Middle School

Welcome to the Middle School

The opportunity to educate other people's children is a rare privilege, bringing with it a huge responsibility. In the Middle School, we take this responsibility extremely seriously. Our faculty place a very high priority on getting to know the students in their care and they provide them with excellent personal and academic support. We care about the individual student and pride ourselves in the warmth of a community in which all our students feel cared for and valued.

As students enter their Middle School years, they begin to have two needs. One is a need for increased independence. The other is an increasing need for meaningful interactions with adults who are not their parents. In other words, the Middle School student craves freedom but also wants adult support. The Middle School provides an environment that recognizes the emotional and social needs of our learners while encouraging good citizenship, global awareness and character development.

We see it as our responsibility to draw out our students’ talents, to broaden their interests and to develop their personal qualities. Our students are encouraged to approach new opportunities with confidence and to learn to think for themselves while being mindful of the needs and views of others. We aim to foster confidence, perseverance, tolerance and integrity; to enhance communication skills; to embrace creativity; to encourage teamwork; and to promote an open-minded and outward-looking mentality so that our students are ready to make a positive contribution to their wider community.

As Director of Middle School, I believe passionately in the importance of the individual. Every student is valued for his or her own sake and encouraged to develop his or her talents to their full potential in a supportive and caring community.

Rob Waldron
Director of Middle School

Middle School Facts

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  • Class Size Guideline

    Class Guideline   18
  • Team Sports

    Basketball, Volleyball, Soccer, Cross Country, Hockey, Track & Field, Softball, Baseball, Rugby, Tennis, Golf, Alpine Skiing and Snow Boarding
  • Extracurriculars

    VEX Robotics Club, Binder Boot-Camp, Debating & Public Speaking, Flag Football, Board Games, Indoor/Outdoor Games Club, Ultimate Frisbee, Study Hall

MIDDLE SCHOOL CURRICULUM

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  • Dave Harvey, Director of Academics: Middle & Senior School

    As parents know, early adolescence is a rollercoaster ride of physical, intellectual and social change that can be challenging to navigate. The Middle School, with its own customized space and caring staff, provides an environment that recognizes the emotional and social needs of our learners while encouraging good citizenship, global awareness and character development. We also offer a coordinated curriculum that ignites intellectual curiosity in key skill competencies: numeracy, oral and written communication, critical and creative thinking, complex problem-solving and co-operative learning.

Life in the Middle School

List of 3 items.

  • How to Transition to Middle School

    One of the most challenging times for kids and parents is when children begin Middle School. School days are set up differently, plus peer relationships demand a lot of attention. Middle School requires a huge amount of patience from parents in order to maintain a good relationship with their children. Follow these steps to successfully transition your child to Middle School:
    *Teach organizational skills to your child. The increase in classes, homework and activities can be quite demanding. Kids become easily distracted and forgetful at this age. Using a workable system to keep track of everything makes the transition to Middle School less stressful.

    *Practice good study habits. Homework typically increases and gets harder in Middle School. Arrange regular study times at the dining room table with phones and the television turned off. Make certain your child knows that you expect his/her best effort.

    *Stay involved with school. This is a time when parent involvement typically falls off, but it helps your student and the teachers to know that you're interested. In addition, you can't always count on your child to remember to relay necessary information.

    *Remain an active part of your new Middle Schooler's life. Your child may act as if s/he doesn't need you, but s/he does.
  • Tips & Warnings

    For the life of a Middle Schooler:
    • Make certain your child has a good alarm clock. Middle Schoolers should be able to get themselves up for school.
    • If you haven't allowed your child to take responsibility for their decisions yet, this is a good time to start. It is far better for a Middle Schooler to learn that not studying can result in a failing grade than for a high school or college student.
    • One of the biggest problems during the teen years is that kids don't get enough sleep. They stay up too late and have to get up early for school. Try to curb late night computer, telephone and television use.
    • Peer pressure increases dramatically in Middle School. Talk to your child about coping skills.
  • Note for Grade 6 Parents

    From his book, Meet Me in the Middle, Rick Wormeli writes: “So what is it about young adolescents that we should take into consideration? Here is a small taste:
    "They can’t all be lumped into the same readiness levels – emotionally, intellectually or physically. Girls mature faster than boys. Bones grow faster than muscles, so coordination isn’t consistent. There is discomfort in the growth plates on the ends of their bones that requires frequent movement to relieve, even in mid-lesson. With growth comes the need to eat – about every ninety minutes. They worry intensely over body changes.

    "Intellectually, the tools they’ll need for figuring out academics and life are not all in the toolbox yet. This makes decision-making, impulsivity control, moral/abstract reasoning, “reading” the situation, planning, understanding consequences of words and actions, and other executive functions intermittent at best.

    "They are fiercely independent, yet paradoxically, they crave social connection. They move from concrete to abstract thinking, sounding like adults when talking about some topics, and young children when discussing others.

    "They crave competence, self-definition, creativity, vividness in learning, emotionally safe environments, control/power over their lives, physical activity, positive social interactions with adults and peers, structure and clear limits, and meaningful participation in school/community. Most of all, they want to belong.”

List of 5 items.

  • Our Academic Vision

    CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centred and delivered through a supportive and caring community dedicated to meeting the individual learning needs of all its students.
  • Academic Approach

    At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning.
  • A Place to Discover Your Passion

    Education is a process of living, not a preparation for future living.
    John Dewey
    University preparation is integral to who we are; our curriculum is engaging and challenging. But we also believe that academic rigour should be balanced with opportunities for individual growth, exploration and reflection. We want our students to discover their passions, to nurture and cultivate them throughout each stage of their educational journey with us.
  • A Caring and Supportive Environment

    Research tells us that one of the single greatest factors affecting student success is the relationship forged between students and teachers. Our classroom teachers, teaching associates, homeroom advisors, guidance councillors, learning strategists, and administrators recognize this connection and are committed to fostering professional yet kind and caring relationships where each student’s needs are supported and addressed.
  • Commitment to Learning and Teaching Excellence

    Our academic program is founded upon a shared vision of teaching and learning principles that is grounded in current research that define the expert teacher as one who:
    • meets the needs of all learners
    • is passionate about teaching and learning
    • has a deep understanding of teaching and learning
    • monitors student learning and uses assessment to improve teaching and learning
    • creates an optimal classroom environment
    • focuses on mastery learning and deep understanding
    • develops self-regulation, self-efficacy and self-esteem in their students
    • offers appropriately challenging tasks and goals

School Information

13415 Dufferin Street King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.