Student Clubs Program – Action Plan 1

ACTION PLAN - STUDENT CLUBS PROGRAM

HUNTINGTON HILLS ELEMENTARY SCHOOL
OBJECTIVES
  The Objective of this Comprehensive School Wide Approach at Huntington Hills Elementary School (HHES), Student Club’s Program is to enrich
student’s skills with the purpose of addressing student wellbeing in multiple ways through different clubs. These clubs motivate students by targeting
their interests and hobbies. This project reaches across a range of curricular content areas (Health and Physical Education, Social Studies, English
Language Arts, Math, Science and Fine Arts) and uses an interdisciplinary approach to connect to the social environment pillar of the Comprehensive
School Health Approach (University of Alberta Wellness Fund, 2014). Students will gain life skills, such as motivating themselves, stress management,
and control over emotional impulses throughout various situations.
Comprehensive School Health Connection: Social, Emotional, Physical and Academic Environment
Encouraging healthy lifestyles and relationships amongst students creates “an environment to support social-emotional learning where every child is
physically safe, emotionally secure and psychologically enabled to learn” (University of Alberta Wellness Fund, 2014, p. 1.3). By placing the focus on
addressing student’s strengths, interests, and community engagement, these clubs enables the HHES to take student learning outside the classroom.
According to CASEL 2017, students will gain the ability to “accurately assess one’s strength and limitations, with a well-grounded sense of confidence,
optimism, and a “growth mindset” and will also gain the “ability to set and work toward personal and academic goals.” Students will advocate for their
choice of clubs and flourish under a balanced lifestyle.
The clubs will be run during the afternoon or recess and will be based on teacher participation and community volunteers, such as parents. Teachers
will have lunch first and oversee clubs that are aligned to their own passions and interests. Teachers can bring in community and parent volunteers to help
supervise, teach, and coordinate club activity. For example, a parent that participates in marathons can help out with a cross-running club and give them
tips for more effective exercise. This allows the school to connect with the entire community.
Links to Program of Studies (Alberta Education)
Health & Life Skills and Physical Education Program of Studies (Alberta Education, 2002 & 2000)
Division I General Outcomes: Students will make responsible and informed choices to maintain health and to promote safety for self and
others.
Specific Outcome: Personal Health
W-2.1 describe the effects of combining healthy eating and physical activity
W-2.2 examine the need for positive health habits; e.g., adequate sleep, sun protection 
W-2.3 demonstrate appreciation for own body; e.g., make positive statements about activities one can do
Student Clubs Program – Action Plan 2
W-2.4 describe personal body image
General Outcomes: Students will make responsible and informed choices to maintain health and to promote safety for self and
others.
Specific Outcomes : Personal Health
Division II W-5.1 examine the impact of physical activity, nutrition, rest and immunization on the immune system
W-5.2 assess the importance of regular hygiene practices during adolescence; e.g., control of body odour, control of acne, maintenance
of fresh breath
W-5.6 examine and evaluate the impact of caffeine, alcohol and drugs on personal health/wellness; e.g., physical, emotional, social
Social Studies Program of Studies (Alberta Education, 2005)
General Outcomes 2: Students will demonstrate an understanding and appreciation of how geography, culture, language, heritage,
economics and resources shape and change Canada's communities.
Division I 2.1.1 - appreciate the physical and human geography of the communities studied:
• appreciate how a community's physical geography shapes identity
• appreciate the diversity and vastness of Canada's land and peoples
General Outcomes 5.S Skill & Process: Alberta Education's Information and Communication Technology (ICT) curriculum is
infused throughout the social studies program of studies. Selected ICT outcomes are suggested throughout the program and are indicated
by this symbol
Division II 5.S.1 - develop skills of critical thinking and creative thinking:  
• analyze significant local and current affairs from a variety of sources, distinguishing between fact and opinion 
• evaluate ideas, information and positions from multiple perspectives 
• re-evaluate personal opinions to broaden understanding of a topic or an issue 
Mathematics Program of Studies (Alberta Education, 2007)
General Outcomes 1: Develop number sense
Division I Specific Outcome 1: Say the number sequence 0 to 100 by:
• 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively
General Outcomes 1: Develop number sense.
Specific Outcome 1: Represent and describe whole numbers to 1 000 000.
Division II
Specific Outcome 2: Use estimation strategies in problem-solving contexts.
Specific Outcome 4: Apply mental mathematics strategies for multiplication.
Science Program of Studies (Alberta Education, 1996)
Division I General Outcomes: Science Inquiry: General Learner Expectations
2-1 Investigate, with guidance, the nature of things, demonstrating an understanding of the procedures followed.
2-3 Construct, with guidance, an object that achieves a given purpose, using materials that are provided.
Specific Outcomes:
• ask questions that lead to exploration and investigation
Student Clubs Program – Action Plan 3
• identify one or more possible answers to questions asked by themselves and others. Ideas may take the form of predictions and
hypotheses
General Outcomes:
5-1 Design and carry out an investigation, using procedures that provide a fair test of the question being investigated.
5-2 Recognize the importance of accuracy in observation and measurement; and, with guidance, apply suitable methods to record,
compile, interpret and evaluate observations and measurements.
Division II
Specific Outcomes:
• ask questions that lead to exploration and investigation
• identify one or more ways of finding answers to given questions
• work individually or cooperatively in planning and carrying out procedures
Fine Arts Program of Studies (Alberta Education, 1985)
General Outcomes:
The elementary visual arts program, through the four components of REFLECTION, DEPICTION, COMPOSITION and
EXPRESSION, provides opportunity for a variety of experiences: a chance to grow and develop as an individual; to develop perceptual
awareness; to learn visual arts skills and concepts; to interpret and communicate with the visual symbol; to create; to value, reflect upon
Division I and appreciate the cultural aspects of art; to relate and appreciate art in everyday life.
Specific Learner Expectations - Overview
and
The elementary art program—level one (Grades 1 and 2), level two (Grades 3 and 4) and level three (Grades 5 and 6)—is a unified,
Division II sequential course that focuses on four major components of visual learning.
REFLECTION: responses to visual forms in nature, designed objects and artworks.
DEPICTION: development of imagery based on observations of the visual world.
COMPOSITION: organization of images and their qualities in the creation of unified statements.
EXPRESSION: use of art materials as a vehicle or medium for saying something in a meaningful way.
English Language Arts Program of Studies (Alberta Education, 2000)
General Outcomes 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
Specific Outcomes:
1.1.1: Express ideas and develop understanding
• contribute relevant ideas and information from personal experiences to group language activities
Division I • talk about how new ideas and information have changed previous understanding
• express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts
1.2.1: Consider the ideas of others
• connect own ideas and experiences with those shared by others
1.2.2: Combine ideas
• record ideas and information in ways that make sense
Student Clubs Program – Action Plan 4

General Outcomes 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
Specific Outcomes:
1.1.1: Express ideas and develop understanding
• use appropriate prior knowledge and experiences to make sense of new ideas and information
Division II • read, write, represent and talk to explore personal understandings of new ideas and information
• use own experiences as a basis for exploring and expressing opinions and understanding
1.1.4: Set goals: reflect on areas of personal accomplishment, and set personal goals to improve language learning and use
1.2.1: Consider the ideas of others: seek the viewpoints of others to build on personal responses and understanding
1.2.2: Combine ideas: use talk, notes, personal writing and representing to explore relationships among own ideas and experiences,
those of others and those encountered in oral, print and other media texts

The creation of these clubs provides benefits to the entire Huntington Hills Elementary School community, including students, parents, teaching and
BENEFITS TO STUDENTS
The students will gain the
opportunity to explore their
interests and engage in
meaningful activities and build
personal skills, such as
communication, leadership and
independence. According to
CASEL 2017, students will gain
the ability to “accurately assess
one’s strength and limitations,
with a well-grounded sense of
confidence, optimism, and a
“growth mindset”. They will
also develop self-awareness and
OPPORTUNITIES
support staff, and school administration.
BENEFITS TO SCHOOL
BENEFITS TO PARENTS BENEFITS TO TEACHERS
ADMINISTRATION
School is a place where parents Teachers are able to provide a If leaders in school administration,
may not always be directly involved conducive environment for student’s such as principals or learning
with student learning. By adopting which creates “more meaningful and leaders, advocated for health
this club program, parents are able to powerful learning environments champions and the club model,
volunteer shorter amounts of time to (Wellness Fund, 2014).” By creating a schools will feel more encouraged
helping or organizing these club learning environment for students that to promote such programs. These
activities. By doing so, they are more they enjoy, learning will be more programs will most likely result in
involved in their child’s life and effective as student behaviour is the increased mental and physical
interests. The student will be excited managed better and they are actively capacities of all learners and these
to share information on what they are engaged in their learning. results could be used on school
passionate on, whether it is robotics Through these various clubs, the websites for image promotion or as
or soccer, and the parents will be teachers can capitalize on their own a role model for other schools to
able to understand their child’s interest which gives them an opportunity follow. In all situations, by
interests better. Durlak et al (2011) to share and showcase their own adopting this program, the overall
Student Clubs Program – Action Plan 5
agrees that family support is crucial strengths and hobbies. In addition to progression of student well-being
in the child’s social and emotional this, teachers have a chance to increase will reflect positively on the school
well-being and in order to ensure that their own daily physical activity. administration team. According to
self-management skills, and will
these is extended help at home. In Furthermore, by investing in the well- research for Joint Consortium for
be able to apply these skills into
addition to this, parents will know being of students, teachers will receive School Health (2017), “…health
their future practices through
that their child is receiving a lieu time and extra prep time along with and education are interdependent;
transferable outcomes.
balanced education – one that the gain that helping students build healthy students are better learners,
stresses the importance of academic, active life-styles looks good on a resume and better educated individuals are
mental, and physical strength. while targeting the learner’s outcomes. healthier”.
THREATS
The implementation of this club programs could be conflicting for various reasons including lack of professional staff support, lack
of resources, and inadequate time managements.
Student, Community
Lack of material resources
Lack of professional staff support Time allocation Volunteers, school staff
and funding
fatigue
It is not guaranteed that teachers and The school may not have One of the biggest threats of this Similar to the problem of
school administration will support this abundant or sufficient resources project is allocating time for club time, students and teachers will
project. They may not fully comprehend to fund the project. The planning activities. Teachers will need to take be more reluctant to commit to
or prioritize emotional health if the process must take into account time off lunch breaks or after school to club activities due to fatigue or
benefits of this implementation isn’t staff needed to run the program, plan and run these activities. This might low energy levels. Health
communicated properly. It is the facilities used, and equipment get in the way of report cards or Champions need to recognize
responsibility of health champions to needed. These issues need to Teacher preparation time. Teachers these issues and work around
explain resources and equipment needed, brought up when the school cannot be expected to run these clubs at them, while making sure
and how the students gain a lot through administration plans their budget these points, so the clubs may be students remain committed.
this project by keeping in mind the or the project can be run on stopped temporarily or the school may This is especially important
interests of teachers and the school leftover funds and donations, need to rely on volunteers. Furthermore, after breaks and exams where
administration team. Teachers may not which may not be the case. clubs such as cross-country or other students often stop caring about
be on board with this idea if they do not sports can be considered seasonal sports the programs or get over initial
Student Clubs Program – Action Plan 6
agree with the time allocation. They will and will have to be moved inside.
be reluctant to take time out of or give up Multiple clubs may try to use the gym at
excitement of the program.
their breaks, which is crucial for some to once and this creates a hard conflict to
prep for the next class. resolve.

Facilitator’s Strengths and weakness

Putting forth this project is my responsibility as the school Health Champion. My strengths include inclusive ideas and knowledge
about student overall well-being and my weaknesses are persuasion and time-management.
Strengths Weaknesses
My biggest strength as a Health Champion for the school are the My biggest concern moving into this project is whether I am able to
inclusive ideas I bring forward to the table. I have worked with students convince the teachers and school administration team of the benefits of the
before and I have an understanding of what makes a program such as clubs and that they should implement it. I will need to work on building
this in the eyes of the student, which is focusing on their interests and connections and taking time to understand their learning strategies and
allowing them to be given a choice. This is crucial for the success of the approach to student well-being. In addition to this, I also need to work on time
clubs and it is my role as a Health Champion to ensure this is carried management as I often try to take on more than I can manage. Building
through. I am confident that I will keep in mind the needs of the relationships with the teachers and staff allows me to carry through with
students throughout the implementation of the program. project easier if I am able to share small responsibilities here and there.
Research
Implementing a project of this magnitude will possible as we already have other schools as models, detailed planning, and research
can be done to assist us.
School Models Planning and Research
The Meadowlark School (http://meadowlark.epsb.ca/forstudents/clubsactivities/ ) Teachers will be more willing to participate in this program if a
and the Ecole Lacombe Upper Elementary School detailed plan of the club program is laid out and research, either
(https://elue.wolfcreek.ab.ca/programs/clubs-programs ) have similar club models from studies or other schools, confirms the advantages of the
put into place. By using these schools as a reference model, we can build upon clubs, such as student development and communication skills.
their strengths, develop their weaknesses, and since both schools are from Alberta, They’ll feel that the clubs will be effective. In addition to this,
our program of studies align. This can provide a starting point to implement this research and planning allows the coordination of resources and
Student Clubs Program – Action Plan 7
project and will aid teachers in getting an idea of how these clubs will look like. labor to ensure that the project can be carried out successfully.
References
Joint Consortium for School Health. (n.d.) What is comprehensive school health? Retrieved from:

http://www.jcsh-cces.ca/images/What_is_Comprehensive_School_Health_-_2-pager_-_July_2016.pdf

 Wellness Fund (2014). Developing Healthy School Communities Handbook. Retrieved from

http://www.wellnessfund.ualberta.ca/en/~/media/abhealthyschools/Wellness_ Fund_Handbook_2015-English.pdf

CASEL (2017). Core Social Emotional Learning Competencies. Retrieved from: http://www.casel.org/core-competencies/

Durlak, J. A., Weissberg, R. P., Dymnikci, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional

learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. Retrieved from

http://www.casel.org/wp-content/uploads/2016/01/meta-analysis-child-development-1.pdf

Alberta Education. (2002). Health/Career and Life Management K-Grade 9. Retrieved from http://www.learnalberta.ca/ProgramOfStudy.aspx?

lang=en&ProgramId=317413#

Alberta Education. (2000). Physical Education k-Grade 12. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=328056#

Alberta Education (2005). Social Studies K-Grade 12. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#

Alberta Education (2000). English/Language Arts K-9. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=404703#

Alberta Education (1996). Science 1-6. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=379983#66658
Student Clubs Program – Action Plan 8
Alberta Education (1995). Fine Arts, Grade 1-6. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=238679#292239

Alberta Education (2016). Mathematics, Kindergarten to Grade 9. Retrieved from

http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=26061#

Ecole Lacombe Upper Elementary School (2017). “Student Clubs, Teams & Programs”, Wolf Creek Public Schools. [School Website], Retrieved from

https://elue.wolfcreek.ab.ca/programs/clubs-programs

Meadowlark School (2017). “Clubs and Activities School Zone” Edmonton Public Schools. [School Website], Retrieved from

http://meadowlark.epsb.ca/forstudents/clubsactivities/