Matthew McNair Secondary School – Healthy School Story


Matthew McNair Secondary School – Healthy School Story

The Healthy Schools Network (HSN) is highlighting previous year-end stories to ignite creativity and share ideas about curriculum-based approaches that are aligned with the redesigned curriculum and foster student health and learning.

These stories are shared as examples to demonstrate the innovative ways in which BC educators have been fostering student competency development, creating flexible learning environments, and focusing on student-centred approaches to health and learning, all while undergoing their own professional learning. These examples primarily align with the Physical and Health Education curriculum and also highlight cross-curricular learning opportunities that integrate health education into other subject areas. These examples focus on the core competencies.

This month we are featuring a story from Matthew McNair Secondary School in Richmond and their inquiry about a whole school approach to an edible school courtyard. Below is an example based on their story. Click here to read their story in its entirety.

Example: Matthew McNair Secondary School

Grade 8-10

Learning area: Physical and Health Education

Big ideas: Healthy choices influence our physical, emotional, and mental well-being. (Grade 9)

Curricular competencies: Create strategies for promoting the health and well-being of the school and community (Grade 9)

Curricular content: Potential short-term and long-term consequences of health decisions, including those involving nutrition (which connects to a number of other health decisions within the Grade 9 outline).

Core Competencies:


  • Collaborate to plan, carry out, and review constructions and activities: This project demonstrated this section of the communication facet thoroughly.  From the very beginning, throughout the entire project, students were required to work together, planning, developing, and carrying out the many different aspects needed for the project to be a success.

Positive Personal and Cultural Identity

  • Personal Values and Choices:  This project demonstrates this facet by providing students with the necessary information about food literacy* and how to take responsibility for their health choices. Students were then able to assess and make their own choices.

Personal Awareness and Responsibility

  • Well-being: Within this project, the concept of food literacy and how it contributes to a healthy lifestyle was continually emphasized to students and staff.

Social Responsibility

  • Contributing to the community and caring for the environment: This theme, within the facet of Social Responsibility, is clearly demonstrated throughout the report and appears to be the cornerstone for this particular project.  Students continued to strive to develop gardens of sustainability and to educate others about food literacy in connection to their environment.


*Food literacy is having the knowledge, skills and attitudes necessary to choose, grow, prepare and enjoy food to support one’s health, community, and the environment.

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