Frank Hurt Secondary 24-25
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 Frank Hurt Unified basketball team winning the first ever Surrey Unified Championship.
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
Happy Diwali
Black Studies class on a tour of Hogan's Alley in Vancouver
Social Studies 9 class visiting the National Historic Site Gur Sikh Temple.
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.
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.
Beautiful art from the Rain Awakens workshop.
Explain and reflect on experiences and accomplishments. (Self-Management)
Our Frank Hurt Racing Team winning both first and second place at Mission Raceway as well as Best
Reaction Time!
Frank Hurt Bhangra team finishing first in Surrey.
Contributing to the community and caring for the environment (Social Awareness)
Frank Hurt invited other Surrey high schools to participate in the first annual Frank Hurt BASES Fun Fair
Building relationships to enhance social responsibility (Relationship Skills)
Vancouver Arts Umbrella hosted the FH Theatre Program to watch the premier of "The Quest" a new musical performed by some of the best young performers in the lower mainland.
Empowering Hornets at Functional 45.
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.
In addition, we have amazing work being done in our school across all of our departments.
Physical and Health Education
Develop and demonstrate safety, fair play, and leadership in physical activities
BASES
Inclusion, community integration, and building social skills
Culinary Arts
Identify and use appropriate tools, technologies, materials, processes, and time needed for production
ELL
Students are actively engaged in expanding vocabulary, reading, writing, and speaking skills. At the same time, they are exposed to Canadian culture and customs through class activities and field trips
English
Exchange ideas and viewpoints to build shared understanding and extend thinking
Express an opinion and support it with credible evidence
Respond to text in personal, creative, and critical ways
Fine Arts
Perform in large ensemble, small ensemble, and solo contexts
Develop and refine photographic skills and techniques related to a range of styles and genres
Home Economics
Students are choosing and adapting the appropriate tools and technologies to use for their sewing projects.
Students are identifying and using appropriate tools, technologies, materials, and processes for creating their recipe. They are using their ingredients in ways that minimize waste.
Modern Languages
Celebrating Francophone cultural diversity in Canada and participating and interacting in everyday situations in French.
Mathematics
Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving.
Science
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative).
Social Studies
Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond.
Technology Education
Identify and use appropriate tools, technologies, materials, and processes.
Create design, incorporating feedback from self, others, and results from testing of the prototype.
Evaluate ideas based on information from feedback and testing results to make necessary changes.
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 Media Arts 10-12 and focus on the following:
Explore and Create: create artistic works to reflect personal voice, story, and values
Communicate and Document: communicate ideas and express emotions through art making
Through conversations and artistic works, our students engage in learning to discuss and identify the key components needed in creating an even more positive space for all of our learners. From there, they continue to engage in dialogue with their peers to discuss how those suggestions can become realities and what steps need to be taken to make those changes.
OUR NEXT STEPS
EVIDENCE OF STUDENT LEARNING
Our learners are developing and building on their SEL skills and capacities. In the focus area of looking at strategies and how to implement them in order to improve the culture, look, and overall feel of our school and community, our students demonstrated an increase in their ability to:
- create artistic works to reflect personal voice, story, and values
- communicate ideas and express emotions through art making
Below are examples of our students’ classroom experiences as they relate to the curricular competencies stated above.
What does Frank Hurt mean to you? (Part 1)
The learners in our cohorts were asked the question above and were asked to create an artistic work that expressed their answer. The students could use any method they chose to portray their thoughts.
Jessica G.
This piece is about what Frank Hurt means to me. When I think of Frank Hurt, the immediate imagery is anything bee related including an actual bee itself with a black and yellow colour scheme. The most important imagery I included would be the text, I feel strongly about what I wrote and I honestly feel that the most when I think of Frank Hurt.
I also connect with the girl I put down, she's a reflection of me in my Frank Hurt mascot-ish form, everything is included on purpose. I drew little bandages on the knee to represent that it's sometimes tough and not always easy at school and I did the wings for the sense of freedom you feel at the building.
One metaphor I used was Bee- utiful which stands for all the people I like at this school, including teachers and friends
Kim G.
Frank Hurt Secondary school is a place of my comfort zone. My piece of artwork shows a picture of such a bedroom where I think it would represents the accommodation effectively. We should not only learn those complex formulas or such things but we also learn how to take a rest. School for people mostly is where we obtain knowledge and do activities. In actual fact, we are human, we ain't robots, we need rest. Through my work I want to deliver a message that school is not where we only feel pressure but we can also rest, feeling comfortable, work and live like a human, rest by talking with your friends or having a free time. Include, the room didn't have any window except the door which means we must go beyond to seek for a bigger perspective.
Bipan S.
This piece is about graduation. that in the future how me and my friends will graduate and take pictures together. It is important to me because graduation is a big deal and it shows how you worked hard for it and finished something important . Graduation is a proud moment that marks a big step forward in life. I want others to think that it is hard work to graduate. This pic metaphors a graduation like how we develop . This picture is precious for me.
Angel S.
I added what i felt. It's about my school , it's my own imagination about this school. I made this piece with my own imagination of how i see my school."
Abhayjot D.
This piece is about my experience playing basketball in Frank Hurt. Meeting new people, having fun along the way, etc. Basketball is one of the reasons I have the people who I'm with today.
Kayze J.
This is about how Frank Hurt exactly looks to me. I always feel like Frank Hurt is kind of cute to me , because everyone is so kind. and treat others well, and they dress as they wish and they feel so free like having no restriction in our dressing is really good.
What would your ideal school be like? Have? Encompass? (Part 2)
Similar to the first part of the project, the learners in our cohorts were asked the question above and were asked to create an artistic work that expressed their answer. The students could use any method they chose to portray their thoughts.
Kim G. - Piece is called Healing
Frank Hurt helped me find the feeling I have searched for. Different in culture, an invisible obstacle that I thought I will never overcome. With my friends and teacher assistance, I have come to a realization. Although I am scared I can do it. In this artwork, it is more like a reminder of how hard I have tried to overcome an iron wall I was afraid of. I want to deliver a message that Frank Hurt has healed my feelings as a person sewing another person heart and brain.
Harneev K.
This piece is about how love and kindness can help people grow, just like water helps a plant bloom. For me, a good school is a place where students are cared for and supported so they can grow - not just academically, but emotional too. The watering can represents the teacher, friends, and environment that help us feel safe and motivated. I made the heart- shaped flower to show that learning with love, kindness, and understanding helps students feel happier and do better. This idea is important to me because school should be a place where everyone feels valued and encouraged to be their best. I hope when others see this, they think about how important care, support, and kindness are in a school.
Sita C.
What can we do to move Part 1 to be like Part 2?
Kim G. – Piece is called Break Limit
I want the school to let its students feel safe to do and express what they want. First, we have to question why would they be scared to speak for themselves? It might be from trauma and past, we can't do anything about that. But, we can help them break the obstacle in their mental health. As the globe has no light and is all dark, it might hurt their comfort zone, but if they don’t get out of it, no light would come through. By that, I want to deliver the message that even if you might be hurting, after all light has come, a new perspective is waiting for us to look at. I want school to let students feel comfortable, to try new things but in a supportive way, not forcing students because of grades and such.
Harneev K.
This piece shows three children holding hands and standing on earth. It represents unity and connection between people from different backgrounds. I wanted to show that in my ideal school, everyone feels welcome and included.
Sakshi P.
Angel S.
By introducing a singing class in school so that students can show their voices to all and feel more confident; moreover, good community in school make it easier for students to learn better so that they can grow like a sunflower, in their own way.
Bipan S.
My drawing shows how we can make Frank Hurt my dream school. The building in the middle is the school and it should be full of love, care, and support for students. The student in the graduation cap means that with help and support, students can succeed and graduate. I also added some clouds, grass and flowers to show that school should feel calm, happy and safe. I made this drawing to share that an ideal school is one where students feel cared for have a chance to do well in life.
Abhayjot D.
This piece is about how we can improve Frank Hurts Building.
Artistic Work Rubric: Personal Voice, Story, Values, and Emotional Expression
The students were given continuous feedback throughout the process. There were interviews done with certain students to see where their mindset is at and how the changes they are seeking can become a reality. Throughout this continuous dialogue and formative feedback, students were able to make changes to their work to meet the highest standards laid out in the assessment guide (rubric).
Extending | Proficient | Developing | Emerging | |
| Refine & Reflect | 4 | 10 | 3 | 1 |
| Express Ideas/Yourself | 4 | 9 | 2 | 3 |
| Create/Develop Skills | 6 | 6 | 3 | 3 |
| Understand Context | 4 | 9 | 4 | 1 |
| Document & Share Artworks | 5 | 6 | 1 | 6 |
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 critically look at our school and community and identify areas where improvements can be made. When the students are the advocates of change, we can see real advancements take shape. When the individuals who define the Frank Hurt community rise up and make positive changes, it becomes infectious. Students can go deeper into their strategies for improvement, can make detailed timelines, and can work on proposing bigger projects to admin. When students start to explore with their peers and start to really be creative in their way of thinking, it will allow for more ideas to emerge and more challenges to be overcome. Only when we have a community of critical thinkers who are willing to make positive changes can we see the benefits of our work. The important thing to note is that there is no finish line, with changing times, changing demands, and changing needs, we can always work to make things better, and with the help of our students and their voices, we can make those changes meaningful.
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.
