Enviroventure is a Grade 12, 4-credit integrated curriculum program consisting of credits in English, Environment and Resource Management, Recreation and Fitness Leadership, and Nutrition and Health.
The program is very experiential with a major focus on environmental stewardship, character development and leadership. It is also a Specialist High-Skills Major (SHSM) Program under the Environment focus.
24 students participate each year during Semester 2. The majority of the students are in Grade 12 with an intentional handful of Grade 11’s each year. This helps with the carryover of the program to the following year in energy, excitement and help with promotion. Most students come from our home school; however, students are able to apply from other schools in the board.
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The White Mountains hiking exhibition is the culminating trip in Enviroventure
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We shape the learning experience to include the following elements:
- having an independent space from the rest of the school.
- transient and inviting classroom space: no desks, beanbag chairs, carpeted, coffee/tea station, artifacts from alumni around the room. Often coined “the coolest classroom” kids have been in (I agree).
- every day is a different day without the limitations of the school bells, the flexibility of natural breaks in our learning, and the mutual respect that we are learning together alongside each other as students and teachers.
- I teach 3 of 4 credits, with another staff member teaching the English portion. We have it planned so that our prep periods offset in the morning, so that she can naturally finish her lessons either early or later depending on our day. Without the wasted time between transitions, we get a lot done!!
- huge scaffolding of the leadership that unfolds over the course of the semester - more and more release of responsibility as the semester goes by, both academically and experientially on trip.
- highly experiential with 15 or so trips over the course of the semester and one major winter expedition on the 3rd week into the semester.
- we meet as a group a few times in advance of the semester - parents' night, small meetings at school, and a small trip in advance of the semester with relevant links to what we do.
- the SHSM is integral to the functioning of our semester with built in experiences and certifications, as well as a financial offset to the overall student fees related to the program.
Results and Impacts:
- We see a lot of growth in students over the course of a semester - personally and academically -and this is a real privilege.
- Students feel very comfortable with us as staff, and often refer to us as “one of them.”
- The SHSM accreditation and experience through the program enables graduates excellent job opportunities, both directly into environmental/outdoor related fields, and indirectly through leadership gained on expeditions.
- Alumni have a huge interest in the program. Many return to share their advice and support of current Enviro students.
Classroom management, discipline, etc. are very rarely an issue due to an investment of trust and respect developed through the opportunity that they quickly learn is a privilege, and furthermore because they see teachers as fellow learners. When you are together for a long period of time in a semester, they see you as a person, ask about your family and see the passion you have and investment you make to enable their success. This is not something they necessarily get to see during the 75 minutes slots of a ‘normal’ class.
Our students leave with confidence, preparation for the real world of learning beyond high school, and a realization that learning doesn’t all come through one method, or medium being contained by the 4 walls of the classroom.
What are we working to improve?
- It is a constant struggle to allow prospective students to know what exactly we do in an Enviro semester. We battle between perceptions and reality. We don’t just go camping, we learn about the community and our planet, our impacts, each other, and about ourselves.
- We have been involved in the New Pedagogies for Deeper Learning and are working to implement an alternative grading system to the traditional grades. The core elements are the 6-C’s of Creativity, Collaboration, Critical Thinking, Citizenship, Character and Communication.
Overall, this program is the most rewarding, most meaningful, albeit hardest work, of my teaching career. I look forward to seeing my students every day and seeing them grow through the program. I get to have fun in my classroom every single day!
Author: Mark Gaynik
Position: Teacher, Peel School Board
Grades: 9-12
Location: Barrie, ON
Website: www.nssenviroventure.weebly.com
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