Fleetwood Park Secondary 24-25
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, the Muslim Student Union, and the Sikh Student Association 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.
In 2023, 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:
Example 1 - Social Studies
Provincially, the Social Studies curriculum now emphasizes six benchmarks of historical thinking as its core competencies. One of these benchmarks is: “Assess the justification for competing historical accounts after investigating points of contention, reliability of sources, and adequacy of evidence.” This competency closely aligns with those found in the Science curriculum, particularly in the analysis and evaluation of data.
At Fleetwood Park Secondary, Humanities is offered in Grades 8 and 9 as an integrated English and Social Studies course. In Grade 9, students demonstrate their ability to assess primary and secondary sources through a project called CSI Fleetwood. In this activity, students are presented with 12 physical objects and a witness statement from a fictional crime scene. Their task is to identify seven items directly related to the crime, discard irrelevant ones, and develop a theory. Throughout the process, they document evidence, reflect on bias, and evaluate the validity and reliability of their sources before presenting their narrative of the crime.
Another Grade 9 project, The Surrey Homefront, deepens this analytical work. Using a teaching kit from the City of Surrey, students examine archival documents and artifacts related to seven individuals of diverse backgrounds who lived in Surrey during World War I. The kit addresses complex historical issues such as the Chinese Head Tax, the Komagata Maru incident, and German internment, encouraging students to critically engage with Canada’s social and political history.
At the senior level, some Grade 10 students analyze World War II propaganda. They examine multiple examples to identify bias, intended audience, recurring themes, and historical context. This multi-day, in-class assessment encourages peer discussion and teacher feedback, fostering deeper critical thinking.
These activities mirror the analytical skills emphasized in the Science curriculum. While the data in Social Studies takes the form of historical evidence rather than numerical data, students are consistently practicing how to assess, interpret, and make informed judgments. This interdisciplinary approach equips them with essential skills for thoughtful decision-making in their academic and everyday lives.
Example 2 - BASES (Buliding Academic, Social, and Employment Skills)
Our BASES program proudly participated in the inaugural Unified Basketball League this year. This initiative brings together neurodiverse and neurotypical students to develop athletic skills, foster teamwork, and provide opportunities to represent their school. Students had the chance to compete against other high schools in Surrey, creating memorable and inclusive experiences.
Building on this success, our BASES program integrated lessons from basketball into the classroom. Students analyzed statistics and graphs to enhance their numeracy skills, examining data such as blocks, points scored, and fouls committed. This cross-curricular approach deepened their understanding of both the game and mathematical concepts. The students were able to look at various methods of representing data, extrapolate information, and evaluate the results. The evidence was real-life data - from the games that they played in themselves.
OUR FOCUS
This year at Fleetwood Park we focused on two curricular competencies from the Science 9 curriculum:
Students are expected to be able to do the following:
- construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
- 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 connections.
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 9 class in semester 2.
One strategy that made a difference for the Science students at Fleetwood Park is the use of the "Argument Driven Inquiry" model (ADI), from the National Science Teachers Association (argumentdriveninquiry.com). They use this model from Science 8 onwards and continue this process of scientific inquiry in Science 9. In grade 8 students are provided with guidance on how to create a procedure and how to model their data table from their procedure. As the grade 8 and 9 years go on, scaffolding decreases in these areas. They continue with some scaffolding from the teacher, as this is a new process for some students in terms of data collection, analysis, and connections to concepts in the Science 9 curriculum. The scaffolding decreases with each subsequent lab.
*note: Scaffolding definition: In education, scaffolding is a teaching method where instructors provide temporary support to students as they learn new concepts or skills. This support is gradually reduced as students become more proficient, allowing them to eventually work independently. It's essentially providing the right amount of assistance at the right time to help students reach a higher level of understanding than they could achieve on their own.
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 two labs over the course of the semester in Science 9. 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 while completing the following two lab assessments:
Feb. 12, 2025 - Lab 1 - Trends in the Periodic Table
In this lab, students investigate trends in the periodic table by applying their knowledge of Atomic Theory and the Bohr Model. Prior to the lab, students were taught the theoretic aspects of how the size of the nucleus (the strong positive charge in the nucleus) will have an effect on the farthest electrons (negatively charged) ability to leave the atom. The smaller the atom the easier it is for the electron to leave - this will result in a more highly reactive metal. This knowledge will be applied in the lab environment.
Students are shown a reaction of sodium in water, and they independently design a lab procedure to test calcium, magnesium and aluminum with water - if there is no reaction with water then to use 1 Molar hydrochloric acid (this is a weak acid). Prior to the experiment students will have written a hypothesis statement making a prediction which metal will be the most reactive based on the Bohr Model.
Students then carry out the lab and record their data in a data table of their own design. The following day, the students display their processed data via a data table on a whiteboard, say if their hypothesis was supported, and state which scientific principles allowed them to come to their conclusions. For example, one student noted that the presence of bubbles means that a chemical reaction is taking place. In order for a chemical reaction to take place, there is an irreversible change that takes place. The students could now understand that the observed chemical change is because an electron is removed from the metal - relating the lab observations back to the lessons.
The purpose for sharing the evidence on the whiteboards with the class is that some students may not make this connection, and in sharing with each other they engage in peer to peer learning, which can result in deeper levels of understanding.
April 7, 2025 - Lab 2 - Fruit Battery
In this lab, students are investigating the properties of electricity and how separating electrons can result in an electric charge, answering the guiding questions "what combination of metals will give the highest voltage". Before the lab, the teacher engaged students in their prior knowledge of batteries using the concept of a cell phone battery. They also did experiments with static electricity - the concept that electrons moving creates electricity. The class was taught about electrodes and electrolytes and connecting back to their chemistry unit - where they know that electrons move in chemical reactions. The students also learned the basic construction of an electrochemical cell. This knowledge will all be applied in the lab environment.
For this lab, students are supplied with a list of equipment and design the experiment with no teacher scaffolding. They have to completely design the procedure and data table without teacher intervention. The students carry out the lab and record their data. This lab is intended to assess their ability to design a procedure and create an efficient data table to answer a guiding question.
Evidence of Learning
Questioning and Predicting - I can ask essential questions and investigate them by testing hypothesis
| Lab 1 – Periodic Trends | Lab 2 – Fruit Battery |
Emerging | 10% | 40% |
Developing | 20% | 20% |
Proficient | 60% | 20% |
Extending | 10% | 20% |
Because the teacher stepped back, students did not have the framework that they were used to when writing their hypothesis and predictions in Lab 2. This reduction in scaffolding is by design, and the resulting decrease in their proficiency in this area was expected. We anticipate that in Science 10, students will be able to reflect on this experience, as they will be expected to come up with hypothesis in a similar manner.
Processing and Analyzing - I can plan and conduct scientific investigations, and I can record and organize data and information
| Lab 1 – Periodic Trends | Lab 2 – Fruit Battery |
Emerging | 10% | 10% |
Developing | 10% | 30% |
Proficient | 70% | 50% |
Extending | 10% | 10% |
Students completed a virtual activity prior to conducting Lab 1, which gave them a framework to understand how to design the data tables. This was intentional scaffolding that was removed in lab 2. We see a decrease in the students’ proficiency directly related to the decrease in scaffolding.
Evaluating - I can use my understanding of scientific concepts to explain the results of the investigation
| Lab 1 – Periodic Trends | Lab 2 – Fruit Battery |
Emerging | 10% | n/a |
Developing | 10% | n/a |
Proficient | 60% | n/a |
Extending | 20% | n/a |
Lab 2’s assessment was focused on questioning and predicting and processing and analyzing competencies. The skill of designing an experiment was more important in this lab than the subsequent analysis of the data. This was done to build a bridge to the style and difficulty of labs that will be conducted in Science 10.
Student Reflection
The following is an interview between the Principal and a student who was in both the grade 8 cohort last year and the grade 9 cohort this year that we observed for the school plan.
In science 8 you did three labs: changes of state in water, density, and photosynthesis. How do you see these activities helping you to learn about data and information and evaluating evidence?
-With the ADI labs, specifically the photosnthesis lab I was able to connect the pieces and learn the topics and it went into my long term memory. For some labs, when you are putting the information into different forms of data you could tell some would make more sense. For example, quanitity – put in a table, not a description because it can show the changes over time. We used bar graphs, line graphs, and data tables. It is good to see how others in the class represent the data and learn from each other - you can see how some ways of representing the data just make it more clear.
2. In science 9 you completed two labs – trends in the periodic table and the fruit battery. Can you describe how these learning experiences helped you learn about data and information and evaluating (as noted above)?
The Fruit battery lab was a good one – I could see how taking one thing out impacted the whole circuit. The data was evident in real-time - we could see the changes. We measured volts and current – quantitative evidence. We also tried different fruit – can an apple give more voltage than an orange? Some fruits have more electrolytes than other – they would give more current. More acidic fruits gave more current/voltage. As we were doing all of this, we tracked the data in data tables and later represented it in different forms of graphs. The graphs made it easier to evaluate the evidence - which fruits made better batteries?
3. What made the biggest impact on your learning in the labs?
We always worked in teams on the lab – sometimes you are stuck and you can work together to find the answer – sometime they say something that reminds you of what you learned and connect with the lab. We learn from each other and from the other groups when we share.
4. As science 8 and science 9 went on, the teacher intentionally gave less and less help to students and wanted you to figure things out more on your own. Tell me what your thoughts are on this process and how this impacted your learning and confidence as a science student.
I did notice – I asked the teacher something in the last lab and she told me to figure it out - that she was not going to give me the answer - I needed to keep trying. I am not that confident usually and ask the teacher so many questions. When I got a good mark on this lab and had done it without the questions it built my confidence – I knew I could do it without asking the teacher so many questions. I know I can do it myself now.
5. Describe your own understanding of what you have learned about “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” through science 8 and 9.
I feel like in grade 8 I made more mistakes with how I represented data- in grade 9 it fell into place. I could see how my choice of representing the data made an impact on what I was trying to show. With practice you can know what is better – it takes the repetition.
6. Describe your own understanding of what you have learned about “Evaluating -demonstrate an understanding and appreciation of evidence (qualitative and quantitative)” through science 8 and 9.
In grade 8 I was trying to memorize everything – I wasn't connecting everything. I would just look at the examples. In grade 9 I was understanding the concepts and how they connect.
7. Anything else you want to share about your learning in science 9 this year?
The teacher connected everything together for us – bio,chem, physics, earth science. We arent just learning separate concepts we are learning the connections and real life things.
The ADI process helped me to connect everything together – before it was separate pieces. If you are trying it will help you to learn. Why does this happen? What would happen if I did this? Why does this not fit?
Overall Analysis and Teacher Reflection
The goal of conducting inquiry labs is to provide students with a framework for scientific inquiry. As teachers, we want to demonstrate how scientists work ‘in the wild’ when they deal with unique and varying challenges, such as developing a vaccine for a novel virus.
Students need significant scaffolding when they first conduct inquiry labs. My lab schedule is designed to offer students significant support in their first year. Lab after lab, year after year, we encourage students to ride the bicycle of Science with first two training wheels, then one wheel, then a hand on the back of the seat and finally true independence.
It is expected that the first time students work truly independently they will flounder, which is seen in the trends comparing the two labs conducted in Science 9. These moments will allow students to experience success in Science 10 when they reflect on their Science 9 experiments. I will often remind students of mistakes they made in a previous grade, and we talk about how mistakes are the foundations of their learning.
This data is also powerful knowledge for me. I will find ways to change the labs so that more students have the confidence in the skills that they have developed and are able to apply their knowledge in a successful final lab. Schools are centres of learning and it’s the most powerful when students and teachers learn together.
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.
