Issue link: https://publications.tfs.ca/i/1540856
Curriculum connections, such as these, are not hard to find in the ravine. In fact, making good use of this vast outdoor space is integrated directly into TFS' strategic plan. "We want students to build scientific intuition and to develop an appreciation for seasonal changes, community impact and systems thinking," says Dr. Smith. "We also want them to love being out there." The strategic plan, which was developed to carry the school through 2028, is based on three priorities: Thrive Through STEAM, Thrive with the Planet and Thrive at TFS and Beyond. The interconnected nature of these priorities is intended to address students' educational and life needs in response to a global society and planet that are changing at an unprecedented rate. They place the natural world at the centre of student learning, beginning with early connections and evolving into deeper understanding and advocacy. RESTORATION AND CLIMATE ACTION Among the strategic plan's commitments to education- driven action, there is a five-year Ravine Restoration project for the TFS ravine. Students have started to explore how these efforts could also be impactful within the greater community, and have begun to partner with neighbouring institutions where everyone can start to feel the momentum behind the collective. These partnerships are essential to the success of the project, which emphasizes the importance of connecting stakeholders and local neighbourhoods to build a collective effort. "From a student perspective, it's as much about building leadership and collaborative skills as it is about environmental transformation," says Dr. Smith. TFS will leverage the support of experts from policy, research, NGOs and businesses to work with staff and students to uncover innovative ways to restore the ravine. In the works as well, is the development of a whole-school Climate Action Plan aimed at fostering climate literacy and achieving net-zero emissions by 2045. These efforts are integrated across curricular, co-curricular and operational spheres, nurturing curiosity, well-being and environmental stewardship. "I'm definitely sensing a collective shift," says Sadie. "When it's only you and the news, it feels like nothing can be done, but when you're part of a team, like we have at TFS, you feel a lot more grounded. Like you are making a difference." Technology is an integral part of deepening student inquiry and scientific understanding. Students are given hands-on access to tools like field microscopes in the younger grades. As they progress, they explore a wider variety of devices such as sensors and a geographic information system (ArcGIS) for ravine mapping to build a monitoring and reporting approach to their stewardship. Whether using a penetrometer to analyze soil compaction and pollution levels or deploying bird call apps and cameras to observe wildlife behaviour, technology is a partner to facilitate learning and allow students to explore questions on a deeper level. Beyond the ravine, students recognize how these nature-based solutions are part of a bigger package through which they explore renewable energy and decarbonizing solutions, emerging innovation technologies such as the role of artificial intelligence in climate discussions and the intersection of people and planet. STRATEGIC OBJECTIVES AND CURRICULUM CONNECTIONS (From left to right) Then-Level III students Felix R-D. and Jonathan S. presenting their project during the Climate and Biodiversity Action Showcase on Earth Day 2025. 13 TFS