École Simon Cunningham Elementary 23-24

Our school is home to 550 students who are enrolled in our dual track, French and English programs as well as our intensive intervention classroom. Nous sommes très chanceux d'avoir une communauté étudiante diversifiée à l'École Simon Cunningham. We are very fortunate to have a diverse student community at École Simon Cunningham with learners joining us from all around the world. 

At the beginning of the school year, our teaching staff gathered to reflect on the needs of our learners, and we agreed that we want to continue focusing on literacy. We also discussed the need to explore and dive into Social Emotional Learning to help our students with their self-regulation skills was equally important. We shifted our focus to include SEL alongside literacy as a proactive step towards creating a nurturing and supportive learning environment that promotes the holistic development for all our students.

Social Emotional Learning (SEL) is the process through which all children learn the skills and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, build empathy towards others, make responsible and caring decisions, and to establish and maintain healthy relationships. SEL skills allow students to engage successfully with learning opportunities that foster communication and collaboration across all curriculum areas. Social Emotional Learning is embedded in all areas of the curriculum based on the CASEL Framework.

At École Simon Cunningham, we strive to meet each learner where they're at with their emotional intelligence by engaging in activities that utilize teamwork, to help build collaboration, and a sense of community so learners feel safe taking risks in their learning. By emphasizing the development of SEL, it enhances each students’ mental health, which will result in improved overall wellbeing, emotional and physical health, and academic achievement.

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Social Emotional Learning & Literacy Connections

Reading & Writing 

Our students engaged in stories shared in class that contained themes within the SEL Framework. With this explicit exposure, dialogue and discussions were created to further develop our students’ understanding of the various components of SEL and the widespread impact they can have.

Our learners use personal experience and knowledge to connect to text and deepen understanding of self, community, and world. They can recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts. They can question what we hear, read, and view contributes to our ability to be educated and engaged citizens.

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School Wide Read Aloud

Our students participated in a school wide read aloud. They read One by Kathryn Otoshi at a school wide assembly to acknowledge the importance of inclusion, being kind to one and other, and celebrate our readers at Simon Cunningham Elementary. 

Our learners engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity and community.

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D.E.A.R. (Drop Everything and Read)

A celebration of reading designed to remind students to make reading a priority in their lives. This whole school activity occurs at different days throughout the year, often with special themes such as flashlight reading, buddy reading and noisy reading.

Our learners will think critically, creatively, and reflectively to explore ideas within, between, and beyond texts. They will recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and message.

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I Am Enough - Read Aloud

During the "Shades of Kindness" Assembly, our Black History Month Student Committee student readers were featured in this powerful picture book, I Am Enough by Grace Byers which focuses on self-confidence and kindness.

Our learners can demonstrate respect for differences in the classroom and our school community.

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Connecting SEL to Outdoor Education

We seek innovative and inclusive instructional practices to increase literacy through outside education. Outdoor education provides opportunities to grow SEL tools by nurturing connections to self, community, and natural spaces. Outdoor learning engages the senses and promotes better self-regulation. At École Simon Cunningham, students are given many opportunities to learn outside through various field trips and experiencing outside classrooms. Some of the field trips were visiting Galiano Island, Sasamat Outdoor Centre, and Surrey Nature Centre where students explored the trees, beaches, and most importantly made a connection to the land. Students bonded with each other in a way that they are unable to do when they are in a traditional classroom. 

Our learners develop connectedness, reciprocal relationships, and a sense of place through outdoor education. Learning is holistic, reflexive, reflective, experiential, and relational.

I love learning about nature and being outside with my friends - Grade 6 student

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Exploring & Learning through Loose Parts

Loose Parts play-based learning provides rich opportunities for children to develop key SEL competencies such as self-awareness, social awareness, relationship skills, responsible decision-making, and self-management. By engaging in open-ended play with a variety of materials, children not only exercise their creativity and problem-solving abilities but also strengthen their emotional intelligence and social skills, laying a strong foundation for their overall development and well-being.

Our learners understand learning is experiential, embedded in memory, history, and story, and takes patience and time. Using loose parts, students explore stories and other texts that help them understand themselves and make connections to others and to the world.

“For me, loose parts developed my creativity. We did not do a lot of arts in my country. I feel like my creativity grew way bigger when I came to Canada. Now I know what to do if I have toys and materials; I can make a story and use my creativity more and more.” - Grade 7 student

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Our school values Indigenous Education

By integrating SEL into indigenous education, it can enhance the effectiveness of educational practices by honouring cultural identities, fostering positive relationships, promoting emotional well-being, and empowering students to thrive academically, socially, and culturally. By recognizing and building upon the strengths of Indigenous educational philosophies, SEL can contribute to creating supportive learning environments that nurture the whole child within Indigenous communities.

Our learners understand learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

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  Indigenous School Drum - Our school drum is adorned with the Seven Grandfather Teachings. The drum is a focal point at each of our school assemblies. Fostering a connection to the animals and virtues that represent the teachings, students are given the opportunity to explore the teachings in relation to themselves as well as themes addressed throughout the school year.
• Bannock and Books - We invited our Indigenous families for an after school gathering to join us in the library. Its intent is to connect and spend time with our Indigenous families.
• Making Handmade Drums - Our students spend time together learning about the impact of residential schools on Indigenous culture. Students had an opportunity to take part in a smudging ceremony and make handmade drums from natural materials with an Elder.
• Powwow Dancing - During our National Indigenous Peoples Day Assembly, we introduced and incorporated some Powwow dancing with our students led by one of our Indigenous teachers. Powwow dancing is not just a performance but a living tradition that continues to evolve and adapt while maintaining its cultural integrity. It serves as a powerful expression of resilience, identity, and community among Indigenous peoples.

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French Immersion & School Garden

Integrating Indigenous Worldviews into Literacy Development

Our Grade 1 FRIM class engages with the Science and French Language Arts curriculum through outdoor learning in the school garden. Throughout third term, students spent 2 to 3 days outside, clearing, planting, observing, and harvesting. Teaching this way has allowed for students to engage in Indigenous Learning in an inclusive environment that fosters authentic connections, understanding, and rich learning.

Our learners can take part in caring for self, family, the classroom and school through personal approaches and through First People's knowledge of the local landscape, plants and animals.

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Our leaners can write simple sentences using words that follow spelling patterns and conventions.

Our learners became enthusiasm for nature, stewardship, and writing became evident when given the choice to vote on a writing topic, with the majority choosing the school garden as their preferred subject. A key focus for the Grade 1 FRIM class is developing literacy skills, particularly writing from experience. Spending time in the garden, students have become more observant, developed a connection with the land, and were given authentic nature-based experiences to write about. 

The school garden serves as an inclusive learning environment, benefiting all students, including those with neurodiverse abilities. By incorporating Indigenous learning and worldviews, students have deepened their appreciation and love for the land, understanding its interconnectedness with their existence. 

"Je peux lire et écrire en français" - I can read and write in French! - Grade 1 student

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Physical Literacy

Intensive Intervention Program

At École Simon Cunningham, the students in the Intensive Intervention Program have physical literacy programs as a part of their curriculum and goals. Literacy takes place in many different forms. Many of our students work on "leisure skills" to improve their quality of life. Building the skills to join into play with others, or ride a bike, can bring students lots of joy. Movement and physical literacy are foundational for the development and well-being of students, including those with neurodiverse and complex needs. 

Our learners will develop and apply a variety of fundamental movement skills in a variety of physical activities and environments.

Some benefits of movement and physical literacy includes: 

Motor Skills Development

• Improves coordination and balance
• Develops fine and gross motor skills
• Assists in overcoming any motor delays and challenges

Cognitive Benefits 

• Stimulates brain function and cognitive development

Emotional and Mental Well-being and Self-Esteem 

• Reduces stress and anxiety
• Provides a positive outlet for emotions and can help to regulate the body
• Can be especially beneficial for students with emotional and behavioral disorders
• Provides opportunities for success and accomplishment
• Boosts self-esteem and encourages a positive self-image

Social Skills and Inclusion

• Encourages teamwork and cooperation
• Promotes social interaction and communication
• Fosters a sense of belonging and inclusion
• Helps develop social skills and build friendships

Independence and Life Skills

• Develops skills essential for daily living
• Enhances ability to perform everyday tasks independently
• Prepares students for future challenges and opportunities

In order to promote and foster physical literacy in the Intensive Intervention Program, we use a combination of tools and supports, including: 

• Individualized Education Plans (IEPs): incorporate physical activity goals and objectives
• Adaptive Equipment: use specialized equipment to support participation

• Inclusive Activities: design and adapt activities/games do they include all students, regardless of abilities

We are proud of all our learners at SC. Go Cougars! - Simon Cunningham Staff