J. H. Bruns Collegiate

In its early years, J. H. Bruns experienced some growing pains. During this phase, the school had a differentiated staffing model. In this model, the staff was committed to an open area and team teaching approach. The community consisted mainly of parents employed predominantly as civil servants who would have preferred to be able to afford private schools but still placed a high value on education . In general, the staff did not live in Southdale. Initially, J. H. Bruns shared its gymnasium and sports facilities with the Southdale Recreation Association.

During this period, the school functioned as a middle school offering grades 5 to 8. Each year thereafter a grade was added.

• Grades 5 – 8 1972 - 1973
• Grades 5 – 9 1973 - 1974
• Grades 7 – 10 1974 - 1975
• Grades 8 – 11 1975 - 1976
• Grades 9 – 12 1976 - 1977

In September 1974 Grade 6 went to Shamrock School and completed their grade 8 there.

During the 1974–1975 academic year, the open area, team teaching model evolved into the TRUMP model. The TRUMP model originated in Oklahoma, USA and was named after Lloyd Trump, an American educator. J. H. Bruns was third school in Canada to adopt this model.

Many professional development trips were made to Calgary, Denver, and Minneapolis in order to perfect the delivery of programs using the TRUMP model. An important aspect of the model was the continuous progress concept. "Unit packs" were created by teachers, and the students worked at their own pace.

Another important aspect of the model was the Student Advisory Group (STAG). The STAG model meant a teacher met every day with a cross-graded group of students. The STAG teacher was responsible for the overall progress of his/her students. Thus the STAG teacher collected data from the subject teachers on these particular students. This included academic progress, attendance, and behavior data. The STAG teacher also contacted parents and conducted parent-teacher conferences for these students. The STAG teacher did not necessarily teach the student any of the courses. The STAG teacher also booked students into resource periods for extra instruction when necessary.

In the late evening of October 30, 1975, a disastrous fire occurred at J. H. Bruns Collegiate. The fire originated in the upper level of the school. As a result of the damage, classes were held in the gymnasium and the library. By the spring of 1976 classrooms were renovated, and a new wing was added to the school, which included the Industrial Arts and Human Ecology facility.

By 1976 the TRUMP model began to lose its prominence. Moreover, by the late 1970s, the philosophy of Bruns started to shift to a much more formal academic structure. Parents expressed concern about their children being prepared for university .

By June 1977, J. H. Bruns Collegiate held its first convocation exercises.

The second distinct period in the history of the school occurred between 1980–1996. The administrators at the helm during this time frame were:

• Mr. Peter Janzen, Principal 1980 - 1996
• Mr. Moe Oye, Vice-Principal 1980 - 1996

J. H. Bruns still had a staff. The community continued to be mainly parents employed predominantly as civil servants.

During this time span, the semester system was entrenched. The periods were eighty minutes in duration, and a full teaching load consisted of six courses, with three in each semester. The school became highly structured, and more walls went up. The open area model was completely disbanded, and the STAG system was terminated. Homerooms met on a "needs only" basis. It was also the end of continuous progress. Discipline at the school was enhanced. The classroom was the sole focus of monitored learning.

Budget cuts began in the late 1980s and early 1990s and J. H. Bruns was severely affected. As a result, the structure of the semester system changed. The periods were now fifty-five minutes in length, with double periods of 110 minutes for each course twice in a cycle. There were also some courses that continued throughout the year, but met only every second day. The teaching load was now seven courses with a three and a half split each semester. Department heads, which had been in existence since the school's inception, were also cut throughout the division due to budget restraint.

In addition, the provincial government mandated provincial exams in English Language Arts and Mathematics in grade 12. The government also mandated the formation of Parent Advisory Councils in every school in the province if the parents so desired.

At this juncture in J. H. Bruns’ history, the Learning Centre came into existence, In the early 1990s it was designed to assist students with learning difficulties.

The addition of the Learning Centre signaled another change at J. H. Bruns. It was no longer a strictly academic school, preparing students only for university. The school began to accommodate students with various learning capabilities.