Belmont Secondary School

School Overview

School Identity and Context

Belmont Secondary School is situated on the territories of the Songhees and Esquimalt Nations. In addition to our gratitude to these Nations, we are honoured to be linked to the Nations that our district works closely with - Beecher Bay, Scia’new Nation, T’Sou-ke Nation, and Nuu-chah-nulth Pacheedaht Nation to the west.

Situated in the fastest growing communities in BC, the staff and students at Belmont are invigorated by its dynamic nature. Belmont first opened its doors in 1947, when it was situated on Jacklin Road in a repurposed Canadian Armed Forces barracks. The school’s first graduating class consisted of sixteen students (1950). A new building was opened on the same site in 1960 and the school remained in that location until 2015. In September 2015, Belmont moved to a new school in the Westhills area of the City of Langford and welcomed 1200 students. The population of the school has continued to grow and will be home to over 1550 students in the fall of 2022.

With population growth comes great opportunity. Every student and staff member brings a unique set of perspectives and initiatives that has allowed Belmont to become a dynamic leader in education. Through rich and diverse programs, within an environment of mutual respect, and in cooperation with the community, our school strives to foster attitudes, skills and knowledge which encourage individuals to risk the untried, and to be independent, life-long learners and productive citizens.

Belmont aims to offer a context for learning that is rich in its diversity of programming, and in its ability to push the limits of critical and creative thinking, communication and collaboration, as well as a keen sense of personal and social responsibility to our local and global communities. As a comprehensive secondary school, Belmont includes outstanding academic, applied, arts-based, and athletic programs. In addition to a wide variety of academic course selections in all core areas, Belmont also offers a broad selection of dual credit courses, as well as an Advancement Via Individual Determination (AVID) program. Our applied skills options include learning in a range of shops and other specialized areas, including a full auto shop and culinary arts program. Belmont’s students are actively involved in the Youth Work in Trades Program. Belmont has a full range of performing and visual arts programs including choirs, bands, theatre and improv. Our athletics programs include three specialized academies (Climbing, Hockey, Baseball/Softball), as well a Dance Program and Outdoor Education.

We are excited by the vast diversity of people that make up our school community. We look forward to using our school plan as a basis to work towards ensuring that every individual feels equally reflected in their school community and that the whole school community is enriched by the individuals who comprise our collective.

Our Learners

What do we know about our learners?

Our student community continues to grow as a diverse population, with increasing numbers of Indigenous, English Language Learners (ELL), International, and students with different physical, cognitive, and social-emotional needs who have Individual Education Plans (IEPs).
Most of our students feel welcome and that school is a place where they belong.
Most of our students respect people who are different from them (e.g. how they think, act or look).
Most of our students stop to think about how their decisions will affect other people.
Many of our students are learning to understand and support human rights and diversity.
Many of our students have witnessed acts of racism at our school.
Some of our students have experienced discrimination based on sexual orientation or gender identity.
Our staff feel that it is important to provide content that is relevant to students in order to keep them engaged and to Identify and remove discriminatory practices.
Our staff value: diversity and representation in the school community, students have a sense of belonging, and student voice in decision making.

We know that as our diverse student population continues to grow, it has become increasingly important that we prioritize creating equitable, welcoming and safe learning environments. We know the importance of learning environments for the health of the individual, the health of the community, and the strength of an environment in which people can learn and expand their critical, intellectual and creative thinking.

We know that when students make mistakes, they seek help from: Teachers, Principal/Vice Principal, Indigenous Education staff members, School Counsellors, Clerical, Coaches, EAs, and Parents. Friends also help them learn. We know that all school community members play an important role in guiding anti-racism and pro-social thinking and interactions.

We know that our overall 6-Year Completion rate is higher than the provincial average, but that students with an IEP are completing at a rate approximately ten percent lower than non-IEP students. Our Indigenous six-year completion rate is close to the overall rate, but still not at parity.

What evidence supports what we know about our learners?

Our Student Voice

Students have shared that they feel welcome at school, they feel a sense of belonging, and that they have various avenues to turn to when they need support. They have indicated that we need to improve as a community in respecting and valuing diversity. They have also expressed that while many of them could identify some classes where they feel represented, they would like all courses and curriculum to be clearly relevant and reflect their identities.

Through their actions, students have demonstrated their sense of connection to school in ways that complement their coursework. Students are actively engaged in sports, clubs, celebrations and performances. Approximately 375 students were involved in athletics at Belmont this year. These students were supported by staff and community coaches. Clubs such as improv and ceramics are active, vibrant weekly gatherings. Many celebrations returned to the school this year with vigor. This also included spirit weeks, which have aimed to become more ‘culture neutral’ in nature. It also included Cultural Week, multiple grad events, a major theatre production, a strong pride month, and several band and dance performances.

Course selections reflect that students value the wide diversity of course and program options available to them, Anecdotally, they express that this choice helps to nurture their passions and sense of belonging.

As our Indigenous Valedictorian said in their speech this year:

“During our time at Belmont, we’ve been given many opportunities to learn about Indigenous cultures, through activities put on by Ms. Parrish, Allie Dale, Brother Rick, Elder Henry and many others. Whether it be through traditional drumming, weaving, or class lessons, I am grateful for these learning opportunities for both their significance in reconciliation and educating us on the nation’s land we all learn, grow, and play on. For me, Indigenous education has sparked a cultural learning journey, inspiring me to research my Metis ancestry and get involved with the community. In doing so, I have begun to unlock a part of my identity, bringing fulfillment, a sense of belonging, and cultural knowledge into my life. There’s something incredibly beautiful about exploring your culture, something about discovering and embracing your family roots that fills you with an indescribable feeling of unity and pride.” Belmont Grad 2022

In future, we plan to enhance Ministry, district and school-based data with additional focus group or interviews with students.

Focus and Planning

What focus(es) emerge as goals to pursue?

Critical and Creative Thinking

Equity, Diversity and Inclusion

Indigenous Education

Intellectual Development

Social Emotional Learning

School Goal 1

Increase sense of belonging by diversifying representation and increasing opportunities for students to explore their own identity and more deeply understand their own worldview and the worldview of others.

Strategic Plan Goal

Engagement

Action Plan

Continue to work with our Equity Team and Department Leaders on reviewing resources
Introduce English First Peoples and BC First Peoples courses to the school. Develop a team of teachers working together to develop these courses and share their learning with other staff.
Introduce Equity and ELL Department Leaders to our team for September 2022
Tie Staff Development funds to learning related to equity
Representation inventory - September/October, Mid-Year, End of Year

School Goal 2

Increase the six-year completion rate for students with IEPs.

Strategic Plan Goal

Learning

Action Plan

How can the district support your goals?

Curriculum

Support inquiry teams related to school goals.
Support through Professional Learning opportunities focused on equity and diversity to enhance pedagogy and create networks of teacher learners in the district.
Support through content-specific and general diversity and equity resources available through the DRC and/or purchased by curriculum and provided to the schools.

ELL

International

Facilities

Human Resources

Inclusive Education

Support through Professional Learning focused on supporting learners from diverse backgrounds and cultural learning needs.
Assist with the implementation of resources that aim to increase IEP graduation rates.
Assist with data analysis of IEP six-year graduation rate and data related to improving this rate.
Support inquiry teams related to school goals.

Na’tsa’maht Indigenous Education

Safe & Healthy Schools

Digital Solutions

Pathways and Choice

Reflect, Adjust, Celebrate

Indicators of progress

Indicators of progress connected to Goal 1

Indicators of progress connected to Goal 2

How will we communicate and celebrate our progress?

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