Skip to content

Multi-Year Strategic Plan 2023-2027

The Multi-Year Strategic Plan (MYSP) for 2023-2027 is centred on key insights gleaned from the Progress Report: Taking Stock of our MYSP for 2019-2023, published in March 2023. Ongoing opportunities in April, May, and June for community to engage with drafting the MYSP and provide feedback shaped further refinements. A key takeaway based on feedback from staff and students was that the MYSP for 2023-2027 should maintain and further refine the four strategic priorities from 2019-2023.  


The MYSP is inspired from the idea that broad collective agreement about expectations and commitments is essential to achieving a more fulfilling and flourishing life at school and work. The plan emphasizes our commitment to diversity, equity, inclusion, and accessibility (DEIA) principles, Indigenous worldviews and perspectives, co-stewardship with all staff, partnership with families, nurturing student voice and agency, leveraging and developing our data literacy, as well as collaboration with governments and community.   

The MYSP is informed by the Manitoba Government's K to 12 Education Action Plan, Manitoba’s Indigenous Education Policy Framework – Mamàhtawisiwin: The Wonder We Are Born With and the International Science and Evidence based Education (ISEE) Assessment published in 2022. 

The MYSP is also a multi-disciplinary endeavour that builds on the provincial and national research projects and initiatives that ĢƵ has co-designed with universities and educational partners. 

To learn more about the MYSP’s four strategic priorities and 25 actions that will guide the ĢƵ community on its journey for 2023-2027 open the following links. 

Strategic Priority 1: Belonging  

A focus on inclusion and well-becoming to ensure all students and staff are welcomed, accepted, valued, healthy, and safe while at school and in the workplace—and to ensure parents/guardians are welcomed and valued as essential partners.

Advancing this strategic priority is supported by the following strategic actions: 

1.1. Expand the ĢƵ Community Schools Network at the René Deleurme Centre to serve more schools and families.   

1.2. Create a comprehensive Workplace Safety and Health Program to promote and support employee wellness. 

1.3. Reinforce trauma-responsive practices.  

1.4. Introduce Indigenous Language Nests for preschool-aged children in our family centres.
Expand both the Kindergarten to Grade 3 Indigenous Languages Exposure curriculum and Grades 9 to 12 Indigenous Language Options to all schools. 

1.5. Reframe the Grade 11 English Language Arts Curriculum to focus on Indigenous literature and perspectives, while ensuring the Grade 11 History Curriculum thoroughly explores Indigenous histories and perspectives.  

1.6. Expand International and Heritage Language options in high schools. 

Strategic Priority 2: Mastery

A focus on equitable teaching and clinical approaches and practices that consider an individual’s circumstances, so all students thrive and realize their full potential.

Advancing this strategic priority is supported by the following strategic actions: 

2.1. Strengthen a learner-centred and holistic approach to ensure instruction is tailored to meet and build on the unique needs, interests, aptitudes, and abilities of each student. 

2.2. Develop a framework to assist staff in supporting neurodiversity and diverse abilities in our classrooms. 

2.3. Implement universal early screening and monitoring to ensure a preventive and proactive approach to teaching and systemic interventions.  

2.4. Create and implement a social and emotional learning curriculum in all classrooms. 

2.5. Make the French Immersion program easier to access by introducing new entry points and meeting the needs of all learners.  

2.6. Enhance French Language teaching and learning in English program schools. 

Strategic Priority 3: Independence  

A focus on engaging students’ innate abilities and curiosity to nurture a love of learning that empowers self-confidence and self-efficacy.

Advancing this strategic priority is supported by the following strategic actions: 

3.1. Promote learner agency and potential, as well as more accurate grading through the on-going development of more formative and dynamic learner assessments.  

3.2 Enhance student voice and agency to put students' experiences at the heart of decision-making in classrooms, schools, and divisional systems.

3.3. Create and teach an Information Literacy Continuum and Curriculum for all students that includes a focus on discerning, safe and healthy behaviours when using and creating information, especially online.  

3.4. Develop a framework to assist staff in supporting multilingual learners in becoming proficient in English – and French in the context of French Immersion schools – by valuing and developing their first language.  

3.5. Create a flexible, short-term learning and therapeutic space for students needing to be away from their home school to support their successful return to the classroom. 

3.6. Enhance Project-Based Learning, Arts Education, Practical Arts, Technical Vocational, Apprenticeship, Adult Education, and Career Development offerings, their connection to each other and to all classrooms.  

Strategic Priority 4: Generosity  

A focus on the ethics of care and hospitality to support thriving learners and flourishing communities.

Advancing this strategic priority is supported by the following strategic actions: 

4.1. Build safe, modern, and accessible spaces for learning and work in all schools and workplaces, both indoors and outdoors. 

4.2. Expand safe, active, and equitable transportation to and from school. 

4.3. Implement universal full-day Kindergarten and enhance access to before-and-after school care. 

4.4. Implementing a universal healthy foods and beverages program

4.5. Involve the whole school in learning and teaching the United Nations' Sustainable Development Goals, with an emphasis on Indigenous worldviews and land-based education.

4.6. Fulfil the aspirations, protocols, and practices of the Employment Equity Policy

4.7. Implement a program that supports students from historically oppressed, marginalized, and underrepresented groups to complete two post-secondary degrees and start their teaching career in ĢƵ. 

Refers to the curriculum for learning and teaching French in English program schools. Leave page to

Ensuring that children have access to healthy food choices is an important part of a supportive and healthy learning environment in schools. Students need to eat breakfast and regular meals to feel energized and ready to learn.


Information literacy is the ability to find, evaluate, organize, use, and communicate information in all its various formats, most notably in situations requiring decision making, problem solving, or the discerning acquisition of knowledge.


Leave this page to learn more about the


Family Centres are a free community place for families to play, learn, and grow together. A variety of programs are offered throughout the year and focus on supporting families with preschool children. Leave page to learn more.


Learner agency refers to the feeling of ownership and control that learners have over their own learning. When students believe their actions can make a difference, they become more confident, engaged, and effective learners.


International and Heritage languages are defined as all languages other than English, French, or Aboriginal, taught in the public school system, during the regular school day.


The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. Leave page to


The most common entry point offered by school divisions to the Program is early immersion; few school divisions offer middle and late immersion entry points. This is an inequity that needs to be addressed. We are going to work to expand the entry points to French Immersion. Leave page to


Mamàhtawisiwin: The Wonder We Are Born With— Is an Indigenous Education Policy Framework developed in collaboration with over 100 individuals from across the province, including Elders and Knowledge Keepers, students, teachers, superintendents, senior post-secondary administrators, government working groups, and community partners. Leave page to

 The K to 12 Education Action Plan is a collaborative approach among government, teachers, school staff, leaders, parents, and community members to create a strong public education system. Leave page to  

Read about a few of ĢƵ's diversity, equity, inclusion, and accessibility initiatives.


Read about how ĢƵ celebrates Indigenous Culture and Community.


This report offers a summary of insights gleaned from multiple data sources and ongoing conversations to take stock of our MYSP for 2019-2023 and to inform the co-creation of ĢƵ’s MYSP for 2023-2027.



The René Deleurme Centre (RDC) is a community learning centre in ĢƵ. RDC is comprised of various community stakeholders, including a newcomer settlement services team, family outreach team, daycare, adult Literacy and adult EAL programs. RDC offers equity-based programming that is responsive to the community we serve. Leave page to visit RDC's website.