Our Schools
The Quesnel School District serves about 3000 students with twelve elementary schools, a grade 8-9 junior school, a grade 10-12 secondary school, a secondary alternate program, and a Distributed Learning School.
The K-7 elementary schools range in size from 100 to 300 students. Our small rural schools in the communities of Wells, Nazko, Kersley, and Parkland have multi-grade classrooms and vary in size between 14 and 78 students.
The French Immersion program grades K-7 are located in the dual track Ecole Red Bluff Lhatko Elementary. The long-standing French Immersion program continues on at Quesnel Junior School and Correlieu Senior Secondary.
All grade 8 and 9 students in Quesnel attend Quesnel Junior School which is designed on a middle school model. This brand-new school features a modern design that includes a learning commons area and flexible learning spaces that promote an interconnected school community. Students are divided into smaller learning communities with a focus on the core subjects. The inter-disciplinary teaching teams create strong connections with parents and families. Social emotional learning and a supportive transition to high school are the strength of this school. The new school also has space to offer infant-toddler and before-and-after-school child care.
Correlieu Secondary School serves students in the graduation years grades 10 -12. Students have an opportunity to take all core subjects and a wide range of electives. Career programs, French Immersion, Trades and the Arts allow students to explore their passions. Correlieu has a long history of athletics with individual and team sports in all areas from downhill skiing to basketball.
You can look forward to opportunities to collaborate and learn with others. We have collaborative blocks at the senior high and junior high levels and grade level meetings in elementary. There are professional learning communities at the school and district level focused on topics such as technology and self-regulation. Our Early Literacy Project of tiered intervention in primary classes ensures support for literacy resources and time for collaborative planning. Our mentorship program provides teachers with access time for class visits, in-class support, planning, or collaboration time.
Our diverse population is supported in inclusive classrooms through the collaborative work of the Support Services, Curriculum and Aboriginal Education Department staff. Together this staff forms our District Learning Services Team, committed to supporting schools to meet the diverse needs in classrooms.
Our focus is the classroom. Teachers are provided with technology, such as smart boards, pods of laptops or specialized software, as well as equipment such as sensory balls or cushions, visual timers, etc. in order to support various learners.
Teachers have time to meet as a team to plan for students and to create IEPs. Student teams also have opportunity for professional development focused on topics such as Autism and FASD or on how to use specialized software programs or assistive technology.
It takes collaborative efforts to make a difference. We believe in our motto “Together We Can”.
I have been employed by the Quesnel School District since 2000 and have worked in various different positions. I was hired as an Educational Assistant and worked in this position until completing my Bachelor of Education degree in 2007. I was then hired as a classroom teacher until completing my Master of Counselling. I worked at various different Elementary schools as a Counsellor from 2015 to 2017. I currently work in a Counselling position at Correlieu Secondary school and at McNaughton Center, our local alternate school. I really enjoy working with these youths and the staff members who support them. My current role includes accessing various community agencies to help best support our students throughout their high school career and into adulthood. One thing that has always amazed me is the supported team approach the district and community agencies take when dealing with students and families. Everyone’s roles are valued and viewed as important in the success of our students. All team members conduct themselves in a friendly and professional manner and support one another both inside and outside the classroom. It’s great to live in a community where we can watch our students grow and transform into successful adults.
— Carri-Anne Castle, Secondary Counsellor
I graduated from Quesnel Secondary School, received my Bachelor of Education degree at UVIC, then returned to Quesnel in 1994. I have taught in Learning Assistance, Resource, Primary, Intermediate and High School positions, and now I am a District Early Literacy Teacher. Each position has provided me with important learning experiences and opportunities to work with supportive colleagues. I have found that throughout the district there is a willingness for colleagues to work together, helping each other to be successful in our roles while collaboratively creating healthy school environments for all. A growth mindset is an invaluable asset for educators, and I appreciate that our district supports this with opportunities for professional development in many ways.
— Linda Currie, Early Literacy Teacher
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