Stand Out In School And Outside Of School

CHAPTER 5 INSTITUTE is for parents and students who believe in the significance of elite education.

CHAPTER 5 INSTITUTE gives students the opportunity to learn things that their schools do not teach them. Students capitalize on unique program experience to push ahead in life and gain a competitive advantage for a fun and rewarding future career.

CHAPTER 5 INSTITUTE provides access to professional software, knowledgeable instructors, and real-world experiences. CHAPTER 5 INSTITUTE helps empower students to bring their ideas to life. Students are developed with ability to stand out in school. Students move forward with polished skills, developed talents, and the motivation to hit the ground running outside of school campus.

Enjoy The Ride To
“Top 10”

Ambitious, creative thinking students share some similarities:

• Not satisfied with status quo and want to learn more;

• Want to demonstrate outstanding academic achievement and creativity excellence;

• Want to get accepted to “top 10” schools;

• Want to fill future career vacancies at top organizations, many in STEM (Science, Technology, Engineering, and Math). Welcome on board the ride to “Top 10”!

Canadian Open Mathematics Challenge (COMC)

Canadian Mathematical Olympiad (CMO)

MATH MASTERY   |   YEAR-ROUND

The COMC is Canada's premier national mathematics competition that is open to any student with an interest in mathematics.

Students who excel in the CMO will have the opportunity to be selected as part of Math Team Canada -- a team of six students who travel to compete in the International Mathematical Olympiad (IMO). Depending on grade level and performance, students participating in the COMC can also have opportunities to garner awards, to win prizes, to be considered for scholarships, and to get invited to camps.

American Mathematics Competitions

MATH MASTERY   |   YEAR-ROUND

American Mathematics Competitions (AMC) are the most prestigious math contests. AMC program identifies, recognizes, and rewards excellence in mathematics through a series of national contests to strengthen the mathematical capabilities of youth.

AMC is the only way for a student to reach the USA Mathematical Olympiad. Our economy needs scientists and engineers - for all these professions excellence in problem solving is a key ingredient for success. The skills students learn from the problems and solutions will help in retrospect years after school or college years are behind.

The students benefit from the chance to challenge students with interesting mathematical questions that are aligned with curriculum standards at all levels of difficulty. Furthermore, students gain the opportunity to achieve and compare themselves through competition with students in their school and around the US, Canada and several other participating countries.

Canadian Computing Competition

Canadian Computing Olympiad

IT MASTERY   |   YEAR-ROUND

The Canadian Computing Competition (CCC) is a fun challenge for secondary school students with an interest in programming. It is an opportunity for students to test their ability in designing, understanding and implementing algorithms.

The Canadian Computing Competition (CCC) began in 1996 as a forum for high school students in Canada to learn about and enjoy aspects of programming. Top Senior contestants from the CCC are invited to attend the Canadian Computing Olympiad (CCO).

Languages: The CCC Online Grader currently supports C, C++, Python (2.x and 3.x), Pascal, Java, Perl, and PHP. CCO competitors must use Pascal and/or C/C++. Competitors in both competitions may use more than one language during the competition.

Provincial Test Prep

MATH & PRE-CALCULUS MASTERY   |   YEAR-ROUND

The British Columbia Graduation Program Examinations were implemented in 2004 to:

• Ensure that Grade 10, 11 and 12 students meet consistent provincial standards of achievement in academic subjects.
• Ensure that graduating students from all schools in the province are treated equitably when applying for admission to universities and other post-secondary institutions.
• Respond to a strong public desire for improved standards of education.

Grade 10, 11 and 12 exam results are blended with the school/classroom mark to generate final course marks.

Exams may include both selected-response (multiple choice) and written-response questions that vary in cognitive level.

Provincial examinations are designed to be two hours in length. However, students may use up to an additional 60 minutes to complete their exams.

Until they reach graduation status, students have three years in which to write the provincial exam after completing a course. If the exam is not written within three years, the student must retake the course.

Mastery Learning

MATH & PRE-CALCULUS MASTERY   |   YEAR-ROUND

The majority of us are very familiar with the traditional flow of classes, where we learn material and study for the upcoming test. Then, regardless of our grade, we move on to the next set of chapters, until we are tested on those. We go on to learn more and take the next test and so on, until we are done with the class. Maybe we really learned what we were taught, or maybe we only learned a portion, or maybe we barely understood most of the material, and it's reflected in our ending grade. But what if we had to master what we were taught? What if we couldn't move forward in a class until we had fully grasped what we were tested on?

These are the kinds of questions that educator Benjamin Bloom began posing in the 1970s. He was studying the variation of grades in classes and saw a vast difference between those who had higher grades and those with lower ones. In an effort to create more balance, Bloom considered how those with the lower grades could be given the chance to do better on tests by receiving the help they needed. Specifically, he came up with a model that could promote genuine learning along every step of a course. This model is called mastery learning.

Mastery learning is unique compared to the traditional method mentioned above. Under this model, a unit of material is taught, and students' understanding is evaluated before they are able to move on to the next unit. As Bloom had suspected, this method was successful in improving grades and lessening the divide between students in class. We have the flow and order of mastery learning in the classroom.