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Queen Mary Elementary

Vision to Goal Setting

What is our Vision for Learning?

Queen Mary Community Elementary

Action Plan

International Baccalaureate Primary Years Programme (IB PYP)

QM Vision:

The Queen Mary school community is a caring, respectful learning environment that inspires students to become global-minded individuals.

QM Mission:

The Queen Mary community works together to create a respectful, inclusive, caring environment where we are inspired to be knowledgeable, active learners with a global perspective.

QM Core Values:

Caring & Kind
Respectful, Supportive & Collaborative

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Planning & Implementation

What is our Action Plan?

Areas of Focus for the 2018-19 School Year

Continue to develop and promote international-mindedness and all attributes of the IB Learner Profile across the school community (IB PYP Std. A4)

  • Expand on the teaching of global issues within Units of Inquiry
  • Highlight student demonstration and growth in the development of Learner Profile attributes with Gotchas and at PYP assemblies
  • Continue to distribute multilingual Learner Profile attribute definitions to parents to encourage discussion at home
  • Document Learner Profile attributes in action through photographs, framed throughout the school
  • Develop Learner Profile attribute fridge magnets for students to take home

Continue to support mother tongue and host country language learning (Std.A7.b)

  • Increase the number of mother tongue and bilingual resources in the library
  • Showcase above resources in library to encourage reading and borrowing of texts
  • Bring in members of the community to share their stories
  • Explore mother tongue language through the related concept of Identity within the Units of Inquiry (WWA units)
  • Encourage dual language writing/reading
  • Promote buddy reading in different languages

Actively increase participation in the IB World Community (Std.A8)

  • Promote teacher participation in the annual PYP Extravaganza and MYP roundtables
  • Use technology to encourage collaboration between Queen Mary students and those in other PYP schools around the world
  • Continue to send teachers for Category 2 & 3 training, both locally and internationally
  • Consider increasing involvement by leadership in IB Global Conferences

Promote the school library as a learning commons/hub of learning (Std.B2.6)

  • Increase collaborative Unit of Inquiry teaching between teacher-librarians and classroom teachers
  • Redesign library space to make it more welcoming for students
  • Promote lunchtime clubs in the library
  • Encourage the use of technology in the library

Continue to use the PYP planner and planning process across the curriculum and by all teachers (Std.C1.1b)

  • Extend the use of the PYP Planner to include specialists, non-enrolling teachers, and support staff
  • Collaboratively develop/refine a Queen Mary specific PYP planner that values inclusion and documents our planning process

Further develop staff understanding and use of formative assessment to pre-assess and inform learning (Std.C1.7)

  • Increase number of resources and assessment options in teacher “toolkits”
  • Collaborate with PYP Coordinator to adjust Units of Inquiry learning engagements based on formative assessment feedback

Encourage meaningful student action in response to students’ own needs and the needs of others (Std.C2.5)

  • Refine units of inquiry, provocations, and learning engagements to promote student action
  • Explore the revised categories of action in the Enhanced PYP

Increase the use of inquiry across the curriculum and by all teachers (Std.C3.2a)

  • Continue to offer professional development opportunities to increase staff knowledge of inquiry and the inquiry cycle
  • Offer a book club on inquiry, using Kath Murdoch’s The Power of Inquiry
  • Build a repertoire of provocations that generate curiosity and questioning

Establish a common understanding of Academic Honesty by the entire school community (Std.C3.4)

  • Develop an Academic Honesty scope and sequence to be used to classroom teachers and teacher-librarians
  • Teach Research Skills (ATLs) through Library NIT, collaborative teacher-librarian/classroom teacher blocks, and classroom teachers

Actively develop student agency across the grades and throughout the school community (Std.C3.5)

  • Provide ongoing professional development on Student Agency at biweekly IB meetings
  • Share successful practices with the school community at biweekly IB meetings and via classroom blogs and PYP assemblies

Authentically integrate Indigenous (including First Peoples) perspectives into Units of Inquiry

  • Continue to build collection of authentic resources
  • Continue to build connections with members of the community to bring authentic voices and experiences into classroom learning

Further develop staff understanding of the importance of incorporating Social Emotional Learning pedagogy into daily practice.

  • Pro-D: CI Day with Leighton Schnellert
  • Expand the use of the Zones of Regulation program throughout the school to create a consistent language from grade to grade
  • Foster a sense of belonging amongst all members of the school community
  • Explore Early Primary programs that support development of self-regulation, building healthy relationships, and problem solving

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Monitor Evaluate & Adapt

What are our Indicators of Progress?

Continue to develop and promote international-mindedness and all attributes of the IB Learner Profile across the school community (IB PYP Std.A4)

  • Expand on the teaching of global issues within Units of Inquiry – embed GG within units of inquiry
  • Highlight student demonstration and growth in the development of Learner Profile attributes with Gotchas and at PYP assemblies
  • Continue to distribute multilingual Learner Profile attribute definitions to parents to encourage discussion at home
  • Document Learner Profile attributes in action through photographs, framed throughout the school

Continue to support mother tongue and host country language learning (Std.A7.b)

  • Increase the number of mother tongue and bilingual resources in the library
  • Showcase above resources in library to encourage reading and borrowing of texts
  • Bring in members of the community to share their stories
  • Explore mother tongue language through the related concept of Identity within the Units of Inquiry (WWA units)
  • Encourage dual language writing/reading
  • Promote buddy reading in different languages

This is a photo of our library showing greetings from around the world.

Actively increase participation in the IB World Community (Std.A8)

  • Promote teacher participation in the annual PYP Extravaganza and MYP roundtables
  • Use technology to encourage collaboration between Queen Mary students and those in other PYP schools around the world
  • Consider increasing involvement by leadership in IB Global Conferences
Jonross Fong presenting at an IB PYP Extravaganza at UBC

Promote the school library as a learning commons/hub of learning (Std.B2.6)

  • Increase collaborative Unit of Inquiry teaching between teacher-librarians and classroom teachers
  • Redesign library space to make it more welcoming for students
  • Promote lunchtime clubs in the library
  • Encourage the use of technology in the library

Continue to use the PYP planner and planning process across the curriculum and by all teachers (Std.C1.1b)

  • Extend the use of the PYP Planner to include specialists, non-enrolling teachers, and support staff
  • Collaboratively develop/refine a Queen Mary specific PYP planner that values inclusion and documents our planning process

Further develop staff understanding and use of formative assessment to pre-assess and inform learning (Std.C1.7)

  • Increase number of resources and assessment options in teacher toolkits
  • Collaborate with PYP Coordinator to adjust Units of Inquiry learning engagements based on formative assessment feedback

Grade 1s Knowing/Wondering/Learning

Encourage meaningful student action in response to students' own needs and the needs of others (Std.C2.5)

  • Refine units of inquiry, provocations, and learning engagements to promote student action
  • Explore the revised categories of action in the Enhanced PYP

Increase the use of inquiry across the curriculum and by all teachers (Std.C3.2a)

  • Continue to offer professional development opportunities to increase staff knowledge of inquiry and the inquiry cycle
  • Offer a book club on inquiry, using The Power of Inquiry (by Kath Murdoch)
  • Build a repertoire of provocations that generate curiosity and questioning

Establish a common understanding of Academic Honesty by the entire school community (Std.C3.4)

  • Develop an Academic Honesty scope and sequence to be used to classroom teachers and teacher-librarians
  • Teach Research Skills (ATLs) through Library NIT, collaborative teacher-librarian/classroom teacher blocks, and classroom teachers

Actively develop student agency across the grades and throughout the school community (Std.C3.5)

  • Provide ongoing professional development on Student Agency at biweekly IB meetings
  • Share successful practices with the school community at biweekly IB meetings and via classroom blogs and PYP assemblies

Authentically integrate Indigenous (including First Peoples) perspectives into Units of Inquiry

  • Continue to build collection of authentic resources
  • Continue to build connections with members of the community to bring authentic voices and experiences into classroom learning

Shawna Bruce leads the cleansing of our Animal Spirit Plaques, which have been hung by classroom doors, by brushing each plaque with cedar boughs

Further develop staff understanding of the importance of incorporating Social Emotional Learning pedagogy into daily practice.

  • Pro-D: CI Day with Leighton Schnellert
  • Expand the use of the Zones of Regulation program throughout the school to create a consistent language from grade to grade
  • Foster a sense of belonging amongst all members of the school community
  • Explore Early Primary programs that support development of self-regulation, building healthy relationships, and problem solving

Mr. Clark’s Sound Suit School SOGI Project

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Communicating Progress

How do we Communicate our Progress?

The school community engages in work relating to the school goals throughout the school year. This work takes place in our regular staff meetings, Pedagogical Team meetings, Joint IB Committee meetings, and Inquiry groups.

Our Joint IB Committee includes representatives from our parent community and PAC executive. Communication with parents takes many forms:On our school website, in Principal’s reports at PAC meetings, at Curriculum Night, and in parent workshops, school tours, and orientations.

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Latest Progress & Updates

Spring Review of Areas of Focus for the 2018-19 School Year

Areas of significant growth:

Continue to develop and promote international-mindedness and all attributes of the IB Learner Profile across the school community (IB PYP Std.A4)

– Acknowledged students’ growth in the development of Learner Profile attributes; GOTCHA recognitions
– Posted multilingual Learner Profile attribute definitions on walls at school and on website
– Developed Learner Profile attribute fridge magnets for students to take home – Will be handed out to all families in September!

Continue to support mother tongue and host country language learning (Std.A7.b)

– Increased the number of mother tongue and bilingual resources in the library
– Showcased resources in library to encourage reading and borrowing of texts

Actively increase participation in the IB World Community (Std.A8)

– Promoted teacher participation in the annual PYP Extravaganza and MYP roundtables
– Used technology to encourage collaboration between Queen Mary students and those in other PYP schools around the world
– Continued to send teachers for Category 2 & 3 training, both locally and internationally
– Increased involvement and leadership within the local IB community and at IB Global Conferences

Promote the school library as a learning commons/hub of learning (Std.B2)

– Promoted lunchtime “clubs” in the library
– Encouraged the use of technology in the library

Increase the use of inquiry across the curriculum and by all teachers (Std.C3.2a)

– Staff engaged in a professional learning book club on inquiry, using Kath Murdoch’s “The Power of Inquiry”

Further develop staff understanding and use of formative assessment to pre-assess and inform learning (Std.C1.7)

– Increased number of resources and assessment options in teacher “toolkits”
– Collaborated with PYP Coordinator to adjust Units of Inquiry learning engagements based on formative assessment feedback

Authentically integrate Indigenous (including First Peoples) perspectives into Units of Inquiry

-Continued to build collection of authentic resources

Further develop staff understanding of the importance of incorporating Social Emotional Learning pedagogy into daily practice.

– All staff attended the key note by Leighton Schnellert at our NVSD Curriculum Implementation day
– Expanded the use of the Zones of Regulation program throughout the school to create a consistent language from grade to grade
– Implemented programs that support development of self-regulation, building healthy relationships, and problem solving

Areas of moderate growth to develop further:

Continue to support mother tongue and host country language learning (Std.A7.b)

– Provided students with opportunities to use their mother tongue language in learning; focused on concept of “identity” within the Units of Inquiry
– Encouraged dual language writing/reading
– Promoted buddy reading in different languages

Promote the school library as a learning commons/hub of learning (Std.B2)

– Increased collaborative Unit of Inquiry teaching between teacher-librarians and classroom teachers

Increase the use of inquiry across the curriculum and by all teachers (Std.C3.2a)

– Continued to offer professional development opportunities to increase staff knowledge of inquiry and the inquiry cycle
– Built a repertoire of provocations that generate curiosity and questioning

Establish a common understanding of Academic Honesty by the entire school community (Std.C3.4)

– Taught Research Skills (ATLs) through Library NIT, collaborative teacher-librarian/classroom teacher blocks, and classroom teachers

Authentically integrate Indigenous (including First Peoples) perspectives into Units of Inquiry

– Continued to build connections with members of the community to bring authentic voices and experiences into classroom learning

Further develop staff understanding of the importance of incorporating Social Emotional Learning pedagogy into daily practice.

– Focused on fostering a greater sense of belonging amongst all members of the school community

Areas to further develop:

Continue to develop and promote international-mindedness and all attributes of the IB Learner Profile across the school community (IB PYP Std.A4)

– Expand on the teaching of global issues within Units of Inquiry
– Highlight student demonstration and growth in the development of Learner Profile at PYP assemblies
– Encourage use of multilingual Learner Profile attribute definitions at home
– Document Learner Profile attributes in action through photographs, framed throughout the school

Continue to support mother tongue and host country language learning (Std.A7.b)

– Bring in members of the community to share their stories

Promote the school library as a learning commons/hub of learning (Std.B2)

– Redesign library space to make it more welcoming for students

Continue to use the PYP planner and planning process across the curriculum and by all teachers (Std.C1.1b)

– Extend the use of the PYP Planner to include specialists, non-enrolling teachers, and support staff
– Collaboratively develop/refine a Queen Mary specific PYP planner that values inclusion and documents our planning process

Encourage meaningful student action in response to students’ own needs and the needs of others (Std.C2.5)

– Refine units of inquiry, provocations, and learning engagements to promote student action
– Explore the revised categories of action in the Enhanced PYP

Establish a common understanding of Academic Honesty by the entire school community (Std.C3.4)

– Develop an Academic Honesty scope and sequence to be used to classroom teachers and teacher-librarians
– Explore ways to ensure parents/guardians are more informed and knowledgeable of our practices and policies

Actively develop student agency and across the grades throughout the school community (Std.C3.5)

– Provide ongoing professional development on Student Agency at biweekly IB meetings
– Share successful practices with the school community at biweekly IB meetings and via classroom blogs and PYP assemblies