The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs, learning preferences and cultural perspectives.
At the school:
Equity, inclusivity and diversity practices reflect board and Ministry policy.
Educators collaborate to identify and implement evidence-based conditions that support the intellectual engagement of students (e.g. learning experiences that are clear, mean-ingful, interesting, motivating, challenging, productive and include ongoing descriptive feedback and opportunities for metacognition).
Engaging learning experiences ensure all students use higher-order thinking skills, solve complex problems, develop increased understanding, and construct new knowledge.
Instruction is differentiated and curriculum materials, digital tools, human and a range of other resources are provided to support student strengths and needs.
In the classroom:
Students and educators work together to build a collaborative and safe learning environment, free from discriminatory bias and systemic barriers.
Learning experiences are engaging, promote collaboration, innovation and creativity (i.e. are clear, meaningful, challenging, productive and include problem solving and critical thinking on a variety of issues).
Ongoing feedback between and among students and teachers enables students to refine both thinking and products.
The teaching and learning environment enables students to reach ambitious goals.
Student input is actively and regularly sought with regard to curriculum delivery and program needs.
See themselves, their values, culture and interests reflected in their learning environment.
Assume ownership in learning experiences that are collaborative, innovative and creative.
Demonstrate confidence, resilience, self-regulation and self-efficacy in their capacity to learn and succeed.
Try new tasks, take risks and share learning with others.
Willingly participate in feedback processes to refine thinking and learning.