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Dear Prep Families,

Though the weather outside has been damp and chilly, it has been warm and bright inside the walls of the Prep. We look forward to seeing you all at Primary three-way conferences tomorrow and Middle student-led conferences this afternoon and tomorrow. Our students have been working hard to share their learning with you—both their successes and areas for growth.  

We would like to highlight several opportunities the boys have had to connect with students from the Upper School. We really value these connection points and know our youngest learners learn so much from interacting with the older boys. This week, some Upper School students joined the Year 3 and 5s outside at morning recess. They brought games and joined the students in their regular recess activities. Our Year 4 students were visited by some Upper School boys who spent time coaching students in small groups during Math class. This was a powerful example of collaboration and whole-school learning! 

Next week we have our Casey Fellow events. We look forward to having you join our Community Reads Book Club on Deep Secrets: Boys’ Friendships and the Crisis of Connection by Dr. Niobe Way as well as attending her talk on The Science of Connection. Please see the Whole School section for more information. As a boys school, these are necessary and important conversations to be having as a community.  

To close, please enjoy our assembly video from our Middle Assembly this morning!

Your partners in learning,

Sarah Fleming, David Girard and Gareth Evans

The Prep Leadership Team

Update | Year 3

This week, Year 3 has been buzzing with activity as students prepare for our Forces Fair on Friday, Nov. 29. It's an exciting way to end our science-focused Inquiry unit into the forces of friction, magnetism and gravity. Year 3 families can join us at 3 p.m. on Friday, Nov. 29 in the library and Innovation Lab on the second floor. Your children will share the games they built as part of our Forces unit. 

Our upcoming Year 3 Unit of Inquiry will introduce students to entrepreneurship, exploring how creativity and imagination can help create products that meet others' needs. This unit will also delve into different perspectives on money, emphasizing key financial skills such as budgeting, saving, and ethical spending. As part of the unit, students will design a product to sell at a fictional Year 3 market. They will develop presentation skills to pitch their products to "investors" and practice advertising techniques for the market. Using pretend currency, students will apply financial literacy by earning, saving, and spending. We are excited to launch this new learning experience in Year 3!

With the cooler weather, please ensure your child has the appropriate gear to wear during our recess times. As always, please label the clothing clearly with your child’s name. 

Kathryn O'Brian, Christie Gordon
Year 3 Form Advisors

Update | Primary art

The Art Studio is buzzing with creativity! Our drying racks are overflowing with vibrant prints, stunning acrylic landscapes, and eye-catching mixed-media collages.

Students in Years 2 through 5 have been impressing me with their growing independence and responsibility. Whether they're mastering messy printmaking or refining their skills with acrylic and tempera paints, their hard work is paying off in bold and beautiful ways. Keep an eye out for their incredible creations, which will soon be displayed around the school for everyone to enjoy.

A collaborative book project
A group of dedicated Year 5 artists has taken their creativity to the next level by illustrating a book project in collaboration with Year 12 Upper School student Matthew Li. Their passion, motivation, and willingness to give up countless recesses to work on this project have been truly inspiring! The book, exploring the modern language Toki Pona, will feature Matthew’s text paired with these stunning illustrations. Look forward to seeing the printed book in the New Year—it’s sure to be a masterpiece!

Exciting 3D projects on the horizon
As we move into the next term, many grades will transition to hands-on 3D construction projects:

• SK and Year 1 students will dive into clay, crafting meaningful forms that explore identity and ecological stewardship.

• Year 2 students will put their knowledge of simple machines to the test by constructing vehicles from upcycled materials like bottles and juice cartons. They'll even design and test their creations on cardboard ramps!

• Year 4 students will be looking at examples of symbolic and functional masks from many past and present cultures and will design their own work of art. 

Request for items

Please feel free to send in the following items that can be used in the art room, and will help declutter your home:

• 650 ml yogurt tubs

• large, clean milk or juice cartons

• Architecture, design or animal-themed magazines

• Old maps

• Wine corks

• Plastic bags/clothing protectors from dry cleaners

• Wire hangers

• Old calendars with landscapes or other interesting graphics

Wishing you all a joyful and creative season as we head toward the winter break!

Monika Kastelic
Primary Art Specialist

Update | Individuals and Societies

The Year 6 Individual and Societies program has started the year with an introductory unit on geography and the study of the Six Elements of Geography (World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment and Society, and Uses of Geography). The boys have been focusing on the effects of climate change and the negative impact it is having on our planet. They have just completed an in-depth group project on recent natural disasters that can be related to climate change. They then wrote a report analyzing the preparedness of their region for a similar disaster in the future. In their next unit the Year 6 students will study the early history of Ancient Rome, and whether “conflict” is a necessary change agent to achieve a fairer society. 

The Year 7 Individuals and Societies Programme is well underway. The students are currently learning how to apply the 6 Dimensions of Historical Thinking (Historical Significance, Evidence, Cause and Consequence, Perspective, Continuity and Change, and Moral Judgment). Within the context of the historical dimensions the boys have studied the impact the Residential School System and Treaties have had on Canada’s First Nations People. In the next unit, the students will be focusing on the character trait of leadership by examining these qualities in two of Canada’s early European explorers—Samuel de Champlain and Jacques Cartier. The culminating activity for this unit will be a five paragraph essay.

Peter Gray

Individuals and Societies Learning Leader

Prep Academic Programmes Parent Information Sessions 

Thank you to everyone who was able to attend the IB PYP and MYP Parent Information Session, held virtually on Nov. 19. 

Please click the links to access the slideshow from the evening and the recording of the event.
Recording passcode: $g7&Fj0u

In addition, you can find Academic Program Guides on BlueNet on the Resources Page in the ACADEMICS tab. Sign in to Bluenet to access the links below:

PYP Guide

MYP Guide

www.ibo.org

MYP Assessment

At Upper Canada College, we are proud of the Middle Years Programme as part of the IB continuum. Assessment in the MYP is not just about assigning grades; it’s about fostering growth, understanding, and reflection. Through various methods and tools, we help students uncover their potential, build critical skills, and prepare for future challenges.

Assessment in the MYP is designed with a clear purpose: to support and encourage learning. Our approach aligns with UCC’s guiding principles of learning excellence, emphasizing curiosity, collaboration, persistence, and feedback as key elements of a meaningful education. Assessments act as a springboard for understanding and skill-building, helping students refine their thinking, communication, and self-management abilities.

At UCC, assessment is criterion-based, meaning students are evaluated against clearly defined objectives rather than being compared to their peers. Each subject is assessed through four specific criteria, such as Knowing and Understanding or Thinking Critically, measured on an eight point scale. These assessments occur multiple times throughout the year, culminating in a holistic understanding of student progress. The table below includes the criteria assessed in each subject area. 

These assessments are ongoing and occur at various stages of learning. Diagnostic assessments help teachers understand prior knowledge and set goals. Formative assessments provide feedback throughout the learning process, while summative assessments evaluate overall understanding at the end of a unit. An essential component of MYP assessment is metacognitive or reflective assessment, where students look back on their learning journey to evaluate what they have achieved, what challenges they faced, and how they can grow further.

In alignment with Growing Success (Ontario Ministry of Education), data on student progress is gathered through observations, conversations, and products. Observations capture in-the-moment learning behaviours and participation, conversations provide insight into student thinking and understanding, and products showcase tangible evidence of learning, such as essays, projects, or presentations. This triangulation of data ensures a well-rounded view of each student's progress. The MYP Assessment Calendar is the tool we use to indicate summative assessments, while formative assessments, such as quizzes and in-class tasks, are not reflected here. Our best practice is for students to have approximately four weekly summative tasks. The Academic Foundations blocks, which occur four times in a nine-day cycle, offer focused time for targeted skill development in response to what is reflected on the assessment calendar. Please note that natural inflection points may happen throughout the year when students have five weekly summatives. However, the timed and project-based assessments are balanced with in-class work periods and Flex Time support.  

Feedback is at the heart of the MYP philosophy. Teachers provide ongoing, descriptive feedback that is clear, specific, and actionable. Feedback may be a conversation with the student, written comments, or formal report cards. This helps students identify strengths and areas for growth, and it fosters an environment of continuous improvement. By engaging with feedback, students learn to self-assess, set goals, and take charge of their learning journey.

UCC formally reports on student progress twice a year through detailed report cards shared with families in January and June. These reports include subject grades based on the IB’s 1–7 scale, assessments of Approaches to Learning (ATL) skills such as organization and research, and narrative comments highlighting achievements, challenges, and next steps. On the June report card, you will notice a conversion table that translates MYP Levels to Ontario percentages. Our students reach ahead in Year 8, earning their Grade 9 OSSD credits. The MYP Assessment Handbook 2024–25 includes more detailed assessment information. In addition, we hold conferences twice a year, where students, families, and teachers meet to discuss progress, set goals, and collaborate on strategies for success.

MYP assessment prioritizes growth and learning over simple metrics. Unlike traditional percentage-based grading systems, MYP’s criterion-based approach focuses on clearly defined skill sets. This allows students to see precisely where they excel and where they can improve. For example, in a science unit, a student might demonstrate strong skills in Inquiring and designing (Crit B) but need to focus more on Processing and evaluating (Crit C). By emphasizing detailed feedback, students can make meaningful progress in specific areas.

Our approach to assessment supports the development of the whole student, including head, heart, and humanity, and in fostering attributes such as being reflective, open-minded, and principled—qualities emphasized in the IB Learner Profile. Beyond academic achievement, this approach equips students with the skills and mindset needed to navigate an ever-changing world.

At UCC, assessment is a partnership among students, teachers, and families. It's rooted in the belief that learning is a journey of discovery, reflection, and growth. By focusing on holistic development and fostering a love of learning, we aim to prepare students for success in school and beyond. We would like to thank our faculty and families for supporting our students in being their best selves so that they can make a positive impact on the world. 

With gratitude,
The Academic Team 

Donate | Food Bank drive

More and more families are turning to Food Banks across the GTA in these financially uncertain times. At UCC, we believe in making a difference, which is why the Community Service Council is proud to partner with the Timothy Eaton Church for our 13th annual Church-On-The-Hill Food Drive! We are determined to help those in need by donating items to C.O.T.H. Our ambitious goal is to reach 100% participation. This past month, members of the Community Service Council traveled to the Food Bank to learn about how they support their community and the items that are most in demand this season. C.O.T.H. supplies food essentials to over 1 200 people weekly, that's more than the student body at UCC from K-12!

Each homeform has been assigned one higher cost item and one lower cost item. Students can either choose (i) to donate either item independently or (ii) partner with a classmate to share the cost of an item.  

The food drive will take place from November 25 - December 13th, please check the class assignment list below to see how you can best contribute and which items are being collected by your child's homeroom.

AMC8 Math Contest

Year 6 and 7 mathematics: Students received an email to register for the AMC8 math contest. Registration closes on Thursday, Nov. 28.

Festive Marketplace | Volunteer or donate 

Festive Marketplace thrives each year thanks to the incredible support of our UCC community. All proceeds from Festive Marketplace and Festive Auction are used by our Parent Organizations for special initiatives that provide direct and positive enhancements for UCC students. Parents interested in getting involved can do so in the following ways: 

• Volunteer your time. It takes 150 parent and student volunteers to make Festive a success. Flexible shifts are available throughout the day, and you can schedule your time around student musical performances. Prep students perform in the morning and Upper students in the afternoon. Sign up here.

• Donate to our Silent Auction. We need your help to fill our silent auction. We’re looking for donated items such as sports tickets, theatre tickets, gift cards, cottage rentals, services and unique experiences. If you have something to donate, please fill out this form.

Still looking for another way to get involved? Monetary donations allow us to purchase items and gift cards on your behalf. E-transfers can be made to treasurer@uccprepparents.ca. Please include “Festive” in the note.

Thank you for your support in making Festive 2024 a success! Join the festivities and make a difference for our students!