A Balanced Digital Diet

Canada’s Food Guide has served generations of Canadians in making wise choices for a healthy diet. Technology is the new area of consumption that needs a similar campaign. Here’s the balance we strive to strike with the abundance of technology available to our teachers and students:

  1. No technology: This is a significant part of each student’s day. Our PK students have no interaction with technology. Our JK to grade 2 students have limited access to iPads. Our grade 3s share laptops, with 20 available for 40 students, using them three times a week on a regular basis, with increased usage for specific assignments. Students from grades 4 and up have a dedicated laptop, but significant amounts of their program make no use of a laptop. Printing and handwriting are directly taught and practised. Reading books, playing an instrument, note-taking, group work, performance tasks, dialogue, socialising, and physical activity throughout the day are regular features in all grades.
  2. Technology to provide personalised learning: Our Director of IT Curriculum and teachers curate learning apps and online programs to find those that provide personalised practice and instruction where students would benefit. Some students need just a bit more practice with math facts. Others learn language and math so readily that they crave an additional challenge. Every student is at a unique place in their learning and when tech tools can directly help advance their learning, we assist in making those tools available to augment their learning.
  3. Technology for acquiring knowledge: There’s no escaping the value of this. While we are well served by a beautiful library and classrooms full of books, our students and teachers also make use of technology to access information that they otherwise couldn’t. Our grade 2 classes used Google Hangouts to interview an ornithologist as part of their animal project research; our grade 4s follow current events from age-appropriate news sites like Here There Everywhere; multiple grades use our online Canadian Encyclopedia for research; and our older students use the Canadian Geographic and Dollar Street sites, among others, because they’re available, authentic and directly relevant to the world they want to understand.
  4. Technology for creation: This is hands-down the most exciting use of technology. Word-processing tools make mindful improvement of writing much more effective and efficient. Our Macbooks and iPads support podcasting, movie-making, visual art creation, video game creation, and music composition. Blogging in response to books read or current events begins in grade 4. Leveraging PowerPoint for student presentations often starts in grades 3 and 4. Creating online comics for French, LA novel studies and digital citizenship occurs in the junior division. More recently, students throughout the school are exercising creativity and practising algorithmic thinking through coding, whether with Dash and Dot, Scratch Jr., Scratch, Lego Mindstorms, Arduino or Visual Basic.
  5. Technology for capturing the journey: With the launch of our Sesame e-portfolio, technology is an unparalleled way for students and teachers to capture and share special moments of learning. Each child from PK to grade 4 currently has their own e-portfolio that’s shared with their teacher and parents; remaining students will have their own portfolio as we continue to roll out this practice. Teachers and students are posting photos, videos and captions of note. At home, the content provokes reflection and conversation (which reinforces learning). Over time, their e-portfolio is a celebration of their growth as lifelong learners.
  6. Technology as a tool that needs to be wielded with care: Digital citizenship is the ‘respect and manners’ of technology. Students learn about digital etiquette, footprints, social media, cyberbullying, phishing, spam, ergonomics, etc… From the time they’re allowed to use technology, KCS students learn how to use it respectfully and responsibly.

Technology is a rich learning tool, and we’re very fortunate to have it at our fingertips. It is also a powerful attraction that, if unchecked, can be notably more unhealthy than the “sometimes” foods our children learn about in health class. At KCS, we’re working tirelessly to make this healthy digital balance a habit that our students will carry with them throughout their lives. Like our other Habits, it’s one that will serve them well.

Passion-Driven Learning

There’s a story in Sir Ken Robinson’s book, The Element: How Finding Your Passion Changes Everything, that has stuck with me over the years. It’s the story of how much Paul McCartney, when a schoolboy, hated music class. Surely, that was a clue that there was something remiss in how school worked.

We all have memories of school that include the less interesting stuff. Memorizing unengaging facts, repetitive practice of concepts, the frustrating period before you “get it,” learning square dancing in gym class (am I dating myself?), and more. Some of that less interesting stuff is still happening, even in schools like KCS (not the square dancing…). That’s because it matters. Whether you consider it the cement or the bricks, establishing core skills takes time and is a foundational part of becoming a lifelong learner.

With that foundation, however, there’s nothing like passion to inspire lifelong learners to unimaginable heights. Passion-driven learning engages all of our abilities and awareness. It is an intrinsically-driven determination to learn, embrace challenges, and achieve something of value. Mihaly Csikszentmihalyi, renowned psychologist, has hypothesized that certain traits predispose individuals to experiencing what he called flow: high interest in life, persistence, low self-centeredness, and a tendency to pursue things for intrinsic reasons. Creators of all kinds are recognized for these traits. They are traits that lead to unparalleled learning and difference-making. In his 2010 TED Talk, Csikszentmihalyi argues flow is even the elusive secret to happiness. These traits are intentionally developed in passion-driven learning.

Csikszentmihalyi makes clear that skill is a necessary foundation for flow. At KCS, we’re actively developing that foundation. We’re also actively inspiring curiosity, intrinsic motivation, persistence, and low self-centredness. Our Reggio-inspired program is teaching our youngest students to read, write, compute, collaborate, and imagine. Our project-based learning (kissing cousin to Reggio), electives, student leadership, and encouragement of student-driven learning are targeted at developing the attributes of passion-driven learners who can look forward to lives filled with creative contributions and the happiness we all want for ourselves and others.

KCS students are exercising their intrinsic motivation by writing books, playwriting, creating videos, educating others, creating with technology and composing music. If Paul McCartney were a student here, his passion for music would have a place.

At KCS, in all grades, students enjoy a balanced program of basics with opportunity. This balance makes for school days full of hard-earned progress plus inspired initiative and creativity. It makes for stories that are vastly different from the unfortunate ones shared in the early chapters of The Element. It makes for stories that show, at KCS, education has come a long, exciting way.

Visible Learning at KCS

How can we go one step further? And one step further again?

Educating almost 400 students is a job that’s never done. It starts, of course, with the people involved – the students, their parents, our faculty and staff – and an ongoing awareness of their needs. Then the Ministry curriculum is added to provide provincial context and expectations. Our Four Doors to Learning in academics, arts, athletics and citizenship then take us well beyond what the Ministry expects. As the foundation and guiding framework of our entire effort, our Habits of Mind, Body and Action ensure we develop our students to be lifelong learners, equipped to embrace any challenges they face. And so on.

Recent visitors to KCS have seen our most current effort to go one step further in promoting learning at KCS. Our “Visible Learning” exhibit showcases the wide array of learning underway at KCS from PK to grade 8. It includes both finished products and artifacts in process (where the important learning happens). It includes evidence of our Four Doors and all of our Habits. Uniquely, it also includes the Learning Stories of our students and faculty – stories of remarkable moments, challenges overcome, most thought-provoking experiences, and personal expressions of pride. These are the kinds of stories that are normally kept private. Now shared, our whole community is learning more than ever from the experiences of others in our midst.

What is some of the “further learning” stemming from this exhibit?

  1. KCS students learn lots of cool things in cool ways. For young students, there’s much to look forward to. For older students, there is hard-won pride in how far they’ve come.
  2. KCS students also do the hard work of learning the fundamentals (see how proud many are of their efforts and growth!).
  3. Challenges are normal. If you’re feeling alone in yours, know that others have faced and overcome them, just like you will.
  4. Process matters. The work that is imperfect, that needs revision, that has feedback on it, is worthy of display. Embrace the work and imperfection inherent in process.
  5. Teachers are proud of their students when they persist. There is no shame in struggle.
  6. Sharing is inspiring. By sharing your private learning story, and by having your work on display, you are inspiring others to think about it, find affirmation or challenge in it, and consider possibly following your lead. Maybe more students will choose to 3D print for a project? Maybe they’ll give book-writing a try with YAKCS? Maybe song composition for the KCS Sound Library? There are so many possibilities.

Thank you to all the students and faculty for helping make learning more visible at KCS. Your efforts are already inspiring. This exhibit takes that inspiration one step further.

The “Visible Learning at KCS” exhibit continues until Friday, November 24.

Mr. Logan’s Four Tips for Surviving Back to School

For me, September means three things – the start of the school year, getting into a suit and tie again, and the Leafs training camp.

While I’m not sure what advice I could offer to my long-suffering Leafs (except to sign Sidney Crosby), I do have a few tips for families struggling to make it through what can be a bumpy month back at school.

Tip #1 – Go to Bed!  

I know it can be hard to break the staying-up-late habit that many kids get into over the summer, but nothing sets you up for success at school like a good night’s sleep. Get your bedtime routine started nice and early. If you have a younger child, wind them down with a quiet storybook. And – most importantly – put away all those sleep-disrupting screens at least an hour before bedtime.

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Tip # 2 – Avoid the Lunch Crunch

Mornings are busy enough as it is. You don’t want to be making sandwiches before you’ve had your first cup of coffee. Make your life easier by packing lunch the night before. Or, if you really feel like promoting independence, have your child make it themselves! It will be a little messy the first few times, but it will save you hundreds of hours in the long run and teach your child some essential life skills.  Or, if it works for your family, consider trying our new hot lunch program, Kidssentials.

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Tip # 3 – Dress for Success

Get your child in the habit of laying out tomorrow’s clothes before going to bed. This prevents those last-minute scrambles for clean shirts or missing socks. It also helps kids take more ownership over their belongings and routines – a practice that will help them find success both at home and at school.  I even try to figure out what tie I will wear with what shirt and suit the night before!

Dress for Success

Tip # 4 – Be Kind to Yourself

This is an exceptionally busy time of year for parents, which means mistakes will be made and stress levels will rise. Don’t beat yourself up over missed homework or uniform mishaps. Unwind with some unstructured downtime as a family. Take a breath. Get some takeout for dinner. Relax. Because take it from me – before you know it you’ll be dropping them off at university, as I did with my youngest last month. So enjoy the ride.

Be Kind

Have a great year!

Mr. Logan

A Request

This past Saturday, I went to see the 15-year-old son of a friend play in a competitive soccer game in Oakville. The teams were first and second in the league, and the result would go a long way in determining the eventual league champion. Sadly, the circumstances helped fuel the spectators on the sidelines; I’ve seen it far too many times before. It wasn’t newsworthy, just disappointing and far too common.  I’m not sure what it is about minor league sports (or even parking lots) that can bring out some of the most unwelcome behaviour amongst adults.

Standing on a soccer field was part of my life for a dozen years as my son played soccer at a variety of different levels:  House League, competitive and for the high school he attended.  There were some real highs and lows throughout those years: making teams, getting cut from teams; seeing boys injured; going to tournaments; team get-togethers; winning League/Ontario Cup/National championships, etc.  I even helped manage the team for a couple of years until my knowledge of the beautiful game was not enough to enable the boys to improve their skills. Coaching was fun, but it’s sometimes harder to coach fourteen boys than it is to run an elementary school of almost 400 students (your greatest supporters and critics are standing only metres away watching your every move). In fact, it was liberating to find some outstanding people to coach my son Brandon not only about soccer, but about life.  By the time he turned 10, I moved to the role of full-time taxi driver and sideline supporter.

I enjoyed being a soccer parent. Our car rides to and from games, practices and tournaments, were a part of my life for over a decade.  When it ended last October, partially because Brandon was on hiatus from an injury, and partly because he had his own driver’s licence when he returned, I had mixed emotions.  This summer as I drove by kids playing soccer, I often found myself reminiscing about those times with him.  Those years seem to have gone by in a flash. But I quickly remembered how much you can do when you are not spending three to four hours a night five to six days a week driving to and from soccer fields across the province.

On Saturday, I was reminded what I didn’t like about being a soccer Dad:  the behaviour that you witness from some of the “fans” at the game. Shocking, juvenile, absurd or ridiculous are words that immediately jump to mind. The cheering and supportive comments were too often interspersed with continual criticism of the referees and comments about the players on the other team, who are still 15-year-old boys.  Right in front of me during the second half of the game, two moms got into it.  They called each other names, threatened each other and accused each other of things like sticking out their tongues at each other.  I thought, “Things still haven’t changed.”  The players, who were nearby, were smirking and smiling at such ludicrous behaviour by the adults even though they were in the midst of a hard-fought, competitive game.

Late this summer, my son learned that he had made the McMaster Men’s soccer team. Although he has yet to dress for a game, he trains with the team and is awaiting the opportunity to show his coaches his skills during a game situation. For now, during home games, he is in the press box with some other teammates. I’ve been attending the Mac home games since before the Labour Day weekend. While I like to think I’m social, I’m not too keen to listen to the spectators sitting near me while I watch the game, so I’ve started to watch the game while listening to various podcasts or music. Listening to Metallica with good headphones tends to drown out the unwanted noise.

On Sunday night, my wife and I were in Hamilton for a comedy show and we took Brandon out to dinner. I was recounting for him what happened on the sideline on Saturday in Oakville. After I finished, he shook his head and said, “It’s the same at university, Dad. You don’t hear it because of your headphones. My teammates and I watch the game and laugh at the commentary. It really hasn’t changed since I was 7 years old.”

Since arriving at KCS 18 years ago, I’ve watched and coached a lot of sports. Because games and meets are most often held during the school day, not all of our parents are able to attend. But those that are able to make it to a basketball game, swim meet or soccer tournament, have demonstrated year after year respect for all the athletes who are competing, the coaches who are doing their best on the sidelines and also to the referees (who are often young students). Our coaches appreciate that, as do our athletes. The other schools that we visit take notice and comment positively to our coaches about the behaviour of our fans. Let’s work together to maintain this record as a school. Then maybe we can figure out how to translate this to the minor sports fields, gyms, and arenas throughout the province. Go Cougars!

Symbolic Monarch Migration

Symbolic Monarch Butterflies Have Arrived From Mexico

My first sighting of the season for a monarch butterfly happened just last week as it was fluttering through our outdoor classroom. Only the butterflies born in August make it to Mexico to winter in the cool oyamel forests. It takes several generations by the time we see the great grandchildren of those August butterflies return to Canada.

Every October, my Science is Fun club for grades 1-3, become involved with an intriguing educational website called Journey North. Our young club members take up the challenge to become ambassadors for the monarch butterfly, which is now a threatened species. This project is made possible through a program called Symbolic Monarch Migration. This year, 17 students from Term 1 worked together to make a beautiful, folder-size butterfly as well as individual life-size butterflies. A package was mailed in October containing the class butterfly, 17 little butterflies, a photo of our school and outdoor classroom, and a loot bag containing mostly stickers for a Mexican student showing appreciation for taking care of our paper butterflies over the winter. The timing of the mailing was crucial as it needed to coincide with the real migration of monarchs to Mexico.

Butterfly

Throughout the year, progress reports from Journey North were available about the location of migrating monarchs heading south in the enabling winds, how they fared in the oyamel forests, and then tracking of the new generations as they headed northward again in the spring. We discovered that a Mexican school near the sanctuary called Lazaro Cardenas Elementary received our class butterfly to take care of it for the winter. There were several posted pictures of the Mexican students including one in particular of a girl proudly holding our beautiful KCS butterfly. She was delighted to have received a Canadian butterfly to care for over the winter months.

Butterfly Mexico

In April, we received further notice that the migration northward had begun, both real and symbolic. All the paper butterflies that were sent to Mexico were leaving the surrounding schools and would find a new destination. Our beautiful club butterfly was reported to have migrated to a school in Chattanooga, Tennessee and in late May, we received a class butterfly from a Grade four class from Candler Elementary, North Carolina, along with a letter in Spanish from a Mexican student.

Butterfly 1

The children of Mexico promise to take care of the oyamel forests and hope that we continue to provide the nectar from flowers and milkweed plants that the monarchs need for survival. It is indeed an international effort to protect the monarchs, and our students are very proud to be “citizen scientists” as they engage in our KCS Habits to take an active role in taking care of our environment.

Each of our Science Club students received a life-size, decorated butterfly that also “migrated” from Mexico. These originated from a variety of places: Mexico, Germany, Hawaii and assorted States. A couple of our KCS individual butterflies have been reported to the website having landed in Rhode Island and North Carolina. We are hopeful that more butterflies will be reported.

The Symbolic Monarch Migration is a very rewarding project for both myself and the students in so many ways. I get just as excited as they do in the spring, if not more, when those butterflies make their way northward again. It is on my personal bucket list to try tagging monarchs in August. Meanwhile, the Science Club asks that you let the milkweed thrive in your gardens or plant some if you don’t have any. We are grateful to know that SKs will be supporting the efforts by creating a pollinator-themed planter in our new KCS Garden Project with zinnias, wildflowers and a butterfly bush; a wonderful collaboration to help our struggling, delicate monarchs.

Sharon Freeman RECE, SK teacher

Three Habits for Aspiring Olympians

At KCS, we spend a lot of time talking about the Habits of Mind, Body and Action. So when Olympic bronze medalist Kylie Masse visited us, we were thrilled to discover that her advice for future Olympians lined up perfectly with three of our own Habits!

  1. “Never Give Up.”

We all face challenges. But you can’t let them stop you. That’s why we think one of the most important Habits for success in life is to learn to “Persist”. And Kylie clearly agrees. She spoke to us at length about the challenges she has faced, which ranged from losing international competitions to getting cut from teams. However, she always came back to the same mantra – “Never give up.” It was that drive and persistence that took her all the way to the Olympic podium.

  1. “Worry Only About What You Can Control.”

Letting go of control is a hard lesson for everyone. The first step is to “Think Flexibly” – a Habit that helps us to work effectively no matter what the circumstances. In Kylie’s case, this meant learning to accept that she couldn’t control the temperature of the pool or the noise of the crowd or the speed of the swimmer in the next lane. So she adjusted her attitude, changed her thinking, and focused only on the things she could control.

  1. “Have Fun!”

Kids today live in a fast-paced world, so it’s no wonder the levels of stress and anxiety amongst children is skyrocketing. That’s one of the reasons why we encourage our students to make it a Habit to “Find Humour.” As Kylie pointed out, she could have easily burned out after only a few years of intense dedication and training. But because she held on to her sense of fun and humour, she arrived in Rio with a smile on her face and a calm heart.

Many thanks to Kylie for sharing her story, to the Parent Network for supporting the Talk That Matters Speaker Series, and to Henry and Charlie for inviting their cousin to visit KCS. We may not all make it to the Olympics, but we can all take some guidance from her words of wisdom!

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Resolving to be better global citizens

Imagine a generation of young people working to create a better world. This is the invitation from High Resolves, a program that originated in Australia for grade 7-12 students about how to act as global citizens. This year, KCS became the first school outside of Australia to participate in this program! We were anticipating an affirmation of what we are doing at KCS in the area of active citizenship. We were not disappointed!

With funding from the KCS Pickard/Bulger Family Citizenship Fund, all grade 7 students participated in three workshops: Collective Identity, Independent Thinking, and Social Justice. In each of the sessions, our wonderful instructor and Canadian Program Director, Chantelle Kohn, captured our attention and expertly delivered the vital messages in a respectful, open-minded fashion. Students were initially curious, and even apprehensive about these new workshops, but very quickly they became engaged in these timely, interactive activities. Students were able to move around and engage in collaborative group challenges. This made the 2 hours workshops fly by! They learned about: attributes of global citizens, how to think critically about messages in the media, and how to work towards social justice. At the end of each session, students were encouraged to reflect on their learning and write “I Resolve” statements. These statements demonstrate how students plan to incorporate their learning into daily life as global citizens.

In addition, we welcomed over 25 teachers, administrators, parents, board members and social justice champions from across the GTA to KCS so that they could learn more about High Resolves. We shared our positive experiences with colleagues from other schools so that they too may participate in this program. It was an excellent time for all of the adults to discuss: social justice, student leadership, and how to inspire students to make a difference. Here are some of their insights from the students via an anonymous survey conducted after one of the sessions:

  • “I think that the workshop was an amazing learning opportunity for everyone in grade 7. I learned a ton and will keep putting that learning forward to help the earth and the people that live there. I have a feeling that I can make a change in the world.”
  • “The workshop was fun. The whole concept of the learning process really engaged me in the activities. The presentation was great and overall I learned a lot. Everything was also explained very thoroughly in a way that we could easily understand.”
  • “It was stimulating, and made you think. I enjoyed it!”
  • “The workshop was a life-changing and opinion-switching experience. The instructor/presenter was amazing and taught me and many of my peers about the world and how we can make it better.”

We took a responsible risk when we invited High Resolves to KCS, but we’re thrilled that we did! We are already looking forward to continuing our learning next year in grade 7 and expanding the program to grade 8! Thank you to Chantelle for the wonderful learning experiences and thank you to the Pickard/Bulger family for their continued support of citizenship education at KCS.

Shelley Gaudet
Citizenship Education Coordinator

U13 Boys Great Performance at the CAIS National Basketball Tournament

It was an action-packed three days of basketball as the KCS U13 boys participated in the CAIS National Tournament at Hillfield Strathallan College in Hamilton.  Playing a grueling seven game schedule, the boys worked very hard throughout the tournament.  Thanks to excellent teamwork and resilient play, the U13 Boys made it to the Division 2 semi-final match where they lost to Holy Trinity.

The prestigious CAIS National Tournament invites basketball teams from across Canada to participate. For the past five years, the U13 boys have represented our school both locally, and as far away as Vancouver, British Columbia.

Each year at the tournament, a single team is awarded the coveted Statham Award for Team Sportsmanship. The recipient of this award is chosen by the sixteen coaches, and given to the team that best exemplifies the true athletic spirit and character of the game of basketball. This year we are pleased to announce that KCS was chosen to receive this notable award!

Additionally, a student from each team is awarded the Jeff Trickett Award for his sportsmanship, heart, and hard work. Congratulations to Rocky for receiving this honour!

Special thanks to the Tevlin family for their continued generous support of KCS through the Tevlin Family Fund for Sport and Outdoor Education. A grant from the Tevlin Family Fund paid for the tournament entrance fee and coaches’ travel expenses allowing our boys to hone their competitive edge and showcase the exemplary sportsmanship skills present at KCS.

Congratulations U13 boys!

Grade 4 Students Enjoy Very Dramatic Literacy Workshops!

What happens when you combine classic literature with a touch of creativity, dramatic arts and technology?  Kingsway College School’s Grade 4 classes answered this question with an exciting activity that brought our reading program to life.  Building on the elements of literacy in action, learning by doing and taking responsible risks, the Grade 4 students participated in one of two fantastic workshops facilitated by The Directors Cut and the Stratford Student Player’s Festival.

The Directors Cut and The Wizard of Oz

The Directors Cut is a teacher-designed, full day workshop that engages students in collaborative, hands-on, digital/media literacy.  Technology-based, the key goal of this workshop is to promote 21st century communication skills in a fun and interactive way. Under the guidance of Ms. Dulmage and Ms. Holyck, the first group of Grade 4s researched, planned and created a graphic novel style presentation using scenes from The Wizard of Oz.

The students teamed up to define each character’s traits, then captured the plot’s twists and turns using a professional style storyboard. Their collaboration and problem solving also included organizing costumes and carefully plotting out camera angles using the drama style of tableaux.  The critical challenge that defined each group’s task was to communicate the mood of a particular scene using only still images and no dialogue.  Some excellent scenes were captured as the tableaus were exported using iMovie and then transformed into rich graphic presentations complete with transitions, sounds, voice overs and awesome special effects.  As the students shared their artistic creations, it was great to watch Dorothy, Toto and her three companions come to life travelling along the Yellow Brick Road.

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The Stratford Student Player’s Festival and Midsummer Night’s Dream

Meanwhile, a second group of students travelled to Stratford, Ontario to participate in the Stratford Student Player’s Festival Teaching Shakespeare. Based on an inspiring professional development summer workshop, Ms. Pollett-Boyle and Madame Barchuk looked forward to having the Grade 4 students learn about Shakespeare’s Midsummer Night’s Dream via an interactive stage performance. In addition to reading the play together, the group investigated the life and times of William Shakespeare and discussed key literary devices, vocabulary and a student-friendly version of iambic pentameter.  The Grade 4s were very excited when professional actor Lara Jean Chorostecki (X Company, Hannibal) took time from her busy schedule to work with the eager KCS performers.

The Stratford workshop included stage combat choreography from West Side Story, followed by an analysis of characters, mood and themes from the Stratford classic Hamlet.  The most exciting part of the day was yet to come as the Grade 4s were called down to the theater to act out their scenes with a professional stage crew. Complete with one of the Grade 4s in the “booth” directing cues for lighting and sound, the KCS players took a responsible risk and performed their dramatic scenes in front of a live audience.  “I was nervous, yet very excited at the same time” commented one Grade 4 student as the entire KCS crew were congratulated for their stage presence, clarity and skillful interpretation of each scene.  The Stratford facilitators were doubly impressed when they discovered that the group from KCS was one of the youngest at the Festival.

As a fitting conclusion to the workshop, the students followed up by sharing their experiences with their classmates.  More importantly, when it was announced that funding for the Student Festival was expiring, the students rallied to the cause by writing persuasive letters to Stratford’s Educational Committee urging them to continue with the program!  After such a fun and enriching experience, the Grade 4 team looks forward to continuing with this wonderful celebration of literature and drama in action.