Our Focus

2021/2022, 2020-2021:  Our goals were to continue in the areas of Social Emotional Learning and Literacy--with a specific focus upon reading.  While we pivoted to these two new goals in the 2019-2020 school year, there seemed to be a wide range of how these goals were being addressed, the depth to which they were being focused upon, and not a cohesive vision about what this looked like for Kingswood.  And, that is okay, for as we know, true learning takes patience and time.  With that being said, we continued looking at SEL and Literacy, and this year, collectively as a school community, the conversations, professional development, assessments, resources, the developing of common language, and hearing from our students---this year has felt like we as a school community--staff and students together--are making an impact in feeling empowered as learners.  We, as the adults, are learning alongside our students.

In the fall, we scanned our students with some key questions from the Spirals of Inquiry,  while also adding onto the scans with questions specifically around the goals of SEL and Literacy.

2019-2020:  Social Emotional Learning and Literacy

2017-2019:  Connecting the Curriculum with Our Community

We really want the new curriculum to be meaningful for our students and we want our students to be excited about their learning. With this in mind, our goals for the 2017-18 school year as well as for 2018-2019 are:

To connect the curriculum with our community in order to make the curriculum meaningful to our students. By focusing on people in our own community we are hoping the students will be able to see their own potential as life long learners.

In the late spring of 2019, we scanned our students using the "Spirals of Inquiry" as a basis to guide our questions when surveying our intermediate students and our staff.  Our findings show that our students do feel that there are several adults in the building who care about them, and that they connect with.  Other results showed that students and staff felt that, while our students know our school expectations for behaviours and kindness, that they do not always demonstrate these intrinsically, unless adults are there to supervise their behaviours. We have noticed that our students require support with self-regulation, identifying and communicating their emotions, and in problem-solving,  Our staff also agreed that these are some common themes that we need to focus upon.  Another theme in our findings after scanning our students and staff is that our students as a whole require more of a focus upon their literacy skills and knowledge.  Therefore, while we continue to foster the connection with our community, we will now pivot our focus on 2019-2020 to look at Social and Emotional Learning and Literacy.