Curriculum & Assessment Blog

November 2018

North Peace Secondary School has a working group of teachers in place of multi-disciplinary backgrounds working with Dr. Jennifer Katz from University of British Columbia this year on Academic and Social Inclusion: the two main components of the UDL model.  Using this model, the team members are working on unit development within their classrooms to support and include ALL learners.

Working on unit planning following the UDL framework

The team of teachers also worked on the social-emotional components to support learners.


Looking at well-being of our learners source from Dr. Jennifer Katz


Teacher Reflections:



























September 09, 2018

Welcome to the 2018-19 school year!  There are lots of on-going and new initiatives that we as a Curriculum Team will be working on with teachers and students this year.  Our theme of “Going Deeper into Learning” is a timely one that correlates well with the philosophy of the new BC curriculum, learning through inquiry and our continued focus on instructional practices that support inclusion and diversity.

Our work with Dr. Jennifer Katz, Associate Professor, UBC Faculty of Education that started in the 2017-18 school year continued on August 31, 2018 as she returned to work with a large group of district teachers on the second block of her Universal Design for Learning book, “Teaching to Diversity”.

Dr. Jennifer Katz working with teachers on UDL at the North Peace Cultural Centre on August 31, 2018

Going deeper into the structures of the Three Block Model

All Instructional Coaches and collaboration time will be linked to UDL, inclusion & diversity.  Teachers who are interested in further development in these areas are encouraged to apply for this opportunity.  Questions can be directed to me by emailing:  or by calling 250.262.6091.

September 2017

Welcome to the Curriculum & Assessment Blog as part of our “All Things Curriculum & Assessment webpage.  Blogposts are posted by the Principal of Curriculum & Assessment on various topics.  Questions can be directed to

February 2, 2018


There has been a lot of discussion within our curriculum team about mindsets and their impact on student learning. There is much written about Mindsets out there, but I have enjoyed a few recent reads including Mindset: The New Psychology of Success by Carol S. Dweck PhD. as well as The Growth Mindset Coach by Annie Brock and Heather Hundley.

How many times have you heard a student say something like “Subject X is not my thing!” or a student who equates a poor test score with their level of intelligence or self-worth?

Promoting growth mindsets in classrooms has many advantages for students as it helps support and develop student’s appreciation of the learning process. It also permeates all facets of student life including interactions with others, ability to self-reflect, develops a positive self-image and understanding of self.

The two types of mindsets are defined as follows from The Growth Mindset Coach by Brock & Hundley:

“A fixed mindset assumes that intelligence and other qualities, abilities and talents are fixed traits that cannot be significantly developed”

“A growth mindset assumes that intelligence and other qualities, abilities, and talents can be developed with effort, learning and dedication”

Reading these books has permitted some self-reflection: What mindsets do I have as an educator? How do these mindsets impact student learning? It has provided me with the opportunity to take a look at how I view things. What role do growth mindsets have in your work with students and educators?