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.
Read More
Focus: How do we build/promote spaces that inspire hope/belonging?
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: 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: How can we use Indigenous story as a tool to cultivate a sense of identity, place and belonging?
Focus: Welcoming students to the Moscrop community, and making them feel safe and comfortable to get support from teachers and support workers.
Focus: Relationships and connections on multiple levels and in many directions.
Focus: 1) A continuation of building belonging with Indigenous families, and 2) How do we use pedagogy and curriculum to build belonging for Indigenous students across grades to feel belonging in classrooms.
Focus: Having Elders in the school to encourage Indigenous learning, Indigenous learners, a sense of place and belonging, and attendance.
Focus: To have our incoming from elementary school grade 6’s gain a greater sense of community.
Focus: Facilitating successful transitions for students from Grade 8 into Grade 9.
Focus: For the students to make connections and build relationships with the adults in their school, in order to foster academic success.
Focus: Rethinking staff learning and engagement using the Lil’wat Principles of Learning, as articulated by Dr. Lorna Williams.
Focus: Bridging the gap between home, families and the school; building positive relationships and connections.
Focus: Supporting change in the school system and at the community level so that Indigenous and other equity-seeking learners can transition from unsafe experiences/environments at school to safe experiences/environments at school.
Focus: This year we had cross-curricular lessons on harvesting cedar, which allowed multi-grades and multi-classes to have more land-based learning, Indigenous pedagogy and understanding, which included community Elders.