Page 21 - 2020-2021 Annual Report

Visitors had limited access to campus at the beginning of the year. These visitors included parents and other family members that are an integral part of our community. We were strategic with how we engaged with one another during these restrictions, whether virtually or through email updates. Parent-Teacher conferences were held online in September. The meetings enabled educators to have open conversations with parents about initial academic observations, setting goals, and how their child was settling in. These necessary conversations with parents established relationships and expectations for the year. We were happy to have in-person Parent-Teacher-Student conferences in March and Student-Led Conferences in June.
The primary campus is a culture of collaboration and is fortunate to have highly skilled teams who meet continuously. We increased specialist integration into the Programme of Inquiry and World Languages, and grade level teachers made curriculum maps that heavily integrated the Units of Inquiry. This year the French Bilingual Program (FBP) students attended grade level PYP meetings with the international students, which allowed the two divisions to increase their collaboration.
This year we introduced the Assessing Wellbeing in Education (AWE) survey. This survey provided us an easy way to measure and assess staff and students' wellbeing initiatives over time. These insights help us make informed decisions that lead to a healthy and happy school community, which leads to better academic and workplace success.
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