Focus: To offer a selected group of Indigenous students a community yoga program that focuses on regulation-based strategies to assist them with processing anxiety, behavioral outbursts, and negative thinking.
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Focus: Journey of Syeyutsus: Reconciliation in Action through meaningful ways to develop an appreciation of Hul’q’umi’num culture while developing healthy relationships.
Focus: Exploring the connection between literacy development and nature-based learning experiences involving place-based Indigenous knowledge, storytelling, and learning through the natural environment.
Focus: To plan our teaching using the Seasonal Rounds calendar of the Dakelh people and make our teaching more interconnected.
Focus: Growing our knowledge so that we can design (mathematical) instruction, keeping First People’s Principles of Learning in mind, to create an inclusive environment that promotes equitable access and supports the diverse needs of all students.
Focus: How do we build/promote spaces that inspire hope/belonging?
Focus: Exploring how collaborating on literacy instruction across grade groups can help build school community and support student learning.
Focus: To foster an understanding and connection to place and develop a better understanding of how natural resources (plant species) have played a key role in the changing of the land, people, and communities of Canada.
Focus: We celebrated and shared our school learning about Truth and Reconciliation, by creating artifacts to be placed in a Bentwood Box Time Capsule.
Focus: To create a learning framework to help build student success in written reading responses.
Focus: Would giving students the practice of knowing kindness research and having opportunities to put the learning into action change their reactionary behaviour?
Focus: Using math bags and buddy classes to increase number sense and numeration skills.
Focus: To create authentic learning experiences, based in place and linked to the curriculum in as many ways as possible.
Focus: How does our perception of success ultimately impact a student’s ability to achieve success?
Focus: Creating connection/belonging/safe spaces as students transition into Grade 9 to support ongoing success.
Creating opportunities for equity that foster a sense of belonging for all (Grade 8 and 9 belonging and community, and Grade 10-12 grade and graduation transitions).
Focus: Supporting teachers in the classroom with SEL strategies/Executive Functioning content and Decision-making processes that would allow them to better support and establish a more regulated classroom environment.
Focus: How can we use Indigenous story as a tool to cultivate a sense of identity, place and belonging?
Focus: Can the use of numeracy-based games be used as a differentiation strategy.
Focus: Welcoming students to the Moscrop community, and making them feel safe and comfortable to get support from teachers and support workers.