciated.

ATTENDANCE ATTENDANCE: 416 488-1125 EXT. 4045 In the interest of student safety and our safe arrival protocol, we require parents to report their son’s absence to their Form Teacher/Adviser AND the Prep attendance line or email [email protected]. Our Prep receptionist confirms your son’s arrival to school everyday. If your son has not been accounted for by the start of the school day the receptionist will contact you at your home, cell, and/or business. Please call in advance of any known absences.

LATE ARRIVAL/SIGNING IN AND OUT – RECEPTION DESK Safe arrival and dismissal of our students is a priority. Please call the attendance line (416-488-1125, ext. 4045) to inform the School of any change regarding your son’s regular attendance at school or email [email protected]. Boys must sign in or out at the reception desk if arriving or leaving during school hours. Primary students must be accompanied by a parent when signing in and out.

Family Handbook 2017–2018 87 section 7 ABSENCES FROM SCHOOL Under the Ontario Education Act, every child who attains the age of six years after the first school day in September shall attend school each day that school is in session every year from September to June until the child attains the age of sixteen. Typically, a child is excused from attendance if he is unable to attend by reason of sickness or other unavoidable cause, for religious holidays or designated holy days. For reasons of extended illness of more than five consecutive days, a doctor’s note is required. In most cases, under the direction of the Form teacher/Adviser, the School may send work home if the absence extends beyond three days. Under the Ontario Education Act, as we are required to do for any student absent for 15 consecutive days, we shall inform the Provincial Education Officer who will then determine the appropriate course of action. At Upper Canada College, a boy who, is required by law to attend school and who refuses to attend or is habitually absent from school will be put on conduct probation and his continued enrollment will be considered to be in jeopardy. It is important to note that academic, social and co-curricular success at the Prep requires hard work and a regular time commitment. Many students are involved in organized activities outside of the School and it may be difficult for students and families to keep up with conflicting schedules. The School policy states that in order to effectively achieve our program goals, the School must come first. This expectation also applies to Norval Outdoor School educational experiences. We discourage planned absences, but if your son must be away, please advise your son’s Form Teacher/Adviser, the Attendance Line, and the Head of the School at least three days in advance. Work missed will be the responsibility of the student to obtain. In planning family trips, parents should consider the School’s academic calendar carefully and make every effort to plan accordingly. The academic calendar is full with much to do and our holiday schedule is quite generous. As a result, absence due to extended holidays is discouraged. Again, we believe that school comes first, but if your son must be away, please send a letter to the Head of the Division well in advance. The attendance line, and your son’s Form Teacher/Adviser and subject teachers should be advised as to the duration of the absence. Work missed under special circumstances will be arranged between home and school. Work missed will be the responsibility of the student to obtain after the class has occurred. We appreciate your support and cooperation.

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ASSEMBLY/COLOUR HOUSE MEETINGS Rou ti nes Sch ool PRIMARY ASSEMBLIES (SK TO YEAR 5) Assemblies are scheduled on alternate Thursday mornings for Primary students (Years SK–5). There may be additional assemblies added as events arise. Primary students are expected to wear their Number 1 Dress to special events, which may include Assemblies, during the winter dress period (late October to late April). Assemblies begin promptly at 8:30 a.m. Attributes of the Primary Years Program Student Profile are regularly recognized in Assembly.

MIDDLE ASSEMBLIES (YEAR 6 AND 7) Assemblies are held on Friday mornings. Faculty and students meet in Weston Hall from 8:30 a.m. to 8:45 a.m. Senior students introduce student musicians, special speakers and presentations describing special events. The Head of the Middle Division and other faculty comment on information of interest to the boys. Special Colour House meetings will be organized in addition to the regular assemblies. Students are expected to wear their Number 1 Dress to special events, which include Assemblies, during the winter dress period (late October to early April).

NUMBER 1 DRESS Beginning in late October, Number 1 Dress is to be worn EVERY FRIDAY BY ALL YEAR 6 AND 7 BOYS until early April. Boys will also wear blazers if attending any other special events (weekly athletic games, community service trips, field trips, Year 6/7 Assemblies and biweekly Primary Assemblies). The Dean of Students will take prompt and consistent action for boys who do not follow dress code guidelines.

BICYCLE RULES Bicycle locks are required, preferably a Kryptonite bar. Boys should ensure that their bicycles are locked securely each day in the cycle rack and they should register their bikes with the police. In the past, bikes have been stolen from UCC, even with very good locks. Thieves know exactly what they are looking for. It is not wise to ride an expensive

Family Handbook 2017–2018 89 section 7 bike to school. Approved helmets must be properly worn when cycling to and from school. Students are not permitted to play near the bicycle racks during the day.

BIRTHDAYS We are happy to recognize your son’s birthday at school. Please advise your son’s Form Teacher/Adviser in advance if you plan to send in a birthday treat for the class. Cupcakes or donuts are easiest to serve. Please keep in mind that many students have life threatening nut allergies. If you would like birthday party invitations to be distributed at school, please send invitations for all members of the class. If you plan to have a smaller party, we prefer that you to send invitations directly to the students’ homes, to help avoid uncomfortable situations.

DAILY ROUTINES SK–Year 5 1st bell 8:25 a .m . Program begins 8:30 a .m . Lunch 11:40 a .m . (SK—Year 5) Dismissal 3:10 p .m . (SK—Year 2) 3:20 p .m . (Years 3—4) 3:30 p .m . (Year 5)

Year 6 1st bell 8:25 a .m . Program begins 8:30 a .m . Lunch 12:10 p .m . Dismissal 3:30 p .m . (Year 6)

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Year 7 Rou ti nes Sch ool 1st bell 8:25 a .m . Program begins 8:30 a .m . Lunch 12:10 p .m . Dismissal 4:00 p .m . (Wednesday dismissal is at 3:30 p m. .)

DISMISSAL PROCEDURES The safety of our students and managing traffic flow is a collaborative effort at the Prep. Driver co-operation, common sense, and respect for others (including neighbours) will contribute to a safe start and end to your son’s day. Parents may choose to park off grounds and accompany your son to or from your vehicle. Our neighbours will appreciate those parents who do not block driveways. For most parents, we strongly encourage you to use our two way radio system to pick up your son in an efficient and safe manner. Please follow the procedures below for entering and leaving the property:

DISMISSAL FOR PRIMARY STUDENTS Senior Kindergarten, Year 1 and 2 students are dismissed to be ready for pickup at 3:10 p.m. Year 3 and 4 students are organized to be outside ready for pickup at 3:20 p.m. Year 5 is dismissed at 3:30 p.m. To help manage the traffic flow we ask for your co-operation to follow these important guidelines: • Please enter the grounds at the Frybrook Road entrance on the west side of the campus. • Years SK–5 Primary families will receive a name card for their vehicle dashboard. Please display the name card during pick-up times. • Your name will be communicated to the duty teacher by radio so that you can safely and efficiently pick your son up at the designated spot (Year 5 boys – the hard surface north of the Parkin Building, Year 4 boys by the South Parkin entrance; Years SK to 3 – by the Peacock Arch). • Please follow the directions of faculty and security staff. • Do not park in the pick-up zone.

Family Handbook 2017–2018 91 section 7 • If your son is not ready to be picked up, you may be asked to exit the grounds and re-enter via the Frybrook entrance in order to let others through to pick up students who are ready to leave.

WHAT HAPPENS IF I CANNOT PICK MY SON UP AT HIS DISMISSAL TIME? Boys have approximately 15 minutes from their dismissal time until they are expected to be in a productive and supervised context. If you intend to meet your son after this time, we ask that you come into the School to pick him up. A detailed outline of our supervision plan is included in Appendix B (at the end of this section).

SK–YEAR 4 Students in Years SK to 2 who have not been picked up by 3:25 p.m. and students in Years 3 to 4 who have not been picked up by 3:35 p.m. will be escorted to the After School Program in the dining hall.

YEAR 5 AND 6 STUDENTS Year 5 and Year 6 boys will be expected to report to the library, to work with a teacher, to work in the Centre for Learning or to sign into the After School Program. They must sign into the After School Program at 5:00 p.m. Please be aware that as of 2004 our campus has become an idle-free zone. In order to minimize the environmental and health impacts of car exhaust during pickup, parents are asked to turn off their engines if waiting for more than 10 seconds. We appreciate all efforts to comply with this UCC policy as it supports an environmental undertaking initiated by the students themselves.

FOCUS DAYS Focus days are scheduled to permit faculty-wide meetings. School is dismissed at 1:45 p.m. for students in Years SK–5 and at 2:05 p.m. for students in Years 6–7. Parents who are unable to pick up their sons at this time, may register their sons in an extended After School Program. After School Program clubs run at their normal times on Focus Days if there is indeed a club scheduled. Special focus day timetables are followed so that students will have a full complement of shortened academic periods.

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FOOD SERVICES Rou ti nes Sch ool PEANUT AWARENESS POLICY

Aramark Campus Services endeavours to provide the safest possible environment for all our customers at Upper Canada College. aramark Campus Services will not knowingly purchase or bring on site any products containing gross nuts as an ingredient listing.

However we caution our customers that we do purchase and provide products at Upper Canada College with such supplier warnings as “May contain traces of nuts;” “were processed in a plant containing nuts;” and “Made on equipment that also processes peanuts/nuts.” We will continue to source and introduce products at Upper Canada College that are free of nut traces as these become available in the marketplace. Customers with peanut allergies or any other food allergy are advised to contact the Food Services Director with any questions or concerns, and before consuming any unfamiliar products.

SNACK Boys are encouraged to bring a healthy snack for recess break. Boys in SK to Year 2 are also encouraged to bring a snack to eat at recess or at the teacher’s discretion.

We insist that parents send nut-free snacks to ensure the safety of all boys, especially those with severe allergies.

There is an optional snack program for boys in SK and Year 1 offered at a reasonable cost. Information about this and other food service options will be sent in the summer.

LUNCH The Prep hot lunch program has undergone several major changes as a result of the partnership between parents, the School, Toronto Public Health and Aramark, our food

Family Handbook 2017–2018 93 section 7 services provider. We participate and recognize exceptional standards in nutrition and food safety by : • Making available healthier food choices approved by both Aramark and Public Health dieticians; • Assuring safe food handling practices; • Supporting nutrition education and promotion in the classroom and dining hall.

SK and Years 1, 2, 3 Options 11:40 a .m . Weston Hall • Hot lunch program (classroom on occasion when the • Lunch from home + beverage program Hall is used) • Entire lunch from home

Years 4–5 Options 11:40 a .m . Cruikshank Dining Hall • Hot lunch program • Lunch from home + beverage program • Entire lunch from home

Years 6–7 Options 12:10 p .m . Cruikshank Dining Hall • Hot lunch program Weston Hall • Lunch from home + beverage program • Entire lunch from home

Proper nutrition is an important factor in a student’s ability to reach his full potential. At the Prep, parents have three lunch options. First, parents may choose to enroll their son in the Prep hot lunch program. The menu, which operates on a three week cycle, serves soup, one main entrée, one vegetarian entrée, a sandwich/salad bar and dessert every day. Milk and fruit drinks are also available. Consistent with the Green School’s initiative to educate students in environmental issues, boys will be asked to make good decisions about what and how much they take. They are permitted to line up for seconds providing they have finished what they have taken. A zero food waste goal helps ensure seconds for those who wish and minimizes cost to parents.

94 Upper Canada College Preparatory School section 7 Secondly, boys may bring their lunch and enroll in the beverage program, which offers ool Rou ti nes Sch ool milk, fruit drinks and chocolate milk (on specific days). Thirdly, parents may opt out of the Prep programs and choose to send a full lunch with their sons. This has proven the best option for very picky eaters. Microwave ovens (courtesy of the generosity of the Prep Parent Organization) are available for all students. Students who sign up for the School lunch program do so for the entire term and are expected to conduct themselves in a manner consistent with the Prep core values. Those who wish to opt into the program are asked to complete a registration form available in the Prep Office prior to the beginning of the next term. Those who wish to opt out should advise the administrative assistant in the Primary or Middle Years Office by email prior to the beginning of the next term.

LITTERLESS LUNCHES We believe that by teaching our students the merits of reducing waste and recycling, we can instill in them a growing respect for our environment. Every boy has a role to play in supporting respect for our community. We appreciate your cooperation and ask that your son: • Bring a reusable lunch bag or food container clearly labeled with his name. • Bring reusable containers for food and drink. • Bring a cloth, washable napkin. • Avoid bringing over-packaged foods.

FORGOTTEN ITEMS Boys frequently call home requesting parents or caregivers bring a forgotten item to school. While we appreciate this initiative, few situations are so urgent as to require this response. The point is not to be perfect, reasonable mistakes occur, but the student should also learn from the situation, including being accountable for his forgetfulness. Parents who regularly come to their son’s rescue are not supporting their son’s learning to take responsibility. Please note that boys who forget their lunch may eat in the dining hall with a permission slip from the Reception Desk and will be charged.

Family Handbook 2017–2018 95 section 7 YEAR 6 AND 7 TEXTBOOKS (NEW AND USED) The PPO facilitates the annual collection and sale of used textbooks for Years 6 and 7 at the end of the school year. In an effort to offer a cost-effective solution to textbook purchases, the College has retained the services of Canadian School Book Exchange (CSBE). Parents order new books directly from CSBE through an online Internet ordering system, accepting payment by credit card and providing office or home delivery. In conjunction with the College, the CSBE has developed a website where families are able to access online shopping directly through the UCC website (www.ucc.on.ca) following the used textbook sales. Parents may prefer to print off order forms and remit payment by mail with a cheque. It is important to note that the CSBE service is available throughout the year. We do encourage parents to place orders in late-June or as soon as possible thereafter to help ensure that their sons have the textbooks needed to start the new school year in September. For support or more information please call 905-828-7200. Parents of students in Years SK through 5 are not required to order their own texts, as the College arranges to purchase class sets from the CSBE. Your son’s account will be charged accordingly at this level.

HALF-DAYS On half-days, school is dismissed at 11:40 a.m. for Years SK–5, and at 12:10 p.m. for Years 6–7. Scheduled half-days, are listed on the School Year Calendar. No lunch is served to students who are dismissed on half-days. There is no After School Program supervision or clubs on half-days. When half-days are scheduled for Parent Interviews at the Year 6 and 7 level, students in Years SK–5 will have lunch and their regular afternoon program as usual. Special half- day timetables are followed so that Year 6 and 7 students will have a full complement of shortened academic periods. There is After School Program supervision available on Parent Interview days.

LOST AND FOUND It is the responsibility of students and parents to ensure that every piece of clothing and

96 Upper Canada College Preparatory School section 7 equipment is labeled with your son’s last name and Form. Experience has shown that ool Rou ti nes Sch ool few unlabeled items are successfully claimed. The main Lost and Found depot is located outside the lower dining hall, with one bin organized for each Form and extra bins for unlabeled items. Our housekeeping staff pick up lost items and leave them in large bins. They are then sorted by faculty, volunteer parents or conscripted students into the Form bins. Boys are encouraged to check the Form bin for missing items. Each term a display of lost and found items is set up. Those items not claimed are donated to charity. Lost items can be a serious issue at the Prep in terms of volume. We expect students to use both athletic and book lockers responsibly in order to keep track of their belongings. Valuables, including watches, wallets, phones and glasses are given to the Prep Dean of Students. Chronic offenders can expect consequences.

MESSAGES TO BOYS We encourage parents to make use of the agenda to remind boys of appointments so that they can meet you at the Reception Desk to sign out. Parents may telephone the Prep Primary or Middle Office with a message for their son(s) in case of emergency. However, we are not able to pass on other messages, such as reminders of medical or dental appointments.

RECESS It is important that boys take a break from school work and get fresh air. Recess will always be outdoors unless the boys’ safety (due to weather or other issues) is a concern. The School administration will make any indoor recess decision. Please support the Prep by making sure your son arrives at school prepared for outdoor recess activity. This means proper coats, footwear, hats/gloves during winter time, etc. are to be sent to school.

ROLLER BLADES/SCOOTERS Roller blades must be removed before entering the School and may not be worn until the

Family Handbook 2017–2018 97 section 7 student leaves the School. Roller blades are to be put on outside at the benches. Proper safety equipment is required. Scooters must be kept in lockers. For safety reasons, running shoes with wheels in the heels (heelies) should not be worn at school.

SEVERE WEATHER On rare occasions the School will close because of severe weather conditions. UCC school closure decisions are made by the principal, and are subsequently reported on the website. A message will also be left on the main phone line.

SINGLE ACCESS POINT TO THE PREP SCHOOL The Prep is a single access facility for security reasons. The Eaton Building entrance is the main access door and is open from 8:00 a.m. to 6:00 p.m. All other doors will be locked with the exception during peak arrival times in the morning between 8:00 a.m. and 8:25 a.m. when the south Parkin Building entrance and the Northwest Eaton building entrance is open. The Primary entrance leading to the Year 1–3 cubby area will be open from 7:30 a.m. to 8:00 a.m. If you are entering the Prep during the day please help us by entering and signing in at the Eaton main door by admissions and wear your visitor sticker. We are going to assume goodwill and allow any visitor who is being escorted by a student or Prep employee to be exempt from having to wear a sticker. You may still be approached for safety reasons. If so, please assume goodwill on behalf of the employee who approaches you. Please do not allow unaccompanied guests into the School, but direct them around to the Eaton building main door.

SUN SAFETY We encourage students to protect themselves from the sun at all times. We also believe that the key to protecting children from the sun is to build healthy practices into daily routines — both at home and at school. Boys are reminded to look for shaded areas during outdoor activities, to wear a hat with a wide brim or a flap that covers the back of

98 Upper Canada College Preparatory School section 7 the neck, and to use a sunscreen with SPF 15 or higher with UVA and UVB protection. ool Rou ti nes Sch ool Here is an interesting website you may encourage your son to discover:

http://www.msc.ec.gc.ca/education/uvindex/index_e.html (info about Canada’s UV index)

SUPERVISION Students in Years SK–4 are under adult supervision at all times while at school. Please ensure that your son understands the expectation to be with an adult at all times. You may not ask your son to wait in unsupervised areas before or after school. He must be either with a teacher, or in the Before or After School Program. The details of the Prep Primary supervision policy are found in Appendix B (at the end of this section). While student safety remains our highest priority, we permit students in Year 6 and Year 7 to use greater personal discretion in where and when they are directly supervised. Our policy is outlined in Appendix C (at the end of this section).

THE PREP SHOP The Prep Shop provides one stop shopping for both students and parents. The Shop carries all school dress and athletic uniform items, school supplies, gifts, and casual clothing at competitive prices. The Prep Shop is run by Ms. Patti Cawker, the Prep Shop Manager (416-488-1125, ext. 4500), and her group of dedicated parent volunteers and is located in the basement of the Eaton building. Items are purchased through student accounts and the Finance Office issues monthly itemized statements for payment.

The Shop hours are as follows:

PREP SHOP uPPER SHOP

Monday 8:00 a .m . – 12:00 p .m . 12:00 p .m . – 4:00 p .m .

Tuesday 12:00 p .m . – 4:00 p .m . 8:00 a .m . – 12:00 p .m .

Family Handbook 2017–2018 99 section 7 PREP SHOP uPPER SHOP

Wednesday 8:00 a .m . – 12:00 p .m . 12:00 p .m . – 4:00 p .m .

Thursday 12:00 p .m . – 4:00 p .m . 8:00 a .m . – 12:00 p .m .

Friday 8:00 a .m . – 12:00 p .m . 12:00 p .m . – 4:00 p .m .

UNIFORM Please label all items with your son’s last name and Form.

YEARS SK TO 2 YEAR SK–2 EVERYDAY DRESS (ALL YEAR) • Navy School-crested golf shirt (short sleeve and long sleeve option). • Long sleeve navy blue, School-crested sweater. • Navy blue School-crested vest (optional). • Grey relaxed fit pants with elasticized waist, no fly. OR • Grey shorts (warm weather option). • Black sport socks. • Black velcro fastened, polishable shoes.

YEAR SK–2 PHYSICAL AND HEALTH EDUCATION UNIFORM • Navy UCC shorts. • Black socks. • Navy fleece sweat shirt. • Navy fleece sweat pants. • Indoor running shoes with non-marking soles, velcro fasteners recommended.

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YEARS 3 TO 7 Rou ti nes Sch ool YEAR 3–7 UNIFORM The basic School uniform is to be worn to and from school, and worn properly. Boys should arrive on the UCC property dressed properly and ready for the school day. It is reasonable for students to remove their blazer while traveling to and from school. Some boys also prefer to wear running shoes to school and change as they arrive. Physical education clothing, however, may not be worn to and from school. BELTS ARE MANDATORY for YEARS 5–7.

NUMBER 1 DRESS Beginning in November, Number 1 Dress is to be worn EVERY FRIDAY BY ALL YEAR 6 AND 7 BOYS until early April. All boys will also wear blazers if attending any other special events (weekly athletic games, community service trips, field trips, Year 6/7 assemblies and biweekly primary assemblies). The Dean of Students will take prompt and consistent action for boys who do not follow dress code guidelines.

YEAR 3–7 FALL AND SPRING UNIFORM (September to late October and late April to June) • School-crested short sleeve dress shirt OR white or light blue long sleeved dress shirts and School tie. (Year 7s wear the special Year 7 tie.) (Years 3–4 are permitted to wear zipper ties.) • Navy School-crested sweater or vest (optional). • Properly cut grey flannel trousers with black belt loops for Years 6–7 (no elastic waists!) or grey dress shorts. • Dark grey, black or navy dress socks. • Black, polishable dress shoes (velcro or laces).

YEAR 3–7 WINTER UNIFORM (Late October to late April) • White or light blue long sleeve dress shirt with School tie. (Year 7s wear the special Year 7 tie.) (Years 3–4 are permitted to wear zipper ties.)

Family Handbook 2017–2018 101 section 7 • Navy blue School-crested sweater or vest (recommended in cool weather). • Properly cut grey flannel trousers with black belt. • Dark grey, black or navy dress socks. • Black, polishable dress shoes (velcro or laces). • School-crested blazer (optional unless it is Number 1 Dress day or a special event day).

We strongly recommend boys hang their blazer in their cubby or athletic locker so that it is always at school for Assembly/special event days .

YEAR 3–7 NUMBER 1 DRESS • School blazer. • White or light blue long sleeve dress shirt. (White shirt is required for class and grad photos.) • School tie. (Year 7s wear the special Year 7 tie.) (Years 2–4 are permitted to wear zipper ties.) • Properly cut grey flannel trousers with black belt. • Dark grey, black or blue dress socks. • Black, polishable dress leather shoes (velcro or laces).

YEAR 3–7 PHYSICAL AND HEALTH EDUCATION UNIFORM • Grey UCC T-shirt. • Navy UCC shorts. • Navy UCC track-suit for Years 4–7. • Sweat suit for Years SK–3. • Indoor athletic shoes (non-marking soles). • Soccer cleats. • White cotton sports socks.

102 Upper Canada College Preparatory School section 7 • Bathing suit and swim goggles (except Year 2 and Year 7). ool Rou ti nes Sch ool • White UCC mockneck (optional). • Hat to protect against UV rays.

APPENDIX A: SUPERVISION BEFORE AND AFTER SCHOOL — GUIDING PRINCIPLES This outline communicates clearly to students the times that the School is open and the degree of supervision offered. • Student safety and well-being are our priority. • The Prep core values and principles of behaviour promote positive and safe student conduct. • Students should not arrive prior to the opening of school at 7:30 a.m. • Students in Years SK–4 are directly supervised from the time that they arrive until the time that they are picked up. • Students in Years 5 to 7 are expected to demonstrate greater independence, respect and responsibility for their conduct and are less strictly supervised. • The time between dismissal and departure is expected to be a productive time for all students regardless of the type of activity they choose.

All Prep exterior doors are routinely locked for security reasons at all times with the following exceptions: • The Eaton Building entrance is kept open between 8:00 a.m. and 6:00 p.m. • The Parkin South entrance and the Eaton Building Northwest main floor and South Primary entrance doors will open during the prime arrival time in the morning only.

Family Handbook 2017–2018 103 section 7 APPENDIX B: SUPERVISION BEFORE AND AFTER SCHOOL -— YEARS SK–4

Before School Supervision After School Supervision

Before 7:30 a.m. 3:10 p.m. The Prep School opens at 7:30 a .m . SK, Year 1 and 2 students are dismissed for pickup . Parents must not drop off their sons prior to 7:30 a .m . because no 3:20 p.m. supervision is provided . Year 3 and 4 students are dismissed for pickup .

7:30 a.m. 3:30 p.m. Before School Supervision starts at Year 5 students are dismissed for pickup . 7:30 a .m . in the SK pond area — Eaton Building . Students in After School Programs go directly to the Dining Hall to sign in . Students who arrive between 7:30 a .m . and 8:00 a .m . must be Dismissal Areas: escorted to the pond area by parents . Years SK, 1 & 2 Primary playground (Eaton Building south hall in inclement 8:00 a.m. weather) At 8:00 a .m ., students proceed to their Form room . Form Teachers/Advisers Year 3 are responsible for supervising Foot of the Eaton Building main stairs (South Bitove Lounge in students in the Form room . inclement weather)

8:25 a.m. Year 4 First bell is sounded—students Parkin Building south entrance (North Bitove Lounge in organize to be ready for inclement weather) announcements shortly after 8:30 a .m . 3:35 p.m. 8:30 a.m. Students not picked up at this time proceed to the After School The school day begins at 8:30 a .m . Program . Students who arrive after 8:30 a .m . must report to the Eaton Building area After 3:35 p .m . parents must report to the After School Prep Greeter in the Eaton Building and Program in the dining hall to pick up their son(s) . sign in with their parents . Parents must then escort them to their Form room or 5:00 p.m. current academic program . The Prep closes at 5:00 p .m . After 5:00 p .m ., students are still picked up from the After School Program in the dining hall .

104 Upper Canada College Preparatory School section 7

APPENDIX C: SUPERVISION BEFORE AND AFTER SCHOOL — Rou ti nes Sch ool YEARS 5–7 BEFORE SCHOOL EXPECTATIONS – Years 5–7 No student should be in the School prior to 7:30 a.m. or after 5:00 p.m. except in the case of a special trip or event. Parents should confirm with their son the time and place for afternoon pickup.

7:30 a.m. – 8:00 a.m. Bitove Lounge, common areas in the halls Students are expected to conduct themselves in a responsible and respectful manner . In the case of an emergency, students should seek out the nearest adult or report to the Activity Room .

8:00 a.m. – 8:30 a.m. Form room

AFTER DISMISSAL EXPECTATIONS – Years 5 AND 6 Between dismissal (3:15 p.m. for Year 5, 3:30 p.m. for Year 6) and 5:00 p.m., there are five choices:

1 . Go home; 4 . Work with a teacher; 2 . Centre for Learning; 5 . After School Program Club or After School Program 3 . Library; Homework Supervision .

Students must be in these areas within 15 minutes of dismissal, with all the necessary books and equipment. Parents must come into the School and pick up their sons from these venues between dismissal and 5:00 p .m .

Family Handbook 2017–2018 105 section 7 At 5:00 p.m., all Year 5 and 6 students are expected to:

• Be picked up from the ASP, OR • Be in their ASP Club, OR • Go to the After School Program and sign in and remain there until parents pick you up.

AFTER DISMISSAL EXPECTATIONS — Year 7 (AFTER DISMISSAL: 4:00 P.M. [3:30 P.M. ON WEDNESDAYS]) Between dismissal and 5:00 p.m., there are five choices:

1 . Go home; 5 . Waiting in an orderly manner in the Bitove Lounge, South 2 . Centre for Learning; Parkin entrance or outside on the benches south of the 3 . Library; Parkin Building in good weather . Students who do not follow 4 . Work with a teacher; this guideline will be sent to the ASP .

At 5:00 p.m. all Year 7 students are expected to:

• Be picked up, or • Be in their ASP Club or, • Go to the Bitove Lounge or wait in the South Parkin entrance until you are picked up. There is an adult presence in the After School Program in the case of an emergency .

106 Upper Canada College Preparatory School Section 8: Student Expectations

section 8

PREP CODE OF CONDUCT St u d en t UCC attempts to foster compassionate and tolerant attitudes among it students and seeks to promote honesty, integrity and responsibility among them. At the College, Exp e ct

students are expected to respect the rights, feelings and property of classmates, a ti ons teachers, staff and all others; they are expected to exhibit cooperation, industry and good citizenship in the classroom and during all other school-related activities; and they are expected to demonstrate courtesy, consideration and good manners toward all others in the community. Just as UCC offers a tradition of academic excellence, so it expects from its students, conduct based upon high ethical standards.

PREP VALUES All members of the College community have a responsibility to cultivate a nurturing, positive and respectful environment. At the Prep, our shared ideals are distilled with our learner profile. These values are imbedded in age appropriate ways in the academic program, in the Health and Life Skills program, in assemblies and in the daily interaction between adults and students. Specific conduct expectations are developed through appropriate literature studies, role-playing and discussions in the primary years. In Years 6–7, specific classes are set aside to discuss self-assessment and awareness, group skills, communication skills, making good decisions and a variety of related issues.

RESPONSES TO MISBEHAVIOUR Prep conduct responses are documented in order to help the student learn from his error in judgement, to provide a reference point for further action should he continue to disregard the Prep core values, and to address chronic misbehaviour which can have a negative impact on a student’s classmates. It has been our experience that a boy who takes responsibility for his actions, understands why his actions were inappropriate and meets the expectations of our response, will demonstrate good citizenship on a consistent basis for the balance of his time at the Prep. We recognize that students make mistakes. This is part of learning. Our educational imperative is for boys to learn from their mistakes. For this reason, we attempt to maintain confidentiality as is appropriate, given the context of the specific situation.

Family Handbook 2017–2018 107 section 8 The School takes prompt and consistent action for minor or major incidents reported in a timely manner. Appropriate consequences as well as specific support to help boys avoid or correct the misbehaviour are made clear to students. Depending on the nature and seriousness of the incident, disciplinary actions may include a verbal and/or written apology, documenting why the action was inconsistent with the Prep core values and restitution for damage or a detention. To help boys learn from their actions, positive support in the form of goal setting or counseling may be recommended. Because each incident is unique, there is a range of formal conduct responses, which may be applied depending upon the nature of the situation. Chronic or a serious misbehaviour (which may include: bullying, fighting, racist comments, vandalism, theft, cheating, plagiarism) will result in placement of a student on conduct concern to be discussed with the Prep Dean of Students, parents and the student. Again, the School’s response will include specific consequences as well as support to help the student learn from his actions. Students who respond to these measures in an active and positive manner within a specified period of time (dependent upon the nature of the incident and the age of the student) will be taken off the conduct concern status. Boys who come off conduct concern, but again demonstrate inappropriate behaviour are subject to more serious consequence, including conduct probation or suspension. In the event that the conduct concern does not result in a positive change in behaviour in the specified period of time, then a recommendation to the Head of the Prep School will be made to place the student on conduct probation. A student who is not already on conduct concern may be placed on conduct probation if the seriousness of his misbehaviour mandates such action. Specific expectations will be outlined and continued support will be offered to help the student modify his behaviour. Further misbehaviour may result in suspension, counseling out of the Prep or expulsion. Students who are placed on conduct concern or conduct probation near the end of the academic year will not have had an opportunity to demonstrate good citizenship. Their promotion will be reviewed in June and, in the least, their probationary period will be extended into the next academic year. Year 7 students in this situation will be required to meet with the Upper School Head of Intermediate Division to understand Upper School expectations and the support available through the House Adviser and School Counsellor.

108 Upper Canada College Preparatory School section 8

DISCIPLINARY RESPONSES St u d en t The School believes that there should be appropriate consequences for behaviour contrary to our Prep core values. Disciplinary responses and consequences are Exp e ct

determined on a case by case basis and may include: a ti ons

MINOR • Reminder • Warning • A quiet chat

INTERMEDIATE • Temporary loss of privileges • Early morning • Interview with • Phone call home detention parents • Assigning extra duties • Notifying Form • Restitution Teacher/Adviser/ • After-school detention • Conduct advisory Dean of Students letter

MAJOR • Permanent loss of privileges • Conduct concern • Promotion denied • Notifying the Dean of • Conduct probation • Expulsion Students • Suspension

HARASSMENT AND BULLYING Harassment will not be tolerated at UCC. Harassment is defined in the Ontario Human Rights Code to mean “a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome.” A number of prohibited grounds are detailed in the College’s Policy and Procedures for Preventing, Identifying and Investigating Harassment, Abuse and Violence. Harassment includes unwelcome contact, verbal insult or threat, written or visual display of offensive and hurtful materials designed to exclude or marginalize its targets. Bullying refers to the repeated conduct of one or more students who act from a

Family Handbook 2017–2018 109 section 8 position of power and are intent on being mean to others. This may take the form of actual or threatened violence, verbal taunts, name calling, extortion, or enforced exclusion from peer groups. These may occur either in person or via electronic means. The College will take action on all corroborated misbehaviour towards another member of the UCC community. These incidents need not occur on school grounds to be actionable. Because of individual differences, it is not easy for some students to recognize their actions are hurtful and often both parties in a conflict must take some responsibility for escalating a situation. If a student believes he has been harassed or bullied, it is important for families to involve the School. Encourage your son to speak to a teacher. By so doing, a parent becomes the child’s advocate, while also showing the child how to stand up for himself. Furthermore, it helps to break the “code of silence.” Speaking with a teacher is a positive action for either a student or a parent. Provocation is not justification for retaliation. Students are expected to seek adult assistance. In health and life skills, students discuss various strategies for responding to bullying or harassment.

PROPER AND SAFE USE OF TECHNOLOGY Every student at the Prep has access to an iPad or laptop whenever it is needed for classroom work.

SK–Year 4: One-to-One iPads that remain at school all the time . Year 5: One-to-One laptops that remain at school all the time . Year 6 & 7: One-to-One laptops that students take home .

The iPads and laptops remain the property of UCC and all content created and stored on their device or the UCC network (including email) should NOT be regarded as private. Acceptable use of technology includes ethical and legal use of technology and is governed by Prep Code of Conduct as outlined in the Family Handbook, and by all relevant statutes, laws and regulations. When connected to the UCC network, UCC personnel may review any and all files, data and messages, without notice, to ensure that students are using the system responsibly at all times. The primary use of computing devices at UCC is to support learning. Students must ensure that devices are in good working order and that nothing has been done to the

110 Upper Canada College Preparatory School section 8 operating system to prevent the device from working on the College’s network. We St u d en t expect students to always model good digital citizenship; actions that impact others which occur outside of the UCC campus, using any device or online service, can still Exp e ct have consequences as outlined in the Acceptable Use Policy for Technology, and the a UCC Code of Conduct. ti ons By enrolling their son as a student at Upper Canada College, parents have consented to their son being registered in online environments approved by the administration. This includes sites such as Google Apps for Education, GoAnimate for Schools, Weebly for Education, VoiceThread or Tinkercad. No private information about their son will be used in the registration at these services.

The expectations listed below must be followed by all students.

I will take care of my iPad or laptop: 4 My iPad or laptop will always be kept in the provided case. 4 When not being used in class, I will store my device in my classroom storage area (SK–Year 5) or locked locker (Years 6–7). I will always take care when transporting my iPad or laptop. I will always close my laptop and carry it safely. 4 I will not consume food or drinks while near my computer. 4 I will update the software (Managed Software Centre) and back up my files (Google Drive). 4 I will not put stickers on my laptop that cannot be easily removed with no residue left behind. 4 I will fully charge my laptop each night so that it is ready for use in class each morning. 4 I will shut down my device regularly. 4 I will never leave my laptop unattended in a public place on or off campus. Any unattended laptops will be brought to the Help Desk. 4 If my laptop or iPad is not working properly or needs to be fixed, I will bring it to the Help Desk. If necessary, I understand that I will be issued a replacement device.

Family Handbook 2017–2018 111 section 8 4 If I come across any problems or messages relating to the security or inappropriate activities on my device, I will immediately report it to a UCC staff member. 4 If my laptop needs to be repaired because of accidental damage, a standard cost to fix it will be billed to my parents. 4 I will not tamper with the administrator account. Students are not to remove the Administrator account or change/disable settings that are necessary for the laptop to function properly on the network or allow our technicians to help service the laptop.

I will use my iPad or laptop for academic purposes: 4 My iPad or laptop is an academic tool. I will only start to use it in class when asked to do so by my teacher. When asked, I will put it away. 4 I will show respect to my teachers and peers by not fiddling with my device when they are talking. Lowering the screen or flipping over the iPad is an effective way of demonstrating this respect. 4 I will not play games or access other applications that will take my attention away from class work or in a way that is disruptive to any academic space irrespective of the time of day. 4 I understand that many teachers use email as an important communication tool. In Year 6 and 7 I will check my email at least once a day for important messages. 4 I will never use computer failure as an excuse for missing a due date. It is my responsibility to ensure my work is backed up (Google Drive) in the event of a computer failure. 4 I will be provided with one set of earbuds (in Year 5 or as a new student in Year 6 or 7). If these break, I will replace them with an inexpensive set. I will always keep a set in my laptop case for use in class.

I will use my device in a safe environment: 4 From 8 am to 5 p.m. I will only use my iPad or laptop under the supervision of a teacher (after 4 p.m. in the Bitove Lounge is acceptable). 4 I will never use my device in the locker rooms, dining rooms or outside.

112 Upper Canada College Preparatory School section 8 4 In Year 6 and 7 I will discuss guidelines for usage at home with my parents or St u d en t guardians. Exp e ct

I will respect the privacy of others and protect my own privacy: a ti ons 4 I will never use another student’s device without permission. I understand that logging in as someone else, or using a computer that has been logged in as someone else without his/her knowledge, is a violation of privacy. 4 I will do my best to create strong passwords and will never share my password with anyone other than a trusted adult. 4 I will not take or share photographs, videos or audio recordings of people without their consent.

I am aware that the following activities are illegal and/ or inappropriate. I will not: install VPNs, torrenting software or windows emulators on my laptop. put software or files that have not been properly purchased on a computer. submit, publish, transmit, or retrieve any defamatory, inaccurate, harassing, abusive, obscene, profane, sexually oriented, threatening, offensive or illegal material. purposefully damage or alter any part of the College’s technology infrastructure. violate any patent, trademark, trade name or copyright laws or plagiarize the intellectual property (work) of others without their permission. use the UCC computer network for commercial or ongoing personal business purposes (including, but not limited to, using the computer resources for commercial purposes and product advertising). sign up for online accounts including social networks and games without parent or teacher consent before age 13.

SANCTIONS AND DISCIPLINARY ACTIONS: The College Administration will determine sanctions for violations of the UCC Acceptable Use Policy for Technology. Sanctions may include: • a verbal warning

Family Handbook 2017–2018 113 section 8 • notification of Form Teacher/Adviser, parents and/or Dean of Students • loss of computer access for the remainder of the class or day • reimaging of the computer • the removal of administrative rights from the computers • ban from computer and technology access (possibly resulting in academic penalties)

Severe or repeated violations may result in suspension from the College or expulsion .

Note that there is a strict no-gaming policy during the school day. Gaming inappropriately will result in age-appropriate consequences. In Year 6 and 7, this means the removal of a student’s administrator rights for 3 months and notification of the parents (it will still be functional for all school-required purposes, but all updates and installations will have to be approved by an ICT Integrator and performed by the Help Desk).

LAPTOP EXCHANGE PROGRAM No insurance is available for School devices. • If a device is damaged the laptop device will be swapped with a working one. Students should keep their files on google drive and have a good backup. When their machine is swapped they will not see the old one again. • Accidental damage costs will be billed to the family as follows: cracked screen or laptop case (including keys) – $75 cracked trackpad or damaged headphone jack – $50 • The School has no insurance to cover liquid damage, loss or theft. The replacement fee for a lost, stolen or liquid-damaged computer will be a minimum $500 up to the full replacement fee of the computer.

PARENTS AND SCHOOL TECHNOLOGY As a parent of a student at UCC, you agree to: • support the Acceptable Use Policy for Technology between the College and your son. • support your son in taking care of the equipment supplied to him.

114 Upper Canada College Preparatory School section 8 • the yearly technology fee of $500, which comprises the use of the computer, software St u d en t licensing and technical support.

• the laptop exchange program outlined above. Exp e ct

At school, students will be guided through the Acceptable Use Policy for Technology a ti ons and are only permitted to use their laptops in a supervised environment. You and your son are responsible for ensuring that any laptop usage off campus adheres to the Acceptable Use Policy for Technology. It is recommended that you develop a set of guidelines and expectations for use of the laptop in your home together with your son. When students bring laptops home, parents are free to determine if, how and when they may be used for non-academic purposes. Some tips for parents of students who bring School-computers home include the following:

Remember that you set the rules in your home. • Maximize physical activity and face-to-face social interactions by monitoring screen time. • If desired, you can adjust home internet access by setting access times and parent controls on various devices and wifi passwords.

Talk with your son about: • Where and when the computer may be used in your home — we recommend “public” areas in the presence of adults rather than bedrooms. • How he is using his calendar as an electronic agenda to organize his homework in Year 6 and 7. • Sites and software you are comfortable with him using.

If you have allowed him to use his computer for non-academic purposes, find out what he is up to on his computer: • Look at terms and conditions for apps, games and social networks that he might want use — does he need to be 13 years old? • Know who he is communicating with electronically and how.

Family Handbook 2017–2018 115 section 8 • Talk about what to do when he comes across evidence of cyberbullying, inappropriate behaviour or general meanness. • Learn how to do what interests him (e.g. the games he likes, programming he enjoys doing, etc.) — ask him to teach you.

Be a role-model. Try to follow the same rules that you set for your son — if you are trying to limit your son’s screentime then also limit yours. If you want him to use his computer in a communal space then use yours there too.

ABUSE Under the Child and Family Services Act, “abuse” means “a state or condition of being physically harmed, sexually molested or sexually exploited.” For the purposes of the UCC Policy and Procedures for Preventing, Identifying and Investigating Harassment, Abuse and Violence, “abuse” also refers to serious psychological maltreatment, or neglect by a person responsible for a child’s care through the deprivation of necessities. The Child and Family Services Act imposes a statutory duty on all persons, including those who perform professional or official duties with respect to children, who have reasonable grounds to suspect child abuse, or the risk of likely child abuse, to forthwith report those suspicions and the information upon which they are based to a children’s aid society.

VIOLENCE Violence can be physical, verbal, written, emotional, sexual, or racial, or directed against one individual or a group of individuals. Violence also includes acts of vandalism and damage to property. Violence of any kind at the Prep or at UCC-sponsored events is unacceptable and identified students will face the most serious consequences.

THEFT Unfortunately, theft occurs from time to time. Boys are often reminded to keep their possessions locked. There is no reason for any Prep student to bring large sums of money

116 Upper Canada College Preparatory School section 8 or valuable possessions to school. Stealing is, of course, a serious offence. Boys and their St u d en t families should know that anyone found guilty of the theft of possessions of another person or of school property will face the most serious consequences. Exp e ct a ti ons HAIR/JEWELLERY Hair is to be neat, natural hair colour, well groomed, off the face and student’s collar. The intent here is for a student not to draw undue attention to his appearance and to be able to see properly without having to frequently move his hair to the side. Older boys try to resist this rule. As parents, please help the boys to understand and respect this rule. Getting a haircut that is only a centimetre above the eyebrows or bottom of the collar will result in the need of another haircut only days later.

PARENTS: If there is a note in the student agenda requesting a haircut please acknowledge by signing the agenda and help to comply as soon as possible.

Students should not wear jewelry to school.

VALUABLES The vast majority of Prep students live up to our Prep core values and make a point of turning in found valuables. We urge boys to leave valuable articles (cell phones, Game Boys, valuable playing cards, etc.) or large sums of money at home. A boy who chooses to bring valuables is expected to take full responsibility for the safekeeping of his things. The School assumes no responsibility for any money or valuables lost or misplaced while students are at school.

CELL PHONES Many parents have opted to give boys a cell phone. Please note that we expect boys to leave their cell phones off and with other valuables in their book locker from the time they arrive until they are dismissed. There should be no need for using a cell phone before or during school.

Family Handbook 2017–2018 117 section 8

After dismissal boys may use their cell phone in the Bitove Lounge or with permission from a teacher if in a different area. Phones are NEVER to be used in the basement and will be confiscated if used.

If you need to contact your son please call/email his Form Teacher/Adviser. If your son needs to contact you he can use the phone by the Main Office. Those boys who leave them unsecured will have them confiscated and returned to the parents. The School assumes no responsibility for any money or valuables lost or misplaced while students are at school.

ALCOHOL AND DRUGS The possession of, use of, or trafficking in tobacco, alcohol, illegal drugs or unauthorized prescription drugs will not be tolerated at the Prep. Consequences include suspension and expulsion.

BANNED ARTICLES Boys may not bring to school guns of any kind (cap pistols, water guns, etc.), pea-shooters, catapults, knives, matches or lighters, and any incendiary devices (caps, fire crackers, etc). Skateboards and scooters are not permitted at school.

118 Upper Canada College Preparatory School Section 9: School Organization

section 9

BOARD OF GOVERNORS Sch ool The Board of Governors has 15 members: eight are appointed by the Board for four-year terms; three are elected by the UCC Association for three-year terms; four are ex officio Or gan i za under the provisions of the Upper Canada College Act. The Chair of the UCC Foundation is invited to attend all meetings. The Board and its standing committees are ti on representative of Old Boys and parents, as well as the broader College community. The Board establishes and directs policy for the College, oversees its financial affairs, and appoints the principal.

PRINCIPAL The Principal, Mr. Sam McKinney, is the Chief Academic and Executive Officer. Reporting to the Board of Governors, the Principal is the overall Head, with responsibility for all aspects of the College’s programs and administrative operations. In addition to the programs and operations outlined below, the Principal oversees Human Resources, the Centre for Environment and Sustainability, and the Archives.

HEAD OF MIDDLE DIVISION (YEARS 6 AND 7) Mr. Naheed Bardai is responsible for the academic and co-curricular programs. He advises and assists in implementing policies and procedures and the day-to-day running of the Middle Division. Specific responsibilities include chairing the Middle Division and the Heads of departments meetings, teaching assignments, faculty professional development, student workload, academic support, Form placement, textbooks lists and the Coordination of the academic, artistic and athletic calendars.

HEAD OF PRIMARY DIVISION (SK–YEAR 5) Mr. Thomas Babits is responsible for the academic and co-curricular programs, advises and assists in implementing policies and procedures, and the day-to-day running of the Primary Division. Specific responsibilities include chairing the Primary, meetings,

Family Handbook 2017–2018 119 section 9 teaching assignments, faculty professional development, student workload, academic support, Form placement, and the coordination of the academic and artistic calendars.

DEAN OF STUDENTS Mr. David Girard ensures that the Preparatory School operates in an orderly and efficient manner. Specific responsibilities include supporting students, faculty, the day-to-day life of the School, including student safety, student leadership opportunities, facilities and events coordination and student conduct. The Dean of Students works closely with the Prep administrative team, Form Teachers/Advisers, the Nurse, the Coordinator of Health and Life Skills and the School Counsellor with regard to the care, support and counseling of students.

OFFICE OF ADMISSION

Executive Director of Recruitment and Enrollment ...... David McBride ...... ext . 2220 Associate Director of Admission ...... Sandra Hives ...... ext . 4041 Associate Director of Admission ...... Tricia Rankin ...... ext . 4020 Prep School Administrative Assistant ...... Nadia Powell ...... ext . 4123 Prep School Senior Admission Counsellor . . . . .Gareth Evans ...... ext . 4151 Prep School Senior Admission Counsellor . . . . .Dianne Jojic ...... ext . 4073 Recruitment and Marketing Specialist ...... Heather McCall ...... ext . 3316

The Executive Director of Recruitment and Enrollment, David McBride, oversees Boarding and Day recruitment and marketing at UCC. Primary responsibility is the development and management of active recruitment programs both nationally and internationally. Other department responsibilities include all aspects of the admission process for Day and Boarding at the Preparatory and Upper Schools. Together, they manage College-wide enrollment, financial assistance, candidate assessment, recruitment and communications.

120 Upper Canada College Preparatory School section 9

FACILITIES – CENTRE FOR ENVIRONMENT AND SUSTAINABILITY Sch ool The Centre is overseen by the Facilities Office (Steve Thuringer, Director), which manages the College’s grounds and physical facilities. Planning and development of new Or gan i za facilities, as well as redeveloping existing buildings and physical resources, are ongoing responsibilities, with the overarching goal of greening and improving the environmental ti on performance of all facilities. Housekeeping and security services are managed through contracts with external suppliers reporting to the Facilities Office.

FINANCE OFFICE The Finance Office is responsible for the fiscal management of all aspects of the College’s operations. Ms. Patti MacNicol, Chief Administrative Officer, oversees the day-to-day functions of the Finance Office, which include accounting services for Upper Canada College, facilities, information technology, UCC summer programs and the over seeing the management of the College’s rental operations. In addition, the Finance Office is also responsible for overseeing the operations of the Upper School and Prep shops, and it manages the contractual agreement for food and housekeeping services at UCC.

HUMAN RESOURCES The VP of People and Organizational Development provides the College with a full range of integrated human resources and organizational development services that link with organizational planning and strategic and operational needs. The office provides advice and counsel on a variety of employment matters to ensure the College continues to attract and retain the top faculty and staff.

UCC COMMUNICATIONS Part of the Office of Advancement, UCC Communications and Marketing is responsible for upholding and enhancing the reputation of the College among major stakeholders including current UCC families, alumni, faculty, staff and friends of the College. Communications is responsible for promoting and building awareness of UCC’s vision and

Family Handbook 2017–2018 121 section 9 messaging both online and in print media. Communications also creates all UCC branding and upholds its graphic standards. Communications is the first point of contact for all media inquiries and oversees all media relations. (All media inquiries directed to staff or parents should be redirected to communications.) Communications is responsible for dispersing news and promoting events on behalf of UCC constituents, including students, faculty, parent volunteer organizations and event coordinators, advancement, the UCC Association and the Board of Governors, among others. Communications keeps the UCC community informed of events, major developments and other news through a variety of communications vehicles, including the following:

• Heads Up, a weekly e-newsletter to UCC families providing key School information.

• Connection, an e-newsletter for UCC families, offering news and fund stories of School-wide interest.

• Old Ties, an e-newsletter for alumni, created with UCC Association staff.

• Old Times, UCC’s semi-annual alumni magazine mailed out to 11,000 Old Boys, and current and past parents.

• The UCC public website, www.ucc.on.ca, with access to the parent public site (parents.ucc.on.ca); the Old Boy public site (oldboys.ucc.on.ca); Bluenet, the College’s password-protected site; and the UCC Community Directory, which helps keep members of the UCC community connected.

• Social media, including the UCC YouTube channel, Facebook and Twitter.

ADVANCEMENT AT UCC The Office of Advancement is responsible for fundraising, communications, alumni relations and friendraising for UCC. The staff members and volunteers involved in advancement are committed to attracting support for UCC in the form of donations, volunteer participation and goodwill in order to achieve the College’s mission. Advancement staff members work with the UCC

122 Upper Canada College Preparatory School section 9 Association, the Parents’ Organizations at the Prep and Upper School, volunteers and Sch ool donors to foster involvement in the community through a myriad of events and activities

such as Association Day (A-Day), Founder’s Dinner, class reunions and branch events. Or gan i za Fundraising for the College is directed by the College’s strategic plan. Private funding

affects all aspects of school life, including financial assistance, facilities and programs. ti on The College’s alumni, parents, faculty and staff have a reputation for giving generously, and they’re responsible for much of the fabric of UCC today.

UCC ASSOCIATION The following members of the UCC community are considered to be members of the UCC Association:

• Old Boys

• Parents

• Members of the Board of Governors

• Members of the Board of Trustees of the UCC Foundation

• Members of the Board of Directors of the Upper Canada Educational Foundation and the UCC United Kingdom Foundation

• The Principal, faculty and staff members

• All others who have shown sufficient interest in the welfare of the College

The UCC Association Council is the governing body of the UCC Association and has 21 elected council members and eight ex-officio council members elected by the community. Old Boys representing various decades and the president or chair of the parent organizations, which are constituent parts of the Association, are included on the Association Council.

The purpose of the Association Council is:

• To serve as a link between UCC and its members;

Family Handbook 2017–2018 123 section 9 • To provide programs and services for its members;

• And to engage its members in the service of UCC.

The role of the Association Council is:

• To provide governance-level recommendations to the College for major priorities and policies regarding external relations, including friendraising, fundraising and communications. The council also provides advice to the advancement office on overall strategies and priorities. Senior staff members present reports and annual objectives to the council.

• To actively gather views on broader governance issues at UCC and serve as the major conduit for advocating these positions on behalf of the membership to the board of governors and principal.

• To be available, individually or in groups, to provide situation-specific advice and assistance in the implementation of friend-raising, fundraising and communications programs.

• To fulfill its constitutional responsibilities and appoint three governors of the College. The Association President also serves as a Governor.

• To select the annual recipient of the John D. Stevenson Award for outstanding volunteer service to the College and the Harold A.D. Roberts Circle Awards for volunteerism.

• To identify and cultivate potential volunteers, donors and advocates for UCC. This may include nominating additional individuals for the Board of Governors, the UCC Foundation board or other groups.

Contact Associate Director, Alumni Relations, Lindsay Tarvit at 416-488-1125, ext. 3357 for further information.

124 Upper Canada College Preparatory School section 9

COMMON TIES MENTORSHIP PROGRAM Sch ool The Office of Advancement runs the UCC Common Ties Mentorship Program. The

mission of the program is to facilitate mentoring relationships between senior students, Or gan i za alumni and parents to develop the skills, knowledge and expertise needed to excel

educationally, professionally and personally. Common Ties offers two mentoring ti on programs to the UCC community: the Alumni Career Mentorship Program and the IB University Mentorship Program. Common Ties also hosts industry-specific and professional development events each year. Past events have included: Finance LunchNet; Legal LunchNet; MBA Admissions Tips and Tricks; Green/Sustainability Cocktail; Effective Networking; and Career Management: Thinking Ahead.

Contact Samantha Kerbel, Manager of Alumni Relations, at 416-488-1125, ext. 2239 for more information.

THE FOUNDATIONS The UCC Foundation manages and stewards the College’s endowment. The Foundation was incorporated under the laws of the Province of Ontario in 1962 and is a charity that’s registered apart from the College. An 11-member board of trustees — drawn from Old Boys, parents and friends of UCC — guides and directs the foundation. The Foundation has an endowment of more than $60 million, almost three-quarters of which is held for purposes restricted by donors in various named funds. An annual contribution is made from the endowment to the College based on a formula approved by the Board of Trustees. The Upper Canada Educational Foundation is incorporated in the State of New York and registered with the Internal Revenue Service (501-C-3). It provides a vehicle for United States-based members of the UCC community to support the College and receive an IRS tax receipt. The Upper Canada Educational Foundation is guided by a Board of Directors and managed by UCC staff members. The UCC United Kingdom Foundation is incorporated in the United Kingdom and registered with Inland Revenue. It provides a vehicle for U.K.-based members of our community to support the College. It’s guided by a Board of Directors and managed by UCC staff members.

Family Handbook 2017–2018 125 section 9 UCC ASSOCIATION EVENTS 2017–2018 Please check the UCC website, www.ucc.on.ca, for updates on all of these and other great events:

Reception for Members of the Council of 1829: The Council of 1829 is the College’s society for individuals who give $1,000 in a fiscal year.

Association Day: Don’t miss “A-Day,” UCC’s homecoming and one of the biggest days on the College’s calendar. Come out and enjoy live music, sports, the “KidZone,” club displays, a chess challenge, silent auction, organic market and a barbecue lunch for the entire family. School teams will play football, soccer and volleyball. It’s a great day for alumni, UCC boys and their families to celebrate a great school and community.

UCC Association Annual General Meeting (in conjunction with the College’s community meeting): Members of the Association are encouraged to attend the annual general meeting. In addition to the election of the board, the evening provides an opportunity for members to express their views on the activities of the Association.

Founder’s Dinner: Founder’s Dinner features a prominent keynote speaker and is the highlight of the Association’s calendar. It’s held annually for all members of the UCC community in the Hewitt Athletic Centre.

Reception for College Volunteers: This reception thank the College’s Old Boy and parent volunteers.

Leaving Class of 2018 Dinner: The Association hosts an annual dinner to recognize members of the leaving class.

Grandparents and Special Friends Day at the Prep: Grandparents (or special friends) of all Prep students are encouraged to register for this fun event that’s held each spring. It includes classroom visits, a concert, tours, refreshments and photographs.

Joe Cressy Memorial Golf Tournament: This annual tournament includes lunch, 18 holes of

126 Upper Canada College Preparatory School section 9 golf, barbecue steak dinner and prize presentations. All Old Boys, current and past Sch ool parents, faculty, staff and friends of the College are welcome to participate. Or gan i za UCC Association Branches around the World: The Association operates branches in several

locations outside Toronto. All members of the UCC community are welcome at branch ti on events. Consult the UCC website or call the Association offices (416-484-8629) for information regarding locations and times. Listed below are just a few of the cities that will host branch events: • Kingston, Ontario • London, Ontario • Ottawa, Ontario (every other year) • Montréal, Québec • Edmonton, Alberta (every other year) • Calgary, Alberta (every other year) • Vancouver, British Columbia • Los Angeles, California • San Francisco, California • Boston, Massachusetts • New York City, New York • London, England • Hong Kong, China

PREP PARENTS’ ORGANIZATION (PPO) The PPO serves as a liaison between parents, students, faculty and staff. Its primary functions are to assist in communication between home and school, to provide support and assistance to Prep faculty and staff, to foster a sense of community by organizing social events for parents and students, and to coordinate and participate in sales and

Family Handbook 2017–2018 127 section 9 services. The funds raised by PPO events are used to purchase specialty items for the School, which are not included in the annual budget.

Opportunities for involvement: • Grade or Form representative • Used uniforms • Prep shop • Library • Drama productions • Community service • Bake sales/special events • Festive marketplace • Used book and musical instrument sale • Memorabilia sales

Any questions concerning PPO activities can be addressed to your Form rep who will be introduced to you in September.

128 Upper Canada College Preparatory School Section 10: Other Procedures and Policies

section 10

POLICY AND PROCEDURES FOR PREVENTING, IDENTIFYING AND P r Oth e r INVESTIGATING HARASSMENT, ABUSE AND VIOLENCE Pol ici es an d o c e d u r es Upper Canada College is a place of learning. It is also a community of students, their families, faculty, staff and volunteers. As such, the College must demonstrate its commitment to fostering an environment which promotes the dignity, equality, and safety of all members of that community. This commitment is promoted by mutual respect and an appreciation of diversity. It is undermined by violence, abuse or harassment perpetrated by anyone in the whole College community. All members of the Upper Canada College community have the right to expect that the College will proactively seek to prevent harassment, abuse and violence and will act fairly and decisively in identifying and dealing with it where it may have occurred. The stakes are high. Harassment, abuse and violence harm the health and well-being of those affected. Victims can be bruised, physically or emotionally. Threats, bullying or ongoing verbal harassment are designed to debilitate their targets. If ignored, they can escalate. Racist slurs or other discriminatory conduct may marginalize the most vulnerable members of our community, or prompt physical retaliation. For these reasons, it was imperative that Upper Canada College develop a policy and procedure to define acceptable and unacceptable behaviour, to prevent harassment, abuse and violence to the extent possible, and to identify and address such conduct where it has occurred. Such procedures must protect vulnerable persons from revictimization or emotional harm, and also demonstrate consistency and fairness to those against whom allegations are made. This means, amongst other things, that complaints must be treated seriously and addressed in a timely way. Investigations must be thorough, objective and fair to all affected parties. In March of 2003, the Board of Governors approved the Upper Canada College Policy and Procedures for Preventing, Identifying and Investigating Harassment, Abuse and Violence. The development of this document was guided by the Honourable Sydney Robins, with extensive consultations with legal and health care professionals. This document adheres to, or surpasses the current applicable or analogous legislation or government policies. The document has a clear statement of policy, outlines guiding principles and has detailed procedures to address violence, abuse, sexual misconduct and harassment. An implementation strategy, which includes professional development and screening for all College constituents, began in September of 2002 and continues with

Family Handbook 2017–2018 129 section 10 professional development for faculty and involvement of the wider community in the 2017–2018 academic year. An electronic version of this comprehensive document may be viewed on our website: www.ucc.on.ca

STANDARDS AND BOUNDARIES FOR TEACHING AND WORKING WITH STUDENTS During the 2003–2004 academic year the College developed another component of the Policy and Procedures for Preventing, Identifying and Investigating Harassment, Abuse and Violence called the Standards and Boundaries for Teaching and Working with Students. Standards and boundaries are the framework within which the relationship between student and employee occurs. They make the relationship professional, safe and supportive for the student and the employee, and set the parameters within which education is provided. Standards and boundaries differ, yet contribute to the same objective. The Oxford Dictionary defines standards as “required degrees of excellence” — in this case with respect to conduct that maintains a professional relationship. Boundaries are “limits or restrictions” to actions, which serve to prevent the relationship from being adversely affected. An electronic version of this comprehensive document may be viewed on our website: www.ucc.on.ca

130 Upper Canada College Preparatory School Section 11: Employee Directory

section 11

MAIN PREP AND UPPER SCHOOL TELEPHONE NUMBERS Emp lo

PREP SCHOOL D ir e ct o ry y ee Upper Canada College Preparatory School ...... 416-488-1125 Reception ...... ext . 4411 Accounts ...... ext . 2250 Administrative Assistant, Middle Division ...... ext . 4001 Administrative Assistant, Primary Division ...... ext . 4010 After School Program Office/dining hall ...... ext . 4113/4114 Safe Arrival/Attendance ...... ext . 4045 Travel/Emergency information line ...... ext . 4004 Athletic information line ...... ext . 4005 Security (School hours) ...... ext . 8609 Security (cell phone) ...... 416-786-3531 Prep School fax ...... 416-484-8620

Principal ...... Mr . Sam McKinney ...... ext . 2200 Head of Middle Division ...... Mr . Naheed Bardai ...... ext . 4030 Head of Primary Division ...... Mr . Tom Babits ...... ext . 4059 Dean of Students ...... Mr . David Girard ...... ext . 4088 Director of Athletics ...... Mr . Nigel White ...... ext . 4072 Director of Centre for Learning ...... Ms . Kathryn Barnes ...... ext . 2211 Coordinator of PYP ...... Ms . Dianne Jojic ...... ext . 4073 Health Centre (Nurse) ...... Ms . Gina Suva ...... ext . 4911 Health Centre (Counsellor) ...... Ms . Martha Boyce ...... ext . 4036 Librarian ...... Mrs . Pam Love ...... ext . 4090 Head of English ...... Mr . Brian Green ...... ext . 4086 Head of French ...... Ms . Tina Brunelle ...... ext . 4153 Head of History and Geography ...... Mr . David Fraser ...... ext . 4098 Head of Mathematics ...... Mr . Scott Manning ...... ext . 4134 Head of Arts ...... Ms . Kathryn Edmondson . . ext . 4058 Head of Physical Education ...... Mr . David Bullock ...... ext . 4155 Head of Science ...... Mr . Kerry Dupuis ...... ext . 4071 Coordinator of After School ...... Mr . Paul McGarr ...... ext . 4057 Coordinator of Centre for Learning (SK–Year 5) ...... Ms . Tina Jagdeo ...... ext . 4076 Coordinator of Centre for Learning (Years 6–7) ...... Ms . Jennifer Ferguson . . . ext . 4006 Director of Norval ...... Mr . Bill Elgie . . . . .905-877-3732 (telephone numbers continued)

Family Handbook 2017–2018 131 section 11 Coordinator of Health and Life Skills ...... Ms . Jill Stewart ...... ext . 4048 Coordinator of Community Service ...... Ms . Jill Stewart ...... ext . 4048 PPO Chair ...... Ms . Olga Tchetvertnykh ......

TEACHER/ADVISER DIRECTORY The Prep School telephone number is 416-488-1125 plus the 4 digit extension.

Form Teacher Telephone ext. Email SK ...... Laura Heyes ...... ext . 4157 ...... lheyes@ucc .on .ca 1G ...... Christie Gordon ...... ext . 4022 ...... cgordon@ucc .on ca. 2F ...... Lisa Fleming ...... ext . 4027 ...... lfleming@ucc .on .ca 3C ...... Carly Crippin ...... ext . 4038 ...... ccrippin@ucc .on .ca 3F ...... Mark Ferley ...... ext . 4023 ...... mferley@ucc .on ca. 4B ...... Michael Bushey ...... ext . 4154 ...... mbushey@ucc .on ca. 4O ...... Kathryn O’Brien ...... ext . 4172 ...... kobrien@ucc .on ca. 5F ...... Paul Faggion ...... ext . 4044 ...... pfaggion@ucc on. .ca 5H ...... Jennifer Harper ...... ext . 4042 ...... jharper@ucc on. .ca 5M ...... Karyn McCormack ...... ext . 4061 . . . . kmccormack@ucc on. .ca 6B ...... Lisa Brooks ...... ext . 4060 ...... lbrooks@ucc .on .ca 6C ...... Martin Cloutier ...... ext . 4014 ...... mcloutier@ucc .on .ca 6M ...... Emilia Martin ...... ext . 4018 ...... emartin@ucc .on .ca 6T ...... Michaela Trelford ...... ext . 4089 ...... mtrelford@ucc .on .ca 7B ...... Brian Green ...... ext . 4086 ...... bgreen@ucc on. .ca 7C ...... Anthony Chandler ...... ext . 4173 . . . . . achandler@ucc on. .ca 7F ...... David Fraser ...... ext . 4098 ...... dfraser@ucc .on ca. 7G ...... Peter Gray ...... ext . 4097 ...... pgray@ucc .on .ca 7M ...... Scott Manning ...... ext . 4134 ...... smanning@ucc .on ca. 7P ...... Max Perren ...... ext . 4096 ...... mperren@ucc on. .ca

132 Upper Canada College Preparatory School section 11

FACULTY AND STAFF DIRECTORY Emp lo

Andreopoulos, Eleni (housekeeping) . . . .ext . 2303 Harper, Jennifer ...... ext . 4042 D ir e ct o ry y ee Arruda, Crystal ...... ext . 4010 Heyes, Laura ...... ext . 4157 Hives, Sandra ...... ext . 4041 Babits, Tom ...... ext . 4059 Hustler, John ...... ext . 4008 Barclay, Sarah ...... ext . 4158 Baxter, Mark ...... ext . 4094 Jagdeo, Tina ...... ext . 4076 Boyce, Martha ...... ext . 4036 Jensen, Lara ...... ext . 4043 Brooks, Lisa ...... ext . 4060 Jojic, Dianne ...... ext . 4073 Brunelle, Tina ...... ext . 4153 Bullock, David ...... ext . 4155 Kastelic, Monika (on sabbatical) ...... ext . 4065 Bushey, Michael ...... ext . 4154 Labancz, Peter ...... ext . 4013 Chandler, Anthony ...... ext . 4173 Love, Pam ...... ext . 4090 Cloutier, Martin ...... ext . 4014 Cooper, Bob (on sabbatical) ...... ext . 4018 Ma, David ...... ext . 4093 Crippin, Carly ...... ext . 4038 Manning, Scott ...... ext . 4134 Martin, Emilia ...... ext . 4018 Dupuis, Kerry ...... ext . 4071 McCormack, Karyn ...... ext . 4061 Dupré, Guillaume ...... ext . 4017 McGarr, Paul ...... ext . 4057

Edmondson, Kathryn ...... ext . 4058 O’Brien Kathryn ...... ext . 4172 Elgie, Bill (Norval) ...... 905-877-3732 Evans, Gareth ...... ext . 4151 Perren, Max ...... ext . 4096 Porto, Pina ...... ext . 4064 Faggion, Paul ...... ext . 4044 Powell, Nadia ...... ext . 4123 Ferguson, Jennifer ...... ext . 4006 Prep Shop ...... ext . 4500 Ferley, Mark ...... ext . 4023 Preston, Nancy ...... ext . 4055 Fleming, Lisa ...... ext . 4027 Food services ...... ext . 4200 Roytberg, Vlad ...... ext . 4113 Fraser, David ...... ext . 4098 Fraser, Laurie ...... ext . 4002 Sharpe, Tom ...... ext . 4056 Simpson, Sherry (reception) ...... ext . 4411 Girard, David ...... ext . 4088 Stewart, Jill ...... ext . 4048 Gordon, Christie ...... ext . 4022 Suva, Gina (Nurse) ...... ext . 4911 Gray, Peter ...... ext . 4097 Green, Brian ...... ext . 4086 Trelford, Michaela ...... ext . 4089

White, Nigel ...... ext . 4072

Family Handbook 2017–2018 133 Notes:

section 11

134 Upper Canada College Preparatory School