This blog post was
written by BICS’ Community School Coordinator, Sarah Haxby.
The BICS Earth Labyrinth is about mindfully thinking about and connecting to place. It is about the clay of Bowen Island and that which connects past to present, and humans to the land and a new way of looking at how we are connected to celebrate Earth Day 2016.
The BICS Earth Labyrinth is a full-scale, whole-school interactive art installation and learning project. Students got their hands into the clay and minds into learning about local history and geography. Sixty-eight acres of clay deposits were discovered on Bowen Island in the 1880s and used to make bricks that built many historic elements of Vancouver and Gastown.
Can you imagine what it would have looked like to have thousands of bricks traveling from Bowen Island to Vancouver and beyond? At least one load of bricks is reported to have tipped over and sunk into the sea. The students would like to know if any local divers have found underwater piles of bricks and also would be keen to see photos of the local water wheel or the brick-yard horses. If anyone has any old Bowen brick photos, please share them with us!
The Project began in February when students learned about local history and Bowen Island geography as well as met local ceramic artist Susann
ah Montague and created a small clay sample which inspired students to think about their larger clay art works. Thanks to a generous Bowen Islander who had heard about the project, some local Bowen clay was excavated and the students hand-processed the local clay to incorporate a small amount of local Bowen clay into their artworks. After firing, the purchased grey clay turned white and the dark blue-grey Bowen clay turned red. To enhance the natural colours of the clay the ceramic hemispheres were dipped in a clear glaze and fired.
On April 11th artists, students and volunteers will be sewing and hand painting a 2,500 square foot reusable canvas labyrinth base that will be the base of the ceramic artworks and over 300 candles. The installation of the artwork will take place on the evening of April 19th, with the collaborative art installation being experienced by 330 students, staff and community as they walk the BICS Earth Labyrinth on April 20th.
Students working with sound technicians have recorded the sounds of Bowen Island at each of the cardinal points and so the students will experience and get to think about the answers to their questions as they thoughtfully walk their labyrinth: What does Earth Day look like, sound like and feel like? How do we connect to the earth beneath our feet and know we are connected to the land and our past?
After Earth Day, students will keep their piece of the labyrinth as a take-home memento of the art project and as a reminder of their connections to Bowen Island and Earth Day. The school will keep the re-useable fabric drop-sheet labyrinth for future use by the students and community.
So why do such a project? It is important to build meaningful connections between a sense of place and a sense of self. Experiential hands-on learning with the chance for individual creative self-expression is an in-depth multi-modal way to learn and to build capacity to generate inquiry to desire to learn more. Plus, it is a thought-provoking, engaging and fun new way to creatively celebrate Earth Day.
BICS Earth Labyrinth Project Artists/Credits
Susannah Montague, ceramic artist –main project ceramic artist
Gerald Morrisseau, multi-media First Nations artist –overall project assistant
Additional Project soundscape created by students working with parent volunteer Shawn Cole and music teacher Cynthia Fairbank –sound recordings of the cardinal points of Bowen Island
This project was made possible thanks to funding from ArtStarts, the Community School Association (CSA,) the BICS Parent Advisory Council (PAC) and Opus Art Supplies.
The BICS Earth Day Labyrinth project concept and coordination by Sarah Haxby, Community School Coordinator in collaboration with West Vancouver School District staff, students, community and parent volunteers.
The maxim, "Not everything that counts can be counted, and not everything that can be counted counts,"* holds much truth when it comes to "report cards," but what teachers are mandated to report and also choose to report suggests to parents what many of the priorities are for student learning at each grade. Similar to the way a school's blog reveals what is important to the school, so does the report card reveal key areas for student learning.
What follows then, is both of those things: a blog post surveying some of the learning outcomes found in reports ranging from kindergarten to Grade 7.
Prior to the conclusion of each term, I review each report, something I have done enough times now to be impressed by the extraordinary diversity and depth of learning at BICS but not surprised by it. The reports capture just a little of the remarkable experiences students have in their classrooms and beyond learning about interesting and often complex things and using what they've learned to, among other things, learn more.
In reviewing reports this term, I've pulled one learning outcome from each grade as well as an outcome from our wonderful music and learning assistance programs. My hope is that it offers the reader a very brief look at the breadth of what is learned at BICS.
Kindergarten – Speaking and Listening
- use speaking an listening when engaging in imaginative play; such as problem solving and working co-operatively
Grade 1 - Attitudes, Effort, Work Habits, Social Responsibility
- consistently models respectful behaviour and acceptance of others' differences
Grade 2 - Fine Arts
- began to use simplification effectively, to create artwork in the styles of Lawren Harris & Ted Harrison
Grade 3 – HACE/Physical and Health Education
- describes practices contributing to healthy living (e.g. exercise, healthy eating, friendships, sleep)
Grade 4 - Thinking Competency
- reasons and uses logic to explore, make connections, predict, analyze, generalize and make conclusions
Grade 5 - Language Arts
- recognizes oral traditions in First Peoples' culture and identifies how story connects people to land
Grade 6 - Socials Studies
- evaluates how geographic challenges and opportunities affect the development of societies
Grade 7 - Math
- competently uses mathematical operations to determine a monthly budget
Performing Arts – Music
- can create, notate, and perform rhythmic solos while following a musical form
Learning Support reports
- Segmenting, manipulating, and blending vowel and consonant sounds in words
In selecting the learning outcomes above, I tried to pull diverse outcomes – math, language arts, performing arts, etc. In reviewing the reports, however, I looked for some patterns that might reveal how our school is doing with some key priorities identified in our School Growth Plan and Aboriginal Education Plan: inquiry-based learning, self-regulation, critical thinking and aboriginal education. There are far more effective ways of determining how the school is doing in these areas – visiting classrooms and speaking with students being one of them – but what did the general scan of K-7 reports reveal to me about these priorities?
Learning outcomes about timeless and transferable concepts and references to "Fascination Time," "Genius Hour," and "Passion Projects" made it clear that students were pursuing inquiry, whether it be teacher-led or open inquiry, often. In opening comments and in various sections, it was obvious that not only is self-regulation a key feature of each classroom at BICS, it is also being reported on frequently. Whether it be found in socials studies or explicit references to the "Thinking Competencies," it was obvious that developing students' skills as critical thinkers and asking them to uses these skills is a key area of learning. Lastly, students are learning about Indigenous Peoples frequently. Whether it is in Language Arts learning about oral stories teaching about the land, or learning about cultural characteristics and traditional ways of life in Socials Studies, the many references to Aboriginal Education found in BC's new curriculum were also obvious in the K-7 reports.
I am proud of our School's progress. And
in reading reports, I can't help but feel a strong sense of satisfaction in knowing that each of the many bullets on a report card, simple words on a page, had some powerful learning experience behind it – perhaps a beautiful work of art, a field experience to a National Historic Site, a memorable visitor, help from a dedicated staff member, or simply a student's persistent effort – and that each of these experiences provided a sense of accomplishment and the satisfaction of learning.
*This quote is attributed to both Albert Einstein and the sociologist, William Bruce Cameron.
For several month BICS has shared with students and parents actions that contribute to happiness as part of our Action For Happiness Project.
For several years BICS teachers have been studying and are now transitioning to BC's new Curriculum set to officially take effect September 2016.
As BICS Vice-Principal Laura Magrath and I have written about in many blog posts (available here), a foundational part of the new curriculum is the Core Competencies. The competencies articulate "sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning" (BC Ministry of Education).
As the Competencies are essential for success as learners and social beings, the Competencies are also essential for happiness, of self and others. The competencies are more than simply actions to demonstrate, they are proficiencies to develop. Nevertheless, over the next months, to familiarize students with some of the language of the Core Competencies, our chosen actions for happiness will be drawn from the Core Competencies, specifically the Personal and Social Competencies.
What follows is a summary of the actions drawn from the competencies which are chosen to align with elder visits and our Aboriginal Education Plan (February 15-16th), Pink Shirt Day (February 24th) and Earth Day (April 22nd).
February 29 - March 4
March 29-April 4
- Reference: PERSONAL AWARENESS & RESPONSIBILITY
- Action: Find something about the natural world each day this week, big or small, that is beautiful. Visit it, draw it or share it with someone else.
- Reference: SOCIAL RESPONSIBILITY
- Action: Help clean up the school grounds or another area you care about.
Thank you for reading and please consider participating in the Happiness Project including some of the actions above!
With the title, "The collapse of parenting: Why it's time for parents to grow up," it is no surprise that this Maclean's article is getting a lot of attention. In it, the author Cathy Gulli, often citing the works of psychologists Dr. Leonard Sax and Dr. Gordon Neufeld, argues that while guided by the best of intentions, many parenting styles are doing children no favors.
The article is worth reading but I will do my best to summarize it as follows:
(Common) Parenting beliefs and interests
- the best for their children.
- their children to feel listened to and respected.
- their children to be independent and think freely.
- to avoid conflict and be liked by their children.
- their children to be assertive and able to stand up for themselves and others.
Guided by the beliefs above, parents…
- ask their children to make decisions over major and often seemingly minor things (to finish eating green beans) which become significant things (parent's control, child's nourishment).
- negotiate with their children; e.g., "If you finish your green beans, you can have dessert."
Response of children to parenting behaviour above
The result of this parenting behaviour is role confusion: children question whether the parent is going to make decisions and as a result take on this responsibility. Children begin to see themselves as the decision maker and take on the "alpha" role in the family hierarchy.
Consequence of role confusion
- Children will make decisions on important matters such as food choices and thus, despite often having limited experience or information, have control over their nutrition and physical development.
- Children control access to technology and may, due to lack of understanding and/or discipline, not prioritize sleep over screen-time.
- Same age peers will become more important and influential to children than their parents and other adults.
The crux of the argument is that the world is becoming less hierarchical but hierarchy is still needed in families, and classrooms too, where the relationships involve people with vast differences in knowledge and experience.
I feel quite lucky as a teacher and now principal that prior to becoming a parent myself I have seen a tremendous amount of remarkable parenting. I have also seen that sometimes small moments – a child throwing his backpack at his parent as he runs to the playground whilst barely acknowledging them – are really big things but could quite easily be overlooked by the parent who has just been at work all day and wants nothing more than to see his son play on the swings rather than telling his son to take care of his own backpack. In that instance, who is in control?
And issues of hierarchy are not exclusive to parenting. An example in schools: Self-regulation has been a major focus of BICS and many schools for several years. Self-regulation differs from regulation in that the goal in self-regulation is for the student to take control. Parents regulate a child with a scraped knee with a kiss on the cheek or a hand on the shoulder. Self-regulation involves the student identifying their emotions and self-regulating so that their behaviour matches their environment and/or activity. Dependence is therefore a key element of regulation while independence is the key for self-regulation. This is a worthy goal: parents and the school have an interest in students becoming independent and self-regulation is about self-control, not control of others.
But how about when self-regulation includes taking a break from the classroom and learning activity? Most schools have self-regulation spaces in classrooms or rooms where the student can take a break from the busyness of a classroom. The spaces are great: they are usually quiet, with subtle lighting and comfortable furniture. As classrooms are potentially the most stimulating learning or working environment most people will ever be in, it makes sense that students might need a change of environment at times other than scheduled (and often stimulating) recess and lunch times.
However, like a child avoiding their greens with the result of malnourishment, too many breaks from the classroom may come at the cost of learning. One might argue that the dysregulated student who feels they need a break won't be learning anyway, but what happens when student decisions take precedent over reasonable expectations from the teacher. If the student feels the expectations of the teacher take precedence over their decisions to need a break, might that student be more likely to rise to the occasion? Balancing authority and control with honouring student/child voice and independence is not easy but is important.
The key element in who should have most control of decision making is whether the decision is best informed by personal preference or life experience. For example, if it is a matter of a child wearing a red or blue sweater to school on Thursday, it is a matter of personal preference. If, however, the question is about wearing a sweater at all, the parent's life experience, knowing that the child has soccer after school at 4:00 PM and that the temperature outside will drop when the sun goes down, trumps. Clarity and comfort as to who is in charge and why is essential for parents, educators and of course children/students. A child's trust that the parent or educator has their best interest in mind when applying their life experiences to a decision is essential.
This balancing act is not easy and the article concludes with the idea that it is OK to make mistakes; in fact, it has to be OK as mistakes will be made. Ideally, awareness of who is making decisions and why will be helpful in the relationships so that students/children feel heard and so that adults can look out for the long-term interests of students.
This blog post was written by BICS vice-principal Laura Magrath.
choice is a career choice.”
According to Dave Redekoff, who shared this idea during TedXWestVancouverEd, we should not assume that career choices are made during a
course in high school or a when applying to a post-secondary program. Career
choices are made as a culmination of every choice we have already made and will
continue to make as we move toward fulfillment and acceptance. This could also
be extended to recognize that every choice we make, every opportunity we choose
to take, and every challenge we accept or reject adds another element to the
ever-evolving and changing personality and skillset we offer to ourselves and
Wow. Every choice matters. Is this liberating
In our fast
paced world, decisions are made quickly, items are crossed off to-do lists, and
reflection is a process that occurs long after the task... if at all. I know
that I make decisions with the larger picture in mind: What is the moral
compass that guides me? How will this decision or action impact the lives of
those around me? Am I bringing my full attention and skills to the situation?
But I also
find myself excited when my to-do list decreases; excited because the task is
done and I can move on to the next one, not excited about the professional,
personal, or social growth that comes from these decisions. Am I any different
than some of my students who can see the big picture but want to complete the
assignment just to “get it done” and move on to the next task, or students who
view task completion as a burden that has been lifted – an action disconnected
from real life-- and an opportunity to do something more meaningful?
So how do we
make tasks more meaningful and relevant? How can we see that every choice we
make has the power to lead us to a better, confident, compassionate, and more
fulfilled self? Perhaps this isn’t possible or even desired. Focussing on every
aspect of our lives in every moment can be exhausting or even eliminate the joy
of being in the moment - that state of flow that comes from losing yourself in
focussing on specifics can lead to disappointment at the end of a task or when
the report card comes at the end of the term - a feeling that I’m doing my best
yet I’m not satisfied with the outcome. Or I might not even know what my ‘best’
is. I know that I can do better – I just don’t know why I feel this way or how
I can change the result. Confidence decreases. Tasks seem overwhelming; the
purpose is lost or ignored, becoming a to-do list with completion as the guiding
The Core Competencies in the new BC curriculum provide a framework to use – adults
and children alike – to build our confidence in key areas that apply to each and
every task we face in life: Communication Skills, Thinking Skills, and Personal
and Social Skills. If we use this framework, we can make any opportunity – and
the choices within this opportunity - more meaningful and relevant. We can
focus on “what are the best skills for this task?” rather than an unknown and
ever elusive “being our best selves.”
A focus on
competencies can ground us and help us determine the importance of and value in
our decisions. But we can’t focus on all aspects of the competencies all of the
time. Choosing a competency and clearly articulating the area we are focusing
on ahead of the task can provide a sense of confidence prior to beginning, and
a specific area to reflect upon and to document our progress.
For example: Prior to presenting a new idea at
a staff meeting, I decide to focus on the following aspects of the Communication
“I communicate confidently and effectively,
understand and control the forms and technologies I use to communicate, and ask
clarifying and extending questions.”
Now I have
clear areas of focus as I prepare and deliver my presentation, as well as key
areas for reflection: Was I confident in my knowledge of the material? Did the
technology I use help or hinder my communication? Did others understand what I
was trying to communicate? What kinds of questions did I ask others to ensure
their understanding and to extend my own?
focussing on competencies rather than content, I can readily practise these
skills again in a new task—something that isn’t always possible in a classroom
when we focus exclusively on content. Students may demonstrate an understanding
of weather patterns in one year and then have to wait until revisiting the
science of weather in later grades to demonstrate further mastery.
common language of core competencies allows learners of all ages to use the
same terminology when discussing their learning, to connect with one another to
share strategies and successes, and to seek feedback and encouragement with
understanding and empathy.
you to explore the Core Competencies, use the language of the profiles in your
own professional and personal life, and engage in conversations with students
who are exploring their own learning in these areas. Together we can focus on
building our collective competencies, and subsequently build our confidence to
face whatever challenges, opportunities, and choices may come our way.
My family chose the same summer vacation spot for 25 straight years. It was right on Okanagan Lake and for two weeks we would rent a tiny cabin along with fifteen other families. During this time, it would not be inaccurate to describe my twin brother and I as amphibious: We spent many hours of each day swimming, windsurfing, waterskiing, paddling and snorkelling. Okanagan Lake is known for many things but snorkelling is not one of them; there was little to see beyond a muddy bottom and the odd carp which would immediately dart away when approached. But each day, we spent hours snorkelling usually in search of the golf balls our friends would drive into the water. Sometimes, we were contracted to find a lost pair of sunglasses.
Despite a delusional fear of sharks, I developed an extraordinary comfort with water. It may be that my dad was an Olympic swimmer or it may be that my brothers and I grew up on Okanagen Lake and within reach of Howe Sound, my experiences as a child have had a profound influence on how I live my life: where I have chosen to live, who I choose to spend time with, and my understanding of my interests and abilities.
I share this because my experiences as a youth have shaped my identity. The stories of my childhood that I tell myself, and others, help me understand who I am and what I believe in. Our experiences become the stories we tell and our stories shape our identity.
For several years now, BICS, along with all other BC public schools, has created an Aboriginal Education School Plan. The plan's purpose is to ensure our school, including each of our classrooms and the culture of our school generally, is a welcoming space for aboriginal students and also provides programming – both in content and approach to learning – that teaches students about the First Peoples of Canada. As West Vancouver Schools are on the traditional territory of the Skwxwú7mesh stelmexw (Squamish People), there is a particular emphasis on learning about the Skwxwú7mesh Úxwumixw (Squamish Nation).
Our plans have often focused on storytelling and that is the case again this year. One of the First People's Principles of Learning is that, "learning is embedded in memory, history and story," so this seems like a natural focus. Another principle of learning is that "learning involves exploration of one's identity," and so, our focus for our 2015-2016 Aboriginal Education Plan is for students to create and share stories with others that relate to their identity.
It is our hope that through composing personal stories, in the form of writings, illustrations, dances, or some other medium, students will come to understand three key ideas.
First, that our experiences become the stories we tell ourselves. Second, that our stories, along with our sense of belonging and place, shape our identity. And finally, that some people have the courage to share their stories with others while other people have the courage to carry their stories alone.
Students will likely have little difficulty pulling events from their past that they think are likely to affect the rest of their lives: witnessing a Sea Lion off the coast of Tunstall Bay is likely to encourage a student to look for something similar each time they look into the ocean. When a moment like that happens, a nature lover is "born" or transformed. A student may wish to create a story about their experience performing in our school's upcoming Winter concert, and perhaps developing an identity as a performer.
And of course personal stories of experience often connect with something bigger. The opportunities we are privileged with often relate to the cultures we belong to. This aligns with the new curriculum's Personal and Social Competency. The Competency notes, "Students who have a positive personal and cultural identity value their personal and cultural narratives, and understand how these shape their identity." A goal of this Competency is therefore that students understand how personal and cultural narratives shape their identity.
The last understanding I noted, "That some people have the courage to share their stories with others and other people have courage to hold their stories alone," relates in particular to the residential school system. For decades, many survivors of residential schools carried their stories alone, or shared them with just a few people. Others tried to share but often found unwelcome audiences. In recent years, more and more people are willing to share their stories – with families, with friends, and even publicly. It is truly a remarkable act of courage to do so.
Our hope is that through developing sensitivity to the difficulties in telling personal stories, our students become a receptive audience to learning more, when developmentally ready, about the residential school system. As young children, they are ready to learn a little of the experiences that children of the same age experienced not so long ago. But learning about residential schools will be a long journey and our goal is for students to become reflective members in that journey.
And all of us, storytellers and story receivers, have been shaped through the years, subtly but profoundly, by what we have not experienced. I personally have never experienced hunger, or disconnection from my family or my culture. I will continue to reflect on how this has shaped who I am and how I think of myself in the world. Storytelling – writing my own stories and listening to others– will help. We are grateful to work with members of the Squamish Nation and members of the community of Bowen Island in doing so.
The BICS Aboriginal Education Plan is here.
BICS held it's Remembrance Day Ceremony on November 10th. Students did a wonderful job leading the ceremony and our choir performed wonderfully. I shared the following thoughts with students at the Ceremony.
The brain is always trying to determine the significance of everything we sense.
Is what we see important enough to process, think about and respond to? Or is it unimportant and an unnecessary distraction?
In the mountains, we try to determine how big and far away the peaks are. Closer to home, people wonder, or immediately panic, when considering the significance of a spider lurking in the sink. Is it a threat? And if so, how big a threat?
In World War One, 1914-1918, many historians suggest that Canadians who were thinking of joining the war effort in Europe underestimated the significance of this war. They knew it was important but didn't know how long the fighting would last, or how vicious the fighting would be: increasingly vicious on land in the form of trenches, tanks and machine guns; on sea in the form of well-armed ships; and for the first time in history, the
sky with airplanes and poisonous gases.
After the experience of World War One, people had a greater understanding of the significance of the terrifying and vicious forms of fighting. But soldiers still volunteered to join the effort of World War II, fighting in many regions of the world, risking injury, death and the fear of being treated most cruelly if captured.
And today, more than 100 years since the start of World War One, all of us in this ceremony try to understand the significance of these events. All across our country, Canadians take time and make the effort to remember those from the World Wars, and wars and conflicts since, who have joined the Canadian Military and risked their lives to defend the rights and freedoms which Canada considers fundamental to all human beings: freedom of conscience and religion, freedom of thought, belief, opinion and expression.
I feel it is the duty of all Canadians to learn about and try to understand the sacrifices and efforts of Canadian soldiers. If they lived it, surely the least the rest of us can do is to learn about their efforts, to try to understand the significance of what people went through to defend freedom.
This is no easy task. It is challenging to comprehend the significance of the wars; the enormity of it all is truly hard to grasp.
Historians estimate that over sixty million people were killed in World War Two. Sixty million people. That was 3% of the world's population at that time, meaning three out of every one hundred people died.
While our brains can do the math, I'm not sure our hearts have the capacity to truly understand that number. When you read of stories, and the Diary of Anne Frank is one many students will read in high school, and learn about an individual, their hopes and dreams, who they loved and who loved them, it is obvious the loss of one person is immense. It is truly staggering then to think of the 60 million people as individuals; individuals who had brothers, sisters, mothers, fathers, and children who loved them.
The two world wars are of course sinking deeper into history. There are fewer storytellers to keep the history alive, but there is an incredible amount of literature on the world wars that has been written and continues to be written as well as some very powerful films. So while there may be fewer storytellers, there need not be fewer readers, listeners and viewers.
So let our ceremony of remembrance, and day of remembrance tomorrow, be purposeful in remembering the sacrifices of those who have served in Canada's military and also a celebration of our country. Canada, like all countries, is not without faults, but we are incredibly privileged to live in a country where our freedoms are recognized and protected. They are valued so dearly that many Canadians have the courage and commitment needed to risk and sacrifice all to defend these values for their fellow Canadians and others around the world.
Take some time to remember and think of the significance of what was fought for that we now as Canadians benefit from: Freedoms of conscience and of religion, and that all Canadians are equal before and under the law, without discrimination based on race, national or ethnic origin, colour, religion, age or mental or physical disability. We must not underestimate the significance of these freedoms and rights and the immense sacrifices that have secured them.
This blog post was written by Community School Coordinator Sarah Haxby.
Stone Soup is an old folk story in which a hungry visitor gets local people to share food by craftily combining their individual resources. The story is usually told as a lesson in cooperation and a clever way to build community by sharing resources.
Every fall BICS primary students make stone soup together and, inspired by the message of food sustainability and sharing as a way to build community, we, in our own fashion, created stone soup on a community-wide scale with the Bowen Grows Community Feast on Sept 25th. The Community School Association's Bowen Grows Community Feast was a free feast made with local ingredients and local entertainment. There were over twelve items on the menu served in an open-buffet style where people of all ages could help themselves. What a night! There were generous donations from home gardeners and farmers of all ages on Bowen Island that made this feast a bountiful success.
Healthy, nutritious, locally grown organically grown food was prepared for the 250 people who attended the event and feasted on a multi-course meal made predominantly with local ingredients that were purchased and donated by over twenty local growers, gardeners and farmers.
From porches to farms, participants mapped out where the food from the feast came from and where we grow food on Bowen Island. The interactive map raised awareness about local food sustainability and what can be grown on Bowen. The list might surprise you:
Lemon cucumbers and English cucumbers, beans, herbs, pork, garlic, onions, three types of potatoes, leeks, four types of kale, lettuces, arugula, mizuna, mint, basil, radicchio, zucchini, kabocha, spaghetti, hubbard, acorn and other types of squash, eight types of heirloom apples, some peaches, a watermelon, six types of tomatoes, chili peppers, cabbage, carrots, fresh baked artisan bread and more were grown and hand prepared on Bowen for the Community Feast. It was described as a feast like no other in a letter to The Bowen Island Undercurrent.
Local entertainment added to the community spirits but pianist Cindy Fairbank kept the volume modest to allow the community conversations to flow. The full-range of our island's community was represented at the feast as attendees ranged in age from babies to nonagenarians; people who moved to Bowen only weeks ago sat and talked with islanders whose families have been on Bowen for four generations.
The Community School Association created the Bowen Grows Project and community feast as an island-wide experimental 'stone-soup' thanks to matching funding from the Smoothstones Foundation and addressing elements of the North Shore Food Charter,which Bowen Island is part of. Matt Matheson was the talented multi-tasking energetic lead organizer of the Bowen Grows project which included the Young Farmers program, a series of community talks and workshops, participating in the Farmers' Markets and working with the many volunteers to plan, prepare and cook the Bowen Grows Community Feast.
At Bowen Island Community School we bring the community into our school and the school into the community, and so a few weeks after the Community Feast, every class at BICS went on a field trip to two farms to see what is happening on the farms and to see where some of our locally grown food is produced. Students saw a heritage farmhouse, barns, a new commercial greenhouse, rows of food growing in a garden, as well chickens, turkeys, horses, donkeys, sheep, a pig, rabbits and more.
This Farm visit fieldtrip was funded by a grant from the Bowen Literacy Network with funds from the Knick Knack Nook. Seed to Plate garden programs and Farm to School visits are part of Bowen Island Community School's food sustainability and community connections program designed to connect to Bowen's heritage as well as to understanding nutrition and healthy living. The Farm to School visits connected students to Bowen's agriculture and history by looking at working farms and exploring ideas about where and how healthy, local food is grown. The annual school garden programs are also supported by the BICS PAC and CSA.
Many community volunteers, committees, sponsors, farmers and gardeners of all ages stepped up make these events possible in the community and in the community school; and just like with the creation of Stone Soup, when we put all the ingredients together we can collaborate to make a fantastic feast and keep this community growing in a positive direction!
"Open Happiness." "Comfort in every bar." "Every dinner should feel this good."
Our highest priority at BICS is to inspire our students to be lifelong learners.
BICS helps students develop literacy, critical thinking and social skills to increase their capacity as learners and prepare them to make the most of a lifetime of learning opportunities. These skills, or competencies, have been articulated in the Core Competencies of BC's New Curriculum. Beyond having a highly developed capacity to learn, however, to encourage lifelong learning, students need to love learning. It is therefore important that students are happy at school and so creating happy learning environments is something our school takes very seriously. Happy learning environments mean that students feel safe and connected with peers and adults in their classroom and school. Research shows that students learn more when they are happy and of course, happiness is an end in itself. By my calculation, students spend about 12% of their lives and 18 % of their waking hours during the time they are in school from Kindergarten to Grade Twelve.* School is a big part of life and therefore a big part of a happy life.
In addition to fostering conditions of happy learning environments, I am becoming increasingly convinced of the need to directly teach about happiness, specifically what it is and how to pursue it.
Happiness is not something that happens to us but in many ways something we choose. Convenience and consumerism are prominent features of our society and it is becoming increasingly easy for people to confuse the pursuit of happiness with the pursuit of convenience; or pursue happiness through consumerism. There is no shortage of messaging – the slogans of Coca-Cola, Mars Bar and Stouffers Foods being the examples noted at the beginning of this post– implying that happiness is found in consuming an item, be it food, fashion or other items. While eating food and buying items that allow for the pursuit of hobbies can be satisfying, it is worth being clear of other ways of fostering happiness that make the world better for ourselves and others.
The organization Action for Happiness recognizes that there are external and sometimes uncontrollable factors that affect happiness but assert that happiness can often be pursued through the choices we make. Most of these choices are small and occur almost constantly so a framework that will help recognize opportunities to make choices that lead to happiness is helpful.
So what are these daily choices we can make?
Action for Happiness has broken them down into ten keys to happier living:
- Generosity – do things for others
- Relating – connect with people
- Exercising – take care of your body
- Appreciating – notice the world around you
- Trying Out – keep learning new things
- Direction – have goals to pursue
- Resilience – find ways to bounce back
- Emotion – take a positive approach
- Acceptance – be comfortable with who you are
- Meaning – contribute to something bigger
These ten keys align extremely well with virtues noted in the Virtues Project that our school has focused on for many years.
Over the coming months of the school year, BICS will focus on these keys so that students have a shared understanding and language that allow them to become better at noticing opportunities to increase their happiness and the happiness of others. I will write about some of these keys in more detail in future blog posts but hope that parents will also learn more from the understandings students bring home and talk about as the year progresses. "Open Happiness," associates happy with easy. As we strive to develop capable, hard-working and inspired lifelong learners, a greater understanding of happiness is needed.
*My figures are based on 6 hours at school 180 days per year. Waking hours = 16 hours per day.
This blog post was co-written by BICS Parent and Registered Holistic Nutritionist Lisa Marie Bhattacharya and BICS Principal Scott Slater.
The rationale for making healthy eating choices often focuses on the cumulative effect of food choices: body weight, long-term health, and life expectancy. Eating healthily is a contributing factor to living longer, but living a long time is just one part of living a full life. The immediate impact of eating choices is a critical ingredient for not just living a long life but making the most of each day. Food choices are essential for having the energy and motivation to be in an optimum state to learn and play. Lack of energy can lead to inattention during learning and sedentary choices for spending leisure time.
So, for long-term health and to make the most of each day, what are the essential ingredients for eating healthy? What does that look like in a child's lunch bag?
Vegetables and more vegetables! Serving them raw to moderately cooked or fresh and/or frozen. They really are the most important food group.
Many children get between 1 and 4 servings per day of fruit and vegetables combined. A serving is what a child can fit in their cupped hand. Ideally children should be getting 6-10 servings for optimal immune health, energy levels, digestion, brain function, etc.
You'll be surprised by how much difference an extra serving of veggies per day can make!
Here are a few tips on how to increase veggie consumption.
- Serve them raw, if that is how your child prefers them. Often children will eat much more if prepared how they like it.
- Offer a healthy dip (ie: hummus, plain yogurt with honey, olive oil & balsamic vinegar) to accompany veggies. See below for an example!
- Join your children in eating more vegetables - you're more likely to succeed when working as a team.
- Buy more and strive not to waste. Offer healthy incentives like a healthy eating chart when little or no waste occurs or they eat above their normal intake.
- Engage kids in the preparation of veggies or, if possible, grow them yourselves! A little creativity and involvement can really make a difference in their appetite for veggies.
- Don't give up on fussy eaters, they're usually trying to tell you something they cannot verbalise (i.e. a food allergy, emotional turmoil, tummy troubles). With the right approach and guidance, repetition and positive reinforcement, they'll come around. Our bodies are always striving for wellness!
Most people underestimate how much impact healthy eating can have on one's overall health; body mind and spirit, just as we underestimate how bad habits do too. It's not about striving to be (someone's ideas of) perfect or being the 'super-parent' either. These are false and unattainable. What we ought to aim for is being our better or best selves – within the boundaries of what is sustainable for you and your family. Start small and make an attainable goal each month, by the end of the school year you'll have achieved quite a lot. And don't worry about setbacks, just reset and keep going.
Fortunately, healthy food is also healthy for the planet. Vegetables and fruit usually have very limited if any garbage associated with them so healthy snacks and lunches align well with BICS's goal of Litterless Lunches.
Together let's create a school spirit around healthier food consumption and feeling really good! It's all about adding in the good food to gradually push the not so good food off the table. So, stay focused on the positive and celebrate successes when they come.
Healthy (& Dairy-free) Ranch Dressing
(Makes about 3 cups)
Soak time 1-4 hrs
5 Minutes to Prepare
1-1/2 c cashew nuts (you can also use macadamias or a combo)
soak them for a creamier dressing (1-2 hr is fine, then drain)
3/4 - 1 c filtered water for blending
3 T lemon juice
(translates into approx 1/2 lemon)
1/3 c cider vinegar
1/3 c extra-virg. olive oil
3 T maple syrup
2 cloves garlic, pressed
3 t onion, chopped
1 t dill, chopped
1 T sea salt
1/2 t basil
1/4 c finely minced parsley
another 1/2 t dill, minced
1. Blend all ingredients, except the last 2, in a good mixer, until creamy and smooth.
2. Once blended, stir in the last 2 ingredients.
3. Store in fridge in airtight container for up to 30 days.
* Dressing thickens in fridge.