Physical Literacy

At Star Academy, gym class is about more than just running around.

Think back to your elementary school days: do you remember gym class? Maybe you loved it and were always active. Or maybe you were on the bench waiting for it to end, or hoping you weren’t the last one picked. At Star Academy, those distinctions don’t exist: they’ve got a whole new approach to physical education.

“We talk about ‘physical’ in terms of physical literacy,” says Principal Belinda Bernardo. “We’re looking for coordination, balance, speed, endurance and agility: these are key components to our gym program, and they’re all woven around fun activities. We’re not interested in scores—we want students to see games and exercise as functional and fun.”

Much research has been published showing the connection between exercise, brain function and academic skill. A 2012 study from the University of Louisiana concluded that physically fit students scored 16–19 points higher on standardized tests than unfit students, and a 2011 study published in the Journal of School Health from Stanford University found disparities in both math and English scores between fit and unfit students.

Every child at Star Academy gets 40 minutes of daily phys-ed. As a result of this gym program, the school has observed a 39 percent improvement in combined physical abilities, a 14 percent improvement in executive functions and a 30 percent improvement in focus. “Physical activity promotes the growth of neurons and blood cells within the brain, which improves learning and memory,” says Bernardo. “It’s why children should exercise before taking really important tests or exams.”

Fitness Fun
“We have dedicated phys-ed teachers here,” says teacher Kelly Farrell. “It makes a big difference compared to a general teacher who might be unfamiliar with developmental milestones. For example, station activities in gym class include cognitively oriented tasks and promote transferable skills, so there’s a lot more going on than just an enjoyable game.”

So does that mean that the kids don’t play any competitive sports? “Competition is key,” says Bernardo, “but we don’t need to keep score. The focus is on developing the skill sets that can be applied to any sport going into high school—it would be negligent if we didn’t teach that—but it has to be fun. Win or lose, they enjoy and learn from their experiences.”

Not Just Exercise
Of course, what’s an innovative phys-ed program without a nutritional component to complement it? Star Academy also has a vegetable garden which students help tend. This year, they’re growing raspberries, peppers, cucumbers, tomatoes, squash and kale, and through this, students gain a cyclical understanding of where everything comes from.

“They love it,” says Bernardo. “One year, the Grade 7s and 8s wanted to sell the produce, as a math project. They calculated how many they hours put in, how much it cost to put it together, and how much the produce sold for, to see if it was worth it. It’s real-world math.”

“For Thanksgiving, we do a harvest and have a big Thanksgiving feast,” adds Vice Principal Pam Rennie. “Every class participates in making a portion of the meal, and we take a trip to a farm for the rest of the produce. If there are any leftovers, we take it to a local hot kitchen. The kids understand that we don’t waste, and that there are people in need within our own community.”

This combined approach shows students that physical activity and nutrition are just as important to academic success as hitting the books. Says Bernardo: “We want to show the children that everyone needs to be physical: it’s better for your brain, for your body and for a healthy, long life.”

1587 Cormack Crescent
905-891-1555
staracademy.ca

(Originally posted on mississaugalife.ca. The print version originally appeared in Spirit of the City/Mississauga Life, issue 20, 2013; the PDF of that is available here.)

21st Century Learning

Star Academy looks to the future of education.

Nothing endures but change. Ancient Greek philosopher Heraclitus of Ephesus said that, and it’s as true today as it was then. Nowhere in human history has change been as rapid as what was seen in the 20^th century or even in the last few decades. Advancements are constantly being made in science, technology and medicine, yet education seems resistant. Star Academy is changing all that.

Pedagogy
Education as most of us understand it is a top-down process: the teacher gives a lesson or does an activity, follows up and assigns homework. Belinda Bernardo, Principal of Star Academy, has a different take on it. “It’s more collaborative,” she says. “You need to engage students’ minds at different levels. Problem solving is just one facet—we need to ensure that our education system looks toward reasoning and critical thinking. Once you do that, the child will take it much further.”

A study published in the journal Early Education and Development in 2010 stated that the best academic outcomes are achieved not by narrowly focusing on academics, but by also addressing children’s social, emotional and physical development.

A 2005 essay by Finnish educational leader Pasi Sahlberg concludes that curriculum should shift from a product model to a process model—which is precisely what Star Academy does. “It’s the process and skills of learning that remain consistent, not the content,” says Bernardo.

Necessary Skills
Teacher Kelly Farrell agrees. “It’s about transferable skill sets,” she says. “Time management, organization, prioritizing and verifiable online research—these are all important. In any job, your role is constantly changing because the world is constantly changing. That’s where our philosophy of building skills for lifelong learning comes in. If students understand the inner workings of information, they can adapt those skills to any situation.”

“Education has to change to meet the needs of students,” says Bernardo. “The best thing we can do for our students is ensure they have the skills necessary to be successful.”

Technology also plays a large role at the school. Star Academy teaches its students to act on technology—to create with it, as opposed to passively engaging with it. Farrell cites Prezi as an example of software perfectly geared for this generation of kids. “It allows students to put information together in a way that makes sense to them and matches the way they think,” she says.

Using technology for presentations is common, but it’s also important to recognize how technology is used in every area of curriculum, including building a global community through Skype, organizing yourself through cloud technology, and recognizing the importance of social media etiquette.

More than Academics
Schools need to foster dialogue and collaboration, and develop interpersonal skills. Star Academy’s focus is on not only academic excellence but also the social, emotional, global and physical skills needed to become well-rounded and productive in these changing times. Private schools are often the leaders of change in educational pedagogy, as they have environments more conducive to adapt to new things more quickly. “Teachers also need a different set of skills,” says Farrell, “and they need to be given the time, the flexibility, the freedom and most of all the trust to try new things with their students. We have that here.”

Says Bernardo: “The 21^st-century classroom must be inspiring and collaborative, allowing students and teachers to take risks, take initiative, discover, collaborate and communicate—and for Star Academy this is our reality.”

1587 Cormack Crescent
905-891-1555
staracademy.ca

(Originally posted on mississaugalife.ca. The print version originally appeared in Spirit of the City/Mississauga Life, issue 19, 2013; the PDF of that is available here.)

Star Potential

At Star Academy, children learn to love to learn.

One of the first things you notice when you walk into Star Academy is that there are no locks on the lockers. “We work on the trust system here,” says Principal Belinda Bernardo.

You’ve walked into a different educational world.

Star Academy is a private school, started 17 years ago by Bernardo and Vice Principal Pam Rennie. They wanted to create a school where children didn’t have to conform to an overly rigid system (whether private or public) that wasn’t delivering to them. Instead, their philosophy was for the school to conform to the child—the educational experience becomes far more personalized, bringing learning into the 21^st century.

It’s an inquiry-based school; children are engaged in active learning rather than just regurgitation of facts. The teacher functions not as a deliverer, but as a facilitator. “It’s a broader, more robust way to teach,” says Bernardo. “It’s about respecting children. When you expect them to do well and you tell them that you believe in them, they will always live up to it. Children want to do their best, they really do.”

What Parents Need to Know
Many people think private schools are elitist, yet Star Academy isn’t a preppy private school. “A lot of private schools take in A students and churn out A students,” says Bernardo. “But our measure of success is ensuring that a child demonstrates continuous improvement, so we’ll get A, B, or C students, but they’ll develop and graduate well prepared and ready for high school.”

Classrooms are kept at a strict 10:1 ratio. As soon as there are 11 students in one class, there are two Ontario-qualified teachers in the room. Maximum capacity in the school is only 95, so there is a lot more in the way of one-on-one learning and small group collaboration. “We know intimately what every child needs in all areas of their learning, and can deliver it personally and individually,” says Bernardo.

Five Pillars
The central educational philosophy of Star Academy rests in its “Five Pillars,” which are interwoven throughout the daily curriculum.

• Academic. A strong academic foundation with high but realistic expectations.
• Physical. Connecting physical activity to academic success. (See “Physical Literacy,” below.)
• Social. Developing social intelligence and learning the value of positive social interactions.
• Emotional. Developing empathy, compassion and a sense of perspective.
• Global. Enhancing awareness of community and social responsibility, without losing sight of individuality.

Physical Literacy
A number of years ago, students in grades 7 and 8 had math first thing in the morning. Some were tired and lacked focus, and their marks suffered. A change in scheduling was made, with their first class of each day being phys-ed. Grades, attention and self-esteem all went up. Why? Research has shown that exercise improves executive functioning in the brain.

“The executive functioning skills are core student skills,” says Vice Principal Pam Rennie. “So aside from the academics, they’re your ability to sit and attend, to plan, to organize, to take initiative and to switch tasks confidently.” As a result of observed improvements over the last few years, all Star students participate daily in a 40-minute specialized phys-ed program.

“It’s interesting that physical activity and the development of related skills improves cognitive processes and academic success,” Bernardo smiles.

Formative Years
The time to think about the direction of your child’s education is in junior kindergarten. The elementary years make all the difference and will set the standard for the rest of their educational lives. There are options available when it comes to education. Find one that’s a good philosophical match for you and your family.

1587 Cormack Crescent
905-891-1555
staracademy.ca

(Originally posted on mississaugalife.ca. The print version originally appeared in Spirit of the City/Mississauga Life, issue 18, 2013; the PDF of that is available here.)