Enver Creek Secondary

OUR LEARNERS AT ENVER CREEK

Social and Emotional Learning (SEL) is the process that supports, adults, youth and children in developing skills that are necessary for school, work, and life.  This includes self awareness, self management, responsible decision making, relationship skills and social awareness.  These skills are embedded in all subject areas in BC's curriculum.  Below, we celebrate our learners successes and strengths in the areas of: 

- self awareness

- self management

SELF AWARENESS

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.

Students in the Enver Creek’s B.A.S.E.S. program (Building Academic, Social, and Employment Skills) used art to reflect on and examine their personal identity. They considered different aspects of their personal character and choose a superhero that they could relate to.  B.A.S.E.S. Art utilizes different art mediums and experiences to improve and enhance aspects of their lives.  One of the projects students created this semester was a 30-foot-long interactive super mural that integrated their personal identity with that of their chosen hero.  Artist statements were created and posted alongside the mural.  Students and staff were invited to come and view the artwork, allowing those in our mainstream program to empathize with our BASES students and provide an opportunity for reflection.  While students were assisted by their Education Assistants, they were given the opportunity to discuss their artistic choices and provide input into their designs.  As a school community, learners were given the opportunity to appreciate the work of others and our BASES students with the opportunity for greater inclusion through the display of their art.

Through drum making our learners explore First Peoples' knowledge and Principles.  Using natural resources from the land and environment (drum skin, base and string), they create art and music that reflects personal and cultural aspects of identity.  Like artists who display their work in galleries, our students orally shared artist statements and personal reflections that provide insight into their artistic choices and what the process of making the drum has meant to them, their families and their culture which gives their audience a deeper understanding and appreciation of their creative intentions.

SELF AWARENESS/SELF MANAGEMENT

Our learners demonstrate their abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups.

During our grade 7 Articulation process our Grade 11 Peer Mediation class was involved in being mentors and leaders for the grade 7's.  The Peer Mediators designed and led the Grade 7 visits and tours.  They provided the grade 7's with a hands on, authentic scavenger hunt as well as a question-and-answer period.  These same Peer Mediators will then work with the students when they come as grade 8 students and soften the transition.

Our learners understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures and contexts. 

Through video resources, class discussions and self-reflection, our learners explore connections to the experience of First Peoples. Using first- and second-hand accounts of Residential School experiences, students discuss and reflect on the experiences of Canada’s Indigenous people. With each resource, our students considered the impact of Residential schools on themselves, their families and their communities.

The first video included information from Phyllis Webstad that detailed her experience and the significance of wearing orange on September 30th. Our learners would reflect on her story and identify the emotional response they encountered.

https://www.youtube.com/watch?v=E3vUqr01kAk

The second video was a CBC News story that reported the discover of 215 children found on the grounds of the Tk’emlúps te Secwépemc First Nation former residential school. Our learners would reflect on this news story and discuss the emotional response, which may include anger, compassion or sadness.

https://www.youtube.com/watch?v=eRzrVpiHAb4

The third video was an invitation by Chief Rosanne Casimir to gather safely to drum for the children who attended Indian Residential Schools and for their communities at 2:15 PM Pacific Time on September 30th. Students were given an explanation of the significance of drumming and singing and a chance to view the Honour Song.

https://vimeo.com/606861755

Through this activity, students were given the opportunity to identify the emotions they encountered, discuss how this relates to their own personal and social identities, and then create a personal message of hope and reconciliation on an orange shoe that was displayed throughout the school.

Throughout the school year, students have had opportunities to engage in learning about their personal and social identities. The Multicultural Club facilitated these opportunities by highlighting various traditions and holidays that are celebrated through many of the communities represented at Enver Creek Secondary. By recognizing Diwali, Hanukkah, Ramadan and Eid ul-Fitr, Persian New Year, Vaisakhi, and Indigenous Heritage Month, students throughout the building have felt a sense of empowerment and pride with their self-identity. To ensure that each event was recognized both at the school wide and classroom levels, various activities, resources, and information were provided to all staff and students.

Lunar New Year: By comparing and contrasting traditions of the Lunar New Year and the Gregorian Calendar New Year students could gain a better understanding of reasons why New Year celebrations are significant. To support a festive atmosphere at school, the quad was decorated for the month of February to recognize Lunar New Year. Significance of Lunar New Year was announced over the PA and included in TAG announcements. Teachers were supplied with the information about Lunar New Year to go over with classes. They were given a link to a Kahoot game to play in Super TAG that quizzed students on their knowledge. https://create.kahoot.it/share/chinese-lunar-new-year/db83c7f3-d784-409b-be20-1d4f4e6be31f                                                             

Black History Month: Enver Creek focused on Black History month both at the school wide and classroom levels. To recognize Black History Month and to celebrate and honour contributions Black people have made and continue to make in our societies, TAG announcements which recognized Black excellence and events in Canadian and US history that have led to a more inclusive and diverse society were made daily throughout February. Teachers were supplied with resources on various people and events they could in use their classes. Students empathized as they learned about hardships of Black pioneers who paved the way for equal opportunities and rights in North America. While learning about these struggles, students made connections with their personal identities and the struggles they may have, or their ancestors may have faced. Students engaged in research and then created posters on significant Black people and those who have demonstrated Black excellence.

           Vaisakhi 

Pride

Through different school based and classroom activities, our students explored personal identity during Pride Month. Using artwork students were able to express different aspects of their identity through rock painting, button making and other classroom activities. Flags were strung through the main quad representing different ethnic, gender, sexual identity and racial groups, which allowed students to reflect on their personal identity and empathize with others that continue to struggle. Students were able to reflect on the struggles of different identity groups and consider the impact on themselves, their families and society. As a school, we celebrated the diversity that our students bring to the community.