Student learning is experiential, relevant and authentic.
Concept-based learning enables an extensive exploration of topics in order to deepen the understanding and to provide students with opportunities to make connections between the big ideas.
Literacy and numeracy are fundamental to learning and are embedded in all areas of the curriculum.
Learning embeds the contributions and values of Indigenous perspectives and worldviews.
Learning is student-focused and based on the development of core & curricular competencies with the purpose of strengthening transferable skills and understanding.
Learning and meaning are made from direct experience.
Learning is built upon students’ prior knowledge and essential standards for the grade.
Learning is paced in order to meet students’ needs while intentionally engaging students in higher-order levels of thinking.
Learning challenges students to use a variety of thinking processes to actively learn with a team.
Pillars
Reflective Questions
Know, Do & Understand
In what ways is learning authentic (considering current student context, integrated into everyday life)
In what ways is learning relevant (connected to current student life experience verse only framed as preparation for a life to be lived in the future)?
In what ways is learning experiential (part of real-life situations and thus transferable to community or for the benefit/ support of the community)?
In what ways do the learning opportunities enable students to:
undertake and complete in-depth studies?
build meaningful connections across and within areas of knowledge?
In what ways are literacy and numeracy skills embedded in the learning in all curricular areas?
When, where and how are varied and local Indigenous perspectives explored? How do these perspectives include wide-ranging contexts and do they span over time?
Given that some Indigenous knowledge is sacred, how have protocols been honoured?
In what ways does the ongoing work of this classroom contribute to student development of:
the core competencies?
the curricular competencies?
transferable skills?
How, when and where do students engage in experiential (hands-on, minds-on) learning opportunities?
How, when and where do students inquire, explore, and/or pursue curiosity in their learning?
When do students have time to reflect/process their experience into knowledge and understanding?
In what ways:
are the essential learning standards identified and included in the instruction?
is the learning paced to meet the individual needs of all students?
do the learning opportunities develop and strengthen students’ thinking skills?
