The learning journey at OTS has evolved over several years of successive professional co-learning, co-planning and co-teaching with:
the district's Instructional Leadership Team (ILT). With the ILT, we first focused on various aspects of literacy then moved into a focus on best practice numeracy instruction including the work of Dr. Marion Small and learning centers. Each year as well, we have class review meetings and use school-at-a-glance data to plan 6 week interventions by the Learning Assistance and Classroom Support teachers using a Collaborative Model of Support (C-MOS) model. The support, while primarily being "push-in" does also include some small group "pull-out" intervention. On a bi-weekly basis, we also conduct school-based team (SBT) meetings to review and plan for students of concern.
The re-designed curriculum is competency-based, and during the past couple of years, a lot of professional learning has been centered on planning using the big ideas, the core competencies and the curricular competencies all in interchange with the content. We have also seen introduced a new ADST (Applied Design, Skills and Technology) componen. Our learning journey includes the medicine wheel (and its balance between spiritual, physical, emotional, and intellectual) along our journey - at the center, with numeracy and literacy revolving around this core, then "big rock" compass learning directions emanating outwards. The four compass directions are:
1) Place-based environmental and sustainability learning. We have developed two outdoor classrooms and are now in the process of developing a school learning garden as well as a regional nature learning center.
2) STEAM (science, technology, engineering, arts and math) learning. This focus on design thinking and the Applied Design, Skills, and Technology curriculum includes the offering of exploratory blocks, a Lego Robotics program, coding, and is supported by resources including LittleBits circuit components, a Ditto Pro 3D printer, and Lego Mindstorms Robotics kits.
3) Global citizenship and cultural literacy. Embracing the concept that cultural awareness develops well rounded citizens, we seek to develop an awareness of global issues within our students, including participation in global service projects and also an awareness of Aboriginal cultures.
4) Health of body and mind. From promoting mindfulness, community, healthy eating and exercise, our school is continually seeking to build positive student attachement to their learning creating a culture of happy students deeply engaged in their learning journeys.
The school's learning plan, will encompass the visual graphic described above, that portrays the unique "DNA" that is Oyama Traditional School.
Photo Reproduced with permission from the Lake Country Museum and Archives website.