Dr. F.D. Sinclair Elementary 24-25

Building on the strengths and engagement of our learners, our focus this year continues to evolve in response to their needs, interests, and the values that define our school community. At Dr. F.D. Sinclair Elementary, our learning focus continues to centre on literacy as a foundation for identity, empathy, and agency. This focus matters because literacy is more than reading and writing—it is a means through which students make sense of themselves, others, and the world. It empowers learners to express their ideas, engage with diverse perspectives, and contribute meaningfully to their communities.

This focus is not only reflected in student learning—it is also supported by a shared vision among staff. Through collaborative inquiry, team teaching, and shared planning, our educators are committed to creating inclusive, responsive environments where all learners can thrive. Our work is guided by a collective belief in the power of literacy to foster connection, critical thinking, and compassionate action.

Student Learning Goals

• Students will make meaningful personal and cultural connections through text and story.
• Students will collaborate to explore ideas and build shared understanding.

These goals are embedded across subject areas and lived through interdisciplinary learning experiences that integrate language arts and the arts. They are also deeply connected to our Sinclair values—kindness, honesty, empathy, respect, gratitude, and resilience—which continue to guide our learning and leadership.

Across the school, learners are engaging in experiences designed to support these goals. For example, students are:

• Participating in school-wide inquiries that explore Sinclair values through literature and dialogue using visual art that reflect their identities and perspectives.
• Engaging in collaborative projects that promote respectful communication and shared problem-solving.

As a learning community, we remain reflective and responsive, continuously adapting our practices to support student growth. These experiences are intentionally designed to foster the competencies outlined in the BC curriculum—communication, personal and social responsibility, and critical and reflective thinking—and to ensure that every learner is supported in becoming a confident, compassionate, and capable contributor to their world.

Evidence of Student Learning 

As we reflect on our learning journey this year, we are encouraged by the ways our students are growing as thoughtful communicators, critical thinkers, and compassionate community members. Across the school, learners are demonstrating increased confidence in expressing their ideas, connecting with diverse perspectives, and engaging meaningfully with one another. These shifts are evident in the stories they share, the choices they make, and the ways they collaborate and care for one another. 

Student Learning Goals (Restated) 

•    Students will make meaningful personal and cultural connections through text and story. 

•    Students will collaborate to explore ideas and build shared understanding. 

Direct Evidence of Student Learning 

The story of student growth emerges through the patterns we observe, the voices we hear, and the moments of insight captured across learning experiences. These glimpses into their journey reveal not only where students are, but how far they’ve come. This includes: 

Goal 1: Personal and Cultural Connections through Text and Story 

•    Evidence 1: Proficiency scale data showing improved student ability to make text-to-self and text-to-world connections. 

•    Evidence 2: Student reflections and reading journals that demonstrate deeper engagement with diverse texts and perspectives. 

Goal 2: Collaboration and Shared Understanding 

•    Evidence 1: Proficiency scale data showing improved ability to contribute to group tasks and build shared understanding. 

•    Evidence 2: Observational notes and classroom artifacts (e.g., group projects, discussion protocols) that capture effective collaboration and peer feedback. 

•    Evidence 3: Student reflections and teacher documentation indicating increased ability to contribute to group tasks and build shared understanding. 

After examining a small cohort of primary learners, we were able to observe a remarkable evolution in how students are engaging with shared language, values, and key curricular competencies. These observations have illuminated the powerful impact of intentional strategies that foster a common understanding and promote meaningful dialogue in the classroom. 

Students are not only embracing our school’s core values—they are actively applying them through a variety of learning experiences. What is particularly visible is how this shared language is being used as a tool for deeper thinking and communication. Whether analyzing characters in literature, collaborating during group tasks, or reflecting in their journals, students are consistently drawing on this language to express their ideas with clarity and confidence. 

This growth is closely tied to the strategic integration of curricular competencies, particularly those related to connecting between ideas from a variety of sources and exchanging ideas and perspectives. For example, during recent journaling  focused on our school values, students demonstrated an impressive ability to connect personal experiences to abstract concepts. Their writing was rich with insight, and their enthusiasm was palpable—they were genuinely excited to share their stories and perspectives. Moreover, students are beginning to build on one another’s ideas in thoughtful and respectful ways. We observed this learning group referencing our shared language during story discussions, using it to support their reasoning, and even helping peers articulate their thoughts more clearly. These moments reflect not only a deepening understanding of the content but also the development of essential communication strategies that align with our curricular goals.

A Student Story 

One learner’s journey this year exemplifies the heart of the school’s focus on making connections and exchanging ideas. Initially very shy, the student lacked the confidence to engage with peers or share personal insights. Through a class project centered on respectful communication, the student participated in activities that encouraged reflection and collaboration. The class explored effective communication strategies, shared personal experiences, and created visual representations such as comic strips and posters. These were later presented to peers, fostering a supportive environment. As a result, the student began contributing more actively and confidently, and the class as a whole became more engaged—regularly participating in discussions and sharing ideas across various topics. This growth was deeply rooted in the Sinclair Values, as students practiced kindness, respect, empathy, and resiliency throughout the learning process, creating a classroom culture where every voice was valued and every connection mattered.

Analysis of Student Learning Evidence 

The convergence of qualitative and quantitative data paints a compelling picture of student growth across both learning goals. The proficiency scale data clearly indicates upward trends in students’ ability to make personal and cultural connections through text, as well as their capacity to collaborate and build shared understanding. These gains are not only measurable but meaningfully reinforced by the qualitative evidence gathered throughout the year. 

Student reflections and journal entries reveal a deepening engagement with diverse texts and perspectives, suggesting that learners are not only understanding content but also internalizing it in ways that connect to their identities and lived experiences. The observational notes and classroom artifacts further validate this growth, capturing authentic moments of collaboration, peer feedback, and the use of shared language to support communication and critical thinking. 

The visual documentation—such as group projects, discussion protocols, and student-created materials—adds another layer of insight, illustrating how students are embodying the Sinclair Values in their daily interactions. These artifacts show students actively practicing empathy, respect, and resilience while engaging in meaningful dialogue and co-constructing knowledge. Together, this data affirms that the strategies implemented this year have effectively supported the development of key curricular competencies and fostered a vibrant, inclusive learning community.

Moving Forward 

As we look ahead, our school team is committed to building on this year’s progress through xpanding these opportunities for connection and exchange. We will continue to nurture environments where students can engage in dialogue, ask meaningful questions, and explore diverse viewpoints—all while grounded in the values, strategies, and competencies we’ve cultivated together. We will also: 

•    Continue to nurture literacy as a tool for identity, empathy, and expression through diverse texts and storytelling practices. 

•    Go deeper in fostering collaboration through structured group learning, shared inquiry, and peer dialogue. 

•    Explore new ways to elevate student voice and leadership through interdisciplinary projects and authentic audiences.

These next steps will be supported through ongoing reflection, collaborative inquiry, and a shared commitment to ensuring that every learner is seen, supported, and celebrated. While we are not identifying specific professional development or resource needs at this time, our planning will remain responsive to the evolving needs of our learners and staff.