SD57 Vision Statements
School District 57 is committed to the journey of physical literacy in our students. Physical literacy is a lifelong journey in the development of Fundamental Movement Skills (FMS) that will give students the competence, confidence, and motivation to be active for life.
In partnership with all members of our learning community, we endeavor to embed inclusive, equitable, and respectful programming into all aspects of school life by providing Educators the resources and confidence to be champions of physical literacy .
The Physical Literacy Curriculum Hub page will host professional development, in-service school programs/projects, and collaboration with local and provincial partners.
SD57 is committed to establishing and maintaining a safe and positive
environment for all students, families and employees, including those who self-identify
as LGBTQ+, including, but not limited to, those who identify as lesbian, gay, bisexual,
asexual, intersex, transgender, transsexual, two-spirit or queer, or who are questioning
their sexual orientation or gender identity. SD57 also recognizes that students and
other school community members of all sexual orientations and gender identities face
challenges within our schools and communities. It is with this rationale in mind and with
an understanding that each member of the school and district community bears the
responsibility for creating a safe, welcoming, inclusive and affirming environment for all
individuals that this policy is adopted.
SD57 is working collaboratively to support all our students through SOGI education. At the District level we have a SOGI District Lead, who supports curriculum and SOGI education in classrooms. The District Lead chairs the SOGI Advisory Committee, a group of representatives from across the district and community. They work together to bring forward initiatives and voices for all of our students in SD57. This includes designing inclusivity t-shirts for Pink Shirt Day in April, pushing for waste receptacles in every bathroom stall district-wide and ensuring every district building has access to a gender neutral washroom. The SOGI Advisory committee also helped to design a SOGI Engagement Kit for every school in the district to support our SOGI School Leads. Our School Leads help support all of our students, through SAFE/GSA/QSA clubs, school initiatives and events.
Fine Arts Education
SD57 believes that a strong Arts education benefits all students, communities, and societies by contributing to the development of well-rounded, educated citizens. The Arts connect students with history, heritage, culture, and community, fostering an understanding of the diverse values and perspectives of global, Indigenous, and Canadian societies. Arts education also stimulates students’ imaginations, innovation, creativity, and a sense of well-being while developing competencies useful to students’ education and careers.
SD57 has shown a commitment to the Arts:
full time Fine Arts Resource Teacher in the district to ensure that there is support for professional growth and assessment of the Arts
support of many district-wide Fine Arts opportunities such as;
District Choral Fests (Christmas Nights of Music and Singfest)
District Band Fest
District Visual Arts speed painting competitions (Art Battle)
PGSS Performing Arts Program (Polar Performing Arts Focus) which is a cross secondary program open to all district high schools for students who demonstrate commitment in any of the Fine Arts areas
Cultural Committee works hard to find quality Arts performances to bring in to the schools or present at a district venue in order to enrich experiences students may otherwise not receive
School-level support for the Arts has also been highlighted through:
Family of Schools Fine Arts nights, which invites feeder schools and high schools to join together and share their passion for the Arts
Secondary band programs, small group ensembles, drama productions, dance programs, and visual arts opportunities
Individual elementary schools hold musicals, school wide concerts, and variety shows and as well as integrating the Arts into other subject areas
Collaboration with other district partners such as our Indigenous Education department:
bringing Indigenous artists and musicians in to the schools to teach drumming, singing, carving and other Art work
Ts'udelhti (We Honor the Journey) Indigenous Graduation Ceremony
Provincial collaboration with ASSAI (After School Sport & Arts Initiative) which involves students in after school programming in the arts and sports in order to increase engagement and connection within their school and community.
The district has also welcomed many community partners to assist in creating a global Arts environment. Some of the partners involved currently are: Two Rivers Art Gallery, Prince George Symphony Orchestra, Theater Northwest, Northern FanCon, Art Battle Canada, and Cold Snap Music Festival.
SD57 is committed to providing quality, equitable, and inclusive Early Learning experiences and opportunities for young children and their families. Schools, families and communities can work alongside children to provide rich learning experiences. SD No. 57 acknowledges children as strong, capable and full of potential and active participants in their own learning journey.
SD57 has 15 StrongStart locations. StrongStart is a free school-based early learning program for children ages 0-5 and their parents/caregivers.
School District 57’s vision of “all students are prepared for each step of their life’s journey with the skills, knowledge, options, and choices to be successful” starts with the Core Competencies. The Core Competencies are the intellectual, interpersonal, and emotional skills that students need to engage in lifelong learning and become productive global citizens.
The Core Competencies are interrelated and interdependent. These competencies are foundational to every aspect of learning, including skills needed for students to embody the First Peoples Principles of Learning. The Core Competencies are embedded within the curricular competencies of each subject, and they manifest themselves in our district’s six key values: community, transparency, integrity, respect, inclusion, and equity.
Our District Directions will help us guide our students’ development of the Core Competencies for the next five years. For example:
Learning – Building engaging and innovative learning communities with options and choices for all students to be successful requires the development of our students’ creative, critical, and reflective thinking abilities.
Wellness – Creating culturally safe, caring, inclusive learning communities where all students thrive involves helping our students to develop communication and collaboration skills.
Equity of Access – Establishing responsive systems which provide accessible educational opportunities for all students to achieve their goals necessitates the development of our students’ personal awareness and responsibility.
Truth and Reconciliation – Facilitating the implementation of the Truth and Reconciliation Calls to Action throughout our system is helped when students develop a positive personal and cultural identity along with social awareness and responsibility.
Reflection and self-assessment on the Core Competencies allow students to develop their ability to describe themselves as unique individuals. They can set goals and gain ownership of their learning as they document their progress and share their growth. SD57 is supporting our students with this growth through our mission to “...nurture and empower all students where they are to be proud, confident, and engaged lifelong learners."
The purpose of assessment is to improve learning by informing students of their progress and informing their teachers about their understanding.
The schools we envision recognize every child’s right to grow up literate as a member of a dynamic learning community that values the richness of linguistic, ethnic, and cultural diversity.
Fountas, I.C., & Pinnell, G.S. (2018). The literacy quick guide: A reference tool for responsive literacy teaching. Heinemann.
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