Torch - Spring 2014

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By Young Um, Director of Communications

 Teaching for Understanding  Havergal’s overall focus on teaching for understanding in all subject areas sees students acquiring knowledge and core skills and making meaning for themselves so that they can transfer knowledge and understanding in new situations. The inquiry-based learning model lends itself to the study of all STEM fields as it involves asking questions about the world, solving problems, using creativity, collaborating, thinking outside the box and having a desire to help people and to make a difference. Teachers are incorporating creative and authentic learning experiences that integrate STEM with core competencies. In any class, there will be groups of students who are really interested in science and math. Erin Murphy’s Grade 4 class is no different—these girls love hands-on exploring and solving challenging puzzles. One of her students placed 11th in Canada in the Caribou Math Competition held earlier this year. Another Grade 4 student ranked in the top 50 (out of 2,300 Grade 3 and 4 participants) and three Grade 6 students (out of 3,400 Grade 5 and 6 participants) ranked in the top 100.

mathematics, which is significantly higher than students enrolled at other schools,” says Seonaid Davis, Director of Curriculum & Faculty Development. In recent years, for Grade 11 elective courses, about 80 percent of Havergal students take Biology, 80 percent take Chemistry and 60 percent take Physics. In addition, when students graduate from Havergal, approximately 40 percent of them go on to study a STEM field in university.

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“The goal is to get the girls connected and interested in these subjects so that they can make meaning for themselves,” Erin says. “I don’t want girls to see any boundaries. I want them to leave the Junior School as curious thinkers who are inspired to explore the world.”

The Upper School offers a broad range of choices, allowing students to take courses in the humanities and math and science. “Students enrolling in mathematics, when it is not compulsory, indicates an interest or value for the subject as well as the confidence to be successful. Data from the past 10 years reveals that, on average, 88 percent of our graduating class complete at least one Grade 12 elective course in

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