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Argyle Secondary

Vision to Goal Setting

What is our Vision for Learning?

Our Mission

Argyle provides students opportunities to learn and grow by fostering resilience, building self-efficacy, and developing critical and creative thinking. As a vibrant, flexible, and connected learning community, we prepare students to become respectful and collaborative citizens who are stewards of the land and its people.

From Vision to Goal Setting

Our Process

The School Planning Committee is made up of representatives from the teaching staff, support staff, parent community, student community, and administration.


The School Planning Committee undertook a review of Argyle’s School Goals this year. This included reviewing Student Learning survey data, surveying staff, gathering input from parents through PAC, and conducting focus groups with students. The goals and objectives have been revised and based on the feedback received have been made more specific. Similarly more strategies were added to provide ideas and examples of how we may work towards these goals.

This year had many changes and challenges. These included a worldwide pandemic, a shift to a quarterly hybrid school model, and moving schools at winter break. We are grateful to be in our new school building! It is a beautiful, bright, and welcoming place to learn.


During the year the School Planning Committee met several times to review Argyle’s school 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.


The School Planning Committee was established in 2018. We met throughout the year to redevelop Argyle’s School Plan. In 2018 we began with an overview of the school planning process, engaged in appreciative inquiry where we identified our strengths, explored what makes Argyle unique, and what values Argyle currently embodies and what we aspire to. We also reviewed Student Learning survey data.

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: French immersion, DMA, outdoor ed, leadership, basketball academy, work experience, 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)

The School Planning committee met throughout the year to create new school goals. The plan was shared with PAC, at staff meetings, and revised many times.

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Planning & Implementation

What is our Action Plan?

Argyle has 3 school goals for 2021-2022:

Objective: Explicitly teach and model collaboration and collaborative communication skills.

Possible strategies:

  • Define collaboration. State benefits of it & brainstorm why people collaborate.
  • Survey staff on how they approach collaboration including communication skills, and conflict resolution and decision-making processes.
  • Give students time and opportunities within an activity to have students focus on developing a skill:
        • Teacher chooses a skill within: Communication / Problem-solving / Conflict resolution / Decision-making /Reflection / Trust building / Leadership.
        • Active listening skills such as listening to all voices, paraphrasing/summarizing.
        • Design, or have students design, protocols for handling conflict disagreement or tension within a team.
        • Learning to ask open vs closed questions.
  • Build a collaboration skills framework that defines the collaboration skills taught at each grade level using the ones currently taught in grade 8 as a starting point.

    Objective: Record and share examples of students and staff engaged in collaboration.

    Possible Strategies:

    • Name, nurture, and report what effective collaboration looks like between staff, between students and staff, and between students.
    • Provide time to analyze and reflect upon the collaborative process after an activity. (e.g.: what worked, what didn’t, moving forward we would change…)
    • Expand understanding, through examples, that collaboration is not just product oriented (e.g.: group projects) but is also a valuable tool for developing shared or new understandings, diving deeper into.
    • Staff:
        • promote NVTA mentorship program; consider pairing new staff with seasoned staff.
        • engaging in pro-d, and collaborative projects
        • sharing examples at staff meetings with a focus on skill taught.
      • Students: self-reflection after collaborating.
      • Increase visibility of opportunities to collaborate outside the classroom.
          • Club board, volunteer board, posters, announcements (PA & digital displays), website/social media
          • Consider adding a club liaison position, bulletin board/display TV ‘masters’.

    Objective: Improve staff and students’ awareness and understanding of mental health & resiliency.

    Possible Strategies:

    • Create a mental health framework (scope & sequence) that defines what is taught and in which classes at each grade level.
    • Create and deliver lessons to support the framework.
        • Stress management focus, positive coping strategies, good vs bad stress, accessing help, resiliency.
        • Define sound mental health, resilience, mental illness, mental health problem, mental distress, stress (good, bad, toxic).
    • Name, nurture, and share out examples of practicing mental health hygiene.
    • Staff: pro-d, mental health 101 to develop common language, embedding mental health hygiene in classes, importance of connection and examples of how to do this in and outside the classroom.
    • Staff wellness focus: Friday morning chats, Wednesday walks, clubs such as fitness/run, mentorship
    • Wellness committee and social committee connection
    • Student club possibilities: yoga/meditation, stress management talks, mental health

    Objective: Improve students’ ability to use digital tools effectively in supporting their identity as a learner.

    Possible Strategies:

    • Create an inventory of digital literacy skills and applications students need to be successful at school.
    • Using inventory create a plan of when skills/applications will be taught and in which class.
    • Create & implement lessons to build off digital literacy 8 course.
    • Use student leaders as well as teaching staff to implement lessons.

    Objective: Develop students’ time management and organizational skills

    Possible Strategies:

    • Have grade 11 or 12 students reflect on and share organizational and time management strategies and tips with grade 9 students.
    • Expose students to organizational & time management systems in their classes such as:
          • apps, paper-based agendas, online agendas, to do lists, Kan-Ban boards, Trello.
          • binders vs notebooks vs online systems
          • routines to promote organization.
          • strategies for computer file organization
          • have staff share strategies with students that they use or have tried and why it works or didn’t work for them.
          • provide students with opportunities to reflect on their organizational & time management system.
          • Explore Sarah Ward’s Executive functioning materials
          • Share articles or share/record presentations with parents on these topics being taught at school.

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

    Possible Strategies:

    • Provide students with options for what topic they learn and how they share their learning.
    • Provide opportunities for older students to share information & experience in senior level courses to junior students.
    • Provide opportunities for students to reflect on their growth in the core competencies throughout the year. Post core competency posters in all learning spaces.
    • Continue to provide individualized feedback and opportunities for students to improve that sparks further learning.
    • Explore expanding Advanced Placement course offerings.

    Objective: Enhance students’ & staff’s sense of belonging and the community culture at Argyle by offering and encouraging participation in extra-curricular activities.

    Possible Strategies:

    • Continue to offer a wide range of student and staff clubs and explore opportunities to expand offerings.
    • Enhance visibility of extracurricular offerings.
      Strategic Action Plan
      In 2021-2022, we will start by sharing the school plan broadly with our school community. Staff will be encouraged to make explicit connections to the goals in their lessons, interaction, and teaching throughout the year. For staff, opportunities to learn and grow in these priority areas next year will take place during professional development, staff meetings, informal conversations, and committee work. Teacher leaders and administration will work to create a month to month plan to ensure we are progressing on each goa
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      Monitor Evaluate & Adapt

      What are our Indicators of Progress?

      Throughout the year we will 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 focus groups)
      • Survey Data (eg: Ministry Student Learning data)
      • Information from classroom teachers and support staff
      • Collaborative learning spaces, breakout spaces, and flex spaces used on a regular basis both during and outside of class time.
      • Collaborative skills framework created.
      • Students can identify collaboration skills, situations when collaborating is beneficial, and examples of collaboration.
      • Staff can articulate and have strategies to teach collaboration and communication skills.
      • 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.
      • Continued use of MS Teams to enhance collaboration.
        • More opportunities for students to self-reflect on the core competencies.
        • Students have adopted an organizational system that works for them.
        • Demonstrated growth mindset in classrooms.
        • Opportunities for staff and student to learn more about wellness and self-care.


        • Finalize digital literacy and mental health literacy frameworks for 8-12.
        • CASEL framework is known and valued by staff. Shift from awareness to teaching skills in class.
        • First Peoples Principles of Learning are embedded and nurtured throughout year.
        • Familiar with and have strategies to teach executive functioning skills.
          • Students can make connections across and within subject areas.
          • Students accessing support during tutorial time to build confidence, grow, and challenge themselves.
          • High completion rate of the summative self-assessment of the core competencies
          • Students apply and incorporate feedback from formative assessment.
          • Staff providing choice and opportunities for extensions to learning.
          • More students opting to write AP exams.
          • Continue using MS Teams to support extracurricular activities (eg: Club and Athletics Teams)
          • Self assessment of core competency posters visible throughout school.
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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.

            2020-2021 Progress Images

            2020-2021 Progress Updates

            • After years of planning, we transitioned to a new school building built around the concept of learning communities.
            • Teachers on their 8th block supported in learning services and co-taught classes.
              • Examples: Lifeskills and Foods collaboration, co-teaching in Math and English classes, creative writing, PE
            • Collaborations across NVSD via MS Teams (student projects, staff teams both within Argyle and across the district)
            • Leadership student placements were all placed within our school community due to the pandemic. This resulted in many new placements and success stories.
            • Admin increased their collaboration across secondary sites through Teams, virtual meetings, and regular check-ins.
            • Teacher Leader-Admin leadership team continued their work with Stacey Holloway around change management, and the school vision, mission and goals.
            • Staff collaboration projects
            • Examples:
              • Modern Languages & ELL – developed activities to engage in target language during virtual learning.
              • French Immersion (FRAL) – developed concepts and skills chart for gr. 8 to 12 grammar
              • Grade 8 Community welcome and transition
              • Learning Services – Second Step scope and sequence
              • Fine and Performing Arts – gamifying learning in self-paced and virtual learning environments
              • Counsellors – Exploring inclusivity, diversity, and gratitude as a means to promote greater self-advocacy and resilience.
              • PE – fitness skills and concepts by grade
              • Science – Bringing authentic Indigenous connections into the Science 8 curriculum
            • Students expanding out into and collaborating with peers in:
              • Breakout spaces: learning services rooms, DMA sound booths, breakout rooms, library meeting rooms
              • Collaboration space in learning communities
              • Flex spaces
              • Outdoor spaces
            • The pandemic required staff to put a greater focus on social-emotional learning in their classes (check-ins, mental health awareness).
            • Developing scope and sequence for mental health literacy.
            • Second Step – staff training in Fall, implemented some lessons to grade 8 classes with plans to expand next year.
            • Mental health literacy embedded in PE 9 classes.
            • Teacher-librarian push in support for research skills, assessing reliability of online sources, and digital footprints.
            • Digital literacy 8 course revamped
            • Development of self assessment of core competencies online portfolios for grade 8 and 9
            • Hope U speaker pilot (expanding to all grade 9 classes next year) on anti-racism, privilege, micro-aggressions to build awareness and understanding of self and others.
            • Grade 8 Welcome and Transition committee established for next year.
            • Most student clubs continued during the pandemic. Students had to comply with safety plans in all activities. They undertook creative problem-solving to find new ways to meet and run activities.
            • Teachers were challenged to re-examine their instruction to get the most out of the time they had face-to-face and to determine what fit better with a remote or online environment.
            • More project based learning and choice was evident particularly during remote learning.
            • Many staff collaboration projects focused on self-reflection and/or examining the development of concepts and skills (curricular competencies) from grade 8 to 12 within a subject area.
            • AP program -Currently Physics 1, 2, and Calculus. Exploring AP French for next year, and adding an additional AP Calc cohort.

            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 - 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.
                  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 2020-2021 updates.