Serpentine Heights Elementary 22-23

Our students’ learning goal is:

• Exchanging ideas and perspectives to build shared understanding.

All teachers, across all grades, provide students with learning opportunities aimed at increasing the Exchanging Ideas and Perspectives proficiency of our learners. To highlight and determine overall successes and gaps, we monitored the progress of two cohorts that included: 

• A K/1 and two kindergarten classes
• A grade 4/5 and 5/6 class

Both cohorts engaged in the learning goal through an equity lens, guided by the inquiry question:

• How can we develop our learner’s identity, language, and culture?

In our kindergarten and K/1 classes students discussed, shared, and reflected about themselves and their family. They learned about the similarities and differences between families. Instructional strategies included morning meetings, read alouds, and whole-group discussions. Students completed journal responses, had discussions with their teachers about their learning, and created drawings with increasing detail. Through this process, teachers noticed more students were able to say where they are from and to describe their families. Collectively, students were able to: share about their families; talk about their background and days that are special to them; celebrate and feel proud about themselves; and relate to and make connections with peers. The next steps for our teachers in their work is to focus on self-inquiry and expand their collection of diverse picture books.

In our grade 4/5 and 5/6 classes students engaged in daily discussions or class meetings; described holidays that were special to them; and learned about holidays that were celebrated by peers. Students learned to be accepting of different cultures and how to make everyone feel welcome. Instructional strategies included morning meetings and engaging students in self-directed inquiry. Students completed family surveys, wrote online blog-posts, and created a large display central in our school that highlights special holidays. Through this unit of instruction, teachers noticed students are now more aware of different cultures in the classroom and are more curious and accepting of one-another. Collectively, students were able to: be an expert about a special holiday to the extent they could teach one another; and developed a new found respect for each other. The next step for this cohort of teachers in their work is to dig deeper with students into the topics and ideas generated through the activities.

Evidence of our students’ learning demonstrates the literacy focus is positively impacting learners. When surveyed and asked to communicate their students’ progress using the provincial assessment scale, teachers indicated that all students demonstrated growth in relation to our goal:

Moving Forward

Based on evidence of students’ progress in relation to our learning goal, our next steps will include:

• Teaching students across grade levels to engage in authentic inquiry-based learning so they can dig-deeper into their learning
• Continue expanding our collection of diverse fiction and non-fiction books and resources

As a school community, we are committed to creating equitable, supportive, and caring learning environments where all children and youth can thrive and reach their full potential. To this end, we will continue to monitor and adjust our student learning plan. By determining our progress; identifying what is working and what needs to be improved; evaluating the impact of our plan; and using this feedback to adjust ongoing teaching and learning – we will support learners from all communities in developing literacy proficiencies that cultivate cognitive skills and “thinking habits” that prepare them for future success.