Commitment to Agility understand their own strengths and opportunities for growth.
We strive to create an environment that is designed specifi cally for our learners, nurturing connection, curiosity, and student voice.
Commitment to Agility understand their own strengths and opportunities for growth.
When students experience learning as something they do with others rather than for others, they are more willing to share ideas and stretch themselves. This fosters agency and reinforces the belief that their perspectives matter and add value to our community. It creates opportunities for students to take risks, make mistakes, and navigate moments of confusion or ambiguity as essential parts of learning. These experiences cultivate a growth mindset, teaching students that struggle is often where the deepest learning occurs. It’ s the ability to persist, to say“ I can do hard things”, and to understand that effort and determination build the path to success. Through this learning, we know that our students develop the interpersonal and cognitive skills that they need now and in the future.
Wendy Macken Director, Junior School
MEANINGFUL LEARNING: CONNECTING KNOWLEDGE TO LIVED EXPERIENCE
In Grade 1, students study life cycles through chicks, potatoes, and butterfl ies. As they plant, observe, wonder, predict, and care for these living things, science becomes something they can see and touch. Their work also becomes part of how they see themselves and who they are becoming.“ It gives students that identity of‘ we are scientists’,” said Ms Trolese, Assistant Director, Junior School.“‘ We can observe how these beings change.’”
“ At this age, the wonder is right there,” said Ms Yorath, Teacher, Grade 1, Junior School.“ They are asking questions, making predictions, noticing changes, and beginning to understand that science is something they can do.”
This learning moves beyond science, as students practise responsibility and begin to understand their connection to the natural world. The potatogrowing portion, for example, opens up conversations about food systems, land, and the difference between growing one potato at home and growing enough food for a community.
In Grade 4, Barkerville Week transforms a study of the BC gold rush into an immersive experience. Students take on historical roles( complete with costumes!), create backstories, trade goods, build a town economy, and consider the perspectives of the people whose lives and lands were changed by the gold rush.
We strive to create an environment that is designed specifi cally for our learners, nurturing connection, curiosity, and student voice.
“ When they enter the room in a different character, it gives them that freedom to let go a little, and express themselves more in the role,” said Ms Kaedbey, Teacher, Grade 4, Junior School. Students feel that shift, too.“ The best part of Barkerville was buying and receiving the goods because it made me feel like I was a real citizen in Barkerville in the 1800s,” said Chelsea, Grade 4.
The week also asks students to work together through a challenge: an imaginary fi re that destroys the town they have worked to build.“ They all have to learn to work together to make this community work,” said Ms Kedgley, Teacher, Grade 4, Junior School.“ The best part of Barkerville is being in character and helping each other when the fi re came. Everybody helped to rebuild and to fi x the damage,” said Isabel, Grade 4.
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