Conscience et responsabilité sociales

Les élèves conçoivent des projets de service communautaire liés aux changements climatiques dans le cadre d’un projet UNIS Bien-être.

Un enfant fait preuve de gentillesse et d’empathie durant ses interactions en classe avec les enseignants et ses pairs.

Une élève, inspirée par un roman sur l’expérience d’une jeune fille dans un pensionnat indien, rassemble de plus amples renseignements et, quatre ans plus tard, organise une Journée du chandail orange dans son école.

Les élèves réagissent à une présentation d’Alvin Law et réfléchissent à la façon dont ils peuvent réécrire leurs propres histoires négatives. Trois illustrations à ce sujet ont été choisies; chacune d’elles présente un exemple différent d’échantillon de travail d’élève et comporte sa propre analyse de profil.

Des élèves visitent des organismes communautaires, puis recueillent des contributions qu’ils reversent aux organismes qui en ont besoin.

A child consoles his friend, who is crying because he misses his dad.

Les élèves réfléchissent à leurs rôles, à leurs droits et à leurs responsabilités au sein de leur famille et de leur communauté.

Inspirés par le livre You Hold Me Up, les élèves prennent des photos les uns des autres, puis superposent des mots qui représentent les nombreux traits positifs que chaque élève apporte dans la salle de classe.

Une élève apprend qu’en étant gentil et en faisant du bien aux autres, on se sent bien aussi.

Après avoir rencontré d’anciens combattants lors d’un événement du jour du Souvenir, un élève forme un groupe consacré aux liens intergénérationnels entre élèves et anciens combattants.

Une élève écrit dans son journal sur la gentillesse envers les autres.

A student takes an opportunity to change a graduation tradition and help raise funds for people in need.

Students visited a community organization where they volunteered, interacted with clients, and learned about the services provided.

A young child comforts an adult who cut her finger preparing classroom snacks.

Students worked in pairs to make, implement, and reflect on partner play plans for lunch recess.

A student investigates the issue of poverty and then initiates a fundraising effort by creating homemade crafts and selling them at school.

A student decides to begin adopting and caring for trees.

A student picks up garbage on the beach as part of a class beach clean-up activity.

A student writes an apology letter to his friend.

Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.

Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.

Students respond to a presentation by Alvin Law and reflect on how they can rewrite their own negative stories. There are three related illustrations; each one has a different student work sample and profile analysis.

After reflecting on aspects of their friendship, four students change their behavior to develop healthier, more positive friendships.

A student learns how it feels to be kind and understands that making others feel good makes her feel good too.

A child consoles his friend, who is crying because he misses his dad.

Students design community service projects related to climate change as part of a WE Wellbeing project.

A child demonstrates kindness and empathy in her classroom interactions with teachers and peers.

Students visit community organizations and then collect and deliver contributions to the organizations that support the organization’s needs.

Two children sit together and observe each other as they spread mud on an outdoor table.

A child creates a new book that will be suitable for “babies.”

A student discusses how she supports her peers’ social emotional well-being.

Students were asked to interview an “older adult from the community” and this student chose to interview a long-time neighbour.

Students research phobias to distinguish between phobias as fear and then discuss and reflect on reactions to SOGI.

Students design a logo for a universal washroom.

A child initiates conversations and activities while on nature walks in his community.

Inspired by the book, You Hold Me Up, students take photos of each other and then superimpose words that represent the many positive traits each student brings with them into the classroom community.

When two children’s ideas about an imaginative story diverge, one of the children finds a compromise. 

Inspired by the story What Matters, students complete small acts that can make a big difference and create stories about their act in a style like the one used in What Matters.

With the support of a friend, a student develops pride and confidence in her ability to deal with new experiences.

A student chooses to clean up the leaves at the classroom entrance during free time.

A student creates journal entries about making being kind to others.

Students worked in groups to read recipes and create unique dough (mud dough, sand dough, hair conditioner dough, oatmeal dough, and coffee dough.)

A student, inspired by a novel about a girl’s residential school experience, gathers further information and, four years later, organizes an Orange Shirt Day at her school.

After meeting veterans at a Remembrance Day event, a student forms a group dedicated to intergenerational connections between students and veterans.

The students explored and reflected on their roles in their friendships, and the rights and responsibilities they have to themsleves and others.

A child and her friend create an elaborate series of activities, over several weeks,  connected to an imaginary nail salon.