Panorama Park Elementary 23-24



Panorama Park embodies curious, wondrous and inquisitive learners. In our building we offer learning that allows our learners a place to connect, feel valued, and noticed. Learners exhibit high levels of enthusiasm and excitement, and have a willingness to participate and engage in learning programs both during and after school.

We know our Panorama Panthers depend on social and emotional learning (SEL) as an essential part of their education, as well as their own growth and development. It is this basic understanding of learning, and the ability to apply the knowledge, skills, tools and perspectives of SEL, which ultimately foster self-efficacy, personal control of their emotions, and accomplishment of their goals. Our goal and Student Learning Plan, for many years, has been SEL. As learners become regulated their ability to learn and connect the core and curricular competencies become evident. As we transition and delve deeply into our Student Learning Plan, our focus now shifts to a specific facet of learning within our school: the curricular competency of English Language Arts, with a specific focus in writing.

Our learners show up with their own unique and diverse abilities. They come to school bringing their version of imagination and creativity. We have over 200 ELL learners and 4 Indigenous learners, who bring awareness that there must be equitable access points for all learners.  

We know that our learners:

  • Are able to connect to who they are and can articulate their sense of self 

  • Can learn strategies and transfer those strategies into their writing  

  • Can generate imaginative and creative ideas  

  • Demonstrate the confidence to share their ideas  

  • Know that brainstorming helps them with their writing  

  • Use word banks and visuals to support them in their writing

  • Enjoy participating in conversations with peers to help them generate thoughts and ideas to write

By learning how to understand and implement writing strategies, develop self-confidence, and foster learner awareness, our belief is this growth will enhance written output and promote successful learning.


At Panorama Park, our learners will focus on the Curricular Competency of English Language Arts; Writing,  using a variety of strategies to communicate and articulate their writing in English Language Arts.  Learners will be able to demonstrate their understanding by engaging in oral, written, visual, and digital texts, encouraging agency and voice, in turn engaging in written output. Our diverse range of learners will connect their ability to write through targeted literacy and language arts activities. Read alouds, story workshops, morning meetings, writing process, brainstorming, imaginative curiosity, walk and talk, journaling, as well as Touch Chat—will be used to support writing and enhance written output in our school.

At Panorama Park our English Language Arts Writing Cohort is made up of both primary and intermediate grade teachers ranging from Kindergarten to Grade 6. While the vehicle used to teach writing varies from class to class and grade to grade, a commonality of supporting learners with writing strategies remains a constant. A cohort of learners will be monitored over the next few years to track learning and growth.

Connected learning standards to the Curricular Competency of English Language Arts:

  • Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences 

  • Use language in creative and playful ways to develop style 

  • Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation

    We initially began with a school wide write with a focus on identity during Black History Month. This gave teachers a chance to collaborate and create a rubric based on the learning standards, creating a clear picture of assessment for our learners. We began this journey by reading the story "More than Peach"  in the Black History Month Assembly. This story focused on inclusivity, empowerment, and the importance of inspiring learners to be proud of who they are. Learners began by creating a visual self portrait of themselves and used the visual to brainstorm characteristics of themselves. Portraits were placed on bulletin boards where all learners had the opportunity to do a gallery walk around the school to gain inspiration from one another, which culminated with an identity writing piece on "Who Am I?" Portraits were then shared out in the Kindness Assembly at the end of the month.

Assessments derived from the writing pieces indicate our data as of March 2024 were as follows:

Our June 2024 data showed the data remained the same with a slight increase in our developing to proficient overall data where we saw a slight increase from  38% to 40%  on the proficiency scale, showing a decrease in developing learners from 32% to 30%. 

Within this data, our Indigenous Learners make up 1% of our learner population. We had an increase of 0.25% in our overall data from emerging to developing. 

Areas of Focus within the Classroom Context: 

Focus: Descriptive Non-Fiction Story Writing 

At the beginning, we learned about text features. Using text features as a starting point, learners explored story writing by integrating graphic organizers and writing templates into their regular practice.  Learners worked hard to learn about and use the writing process. We learned how to plan, develop and create texts while editing and revising our work as we worked towards publishing our descriptive non-fiction stories.  

Focus: Creative Writing

Using loose parts by collecting things from nature: pinecone, rocks, etc. And providing students with seasonal parts will spark creative and critical thinking. At the beginning of the school year, loose parts can generate conversations and build on students' oral skills. This will also allow students to learn from each other and build community.  Overtime, loose parts can be connected to story elements: incorporating beginning, middle, and end.   As students build their oral skills, students can now begin to write their stories and build on their stories overtime with the focus on conventions, sentence structure, grammar, and revising their stories.  

Focus: Walk and Talk Narrative Writing 

The Walking Curriculum developed by Gillian Judson transforms traditional educational experiences by integrating imaginative descriptive writing into students' outdoor explorations. By encouraging students to engage all their senses, the curriculum fosters a deep connection to the natural world, inspiring vivid and detailed descriptions in their writing. Through guided walks, our students are prompted to observe closely, listen attentively, and reflect on their surroundings, which enriches their descriptive language skills. Activities such as nature journaling, storytelling and nature art during these walks encourage students to capture the essence of their environment through creative and expressive writing. Ultimately, the Walking Wednesday curriculum empowers students to become adept at using descriptive language to articulate their experiences in the natural world, enhancing both their literacy skills and their appreciation for nature. Connecting to the curricular competency students are revising, editing and considering their audience. Students are also developing paragraphs that are characterized by unity, development and coherence.   

 Focus: Narrative Story Writing Process 
The narrative writing process focuses on helping learners develop their storytelling skills. Learners begin to create simple stories with a clear beginning, middle, and end. They are encouraged to use their imagination to develop characters, settings, and plots. Through guided exercises, learners practice organizing their ideas, using descriptive language, and incorporating basic elements of grammar and punctuation. This process supports their writing abilities while fostering creativity and imagination. Conveying writing through stories such as The Plot Chickens, By Mary Jane Auch is another way of introducing these concepts.


As we analyze the data of our learners, we can identify areas in which our learners demonstrate strength in.  We notice that they: 

  • can clearly articulate a writing piece when it comes to connecting to themselves 

  • can learn strategies and transfer those strategies into their writing  

  • can generate ideas  

  • have confidence to share their ideas  

  • when they brainstorm, it helps them with their writing  

  • use word banks and videos visuals as support it helps to instigate writing

  • participate in conversations with their peers it stimulates creative thoughts and ideas

We now look to the next steps on our writing journey, and how we can best support learners moving forward. Our learners will focus on creating goals and engaging in the writing process. Based on both formative and summative assessments, our Student Learning Plan at Panorama Park, will continue to focus on the area of English Language Arts; Writing.

As we advance in this work within our building, the next steps for our learners will be to:

  • Set clear goals and define specific writing goals, such as improving grammar, expanding vocabulary, or refining storytelling techniques

  • Read regularly by exploring different genres and styles to broaden their understanding to inspire imagination and creativity

  • Practice writing daily, by setting aside time each day to write, whether it's journaling, creative writing, or non-fictional pieces. as writing skills will improve over time with consistent effort

  • Implement school wide initiatives to create opportunities for writing

  • Improve on their grammar and conventions by understanding grammar rules, and learning about different writing styles to enhance clarity

  • Build vocabulary and learn new words and phrases to express ideas creatively

  • Edit and revise their work by learning editing skills 

At Panorama Park, we will:

  • Continue to monitor a specific cohort of learners over the next few years

  • Continue to use formative assessment to guide our practice and compare growth using summative assessment pieces

  • Participate in a school wide book club to use common language and strategies across the grade levels

Next Steps in specific areas of writing:

Focus: Descriptive Non-Fiction Story Writing 

Next, as an on-going journey, learners researched and learned about non-fiction writing in a  cross-curricular writing project. Learners made connections and drew conclusions from their fact-finding using Venn diagrams. Using their learning and sorting through the information gained, they developed drafts of non-fiction stories. Learners will continue to work on how to plan, develop and create texts while editing and revising their work moving towards publishing their descriptive non-fiction stories.

Focus: Creative Writing & Literary Paragraphs

Next steps are to continue to use writing starters such as loose parts and implement descriptive words, adjectives, precise or vivid verbs, transition words, using graphic organizers, brainstorm, writing quality sentences, use an editing check list for conventions and revising to further develop writing skills. 

 Focus: Narrative Story Writing Process 

The next steps in the creative writing process involve brainstorming ideas, planning and outlining the story, drafting the initial version, and then revising for structure and clarity. Following this, learners will edit their work for grammar, punctuation, and spelling. Finally, they finalize the story, making any last adjustments and preparing it for presentation or sharing their finished work with others.

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