At Thompson Elementary, in Term 1 of our 2025/26 school year, we continue to focus on:

• Creating a respectful and inclusive environment
• Increasing a sense of belonging
• Enhancing Student Self-Regulation Skills

As we dive deeper into all three of these aspects while considering the data from last year, there is a sense that a focus on literacy for Thompson students will support creating an inclusive environment, increasing a sense of belonging and also enhancing student self-regulation skills. 

LITERACY:

Thompson data from June Reporting:

We started the year, with each student in grade 1-7 participating in the (RFRA) Richmond Formative Reading Assessment, to identify areas of strength and stretches. 

Staff are now using this information to guide teaching with responsive intention and differentiated instruction to meet all students where they are and foster a sense of belonging, pride, and growth with their learning. 

LAND-BASED PEDAGOGY:

We are also working closely with Alli Ridley our school teaching consultant who specializes in indigenous pedagogy to deepen our sense of place through land-based pedagogy. 

During our school-wide learning of Truth and Reconciliation this year, we invited each class to participate in a nature-walk, while exploring our place with a focus on growing curiosity, responsibility, love, care, connection, belonging, community and reciprocity. 

This learning is a launch, as we continue to lean into the question "what is nature teaching us? and why is it important?" while integrating the First Peoples Principles of Learning and fostering on-going opportunities to re-instill the innate relationship we have with the outdoors.