Our Focus

2022-23

Sense of belonging

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2020- 2022

As we returned from school closure in the spring, it was clear that we needed to reassess our focus. At the forefront of our concern was welcoming staff and students back to the building after such a long time and making sure that they felt safe and connected to the school community and each other. We also were aware that the previous focus on communicating learning was likely still to be a need and so wanted to keep that in our learning intentions.

Focus Statement:

Based on action posts (HERE & HERE) and evidence post (HERE), we are growing our understanding of how our school story continues to evolve as we dive deeper into making our it  meaningful for students and adults. It is for this reason that we will be continuing with our focused inquiry question of: 

How does a focus on connections and the core competencies help us communicate our thinking and understand ourselves as learners?

Action Statement: 

1) We will focus on weaving in common language to support our learning journey. 

2) We created collaborative platforms for us to share and curate ideas on 1 small action to be taken based on school wide and individual class scanning data: padlet as a living document, Pro-D Day, Staff meeting standing item, school story committee meeting

Evidence Statement: 

When we ask students about their learning, they are able to articulate their thinking and be able to talk about connections they have made, and are more aware of their strengths, stretches, and next steps in their learning. 

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2019-2020

Prior to COVID we began to delve into our transition from our previous focus on community and core competencies towards connection and thinking. Ourdata showed that our students were able to give brief explanations of what they are learning and why it was important and that their next steps were to deepen their capacity and articulation of their thinking

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2016-2019  

During this three year period, the school gathered information collected from interviews with students which informed a focus for learning. They worked closely with both the Critical Thinking and Personal Responsibility core competencies with an emphasis on student self-reflection. Over this time period, teachers supported students to help them solve problems in peaceful and inclusive ways. The parent community was invited to support us in this area. Each member of our community has an important role in strengthening our learning and helping our students to reach their full potential.

Please see the 'Our Focus' section to see where our inquiry has led our practice.