Frank Hurt Secondary 22-23
OUR CONTEXT
Frank Hurt Secondary acknowledges that the land and waters on which our students, staff, parents, and entire community work and learn are the traditional and unceded ancestral territories of the Katzie, Kwantlen and Semiahmoo First Nations.
When you walk through the doors of Frank Hurt Secondary, you will be welcomed by one of our students, if not a group of students. You will see engagement, the sounds of productive interactions and feel like you are in a community that is proud, inclusive, and generous.
As you walk the halls you may notice the age of the building, but that does not hide the youthful energy of the individuals within. Students are working co-operatively with caring adults to learn, resolve issues, and succeed academically, socially and emotionally. This is Frank Hurt, home of the HORNETS!
Frank Hurt offers a variety of academic classes along with a multitude of electives. This range of choice promotes our students to get involved in whatever area they find challenging and interesting. We want to have our students grow into well-rounded human beings when they graduate from Frank Hurt and enter the world after high school. As we say to our students all the time, high school is the just the beginning, your lives will flourish once you leave our building as a graduated Hornet.
The students in our robotics class can use critical thinking skills to develop and design robots to make designs on a floor. They collaborate with their peers to plan, carry out, and review construction of their robots.
Working in the great outdoors to self-regulate and take care of their well-being perfectly captures our students demonstrating their personal awareness and responsibility.
Eid Mubarak
Vaisakhi celebrations
Black Studies class on a tour of Hogan's Alley in Vancouver
Through the celebration of important cultural events such as Eid and Vaisakhi and by unlearning and relearning about the Black people's contributions, brilliance, experiences, and legacies throughout British Columbia, our students demonstrate their willingness to value diversity while promoting and embracing their own cultural identities.
Hosting our annual grade 7 elementary feeder school basketball tournament contributes to the well-being of our community while connecting and engaging with a wide range of members.
Building a shed in the district carpentry program captures our students generating and developing their own ideas of what their ideal shed looks like while continuously analyzing and critiquing their methods, ideas, and choices.
OUR LEARNERS
Social emotional learning (SEL) advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes 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.
2020 CASEL. ALL RIGHTS RESERVED
Focussing on the five social emotional learning skills, we can celebrate our learners' successes and strengths in the following areas:
Our learners can explain how they are using their strengths and abilities in different ways. (Self- Awareness)
Frank Hurt student work displayed at the Secondary Art Exhibit at the Museum of Surrey. The works display various examples of how our students through the curricular area of visual arts showcase their strengths and abilities in works that are all unique and reflective of each of our learners.
Explain and reflect on experiences and accomplishments. (Self-Management)
Frank Hurt senior drama students performing a play called "Work in Progress" that focuses on the stress, anxiety, and trepidation of growing up in a generation carrying so many labels while pushing through so much uncertainty. The students had to manage their emotions to clearly and realistically give detailed accounts of their high school experiences to provide powerful insight into the lives of high school students in times when social media, mental health, equity, and diversity are all at the forefront.
Contributing to the community and caring for the environment (Social Awareness)
The Frank Hurt Empowering Hornets, a club comprised of grade eight to twelve students who plan and take part in activities for their own self-care as well as the school community and community at large, spreading love and warm exchanges with the seniors of Arbourside Court. Our students demonstrate how connecting and engaging with others leads to the building of genuine relationships that contribute to the well-being of all involved.
Building relationships to enhance social responsibility (Relationship Skills)
Frank Hurt Theatre Program students participating in the Provincial Drama Festival hosted by the National Theatre School of Canada
Empowering Hornets at the Pumpkin Patch
Frank Hurt Leadership students getting ready to welcome our incoming grade 7 Hornets
Our learners demonstrate the importance of building strong, genuine, and healthy relationships to enhance not only themselves but the community they live in.
Our learners can address ethical and cultural issues (Responsible Decision Making)
The members of the Anti-Oppression Collective (AOC) and Beyond Black History Month (BBHM) collectives created social justice ornaments for our social justice tree. These groups that consist of students across all grades really work to improve the importance of valuing diversity. They not only discuss ethical and cultural issues, but work on finding ways of educating our student population to build a more diverse and inclusive community.
OUR FOCUS
The students at Frank Hurt are provided with opportunities to practice and demonstrate their Social and Emotional Learning skills on a daily basis across all curricular areas. Our students are taught to build their SEL skill set to thrive in situations when challenges are faced by introducing new tools and strategies for them to use. When students continuously add tools to their toolboxes, they are working towards building themselves up for higher levels of success. To track which tools are areas of strength and which are areas of growth, we tracked two cohorts of learners that include a wide range of learners and provide a fair and accurate representation of our school's population.
The curricular competencies we focused on are in the Social and Community Health category of the Physical and Health Education 8 curriculum :
- Propose strategies for developing and maintaining healthy relationships
- Creating strategies for promoting the health and well-being of the school and community
Through conversations and writing samples, our students engage in learning to discuss and identify the key components needed in developing healthy relationships. From there, they continue to engage in dialogue with their peers to discuss how those healthy relationships can be maintained and what goes into maintaining them and what each side must bring to make it not just a relationship, but a fair and equitable healthy relationship.
OUR NEXT STEPS
Our learners are developing their SEL skills and capacities. In the focus area of relationship skills, our students demonstrated an increase in their ability to:
- Propose strategies for developing and maintaining healthy relationships
Below are examples of our students’ classroom experiences as they relate to the curricular competency stated above.
Identifying a healthy relationship
The learners in our cohorts were asked questions and engaged in dialogue to gauge whether or not they can identify the components of what makes a healthy relationship both at the beginning of the semester and at the end. Based off observations, conversations, and written documentation, the teacher of the sample group used language from the provincial assessment scales to identify successes and remaining challenges.
Are students able to identify the components that comprise a healthy relationship?
Not Yet | Able To | |
| Beginning | 83% | 17% |
| End | 20% | 80% |
The data suggests that there was definite improvement from the beginning of the semester to the end. It is important to note that the 20%, while they were not able to completely identity the components that comprise a healthy relationship, made gains in their learning and are working towards approaching the level they need to get to. There were significant gains in their learning and understanding and their improvement is important to note.
Developing and maintaining a healthy relationship
The learners in our cohorts were asked questions and engaged in further dialogue to come up with scenarios in which they can develop and maintain healthy relationships. Based off observations, conversations, and written documentation, the teacher of the sample group used language from the provincial assessment scales to identify successes and remaining challenges.
How well can students develop and maintain healthy relationships?
Emerging | Developing | Proficient | Extending | |
| Beginning of semester | 33% | 20% | 33% | 14% |
| End of semester | 30% | 43% | 27% |
Advancing our learners skillsets in the focus area of relationship skills have been very effective. Our students have made significant improvements in their understanding of themselves and how this connects to their interactions with their peers, our school, and the surrounding community. It is important to note that while there are 30% of learners in the developing stage, there was still significant growth and development from those learners from where they were in the beginning of the semester. The ongoing learning is done to make sure that all of our learners have the necessary skills needed to become proficient in this particular curricular competency not just in this year but throughout their high school years.
Moving Forward
As we continue with this work, we will build on it in the following ways.
We will continue to challenge our students to advance their understanding of the components critical to developing healthy relationships. The students will explore the details of what it takes to maintain healthy relationships and to further enhance their understanding by exploring how to fix healthy relationships that may have fractured and how to return it to a suitable level where all sides are benefitting in a healthy manner. We will also explore ways to move from healthy relationships between two individuals to healthy relationships between individuals and their school and their community.
To have our students leave as Hornets ready to tackle the world after graduation, during their time at Frank Hurt, we will emphasize community, connection, and social emotional learning. In conjunction to our cohorts participating, in our student learning goal, we will be working with our entire student population to complete core competency self-assessments to make our student learning goal a cross-curricular and school-wide initiative.
In addition to emphasizing community, connection, and social emotional learning, through fostering an environment where students are challenged to grow, our Frank Hurt community continues to:
- Improve student learning opportunities in student learning outcomes in literacy, numeracy and critical thinking skills
- Support and develop programs and resources designed to maximize all students' learning potential and meet the diverse needs of our student population
- Develop student attitudes and activities which enhance school safety, pride, spirit, appreciation for culture and diversity and personal and social responsibility
- Improve interactions communication and involvement of students, parents, staff and the community
- Develop programs and resources designed to maximize avenues of student learning, enhance student transition between high school and post-secondary learning and provide a basis for post-graduation success
We are committed to being a diverse, inclusive community of visionary learners which fosters respect and passion for lifelong learning.
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.
