Frank Hurt Secondary 25-26

At Frank Hurt, we give students many chances each day to build their literacy and communication skills in all of their classes.  These skills help students think more deeply, work well with classmates, and express themselves with confidence.

As students learn new reading, writing, and communication strategies, they add them to their “toolbox” and become better prepared for future learning. To see which skills students are already strong in and which ones they still need to grow, we looked closely at a grade 8 cohort of learners through their Humanities 8 class which is a combination of English Language Arts 8 and Social Studies 8.

Our goals focus on helping students:

• Exchange ideas and viewpoints: talk together to build shared understanding and extend thinking

• Comprehend and connect: use reading and viewing strategies to understand texts and make meaningful connections

• Create and communicate: share ideas clearly through writing, speaking, and other forms of expression

Through class discussions, group activities, and reading and writing tasks, students demonstrated growth in their literacy and communication skills, particularly when it came to confidence in their verbal communication.

Curricular Competency Focus (English 8):

Exchange ideas and viewpoints to build shared understanding and extend thinking

Assessment 1: Structured Discussion Observation – October 2025

Students participate in a structured discussion focused on small-group problem-solving, followed by a class discussion. The discussion is centred on a shared question from a class

article and requires students to listen, respond, and build on one another’s ideas in order to reach shared understanding.

This assessment directly targets the English 8 curricular competency by focusing on how students exchange ideas and viewpoints to deepen collective thinking.

Observed Strengths

• Students demonstrated strong collaboration while preparing and organizing their debate arguments.
• Many students confidently defended their viewpoints using relevant historical evidence.
• Students showed increased willingness to respond to and challenge opposing perspectives respectfully.
• Several students demonstrated deeper critical thinking by connecting historical events to themes of leadership, power, and ethics.
• Most students contributed to building a shared group position during preparation and discussion.
• Students demonstrated improved confidence when speaking in front of peers during the debate format.
• Many students were able to clearly communicate their ideas and justify their reasoning during rebuttals.

Areas for Growth

Students are developing their ability to exchange ideas and viewpoints to build shared

understanding. While some students are actively listening and building on others’ ideas, others need support in expressing their ideas clearly, responding to peers, and contributing to group understanding. Next steps include providing structured discussion opportunities, modeling strategies for connecting and synthesizing ideas, and encouraging students to actively listen, engage, and guide group thinking to deepen collective understanding.

Assessment 2: Group Decision-Making Task (Product + Process) – January 2026

Task Description: World Religions Group Research Project

Students work in intentionally selected groups to research one of the major world religions and present their findings to the class. While the final presentation is an important component, this assessment places equal emphasis on the collaborative decision-making process used to research, organize, and present information.

Throughout the project, students must exchange ideas and viewpoints in order to:

• Decide which information is most important to include
• Divide responsibilities equitably
• Clarify complex or unfamiliar concepts
• Ensure the group has a shared understanding of the religion before presenting

This task directly aligns with the English 8 curricular competency by requiring students to collaboratively build understanding through discussion, negotiation, and synthesis of ideas.

Required Components

• Final Group Presentation demonstrating a clear and cohesive understanding of the religion
• Group Process Reflection (written) addressing:
• What different ideas or viewpoints came up during your research?
• Where did group members have different opinions or interpretations?
• How did your group decide what information to include?
• How did you make sure everyone understood the topic before presenting?

Observed Strengths

• Students were able to share multiple ideas and viewpoints during the research process.
• Many groups collaborated effectively when deciding what information was most important to include.
• Students showed growth in dividing responsibilities and working toward a shared presentation goal.
• Several groups demonstrated a clear shared understanding of their assigned religion by the time they presented. They were respectful in their approach.
• Students were able to explain complex or unfamiliar concepts with support from peers.

Areas for Growth

Students are continuing to develop their ability to make group decisions through discussion and compromise. While many students contributed to the final product, some groups needed support ensuring that all voices were heard during the planning process.

Further growth is needed in helping students synthesize different viewpoints into one clear shared understanding. Next steps include using structured group roles, decision-making protocols, and reflection prompts to support equitable participation and stronger collaborative thinking.

Assessment 3: Mock Murder Trial – March 2026

Task Description: The Outsiders Mock Trial (Johnny: Innocent or Guilty?)

During the novel study of The Outsiders, students participate in a structured Mock Murder Trial

examining whether Johnny is innocent or guilty of Bob’s murder.

Students are divided into two large groups and assigned a position (Innocent or Guilty). Within their assigned group, students collaborate to:

• Develop evidence-based arguments supporting their position
• Anticipate opposing arguments
• Prepare counterarguments and rebuttals
• Build a shared understanding of their collective stance

The trial takes place over two class blocks. Students present arguments, respond to opposing viewpoints, and refine their thinking in real time.

This assessment directly aligns with the English 8 curricular competency by requiring students to exchange ideas and viewpoints, build shared understanding within their group, and extend thinking through structured debate and rebuttal.

Observed Strengths

• Several students who do not typically speak during discussions actively participated in the trial format.
• Students in the current leadership rotation demonstrated increased confidence and willingness to advocate for a position.
• Many students demonstrated strong understanding of accountability and responsibility, with this theme appearing consistently in arguments.
• Most students were able to collaborate effectively within their assigned group.

Areas for Growth

Students are continuing to develop their ability to exchange ideas and build shared understanding in collaborative and debate settings. While many students confidently shared and defended ideas, some require support to participate consistently and respond meaningfully to peers.

Further growth is needed in strengthening counterarguments with clear evidence and in building directly on teammates’ ideas during discussion. Next steps include structured roles, guided rebuttal practice, and continued emphasis on equitable participation, active listening, and extending group thinking.

Assessment 4: Structured Debate – April 2026

Task Description: Renaissance Unit Debate

During the Renaissance unit, students participate in a two-group structured debate addressing the question:

Were the Medici exemplary role models for building a city’s wealth?

Students are divided into two opposing groups and assigned a position. Within their groups, students collaborate to research historical evidence, exchange ideas, and develop key arguments. They must also anticipate opposing viewpoints and prepare rebuttals in response.

During the debate, students listen to and respond to competing perspectives while refining and defending their own ideas.

This task requires students to:

• Develop and defend a shared position using evidence
• Listen actively and respond to opposing viewpoints
• Refine thinking based on new perspectives
• Build shared understanding of complex historical issues

This assessment directly aligns with the English 8 curricular competency by emphasizing respectful dialogue, synthesis of ideas, and extension of thinking through debate.

Observed Strengths

• Students demonstrated increased confidence when sharing and defending their viewpoints during the debate.
• Students showed greater willingness to challenge opposing perspectives and support their ideas with researched evidence.
• Many students gathered detailed historical information and confidently justified their positions throughout the discussion.
• Students effectively connected their arguments to themes of leadership and influence within Florence.
• Several students demonstrated deeper critical thinking by incorporating moral values and ethics into their arguments.
• Many students listened respectfully and responded thoughtfully to competing viewpoints during rebuttals.
• Collaboration within groups improved, with most students contributing to the development of shared arguments and ideas.

Areas for Growth

Students are continuing to develop their ability to respond spontaneously to opposing viewpoints and extend discussion beyond prepared arguments. While many students confidently defended their positions, some relied heavily on scripted responses and required support in building on ideas in real time.

Further growth is needed in ensuring equitable participation within groups, as some students contributed more consistently than others during preparation and debate. Next steps include continued practice with structured rebuttals, collaborative discussion strategies, and opportunities for all students to actively contribute to group thinking and decision-making.

Moving Forward

Students are continuing to develop their ability to exchange ideas and viewpoints to build shared understanding and extend thinking. While many learners are showing strong progress, the data shows several common areas where continued support is needed.

Taken together, these findings show that students benefit from continued practice with active listening, clear expression of ideas, equitable participation, and real‑time collaborative thinking. They are learning to respond to different viewpoints, build on one another’s ideas, and work toward shared understanding, but many still need structured support to do this confidently and consistently.

This cohort has shown such meaningful growth, and we plan to extend this approach over the next two to three years. The long‑term goal is to apply these communication and collaboration strategies to the wider school population, helping all students strengthen their ability to share ideas, listen respectfully, and build deeper understanding together.