August 31, 2025

Welcome (or welcome back) to the only authorized International Baccalaureate(IB)  Middle Years Programme (MYP) School in all of Manitoba (and Saskatchewan)!

You may have heard about or attended an International Baccalaureate (IB) school. Currently there are a couple other schools working within the IB framework in Manitoba but they are high schools. The high school program is called the Diploma Programme (DP) while the Middle Years is called the Middle Years Programme (MYP). There is also a Primary Years Programme (PYP) for elementary schools.

The goal of the IB MYP is to engage students in inquiry through a variety of  issues and ideas that can be significant locally, nationally, and globally. The ultimate result is to develop students who are creative, critical, and reflective thinkers. 

We use the MYP as a framework in which we teach Manitoba Provincial curricula. Our students are learning the same material as other students around the province; the difference is in the way they are learning it and how they are assessed. Students take an active role in assessment as they can best learn when they see what areas they need to improve on and set goals on how to get there. We use an eight-point rubric to assist the students in seeing where they are at in their educational journey as well as helping them see where they need to go to improve their ability to demonstrate understanding of content. In upcoming weeks, we will share more on assessment in this newsletter to ensure that families understand it as well as the students do.

Each week through this section, information will be shared with the École River Heights School community. 

You should have also received an invite from Toddle, our IB Learning Management System. Here you will be able to access your child’s assignments and keep up with any announcements, use of the calendar and review information about units. More information to follow about how to access and use Toddle. 

Should you have any questions, feel free to contact the IB Coordinator, Amanda Tetrault (atetrault@wsd1.org) for more information, however, each week there will be new and exciting information about this programme provided through this newsletter about the Middle Years Programme and how it is being implemented in your child's classroom. You can also learn more about IB by checking out the IB webpage connected to our school webpage

September 7, 2025

A significant aspect that distinguishes the International Baccalaureate from other middle school programs is how we evaluate students' work. In the IB Middle Years Programme, we promote the use of various ongoing assessments to help both students and teachers gauge the students' progress in a particular subject or topic. These assessments are geared towards guiding students in achieving their set goals and providing valuable insights for teachers. This is called assessment FOR learning and we use formative assessment for these common learning experiences to help the student grow as a learner.

For instance, if a teacher is reviewing a rough draft of a written assignment and notices that students are struggling with citing their sources correctly, even after prior classroom instruction on this topic, the teacher may decide to provide additional lessons to ensure that all students have a solid grasp of the necessary information. This type of assessment also enables teachers to offer specific and timely feedback to students, helping them enhance their ability to showcase what they've learned in any format, whether it's a simple checklist or detailed written feedback.

On the other hand, summative assessments, which reflect a student's performance against curriculum expectations at a given point in time, are also a crucial part of our approach. What sets IB apart is our consistent use of rubrics for all summative assessments (or assessment OF learning). This rubric employs a scale of 0-8, with corresponding percentages for reporting on provincial report cards. If a student falls short of meeting the minimum expectations, they receive a score of "0," which is similar to the traditional "F" grade. In such cases, students are expected to revisit and resubmit the summative assessment to demonstrate their learning progress.

Scores ranging from 1/2 to 7/8 on the rubric represent the spectrum of understanding a student has of the content. A student who earns a 1/2 has met some of the criteria but can pinpoint areas where they need improvement based on the specific rubric. Achieving a score of 7/8 signifies that a student has demonstrated a transfer of knowledge, a topic we'll delve into in a future newsletter.

September 14, 2025

Get to know each other 

As part of our focus on the IB Learner Profile, many classes engaged in an activity designed to help students reflect on themselves while also building connections with their peers and teachers. Using a hexagon template, students included:

• Their name

• Learner Profile attributes they identify as strengths

• One attribute they would like to improve

• One attribute they are curious to learn more about

• Personal interests, expressed through drawings, words, or images

After completing their hexagons, students worked to connect them—first with a partner and then as a whole class—creating a visual network of strengths, goals, and interests within their learning community.

The 10 Learner Profile Attributes are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective

September 21, 2025

How is the International Baccalaureate Middle Years Programme different from other Middle Years programs in schools across Manitoba? We still access the same curricula, but how we access it and assess it can be different from other school. Please check out this chart to see some of the unique qualities that the MYP has. Each of these areas will be explained in further detail throughout the year through this newsletter. 

September 28, 2025

Exploring Languages in the IB MYP

Last week we shared some unique features of the International Baccalaureate (IB). Another key aspect is that every student learns and works in an additional language.

For our French Immersion students, this means studying Math, Science, and Individuals & Societies in French, along with their Français classes. In English, students take Spanish as their Language Acquisition course. Learning more than one language is important for an IB education—it builds intercultural understanding and reflects the IB’s mission to prepare students for a global world.

The study of languages in the MYP not only strengthens communication skills but also helps students appreciate how language and culture shape the way people live, think, and connect with each other.

In Grade 7, students in Sra. Hanly and Sra. Ledo’s classes are using creative strategies to connect new Spanish words to languages they already know. They are also building alphabet dictionaries on Story Jumper, which include pronunciation, spelling, illustrations, and examples. Through this project, students are practicing reading, writing, speaking, and representing.

In Grade 8, students began the year by reviewing the alphabet and numbers from Grade 7. They are now learning about la familia—family members, their relationships, and how to describe them. To apply their learning, students will create a “family album” of either a real or imaginary family. 

October 6, 2025

 At our school, the International Baccalaureate program helps students learn by asking big questions and exploring meaningful ideas. In every classroom, teachers share what is happening in their current unit—what concepts students are exploring, the questions they are asking, and how the learning connects to the world. They also highlight which part of the Learner Profile (such as being caring, open-minded, or reflective) the class is focusing on, along with the important learning skills students are practicing through the Approaches to Learning.

As you can see in the image, there are lots of connections across different subjects. This overlap shows how students experience some consistent themes and skills throughout their learning, while also viewing ideas from different perspectives through the lens of other subject groups. It is a powerful way to help our students make sense of the world around them.

October 13, 2025

Investigating Evidence in Individuals & Societies

Students in many of our Individuals and Societies (Social Studies/Sciences humaines) classes have been learning about primary sources and how they help us understand history. To bring this concept to life, students turned our staff parking lot into a field study.

Using observation skills, they examined a variety of vehicles, noting details such as make, model, and unique features. Using these clues, students developed hypotheses about which staff member each vehicle might belong to—and supported their ideas with evidence.

Through this learning experience, students discovered that primary sources can sometimes be misleading when information is limited. They also learned the importance of gathering enough evidence before drawing conclusions—just like real historians. 

October 20, 2025

 École River Heights School and the IB MYP: Building Integrity in Learning

École River Heights School is proud to be an inclusive International Baccalaureate (IB) Middle Years Programme (MYP) school—where every student participates in the IB and every teacher is trained or currently training in IB practices. As part of the MYP, schools are required to regularly review and update four key policies: Language, Academic Honesty, Assessment, and Inclusion. These important policies will be featured in upcoming newsletters and posted on our school website.

This week, we’re highlighting our Academic Honesty Policy. As students take part in research and project work, they learn how to properly cite sources, give credit to others, and understand the difference between collaboration and collusion. These skills are especially emphasized in our Language Acquisition classes, such as French, where overreliance on online translation tools can lead to unintentional plagiarism. The policy also outlines clear, supportive steps when mistakes occur—beginning with a discussion and resubmission for a first offense, and progressing to a family meeting for repeated issues.

By learning academic honesty, our students are developing the integrity and responsibility that will serve them well in school and beyond.

All students will learn about this policy in their Language and Literature class (English program) or French Language Acquisition class (Immersion) this week or next week. 

We encourage you to discuss Academic Honesty with your child to reinforce these principles as they advance in their education.

October 27, 2025

IB & The Thinking Classroom

All teachers at École River Heights School use the Thinking Classroom to develop skills in math class. The Thinking Classroom is a teaching approach designed to make math more engaging and meaningful by emphasizing problem solving, collaboration, and reasoning. Instead of relying on memorizing procedures, students work in small groups, usually standing at whiteboards, to review mathematical problems, share strategies, and learn from one another. This active and student-centered environment helps deepen understanding and builds confidence in mathematical thinking. And we know we learn best when teaching or working with others.

This approach connects closely to the International Baccalaureate Middle Years Programme (MYP), which values inquiry, communication, and critical thinking across all subjects. In a Thinking Classroom, students are encouraged to ask questions, test ideas, and reflect on their learning which are skills that align directly with the MYP’s emphasis on developing independent, reflective learners. It also supports the IB Learner Profile by developing the attributes such as being thinkers, communicators, and risk-takers as students engage with challenging and open-ended problems. Ask your child what they learned in math this week and how they are developing skills through the Thinking Classroom.

November 3, 2025

Professional Learning

Professional development is at the heart of lifelong learning—for our students and our educators. This fall, our staff had the wonderful opportunity to participate in the Manitoba Teachers’ Society (MTS) Provincial PD Day, in addition to our continued committed engagement in International Baccalaureate (IB) professional learning. The experiences reflect our commitment to inquiry, collaboration, and continuous improvement as educators.

Across Winnipeg, our teachers attended a wide range of conferences focused on Inclusion, Mathematics, Science, Physical Education, strategies specific to Middle Years learners, Music Education, Contemporary Art, and Building Strong Readers. We are proud to celebrate three of our own teachers who shared their expertise with others; two presenting sessions here in Manitoba (Ms Wiebe & Mme Abra) and one flown to Toronto to present at a national conference (Mr Collins).

Our Educational Assistants also took part in rich learning experiences, attending sessions on Behaviour as Communication, fostering the 6 C’s of Learning, Phonological Awareness, and Celebrating Students’ Strengths and Gifts.

It was a great day of learning, connection, and professional growth; one that increases our knowledge and understanding to support and work with every student.

November 10, 2025

SStudents at École River Heights School take a Language Acquisition course as an IB expectation. Students in the Immersion program continue to develop their French language skills, while students in the English program learn Spanish.

In the IB Middle Years Programme, Language Acquisition is designed to help students develop not only communication skills, but also intercultural understanding and global awareness. This week’s activity in Mme. Garvie’s class reflects these goals. By researching and presenting a language other than English or French, students engaged with the MYP emphasis on valuing linguistic diversity and recognizing the many ways people express their identities through language.

If possible, sharing personal connections to their chosen language allowed students to explore their own cultural backgrounds and appreciate those of their classmates which is an important aspect of the IB learner profile, particularly “open-minded” and “communicators.” Teaching peers a few words encouraged students to use the target language purposefully and confidently, while learning about languages such as Tagalog, American Sign Language, and Japanese expanded the class’s global perspective.

This learning experience supports the IB’s mission to develop internationally minded learners who celebrate diversity and understand the importance of multilingualism in a connected world.

Thanks Mme Garvie for such an interesting opportunity to share and learn about other languages.

November 17, 2025

Anatomy gets a workout!

In Health class, students are completing their summative assessment for the unit on muscles—a hands-on, collaborative project that brings anatomy to life!

Working in groups of up to three, students will create a life-size poster illustrating the muscles of the anterior (front) and posterior (back) sides of the body. Their posters will include the 14 major muscles studied in class. For each muscle, students will:

• Identify its name and location
  
  

• Explain its function using correct anatomical terms
  
  

• Provide a clear, student-friendly description of what the muscle does
  
  

• List five exercises that can strengthen or train that muscle
  
  

Students are encouraged to use color, diagrams, and labels to make their posters visually engaging and easy to understand.

This project is designed to meet the objectives of the IB Middle Years Programme (MYP), specifically Criterion A: Knowing and Understanding (strands i and ii). Through this assessment, students demonstrate their ability to:

• Apply factual and conceptual knowledge of human anatomy to real-world fitness and health contexts
  
  

• Communicate their understanding effectively through both scientific accuracy and creative presentation
  
  

By combining research, teamwork, and visual design, this assessment helps students make meaningful connections between classroom learning and personal health and well-being, reflecting the IB’s emphasis on inquiry, collaboration, and real-world application. Thanks Mr Cruikshank for an engaging assessment!

November 24, 2025

Why We Have an IB MYP Inclusion Policy

As an International Baccalaureate (IB) Middle Years Programme school, we are committed to creating a learning environment where every student can succeed. Our Inclusion Policy outlines how we support the diverse strengths, needs, backgrounds, and learning approaches of all students.

The MYP framework is built on the belief that all learners deserve equitable access to challenging, meaningful learning experiences. Our Inclusion Policy helps ensure this by guiding teachers in providing appropriate accommodations, differentiation, and supports—whether academic, social-emotional, linguistic, or physical.

Having a clear, intentional Inclusion Policy allows our school to:

• Promote fairness and equity in teaching and assessment
  
  

• Provide consistent support systems for students who need them
  
  

• Celebrate diverse learning identities and experiences
  
  

• Foster a safe, welcoming environment where every student feels valued and capable
  
  

Ultimately, the Inclusion Policy reflects our commitment to IB values and to the well-being and success of all learners. It ensures that every student can fully participate in the MYP and grow as a confident, compassionate, internationally minded individual.

December 1, 2025

Day of the Dead Learning Comes Alive Through Student Choice- article

The Day of the Dead (Día de los Muertos) is a holiday celebrated from November 1st to 2nd to honor and remember deceased loved ones. It is a festive celebration of life, not a somber occasion. This month, our Spanish students explored El Día de los Muertos through an engaging, culturally immersive learning journey. We began with a dynamic presentation from Latin Vibes, where students were introduced to key vocabulary, traditional dance, and themes from the beloved film Coco. To deepen their understanding, students later viewed a traveler’s documentary filmed in Michoacán, Mexico, allowing them to see authentic celebrations, ofrendas, music, and symbolism in context. After analyzing important vocabulary and cultural concepts, students applied their learning through a Día de los Muertos Choice Board, selecting from creative tasks such as skull art, ofrenda models, comics, posters, brochures, and storybooks. Their work demonstrated meaningful connections to Mexican culture, thoughtful use of new Spanish vocabulary, and strong visual communication. As their final assessment, students were evaluated on their cultural understanding, accuracy of vocabulary, and how effectively they integrated both into their chosen product. With so many diverse creations and photos to prove it, this unit truly brought language and culture together in an authentic, memorable way.  Thank you to Sra Hanly for promoting intercultural understanding and allowing students to appreciate the rich traditions, history, and perspectives of diverse communities. Celebrating it supports the IB’s goal of fostering global-mindedness and respect for cultural identity.

For each of the options, Sra Hanly provided both language and criteria content to guide the students through the expectations of the project. See chart below for a few examples.

December 7, 2025

Grade 8 Scientists Bring Fluids to Life Through Creative Hydraulic and Pneumatic Toys

Our Grade 8 French Immersion Science students recently wrapped up their Fluids unit with an exciting hands-on design challenge that put their learning into action. As part of an inquiry-led project, students created functional toys using either hydraulic or pneumatic systems. From claw machines and robotic arms to imaginative moving creatures, this year’s group demonstrated exceptional creativity and problem-solving skills.

This project was rooted in the IB MYP Design Cycle, which encourages students to investigate, plan, create, and evaluate their work. Students began by exploring how fluid pressure, flow, and force operate in real-world mechanical systems. They then applied this understanding to design a toy that could move or perform a task using fluid power. Throughout the process, they engaged in testing, refining, and reflecting—key components of both scientific inquiry and MYP approaches to learning.

By connecting science concepts with design thinking, students deepened their understanding of how fluids influence technology while also building collaboration, communication, and critical-thinking skills. Their final models showcased not only strong scientific understanding, but also innovation and imagination—truly embodying the spirit of the IB MYP learner.

This year’s creations were some of the most inventive we’ve seen, and we’re incredibly proud of the enthusiasm, inquiry, and craftsmanship our Grade 8 scientists brought to this unit. Thanks for this opportunity Mme Plummer, Mme Clarkson and Mme Jeffery.

December 15, 2025

How We Assess Learning at École River Heights School

At École River Heights School, assessment is designed to support and improve student learning. As an IB Middle Years Programme (MYP) school, we use both formative assessments (assessment for learning) and summative assessments (assessment of learning) to guide instruction, measure progress, and help students grow.

Formative assessment happens throughout daily learning. Teachers use quick checks, feedback, and observations to see how students are understanding new concepts and to adjust instruction when needed. This supports student progress and ensures all learners receive the help they need.

Summative assessment occurs at the end of learning tasks or units. These assessments measure what students know and can do using clear criteria. In the MYP, summative tasks are scored on IB rubrics (0–8), which are later converted to provincial percentages for the report card.

To support consistency and student success:

• Teachers meet regularly to align assessment practices.
  
  

• Students receive rubrics at the start of major tasks.
  
  

• Feedback is ongoing, timely, and focused on growth.
  
  

• Learning behaviours are also reported to encourage strong study habits and collaboration.
  
  

We aim to assess each IB criterion at least twice per year in every subject. All results are shared respectfully and confidentially with students and families through regular communication and provincial report cards.

Our assessment policy is reviewed annually to ensure it continues to meet the needs of all learners and reflects the values of both the IB and the Winnipeg School Division.

To view the full policy, click here or on the image below.

January 5, 2026

Grade 8 Language Acquisition: Learning Solidarity Through Language and Action

In Grade 8 Language Acquisition (French), students are currently engaged in an IB Middle Years Programme unit focused on human solidarity and community service. This unit encourages students to reflect on how individuals and communities can support one another, both locally and globally, while developing their communication skills in French.

As a class, students first explored the meaning of solidarity and brainstormed different categories, such as solidarity among friends, within the school community, and in society at large. Working in small groups, they then created posters in French that defined their chosen category of solidarity, identified concrete actions people can take, and explained why these actions are important.

The next step in the project will challenge students to take their learning further. Using informative and persuasive language in French, they will write letters to people or groups with the power to make a difference, encouraging them to act in solidarity with a group in need. Through this process, students are not only strengthening their language skills, but also developing empathy, critical thinking, and a sense of responsibility as active members of their community which are key goals of the IB MYP.

Check out some of the posters above!

January 12, 2026

Help Us Learn What You Know About IB MYP

École River Heights is exploring the International Baccalaureate Middle Years Programme (IB MYP) as a way to support student learning and global citizenship. To help guide our planning, we would appreciate hearing from families about your current understanding of the IB MYP.

Please take a few minutes to complete a short survey with just five questions. Your feedback will help us better understand what information families already have and what questions you may want answered as we move forward.

Thank you for taking the time to share your perspective and support our school community.

Click here for the short 5 question survey

January 19, 2026

Staying Active Outdoors – Even in a Winnipeg Winter!

In Physical Education this week, students have been enjoying the outdoors and discovering different ways to be physically active. With our long Winnipeg winters, it’s important that students learn how to stay active in all seasons, not just when the weather is warm. This week, students had the opportunity to try cross-country skiing, with many experiencing it for the very first time. Along the way, they practiced balance, coordination, perseverance, and teamwork, while also building confidence in a new skill.

This learning connects closely with the IB philosophy, which emphasizes developing balanced, resilient, and reflective learners. By engaging in outdoor winter activities, students are encouraged to take risks, try new experiences, and develop lifelong habits that support physical and mental well-being. Learning to embrace winter activities helps students see our environment as an opportunity rather than a barrier, reinforcing the idea that being active, healthy, and open-minded is a year-round commitment, especially here in Winnipeg.

January 26/26

2026

Language Learning at École River Heights School

École River Heights School is a multilingual community where most students are learning more than one language. Students learn in English, French, or Spanish through our English Program, French Immersion, or Late French Immersion programs. Many students also speak a different language at home, with over 30 languages represented in our school.

Students in the English Program learn Spanish as an additional language, while French Immersion students learn French both as a subject and as a language of instruction for several core classes. Students who need extra support with English receive targeted help through our English as an Additional Language (EAL) program.

Language learning is part of daily school life. Announcements and signage are bilingual, Immersion students regularly practice French, and language labs provide real-world opportunities to use language skills. Our library continues to expand resources in multiple languages to support all learners.

All teachers support language development across subjects, and student progress is regularly monitored to ensure appropriate support. Families are encouraged to continue developing their child’s home language, as this strengthens overall learning. The school provides translated communication when needed and works closely with families to support student success.

February 9, 2026

One of the standout features of the Middle Years Programme (MYP) in the International Baccalaureate (IB) is the Design course. In Grade 7, all students participate in this course for two periods per cycle, while in Grade 8, the principles of Design are integrated into the science and visual art curricula. The IB provides specific criteria for students to demonstrate throughout the year, assessed using a detailed rubric. Inquiry remains at the core of all learning, and students are required to navigate the entire design cycle.

In Mr. Spencer’s Design classes, students applied the design cycle to create various elements of a food truck. They began by researching existing food trucks in Winnipeg and then developed their own unique concepts. This included designing a menu and a “signature dish,” calculating the cost of raw materials, determining selling prices, and exploring how their food truck could align with one of the 17 Sustainable Development Goals to positively impact the community. Students also created logos and built wonderful models of their food trucks.

After reviewing popular dishes from various cultures, students pitched their ideas to Mr. Spencer. Some even went the extra kilometer by preparing and sharing their signature dishes in class – a delicious highlight for everyone involved!

Another exciting element of this project was the collaboration between educators. Originally designed by Ms. Condo, the project was adapted by Mr. Spencer to suit his teaching style.

A big thank-you to Mr. Spencer and Room 7-27 and 7-28, for inviting me to experience your incredible presentations and sample some of your amazing dishes. Fantastic work, everyone!

Click on this link to view the Instagram Reel!

February 16, 2026

IB Professional Learning 

We are excited to share that two of our teachers recently travelled to Vancouver to attend an International Baccalaureate (IB) conference, giving up their entire weekend to deepen their learning and bring new ideas back to our school community.

While there, they learned alongside and shared ideas with educators from across Canada and beyond, including colleagues from Alberta, British Columbia, California, and other international locations. They also explored exciting and noteworthy enhancements to the IB Middle Years Programme, getting inspiration for future units and learning experiences at École River Heights School.

Beyond the professional learning, the experience strengthened connections between River Heights coworkers through shared laughter, collaboration, and meaningful conversations. Most importantly, the conference reinforced what we already know: École River Heights School is a very special place, with programming that is second-to-none in its commitment to academic excellence, extracurricular opportunities, and a strong sense of belonging for all students.

We are grateful for our teachers’ dedication and enthusiasm for lifelong learning—and for the positive impact this will continue to have in our classrooms.

February 23

Grade 7 Individuals & Societies – Amazing Race Unit Wrap-Up

Our Grade 7 Individuals & Societies class had an incredible journey this term with our Amazing Race unit! Students watched The Amazing Race Season 3 and took on the roles of historians, tour guides, economists, and more as they explored the countries and cultures visited on the show. Through this work, students practised important research skills using Cornell Notes, learning how to gather, organize, and present information about different places and peoples.

Throughout the unit, students engaged deeply with global content and collaborated creatively on their assignments. Watching The Amazing Race episodes brought the content to life and connected their classroom learning to real-world cultures and challenges.

To celebrate the conclusion of the unit Ms. Ledo organized a special presentation. We were honoured to host a very special guest Catherine Wreford, a Manitoban Broadway performer who, alongside her best friend Craig Ramsay, won The Amazing Race Canada Season 8. The students were thrilled to meet Catherine, and many came prepared with thoughtful questions about what it was like to compete on the show, work as a team, and travel across the country. Her visit gave students a unique glimpse into the real-life experience of The Amazing Race and inspired them to think about the connections between cultural understanding, perseverance, and collaboration.

It was a memorable and meaningful end to a unit filled with curiosity, inquiry, and fun! Thanks again Catherine. 

March 2, 2026

Why Camp?

This winter, our Grade 8 students attended camp at Camp Cedarwood, an experience that is much more than a trip away from school. It is a meaningful extension of our work within the International Baccalaureate (IB) Middle Years Programme (MYP).

The IB philosophy focuses on developing well-rounded, compassionate, and capable young people. Winter Camp allows students to live the IB Learner Profile in authentic ways. As they try new activities, work through challenges, and support one another, they grow as risk-takers, communicators, caring peers, and reflective learners.

Camp also strengthens the Approaches to Learning (ATL) skills that are central to the MYP, including collaboration, self-management, problem-solving, and leadership. Living and learning together helps students build independence and resilience which are essential skills as they prepare for high school.

We are proud to offer both an English camp and a French Immersion camp. This ensures that all students experience the same leadership and community-building opportunities while honouring language learning and identity. 

Most importantly, Winter Camp strengthens belonging. Shared experiences in nature build confidence, deepen friendships, and create lasting memories that anchor students positively to their school community.

At its heart, Grade 8 Winter Camp reflects what the IB is all about: developing knowledgeable, balanced, and caring young people who are ready to contribute meaningfully to the world around them. And it’s so fun!

March 9, 2026

Science Fair Knocks it Out of the Park (or the Gymnasium)

✅ Inquiry  ✅ Critical Thinking  ✅ Collaboration  ✅ Independence ✅Organization  

✅ Creativity  ✅Literacy  ✅ Numeracy  ✅ Communication  ✅ Reflection 

Our recent school-wide Science Fair was a success, showcasing the creativity, curiosity, and problem-solving skills of our students. Every student began their journey by participating in class-level science fairs, where they conducted experiments, explored scientific concepts, and presented their findings to their peers. From these class fairs, many students chose to take their projects further, presenting them at the school-wide Science Fair.

This event was not just about experiments and presentations—it was a demonstration of the principles of the International Baccalaureate (IB) Middle Years Programme (MYP) in action. The MYP emphasizes inquiry-based learning, critical thinking, and real-world application of knowledge. Through their projects, students engaged in scientific inquiry, formulated research questions, designed experiments, and analyzed their results. They also developed communication skills by sharing their discoveries with teachers, peers, judges, and even family members who attended the event.

Additionally, our immersion students took their learning a step further by completing their projects in French. This not only reinforced their language skills but also deepened their understanding of scientific concepts in a second language, aligning with the IB’s goal of fostering multilingual learners.

Congratulations to all of our students for their hard work, dedication, and enthusiasm throughout this process. Whether they participated in their class fair or advanced to the school-wide event, each student demonstrated a commitment to learning and a passion for inquiry. We are incredibly proud of our young scientists and look forward to seeing where their curiosity takes them next!

A huge shout out to all of our science teachers including Mme Plummer, Mr Spencer M Poirier, Ms Shewchuk, Ms Condo, Mme Jeffery, Mme Clarkson and Mr Hofeld. You are all amazing! 

Click on this link for Instagram Reel 

March 16

We were excited to welcome Teresa Byrne from WSD Indigenous Education to Ms.Ledo’s Grade 7 Individuals & Societies classes for a Métis Timeline unit. Over the past few weeks and continuing forward, students are exploring key moments in Métis history, beginning with the Fur Trade and its role in shaping Métis identity, culture, and community.

Teresa’s lessons included a variety of props, videos, and interactive discussions, helping students make meaningful connections to the historical content. Students also learned about the cultural significance of the sash, discovering how it was traditionally used and why it remains an important symbol today.

As part of the unit, students created their own paper sashes and wrote short reflections explaining the colours and symbols they chose and what these represent about themselves. They will present their sashes and reflections to the class, sharing the personal meaning behind their designs. It has been wonderful to see students thoughtfully connect the lesson to their own identities.

This learning experience works closely with the International Baccalaureate Middle Years Programme, which encourages students to explore global contexts, develop intercultural understanding, and reflect on their own identities. By examining Métis history and creating personal sashes, students engage in inquiry-based learning, strengthen their understanding of diverse cultures, and make meaningful connections between the past and their own lived experiences, key goals of the MYP Individuals & Societies curriculum.

We look forward to continuing this important learning experience and exploring the contributions of the Métis people in greater depth. Maarsii!

March 24, 2026

Students in Ms. Thansich’s Grade 7 Language and Literature classes are concluding a unit on the rise of authoritarianism in 1935 Berlin, a period that has prompted meaningful discussion and reflection. Many students have noted striking parallels between the events of that era and aspects of the world they see today, deepening their engagement with both history and current global issues.

As part of this learning, students were introduced to the testimony of Holocaust survivor Pinchas Gutter, whose life story provides a powerful and personal connection to the historical forces they have been studying. Born in Łódź, Poland, Pinchas was only eight years old when the Second World War began. He and his family were forced into the Warsaw Ghetto before being deported to the Majdanek death camp, where he became the sole survivor in his immediate family. He endured multiple concentration camps before being liberated in 1945. After the war, he lived in several countries before settling in Toronto, where he has devoted his life to Holocaust education. His work includes the groundbreaking Dimensions in Testimony project, which allows students to interact with a life-sized, pre-recorded digital version of him, preserving his voice for future generations.

This testimony enriches students’ understanding of A Storm Unleashed, the novel by local author Carol Matas that they are currently reading. The book explores themes of resilience, injustice, and the impact of historical events on young people. Hearing Pinchas Gutter’s story helps students connect the fictional narrative to real historical experiences, strengthening both comprehension and empathy.

This learning experience aligns closely with the goals of the International Baccalaureate Middle Years Programme (MYP) Language and Literature course. The MYP encourages students to explore global contexts, analyze multiple perspectives, and develop critical thinking skills through the study of literature and authentic sources. Engaging with Pinchas Gutter’s testimony supports these aims by inviting students to reflect on identity, humanity, and the importance of understanding history through both personal and literary lenses.

April 6, 2026

Team 17 Students Make a Splash for World Water Day!

On March 19th, six students from Team 17 joined Ms. Condo for an exciting learning experience at the Manitoba Museum’s World Water Day, Making a Splash event. Students explored hands‑on stations that examined how humans impact water systems and how water shapes our environment, communities, and daily lives.

A highlight for many was the station on the Experimental Lakes Area, where students learned about real freshwater research and even created their own phylogeny. Another favourite focused on belugas and Arctic animals, exploring how increased ship traffic affects beluga communication. Students also engaged in meaningful learning about the importance of water to Indigenous communities, deepening their understanding of water as both a resource and a cultural teaching.

This experience strongly reflects the goals of the IB Middle Years Programme (MYP). Students engaged in interdisciplinary learning, connecting science, geography, culture, and environmental responsibility. The trip aligned with the global context of Globalization and Sustainability, encouraging learners to think critically about real‑world environmental challenges.

Throughout the day, students practiced key Approaches to Learning (ATL) skills such as research, communication, and reflection. They also embodied several IB Learner Profile attributes, including being inquirers, knowledgeable, caring, and thinkers.

This field trip was a meaningful extension of MYP learning, helping students grow as globally minded, environmentally aware young people.

The group returned energized, inspired, and full of new knowledge to share with the rest of the team and others, already hoping for a chance to go again.

April 13, 2026

To honour Louis Riel, Grade 7 students created Métis beadwork, inspired art based on the work of celebrated Métis artist Christi Belcourt, whose paintings reflect a deep respect for land, culture, and traditional knowledge while in their Truth and Reconciliation classes. Students selected a flower or plant that holds personal meaning and explored how these natural elements connect to their identity, culture, and family stories. Using pointillism to mimic beadwork, they recreated their chosen plant on four‑by‑four inch black paper, learning that both beadwork and pointillism require patience, intention, and care.

This project aligns with the International Baccalaureate Middle Years Programme. Students engaged in Approaches to Learning (ATL) skills such as creative thinking, reflection, and self‑management. Through the global context of Identities and Relationships, they examined how culture shapes who we are and how art communicates belonging. Students demonstrated understanding of Métis artistic traditions, developed technical skills, created original work, and reflected on how their art expresses personal meaning.

We extend thanks to Ms. Teresa Byrne for sharing her teachings and guiding students through the cultural significance of Métis beadwork as well as Mr Mullins, Ms Wiebe and Mme Abra for exploring these ideas in their classes.

Student artwork is now on display across from the gym and on the second floor.

April 20, 2026

River Heights  E-Sports Club Levels Up 

Since December, the ERHS E-Sports Club has been gathering weekly to train, compete, and have a genuinely great (and proudly nerdy) time. Students have been sharpening their skills in Super Smash Bros., Brawlhalla, and Rocket League, building teamwork, strategy, and quick thinking along the way.

As an IB MYP school, this club also supports key ATL skill development. Students practice communication, social collaboration, self‑management, and critical thinking every time they analyze gameplay, plan strategies, and reflect on their performance. E‑sports has become a natural extension of MYP learning—where problem‑solving, resilience, and responsible digital citizenship all come into play.

We’ve already hosted two in‑house tournaments, the Golden Chicken Jockey (Smash Bros.) and Brawlhalla for the Halla, both bringing out some fierce competition and lots of laughs. 

Next up, our team heads to the divisional E-Sports Expo at General Wolfe School on April 24, followed by the MSEA Scholastic Esports Expo 2026 at Red River College on May 23–24. The crew has been training hard and is ready to smash the competition! Thanks Mr Spencer for leading this club!

May 4, 2026

Our school is preparing for an important milestone in our journey as an International Baccalaureate World School. On May 6 and 7, we will participate in our first-ever IB Middle Years Programme evaluation. This process is an essential part of maintaining our IB status and ensuring that we continue to offer a high-quality, inquiry-driven learning experience for all students.

The IB evaluation occurs every five years and focuses on how well the school is implementing the MYP framework. It is not an evaluation of individual students or teachers. Instead, it looks at the school as a whole; our practices, our learning environment, and our commitment to the IB philosophy.

During the two-day visit, we will welcome two official IB evaluators to our school. They will spend time touring classrooms, observing learning in action, reviewing curriculum documents, and speaking with students, staff, parents, and school leadership. Their role is supportive and collaborative. They are here to learn about our school, celebrate our strengths, and offer recommendations that will help us continue to grow.

For students and families, these days will feel very much like a regular school experience. Evaluators may visit classrooms or speak with students about their learning, but no special preparation is required. Your ongoing support of your child’s education is already the most meaningful contribution you can make.

This evaluation represents an exciting opportunity to reflect on our progress and highlight the work our school community has accomplished. We look forward to sharing our story with the IB team and continuing to strengthen our MYP programming in the years ahead.

Thanks to these students who will be taking our evaluators on a tour around the school and highlighting all the amazing things we do!

May 18, 2026

Lots of Drama at RIver Heights!

There is a lot of drama going on with our grade 7 students… melodrama that is. Our Grade 7 Drama students have just wrapped up an exciting melodrama unit that brought big characters, bold choices, and lots of laughter to the theatre. Following he IB MYP Arts philosophy, the unit encouraged students to inquire, imagine, and express themselves through performance.

The journey began with an introduction to melodramatic characters; the hero, villain, sidekick, and more. Students experimented with physicality and voice to understand how actors create instantly recognizable roles. This hands‑on exploration supported their development of dramatic techniques and helped them build confidence on stage, often with hilarity and excitement.

Next came scriptwriting. In small groups, students crafted original melodramas, including conflict, comedy, and classic theatrical tropes. This collaborative process reflected the MYP emphasis on student agency and creative problem‑solving.

Costume and prop design followed, giving students the chance to think like theatre designers. They selected colours, textures, and objects that amplified their characters’ personalities and supported the exaggerated style of the genre.

Finally, students performed their plays for other classes in the theatre. These performances were a celebration of their hard work and a demonstration of their ability to communicate meaning through artistic choices, an essential outcome of the MYP Arts program. Thank you to Mr Collins for such a fun and engaging unit!

June 1, 2026

Los churros son deliciosos

Students in our IB MYP Language Acquisition Spanish classes enjoyed an authentic learning experience this week when a churro and empanada food truck visited the school. As part of an assessment in Sra. Hanly’s and Sra. Ledo's classes, students were required to order their lunch and treats entirely in Spanish, applying vocabulary and conversational skills they have been developing throughout the year.

This experience allowed students to demonstrate real‑world communication, cultural understanding, and confidence using Spanish in an authentic context. It also highlighted how IB MYP language learning extends beyond the classroom and encourages students to engage with the world around them.

Thank you to Sra. Hanly for organizing such a yummy assessment and The Churro Stop for joining us on such a hot day! Students enjoyed delicious food while practicing meaningful language skills, making this a highlight of the spring term and an excellent example of experiential learning in the MYP.

June 8, 2026

We are proud to share that our school has continued to be recognized as a "Sustainable Futures School" by Learning for a Sustainable Future (LSF)—a national organization that supports schools in building a more just, caring, and sustainable world. This supports the global contexts that the International Baccalaureate Programme has teachers use as kick-offs for unit development.

This recognition highlights the meaningful work happening in our school to promote environmental, social, and economic sustainability. It was awarded in large part due to the incredible efforts of Team 17, a dedicated group of students and staff who have led sustainability-focused initiatives throughout the year. We also have Community Projects and other acts of service happening in our school community. Many of our classroom and community projects are inspired by the 17 United Nations Sustainable Development Goals (SDGs), which serve as a foundation for learning and action.

Last week we were asked to showcase some of the projects Team 17 has tackled so we participated in an online Year End Celebration. Our shared video was created by Mary Elle and some team members took part in the virtual celebration, as shared in this instagram post. 

June 3

After 5 years of working to help the 17 Sustainable Development Goals, Team 17 has won a First Place National Award. Under the guidance of Ms Tetrault, Ms Condo and Mme Clarkson, Team 17 was awarded the “Empowering Youth for Climate Action Award” through Learning for a Sustainable Future last week. This award showcases the hard work these students have been doing all year (and over the past 5 years). We are incredibly proud of them! 

June 28

As we finish the school year, we want to share a brief update about our work in the International Baccalaureate Middle Years Programme. This was our first full MYP evaluation year, and it was a success. The visiting IB team shared positive feedback about our school, our staff, and the learning happening in classrooms. They also gave us a few small recommendations that we will continue to work on next year.

Throughout the year, we shared articles in the school newsletter to help families learn more about the MYP. All 40 of those articles are posted on the IB page of our school website, and families can read them anytime.

Thank you for your support this year. We look forward to continuing to grow our MYP programme together.

Have a wonderful summer, Amanda Tetrault (atetrault@wsd1.org), IB Coordinator