Celebrating Our Learning

Indigenous Snowshoe trip to Grouse Mountain

Each winter, our Indigenous department organizes a special snowshoe trip for our grade 9 and 10 students to Grouse Mountain. This annual event allows students to connect with Indigenous traditions and the natural beauty of the sub-alpine forest.

During the trip, students explore various trails on snowshoes, immersing themselves in the serene winter landscape. The journey concludes at the hiwus Feasthouse, where a Squamish First Nations Elder shares captivating stories, legends, songs, and dances.

This year, the Elder shared the story of the Seagull, highlighting themes of generosity and caring for one another. This enriching experience is made possible by the generous funding from ISPARC, allowing us to create meaningful connections and lasting memories for our students.

Indigenous Canoe Trip to Pitt Lake

Each spring, our Indigenous department organizes a special canoe trip for our grade 11 and 12 students to celebrate their hard work. We travel to beautiful Pitt Lake, where students embark on a memorable journey connected to Indigenous traditions.

As we paddle through the lake, we immerse ourselves in the beauty of Mother Earth, appreciating the stunning landscapes and the tranquility of the water. After a couple of hours of paddling, we arrive at a picturesque picnic area. Here, students explore and connect with nature while we prepare a delicious lunch.

Once we've enjoyed our meal and cleaned up, we continue our paddling adventure. Along the way, we often encounter various wildlife, including beavers, eagles, herons, seals, and even an unconfirmed sighting of Sasq'ets.

This enriching experience is made possible thanks to the generous grant from ISPARC, allowing us to create lasting memories and celebrate our students' achievements in a meaningful way.

Little Buddies Field Trip to Irene Kelleher Elementary

The joy of reading was shared across generations this December as a diverse group of our students participated in our annual field trip to buddy read with Grade 2 students at Irene Kelleher Toti: Itawtxw Elementary School.

To support the activity, the Yale students fundraised to purchase winter-themed children's books, which they read to their little buddies and then presented as gifts. The children were thrilled to receive their very own books, and the room was filled with excitement as stories came to life. This heartwarming event not only fostered a love for reading among the younger students but also instilled a sense of community and leadership in the high school participants. Everyone had a wonderful time, and we look forward to continuing this tradition.

Indigenous Role Models

Indigenous Role Models are Grade 12 students recognized for their cultural connection, leadership, service in their schools and communities, and aspirations for the future. Students from across the district apply through a competitive process, with a panel selecting the top candidates. For the 2024-25 year, our new role models are Emilia Bylow and Max Tait.

Increased Student Voice

We are proud of our efforts to amplify student voice at Yale. After surveying students, we found that their mental health concerns were not being adequately addressed. Notably, 86% of Grade 11 students felt mental health is crucial, yet only 42% felt it was openly discussed at Yale. To understand this better, students conducted empathy interviews and identified five key areas of importance:

Building strong relationships between staff and students
Mental health and wellbeing support
Personalized instruction
Relevant and engaging curriculum
Differentiated instruction based on individual needs

Students presented these findings to staff and proposed this question: "How can Yale create a more inclusive learning environment that is responsive to the individual needs of each student?" Our staff is committed to enhancing the student experience by strengthening relationships and supporting mental health and wellbeing. We aim to foster an inclusive learning environment that meets the diverse and evolving needs of our students.

School Spirit

Never underestimate the transformative power a pep rallies and its impact on school culture and student well-being. These spirited gatherings create a sense of community building, identity and pride amongst students and staff. Tapping into the engergy of our students and staff, we are building a positive school climate and culture while promoting school spirit and community. The sense of belonging that comes out of these spirited events, in turn, has a profound impact on student well-being while instilling a feeling of connection and support within the Yale community. Students who feel a deep connection to their school community are more likely to engage in thier studies, participate in extra cuurricular activies and experience a heightened sense of acdameic succuess. In essence, our pep rallies serve as catalysts for fostering a positive school culture, nurturing student well-being, instilling school pride, and ultimately impacting academic achievements.

Terry Fox Run

At Yale, we annually participate in the Terry Fox run in recognition of Terry Fox's Marathon of Hope. This annual run serves as an inspiration and a reminder of the qualities of perseverance and resilience in our students and staff. Raising funds for cancer research, this event has become a cultural tradition for Yale Lions while contributing to a positive school climate characterized by compassion, empathy, and a shared sense of responsibility. This event contributes to cultivating a positive, inclusive, and socially conscious school environment.

Athletics

Athletics serves as a powerful catalyst for fostering a positive school culture, nurturing student well-being, and cultivating a profound sense of belonging. The dedication, teamwork, and perseverance exhibited by our student athletes not only inspire their fellow students, but also instill a collective pride and spirit that permeates throughout the entire school community. This infectious enthusiasm, in turn, creates an environment conducive to optimal learning with a lasting impact on student well-being, a sense of belonging, and ultimately, the academic success of our students.

Real World Learning

It couldn’t be truer that when students are engaged in the “doing” of learning the Curricular Competencies of thinking, communication, and personal/social skills come alive. In the student-created & student-run Mane Street Cafe (MSC), students are given just that. Unique and hands-on “doing” opportunities that are difficult to duplicate in the traditional classroom. Working in a fast-paced and busy space, these student baristas are required to be both adaptable and flexible to the demands of the job. While further developing their communication, interpersonal and problem-solving skills, students must also learn to handle money, serve demanding customers, and keep food safe regulations, while staying on top of an always depleting inventory. When I see the daily lineup of students waiting for their Frappes & Bagels, I empathize with the bustling baristas of the MSC. However, I also smile knowing that learning is happening.