Bayridge Elementary 23-24
OUR CONTEXT
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OUR LEARNERS
Social and Emotional Learning (SEL) constitutes a fundamental aspect of both education and human growth. It involves the acquisition and application of knowledge, skills, and attitudes to foster healthy identities, regulate emotions, attain personal and communal objectives, empathize with others, nurture supportive connections, and make conscientious decisions (as per CASEL). When students are provided with nurturing relationships and chances to cultivate and apply social, emotional, and cognitive competencies in diverse settings, academic progress flourishes.
At Bayridge, our focus lies on fostering mindsets that enable students to persevere through challenging materials or problems. We promote an environment where challenges are seen as opportunities for growth, and mistakes are viewed as chances to learn and problem-solve. Students are taught that their abilities and competence expand through effort. Embracing a "growth mindset" requires believing in the capacity for improvement through effort and adopting new strategies, recognizing that struggles are a natural part of the learning journey. These beliefs motivate students to cultivate social and emotional skills, maintain motivation, set goals, and reflect on their progress. Consequently, students exhibit enhanced resilience, optimism, and a proactive approach to nurturing positive academic attitudes, leading to increased engagement with school. Such skills are deemed increasingly vital in our rapidly evolving world.
I can demonstrate awareness of the oral tradition in First Peoples cultures and the purposes of First Peoples texts. (Curricular Competency: English Language Arts)
At Bayridge, our students actively engage with the First Peoples Principles of Learning by establishing connections to plants, oral histories, and forest explorations to learn and relearn about the Semiahmoo First Nations. We recognize the significance of oral traditions in numerous Indigenous cultures and endeavor to forge connections with the Semiahmoo land. Through activities such as mindfulness practices (focused breathing, mindful movement, attentive observation, and listening), students immerse themselves in the natural surroundings of the Bayridge forest, fostering a deeper connection to the environment and indigenous worldviews.
I can explore strategies for promoting the health and well-being of the school and community. (Curricular Competency: Physical and Health Education)
Students are gaining insight and comprehension from Indigenous ways of learning, understanding the interconnectedness of all things, and recognizing that education is intertwined with life itself. They are developing the ability to make responsible decisions that consider the perspectives, experiences, and worldviews of others. Our students are actively contributing to environmental improvements through our school's "green" initiatives, such as garden and park stewardship. Their decisions align with the First Peoples' Principles of Learning, which emphasize holistic, reflexive, reflective, experiential, and relational learning—centered on interconnectedness, reciprocal relationships, and a sense of place. Through these ongoing initiatives, our school has established gardens, planted trees, and continues to unlearn and relearn Indigenous histories. We also welcomed Harley Chappell, Chief of Semiahmoo First Nation, to learn the oral history of this local land and are dedicated to maintaining our school and nearby forests as tranquil and interconnected spaces for learning.
OUR FOCUS
To cultivate academic mindsets, we seamlessly incorporate Social and Emotional Learning (SEL) into our daily academic instruction. SEL content and objectives are woven into rigorous lessons through interactive and collaborative teaching methods. This approach facilitates continuous development and practice of SEL skills while enhancing the teaching and learning of academic subjects.
Daily, our students encounter numerous chances to hone and exhibit their Social and Emotional Learning (SEL) proficiencies. At Bayridge, our team is dedicated to equipping students with these vital skills, preparing them for success in today's dynamic landscape. To assess students' overall strengths and areas for growth, we monitored their Self-Awareness (including self-efficacy and self-confidence) and Responsible Decision-Making (comprising problem identification, solution analysis, problem-solving, evaluation, and reflection) across various subjects and grade levels within two learner cohorts. These cohorts encompass a diverse range of students, reflecting the makeup of our school population.
The SEL competencies we focused on in relation to Self-Awareness and Responsible Decision-Making include:
- Recognizing my strengths and taking responsibility for using strategies to focus and accomplish my goals.
- Identifying solutions to personal and social problems and evaluating the consequences of actions.
- Developing an understanding of the role of personal decision making in promoting community wellbeing.
Below are examples of our students' classroom experience as they relate to Self-Awareness and Responsible Decision-Making.
I can use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences. (Curricular Competency: English Language Arts)
Sample # 1: In the following examples, students read the story “The New Kid” by Jerry Craft. In this highly acclaimed graphic novel, students delved into themes of race, identity, and belonging. Students then had to plan, develop, and create a response to the story exploring diversity and inclusion in literature.
I can use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences. (Curricular Competency: English Language Arts)
Sample 2: In the following examples, students participated in book studies from a variety of authors around the themes of Racism and Diversity.
This sample represents 80% of our user Intermediate cohort who are now proficient/exceeding in their ability to use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences. (Curricular Competency: English Language Arts). In January, 55 % of our students were proficient and/or exceeding. In June, 80% of our students were proficient and/or exceeding.
I can explore strategies for promoting the health and well-being of the school and community. Curricular Competency: Physical and Health Education)
Sample 1: In the following examples, students read the story “out” by Angela May George and Owen Swan. In this story, a mother and daughter had to leave their war-torn homeland and journey to a new country. The story shows how this family become refugees and the challenges they face, but it also shows how they can build a new life and have hope for the future. Students delved into themes of identity and belonging, connecting to empathy, and increasing our understanding of other people’s struggles.
This sample represents 75% of our cohort who are now proficient in their ability to describe and apply strategies that promote the health and well-being of the school and community. (Curricular Competency: Physical and Health Education) In January, 60 % of our students were proficient and/or exceeding. In June, 75% of our students were proficient and/or exceeding.
I can explore strategies for promoting the health and well-being of the school and community. Curricular Competency: Physical and Health Education)
In order to instill the importance of considering long-term consequences before making decisions, we provide our students with grade-appropriate opportunities to reflect on the potential outcomes of various actions. Our learners engage in brainstorming sessions and utilize graphic organizers to delineate the pros and cons, cause and effect relationships, distinctions between facts and opinions, or to elucidate rights and responsibilities.
One key tool used by our students is using their "WITS". WITS provides our school community with a common language to discuss, as they engage in positive, pro-social behaviours. WITS is an acronym based on these four strategies: Walk Away, Ignore, Talk it Out, and Seek Support. For more information on WITS, click on the "WHAT IS WITS?" video link.
Another area that we have focused on this year has been around promoting racial equity and recognizing the significance of personal narratives. To achieve this, we have welcomed guest speakers and organized a school diversity week, emphasizing the importance of diverse perspectives and individual experiences in fostering understanding and inclusivity.
Celebrating Cultural Identity at Bayridge provides an opportunity to honour and recognize all the diverse backgrounds, traditions, and experiences of the students and staff within the school community. Celebrating our differences promotes inclusivity and creates an increased sense of belonging. It creates a welcoming and supportive school environment where everyone feels valued and respected for who they are.
It also has aided our school community in addressing issues related to discrimination, prejudice, and stereotypes by promoting dialogue and understanding among students.
Overall, celebrating Cultural Identity at Bayridge is an opportunity to celebrate the richness of diversity and promote unity, acceptance, and mutual respect among all members of our school community.
OUR NEXT STEPS
Our students are honing their social and emotional learning (SEL) skills while concurrently strengthening their academic resilience. Positive Personal and Cultural Identity involves the awareness, understanding, and appreciation of the factors that contribute to a healthy sense of oneself; it includes knowledge of one’s family background, heritage(s), language(s), beliefs, and perspectives in our diverse society.
Individuals with a positive personal and cultural identity hold their personal and cultural narratives in high esteem and grasp how these narratives mold our identity. They demonstrate a sense of self-value, self-awareness, and affirmative identity, enabling them to evolve into assured individuals who derive fulfillment from their identity and capabilities. They actively contribute to their own well-being and that of their family, community, and society.
- I can identify how my life experiences have contributed to who I am.
- I recognize the continuous and evolving nature of my identity.
- I can identify ways in which my strengths can help me meet challenges, and how my challenges can be opportunities for growth. I understand that I will continue to develop new skills, abilities, and strengths.
- I can describe how aspects of my life experiences, family history, background, and where I live (or have lived) have influenced my values and choices.
- I understand that my learning is continuous, my concept of self and identity will continue to evolve, and my life experiences may lead me to identify with new communities of people and/or place.
At Bayridge, educators leverage their own social and emotional learning (SEL) skills and cultural competencies in their teaching methods. They highly regard students' diverse backgrounds and identities, respecting their individual differences. They exemplify reflective listening and offer constructive, strength-based feedback. Grounded in personal connections, teaching at Bayridge involves family engagement, identity exploration, nurturing individual and collective voices, and structured academic and social discussions.
Moving Forward
Enhancing our students' skill sets in Personal Awareness and Responsible Decision-Making has proven highly effective at Bayridge. Our students are advancing in their self-understanding, empathy towards others, and their sense of connection to the community. As we move forward with this vital work, we aim to further develop the following areas:
Understanding relationships and cultural contexts
Students understand that their relationships and cultural contexts help to shape who they are. This includes culture in its broadest sense, including how one identifies in terms of ethnicity, nationality, language(s), abilities, sexual orientation, gender identity, age, geographic region, and religious or spiritual beliefs. Students explore who they are in terms of their relationship to others and their relationship to the world (people and place) around them.
To strengthen Positive Cultural and Personal Identity:
• Provide additional instruction on management skills by integrating explicit SEL skills into other curricular areas. • Create more opportunities for students to take ownership of their learning and practice responsible decision-making. • Expand avenues for students to reflect on their self-awareness and recognize how their responses influence their actions and behavior. • Encourage individuals to explore and learn about their cultural heritage, traditions, and values. • Promote self-reflection to help individuals understand how their cultural background has influenced their identity. On-going education and awareness on inclusivity and diversity • Promoting Inclusivity and diversity.
These findings were drawn from student surveys, anecdotal records, and observations complemented by school surveys conducted during the school year.
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
