In our latest buddy session Rachel, Sasha, Cyrus, and Joe read-aloud, the inspiring book “I Have a Right to Save My Planet.” This engaging story empowered everyone to recognize their role in protecting the environment and highlighted the importance of sustainability, conservation, and community action.

Following the read-aloud, we transitioned into a fun Scrabble word play activity, where students formed words related to the themes of the book, such as “earth,” “reuse,” “green,” and “future.” This not only reinforced the vocabulary but also sparked lively discussions about environmental responsibility and how we can all contribute to a healthier planet.

This read-aloud and word play encouraged students to think critically about their impact on the world and inspired them to take action. Together, we are planting the seeds for a more sustainable future, one word and one action at a time!

In today’s fast-paced digital world, understanding digital literacy is more important than ever. Our recent Applied Design, Skills, and Technologies (ADST) lesson aimed to equip students with essential skills to navigate digital content responsibly. The photos accompanying this blog post showcase students engaged in a dynamic lesson focused on digital literacy, where they learned about the design process, co-regulation, metacognition, and self-assessment.

As students learned about the design process, they embarked on a comprehensive design journey that began with a clear understanding of the setting (the digital/online world). By identifying societal issues related to digital literacy, they laid the groundwork for meaningful inquiry. During the design process they followed these structured ADST phases:

1. Understand Setting: Understanding the context and identifying challenges related to digital literacy.

2. Defining: Narrowing down specific sub-problems, such as cyberbullying and data privacy.

3. Ideation: Brainstorming multiple solutions to tackle these challenges.

4. Evaluating: screening their ideas against requirements, constraints, and design values.

5. Prototyping: Creating models and simulations of their best ideas.

6. Testing: Gathering peer feedback and refining their designs.

7. Making: Making of their final product.

8.  Sharing: Presenting their solutions and the explaining how they solve the problem.

As part of this journey, students also determined their group’s design values (ex: safety, fun, equity, identity, environmental sustainability, etc). These core values guided their decision-making and were woven into their design solutions, ensuring that their creations not only addressed the problems at hand but also resonated with their groups core values.

Students were also asked to incorporate metacognitive and emotional regulation strategies into their learning and preplan which strategies they thought would be helpful at various stages of the design process. Students reflected on their thought processes, assessing how they approached challenges and adjusted their strategies based on feedback. Techniques such as self-monitoring, goal-setting, encouragement, and talk aloud strategies helped them navigate their learning journeys with intention.

Additionally, emotional regulation strategies played a significant role in managing the ups and downs of the design process. Students learned to recognize their emotional responses (excitement, frustration, confusion, etc)—and developed coping mechanisms to co-regulate and stay focused and productive. This combination of metacognitive awareness and emotional intelligence is essential for fostering a growth mindset and is crucial for collaboration.

Working in groups provided students with opportunities for co-regulation, where they supported each other’s learning. Structured peer feedback sessions not only enhanced their designs but also strengthened their communication skills. This collaborative environment encouraged them to share ideas, challenge assumptions, and learn from one another, reinforcing the importance of teamwork in problem-solving.

Furthermore a variety of  assessment methods were used to gauge student understanding and growth:

– Visual Embedded Self-Assessment: Students reflected on their learning experiences by capturing photo evidence of their learning. They also used stickers to identify which capacities and skills they were applying throughout the process while also tracking their emotions and identifying strengths and areas for improvement.

– Wooden Capacities Bar Graph: students also created visual representations of their growth in different capacities (technology, creativity, collaboration, regulation) to accompany their visual timelines. This allowed them to easily see which capacities they were developing more of and identify areas for growth.

– Peer Feedback: Structured opportunities for students to give and receive feedback helped them articulate their thoughts, see different perspectives, and helped them refine their ideas.

– Teacher Observations: Ongoing check-ins allowed me to provide targeted feedback, ensuring that students were progressing and staying on track. Conferences with the students also helped me analyze their thinking and ask probing questions to extend their thinking, helping them think more critically about the project

Through these assessments, students learned to self-assess and provide evidence of their own learning, which is vital for their development in digital literacy and beyond.

To end this project students shared their final design solutions and received more feedback. All groups created engaging presentations that not only highlighted their prototypes but also detailed the design process and the rationale behind their decisions. This experience allowed them to communicate their newfound knowledge effectively, showcasing their understanding of digital literacy concepts such as data privacy, online behavior, and the impact of screen time.

Hopefully this unit empowered students and will continue to help them navigate the complexities of the digital landscape so that they can make informed decisions and engage responsibly with technology beyond this project.

Parents are encouraged to engage with their children about these topics at home. Discuss online behaviors, the importance of a positive digital footprint, and strategies for discerning credible information. Together, we can foster a generation of responsible digital citizens!

Looking ahead, I am thrilled to announce that our next project will center around sustainability and sustainable infrastructure in our community. This will provide students with an opportunity to explore pressing environmental issues and design innovative solutions that positively impact their surroundings.

Stay tuned for more updates on our students’ learning adventures and insights into their upcoming projects!

Our Commitments to Truth and Reconciliation

To honor the memory of the children lost to the residential school system, students at Aubrey created an Origami Reconciliation Project inspired by the Japanese tradition of folding paper cranes. This artwork will serve as a symbol of our shared hopes for healing and reconciliation.

The mural’s background features black hearts, representing the profound truths and emotions we hold in remembrance of this painful history. At the center, a heart formed by orange ravens symbolizes hope and our commitment to building a better future. Each raven carries messages of healing and reconciliation, contributed by students from various divisions.

This mural stands as a powerful reminder of our dedication to truth, understanding, and justice. It calls upon our community to engage in meaningful dialogue and take action to support of ongoing reconciliation and healing.

We would also like to recognize the following students for their leadership efforts in assembling the final display: Rachel Mullin, Kaitlynn Leung, Sasha Sun, and Anna Wu.

Dear Parents,

We are thrilled to introduce an engaging cross-curricular project where our students will design and construct haunted houses in collaboration with our buddy class. This initiative will incorporate elements of writing, math, and art, allowing students to explore their creativity while enhancing their academic skills.

Materials Needed:
To participate, each student should bring a cube-style tissue box (Link to sample: https://www.staples.ca/products/971001-en-kleenex-professional-facial-tissue-cube-for-business-90-sheets) to school by Monday, October 21st. These boxes will be the base for their haunted houses. While students do not need to bring the tissues, they are welcome to contribute them if they wish!

Additionally, students are encouraged to bring in Halloween-themed decorations to embellish their houses. This is a wonderful chance for them to let their imaginations run wild!

Learning Outcomes:
– Writing: Students will adopt the role of “realtors” and craft persuasive paragraphs aimed at convincing potential buyers to invest in their haunted houses. Our focus will be on enriching their descriptions with advanced vocabulary, including triple scoop words, similes, and personification.
– Math: Students will engage in practical math skills by estimating the number of popsicle sticks required for their designs and calculating the area and perimeter of their house structures.
– Art: This project will also allow students to express their artistic flair through creative decoration choices and color schemes.

We are excited to see the creativity and effort that our students will put into this project! Thank you for your support in helping them gather the necessary materials.

Sincerely,

Crystal Smith
Classroom Teacher

Get ready to show off your funkiest and most creative hats and hairstyles! On Friday, October 18, it’s Funky Hat and Hair Spirit Day, and we can’t wait to see everyone’s unique looks. Let your creativity shine and make this day extra fun! Winners for best staff, intermediate and primary funky looks will be announced at the end of the day. Don’t miss out on the chance to impress with your funky flair!

Brought to you by Spirit Leaders from Division 2

Check out these unique pieces of art students created that reflect the artistic style of Piet Mondrian, a pioneer of abstract art known for his  use of geometric shapes and primary colours. To complete this artwork students were required to use:

Geometric Shapes:Students incorporated squares and rectangles to create dynamic compositions, mimicking Mondrian’s signature style.

Primary Colours: Bold reds, yellows, and blues were chosen alongside black and white to convey emotion and simplicity.

Grid Structure: By organizing their compositions into grids, students embraced Mondrian’s approach, exploring balance and harmony in their designs.

Contrast and Unity: The interplay of colour and space highlights contrasts, while the consistent use of lines and shapes creates a unified look.

Creative Expression: Each piece showcases personal interpretations, allowing students to express their individuality through abstraction.

• Students recently created stunning artwork inspired by the vibrant landscapes of renowned Canadian artist Ted Harrison! Through their imaginative interpretations, they’ve explored unique artistic techniques to bring their acrylic paintings to life. Some of the artistic techniques they used included:

Bold Colour Palette: Students used vibrant, contrasting colours to evoke emotion and energy, mirroring Harrison’s distinctive style.

Layering: By applying multiple layers of paint, students achieved depth and texture, enhancing the visual impact of their landscape.

Geometric Shapes: Inspired by Harrison’s use of simplified forms, students incorporated bold geometric shapes to represent mountains, skies, and fields.

Dynamic Composition: Emphasizing movement and flow, students arranged elements to draw the viewers eye through the painting, creating an engaging experience.

Textural Techniques: Techniques such as dry brushing and sponge painting added unique textures, reflecting the natural landscapes Harrison loved.

This past week, our classroom took a deep dive into the fascinating world of government! The students engaged in a series of three virtual presentations from the Parliament of British Columbia, each designed to illuminate the intricacies of our political system.

The presenters kicked off our learning journey by introducing students to the Legislative Assembly of British Columbia. The presentation included a rich history of the Parliament Buildings, igniting students’ curiosity about the significance of these structures in our democracy.

Next, students explored the Levels of Government. This session provided students with a comprehensive comparison of the roles and responsibilities of Canada’s various levels of government, with a particular focus on provincial responsibilities. Students learned about the distinctions between federal, provincial, and local governments. Students also learned about key positions such as the head of state, the Governor General, and the Lieutenant Governor. They also discovered the important roles played by local Indigenous governments, enhancing their understanding of the diverse political landscape in Canada.

The highlight however was undoubtedly today’s lesson on How a Bill Becomes a Law. This presentation delved into the legislative process, of how laws are made and ammended. The excitement reached a peak during the interactive mock parliament, where students participated in a lively debate on a proposed bill to ban homework. This hands-on activity not only reinforced their understanding of how a bill is presented, discussed, and voted on, but also encouraged them to consider the implications of such a law.

During this mock parliament students took on different roles within the mock parliament, learning about the various positions held by elected officials and the number of seats in the legislature. They discussed the differences between the House and the Senate and how each contributes to the law-making process. This immersive experience fostered critical thinking and collaboration as students articulated their viewpoints, negotiated with peers, and practiced their public speaking skills.

This combination of virtual presentations and interactive activities not only made learning enjoyable but also empowered students with knowledge about the political processes that shape their lives. These lessons also have them excited to learn more about the electoral process and our local candidates ahead of their Student Vote on Friday October 18th.

Today students had a presentation from Victoria Woelders from ArcBC, who shared valuable insights on the importance of digital accessibility and how it can enhance the learning experience for all users. The session focused on various elements that contribute to creating inclusive digital environments.

Fonts and Colors: Victoria emphasized the significance of using accessible fonts and color contrasts in digital content. Students learned that fonts should be clear and easy to read, avoiding overly decorative styles. Additionally, high contrast between text and background colors is crucial to ensure readability for individuals with visual impairments. For instance, combinations like dark text on a light background are more accessible than light text on a light background.

Hashtags: The use of hashtags was discussed as a way to improve content discoverability and organization on social media platforms. Victoria highlighted how using clear and relevant hashtags can help users, including those with disabilities, find information more easily, thus promoting inclusivity in online discussions.

Closed Captions: Victoria also highlighted the importance adding closed captions on videos. Students learned that captions not only assist those who are deaf or hard of hearing but also benefit learners who may struggle with language comprehension. Including captions ensures that all viewers can fully engage with the content being presented.

QR Codes: Victoria also explained how QR codes can enhance accessibility. By providing quick access to additional resources, information, or materials, QR codes can help bridge gaps for students who may need alternative formats or supplementary content to support their learning.

Immersive Reader: Students were also introduced to the Immersive Reader tool, which is designed to improve reading comprehension and accessibility. This tool offers features such as text-to-speech, adjustable font sizes, and line spacing, making it easier for students with diverse learning needs to engage with written material.

Alt Text and Image Captions: Another crucial topic that was covered was the use of alt text and image captions. Students learned that alt text provides a description of images for those using screen readers, ensuring that visually impaired users can understand the content being presented. Additionally, image captions can provide context and further explanation, enhancing the overall comprehension of visual content for all users. Emphasizing the importance of thoughtful and descriptive alt text, the presenter encouraged students to consider what information would be essential for someone who cannot see the image.

Overall, Victoria’s presentation was enlightening, equipping students with practical knowledge about digital accessibility. By understanding and implementing these principles—such as selecting appropriate fonts and colors, utilizing closed captions, leveraging tools like QR codes and Immersive Reader, and incorporating alt text and image captions—students are better prepared to create and consume digital content that is inclusive and accessible to all. This experience not only raised awareness of accessibility issues but also inspired students to be advocates for inclusive practices in their own digital interactions. They are also feeling ready to put what they learned into practice.