Wednesday highlights how social-emotional learning, healthy living, and personal and community well-being happens within schools and our communities. Students are continually increasing awareness of, and participation in, healthy living activities that support the development of resiliency and competencies. This learning is directly connected to Strategic Plan Priority 1, Goal 2: The district fosters resilient and healthy life-long learners.
Burnett Secondary hosted its third conference day and students successfully participated in workshops and learning activities to deepen their understanding of mental health and wellness. The conference also emphasized the importance of destigmatizing mental health and promoting acceptance, inclusivity and understanding.
Grade 8 students had activities designed to help teens understand their own mental health, sleep patterns, and physical health in an effort to improve overall balance in their lives. Grade 10 students participated in an interactive presentation from Safe Teen. Grade 11 students were provided a presentation by the BC Lions, and a representative from ICBC gave an excellent presentation to the Grade 12’s, ahead of their graduation, on the importance of being safe.
Students in the Career-Life Education 10 class at Burnett Secondary were asked to explore and identify their personality, learning styles and traits through a series of tests and surveys.
The students then created "I Am" collages as an artistic expression of what they discovered.
Ferris Elementary has been working on supporting the social-emotional learning and well-being of its students. As part of the school's innovation grant inquiry, they have been implementing and practicing different strategies to help learners better understand their social-emotional and mental wellbeing. The school wants to give all learners the tools to be able to identify, express, and articulate their feelings in order to develop resiliency, independence, and flexible thinking. As learners come to a deeper understanding of themselves, they will be better able to relate to and collaborate with those around them.
Gratitude Journals
Adopting an attitude of gratitude can help improve overall feelings of well-being in students.
Students struggle when they first begin the practice of gratitude journals because they think that they can only feel appreciative and thankful for big events in their lives. Without going through a big event, they feel they cannot be thankful or happy.
From a teacher's perspective, gratitude journals help students appreciate small events and small things in their lives. Progressing through the year, the teachers notice a greater sense of calm in their students and they become quicker at finding small things to be grateful for. Students also appear happier and more appreciative.
A Grade 6 student said that it helps them "find more meaning in their day."
"They noticed a big shift in emotions and feelings when they did not do the journaling during spring break. The gratitude journal helps them "look forward to each day." - Grade 6/7 Teacher
Building Common Language: Empowering Learners to Engage Meaningfully
We hope to inspire curiosity in our learners, encourage them to explore playfully, help them to seek connections, to share stories, and nurture their sense of empathy.
"Students take ownership of their learning and self-reflecting by helping to build a common language that they can use to meaningfully engage with their own attitudes, mindsets, and social emotional well-being. These practices encourage flexible thinking, grow self-confidence, and build empathy." - Grade 1/2 teacher
Growth Circles
"Students used concentric circles to explore the relationship between "Can Do" and "Not Yet" for different areas of learning. This practice encourages students to use a growth mindset when reflecting on their learning experiences and to be able to notice and name next steps that are personalized and actionable. This builds agency and engages our learners in the core competencies." - Grade 4/5 teacher
Students developed a concept food product (appetizing or unappetizing). After developing their ideas each student created a marketing poster or menu, finally they built models of the places their food would be sold. Each model was intended to reflect characteristics of the food concept. This project spanned four to five weeks, and explored colour, space, texture, scale, as well as a basic understanding of marketing and sales strategies.
DeBeck Elementary has been working on building community through their weekly assemblies and school-wide activities. The school's intermediate students had their first in-person assembly after spring break. During the assembly, the school's librarian also read a book that connected with their weekly theme. School assemblies are a great way for students to connect, and learn together about how to care for each other, their school and their community.
The bike terrain park was designed to appeal to riders of all ages and skill levels, and includes features that offer a range of graduated challenges. Key elements include: ramps/hills, jumps of various types and heights, pump tracks for beginning and advanced riders, balancing elements, code of conduct and safety signage and a viewing area for spectators.
Street Address: 6620 Garden City Road
Location: Northeast corner of Granville Avenue and Garden City Road
Click here to learn more about the bike terrain park in Richmond.
The Skateboard Park is a small 0.391 acres skatespot in the Thompson area. Located along River Road, west of the No. 2 Road bridge, this unique skatepark has numerous concrete skateboarding elements including platforms, small bowls and ramps.
Street Address: 5360 River Road
Location: West of No. 2 Road, on River Road near Lynas Lane
Click here to learn more about skateboarding in Richmond.