This package is intended to answer any questions you may have about Flexible Studies: Leadership in Learning (Flex).  Of course, there are always questions that are not anticipated, so we invite you to read through this information and then, if you have additional questions, do not hesitate to e-mail the Reynolds Secondary School,  reynolds@sd61.bc.ca or call (479-1696) and speak to a Flexible Studies department member or to one of our administrators. 

FLEXIBLE STUDIES PHILOSOPHY AND BELIEFS

a)     The Flex philosophy is built upon the belief that education does not involve intellectual development exclusively.  The program’s goal is to support the growth of the whole person through a rigorous and creative academic program and a comprehensive program of character development and service opportunities.  Each student’s growth will be measured by the development of skills and attributes that we believe support learning beyond the curriculum.  These skills and attributes include (but are not limited to): development of self-direction and self-discipline; setting, reaching and evaluating goals; establishing priorities in completing projects; finding, evaluating and utilizing resources; and, working effectively within a community.  Please note that no student is expected to come into the program having mastered these skills.  Students must be willing to actively participate in learning these skills; our role is to guide and support their learning.

b)     The Flex program is unique in its team approach to teaching.  The teachers work together to support students beyond the specific subject areas being taught.  We believe that a strong team approach helps young people entering high school find a place where they feel welcome and safe, recognized and respected. An analogy is “a family within a larger family.”

THE PROGRAM COMPONENTS A.C.E.S.

Flexible Studies: Leadership in Learning is comprised of four key program components.  These four are Academic Excellence, Character Development & Community, Enrichment and Challenge through Experiential Learning, and Support for Flexible Learning Options.

 Academic Excellence

Flexible Studies: Leadership in Learning offers students a curricular program that is designed to support students aimed for college or university entrance.  The program currently offers the following courses:

·        Grade 9:   English, Math, Science, Social Studies

·        Grade 10: English, Math, Science, Social Studies

·        Grade 11: English, Math, Social Studies 

·        Grade 12: English and Math

In Flex, Academic Excellence is reached by each student working to achieve to the best of his/her personal ability and reach his/her potential with opportunities to learn from and improve on mistakes made.

 Character Development & Community

A key component of the curriculum in Flexible Studies: Leadership in Learning is the character development component.  The program emphasizes personal development, citizenship, and skill development through integrated classroom instruction and involvement in service projects and activities in the school and in the greater community.   Flex itself is a true learning community.  Students contribute 25-30 hrs per year (Grade 9-12) towards the character development component of Flex, completing a full course credit by the end of Grade 12.  Students in Flex are welcome to participate in the elective Leadership Program (see attached program description) in addition to the character development component of Flex.  The Leadership Program runs outside the regular timetable. 

Enrichment and Challenge through Experiential Learning

      Learning does not take place exclusively within the confines of the classroom walls.  Learning is active; every experience offers an opportunity to learn. Flexible Studies offers students learning opportunities beyond the classroom. Field trips, guest speakers, and purposeful cross-curriculum integration are examples of some of the strategies used to enrich and enhance student learning and growth. Reynolds Flexible Studies students are invited every year to apply to work as pages at the B.C. Legislature. We are at present the only secondary school offered this opportunity; it is another excellent example of experiential learning.  We also believe in acknowledging students’ experiences outside school; when possible, we support students in making connections between the curriculum and their extra-curricular activities.

Support for Flexible Learning Options

Each of us has a unique learning style and a distinct collection of talents.  Flexible Studies is committed to providing students with educational opportunities that honour their learning styles and options to demonstrate their learning in a variety of ways.  We also believe in offering students choice and encouraging student initiative in personalizing how learning objectives may be met.  These are some ways in which we support all of our students with flexible learning options.

Sometimes, however, we make the provision of learning options more formal.  For example, while the teachers in the Flexible Studies Program believe in the importance of the classroom experience, we also recognize that there are some students, such as elite athletes or performing artists, who may require time away from the classroom due to their practice and competition schedules. Flexible Studies can support and accommodate these learners through the development of individualized programs.   These students benefit from flexibility within a strong, supportive community of learners.

PROGRAM STRUCTURE AND TIMETABLE

Students in Flexible Studies take their four “core” courses, English, Mathematics, Social Studies, and Science, as well as Character Development, in Flex (French Immersion students take Social Studies and Science in French).  The school timetable is semestered (divided into two 5-month portions); students take two academic Flex courses in each semester. The Character Development curriculum continues all year.  The balance of each day is filled with other required courses, such as P. E., a second language, and electives, taught in the regular schedule. Flexible scheduling can often accommodate student involvement in other programs offered at Reynolds, such as:

·        French Immersion;

·        Centre for Soccer Excellence;

·        Fine Arts: Band;

·        Fine Arts: Musical Theatre/Dance/Strings;

•  Career Programs.

Please note that participation in two or more specialty programs may depend upon student demand and the subsequent structure of the timetable year to year.

Note:     The academic component takes place in either the a.m. or p.m., with electives or training/rehearsing occurring opposite the academic component.

A Flexible Studies learning environment features:

·        teacher and student-directed instruction;

·        student work/study groups;

·        small group and individual tutorials;

·        individualized programming when required;

·        experiential learning opportunities;

·        team teaching;

·        integration of curriculum; and

·        the inclusion of character/leadership education.

ASSESSMENT AND REPORTING

Students are evaluated on the knowledge, skills and attitudes they are able to demonstrate in relation to the provincially mandated learning outcomes of each course.  The types of evaluation differ in each of the subject areas, and details of these will be outlined in the course descriptions provided at the beginning of each course.  However, there are some commonalities that exist in all subjects and are listed below:

·        percentages are given in each subject;

·        teachers provide opportunities for students to build their skills and knowledge by revising assignments and/or tests to encourage mastery learning;

·        teachers consider a variety of assessment strategies and alternatives for students to demonstrate the achievement of mandated learning outcomes;

·        cumulative grading is used in Flex, meaning that the mark a student receives reflects her/his overall mark to date in the course, not a term grade;

·        each unit typically concludes with a unit test or a project;

·        Flex students write final exams and/or provincial exams along with their grade peers in Math, English, Social Studies and Science.

The number of reporting periods in Flex is the same as the number in the regular program (four).  Flex teachers also issue regular interim reports on student progress and, when requested, can provide a “snapshot” of a student’s position at any time throughout a course.

EXPECTATIONS

Flexible Studies: Leadership in Learning works as a three-way partnership of students, parents and teachers.  This relationship is maintained through mutual respect and communication.  To this end, there are expectations of each member of the relationship.

a)     Students

Students are expected to recognize the responsibilities that come with the additional opportunities offered in the program. For example:

·        with the many opportunities provided to personalize one’s learning comes the responsibility to take initiative in order to maximize learning potential;

·        with the opportunity to work within a learning community comes the responsibility of treating everyone with respect.

Ultimately, the atmosphere of Flex depends upon respect between people, respect for the learning objectives and methods of achieving them, and respect for the physical environment of the Flexible Studies wing.

b)     Parents

Some suggestions for parents to help students to be successful:

·        Provide a quiet place for your son/daughter to study.  Success at school is developed through positive habits; help students form these habits early by insisting upon regular review/homework/study time.  Some days this will be as simple as reading over any notes taken during the day.  At other times, students may need to finish an assignment that he/she was unable to complete during class time, or study for a test.

·        Show interest in your child’s work.  Ask to see his/her unit checklists.  Help students set up a system for storage of unit work: active units can travel to school; while completed units can be stored at home (They will be needed when it is time to study for the final exam).

·        Parents of Grade 9 students should ask to see their child’s agenda book to review his/her organization and progress.

·        We encourage you to call or email us to see how your child is doing.  We can quickly produce a snapshot of his/her current progress.

·        Please be patient with your child as he/she adapts to Flex and to secondary school in general.  Be aware that time and support is necessary as students find their places in the program and in the school. 

c)     Teachers

Teachers in Flex are expected to:

·        challenge students to strive for the best within themselves;

·        be exemplary teaching and learning role models;

·        provide clear expectations for students regarding performance and behaviour;

·        give students the opportunity to be creative in ways in which they meet curricular goals;

·        maintain clear communication with students and parents regarding student progress in the program.

THE APPLICATION PROCESS

The Application Form can be picked up at Reynolds Secondary School (3963 Borden Street), from the school website: http://reynolds.sd61.bc.ca or http://hcoey.tripod.com  and must be returned to the school office at Reynolds Secondary.  The student must:

·        complete an Application Form (demographic information);

·        provide a student application letter;

·        provide a parent/guardian application letter;

·        provide a copy of their last report card or a portfolio of learning experiences including examples of student work if the student has been a home learner; and,

·        provide a completed check-list by a teacher in a sealed envelope.

Please note:  The deadline for application is

February 9, 2009.

We hope that this document is helpful and we welcome any questions or input you may have.   We look forward to a wonderful working relationship with both the students and the parents who become part of the Flexible Studies: Leadership in Learning Program and will strive to provide your children with the educational opportunities they deserve. 

Please refer to the Application document for further information on applying and selection.  Thank you.

Revised December, 2008

Students may take Student Leadership throughout their years at Reynolds from grade 9 up to and including grade 12.  Each year is a single credit course.  Throughout the four-year program, students are given opportunities to develop their individual and collective sense of social responsibility through the acquisition and application of leadership skills and theory. 

Within this course students will develop lifelong skills in the areas of personal awareness, goal-setting, time management, public speaking, delegating, problem solving, event planning and organization, marketing, communication, motivation, facilitation, school and community service, public relations, decision making, team building, 7 Habits of Highly Effective Teens, Mentoring, and an understanding of various leadership styles.

Classes for these courses are held outside the regular school timetable and are structured with interactive lessons designed to initiate leadership skill development.  As well as classroom instruction, there is a significant activity component to the course.  Each year students get involved in organizing and planning events and activities, as well as volunteering their time towards service projects, for the school and community.  Leadership students become the backbone of “life” at Reynolds and promote a positive school tone and culture. 

Leadership students also have the opportunity to participate in special workshops and retreats to further enrich their leadership experiences.

Reynolds Leadership is not just for outgoing individuals.  Diversity is a quality that our program promotes; a good team requires many people of varied talents and strengths.

There are also leaders available to monitor progress in the international youth award program, The Duke of Edinburgh’s Award, which is eligible for B.C. Ministry of Education external credit.  For more information about this award program you may visit the website at: www.dukeofed.org/bcyukon/index.htm

For more specific information on expectations and involvement at each grade level please contact Heather Coey (hcoey@shaw.ca).