Our Learning Story
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 almost five hundred children. With a diversified community of learners from our local catchment area and all of West Kelowna, our philosophy is whole child, and wrap-around support - firmly embedded in elements of the 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 has adopted the Positive Behaviour Intervention & Supports framework for student code of conduct.
In 2016-17, we formed a Student Wellness Team (SWaT) to collaborate and consolidate efforts between Admin, Aboriginal Advocates, Behaviour CEA, and Counselors for enhanced social/emotional wellness in students and families.
In 2016-17, a new alliance was formed between the Metis Society and the George Pringle School. We now house Peetigway, a Metis preschool, and support a parenting program instructed by elders and members of the Metis Society. The program, "Nobody's Perfect", begins with a smudging, prayer, meal, and finishes with parenting support presentations.
Learning is holistic, reflexive, reflective, experiential, and relational
(focused on connectedness, on reciprocal relationships, and a sense of
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, 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. A kindness passport was developed in 2016-17 to assist students with restorative justice.
Learning involves generational roles and responsibilities.
Learning recognizes the role of indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
In 2016-17 our school-wide theme was based on Growth Mindsets, and was called "The Power of Yet".
Learning requires exploration of one’s identity.
Learning involves recognizing that some knowledge is sacred and only
shared with permission and/or in certain situations.