As education continues to evolve, schools are adapting to meet new challenges and opportunities, and are integrating new advancements in the field. In this Q&A, Ms. Ball and Ms. Dadar, UA’s Principals, discuss recent changes and explore how UA is integrating those advances. They also share what they are most looking forward to in the coming year.
How is education in the Junior School changing, and how is Urban Academy keeping pace?
Ms. Dadar: One significant shift we’ve seen in Education Theory in recent years is in how early literacy is taught. The advances in the science of reading have brought attention to the importance of structured early literacy lessons. Research shows that children benefit from explicit, systematic phonics instruction, as well as a focus on phonemic awareness. We have adopted the Ufli Foundations program, developed by the University of Florida Literacy Institute, which is designed to support early reading by focusing on foundational skills like fluency, vocabulary, and comprehension. This shift ensures that our Junior School students are developing strong literacy skills that are backed by the latest research in education, cognitive psychology and neuroscience.
How are Senior Students graded, and how can parents track their progress?
Ms. Ball: Standards-based grading is an exciting development. Instead of traditional letter grades, we’re using a system that measures student progress against specific learning objectives. The MySchool Gradebook helps teachers and Grade 8-12 students track progress in a clear and accessible way, offering more meaningful and regular feedback. Having a common language around learning standards allows students and parents to understand exactly what is expected and where growth is needed. It’s a more transparent and supportive way to approach assessment. It also helps students learn responsibility and independence as they review their progress themselves.
What is an opportunity we are maximizing at UA?
Ms. Dadar: One thing that is a significant opportunity is our urban environment. We embrace the fact that our students are learning in the heart of a city. This gives them access to cultural, academic, and professional opportunities that aren’t always available in more suburban or rural settings. It’s amazing how many field trips are accessible to us by hopping on the Skytrain, and—new this year—our Activity Bus. We see this as the future of education—students engaging with the city and learning from its diverse experiences.
What is happening that is new at UA, that parents may not yet know about?
Ms. Ball: One of the key areas we’re focusing on is building meaningful relationships with Indigenous communities. This involves more than just integrating Indigenous content into the curriculum—it’s about practicing patience and reflection, and taking the time to honour processes that strengthen those relationships. We’re learning that meaningful change requires both deep engagement and a long-term commitment to relationship-building. This is good life learning: that connection and reflection are important aspects of all of our relationships.
Can you share some innovative new programs currently happening at UA?
Ms. Ball: We’re always exploring new ways to connect our students to the world around them. One program we’re really proud of is Community Connections 8 & 9, which brings students into direct contact with the community through service learning and civic engagement projects. This fosters a sense of responsibility and empowerment, and it helps students understand their role in contributing to society. We have two hands: one for helping ourselves, and one for helping others. This course keeps students actively engaged, recognizing where they can and how they can contribute to the greater good.
Our Explorations Program for Grades 4–7 is another area where we’re pushing boundaries. Students are given time to explore topics outside of their core subjects—things like design, technology, media communications, robotics, and global citizenship. It gives them a chance to engage deeply in areas they’re passionate about, as well as areas that underpin a future-focused education.
Outdoor learning is also expanding, with the Yukon Grade 8/9 Trip offering students a chance to experience outdoor education in an incredibly unique environment. The exposure to wilderness and experiential learning opportunities are something we’re excited to keep building on. The recent Grade 6/7 Gibsons Farm trip also offered an experience like no other for our upper middle students!
Ms. Dadar: Keeping with the theme of literacy, and with the support of our UA Ed Tech Coaches, we have integrated additional technology and tech tools into our literacy education and Units of Inquiry. By combining technology with Language Arts, students expand their skills in both, and this helps to keep learning engaging and fun. As we continue to innovate year after year, and our staff bring new ideas and opportunities to the table, learning becomes enriched and more impactful for our students.
What are you most excited about at UA?
Ms. Dadar: More field trip opportunities with the newly acquired Activity Bus! We aim to use public transit whenever possible, but not all destinations are accessible by public transit. Experiential learning is an integral part of the transdisciplinary model we have adopted in Junior school. More field trips mean more authentic learning experiences, and more opportunities to learn from the experts in the field.
Ms. Ball: The thing I’m most excited about is seeing teachers and students fully embracing the language and values from our Profile of the Graduate (page 24). This is the foundation of everything we do at UA—preparing students to be changemakers, collaborators, and critical thinkers. Watching our community internalize this vision is incredibly rewarding. Every day, we see it reflected in classrooms, projects, and how students interact with one another.