Ecole Martha Currie 24-25
OUR CONTEXT
OUR LEARNERS
Social emotional learning (SEL) anchors all learning and is a vital component of education. It is the process by which all of us acquire the knowledge, skills, and attitudes necessary to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (Casel 2022). Through fostering trusting and collaborative relationships, we can create learning environments and experiences that allow for meaningful academic growth and development. When students have supportive relationships and opportunities to develop and practice social, emotional, and cognitive skills across many different contexts, academic learning accelerates.
Within a safe and connected community, we can enable the students and adults of Martha Currie to reach their full potential by providing tools and mindful strategies to help identify and self-regulate big feelings and emotions.
As a dual track school, one of the key learning outcomes for all of our students is learning that: Observing codes of politeness, knowing how to listen, and letting others speak are practices that facilitate communication and promote respect.
We celebrate our learners' successes and strengths in the area of Français langue seconde - immersion and English Language Arts:
OUR FOCUS
OUR FOCUS
Reading is a school-wide focus for all of our Martha Currie learners, the evidence below focuses on a cohort of our early learners.
Below are examples of our students' classroom experience as they relate to:
- developing reading fluency at grade level.
We know that being able to read and comprehend a variety of texts are essential to student academic success. In order to foster this, reading strategies are explicitly taught and opportunities to practise reading are integrated within daily academic instruction. Focuses on sight word development, phonemic and phonological awareness, as well foundations of print have been integral in the development of student reading. In addition, a variety of reading practises are imbedded in our day to day routines for all students.
Every day, our students are presented with opportunities to practice and demonstrate their reading skills and competencies. Our team at Martha Currie has worked collaboratively with students to identify strengths and stretches in the area of reading. We have provided greater access to levelled home reading materials, and have purchased and organized paired fiction and non-fiction levelled books for small group reading instruction. In order to better understand our students' strengths and stretches (areas for growth), we have tracked students' reading progress from term to term, through formal levelled assessments, and discussed as a staff some of the observable growth we have seen over the course of the school year.
We can use developmentally appropriate reading, listening, and viewing strategies.
OUR NEXT STEPS
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.
