Fleetwood Park Secondary 23-24

OUR CONTEXT

Welcome to Fleetwood Park Secondary School, where every learner is at the center! Our vibrant community members have diverse backgrounds, talents, and passions, making every day, every lesson, and every interaction a learning experience. At FPSS, we don't just embrace diversity, we celebrate it! Our students are the heart and soul of our "Dragon spirit," embodying a fierce commitment to excellence in everything they do. From the classroom to the playing field, from the stage to the studio, our students shine bright with their passion and dedication. But what truly sets us apart is our unwavering dedication to creating a warm and inclusive environment where every individual is respected and valued.

The diversity of our student body is celebrated. The creation of student unions, such as the Black Student Union and the Muslim Student Union, demonstrates the commitment to inclusivity and representation within the school community. These groups play a vital role in ensuring that all students’ voices are heard and that the school environment is supportive and caring for everyone. 

Last year we completed our Indigenous Welcome Post project with our theme of "unity". The project provides a focal point for our school community and is a physical and symbolic reminder of the importance of community. Our school partnered with Master Carver Mr. Brandon Gabriel from the Kwantlen First Nation. Brandon has interacted across our school community as he has carved the post and discussed its meaning and symbolism. Through his teachings of Indigenous art and culture, through the act of shared artistic creation and through dialogue focussed on the First People's Principles of Learning, we are teaching our students that learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place.)


Student Voices:

“The best things about Fleetwood Park Secondary are the clubs and the relationships between the teachers and students. Gardening Club lets me participate in gardening and learn how to plant different crops. Retro Game Club lets me be in a kind community that shares similar interests to me. At Fleetwood Park, I have learned to speak my mind in the most civil and respectful way, while still efficiently getting my message across. I have many good relations with several teachers here and I do look up to them."  Anonymous Grade 12 Student

"The best thing about Fleetwood Park is the large amounts of courses you can take (automotive, cooking, etc.). I am involved in the Biology Club. Biology is a subject that I am interested in and I get new information about current topics! I have learned to manage my time more and leave my comfort zone more as I am with new people." Anonymous Grade 8 Student

"The best thing about Fleetwood Park Secondary is the science department, the workshops, and the clubs. I am a lab tech at school. This gives me the opportunity to prove that I am capable of doing more advanced lab work, practice those skills, as well as gain experience in a lab setting. At FPSS I have learned a lot of social skills, time management, and leadership skills. Last year I competed in the Ethics Bowl, which was a lot of fun!" Anonymous Grade 12 Student

"The best thing about Fleetwood is the friendly people and teachers. I am involved in rugby at the school. It is important to me as I gain skills and excel in my knowledge of the sport, as well as making new friends." Anonymous Grade 10 Student

"As an indigenous youth, I was very inspired hearing about the impact these carvers have had in our communities sharing their art and teaching their culture. From getting to work hands on with the tools, learning about carving, and hearing their stories about their practice, it has been really cool watching the development process and getting to be a part of it." Student - 2023 Indigenous Leadership Council

"This is a great experience and I have enjoyed learning about the symbols on the welcome post. I have been quite honored for being given this chance and being taught how to use the tools. It is nice to be able to get along with the other kids and relate with their backgrounds." Student - 2023 Indigenous Leadership Council

"I have really enjoyed talking with Brandon and the other carvers. Learning about my culture and spending time with elders has been an amazing experience. I can't wait to see the project finished." Student - 2023 Indigenous Leadership Council


Parent Voices:

"I was really anxious before the school year started wondering how my child would do in a high school environment. My anxiety has completely disappeared. He is learning, making new friends, becoming more responsible and having a pretty great time in general." Anonymous Grade 8 Parent/Guardian

"My son has been assessed to have a general anxiety disorder and his condition started during the pandemic (2020). He was very good at pulling himself together when he was at school but would have big and long meltdowns at home. Moving to High school and with the help of counseling and the support of his teachers and Child Youth Worker has had the greatest positive impact on him and our family. No more long meltdowns and anger. We are now in the process of healing." Anonymous Parent/Guardian

"My daughter enjoyed band and leadership at Fleetwood, she  managed to balance class work and extra school activities. She was accepted in all the universities she applied to, and she chose University of Toronto. We’re grateful for the experience and preparations she got from Fleetwood." Anonymous Grade 11 Parent/Guardian

"One memorable story that stands out for our family at Fleetwood Park Secondary involves my son's Grade 8 humanities teacher. She did something seemingly simple, yet incredibly impactful. She opened her classroom doors during lunchtime, providing my son and his friends a space where they could eat and hang out. But it wasn't just the physical space she provided that made a difference. She also interacted with the students during this time, fostering a relaxed and welcoming atmosphere. This not only made my son feel more comfortable and accepted, but also encouraged him to engage more in her class. This experience left a lasting impression on my son. It demonstrated to him the value of community and the importance of fostering positive relationships with teachers. It also made him feel more connected to the school community. This seemingly small act made a significant difference in my son's educational experience. It reinforced the idea that school is not just a place for academic learning, but also for personal growth and relationship building. It's one of the many ways Fleetwood Park Secondary has positively impacted our family." Anonymous Grade 8, 9 Parent/Guardian

"Fleetwood Park Athletics department continues to give students the opportunity to learn a new sport, teach them how to play the sport and learn new techniques on how to thrive in that sport.  Physically, mentally and socially sports ads so much to our lives. " Anonymous Grade 10 Parent/Guardian

"3 of our kids have or are attending Fleetwood Park. The teaching and support staff have been amazing. Our child with autism was treated especially well and was able to participate in an inclusive, supportive educational experience." Anonymous Grade 10 Parent/Guardian

"My son participating and enjoying playing trombone in band. Seeing my oldest son peer tutor last term and participate in philosophy club last year. It’s neat to see them thriving in their interests" Anonymous Grade 9, 12 Parent/Guardian

"Both of my boys are actively involved in theatre company. The Theatre teacher has played a wonderful role in their growth and progression into adults. He strikes the right balance of firm and fun. I’m very thankful for all his efforts." Anonymous Grade 9, 11 Parent/Guardian

"My daughter learned how to bake, and that is something special to us." Anonymous Grade 9. 11  Parent/Guardian

"My daughter's Spanish teacher has influenced and motivated her so much to learn Spanish that she speaks Spanish better than Mandarin now!" Anonymous Grade 11  Parent/Guardian

"My daughter really enjoyed the grade 8 retreat when she first came to Fleetwood Park.  At first she did not want to go.  After she went, she talked highly about it and wanted to join the club that are councilors for the new grade eight students at the retreat." Anonymous Grade 9  Parent/Guardian

OUR LEARNERS

In British Columbia schools, a curricular competency means more than just learning facts. It's about gaining important skills and attitudes that help you understand and use what you learn in real life. Teachers use curricular competencies to guide what they teach and how they teach it. They want students to not only know things but also be able to apply their knowledge in different situations. So, when you hear about curricular competencies, think about them as the skills and abilities you are learning to be successful in school and beyond.

This year, students and staff at Fleetwood Park have focused on two Curricular Competencies:

1) Processing and Analyzing Data and Information

-construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate 

2) Evaluating

-demonstrate an understanding and appreciation of evidence (qualitative and quantitative) 


The following are some examples from a variety of classes where these curricular competencies have appeared:


Band/Dance Collaboration - Processing Data and Information

In February/March 2024, Turning Point Ensemble (TPE) came to Fleetwood Park to collaborate and explore music and creativity. Instead of using the traditional means of a score to represent music, students learned to use a range of methods including shapes and pictures. Representation of the patterns and relationships in music was explored in depth, and then other students took the music and interpreted the musical data and produced a dance performance. From art, to music, to dance, these students worked outside the usual parameters they were comfortable in to stretch their creativity and learning. This all cumulated in a performance evening (video below).


First, the Band students explored the concept of a graphic score. A graphic score uses images, shapes and pictures instead of notes. This relies heavily on the imagination and inspiration of each individual performer to interpret the visual content provided by the composers. A graphic score is a new type of data for musical performers. The student musicians processed the visual data and information and produced music they felt represented the graphic scores.

Here are two examples of simple graphic scores:

Next, students were assigned to groups to create more in-depth graphic scores.

Here were the results:

Each of the final graphic scores were interpreted into music by a group of professional musicians, and that music was recorded. The recorded pieces along with the graphic scores were then given to the Senior Dance class to analyze, interpret, and turn into a dance piece.


Entrepreneurship Class - Processing Data & Information, Evaluating

In the Business Education Department, we regularly are processing and analyzing data and evaluating evidence in a variety of ways. Two examples are "The Power of Dividend and Investing" activity, and the "Stock Market Inquiry".

The Power of Dividends Activity

Students read an article discussing the Power of Dividend and then complete an activity. As a connection to the real world, the teacher brings the class in on a real-life situation:  "I bought BMO and Royal Bank share in January of 2009 only to quickly sell 6 months later…How much more could I have earned if I chose to hold the share and never sold." Students need to look up the dividend history and add up the total payments of the past 15 years. They then use Microsoft Excel and input the data. Once students have input the data, they need to find the value of all the dividend payments. The data is analyzed to determine "how rich would I be??". Students have to use their prior knowledge that they have learned in business class to really understand and execute the analysis of their teachers decision in 2009.

Student Stock Reflection June 19, 2024

I have learned multiple key things from the Stock unit that will help me in life to build a stronger and much more efficient portfolio. Before exploring this unit, I knew nothing about stocks at all, however once we got started, I learned that the ticker symbols stand for, how to check at what price did the stock open and closed. The Stock Watch website helped me learn all these things.

The Dividend History website was a great tool for me to explore and understand how stocks work. For instance, it helped me learn the dividend history of stocks. This enhanced my understanding of how some stocks depreciate and appreciate. I will be using this website to do my research on the history of the specific stock that I will potentially invest in in the future. It will allow me to invest in safe stocks that are more likely to appreciate.

The movie we watched on Netflix regarding GameStop’s short squeeze that took place in 2021 helped me learn the importance of communicating important information on social media to spread awareness among the investors to invest in stack that are profitable. When investors on Reddit began to tell other investors on social media how a short squeeze can be created to send the stock price to the moon to make good profits, people began investing in GameStop which created a short squeeze. This helped many investors turn their thousands of dollars into millions of dollars. I have learned that sometimes there are such stocks in the market that are over sold by the short sellers and when the demand for the stocks rises the short seller needs to purchase back their stock to cover their losses. This is when a short squeeze is caused and the price skyrockets. This becomes an opportunity for the investors to make money of the short sellers

The Investing in Stock game was also a very useful way of learning how stocks are unpredictable. I began with 2 shares and ended up with 5 shares. Initially, when the dice rolled for the first time the stock’s price depreciated to 50% of its original value. I felt slightly discouraged, but I kept going as there was no point in selling the stock. I had already lost half of my investment, so I just kept going as it was only a game and was made for enhancing our knowledge of the stock market. However, it eventually appreciated but that took a long time. I learned that I is much more profitable to purchase the stock when it is at its lowest point because then you can purchase more shares with less money which allows you to make a lot of profit. My friend bought the stock when it was at its lowest point and he needed up having 15 shares, 3 times the amount of shares I had at the end. In conclusion, this unit has thought of a lot of useful information about stocks which has built a foundation for me to learn and invest in stocks. Overall, this unit was fun and exciting. The activities we did in class were informational and they will help us make a better portfolio


OUR FOCUS

This year at Fleetwood Park we focused on two curricular competencies from the Science 8 curriculum:

Students are expected to be able to do the following:

  1. construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
  2. demonstrate an understanding and appreciation of evidence (qualitative and quantitative)

This is a focus that allows students to look not only at scientific data, but data in other areas of learning and in their own lives to make connections to what is happening around them. We want students to be able to make the cross-curricular connections when it comes to processing information. Patterns and relationships appear in all curricular areas, and we students to see 

The concepts taught in all subject areas are supported by student inquiries in classes (e.g. the labs described below). These inquiries create connections in order for students to understand the world around them in a critical and engaged way.

For the purpose of this Learning Plan, we are focusing on a Science 8 class in semester 2.

One strategy that made a difference for these Science 8 students is the use of the "Argument Driven Inquiry" model (ADI), from the National Science Teachers Association (argumentdriveninquiry.com). They use this model to begin their process of scientific inquiry. They begin with scaffolding from the teacher, as this is a new process in terms of data collection, analysis, and connections to concepts in the Science 8 curriculum. The scaffolding decreases with each subsequent lab.

In the ADI model, students are given an introduction to the concept, a "tool talk" to show how equipment can be used, and a brief "getting started" as a scaffold to the procedure. Students then get a day to work in groups of four to design their procedure and they conduct the experiment on the second day. Data is then shared with the class in small groups to each other for feedback and use that feedback to modify their analysis. This information in then used in the final lab report.

The teacher stated "this model allows the students to independently create connections to that they are learning  - we are not telling them what to learn - they get to discover the concepts themselves. They also better understand the scientific process and see that science is a process of learning from your mistakes and learning from others". Collaboration and community learning are key in the ADI process. Students are looking at each others' work, seeing what needs improvement and what was done well, and they can take that information to improve their own work and deepen their own understanding.


OUR NEXT STEPS

Evidence of Learning

The ADI model was used in three labs over the course of the semester in Science 8. Students kept portfolios to show their progress and formal lab write-ups were submitted to the teacher at the end of each lab. 

Students were assessed on a standard proficiency scale:

Feb. 28 - Change of State in Water Lab

The purpose of this lab is to give students experience with collecting and analyzing data. Students boiled ice water and recorded temperature change until all the water was boiling and creating steam. They recorded both qualitative and quantitative data. The students then analyzed the data by creating a line graph and used the qualitative data to make sense of when the changes of state occurred. This is the first lab where students are being asked to make connection between the concepts they are learning in class and what they observe in a lab environment. Many of the students were unable to make the connection between the Kinetic Molecular Theory of phase changes and the data that was collected (emerging). With teacher support, students were then able to revisit their data and include the theory in their analysis.


EmergingDevelopingProficientExtending
Questioning and Predicting - I can ask essential questions and investigate them by testing hypothesis25%75%nonenone
Processing and Analyzing - I can plan and conduct scientific investigations and I can record and organize data and information25%75%fewnone
Evaluating - I can use my understanding of scientific concepts to explain the results of the investigation25%75%nonenone


March 11 - Density Lab

The purpose of this lab is for students to use the concepts of physical and chemical properties of matter to identify unknown substances. Students are given five known objects and use the concept of density as well as physical properties of colour and malleability to record key features of the substances. Students are then given three unknown substances and use their data from the known substances to identify the unknowns. The most reliable property is density and students analyze mass and volume and make their claim. 

The first lab's scaffolds are much higher about what kinds of data are useful and how to design a procedure, data table, and analysis. In the second (density) lab, the scaffolding focuses on how to use equipment, but students are expected to be independent in their creation of the procedures, collection of data, and analysis and be able to explain why they made the choices they did.


EmergingDevelopingProficientExtending
Questioning and Predicting - I can ask essential questions and investigate them by testing hypothesisfew20%80%few
Processing and Analyzing - I can plan and conduct scientific investigations and I can record and organize data and informationfew20%80%few
Evaluating - I can use my understanding of scientific concepts to explain the results of the investigation25%50%25%few

April 23 - Photosynthesis Lab

The purpose of this lab is to be able to apply the use of independent and dependent variables in their design of their procedure to test the affect of light on the rate of photosynthesis. Students use two different wattage bulbs and are given a way to block light (if they choose). Most students are able to identify the dependent and independent variables and with help can identify the control variable.

In this third lab, very few scaffolds are provided and students independently design their procedure and data table for data collection. 


EmergingDevelopingProficientExtending
Questioning and Predicting - I can ask essential questions and investigate them by testing hypothesisnone25%75%none
Processing and Analyzing - I can plan and conduct scientific investigations and I can record and organize data and informationnone15%75%10%
Evaluating - I can use my understanding of scientific concepts to explain the results of the investigation10%30%50%10%


Analysis

When we look at the progress of students from the beginning of the semester to the end of the semester, all students were able to apply their feedback and make gains in their learning. We attribute these gains to direct feedback from the teacher, their understanding of the concepts, and the process of scientific inquiry. Students benefitted from hands-on and engaged participation in labs including collaboration with other students to further their group understanding. As scaffolding was removed as the semester progressed, we see in the final lab that some areas appear to have a decrease in proficiency. However, this was expected due to the increased level of independence and increased level of abstract concepts.


As noted above in the data tables, students progressed in both areas of "processing and analyzing data and information" and "evaluation of information" identified as goal areas.  While there has been significant improvement in the area of "questioning and predicting"  (+80% students were proficient over the year), and the area of "processing and analyzing" (+80+% students were proficient or extending over the year), the area of "evaluating" showed a smaller, but still important, improvement (+60% students were proficient or extending over the year).  

At the end of the semester, most students are able to collect and analyze data at a proficient level. Most students still require support when evaluating their analyzed data. The 10% of the students who are emerging in the Evaluation category for the final lab still needed significant teacher support to make the connection with the curriculum.  At the end of the semester, most students still struggled with making a connection between what they analyzed to what they learned in class. This will be something we focus on in grade 9.

Our Next Steps

This group of grade 8s will focus primarily on evaluating data and connecting it to a concept in Science 9. They will continue using the ADI model and the process of creating their own procedure in order to do their labs. The use of ADI continues on in their grade 10-12 science classes as a model for scientific inquiry. As the years progress the labs have more complexity in terms of their analysis and the independence required by students.

Fleetwood Park will continue to focus on questioning, predicting, analyzing, and evaluating data and information in the years to come. These curricular competencies live, in some form, in all areas of the school. We believe that a focus on these outcomes will help to ensure our learners are engaged and critically thinking members of our school to ultimately become engaged and critically thinking members of our community.


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