A young student decides to rescue trees and extends a class project.

During the course of the year, students in a grade 4/5 class chose a tree seedling to adopt. During the year, they investigated their trees needs and growth. They reflected to compare their trees ‘identity’ with their own identity and asked the following questions:

One student notices that another needs help and quickly and quietly provides assistance.

Students are writing down points made by a teacher as she talks about how to re-tell key events in a story. During the lesson, the teacher observed that when one child’s pencil broke, another student quickly shared her one pencil with the other student. They quietly passed the pencil back and forth between them as the lesson continues uninterrupted.

The student has demonstrated that she can identify a situation when others need support and provide it.

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

Each child has been paired up with a ‘daily partner’ who changes each day. The daily partner strategy involved creating ‘daily partner plans’ that provided an opportunity to get to know classmates they did not typically choose to work or play with.

A toddler comforted an adult who cut her finger preparing classroom snacks.

The child is not yet verbal enough to be heard loud and clear with his words but he pushed a chair from the play dough table over to the counter where the adult was, and pointed at the chair for her to sit down. He kept tapping the chair until she sat, then he put his hand on her shoulder and patted it.

A student approaches a teacher with her concerns about her progress in Math.

In this class, student math work is largely self-paced and students take responsibility for their learning.  The teacher was satisfied with the student's progress, so this was not a teacher concern. 

Students create and demonstrate submersibles; then discuss the process and the challenges they encountered.

A student retells the story of the Three Billy Goats Gruff from the perspective of the troll.

Students crafted a monster story and develop criteria to determine who would be good roommates.

As an introduction to the final term, students reflected on their writing so far, set goals, and created a plan.

Students had been working on a writing portfolio throughout the year.  After reviewing their portfolios, and reflecting on the writing they had done thus far, students set goals and planned how these might be achieved.

A young student explains how running gives him energy.

In a Kindergarten class, the teacher takes her students outside for outdoor learning. At the beginning, this student found it a challenge to keep up with his classmates.  However, after three weeks of daily walks, his stamina increased and he became aware of his need to be active and healthy.

He is able to demonstrate how running helps him be stronger.