Pathways Learning Community
Program Overview – Foundational Practices
The Pathways Learning Community (K-5) at Airport Elementary provides learners with a flexible learning environment that centres education around relationships with the world, peers, and passions. Grounded in play and place-based learning, this approach invites to learners to explore questions, engage in meaningful inquiry, and co-construct knowledge. As learners investigate and reflect, they experience growth in core and curricular competencies and cultivate a deeper sense of belonging within their community.
Multi-Age Learning
Strong, positive relationships provide the foundation for a learners’ long -term social, emotional and cognitive development. Within this multi-aged learning program, learners continue with their teacher and cohort of peers across multiple years. In this learning environment, children develop enduring relationships and experience the benefits of continuous learning with a teacher who knows them well over time.
Benefits include:
- opportunities for collaborative learning
- mentoring among peers
- comfort and confidence in consistent relationships and learning expectations
Play & Inquiry Based Learning
Play and inquiry-based learning work in harmony to create a dynamic environment where students actively explore, question, and discover their interests. This experiential approach honours children’s natural curiosity and joy in learning, allowing them to make meaningful connections and deepen their understanding of the world around them. Through hands-on, engaging activities that foster imagination and exploration, learners build confidence and competence in critical and creative thinking, while also nurturing their social-emotional well-being. Learners take an active role in documenting their learning journey through journals, portfolios, visual representations, and collaborative presentations that reflect their thinking, discoveries and growth over time.
Place Based Learning
Place based learning recognizes that authentic learning occurs within and beyond the school building. This approach connects children to their local surroundings and communities, providing rich and meaningful opportunities to engage with the land and learn through real-world experiences.
The program is a blending learning opportunity that integrates the environments of school, place and home (optional).
Please note as a choice program, families are responsible for transporting their child to school and community days.
Monday: Families can choose whether they would prefer their children to engage in home-based learning, exploring inquiries and activities that connect with the concepts they’re working on with the teacher or school-based learning. This is a commitment for the whole school year.
Tuesday, Wednesday & Thursday: Learners will be immersed in a combination of indoor and outdoor learning experiences at Airport Elementary School.
Friday: Learning will take place in various locations within the Comox Valley. A monthly calendar will be sent to families in advance. The program will begin at 9:00 and end at 2:00.
Professional Learning Demonstration Program
The Pathways Learning Community Program goes beyond the conventional notion of a learning space for learners and includes a professional learning component for educators within and beyond the district. At least one day per week, the program will be open to adult visitors, extending an ongoing invitation to educators to observe and engage with the teacher and students to learn more about hot to approach effective play, inquiry and place-based learning. Positioned as a hub for continuous learning, innovation, and transformative practices within the education sector, the program redefines the boundaries of learning experiences for all ages. Please note that children in the program should be comfortable with ongoing visitors and interactions with adults with whom they are unfamiliar.
Expression of Interest
There has been growing interest from families in extending the current K-3 program through to Grade 5. To explore this extension, we are inviting families to express their interest in grades K-5 for the 2026-27 school year. If sufficient interest is received during the initial phase the proposal will be brought forward to the school district for consideration. It is anticipated that up to five kindergarten spaces will be available in the existing cohort for the 2026/27 school year.
Program entry is based on a lottery system, not first come first serve.
Families can complete the Initial Expression of Interest form on the school district’s website from January 13th – 16th, 2026.
For more information please email:
Lisa Pedersen-Skene
District Principal Early Learning and Child Care
Frequently Asked Questions (FAQs)
The K-3 program (originally named Airport Primary Learning Community) is in its initial year, and we are looking to expand to meet the needs of older learners by growing the program to grade 5 if there is interest. The name Pathways Learning Community exemplifies that each child is on their personal learning journey.
| Will the program be accepting expressions of interest K-5 for this coming September, or K only? |
| The program will be accepting expressions of interest for students in K-5 for this September. The original cohort will have a few spaces for incoming K students only. |
| Will it be one class, or one class for each grade? |
| It will be a multi-age class consisting of at least 3 grade levels. |
| How many years will the children be with one teacher? |
| The program is designed for children to learn with the same teacher for 3–4 years. |
| Is this a pilot program? |
| It is not a pilot program. This program will continue to run as long as there is adequate registration. |
| Will there be more than one cohort of students able to start in September? |
| If the expression of interest process shows enough interest to run more than one cohort, the district may consider the feasibility of running more than one program. |
| Is there a specific percentage of each age group required to be represented in the classroom in order for the program to run? |
| It is hoped that each grade will have a similar number of students. If this is not the case, other grade configurations may be considered. |
| Is there specific school supplies required? |
| No. Students will need to dress appropriately for outdoor learning. If there are issues for families to attain appropriate clothing, this will not be a barrier to the program. Families would contact the teacher or principal for support. |
| Would a student continue at Airport in grade 6, or would they need to return to their catchment school? |
| Yes, once students finish grade 5 in the program, they would go into grade 6 at Airport. If families wanted children to return to their neighbourhood catchment school, they would talk to the Airport Principal in January prior to entering grade 6. |
| Is there any possibility for an extension of the program to Grade 7? |
| The current plan is a K–5 program, but there is always the possibility of extension should there be sufficient interest among families. |
| Is it first-come, first-served for the program? |
| The program will not follow a first-come, first-served process. Participants will be selected through a lottery system after an initial Expression of Interest. |
| Are there options for students to learn at home one day a week? |
| Yes. Families may choose in-school learning on Mondays or Home Learning. Once chosen, the Monday option remains for the school year. Hours at Airport are 8:35 am – 2:30 pm. |
| Will there be priority for students/families currently in the Airport School catchment? |
| No, the program is open to interested families from all schools. |
| Does Airport School have before and after school child care, and will it be available to students in the program? |
| Yes, there is before and after school care at Airport. Currently the program runs at capacity and has a waitlist. |
| If a student is given a spot but it doesn’t work out, can they return to their catchment school? |
| The ability to return mid-year depends on space available at the catchment school. |
| What will the class size be? |
| The class size will follow district class size and composition guidelines. |
| Do younger kids get the opportunity to practice leadership skills, assuming the older kids will lead during group activities, and vice versa for the older kids? |
| Yes, all students will have opportunities to develop leadership skills, regardless of age. While older students may naturally take on leadership roles in group activities, younger students also bring unique strengths and perspectives that allow them to lead in different ways. Leadership is not just about age, but about individual strengths, skills, and contributions. Students will have opportunities to mentor, collaborate, and take on responsibilities that align with their own abilities and areas for growth, fostering a balanced and supportive learning community. |
| Will expectations be to maintain or exceed grade level expectations? |
| As with all classes, students will be supported in meeting or exceeding BC curriculum expectations in relation to their learning goals. |
| How much choice and personalization will be incorporated? |
| The teacher will determine appropriate opportunities for choice and how to personalize learning for the students based on BC curriculum learning standards; interests, strengths and learning goals of the students; and best practices in play pedagogy. |
| What is the difference between pedagogy of play and unstructured play? |
| Pedagogy of Play is a way of teaching that uses play as a tool for learning, where educators play an active role in scaffolding, observing, and reflecting on play to extend developmental and academic goals. During this play, children have choice, allowing them to explore, create, and engage in meaningful learning experiences based on their interests and passions.
Unstructured Play is free play, with no or little adult direction, allowing kids to explore, imagine, and create on their own. In this program, pedagogy of play is the focus. Unstructured play occurs on school days during recess and lunch breaks. |
| What does play look like for intermediate students? |
| In the intermediate years, play evolves into increasingly purposeful, inquiry-driven learning. While it may look different from early primary classrooms, play remains a powerful approach that supports deeper thinking, engagement, and independence. |
| Is there an Indigenous component to the program? |
| The First Peoples Principles of Learning are foundational to and an integral part of the BC curriculum, so they will be a component of learning. In addition, the district’s Strategic Plan for Education includes indigenizing and decolonizing as a design principle for learning and is an important part of all district initiatives. |
| Will there be a technology component to the program? |
Technology will be used as a learning tool in the classroom. This may include:
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| Will students get explicit reading, writing and math instruction? |
| Yes, academic learning will take place during large blocks of ‘play’ time (as in centres, choice time, investigations) in addition to taking place in large and small group instruction. |
| Is there a plan for life skills opportunities – food preparation, care of the environment, class pet, etc.? |
| The classroom teacher will be responsible for planning and implementing educational programming in these areas. |
| How is the class managed when it comes to picking activities for play-based/inquiry learning when there is a wide range of ages? How do you manage when kids want to do different activities? |
| Clear expectations and routines will be laid out by the teacher and may be co-created with students to guide the structure and coordination of learning activities. |
| What teaching methods will the program draw from? |
The program will draw from a variety of teaching methods, including:
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| What percentage of learning will take place outside? |
| The class will spend time outside daily for learning on in-school days and the weekly community days (Fridays). The exact percentage of outdoor learning will depend on the focus of the learning on any given day. |
| Does my child have to attend the community learning days on Fridays? |
| Yes, the community learning days are an extension of the learning that takes place on the other 4 days and is incorporated into the overall instructional minutes required for the school year. |
| Will parent support and attendance be required on the community days? |
| The program will follow the field trip guidelines for the district – 2 adults in attendance. This may include parents, other school district employees, and/or community members. |
| Will the hours for community days be consistent with the days at Airport? |
| Community days run on Fridays from 9:00 a.m. to 2:00 p.m. |
| Will community days run all year long? |
| Yes, community days will run on Fridays throughout the entire year. However, on days with extreme weather conditions, when it is not safe to be outside, the class will meet at Airport Elementary. It’s important for children to dress appropriately for the weather. |
| What are the expectations for transportation on community days? |
| Families are responsible for dropping off and picking up their child from various locations in the Comox Valley on community days every Friday. There may be car-pooling opportunities between families. |
| Can you give examples of what Friday community days may look like? What kind of experiences can students/families expect? |
| Community days will take place across the Comox Valley and may include places such as Puntledge River and Fish Hatchery, Seal Bay Park, Air Park and Beach Area, local farm, museum, etc. The experiences will be varied and based on the focus of curricular areas in learning. There will be direct teaching, as well as exploration. It is expected that places may be visited more than once over the year, to deepen and extend the learning of that place. |
| How do you expect to organize community days? Are you going to reach out to groups/activities or are you open to community groups contacting you with program or field trip ideas? |
| Planning for community days will be a collaborative process. The teacher will reach out to community groups while also welcoming opportunities from organizations and community members that express interest. Decisions will be based on student interests as connections to the learning happening at Airport. |