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
Planning & Implementation
What is our Action Plan?
Areas of focus for our school plan are derived through staff and parent collaboration and are revised and refined annually.
Areas of focus for Queen Mary
Collaboration
At Queen Mary, we support members of our school community by collaborating openly in order to generate a student-centered, coherent, and innovative curriculum that inspires all students to take ownership of their learning.
Translanguaging
The Queen Mary school community fosters international mindedness and inclusion.Â
Social Emotional Learning
The Queen Mary school community fosters social emotional well-being.
Monitor Evaluate & Adapt
What are our Indicators of Progress?
At Queen Mary we support members of our school community by collaborating openly, in order to generate a coherent, rigorous, and dynamic curriculum that leads all students to reach their full potential.
- By collaborating openly we can generate a coherent, rigorous, and dynamic curriculum that will enable all students to reach their full potential.
- We can provide further opportunities to engage the school community in ongoing dialogue.
- We can schedule collaboration so it takes place regularly and systematically.
- We can build effective and purposeful relationships that will enhance collaboration.
- Members of our school community can further support one another in being open-minded and reflective in our practice.
- We can ensure collaboration leaves all members of the school community feeling valued and respected.
- Collaboration is a means of ensuring that members of the school community reach their full potential. Through collaboration we can build our collective collective efficacy.
The Queen Mary school community fosters international mindedness and inclusion.
- We can foster international mindedness and inclusion by building relationships with the wider community and by acknowledging, honouring, and promoting all cultures and languages within our school community.
- We acknowledge community members as sources of wisdom and expertise, and we can engage members of our community more purposefully and frequently in classroom learning.
- We can honour and celebrate the cultural identities of our students and providing explicit additional language instruction.
- We can use local and global contexts in teaching and learning and increase the focus on the development of the attributes of the IB PYP Learner Profile.
The Queen Mary school community fosters social emotional well-being.
- We can enhance social emotional well-being by identifying and fostering healthy relationships.
- We can support members of our school community in developing pride in their personal identities.
- We can encourage shared responsibility in building a strong sense of belonging for everyone in our school community.
- We can promote and teach social awareness, self-awareness, self-management, responsible decision making, self-advocacy, and relationship skills.
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.
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