logo2Inquiry, Integration, and Reflection were the founding principles of our school and teachers remain committed to ensuring that these sustaining principles guide our practice every day.


Inquiry places every child at the very centre of learning. This kind of agency is very empowering and enables a child to investigate his or her questions individually or in a group context. Teachers support children as they discuss what they already know and what they need to know about any number of subjects.


The benefits of multi-age groupings are well established, and are consistent with the philosophy of the school. We have allocated a specific time in the schedule to facilitate the integration of our students. There are numerous ways in which this can occur. For example, two grades may join together to share their knowledge about a particular theme, or to learn together. Students are also placed in multi-age groupings. These are maintained throughout the school year, build a sense of community and allow our students to be both leaders and mentors. Please Click Here to view a video profile of our integration activities.


Reflection, as one of Mabin’s three sustaining principles, is a critical tool in setting up our students for success. The common language of Habits of Mind empowers teachers to support each individual to take ownership for their learning and build portfolios filled with reflections about their academic and social growth. Goal setting, which takes place early in the year, is an integral part of this process as it further encourages self-awareness and supports students in recognizing their strengths, understanding their challenges, and making a plan for continued development. Student-Led Conferences (SLC), which occur in February, are an opportunity for parents to listen to their children explain their learning. They do not mark the end of the portfolio or reflection process. Rather, they show the learning that has occurred up until a particular point in time and will continue until the end of the year.