I. General Information
School Name: Queen Elizabeth Secondary School
School District: SD#36 Surrey
Inquiry Team Members: Geralie Oba-Underwood: oba_g@surreyschools.ca, Helen Rogan: rogan_h@surreyschools.ca, Anthony Sabarre: sabarre_a@surreyschools.ca, Jeevan Dhami: Dhami_j@surreyschools.ca, Jill Olfert: olfert_j@surreyschools.ca, Aimee Oulette: oulette_a@surreyschools.ca
Inquiry Team Contact Email: oba_g@surreyschools.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Curricular Areas Addressed: Language Arts – Oral Language, Language Arts – Writing, Social Studies
Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving)
In one sentence, what was your focus for the year? This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication.
III. Spirals of Inquiry Details
Scanning: In scanning our students from a variety of subject areas last school year (English, Fine Arts, French, Science, Social Studies, Math, Counsellors), our group gained deeper understanding of what our students want and value. We found that our learners have diverse learning needs, want to feel connected to our school community and want their well-being to be taken into consideration. Our students value relationships and high-expectations. During this school year, we would like to continue with our focus on well-being, connectedness, reciprocal relationships, a sense of place, and create an environment where learners want to be. Our inquiry this school year is to better understand our grade 8 students.
Focus: Our focus for this school year is to create an environment where learners want to be. We would like to continue to work on connectedness, on reciprocal relationships, and a sense of place. Through our working groups (Department Leaders and all staff members) we hope to help our students feel more connected. We want to continue to create cultural awareness and celebrate diversity, equity and inclusion. In alignment with the 9th professional teaching standard of British Columbia, which emphasizes the importance of reflective practice and ongoing professional development, we are committed to continuously evaluating and adapting our teaching strategies to meet the evolving needs of our students.
This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication. Effective communication and critical thinking enable students to articulate their ideas, perspectives, and viewpoints thoughtfully in various formats. As students develop these skills they become more engaged learners, helping them build meaningful connections with peers and teachers while enhancing their sense of belonging and motivation to participate in school.
Hunch: Our hunch is that if we continue our work on helping our students feel more connected, then we can create an environment where learners want to be. Based on what we have learned about our students from our last inquiry, where our driving question was “how well do we know our students?” As a team, we want to continue to learn about our students’ stories to understand our learners better and to make their time with us meaningful and purposeful. Our driving question this year is “how can we create an environment where learners want to be?” The inquiry into the English 8 curricular competency helps students understand the importance of expressing their ideas and viewpoints, which can make their school experience more engaging and relevant. By learning to communicate effectively, students can better connect with their peers and teachers, fostering a sense of belonging and motivation to actively participate in school.
New Professional Learning: To support the learning of colleagues, administrators have and will continue to attend and collaborate with district professional working groups focused on Indigenous Student Success, Inclusive Learning, and Responding to Racism Through Restorative Practice. Moreover, the administrative team participated in professional development workshops focusing on “Improving Indigenous Student Success” presented by Surrey School District, “Leading Cultural Change” presented by the Racial Equity Department of Surrey Schools, and “Wayi Wah! Indigenous Education Continuing the Journey” presented by Jo Chrona.
Furthermore, department leaders and administration have been working closely creating a school plan that fosters the ability to continue to get to know our students better to ensure their success and create an environment where learners want to be. To guide our learning as a staff, we will be using the resource “Wayi Wah Indigenous Pedagogies” by Jo Chrona.
We are committed to continuing our learning as a team and focusing on a school plan that prioritizes cultural awareness, celebrates diversity, and fosters equity and inclusion, all of which are essential to amplifying student voice and creating a sense of belonging. Our goal is to cultivate an environment where students are excited to engage and feel supported. As part of this commitment, we will use the resource “Wayi Wah Indigenous Pedagogies” by Jo Chrona to guide our professional development and deepen our understanding of culturally responsive teaching practices. To bring this vision to life, we will create opportunities for staff to observe and reflect on how cultural awareness and celebration of diversity, equity, and inclusion are embedded in our daily practices.
As part of our ongoing commitment to equity and inclusion, we explored new areas of professional learning by supporting our Queen Elizabeth BIPOC Student Liberation group in their district presentation “Students As Change Makers,” led by the Racial Equity Department of Surrey Schools. This experience deepened our understanding of systemic barriers faced by BIPOC students and highlighted the importance of culturally responsive practices and safe spaces in education. One of the most impactful resources was student voice itself, which guided reflection and strategy development among school leaders. Moreover, collaborative designs such as student-led forums and cross-departmental initiatives aimed at elevating Indigenous representation and celebration. Our annual gathering with Indigenous youth, coordinated by our Indigenous Planning Committee, along with the Special Projects Grant and partnership with Cree artist Jerry Whitehead, continues to shape meaningful, student-centered opportunities that foster belonging and pride across our school community.
Taking Action: Two teachers and their four Humanities 8 classes, comprising 71 students, engaged in an inquiry process centered on the English 8 curricular competency of creating and communicating ideas and viewpoints. Through structured activities that promote critical thinking, self-expression, and active listening, students shared their perspectives in both written and oral formats. Teachers closely monitored student engagement, identifying areas that required additional support, particularly for those struggling to articulate their thoughts or connect meaningfully with others. To assess progress, they analyzed student performance data from December 2024 to May 2025, evaluating improvements in communication skills and pinpointing areas for further development. This ongoing reflection ensured that all students built essential communication competencies while reinforcing our commitment to an inclusive and welcoming school culture.
Listening and Speaking Competencies:
By gathering evidence we aim to deepen our understanding of how our communication focus can positively impact grade 8 students. The goal of exchanging ideas and perspectives to develop shared understanding is categorized into two key areas: Listening and Speaking.
Goals for Listening:
• Supportive listening (facing the speaker, signalling openness and attention with body language)
• Encouraging others to elaborate or contribute (using words and supportive body language like smiles and nods)
• Asking questions to clarify understanding (politely!)
• Identifying or discussing textual evidence in response to conversation
Goals for Speaking:
• Referencing others and their ideas politely, agreeing and disagreeing constructively
• Building on others’ contributions
• Questioning and wondering aloud (collaborative thinking)
Proficiency Scale
Language from the provincial assessment scales were used to identify successes and remaining challenges.
Emerging
The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.
Developing
The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.
Proficient
The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.
Extending
The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.
December 2024
1 student (1%) demonstrated an initial understanding of the expected concepts and competencies (Emerging).
23 students (33%) showed a partial understanding (Developing).
46 students (65%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).
May 2025
9 students (14%) demonstrated an initial understanding (Emerging).
12 students (18%) showed a partial understanding (Developing).
38 students (57%) demonstrated a complete understanding (Proficient).
7 students (11%) exhibited a sophisticated understanding (Extending).
Checking: Language from the provincial assessment scales was used to identify successes and remaining challenges. There was a noted improvement for most students identified in the sample group of 71 students in relation to the goal of exchanging ideas and perspectives to develop shared understanding.
Based on teacher observations at the conclusion of the period (December to May) in which concepts were presented, practised, and reviewed, 95% of the students in the four Humanities 8 classes were able to listen with the goal of exchanging ideas and perspectives to develop shared understanding. With 5% of student still requiring support, this will remain an area of ongoing focus and priority.
Based on teacher observations at the conclusion of the period (December to May) in which concepts were presented, practised, and reviewed, 86% of the students in the four Humanities 8 classes were able to speak with the goal of exchanging ideas and perspectives to develop shared understanding. With 14% of student still requiring support, this will remain an area of ongoing focus and priority.
It is demonstrated, through evidence gathered from our four Humanities 8 classes and reflected in the larger group of grade 8 students, that our students are building stronger communication skills.
SUMMARY OF RESULTS for LISTENING FOR ALL HUMANITIES 8 BLOCKS:
The following are data results comparing December 2024 and May 2025:
Listening Skills – Exchange Ideas and Perspectives Goal: Build shared understanding and extend thinking through listening.
December 2024
No students demonstrated an initial understanding of the listening skills (Emerging).
38 students (54%) showed a partial understanding (Developing).
32 students (45%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).
May 2025
3 students (5%) demonstrated an initial understanding (Emerging).
28 students (42%) showed a partial understanding (Developing).
29 students (44%) demonstrated a complete understanding (Proficient).
6 students (9%) exhibited a sophisticated understanding (Extending).
ANALYSIS OF LISTENING DATA:
The data shows overall improvement in listening skills, with more students reaching an Extending level of proficiency. Fewer students are at a Developing level, indicating progress. A small increase at the Emerging level and a decline in Proficient suggest some students may need extra support. Overall, the trend reflects growth in higher-level listening abilities.
SUMMARY OF RESULTS for SPEAKING FOR ALL HUM 8 BLOCKS:
The following are data results comparing December 2024 and May 2025:
Speaking Skills – Exchange Ideas and Perspectives Focus: Building shared understanding and extending thinking through verbal communication.
December 2024
1 student (1%) demonstrated an initial understanding of speaking skills (Emerging).
23 students (33%) showed a partial understanding (Developing).
46 students (65%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).
May 2025
9 students (14%) demonstrated an initial understanding (Emerging).
12 students (18%) showed a partial understanding (Developing).
38 students (57%) demonstrated a complete understanding (Proficient).
7 students (11%) exhibited a sophisticated understanding (Extending).
ANALYSIS OF SPEAKING DATA:
Speaking skills show both progress and challenges. More students have reached an Extending level of proficiency, increasing from 1% to 11%. However, the Emerging category grew from 1% to 14%. While the number of students at a Developing decreased, Proficient also declined slightly. This suggests some students are improving significantly, but others may need extra support to strengthen their speaking skills.
Reflections/Advice: By collecting data from 71 students across our four Humanities 8 classes, we sought to understand how our focus on communication could positively influence student learning. Through the categories of Listening and Speaking, we identified key skills such as supportive listening, prompting others to contribute, asking clarifying questions, and building on shared ideas respectfully.
Moving forward, continuing to collect data will help us track progress, refine our strategies, and ensure students are developing strong communication habits. By deepening our insights, we can further support students in becoming active, engaged participants in collaborative discussions, fostering a more inclusive and thoughtful learning environment.
Based on the summaries for listening and speaking, the next steps in gathering more or new information could involve a focused approach to identify areas for improvement and opportunities for growth:
1. Continued Data Collection—> Humanities 8 Classes
• Focus on developing literacy skills in order for students to be able to exchange ideas and viewpoints effectively in order to foster engagement and social awareness.
2. Assess Topic Alignment—>Student Suggestions
• Analyze the alignment between the topics and students’ interests, cultural backgrounds, and prior knowledge. Determine whether the topics are accessible and inclusive, and adjust to create deeper connections to the students’ experiences.
3. Peer and Collaborative Learning—> Open Parachute
• Introduce peer feedback sessions to allow students to reflect on and improve their listening and speaking skills. Track progress over time to gauge the impact of these sessions on skill development.
By gathering this information and implementing targeted strategies, it will be possible to address areas for growth, enhance student engagement, and support all learners in achieving their full potential in listening and speaking.