Our project began as a means to document the creation of a class "code of conduct" rooted in the beliefs and values of families in the Sir Matthew Begbie community. As preparation for creating a class "code of conduct" in words and symbols, students asked their families in early September about family beliefs or values related to getting along. They were told that these beliefs or values could be represented by some item which had been passed down through the generations.

In class students listened to The Keeping Quilt and Selena and the Bear Paw Quilt. Both books focused on the preservation of family memories by making quilts.

After family discussion and experimenting with design each student created a quilt square which represented an idea about getting along. The squares were arranged on the front and back of the classroom door to form a quilt.

Students identified the values represented by the squares and used them to create a class code of conduct.

Displayed in the classroom this document became a point of reference for problem solving around social issues. In Language Arts students identified similar beliefs and values in their home reading and wrote responses. Revisited and revised four months later in early February students added more ideas.

 In March randomly selected pairs of students reviewed photographs of several activities which the class participated in during the first six months of the year. They were invited to select favourites and comment on them. Their work may be viewed in the Presentations section.

Many of the comments refer to behaviours related to the class "code of conduct". Student comments include a variety of community members as well as  quality of life issues beyond a "code of conduct".

Picture choices favoured strong graphics and colour.  Most photos of text were hard to read (small print and blurry) so lacked the necessary appeal for inclusion, I surmise.

Like the  rear view mirror of a speeding car technology allowed students to peer into past learning.  Although   the "code of conduct" was our starting point several participants in our small sample of 4/5  students  observed aspects  of program coherence and community relevance achieved across curriculum and through multiple forms of literacy. Their thoughtful conversations about their work provided meaningful evaluation for others.

Are we a "better" class for having a "code of conduct" this year? No more, no less than other years it seems. Neither  panacea nor insurance against social ills our "code of conduct" is useful as representation of a process; a living document to be revisited throughout the year as we grow to accomodate ourselves to each other's needs and to develop our awareness of self and community.