École K B Woodward 23-24

OUR CONTEXT


Dear Families;

Welcome to École K.B. Woodward. Walking through the entrance of the school; the staff, students and the surrounding community recognize the deep roots and history. We understand that: 

  1. The Kwantlen First Nation came to the present day area hundreds of years ago. 
  2. Surrey City Centre was a place of refuge for the Nation. 
  3. Almost seventy years ago, École K. B. Woodward was the first school built on the land. 

Daily, we acknowledge that we are on the shared and unceded traditional territory of the Katzie, Semiahmoo, Kwantlen, and other Coast Salish Peoples.

We acknowledge that we are guests on this land.

We recognize that many nations live on this land.

We respect all cultural traditions.

Nous reconnaissons et honorons que nous vivons, apprenons, et jouons sur le territoire traditionnel non-cédé des peuples Kwantlen, Katzie, et Semiahmoo. 

Please click the video below to learn more about our wonderful school. 










OUR LEARNERS

Literacy is a fundamental skill. It is the ability to read, write, speak, and think in a way that lets us communicate effectively and make sense of the world. Communication is a core commentency and is embedded across all curriculum areas. This sign is shared outside for our entire community to enjoy.


Our learners recognize themselves and others through story and art. 

Students at KB Woodward have experiences with a variety of literature, including fiction and non-fiction. It is important for students to see themselves, visually (looking like them) and through perspectives, life experiences, and family make up that reflect their experiences. In this Grade 2/3 class, after reading the story Brown by Nancy Johnson James and Constance Moore, students identified their own skin tone and created self-portraits. They even came up with names for the shade they created. Can you find cinnamon brown, toasted almonds or marshmallows?

Finding expression of identity through music and art. 

Our learners understand that learning requires exploration of one's identity. They can communicate pride in who they are and what they can do through images and written language. 


Our learners can express their pride and identity en français. These medicine wheels with personalized examples of activities promote health in each of the 4 areas (mental, emotional, spiritual, physical).




 Our learners celebrate inclusion and acknowledge our diverse community. 

Our learners understand the importance of connecting to Indigenous Ways of Knowing and Being. Our students recognize that, "Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors". Evidence of this can be found in several ways: 

1.  Drumming. 

Drum making is identified as a way to strengthen the presence of culture, language, and traditional practices.

Our learners understand the Indigenous perspective that drums are living things and to be treated with the utmost respect.

At KB Woodward we have ' Drumming Beats' twice a week. Students of all backgrounds and ages can come and participate in our drumming circle. Students have learned and remind each other that we are honoured to have the drums; they are the second life of the elk and the second life of the maple tree. Students acknowledge the territories in English, French, and Cree, honour each of the seven directions, from Gregory Cajete's teachings, and sing various songs that we have been gifted. 

A picture of a drum that was created at our school. 

2. This Welcome Figure is shared in the front foyer for all of our community to enjoy. 

Our students were thrilled to be a part of the unveiling ceremony of this welcome figure and drum to honour the artwork created by Gary Leon (carving) and Paula James (weaving). It was beautiful for our entire school community to bear witness to the work of a Coast Salish ceremony. 



























OUR FOCUS

Each and every day, among the variety of learning experiences presented to our learners, our team of educators focus on thinking, writing, and communicating in all curricular areas. Our aim is to build strong literacy foundations that are fundamental for student's participating in today's world.

Our students' cohort learning goals include these curricular competencies: 

  1. Communicating their understandings and learnings with clarity (using oral, written, visual, and digital forms of communication).
  2. Collaborating effectively with peers (working together to complete a common goal).

Students are provided with learning opportunities aimed at increasing the literacy success of all learners.  Students across all grade levels are using writing to create a welcoming and inclusive community, where all are welcomed, feel safe, have a sense of belonging and identity. 

To highlight and determine overall successes and gaps, we monitored the progress of one, upper intermediate cohort and provided direct experiential learning experiences.

1. Based on evidence taken from student portfolios in November 2023, all students in the cohort were emerging in their abilities to write with clarity. We are continuing to focus on developing in this area. 

Proficiency Learning Scale: 



2. Experiences that we would like to focus on our students' learning goals include: 

a) Providing opportunities to share student writing about a sense of belonging and identity through Hands on Learning and outdoor experiences. 

b) Using oral language as a means to help them understand themselves and to make connections to the others and the outside world.

c) Exchange ideas and perspectives to build shared understanding.

Photo of Taking Care of Kwantlen Park. 

OUR NEXT STEPS

Moving Forward:

Evidence of our students' learning demonstrates that our literacy focus is positively impacting our cohort of learners. When surveyed and asked to communicate their students' progress using the provincial assessment scale, teachers from the cohort indicated that all students are developing growth in relation to our two literacy goals: 

1. Communicating their understandings and learnings with clarity (using oral, written, visual, and digital forms of communication). 

  • Increasing opportunities for students to regularly write personal experiences that support them in developing deeper understandings of their sense of belonging. 

2. Collaborating effectively with peers (working together to complete a common goal).

  • Further exploring how we can strategically support our learners to work collaboratively with one another, to  see their purposeful place in the world, and to listen respectfully to each others' stories. 

Further Explorations 

As a school community, we are committed to creating equitable, supportive and caring learning environments where all children and youth can thrive to reach their full potential. To this end, we will continue to monitor and adjust our student learning plan. By determining our progress; identifying what is working and what needs to be improved; reflecting and evaluating our plan; and using this feedback to adjust ongoing teaching and learning-we will support learners from our community in developing literacy proficiencies that cultivate a deeper sense of belonging and identity. 

Learning involves patience and time. and requires exploration of one‘s identity. This powerful visual is displayed for all to see. 



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.

Surrey Schools
14033 - 92 Avenue Surrey,
British Columbia V3V 0B7
604-596-7733