"Educating Tomorrow's Citizens Today"
School Philosophy - A Generative Approach to Curriculum
A Perspective Not a Method
A generative approach to curriculum is a way of viewing teaching and learning that respects the fact that each student comes to us with varied interests and knowledge of the world. We consider this to be an important distinction and we intentionally use the phrases "generative approach" or “generative inquiry” to underscore the fact that we consider this to be a way to look at the world, rather than a teaching methodology. We believe that this approach to student learning exemplifies “best practices” that we have learned as both teachers and researchers.
We provide rich learning opportunities through a generative, inquiry-based approach to curriculum. Our learners take ownership by discovering and developing their potential, passions and gifts. As life-long learners and deep, critical thinkers, they are able to make significant contributions within a complex and changing world.
Generative inquiry embodies our underlying belief in children as learners whose natural curiosity will lead them to explore their world in meaningful ways. We believe that children can both learn and share their knowledge in multiple ways and that each of us has our own areas of strength. This value extends to both students and teachers as learners in the world and has led us to develop a broad repertoire of teaching strategies that enable children to approach their learning in different ways.
Our curriculum is organized around significant questions that lead our students into deep inquiry. Our school-wide investigation for the year is “What does it mean to belong?” and classes explore this and other topics as they relate to their classroom context. We recognize and appreciate the importance of student questions and discussions about the world around them. Student voice is a critical component in our planning for instruction. We encourage our students to consider questions in broad contexts and view themselves as global citizens, exploring new topics and relating them to what they already know about the world.
We view teaching as both a science and an art and honour the importance of the relationships that we nurture at West Dalhousie. We cultivate a sense of community between teachers, students, parents and our support staff. Our school embodies the three Pillars of Care philosophy; “Care for Self, Care for Others, Care for This Place”.
Throughout its long history, West Dalhousie School has always worked to prepare students for the world beyond our walls. As has always been the focus of West Dalhousie School, our practice continues to reflect current research and pedagogy.
We believe that our interpretation of the curriculum, which is based on sound pedagogy, will prepare our students for lifelong learning in a world that we cannot even imagine.