Under Alberta Education’s Daily Physical Activity policy, students in Grades 1 to 9 participate in a minimum of 30 minutes of daily activity through school-organized time. While it fulfills a requirement, at River Valley School, DPA highlights an essential part of how our students learn, reset, and grow together.

Learning takes focus, and sometimes a classroom needs to take a breath. Because different grades take their DPA breaks at different times throughout the day, teachers can head outside right when their group needs a reset. If students are feeling restless after a long stretch of focused work, stepping outside gives everyone an immediate breather to clear their heads and regulate before heading back inside.

DPA offers a safe space for our students to explore, push their boundaries, and try new things. In the winter, our students work together to build snow forts. This child-led play encourages problem-solving and teamwork.

Learning Leader and Teacher Mr. Tait explains,

“It’s an opportunity for kids to practice risk-taking outside of a structured classroom environment.”

Our students also learn to embrace DPA in all types of weather, which helps build resilience and year-round appreciation for nature. There is no waiting for the snow to melt or the rain to stop; every weather condition brings its own unique opportunities for movement and wonder.

Different age groups also share outdoor spaces during DPA when they normally wouldn’t; this leads to opportunities for cross-age play. Older students have the chance to step into mentorship roles, while younger students learn new games and skills from their peers. This cross-age play creates a strong sense of community school wide, allowing friendships to form beyond the classroom.

Whether it’s connecting with friends, building forts in the snow, or taking a much-needed breath of fresh air, free-choice daily physical activity plays an important role in our students’ well-being.

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Celebrating the Traditions That Brought Us Together

Some of the most wonderful memories at River Valley School have been made when our community comes together. For many years, our annual gala has been one of those special occasions, bringing families, volunteers, sponsors, and friends together for an evening of celebration, generosity, and connection.

Beyond the funds raised, the gala has given us something equally meaningful: friendships, shared memories, and a stronger sense of belonging. We are deeply grateful to everyone who has made this tradition such an important part of our school’s story.

While we will not be hosting a gala this school year, the spirit that made those evenings so special is very much alive.

We’re carrying forward the spirit of togetherness by creating more opportunities for our community to connect throughout the year.

More Opportunities to Connect, All Year Long

We acknowledge that family life is busy. Between work, school, and everyday commitments, finding time to connect isn’t always easy. Yet some of the most meaningful friendships begin in simple moments: a conversation at school pickup, a familiar face at a concert, or a shared laugh at a community event.

This year, we’re embracing a different approach to community engagement and fundraising, creating opportunities throughout the school year for families, grandparents, alumni, and friends to participate in ways that work for them.

At the heart of these initiatives is what has always made RVS special: the people who make up our community and the joy of coming together. Through shared experiences, meaningful connections, and the generosity of our community, we can create more opportunities for our students to learn, grow, and thrive.

Finding New Ways to Come Together

As one of the early initiatives of our Community Partnership Program, we recently collaborated with Studio One to host a private Lagree class. It was a lovely opportunity to try something different, connect with one another, and share a few laughs, while giving us a glimpse of what thoughtful local partnerships can make possible.

Through our Community Partnership Program, we’re looking forward to building more relationships with local businesses, creating meaningful experiences for our RVS community, and finding new ways to support our fundraising efforts. As we work toward our Annual Fund goal, the generosity and involvement of our community remain essential in helping us create more opportunities for our students to learn, grow, and thrive.

Our upcoming Giving Day will offer another opportunity for families and friends to come together in support of Where Wonder Grows, our 2026/27 Annual Fund.

These are just some of the ways we’re exploring more opportunities to connect, participate, and strengthen the sense of belonging that makes our RVS community so special.

There’s a Place for Everyone

Every family brings something special to RVS. Some enjoy organizing events, while others contribute through volunteering, sharing ideas, connecting us with local businesses, or offering Gifts-in-Kind.

For those with busy schedules, there will also be opportunities to participate online, support fundraising initiatives, or simply help spread the word.

Through our Parent Network and Advancement Office, we welcome your ideas and involvement in shaping future activities and bringing our community together.

You don’t need to take on a major commitment to make a meaningful contribution. Sometimes, simply showing up is where the connection begins.

The Wonder of Belonging

As parents, we spend so much time helping our children build friendships, discover new interests, and find their place in the world. Sometimes, we forget how meaningful those same experiences can be for us.

Taking a moment to connect with another parent, stepping outside our usual routines, or joining a school activity can bring an unexpected sense of belonging.

RVS is more than a place where our children learn. It is a community where families grow, friendships flourish, and everyone has something to contribute. The gala has been a wonderful chapter in our school’s history, and its legacy of generosity and togetherness will continue to inspire what comes next.

The way we gather may be evolving, but the heart of our community remains the same.

We look forward to creating many more moments of wonder together.

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Students at River Valley School take on months-long drama projects. These projects don’t begin with construction but with Greek history. By grade 6, the children are using knowledge of technical theatre to learn in depth about greek theatre. Ms. Forsch introduces students to the roots of Greek theatre, explaining how so many storytelling elements we still use today like prologues, epilogues, choruses come directly from Greek drama. Students also look at some of the earliest Greek theatrical masks as well as more modern ones, discovering how these influences can shape their own creative choices.

Each year students can dive deeper into mask and puppet crafting and each year feels different, shaped by new knowledge, experiences, and emotions. Mask and puppet making becomes something they revisit with fresh eyes and gives them the opportunity to grow as storytellers and artists. 

The materials used in these projects are extremely intentional and meant to be durable. Masks and puppets are crafted from masking tape, it’s clean, easy to manipulate, and ideal for creating strong forms. These pieces aren’t built to be static but to be used, performed with, and brought to life through movement and imagination.

However, drama at RVS doesn’t exist on its own. It naturally connects with other specialist classes, especially during major events like the Spring Concert. Drama, Music, and Early Learning Music come together to create performances that feel cohesive and collaborative. This year’s production, “Who Stole the Moon? An Astronomical Mystery,” grew out of a simple question given to students: Why would someone steal the moon? From there, they brainstormed suspects and motives, building a whole storyline. Our Music specialists then adapted lyrics and rehearsed songs to support the original storyline. 

Through all of this, what matters most to Ms. Forsch is watching students grow. She loves seeing the transformation from the beginning of the year to the end, watching students discover that creativity belongs to everyone. Whether a child is extroverted or introverted, there are countless ways to find success in drama through vocals, movement, technical work, or performance. “It’s fun to see me explaining something and there’s a little bit of doubt and then when they start to realize ‘oh I can do this’ it’s fun to see that realization come to them.”

The broader RVS community also plays a huge role in nurturing this creative environment. Teachers bring their own passions and creative interests into the school, creating a culture where curiosity is encouraged and risks feel safe to take. It becomes a lifelong creative community, one where people relax, collaborate, try new things, and support each other’s ideas. This sense of shared creativity is something Ms. Forsch sees and appreciates every day.

At the end of the day, drama helps students figure out who they are and how they like to express their own wonder – whether through dance, singing, puppeteering, but all throughout they learn how to interact with others, get out of their comfort zone, create new projects or learn the elements of good storytelling.

The post Where Wonder is Created from Scratch: Drama at RIver Valley School appeared first on River Valley School.

When you’re three years old, “school” shouldn’t feel like desks and worksheets. It should feel like wonder. At RVS, that’s exactly what early learning looks like—structured learning that feels like play, curiosity that fuels discovery, and a community that celebrates every question, big or small.

Because when you’re three, learning is supposed to feel like joy. Walk into an RVS early learning classroom and you’ll see students building, imagining, experimenting, and asking questions that spark entire adventures. A child wonders, “How does an airplane work?” and suddenly the classroom transforms into a full airplane simulation, complete with pilots, passengers, and a whole lot of imagination.

Another day, students might be gently caring for caterpillars—watching them grow, transform into butterflies, and finally release them into the world. These moments aren’t just cute; they’re powerful. They nurture responsibility, empathy, and a sense of wonder as children witness real change happening right in front of them. As our Early Learner Instructor, Ms. Robinson, puts it: “It is when children are in play that they grow into architects, chefs, engineers, and teachers of the future!”

Our youngest learners are paired with older buddies who model friendship, mentorship, and leadership. These relationships help children feel safe, connected, and confident because learning happens best when you feel like you belong.

Every toy, craft, and activity in our early learning spaces is intentionally chosen to support development. Students explore:

• Animated Literacy & Heggerty for early phonemic awareness
• Handwriting Without Tears to build writing skills gently and joyfully
• Hands-on numeracy through manipulatives and real-world exploration
• Unstructured indoor and outdoor play that builds creativity, resilience, and problem-solving

Even our youngest students benefit from weekly sessions with specialists who bring their subjects to life:

• French, Music, Phys Ed & Library
• Art & Drama
• Outdoor Education

These experiences broaden their world, nurture creativity, and help them discover new passions. At the core of each day is meaningful classroom learning guided by caring, experienced educators. Through hands-on, play-based experiences, children develop:

• Early literacy and numeracy
• Social-emotional skills
• Fine and gross motor abilities
• Confidence, independence, and curiosity

This is the foundation that sets them up for a lifetime of learning.

So… what does it mean to go to school when you’re four?

It means learning feels like play.
It means questions turn into adventures.
It means being surrounded by people who cheer you on.
It means discovering the world with joy, wonder, and friends by your side.

And honestly, what better way is there to begin your educational journey?

“Play is often talked about as if it were a relief from serious learning.  But for children, play is serious learning.” – Fred Rogers

The post Learning That Feels Like Play: Early Learning at River Valley School appeared first on River Valley School.

For the 2025/26 school year, we introduced two formal reporting periods, one in January and one in June. This decision was grounded in educational research and our commitment to creating meaningful learning experiences for every child.

Rather than focusing on more frequent grades, we want to give students what they need most: time to learn, opportunities to reflect, and ongoing feedback that helps them grow.

More Time to Learn, Explore, and Grow

Learning isn’t a race.

Children develop understanding at different paces, and deep learning takes time. By extending the time between formal report cards, students can fully engage with new concepts, revisit challenging ideas, and strengthen their skills before they are formally assessed.

This approach encourages curiosity, persistence, and confidence rather than rushing toward the next grade.

Feedback That Makes a Difference

While there are now two formal report cards each year, feedback certainly hasn’t decreased. In fact, students receive more meaningful feedback throughout the learning process.

Instead of waiting until a reporting period, teachers provide ongoing observations, conversations, and coaching while learning is happening. This immediate feedback helps students understand what they’re doing well, identify their next steps, and make improvements right away.

Research consistently shows that timely, specific feedback has a greater impact on student learning than grades alone.

Meaningful Reporting for Families

Our January and June progress reports serve as comprehensive checkpoints that provide a clear picture of your child’s growth, achievements, and next steps.

These reports reflect learning over a longer period of time, allowing teachers to provide a more complete and accurate assessment of each student’s development rather than a snapshot taken partway through a learning journey.

Throughout the year, families can also expect ongoing communication from classroom teachers through conversations, conferences, emails, and Seesaw updates, ensuring there are no surprises when formal reports are shared.

Building a Growth Mindset

Our approach is also inspired by the work of psychologist Carol Dweck and her research on the Growth Mindset.

When students receive a grade before they’ve had enough time to fully develop a skill, it’s easy for them to believe they simply “aren’t good” at something. Instead, we want students to embrace the power of yet.

“I can’t do this”… becomes…

“I can’t do this yet.”

That small shift encourages perseverance, resilience, and the understanding that learning is an ongoing process.

Keeping the Focus on Learning

At River Valley School, assessment isn’t about collecting marks. It’s about supporting growth.

By moving to two reporting periods, our teachers can spend more time where it matters most: working alongside students, providing meaningful feedback, and helping each child build the knowledge, confidence, and skills they need to thrive.

Because when children are given the time, support, and encouragement to grow, they don’t just achieve stronger academic outcomes. They develop the confidence and resilience to become lifelong learners.

The post Progress Reports at River Valley School: A System Built for Growth, Not Guesswork appeared first on River Valley School.

At River Valley School, outdoor and physical education are woven deeply into our culture. From the very start of the year, students jump into hands-on experiences—beginning with an overnight camping trip for our Grade 5 and 6 students that encourages them to explore, observe, and connect with the natural world. Throughout the year, classes venture into parks across the city, learn to read animal tracks, track the growth of neighbourhood trees, play outdoor games, and examine the ever-changing river ecosystem, such as “where was the river height last time we visited the park”?

These experiences aren’t just “extra.” They’re foundational. Outdoor education fosters a deeper connection to the world around students. It promotes physical activity, supports mental well-being, and offers a rich, engaging way to interact with the curriculum. When students learn outside, they’re not just absorbing information they’re experiencing it.

By integrating outdoor learning into everyday education, RVS creates a dynamic, well-rounded experience that prepares students not only for academic success but also for being responsible and thoughtful community memebers.

The outdoors naturally invites curiosity. It provides authentic opportunities for problem-solving, teamwork, and hands-on exploration. Outdoor learning spaces can include our local parks and natural areas, weather and climate observations, river and ecosystem exploration and snowshoeing and outdoor games.

When students understand the value of outdoor learning, they’re more likely to seek it out on their own. They begin to explore, question, and discover independently which are skills that translate into every area of life.

At River Valley School, we believe curiosity and wonder are the roots of lifelong learning. And where better to spark that wonder than right outside your own back door?

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For our older students, becoming the “older buddy” is a milestone. Being an older buddy isn’t just about the fun; it’s a chance to practice patience, build trust, and develop self-confidence hanging out with younger students.

When students go home after a day with buddy activities, they carry more than just stories, they carry lessons in empathy, responsibility, and memories of joy. Buddies enrich personal growth in so many ways!

At RVS, Buddies aren’t just a part of the school day. They’re a reflection of our belief that learning is best when it’s shared, celebrated, and filled with wonder!

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At RVS, wonder isn’t just something we experience within our school walls—it’s something we’re proud to share with the Calgary community. This holiday season, our teachers and students have been busy spreading joy and kindness through a series of outreach initiatives designed to ensure everyone feels a little wonder this time of year. The entire school joined together for 12 Days of Giving, a school-wide initiative supporting three local organizations:

Through the 12 Days of Giving, students poured their compassion into heartfelt gifts for those in need. From cozy clothes and essential baby supplies to dog toys and food, every item was carefully prepared for those in our community. This week Mr. Pat, Ms. Friesen, Ms. Meg, and Mrs. P delivered an incredible 465 pounds of donations to the Calgary Food Bank, along with 12 boxes filled with diapers, clothing, formula, toys, and non-perishables for Mamas for Mamas. To top it off, three boxes of pet supplies were donated to AARCS for animals during the holiday season too! This yearly experience teaches our students a powerful lesson: kindness is a universal language, and even the smallest gesture can make a huge difference for others.

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At River Valley School, we believe that leadership is not just reserved for adulthood — it begins in childhood, nurtured through curiosity, connection, and the confidence to share ideas. One of the most meaningful ways students practice leadership at RVS is through our Student Government (STUGO), a collaborative, student-led group of representatives from Grades 1–6 who meet regularly to share ideas, identify opportunities, and help shape school culture.

STUGO empowers students to think critically about issues that matter to them, encourages problem-solving and kindness, and provides an authentic platform for student voice. This term, our STUGO representatives have been particularly busy!

Big Ideas From Little Leaders

This fall, STUGO members brought forward several thoughtful suggestions aimed at building connection and spirit across our school community. Some of the ideas currently being explored include:

• A Community Movie Night
  Students expressed interest in a cozy after-school movie event with popcorn. We’re exploring how this could align with the Parent Network’s upcoming holiday events.
• “Eyeglasses for All” Donation Initiative
  Students suggested collecting gently used glasses to support people around the world who don’t have access to corrective lenses. We’re investigating potential partnerships — including interest from RVS parents in optometry — as a meaningful spring outreach project.
• “Fancy Monday” Spirit Day
  Students asked for another fun spirit-day theme, which pairs beautifully with our festive spirit lineup in December. Expect to see a little extra sparkle in the halls!
• Pop Tab Collection Drive
  Students expressed interest in reviving a legacy RVS initiative that collects aluminum pop tabs for charitable purposes. Funds raised through recycling can help support mobility equipment and accessibility programs — benefitting others in a tangible way. 

Each of these ideas demonstrates student creativity, empathy, and awareness of the world around them — exactly what we hope to cultivate through leadership learning.

Building Philanthropy Through Action

Beyond idea-generation, Term 1 STUGO representatives also helped run Snacky Wednesday, raising $561 in support of the RVS Student Bursary Program. This hands-on fundraising experience teaches financial literacy, event planning, community responsibility, and communication skills. 

Students also supported this year’s Jacket Racket drive, helping collect warm winter clothing for children in Calgary — a cause made even more urgent this year.

Why Student Leadership Matters

Student leadership is more than planning events. At River Valley School, STUGO helps students:

• build confidence through public speaking and advocacy
• practice collaboration and compromise
• learn how to listen and consider diverse perspectives
• experience responsibility and follow-through
• feel connected to a community that values their voice

These are foundational skills that benefit students far beyond our walls — in future schooling, workplaces, and citizenship.

Authentic Voice, Real Impact

What makes STUGO truly special is that students see tangible results of their ideas. When they propose something, adults listen; when something sparks excitement, we explore it; and when a student highlights a challenge, we work together on a solution. This teaches students that their voice matters — not someday, but right now. 

At River Valley School, we spark leadership not through competition, but through curiosity, empathy, and imagination. STUGO is one of the many ways we help students discover the power of their ideas and the impact of their actions, and we are continually inspired by the creativity, compassion, and personal growth our student leaders demonstrate each term. When students lead, the whole community grows

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Over four days, students deepened their understanding of Canadian government and civic engagement, strengthened real-world communication skills, and created rich discussions about leadership, citizenship, and advocacy. This adventure brings learning to life through hands-on experiences that make history and culture tangible.  

“It was all about Canadian history. You get so much education that helps as you go further in school, and you can actually relate back to things you saw in person.”*  said one Grade Six student. 

From immersive experiences in the Canadian War Museum to learning about Indigenous traditions on a local farm, students engaged in activities about Canada’s history they learn about in the classroom. Beyond the structured learning, students had plenty of opportunities to explore Ottawa. Whether it was learning the history about the annual Tulip Festival, exploring Byward market, battling it out in laser tag, or exploring various museums, every moment was embraced with wonder. 

The visit to Parliament Hill stood out as one of the most impactful experiences, offering students a close-up look at the inner workings of Canadian democracy. Witnessing Canadian government in action allowed students to connect classroom lessons to the real world, and even touring the outside of the Parliament building with an architect that explained building design to the students.

“The overall experience wasn’t just about learning, it was really fun. You get to learn about Parliament hill while being on Parliament hill.” said one Grade Six student

For students considering this trip but feeling unsure, students have one piece of advice: just do it.  

The Ottawa trip is often the first time students travel this far without parents. Beyond just connecting to the curriculum, students gain valuable life skills, such as managing their finances and diet, making independent choices, and learning to navigate daily life on their own.

This journey is not just about travelling, it’s about expanding worldviews, exploring arts and culture, discovering new aspects of yourself, and growing in confidence and independence. Ottawa is more than a school trip; it’s an unforgettable experience that leaves students inspired, empowered, and eager to learn more about the world around them.  

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