William C. Winegard PS students and staff learn about inclusion and identity through ‘footsteps’ project
November 25, 2016
GUELPH, Ontario – Staff and students at William C. Winegard spent Bullying Awareness and Prevention Week walking in the footsteps of others, learning about identity and inclusion. On Thursday, the school unveiled its school-wide “Walking in Your Footsteps” project.
The week’s activities tied into the school’s ongoing work around student identity, respect and inclusion. Throughout the fall, students and staff have been focusing on identity, individual characteristics and different learning styles.
Each class looked at four different topics: looking ahead, their needs as they grow, things they’ve learned about themselves, and the important people in their lives. The answered questions such as ‘How do you want to help the world?’ ‘How do you want to help the world?’ ‘What do I struggle with?’ ‘Who do I learn best with?’ ‘What kind of friend are you?’
All of this work led up to Thursday, when the school displayed students’ “Walking in Your Footsteps” creations.
Each student created an artistic representation of their feet, which contained information about their personal goals, what they’re working on improving, who in their life is important to them, and reflections on what they’ve learned about themselves.
The projects were laid out in the halls around the school, allowing each student the chance to walk in the footsteps of their fellow schoolmates. The goal was that this activity will lead to future discussions in classrooms and a greater understanding that everyone is a special individual who can be celebrated and included in the school community.
While the whole school took on the project, each class represented their footsteps in a unique way.
One class created footprints out of clay, adding to them details and items that express something about each person. They created a second footprint out of felt, using embellishments and colours to express themselves. The class did some thoughtful self-reflection, prompted by the four areas of inquiry used by the whole school, and wrote about their strengths, needs, goals and people who support them.
Another class took old shoes and boots and painted them, adding to them person items to express their identity. One class’s footprints featured little messages of inspiration, rolled up tightly and secured in the shape of a footprint.
Students in a grade 4/5 class created papier-mâché feet made from socks and newspaper. They used part of their language arts time over four days to complete their ideas for the footprints topics.
On Thursday, each class took turns walking through the halls, viewing and contemplating all of the fellow schoolmates’ footsteps and identity.
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For more information:
Heather Loney, Communications and Community Engagement Officer
Upper Grand District School Board
519-822-4420 ext.725
[email protected]