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Argyle Secondary

Vision to Goal Setting

What is our Vision for Learning?

Our Mission

The primary role of Ecole Argyle Secondary School is to assist students in the ongoing process of becoming an educated person by providing a nurturing environment. This individual has the skills necessary to function in and adapt to a changing world. An educated person is thoughtful and capable of making independent and informed decisions. This individual is curious, interested in lifelong learning, respectful of others, capable of acquiring, evaluating, sharing, and communicating information and able to draw from a broad spectrum of knowledge. The individual is self-motivated, has a sense of self-worth, pursues excellence, strives to be physically healthy and derives satisfaction through achievement.

This person is a responsible citizen who respects others, accepts the importance of the family, community, nation, and the world, and is aware of Canada’s cultural heritage. This individual has the skills necessary to function in and adapt to a changing world

From Vision to Goal Setting
Our Process
The School Planning Team is made up of representatives from the teaching staff, support staff, parent community, student community, and administration. The team met eight times during the year. This yearlong process resulted in the identification of three goals with specific objectives and strategies for each.

Fall 2018

The School Planning Team was established in October 2018. We met twice in the Fall to begin the redevelopment of Argyle’s School Plan. We began with an overview of the school planning process. We then engaged in an appreciative inquiry where we identified our strengths, explored what makes Argyle unique, and what values Argyle currently embodies and what we aspire to. In late Fall we reviewed Student Learning survey data from last year, and began to brainstorm and define school goals.

Many defining aspects, including history & traditions, of the school repeatedly came into our discussions. Among them were:

  • Argyle is an anchor in the Lynn Valley community with strong ties to the local community
  • Argyle has a rich diversity of curricular offerings including many unique programs (eg: Co-op & internship, French immersion, DMA, outdoor ed, leadership, basketball academy, AP)
  • Argyle has a history of being an academically strong school
  • Argyle is welcoming and inclusive of all it’s students and families
  • Argyle has robust and diverse extra-curricular offerings
  • Argyle is currently being rebuilt (opening Fall 2020)

Winter 2018

The School Planning team met three times in January to revise and clarify school goals, objectives and strategies. In February, a draft was shared at a staff meeting and PAC meeting and feedback sought.

Spring 2018

In March, the School Planning Team took the feedback gathered to revise the goals, objectives and strategies. In April, the final copy of the goals was ready. We then brainstormed measures of progress, evidence we may collect, and how we will communicate our progress to the community.


During the year the school planning core team met several times to review the goals, objectives, and strategies and to identify indicators of progress. Later in the year we began identifying evidence of our progress within each goal. The plan was shared publicly.  Staff development and professional development opportunities focused on these priority areas this year.

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Planning & Implementation

What is our Action Plan?

Argyle has 3 school goals:

Objective: Explicitly teach and model collaboration skills.


  • Develop communication, self-advocacy, & self-reflection skills.

Objective: Increase opportunities for collaborations throughout the Argyle community.


  • Increase awareness & visibility of collaboration in different spaces.

  • Increase participation and collaboration within academic, athletic, and artistic pursuits, student-run clubs, and school volunteer involvement.

Objective: Foster the development of an authentic and healthy sense of self.


  • Build opportunities for self-reflection within social & personal responsibility core competencies.

Objective: Improve self-management, self-awareness, social awareness, responsible decision-making, and relationships skills of students. (CASEL framework)


  • Provide teachers with education and time to learn more about each area and how to teach it (CASEL framework).
  • Teach mental health literacy across all grades. Define what is taught and in which classes at each grade level.

  • Teach digital literacy & citizenship across all grades. Define what is taught and in which classes at each grade level.

Objective: Ensure students develop curricular competencies (skills & content).


  • Build/revise common skill development frameworks for grades 8-12 within curricular areas.
  • Build learning and organizational skills so they are able to engage in class and with the material.
  • Provide individualized feedback and opportunities for students to improve (formative assessment). Assessments must be a catalyst for further learning.

Objective: Ensure students develop core competencies.


  • Reinforce a common language (notice it, name it, nurture it).
  • Provide ongoing opportunities for students to self-assess their growth in the core competencies.

Objective: Instil a culture of learning that incorporates challenge, growth, curiosity and confidence.


  • Provide choice
Strategic Action Plan
Next year, 2020-2021, we will focus on building awareness of the school plan among students and parents. This will start by sharing the school plan broadly with parents and students. Staff will be encouraged to post and explicitly refer to the school plan throughout the year. Staff development and professional development opportunities will continue to focus on these priority areas next year.
2018-2019: 1 - Students & staff in a wheelchair basketball game; 2 - Sr. boys' volleyball final game; 3- Health Canada's "Know More" opioid awareness tour; 4 - Staff engaging in the Blanket Exercise; 5 - Physics students learning about friction; 6 - Ceramics students working on their projects; 7 - Quartet performing in the courtyard; 8 - Engineering student & Mr. Riml launching a rocket; 9 - Sr. Cheer Team at Worlds in Florida.
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Monitor Evaluate & Adapt

What are our Indicators of Progress?

Throughout the year we collect evidence of our growth qualitatively and quantitatively. Our goals, objectives and strategies are monitored and evaluated on an ongoing basis. Examples of evidence may include:

  • Photographic evidence
  • Student voice (eg: Student forum)
  • Survey Data (eg: Ministry Student Learning data)
  • Information from classroom teachers and support staff
  • Collaborative learning spaces used on a regular basis both during and outside of class time.
  • Students and staff are aware of and use different strategies to work together collaboratively.
  • Participation rates of students in school clubs and teams increases.
  • Student can communicate where to find information on extracurricular opportunities.
  • Staff are collaborating on an ongoing basis.
      • Students feel confident articulating their thoughts, ideas and feelings.
      • Students self-reflect on their social and personal responsibility.
      • Students can effectively communicate to their teachers about all aspects of their education.
      • Students are self-advocates to teachers and other educators.
      • Demonstrated growth mindset in classrooms.


            • Students can make connections across and within subject areas
            • Students apply the core competencies to their work in class
            • High completion rate of the summative self-assessment of the core competencies
            • Students apply and incorporate feedback from formative assessment
            • Students focus on understanding, learning, curiosity, and mastery, vs grade achieved
            • Students work is more in-depth and has more meaning as the year progresses
            • Staff providing opportunities for extensions to learning.
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              Communicating Progress

              How do we Communicate our Progress?

              Over the course of the school year we will endeavour to communicate progress of our goals. Communication will include sharing at student grade assemblies, PAC meetings, parent newsletters, and staff meetings.

              2019-2020 Progress Images

              2019-2020 Progress Updates

              Interdepartmental Collaborations

              • Band & English – The Fall band concert wove First Peoples Principles of Learning and saw students share their poetry created in their creative writing 11/12 class matched to different musical scores.

              • Choir & Science – The Spring choir concert featured the science department interpretation of the elements: fire, wind, earth and water.

              • Science & English integrated a book study into some science 8 classes

              • Students and classes frequently observed using new student workspaces set up in common spaces outside library and office.

              Argyle Clubs – 12 clubs, list was updated on website by a Leadership student, new club application available on website

              Argyle Athletics

              16 Fall teams

              14 Winter teams

              Spring – season did not happen due to COVID-19; we were scheduled to have 14.

              Intramurals – Volleyball, dodgeball, soccer, and plans in place for Spring floor hockey but did not happen due to pandemic


              • December & January staff meeting discussions about how to effectively use collaborative spaces in the new school and what types of learning is best suited for each space. School staff toured the new school in mid-January.

              • Staff workshop with ‘Agile 42′ tools and techniques for organizational and decision making including how to effectively design learning sprints, and how to make work visible and be more productive through using a Kan-Ban board.

              • Leadership Team (Teacher Leaders & Administration) attended workshop by Stacey Holloway on principles of change, change models, change management, decision-making models, and collaboration processes.

              • MS Teams – The Spring term saw us move to remote learning due to the pandemic. Staff set up various staff teams, had remote department meetings, posted resources, video tutorials, and trouble-shooting tips. Teachers created remote and hybrid learning opportunities together.

              • PE Department did all of their classes collaboratively during remote learning.

              2019-2020 BC Student Survey Data:

              At school, do you get to work together on projects with your classmates?

              Grade 10- 53% Many Times/All the time; 34% Sometimes; 10% Few Times/No Time; 6% no answer

              Grade 12- 59% Many Times/All the time; 30% Sometimes; 8% Few Times/No Time; 2% no answer

              65% of grade 10s and 68% of grade 12s indicated they participate in activities outside of class hours sometimes, many times or all the time.

              – In Physical and Health Education (PHE) classes, Grade 9 students were taught mental health literacy using “Teen Mental Health” resources developed by Dr. Kutcher.
              – Careers 8 and 9 – This year at Argyle, students completed the Career 8 and 9 curriculum through a series of in-class presentations, assemblies, and online tasks via the MyBlueprint program. Topics included: Goal Setting, Digital Citizenship, Self-Reflection of their individual learning styles, Career Planning, Community Building, Mentoring, Volunteering, and Workplace Safety.
              – Careers 11 – prepared students for CLC 12 including course planning for grade 12 based on post-secondary research
              – Self-assessment of the core competencies students completed a summative self-assessment in May. More opportunities for students to self-assess were integrated into classes throughout the year.
              – Online safety and awareness speaker from Safer Schools Together, Dustin Hogan. Topics covered included: how to practice netiquette (online etiquette), how to recognize and respond to cyberbullying, the criminal and social consequences of cyberbullying behaviour and the possession and distribution of intimate images (sexting), self-peer exploitation, digital media habits and oversharing, digital addiction, piracy and plagiarism. Students from grades 7 to 12 participated in 3 different assemblies. Gr. 8 & 9 students completed a reflection activity on their personal media habits and online safety.

              Staff / Parents
              – Teachers learned about the CASEL framework exploring sections during Fall 2019 staff meetings.
              – Teacher librarian developing scope & sequence for digital citizenship starting with grade 8 & 9.
              – Parent & staff night for supporting youth through grief. Included coping strategies, available resources, the role of social media.
              – Staff book club on Trauma-Informed Practice & building resilient learners.
              – Parent Info Evenings – split the traditional one evening of course programming into two to support parents in helping their children with post-secondary planning, course programming, supporting adolescent decision-making, stress management, and finding their voice.

              Data from 2019-2020 BC Student Survey:

              *Agree & strongly agree=Agree; Neither agree or disagree=Neutral; Disagree & strongly disagree=Disagree

              At school, I am learning how to take care of my mental health (for example, anxiety or stress management, anger management, relationship skills)
              Grade 10- 47% Disagree; 17% neutral; 24% Agree; 9% no answer
              Grade 12- 47% Disagree; 25% neutral; 23% Agree; 3% no answer

              I am satisfied that in school I learn how to express emotion, and deal with emotional problems that I may face in the future (for example, self-regulation, empathy, compassion)
              Grade 10- 43% Disagree; 26% Neutral; 19% Agree; 12% no answer
              Grade 12- 39% Disagree; 21% Neutral; 31% Agree; 5% no answer

              At school I am learning how to take care for my physical health (for example, getting health food, exercise, and sleep)
              Grade 10- 16% Disagree; 22% Neutral; 49% Agree; 10% no answer
              Grade 12- 24% Disagree; 28% Neutral; 42% Agree; 3% no answer

              61% of grade 12s and 49% of grade 10s rated their health (mental and physical) and good or better.

              45% of grade 10s and 69% of grade 12s agreed/strongly agreed that they were learning to communicate effectively.

              49% of grade 10s and 67% of grade 12s felt they are learning basic social skills such as inter-personal, communication and teamwork skills needed for the future.

              32% of grade 10s and 57% of grade 12s felt their questions are valued and welcomed by the adults in the school. (Grade 10 – 42% neither agree or disagree; 19% disagree, 4% do not know; Grade 12 – 23% neither agree or disagree, 14% neutral, 3% do not know)

              • Students provided with diverse course offerings such as three options for English 10, seven options in senior humanities, eleven senior science options, eight senior math options, three senior PE options.
              • Two Advanced Placement courses (Calculus AB & Physics 2) – despite COVID-19 many students still opted to write the AP finals in May 2020. Next year, we are running Three courses (Calculus AB and two Physics 1 and Physics 2)
              • Passion projects – All grade 8 French Immersion students participated in “Heure de Genie” (Genius Hour); more individualized choice projects in courses such as Art metal, DMA, DMA Lite, Anatomy & Physiology 12.
              • 75 students in Work Experience Programs where students got to explore different career pathways through work placements in Internship and Co-op
              • 1st annual NVSD Jazz Band Music Festival

              More student work on display:

              • Art murals in the school students created art murals using non-traditional materials throughout the school with accompanying artists statements. The murals covered a range of themes from climate change, empathy, perspective, and the local community.
              • Thematic library displays created by students
              • Digital media and photography art show in library foyer
              • Jazz Cafe at lunch
              • Rotating art displays
              • Learning at Home this Spring stretched everyone technological skills navigating MS Teams, video calls, turning in assignments online, following chat boards.
                    • Learning at Home Extension Examples:

                    • PHE posted weekly challenges that students could choose from to gain points

                    • Chemistry kitchen labs

                    • Senior English – Hamlet participation in extension opportunity by choice

                    Data from 2019-2020 BC Student Survey:

                    I provide input into what I learn and how I learn (for example, suggesting topics that interest me, and choosing my projects)

                    Sometimes, Many Times, All the time:

                    Grade 10- 60%

                    Grade 12- 80%

                    At school, I have learning opportunities that are challenging and results in my growth.

                    Grade 10- 21% Many Times/All the time; 24% Sometimes; 11% Few Times/No Time; 42% no answer

                    Grade 12- 51% Many Times/All the time; 37% Sometimes; 8% Few Times/No Time; 22% no answer

                    2018-2019 Images

                    2018-2019: 1 - Staff on Orange Shirt Day; 2 - choir students learning Coast Salish Anthem; 3 - DMA students sharing their learning with OECD delegates; 4 - Argyle Music's Cabaret Evening; 5 - Social Justice 12 & Leadership 11 students Sleep-out in support of Covenant House; 6 - Argyle work experience staff presenting to NV admin; 6 - Senior PE & Leadership Rafting fieldtrip; 7 - Outdoor Education class visit to North Shore Rescue; Gr. 9s learning to weld in metalwork class
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                    Latest Progress & Updates

                    Please click on each section of the grid for 2019-2020 updates.