Blog Posts

Many Eugene Reimer school community members have deep roots in farming and agriculture in the Fraser Valley and beyond. Our catchment stretches across most of West Abbotsford’s agricultural areas, and many of our students and their families are involved in this industry. During last year's Farmer’s protests, we were reminded that even our students who live in the suburban areas of our catchment have strong familial connections to farming.

Abbotsford Middle School is an International Baccalaureate school.  IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.  One of our primary goals is to develop Internationally minded students who recognize their humanity and shared guardianship, which is not difficult for us because we are a school of great cultural diversity.

One of W.A Fraser Middle’s grade 6 teachers, Crystal Davids, was moved by the powerful stories from the Walking Forward Together conference to bring truth to our students around the impact of racist legislation, cultural theft, and residential schools. Mrs. Davids “felt like I wanted to do more” to move forward with her class in discussions around Truth and Reconciliation.

What better way to kick off a chilly fall season than with a hearty bowl of soup? At Chief Dan George Middle School, we have worked hard on our garden beds and greenhouse space this past spring and fall. Last May, our students planted a Three Sisters Garden - the traditional indigenous practice of planting maize, squash, and bean plants. Upon our return in September, the fruits of our labour were ready to be harvested.

At Colleen & Gordie Howe Middle School, we start the year with school-wide read-aloud. The goal for our read-aloud is to engage students in meaningful and relevant conversations and to foster a deeper sense of school community. This year, the staff selected “Count Me In” by Varsha Bajaj. The story follows two unlikely friends that are brought together, to both of their surprises. Unfortunately, a racially motivated assault happened to them and one of their grandparents.

I have recently had some conversations with youth in our schools regarding what matters to them in their education. They point to having adults who care about them, opportunities to engage in different kinds of activities, and social groups that they feel a part of. This seems to make sense and I would argue this is what we hope to achieve in our middle schools for all of our learners. Given our middle school vision of “joyful, inquiry-based approaches that create access to experience and opportunities to develop agency, identity, and belonging”, we are headed down the right path.

The Honourable Senator Murray Sinclair remarked in an impassioned plea that “we need to pursue reconciliation consistently and passionately. Education has gotten us into this mess, and education will get us out. We see this as our challenge and our hope.”

This year at Fraser Middle School, we have been exploring ways to promote the conditions necessary to enable all students to reach their full potential.  Although this endeavor is not a new one, this year we decided to view this important work through a social/emotional lens.  We recognize that academic excellence is a huge part of every student’s potential, but also understand that the social and emotional aspects of a student’s learning experience are just as important.  After all, Martin Luther King, Jr. once said that “intelligence is not enough.

No doubt your learning community, like ours, is filled with stories from students and staff that paint a picture of how impactful the floods have been.  One thing that is also worth noting is that it is in these moments of hardship and uncertainty that the kindness of others is reflected most evidently.

This year at W.A. Fraser Middle School, students experienced numerous learning opportunities. At the various grade levels students spent time learning about the truth of Canada’s Residential School System, the lasting impact it has had on Indigenous people, and the ongoing struggles Indigenous people and communities continue to face. This spring, teachers collaborated with our Indigenous support worker, Elizabeth Nahanee, to create the “Advocacy Tree”.