SD23 Dashboard
École George Pringle Elementary
Our Learning Story

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Our day begins early at George Pringle Elementary.  Enthusiasm abounds as last minute preparations for each day ensure the safety, learning, and well-being of each of the children.  It is true that we support a diversified community of learners.    Our underlying school philosophy is based on a whole child approach, with wrap-around support.  We take much of our day-to-day operation from some elements of the First People's Principles of Learning.

First People's Principles of Learning.

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Our school continues to use the Positive Behaviour Intervention & Supports framework for student code of conduct.  Our team is vast, empathetic, and supportive of all of our learners.  We work with community supports of an ARC worker, Le Petit Hibou, YMCA, Strong Start, RCMP, Breakfast Clubs of Canada, Metis Society, and Westbank First Nations.

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 Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). 
Embedded in our instructional practice, is room for hands-on learning, experimentation, building, project-based learning, and for student reflection and self-assessment.  Many classrooms take advantage of our school garden, our retirement home across the street, and nearby Glen Canyon Regional Park for studies in indigenous plants and the environment.  

Learning involves recognizing the consequences of one’s actions. 
Our student code of conduct includes means by which students are involved in conversation, discussion, restorative actions, and problem solving when they find themselves in need of dealing with the consequences of their actions.  


Learning involves generational roles and responsibilities; Learning recognizes the role of indigenous knowledge;
Resized_20190125_092435.jpg In 2018-2019, we have embarked on a journey using the Project of Heart to help advance our community’s reconciliation.  This committed act of our dedicated staff is all about teaching the importance of treaties, the legacy and damages done by the residential school system, and past and present indigenous contributions

Learning is embedded in memory, history, and story. Learning involves patience and time. 
For two years, our school-wide theme was based on Growth Mindsets, and was called "The Power of Yet".   We moved towards a theme of ReconciliACTION during the 2018-2019 school year.   

 2018-2019 ALIGNMENT
We can become very distracted with programs, strategies, special events, guest speakers, models of instruction.   It is important to remember that we have two "big rocks":  (1) social/emotional well-being of students and ourselves, and (2) striving to meet the needs of unique and diverse learners in each classroom.  As long as we continue to focus on these two big rocks, our practices will align and we will continue to build a strong, cohesive, thriving school.