Commitment to Agility from that, and being OK with being uncomfortable.”
Ms Yang describes the larger purpose simply:“ We want them to fi nd their‘ why’.”
Commitment to Agility from that, and being OK with being uncomfortable.”
“ The best part about the UBC Physics Olympics was the opportunity to tackle challenging tasks as a team. Not only did we see physics applied in new contexts and engage in a wide range of activities, but we also listened to our teammates’ perspectives and learned from each other throughout. From completing labs to quickly answering questions in Quizzics, every time we tackled a new challenge together, the competition became even more memorable!” said Sophia, Grade 12.
COLLABORATIVE LEARNING: EXPLORING, CREATING, AND INNOVATING TOGETHER
For Grade 10 students, the firstever Community Engagement Day extended learning beyond campus. Groups of students spent a full day with local organizations connected to social and environmental challenges across Vancouver, including poverty reduction, urban sustainability, and food security.
“ It’ s one thing to read about it in a book or watch a video, but actually getting to interact with individuals and get that hands-on experience – it was really powerful,” said Ms Manion, Assistant Director, Student Life, Senior School.
Ms Yang describes the larger purpose of the day simply:“ We want them to find their‘ why’.”
Some groups worked with organizations such as the Binner’ s Project, which provides fee-forservice waste-sorting programs to achieve social inclusion, waste diversion, and economic development, and Mission Possible, which helps empower people typically excluded from the traditional workforce to fi nd meaningful work. Others rolled up their sleeves with groups like Farmers on 57th, a nonprofi t organization that operates an urban farm growing food, fl owers, berries, and fruit, and distributes it to over 1,000 people every growing season.
“ We learned about the impacts of community gardens and their sustainability impacts,” said Ella, Grade 10.“ My peers and I actually got to work in the garden, using various equipment and tools, and learned the ropes of gardening— and had lots of fun doing so!”
A Crofton House School education is rigorous, but rigour is not confined to final products. It lives in the process: in the questions students ask, the choices they make, the feedback they consider, the relationships they build, and the way they respond when learning asks
Ms Yang describes the larger purpose simply:“ We want them to fi nd their‘ why’.”
more of them than they expected. And this means that learning, for all of us, is always“ work in progress”.
The Learning Framework gives CHS a shared language for that kind of learning. It helps teachers design experiences with purpose and relevance, and helps students understand that responsibility, independence, organization, collaboration, self-regulation, and initiative are part of how learning happens.
It also helps the broader community see that a project’ s deepest value may not be limited to what a student produces at the end, or the evaluation assigned to it.
A butterfl y emerges. A town rebuilds. An action plan changes course. An artifact takes shape. A robot fails, then climbs. A student begins to understand what matters to her.
This is learning at Crofton House: meaningful, student-centred, collaborative, and alive.
Learn more about the CHS Learning Framework.
9