community report 2022 Tine Parker has made outdoor, place-based teaching and learning an integral part of the weekly student experience (in the image: Grade 5 students from Highlands Elementary).
2 - NORTH VANCOUVER SCHOOL DISTRICT
LEARN • SHARE • GROW
VISION
We provide world-class instruction and a rich diversity of engaging programs to inspire success for every student and bring communities together to learn, share and grow.
VALUES
TRUST We act with integrity. We are open and honest in our communication with one another. RESPECT We relate to each other with care and appreciation. We honour diversity and recognize the exceptional in everyone. RESPONSIBILITY We are accountable for our actions. We support positive change, continuous improvement and the pursuit of excellence. COLLABORATION We develop relationships and affiliations to achieve shared goals and consider each other in our decisions and actions.
After learning about traditional First Nations fishing methods, Seymour Heights’ Division 6 students attempted to make model weirs.
STRATEGIC GOALS • Student-Centred Education Provide equity-based education that supports the learning needs of all students. • Innovative Instruction Enhance innovative and effective approaches and curriculum to develop educated citizens. • Welcoming and Inclusive Culture Enhance our welcoming, safe and inclusive culture and learning environment. • Mental Health and Well-Being Promote mental health and well-being through social emotional learning and traumainformed practices. • Truth, Healing and Reconciliation Champion truth, healing and reconciliation, and embed Indigenous ways of knowing.
Lynn Valley Elementary students practice how to “Drop, Cover and Hold On” during the Great BC ShakeOut! earthquake drill.
• Environmental Stewardship Lead on sustainable practices and nature-based learning to address environmental challenges.
Students and staff at Norgate Xwemélch’stn Community Elementary “Try Like Terry.”
Grad 2021 celebrated at the Education Services Centre. Photo credit: Khim Hipol.
Excited Carisbrooke Kindergarten students receive their welcome package from school staff and administrators.
2022 COMMUNITY REPORT - 3
LEARN • SHARE • GROW
Message from the Chair and Superintendent Dear North Vancouver School District Community Members, On behalf of the North Vancouver School District and Board of Education, we are proud to share with you this year’s Community Report.
KULVIR MANN
The Community Report is published each spring. It is a collection – a snapshot – of the tremendous work that happens in our school district every day. It is produced with you in mind, as it represents what is possible when a community – of students, educators, staff, families, Indigenous rights holders, educational partner groups, and the wider North Vancouver community – comes together to ensure the continuity of teaching and learning.
Collectively, we have worked to create space so that throughout this school year, students and staff could continue to come together, learn, share, grow and thrive. Despite the change and disruption of a global pandemic, we have worked to provide students with a much needed sense of routine, normalcy and community, and the benefits of this have extended to staff, families and in short, to all of us.
The North Vancouver School District would like to thank the Coast Salish people, specifically the Skwxwú7mesh Nation and Tsleil-Waututh Nation, upon whose unceded traditional territory the North Vancouver School District resides. We value the opportunity to learn, share and grow on this traditional territory. North Vancouver Board of Education
MARK PEARMAIN
LINDA MUNRO
GEORGE TSIAKOS
CHRISTIE SACRÉ
MARY TASI BAKER
CYNDI GERLACH
MEGAN HIGGINS
The next few pages highlight stories from the past year that show how we are bringing to life our Strategic Plan 2021-2031. A bold and aspirational plan, the strategic plan is a blueprint that frames where we would like to go and how we plan to get there. The strategic plan lays the foundation for enriching studentcentred learning and innovative instruction; enhancing our welcoming and inclusive culture; championing truth, healing and reconciliation; promoting mental health and well-being; and leading in environmental stewardship. It is a plan also very much shaped by community input. We invite you to visit our website, www.sd44.ca, to learn more about our 10-year strategic plan. We also encourage you to take the time to peruse the contents of this year’s report. Stories just like the ones you are about to read are published regularly on our Learn, Share & Grow blog—be sure to visit the site often. On behalf of the North Vancouver School District and Board of Education, thank you. We extend our deepest gratitude to all of you for your ongoing support of the K-12 public education system in North Vancouver and for making these stories—these teaching and learning experiences—possible.
KULVIR MANN CHAIR, NORTH VANCOUVER BOARD OF EDUCATION
MARK PEARMAIN SUPERINTENDENT, NORTH VANCOUVER SCHOOL DISTRICT
4 - NORTH VANCOUVER SCHOOL DISTRICT
STUDENT-CENTRED EDUCATION
Physical literacy takes a jump and hop at Highlands Elementary BY TINE PARKER VICE PRINCIPAL, CLEVELAND ELEMENTARY
Physical literacy (PL) has become an increasingly important concept that is taught from K-12. “Physical literacy is moving with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person and use their skills and confidence to be active and healthy." (Source: Sport for Life, Canada) With children spending more and more time inside, they are not exposed to moving, which hampers their physical development for life. As a result, children do not have the basic fundamental movement skills needed to explore a variety of everyday activities. School is the perfect place to
students' fundamental movement skills. This allowed classroom teachers to gain confidence in understanding the skills and how to incorporate them within their daily lessons.
help children learn fundamental movement skills such as running, hopping, jumping, catching, throwing and falling. When a person has confidence in their abilities, they are more willing and able to enjoy physical activities, join teams, get out into nature and live a healthy life. Last year, Highlands Elementary took the challenge and initiated a school-wide focus on physical literacy. Administrators and teachers were supportive of increasing the presence of PL on the school property by installing a variety of stations for developing skills. Painters created footsteps, dots, sprint and curved lines, hopscotches and four-squares throughout the school grounds. Each week, and before the school day began, teachers participated in 30-minute sessions to develop their skills. They learned specific technical
areas to focus on, practiced these skills and were given activities and games to teach and reinforce skills. Physical literacy is taught outdoors, where there are endless opportunities to teach fundamental movement skills on the school grounds and in nature. At Highlands, teachers were encouraged to work with their class on specific skills. When lessons were more technically advanced, a PL leader would coteach the lesson. Together, the two teachers were able to better assist
Highlands also focused on resources for teachers to use. Each classroom has their own cones, beanbags, balls and pinnies (vests). In addition, cards describe how to use the painted areas with focus on skill development. Resources are essential, but education and learning with a dedicated PL teacher has been the greatest reason for the program's success. Now, students cheer when they hear physical literacy is on the schedule. They see their own skills improving and are taking this success with them outside for recess, lunch, weekend activities, community sports and evening play. ■
North Vancouver Online Learning Chicks at Mountainside BY JENNIFER TIECHE VICE PRINCIPAL, NVOL
North Vancouver Online Learning's (NVOL) mission is to work in partnership with mainstream schools to provide students with flexible, innovative and personalized pathways to graduation through interactive and engaging online experiences. We do this by supporting student goals, priorities and definitions of success, and by providing opportunities for students to take control of their education. NVOL prides itself on being flexible and creative in its approaches to supporting learners and meeting learners where they are. Relationship and community building opportunities are woven into courses through student-teacher engagement requirements. Teachers are intentional in getting to know students and can easily tailor content, instruction and assessment to meet individual needs. NVOL is a continuous enrolment
school, offering “anywhere, anytime” learning to support individual differences in ways that foster academic success and a sense of belonging. Students can enroll at any time during the school year and go at their own pace, taking up to one calendar year to complete a course. The “anywhere, anytime” asynchronous instructional model allows students to combine online with in-person courses, which provides flexibility for students to take additional courses or design their schedules to meet the demands of athletics, arts programs and work schedules. Students in Grades 10-12 may choose to enrol with NVOL for some or all of their courses. Students taking courses at the Grade 8 and 9 level may take only some of their courses through NVOL – this includes elementary-aged students who choose NVOL to work above a grade level as a pathway for enrichment and advanced placement. For more information, visit www. sd44.ca/school/onlinelearning. ■
BY NVSD COMMUNICATIONS
Teacher Dan McPherson has brought a larger meaning of family to the hallways of Mountainside Secondary School. Late September, Grade 11 and 12 students in Dan’s sustainability class received 12 frizzle chicken eggs. With the arrival, students began learning about the lifecycle, care and process of hatching chicks. After preparing the enclosure, and measuring the growth and development of the embryos through candling, nine chicks hatched mid-October, making this the fourth time Mountainside has been the birthplace for chicks. Students shared their learning with several classes from Braemar Elementary, inviting the younger students to listen to a short presentation and then giving them the chance to hold a chick. The collaboration and partnership between Mountainside and Braemar has allowed for more
communication between the schools and mentorship opportunities for secondary students. Mountainside students also reflected on the lessons they had learned as the chicks’ caretakers. Some enjoyed the learning experience because it helped them feel calm and relaxed; others enjoyed the responsibility that provided a greater understanding of care and leadership; while others enjoyed teaching Braemar students about what they had learned. Eight weeks after they had hatched, the chicks were transferred to a farm, where they will live. Mountainside hopes to eventually have a coop of its own so students can continue the learning process past the chick stage. ■
2022 COMMUNITY REPORT - 5
Provide equity-based education that supports the learning needs of all students.
learning at the primary level.
Primary Instruction Network: Primary Teacher Talk BY CHANIN SMYTH DISTRICT PRINCIPAL OF CURRICULUM AND ASSESSMENT (ELEMENTARY)
The NVSD has prioritized early literacy and numeracy within its Framework for Enhancing Student Learning. As part of many initiatives to engage teachers and to enhance instructional practice, the Primary Instruction Network was established fall 2021. The intention of this network is to provide opportunities for teachers to build connections through sharing and talking about best practices
in curriculum, instruction and assessment, through a primary lens. The network explores current research-based resources, strategies and ideas to support teacher practice, growth and engagement at the school, Family of Schools and school district level. While the network is district wide, each Family of Schools has its own small network, led by an administrator and teacher facilitator and includes a primary teacher representative from each school. The collaboration within this leadership team has paved the way for meaningful and engaging
Sutherland Secondary reflects on Lights, Camera, Autism! BY SUTHERLAND SECONDARY STUDENTS AND STAFF
Sutherland Secondary students experienced the production side of film and television through the organization Lights, Camera, Autism! (LCA). What follows is a reflection by last year’s Grade 10 students Triana Aleman and Mackayla Grocott. We both worked sound as well as camera, as we were able to switch posts on the second day. As camera assistants, we collaborated with the sound assistant to make sure we were recording at the same time. As sound assistants, we had to be very observant of what was happening on set, including when we should press the recording button and make sure the sound synced up with what the camera was recording. We had to come up with hand signals to help us communicate and sync up better. Over the course of two days, we became a close-knit team. When working with the camera recording footage for the film, we worked on filming different situations and from different angles. We also had conversations and engaged with many students in the
workshop while doing our tasks. The fact that we all began the workshop with little knowledge about this type of work and left with significantly more knowledge, is amazing. We learned about the camera, sound and basic film production, and we learned more about each other. This opportunity was about connecting, collaborating and sharing; gaining knowledge in film; and conversing with extraordinary individuals in a positive environment. Added Vice Principal Meghan Downie, “We witnessed experiential learning at its best. It was amazing to see students supporting each other while learning new skills, particularly in social communication.” ■
in-person sessions. The learning and sharing from the network are then shared with schools to engage full primary teams in positive action to support student learning. The success of the network has been immediate, with teachers sharing their excitement about being able to connect and learn from one another, which has reinvigorated their passion for teaching and
As Deborah Dudley, Kindergarten Teacher at Cove Cliff said, "I love (the) vision of creating a network for primary teachers to share current educational research and discuss best practice for students. I feel we were given a gift – a gift of time and reflection and best of all, meeting colleagues and building connections. I am excited to meet again!” ■
Student film takes grad game 'Gotcha' to the extreme BY ANDY PREST NORTH SHORE NEWS
Students tackled some tough subject matter and even tougher COVID restrictions in making a feature film about a divisive annual grad event. Gotcha the movie [is] a 39-minute suspense thriller produced by the school district’s Digital Media Academy (DMA) and Argyle Secondary’s drama department. In the film, the Gotcha game spins out of control with threats of violence echoing down the dim corridors of the school as students go on the hunt at night. There’s a bit of a Hunger Games feel to it all, and viewers are left wondering what is real and what is imagined. Grade 12 student Emma Bigland plays Fortana, one of the film’s protagonists. “I hope it conveys a message of anti-violence,” said Bigland. “Kind of showing that it’s more important to have your friendships and love of your friends and everyone you care about.”
Students prep the set for an on-camera interview with John Fluevog.
I can still feel the positive energy from the first meeting. Teachers were sitting in circle, sharing thoughts and ideas, listening and learning from one another, as facilitators guided the discussion. I was inspired by the participants’ excitement, respect and enthusiasm for each other and for the ideas shared.
DMA Teacher Chris Miller wrote the script and was heavily involved in the filmmaking process, working with
the students and editing the finished product. He hopes the film opens up a conversation about Gotcha, bullying and the prevalence of violence in the entertainment industry. “We were trying to run that sort of fine line of pointing the finger at violence and entertainment, but also using that suspense, that thrill to try to push that message,” said Miller. Aside from the film’s message, Miller wanted to share what a joy it was working with these talented students, watching them jump into every aspect of the filmmaking process while following health guidelines. “It was the most challenging thing I’ve ever done,” he said. “I really am glad we were able to accomplish something that they can look back on and go, OK, that was tough, but we made a film that anyone in the world can see.” ■
6 - NORTH VANCOUVER SCHOOL DISTRICT
INNOVATIVE INSTRUCTION
Ready, Set, Leap into Learning! Students and Prime Minister meet online Ready, Set, Leap into Learning was BY LISA DALLA VECCHIA COMMUNICATIONS MANAGER
BY CARY HUNGLE PRINCIPAL, SUTHERLAND SECONDARY
In 2021, students from Sutherland Secondary had the opportunity to spend an hour with Prime Minister Justin Trudeau, asking him tough questions that ranged from the continued boil-water advisories on First Nations reserves, to systemic racism, to lighter questions, including his impressions of Queen Elizabeth II and how dogs could wear pants. The group of students, and their three teachers, were part of the Global Perspectives Program, a locally developed focus of study created at Sutherland for Grade 11 students. Each year, a motivated group of students work as a cohort and complete English 11, Socials Studies 11, Economics 12 and Social Justice 12. Together, they take what they learn to examine issues such as the interconnectivity of economic, political, environmental and social systems, all from a global perspective. The program is designed to include a wide variety of experiential learning experiences, both locally and afar. One of the learning experiences planned for this group had been a trip to Ottawa. Due to the pandemic, the group was unable to have many of these in-person experiences; therefore, the group was especially grateful to have Ottawa come to North Vancouver, through the use of technology. ■
PM Trudeau takes questions from Sutherland Secondary students.
an initiative offered spring 2021 for families of young learners.
In the presentation, participants were introduced to the event’s mascot, “Frog,” skillfully sketched by Tchilaqs7Tchila (Gordon Dick), Tsleil-Waututh Nation artist and NVSD staff member. Frogs represent springtime, cleansing and rebirth, and symbolize adaption, change and
As Anne explained, “Raising a reader is a collaborative endeavour between families, schools and communities.” Participants also heard from Kindergarten Teacher Ms. Harrington, who demonstrated how to read and engage with a young learner; and from local municipal children’s librarians, who shared how to source age-appropriate reading resources.
Led by Anne Lawson, former Principal, Early Learning, the initiative was designed to welcome, celebrate and support the parents, guardians and caregivers in our community who have the very important role of fostering in children a love of learning, language and literacy. In the past, such an event would have been held at schools. Due to COVID-19 health and safety considerations, the event was held virtually, via a pre-recorded session.
support families at home.
A tote bag filled with fun learning activities. transformation. Participants learned two simple ways to enhance their child’s early language and learning skills: reading together, and talking and listening to their child. These skills provide students with the best possible start to school and support a positive learning experience. Tips and resources were also provided to
A surprise was also in store for participants: each could pick up a complimentary custom-designed tote bag that came with fun learning and language activities, including the book One-Dog Canoe by Mary Casanova. The North Vancouver School District is proud to have partnered with the North Vancouver City Library, North Vancouver District Public Library and Ministry of Education to bring Ready, Set, Learning! to students and families joining the school district. ■
Connection through art BY AMELIA EPP VISUAL ARTS TEACHER, ARTISTS FOR KIDS
Connecting with students and teachers across the school district and wider community is our goal at Artists for Kids (AFK). Over the last year, we have continued to reimagine our programs and resources, keeping connection at the forefront as we adapt to the ever-shifting circumstances of the pandemic. For decades, our Grade 5 Gallery Program has brought contemporary Canadian art to students and has provided a deep, engaged dive into discussing and making art. Prior to the pandemic, Grade 5 classes visited the Gordon Smith Gallery for this unique and well-loved program. At a time when leaving classrooms is more difficult for teachers, we made it our goal to connect with Grade 5 students and teachers
across the entire school district. Fall 2021, we launched a blended model for our Gallery Program. AFK art educators have since been visiting all Grade 5 classes (including combined classes) in the school district, leading an in-person art workshop to create art inspired by the teaching exhibition, Beyond the Horizon. This workshop is followed by a tour of the exhibition at the Gordon Smith Gallery, either inperson or via Microsoft Teams. Each encounter provides for rich cross-curricular connections, as we discuss the horizon as a concept in both science and art, as well as through a lens of social and emotional learning. In the art workshop, students create a layered artwork representing a local and imagined environment through the exploration of natural pigments and drawing tools such as sharpies and oil pastels.
Grade 5 students work on an activity in the Gordon Smith Gallery. Within the workshop, students are asked to consider what supports and mindsets they need in order to go "beyond the horizon.” Certainly, at AFK, we continue to stretch our own ways of teaching, as we continue to think creatively and flexibly about how to foster connection through art. ■
2022 COMMUNITY REPORT - 7
Enhance innovative and effective approaches and curriculum to develop educated citizens.
A reflection: Curriculum Implementation Day BY ARLENE MARTIN DIRECTOR OF INSTRUCTION
Curriculum Implementation (CI) Day affords us an opportunity to collaborate with colleagues, consider instructional planning, and take inspiration that will enhance learning for students. Last fall’s CI Day was particularly thought provoking. Keynote speaker Dr. Kevin Lamoureux noted that through the Truth and Reconciliation Commission (TRC) Calls to Action, educators have been entrusted with important work…“to make schools places of healing,” and that the Calls to Action are an incredible gift given to us by the survivors of Indian residential schools. Dr. Lamoureux’s message about the pathway forward was received as one of hope. Hearing the words, “None of this is your fault. None of this is on you. You didn’t do this,” invited removal of a barrier to moving forward. Instead of carrying guilt or apologizing, we were asked to be part of the solution. TRC Article 63.3 was featured in the keynote – a call to “[build] student capacity for intercultural understanding, empathy, and mutual respect,” and we were asked to consider two questions, Why is this being asked of us? and, Would our community be better off if this
Call to Action was fulfilled? The first question requires us to work toward a clear comprehension of the past and the status quo. We are asked to ensure schools reflect the land and the people and to create circumstances for every child that live up to our own values. And this leads to an obvious answer to the second question….if we do this right, then everyone wins. Supporting Indigenous culture does not need to be a threat to secular culture. Perhaps if we “change the way we look at things, the things we look at will change” (Wayne Dyer). We have an opportunity to move forward with courage – to learn from one another in a spirit of mutual respect and to protect all children. I share Dr. Lamoureux’s sincere gratitude to teachers for “pouring love into making schools places of healing,” and join him in asking you to be a change maker. ■
The National Centre for Truth and Reconciliation logo.
Growing local food literacy at Cheakamus BY CATHY JENKINS, PROJECT MANAGER, CHEAKAMUS CENTRE AND MERYN CORKERY, FARM TO SCHOOL BC
In October, 25 teachers gathered at Cheakamus Centre for a professional development day focused on connecting to the land and local food systems. Hosted by Farm to School BC as part of the Neighbourhood Food Collaborative Project, the day provided educators with an opportunity to deepen their connection to land and place and make curricular links through food systems concepts. The day began with Cultural Educator Aura Lewis welcoming the group in front of the Longhouse Reconciliation House Post, which was carved by renowned Skwxwú7mesh Nation artist Xwlacktun. Aura offered a territory acknowledgement and shared that Cheakamus Centre is situated on land that has always been a place of learning for the Chʼiyákmesh people, who for millennia have passed on their culture, history and traditions from one generation to the next on this site. The group was then led on a forest walk where Aura explained the traditional and culturally significant food and medicinal uses of many indigenous plants. Aura highlighted the importance of building a relationship with the plants and
Teachers are welcomed to the land where the Cheakamus Centre resides. observing them throughout the seasons. What followed was a hands-on pickling workshop with Chef Wade. Participants made their own jar of pickles featuring pumpkin from the Cheakamus gardens. Wade shared tips on food safety protocols and ways to adapt the activity to a variety of learners. The day wrapped up with a Learning Circle, led by Meryn Corkery of Farm to School BC. It was a relaxed and friendly space to learn from each other and exchange what is currently happening around food literacy in our schools. Educators brainstormed ways to integrate the day’s learnings into the classroom and work through challenges. ■
Action-oriented approach to French Immersion BY TRACY LANGER FACILITATOR, FRENCH AS A SECOND LANGUAGE
responses focussed on the importance of teaching French using the action-oriented approach.
Spring 2021, the school district’s French Advisory Committee (consisting of administrators, teachers, parents/guardians, students and trustees) consulted with each of their respective groups on ways to enhance the French Immersion program. Many
Action-oriented tasks bring French language skills alive and bridge the gap between school and real life, as they are purposeful acts set in a context students could face in everyday life and in a variety of situations. After reviewing the feedback received, former
District Principal Anne Lawson and I organized a professional development session on how to effectively use the action-oriented approach in the classroom. Dr. Joanne Robertson, Assistant Professor with the University of the Fraser Valley, and former Director, Online and Summer Learning and Languages Education, presented virtually to approximately 60
Kindergarten to Grade 12 teachers on how to implement the actionoriented approach. Teachers were given time to collaborate with one another on how to use this strategy successfully in the classroom. Teachers will continue to learn more about this strategy during the school year with more professional, applied learning sessions planned. ■
8 - NORTH VANCOUVER SCHOOL DISTRICT
WELCOMING AND INCLUSIVE CULTURE
Westview's new outdoor play space BY MICHAEL CHAPMAN, ASSISTANT DIRECTOR OF FACILITIES AND PLANNING; CARLA ORR, PRINCIPAL; MAGDALENE BUNCE, TEACHER, WESTVIEW ELEMENTARY
Spring 2021, a universally accessible playground enhancement project was successfully completed and opened to the delight of students and staff at Westview Elementary. The project has transformed the play space at Westview to meet the diverse needs and abilities of the school and local multigenerational community. Highlights include universally accessible poured-in-place rubber surfacing and a variety of accessible equipment and sensory components including touch panels, tactile surfaces and musical options constructed with a broad colour palate. The addition of trees, a concrete teacher’s seat, podium, and linear basalt bench seating make for an enhanced outdoor learning space. The project was made possible through funding received from the Ministry of Education’s Playground Equipment Program, City of North Vancouver, the Westview Parent Advisory Council and North Vancouver School District. The students at Westview are so thankful for their new play space. As one student said, “Our playground is for our whole community.” ■
Something Awesome at Seymour Heights BY NVSD COMMUNICATIONS
Something Awesome is a Sexual Orientation and Gender Identity (SOGI) group of passionate Grade 6 and 7 students and Teacher Leaders Ms. Lane and Ms. Lusk. The group meets to promote inclusion and spread awareness about LGBTQ+ topics within the school community. In October, the group celebrated LGBT History Month. The group researched and learned about notable figures who are historically overlooked for their accomplishments and contributions within the LGBTQ+ community. There is a communal sense of pride within Something Awesome for conducting this research and sharing it with peers through hallway displays. Students, teachers and staff have reported they enjoyed learning about the people on display. When the group formed, members felt it was important for the school community to have a better
understanding of SOGI and what the Something Awesome group stands for. Using primary and intermediate appropriate resources, they presented on diversity and inclusion in small groups to all divisions within the school. Last year, they hosted a fundraiser for The Trevor Project, a non-profit organization focused on supporting young people in a crisis who need
a safe and judgement-free place to talk. They made melty bead rainbows, handmade rings, bead twisters and bracelets, and donated the money raised to The Trevor Project. The Something Awesome group hopes to have more students join them to help with future fundraising activities, research projects and spreading awareness and knowledge about the LGBTQ+ community. ■
White Spot delivers inclusive work experience BY MARIA SPITALE-LEISK COMMUNICATIONS ASSISTANT (FORMER)
Elina embraces her role during a lunch rush inside the White Spot kitchen. “I like weighing different foods and portioning them," she says. Working alongside Elina is Prep Cook Parminder Purewal, who commends Elina for her ability to follow instructions and her positive demeanour. With this work experience placement at White Spot Lonsdale, Elina is adding another job to her growing resume. In the fall of 2019, Elina served coffee and treats at the Education Services Centre's Higher Grounds (Chílhinup) Café.
The universally accessible playground at Westview Elementary.
A display board featuring LGBTQ+ historical icons, created by the Something Awesome SOGI team.
Elina is building her job readiness, self-awareness, employability skills, and is applying what she has learned in the classroom setting to the workplace, explains Kristina Kildaw, a
Carson Graham Secondary learning services teacher. “With the support of her job coach (Education Assistant Tracy Day), Elina is completing tasks such as bagging food items and helping in the kitchen," says Kildaw. “Elina's work experience at White Spot is helping her prepare for her transition from secondary school to the world of work." White Spot Lonsdale General Manager Roanne Corteza says the restaurant is happy to provide inclusive work experience opportunities, “because we want students to develop job-specific skills to prepare them for the demands and expectations in the workplace." While at White Spot, Elina will gain interpersonal skills and selfconfidence, among other life skills on the road to personal and professional growth. Other employers should be open
Student Elina learns culinary skills from White Spot prep cook Parminder Purewal. to providing an inclusive work experience opportunity, adds Corteza, because these students are our future. “We need to equip them and set them up for success," she says. The North Vancouver School District extends our appreciation to employers whose support of Career Programs and Work Experience for all students helps to make these programs a success. ■
2022 COMMUNITY REPORT - 9
Enhance our welcoming, safe and inclusive culture and learning environment.
Students make their mark at Deaf and Hard of Hearing Connections Week BY RHENA TEVENDALE HEARING RESOURCE TEACHER
For the Deaf and Hard of Hearing Connections Week, which took place April 7-9, 2021, the Provincial Outreach Program: Deaf & Hard of Hearing organized two main events: Friendship Day and the annual Provincial Optimist Speech Competition. Friendship Day is a day intended to foster connections among Deaf and Hard of Hearing (DHH) students, help them develop a strong sense of belonging and community, and provide students with learning opportunities through DHH role models. For the event, a fun interactive Zoom session with a worldfamous clown, physical actor and mime, Max Fomitchev took place. Max-i-mine is a seasoned Cirque du Soleil artist with many years of
experience. Five North Vancouver School District classes from Brooksbank, Ross Road and Carisbrooke participated in this event. Students enjoyed learning to mime everything from various emotions, to pulling ropes, climbing and being in a box or behind walls. The annual Provincial Optimist Speech Competition is a muchanticipated event. In the past, students and teachers of the Deaf would fly in from around B.C. to participate at the Michael J. Fox Theatre in Burnaby. Last year, the event took place virtually. Shea Jackson, Grade 8, from Sutherland Secondary; and Leona Cormack, Grade 10, from Handsworth Secondary, participated. Shea and Leona prepared and presented speeches on the topic, "Healing the
Cleveland Elementary has Pride! BY MYRIAM DUMONT TEACHER-LIBRARIAN, CLEVELAND ELEMENTARY
Pride is in full swing at Cleveland Elementary. Students in Grades 3 to 7 shared what Pride meant to them by writing their responses on colourful post-it notes. Some of the students’ responses include: "I am me and you are you!" "Going beyond tolerance and acceptance."
Students participating in a fun interactive Zoom session. World with Optimism," and did a wonderful job. Leona placed second and won an iPad, and Shea placed first and won an iPad and a $300 bursary. Congratulations to Shea and Leona! ■
Ridgeway marks Black History Month BY JILLIAN GORDON VICE PRINCIPAL, RIDGEWAY ELEMENTARY
At Ridgeway Elementary, students and staff recognized Black History Month in 2021 by raising awareness, celebrating the contributions of Black British Columbians, and sharing story together.
"Even though you are different than others, it is ok to be different. Everyone is unique in a different way." "Loving and celebrating everybody’s uniqueness." “To me, pride means not being afraid of who I am and that I should be proud." “Freedom and justice. Peace and love." We also continued our annual tradition of having a Pride tattoo contest where one art design was chosen from over 100 student submissions. Last year’s tattoo was created by student Tolu. Myriam Dumont is also Cleveland’s Sexual Orientation and Gender Identity (SOGI) Lead and part of the school district’s SOGI Core Team. ■
Throughout the month, upper intermediate students educated the school community about Black History Month over the announcements each morning. Along with teaching about the month itself, students shared stories about the contributions of famous Black British Columbians such as Harry Jerome, a former Ridgeway student and Olympic runner; and William Allen Jones, B.C.'s first registered dentist. They also created bulletin boards
A display at Ridgeway Elementary for Black History Month. throughout the two school buildings that highlighted the powerful contributions of Black Canadians, including the work of Black authors. Teacher-Librarian Mrs. Gallilee hosted virtual “read alouds" for both
primary and intermediate students to share the work of Black authors and spark conversations about the importance of recognizing the contributions and struggles of Black Canadians. ■
Tolu and the winning Pride tattoo design.
10 - NORTH VANCOUVER SCHOOL DISTRICT
MENTAL HEALTH AND WELL-BEING
Pink Shirt Day BY KAREN MARSHALL COUNSELLOR, CARSON GRAHAM SECONDARY
Students and staff across the North Vancouver School District participate in Pink Shirt Day, a day meant to encourage everyone to practice kindness and wear pink to symbolize that bullying will not be tolerated. On Pink Shirt Day, Carson Graham Secondary decided to add a special twist to the pink wardrobes of staff and students by also donning pink masks, an idea inspired by
Carson Graham staff on Pink Shirt Day.
A toonie for taking care of us! Mrs. Gayle Weyell, one of Carson Graham’s teacher counsellors. On February 24, Mrs. Weyell, the rest of the Counselling department, and our administrators handed out hundreds of pink masks to students and staff. By 9:30 a.m., Carson’s halls and classrooms were awash in seas of pink, all in support of antibullying. During these days of uncertainty and adversity, perhaps we can recall the Japanese term "kintsugi." Kintsugi is an art form in which the artist repairs pieces of broken pottery with gold seams. Once the repairs have been made, the object is considered more beautiful than before; its scars become more prominent and are even considered special features of a unique piece rather than things to be hidden. Carson Graham’s hope was that the wearing of pink masks might serve a similar purpose to the kintsugi artist: to fill in or replace gaps of ugliness – intolerance – with our own brand of pink gold and visually project a Carson Graham family, beautifully seamed and united in encouraging each other to practice compassion, empathy and kindness. ■
BY ROWAN BRECHER STUDENT, ROSS ROAD ELEMENTARY
One of the big reasons I have been able to learn and play in person at school this 2020-2021 school year is because of our five amazing school custodians. They work hard during a regular school year but this year, because of COVID-19, they have been working extra hard to keep our school safe and sanitized every day. While we always appreciate their work, we don't always show our thanks to the dedicated custodians who are often working “behind the scenes.” I wanted to show our gratitude towards them and decided to organize a school-wide fundraiser. Once I had the idea, I contacted our school PAC and spoke with Principal Lechleiter to work out the details of how we could do it (and to get their permission!). We held the fundraiser during the month of May, and it was a great success. Every student had the opportunity to donate a toonie towards getting a gift basket for each of the custodians. Each class also made a card in school. Each card
Rowan with a gift basket prepared for the school’s custodians. was personalised with signatures, messages and drawings. We presented the gift baskets, with cards, vouchers and goodies, to each of the custodians. My hope is that we brought a smile to their faces at the end of what has been a challenging school year. ■
YouthLAB creates video about youth mental health WITH MARY ENGLAND 2021 GRADUATE, CARSON GRAHAM SECONDARY
YouthLAB is a Family Services North Shore initiative that brings attention to mental health issues affecting young people. Made up of 12 North Shore secondary student volunteers, the group meets to learn, discuss and create art around mental health topics, including anxiety, depression, trauma, eating disorders, mindfulness, healthy relationships and social justice. Each year, YouthLAB creates an outreach project to engage youth on mental health and social justice topics, reduce stigma, and create stronger, healthier communities. In
2021, the group made a video about youth mental health. Graduate Mary England shared her experiences with YouthLAB and the video project. What were you hoping to achieve in producing the video? YouthLAB’s purpose is to connect with youth, provide support and services to at-risk youth in the community, and to let youth know that what they are feeling is real and valid and that people care about them. YouthLAB members express their feelings through different forms of art, and this allowed us to find something to connect and relate to within our outreach project.
Who was your target audience for this video project? Youth, with a special focus on the diversity of youth, as we wanted all young people to feel included and valued. We hoped to connect with and educate youth by sharing our knowledge and experiences. This ultimately would allow other youth to help make a difference as they gain awareness, develop compassion for others and get involved in their community. What is the video’s key message(s)? Youth are not alone in their struggles, and there are people who care, are listening, and want to support them. The video provides
Screenshot from the YouthLAB 2020/2021 video project. a list of services available for youth to access to get the support and guidance they need to take steps towards a better, happier and more fulfilling life. ■
2022 COMMUNITY REPORT - 11
Promote mental health and well-being through social emotional learning and trauma-informed practices.
Handsworth youth helping youth through Project Backpack BY NVSD COMMUNICATIONS
Stefania Stirban, a Grade 12 student at Handsworth Secondary, wanted to make a difference in the lives of homeless youth in Vancouver by spearheading a fundraiser for Project Backpack. Project Backpack, a subsidiary of H.E.L.P for Youth Canada, is a community-service campaign that raises awareness and supplies new backpacks filled with everyday necessities to youth shelters for distribution to vulnerable youth. With guidance from Teacher Sofia Frith, who sponsored the project, and help from classmates Sophia Afshar
(Grade 12) and Ava Pourandalibi (Grade 11), who sorted the donated items and filled the backpacks, Stefania was able to reach and surpass her goal of filling 25 backpacks. In the end, they filled 41! Posters and a short but powerful video inspired the Handsworth community to donate the needed items, including toiletries, hats, scarves, mitts, granola bars, water bottles and juice boxes. The video’s main message explained that homelessness isn’t a choice for these youth, as most have very difficult lives with no other options but to live on the streets. Teacher Sofia Frith enthusiastically
BY DAYLEN LUCHSINGER DISTRICT VICE PRINCIPAL, ARTS EDUCATION
Sophia and Ava sorting donated items to fill backpacks. shared, “I will certainly sponsor this fundraising initiative next year, with the help of senior Handsworth students.” ■
Over 1,000 cards created for North Shore healthcare professionals BY SHAWN MYERS TEACHER, ÉCOLE WINDSOR SECONDARY
In recognition of the hard work of healthcare professionals in our community during the pandemic, Windsor Secondary’s Social Justice Class invited elementary students from across the North Shore to join them in a card-making campaign.
In June, Artists for Kids (AFK) and Arts Education hosted a professional development workshop for educators and staff. The workshop was facilitated by local artists Sara-Jeanne Bourget and Mark Johnsen of Patio Press. Sara-Jeanne and Mark presented on the power of connection through collaborative printmaking. Following the presentation, the group of educators discussed ideas of connection, what it meant to each of us – particularly this past school year – and then carved an image to be printed and shared. This process centered around a principle of reciprocity. Individuals were asked to create something that would be gifted to their peers. In this act of giving, a great sense of community was formed. Over two days, Sara-Jeanne and Mark printed each person’s visual response to the theme of connection; 289 prints were printed, totaling 17 editions. Each participant received one of these portfolios as a celebration of reconnecting. ■
Grade 11 and 12 students pitched the card-making campaign idea in late February. Elementary schools were contacted just before Spring Break, and the response was overwhelmingly positive and enthusiastic. In addition, students from the Windsor Family of Schools (Blueridge, Lynnmour, Seymour Heights), and students from Cove Cliff, Dorothy Lynas and Sherwood Park, were eager to participate. Students outside the North Vancouver School District, including neighbouring Kenneth Gordon Maplewood Elementary and Westcot Elementary from West Vancouver, also supported the
Connection through collaborative printmaking
Thank you cards created for healthcare professionals in the community. initiative. In a matter of weeks, over 1,000 cards were created for healthcare professionals! Cards were distributed during the month of April
to a long list of medical clinics and care homes on the North Shore, as well as Lions Gate Hospital, Vancouver General Hospital and BC Cancer Agency. ■
Linoblock prints drying after being printed.
12 - NORTH VANCOUVER SCHOOL DISTRICT
TRUTH, HEALING AND RECONCILIATION
Welcome figure Kayachtn unveiled at North Vancouver's Argyle Secondary BY ELISIA SEEBER NORTH SHORE NEWS
In a moving traditional ceremony, Ecole Argyle Secondary’s Coast Salish welcome figure Kayachtn was blessed and unveiled to the community during an assembly to officially open the new school in North Vancouver. With open arms, Kayachtn – standing approximately 5.5 metres tall – now greets all who enter Argyle and offers protection to the school community. Kayachtn was carved by Coast Salish artist Sinámkin (Jody Broomfield) from a red cedar log estimated to be more than 200 years old, sourced from the Squamish Valley forest and donated by Skwxwú7mesh Nation. Broomfield began the process months before by brushing the raw log with boughs to cleanse it for its new role at the school. Broomfield then began chipping away at the cedar, first stripping away the bark, which exposed branches and tree
knots he had to work around as well as a fall crack on the top portion of the log. The Squamish Nation carver worked off-site on the project for a few months before the pole was brought to the school to be worked on with students in June. Broomfield was at the school for four weeks, sharing Indigenous history and stories, teaching students the intricate ways of carving, the importance of the cedar tree to local First Nations as well as the reasoning for the design. During that month, students and staff were able to soak in all Broomfield’s knowledge, as well as help carve and paint the pole. “Being a part of the process of working on a log that's hundreds of years old and seeing that come back to life through a Welcome Figure, and hearing the stories of Indigenous peoples, is so important for students," said Brad Baker, [former] district principal and administrator of Indigenous Education.
Sxwíxwtn (Wilson Williams, striped shirt), one of the witnesses to the ceremony, speaks to Sinàmkin, Jody Broomfield, Coast Salish artist and the audience. Broomfield’s vision for the welcome figure was to reflect the general area of the North Shore and the Sea to Sky, with symbols representing the ocean, mountain, and sky. The design features the Two Sisters (the Lions peaks) and a human figure at the top, overseeing the school community. Along with the pole’s design representing the beauty of the North Shore, Baker said it also symbolized
protection and strength for the school community. He explained that welcome figures – which differ from totem poles in form and function – are used by Coast Salish peoples as markers to welcome visitors to their territories and were usually carved in a gesturing motion. “Part of a welcome figure is to have open arms and welcome individuals to the school,” Baker said. ■
The NVSD Salmonid Program BY LISA DALLA VECCHIA, COMMUNICATIONS MANAGER AND KATHERINE KEE, PRINCIPAL, COVE CLIFF ELEMENTARY
program, with 30 tanks of salmonids in total (some schools have more than one tank; each tank received 100 chum-eyed eggs).
In January, the NVSD Salmonid Program Team (Principal Katherine Kee and Vice Principal Diane Ehling of Cove Cliff Elementary; Principal Spencer Kelly and Vice Principal Angela Meule from Brooksbank Elementary) brought eggs down from the Seymour River Hatchery.
“I became involved in the program 17+ years ago because I wanted to do something at the school district level that would be different than my regular responsibilities,” explained Katherine Kee.
The school district program is celebrating its 40th year (approximately) of participation. According to Katherine Kee, in 2022, 24 schools are participating in the
The program is rich in its teachings of salmon and their connection to local Indigenous culture. The main lesson involves the life cycle of the salmon, care for the environment, and integration of Indigenous traditions, stories and legends.
This year, NVSD Indigenous Support Workers Q’Putz (Henry Schooner), Killeen Delorme and Sydney Doucet attended many schools for the Salmon Welcoming, which included brushing the tank with cedar boughs that had been dipped in the river water where the salmon will eventually be released. Once the salmonids are ready to be released, ceremonies are held at creeks near schools or school district sites. The ceremony has been described as a grounding and emotional experience for those in attendance. Thank you to the North Vancouver
The NVSD Salmonid Program Team. School District, Fisheries and Oceans Canada, the Salmonids in the Classroom Program, and enthusiastic teachers and staff for supporting and participating in the program. ■
2022 COMMUNITY REPORT - 13
Champion truth, healing and reconciliation, and embed Indigenous ways of knowing.
Queen Mary’s Orca Project BY JENNIFER WILSON PRINCIPAL, QUEEN MARY ELEMENTARY
Grade 4 students at Queen Mary were inspired to take action after learning about Chanie Wenjack's journey from the reading of The Secret Path. In response to their reflections about reconciliation, students created a community art installation to represent their commitment to practice the work of decolonization. The Orca is a Skwxwú7mesh symbol for unity, and the significance of the "flow" pattern serves as a reminder to grow with an open heart and mind.
Indigenous Support Worker Ann Marchand, following traditional protocols of the Skwxwú7mesh. As part of the ceremony, students acknowledged and thanked Indigenous Support Workers Ann Marchand and Jeanette Baker for sharing their knowledge and guiding them through this important work. ■
Students raise Every Child Matters flag BY LISA DALLA VECCHIA COMMUNICATIONS MANAGER
At Capilano Elementary, Grade 3 classmates Alaina and Ivy raised the new Every Child Matters flag on behalf of students and staff. Both students were honoured to be given this responsibility and shared a bit about how the school was planning to observe Truth and Reconciliation Week. On Wednesday, September 29, the Coast Salish Anthem would be acknowledged for both the school community and a special guest through a virtual assembly. At a later
BY ELISIA SEEBER NORTH SHORE NEWS
With open wings spanning eight feet, a Thunderbird now watches over Carisbrooke Elementary School, protecting all who walk through the doors. The striking relief sculpture mounted at the main entrance of the school was carved from part of a 400-year-old red cedar from the Squamish Valley. The detailed work was created by Latash Maurice Nahanee, a Squamish Nation Elder, traditional artist, and mentor, with the support of his assistant, Chris Fyfe.
On a cold February day in 2021, amongst swirling snowflakes, students participated in an art blessing ceremony, led by
In lead up to Truth and Reconciliation Week (September 27 – October 1), the North Vancouver School District Indigenous Education team gifted each school with an Every Child Matters flag. The flag, which includes the original artwork of Indigenous Support Worker Ann Marchand, is meant to honour the lives and lived experiences of children who attended Indian residential schools in Canada.
This Thunderbird now watches over Carisbrooke Elementary
Grade 3 classmates Alaina and Ivy raise the Every Child Matters flag.
Nahanee said the school aligned with the supernatural Ininyaxa7n or Thunderbird. “The mission statement of the school and values represented by the Ininyaxa7n Thunderbird, are very compatible. Among the many attributes of the Ininyaxa7n are protection and sharing of knowledge.” “Thunderbird watches over all creation and helps everyone,” he said, relating the story back to the role of the school principal, “who watches over all the children so that they're safe and looked after. The teachers all have different gifts that
they can give to the children. Each child has a gift and each teacher helps to bring out the gift in each child.” Despite COVID-19 restrictions, Lisa Upton, former Carisbrooke principal, said students “loved” the experience of being able to watch Nahanee and Fyfe work on the project from an outdoor studio set up at the school. Students were able to soak in the entire art process from the arrival of the raw red cedar wood, to the detailed planning, cutting of the wood, and delicate carving. Two lucky students, sisters Lillian and Evelyn Edenshaw, even got to help paint the sculpture a striking blue. “The teachers and the students really enjoy the experience, and they're getting to interact in a positive way with another culture,” Nahanee said, adding that the work also tied into Reconciliation between Canada and Indigenous peoples. “It gives a chance to show Aboriginal culture in a good light to all people. I think we're all learning from each other about our cultures, and it promotes peace and harmony.” The project was made possible by a North Vancouver Recreation and Culture Commission grant. ■
date, Grade 3 students from Ms. Maki's (former vice principal) and Ms. Marining's class would have an opportunity to sing the Coast Salish Anthem for the school community. Students were supported in their learning of the Coast Salish Anthem and traditional drumming by Indigenous Support Worker Tchilaqs7Tchila (Gordon Dick). When asked about their learning to date, both students enthusiastically shared how excited they were to learn more about Indigenous song, language and culture. With respect to Every Child Matters, both students explained, “Some students made it home, and some did not." ■
Carisbrooke Elementary students Lillian and Evelyn Edenshaw help paint the Thunderbird with Squamish Nation artist Latash Maurice Nahanee.
14 - NORTH VANCOUVER SCHOOL DISTRICT
ENVIRONMENTAL STEWARDSHIP
Braemar is blooming BY MARTHA MOLLS ELL TEACHER, BRAEMAR ELEMENTARY
Teacher Nelly Callow and I had wanted to build an outdoor learning space at Braemar to develop more place-based learning. In the spring, we took on the space located above the kindergarten playground and developed it into a working garden.
Environmental stewardship at Eastview Elementary BY NICKY MEY VICE PRINCIPAL, EASTVIEW ELEMENTARY
Today, the Braemar garden consists of a pollinator garden and an Indigenous plant garden to support our school community work with the new curriculum, develop more inquiry around working with nature rather than against it, and understand how First Peoples used the plants available in our area.
Bringing the garden to life was a community effort. Students had to learn about plants in order to pick out the varieties they wanted to plant. The PAC donated funds, and volunteers picked up soil and prepped the raised beds we had purchased. Nelly and I contacted groups such as the Canadian Wildlife Federation, Seewhatgrows. org and Agriculture in the Classroom, who donated seeds and plants. Many Braemar families also donated seeds and plants.
The district team has provided new water access, and we have a watering sign with volunteers who are caring for the garden. Students have put the garden to bed by mulching and leaving cover crops as part of their work on regenerative agriculture.
One of the highlights was a parent's donation of 215 marigolds in memoriam of the children of residential schools. Grade 7 students planted these flowers with their teachers as a leaving project for the school.
We’ve grown beans, beets, kale, strawberries, peas and lettuce! Students are eagerly awaiting the first signs of spring in the form of garlic and bulbs planted before the last frost. Braemar is truly blooming! ■
The Grade 2/3 classes from Eastview Elementary (Ms. Herschmiller, Mrs. Mey/Ms. Jackson, Ms. Riglietti) are learning about plants as part of their science inquiry for this term. Our environmental stewards embarked on a partnership with the City of North Vancouver and were part of an invasive weed pull in the community space at Eastview Park. Students were dressed for very wet and muddy weather when they met with Frances and Alex from the City of North Vancouver. Frances and Alex opened with a snapshot of the habits and growth structure of English Ivy, the invasive plant that is taking over our green space. Armed with garden gloves, tarps, wheelbarrows and sheer excitement, students went to work in the forest, pulling up the relentless invader by the roots. They shuffled the weeds by wheelbarrow to a tarp and then
Students carry English Ivy to the disposal bin. worked in small teams to carry the weeds to a big, green waste disposal bin. Pulling weeds is backbreaking work – unless you are 6, 7 or 8 years old, and then it becomes pure, primal fun in an outside learning space. The youngsters beamed with excitement as they regaled stories of massive weeds with roots as thick as a tree trunk, and their teachers smiled knowing the seed for environmental stewardship had been planted and now just needs to grow. ■
Earth Day at Lynnmour/Xá7elcha Elementary BY CINDY HUDSON, PRINCIPAL AND LESLIE MCGUIRE, VICE PRINCIPAL
Students and staff value the opportunity to work and learn outdoors. We know how important it is to care for the environment and live in a respectful way with nature. On Earth Day, classes chose ways to connect with the land. Mrs. McGuire’s Grade 2/3 class learned about plants that are native to the area, and what happens when invasive species of flora creep in. They took their research outdoors and removed plants that are negatively impacting our school grounds. Some classes cleaned up areas of the community we often enjoy as a school by collecting carelessly
discarded materials and disposing or recycling them. Our beloved forest area and nearby Digger Park were cleaned up too. Ms. Harrington’s Kindergarten class learned about what is in the forest around us with a Nature Scavenger Hunt. Taking ownership and responsibility to care for the land we share is an important quality we are working on as we learn to care for each other. Mrs. Zander’s class took the clean up a little further, turning some of the “recyclables” from their Maker Space creation time into toys, which helped to reduce their waste and impact on the environment. Some of the youngest learners worked together to put items back
into the earth, by planting new flowers around our school gardens and beautifying the area by adding painted rocks to our welcoming rock garden. Providing students the opportunity to connect with the earth and participate in beautifying our area gives them a sense of responsibility to care for our school grounds. We are grateful for the energy and positivity students showed throughout the course of the day. We know it will transfer into how to care for our community in an ongoing way, and we are confident that these learners will continue to make a positive impact on how we take care of our Earth for years to come! ■
Students work together on an Earth Day-themed scavenger hunt.
2022 COMMUNITY REPORT - 15
Lead on sustainable practices and nature-based learning to address environmental challenges.
Teen donates stunning crafted table to school BY ELISIA SEEBER NORTH SHORE NEWS
When École Argyle Secondary students return to class after the summer break, they’ll notice a new addition in the school’s library. But it’s not just any piece of furniture – it’s a coffee table crafted from an old-growth tree estimated to be 280 years old. What also makes the table special is that it was crafted by a former student who decided to donate it to the school, with the hope it will spark interest and discussions about British Columbia’s old-growth forests. Argyle graduate Oscar Derban was inspired to create the table from an old Douglas fir tree that fell on his family's property near Anderson Lake during a wildfire in 2018. Oscar and his older brother Theo, an Argyle alumnus, decided to take a cut from the fallen tree, managing to do it with the help of three fellow Grade 12 students. He said the idea for the coffee table project just “came together,” and having studied
Students talk climate change BY DIVISION E02 STUDENTS AND DEVAN COWARD, TEACHER, ÉCOLE BOUNDARY ELEMENTARY
Toward the end of the 2020/2021 school year, and using Microsoft Teams, our class interviewed Jonathan Wilkinson, federal Minister of Environment and Climate Change, and George Heyman, BC Minister of Environment and Climate Change Strategy. woodwork in high school, he knew just what to do with the wood round. Once complete, he thought the coffee table would be a great way to start conversations about old-growth forests among students. “I’m really, really passionate about old-growth forests and the preservation of them,” Oscar said. “So, I thought it would be cool to have a piece of oldgrowth that was saved in the school and people could count the years [annual rings] and see how old it is.” Katie Black, teacher-librarian, is overjoyed with the table. “It is the centrepiece of the library and is something that will be enjoyed by students and staff for years and years to come.” ■
We asked the ministers questions about climate change and why there seems to be little real action because we wanted to make a positive move as kids for our future. The entire class agreed the interview was informative and inspiring. We interviewed several classmates to hear their opinions on the interview. One student said, “We had some complex questions for the ministers, to which they responded in great detail.” Added another, “I was pleasantly surprised to find [the Government] had some plans for the future.” Other students were frustrated by the ministers’ evasiveness regarding the more contentious topics, such as
pipelines and the fossil fuel industry. “I think we as children should have an opinion about climate change and adults should listen to us…it’s our future,” said one student who wanted to hear more detailed plans for carbon emission reductions. The consensus among students was that the ministers were painting an optimistic picture of Canada’s plans to reduce climate emissions, but that more must be done to prevent wide-ranging ecological disasters and runaway climate change. We furthered our studies by researching solutions from Project Drawdown – economical, scalable, and effective plans to not only reduce emissions but also remove the legacy carbon from the atmosphere, preventing the worst impacts of climate change. As students, we want to spread awareness and share with others what will happen in the future if we do not take these issues seriously. “We are hoping we can all come together and overcome this existential challenge for our planet and society.” ■
New Handsworth Secondary: a tangible example of climate action BY LUKE SMEATON MANAGER OF SUSTAINABILITY, ENERGY & ENVIRONMENTAL PLANNING
There are many eye-catching features to notice when exploring the new Handsworth Secondary, but what makes the project a tangible example of climate action is some of the elements you may not notice at first glance. Through a series of architectural, mechanical, and lighting system features, the NVSD is targeting a 75% reduction in operational greenhouse gas emissions, relative to the school’s predecessor. A key component of the building is a high-performance envelope that insulates and protects the
interior spaces from an increasingly unpredictable exterior environment. Behind the striking exterior wall panels, for example, the building has continuous thermal insulation and a continuous air barrier to reduce unwanted air leakage. Keeping with the theme of efficiency, the window system incorporates thermally insulated frames and low-emissivity double-glazing. As an added measure, a combination of horizontal and vertical shading devices around the building manage solar heat gain during the warmer months. The mechanical systems design prioritizes occupant comfort, indoor environmental quality, and operational emissions reduction.
The school’s best-in-class displacement ventilation systems, for example, supply 100% outside air to classrooms and use heat recovery to reduce energy demands. Electric heat pumps are the primary means of heating the building, with four units being able to extract energy from the outside air and transfer it into the building heating loop. During the coldest days in the school year, the building can switch over to modular highefficiency natural gas boilers. This hybrid mechanical approach has a much smaller operational carbon footprint than a traditional heating system that uses natural gas alone. The building has LED light fixtures and an advanced control system
Adam Baumann, Director of Instruction, stands inside the three-story grand commons. that incorporates daylight and occupancy sensors. The school district is proud to welcome students and staff into a new school that reflects our values of environmental stewardship. ■
A Year in Review
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