I. General Information
School Name: A.J. Elliott Elementary School
School District: SD#85 Vancouver Island North
Inquiry Team Members: S.Lansdowne
M.Krkosek
A.Fraser
K.Hamilton
Inquiry Team Contact Email: pdumaine@sd85.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Applied Design, skills & Technology, Science
Focus Addressed: Land, Nature or Place-based learning, Self-regulation
In one sentence, what was your focus for the year? To increase student engagement, sense of belonging, and environmental stewardship through hands-on garden-based learning that integrates Indigenous perspectives, literacy, numeracy, science, and ADST.
III. Spirals of Inquiry Details
Scanning: During our scanning phase, staff observed that students were most engaged when their learning was hands-on, connected to real-world experiences, and involved opportunities to work collaboratively outdoors. Student voice conversations indicated that learners enjoyed activities that allowed them to create, build, and care for something meaningful.
Focus: We also recognized an opportunity to strengthen connections to land, food systems, and Indigenous ways of knowing while increasing student engagement across multiple curricular areas. As a result, we focused our inquiry on developing a school-wide garden program.
Hunch: We wondered if some students were disengaged when learning was disconnected from authentic experiences and lacked opportunities for meaningful responsibility. We believed that increasing outdoor, experiential learning opportunities would help students develop a stronger sense of ownership, belonging, and connection to their learning. We also wondered whether integrating Indigenous perspectives and place-based learning through gardening would increase student engagement and deepen understanding of environmental stewardship.
New Professional Learning: Our team explored place-based learning, Indigenous perspectives on land stewardship, food security, experiential learning, and garden-based education. We worked alongside local knowledge keepers and community members to deepen our understanding of sustainable growing practices and Indigenous connections to the land. Staff also learned how to integrate literacy, numeracy, science, and ADST outcomes into authentic garden experiences. Staff participated in sustainable living professional development led by our school district.
Taking Action: Throughout the school year, students participated in planning, planting, maintaining, and harvesting a school garden. Learners planted vegetables including carrots, peas, beans, spinach, potatoes, kale, and herbs. Students created garden maps, measured plant growth, tracked data, researched plant life cycles, and learned about composting and natural fertilizers, including the use of local seaweed.
Students worked collaboratively to care for the garden, harvest produce, and prepare the space for future planting seasons. Indigenous perspectives were incorporated through discussions about stewardship, reciprocity, sustainability, and traditional relationships with the land. Multilingual plant markers were developed using English, Kwak’wala, and Finnish to reflect our community and strengthen cultural connections.
The garden became an outdoor classroom where students engaged in science investigations, literacy activities, mathematical problem-solving, and ADST projects.
Checking: Evidence collected throughout the year suggested increased student engagement, collaboration, and ownership of learning. Students demonstrated perseverance when caring for plants, problem-solving skills when addressing challenges in the garden, and pride in sharing their learning with families and visitors.
Staff observed:
Increased participation during outdoor learning activities.
Greater collaboration between primary and intermediate students.
Increased student responsibility and leadership.
Improved connections between classroom learning and real-world applications.
Enhanced understanding of environmental stewardship and sustainability.
Students frequently identified the garden as one of their favourite learning experiences and demonstrated excitement about planting, harvesting, and maintaining the space.
Reflections/Advice: We learned that authentic, hands-on learning experiences can significantly increase student engagement and provide meaningful opportunities to develop core competencies. Garden-based learning created natural connections across curricular areas while fostering collaboration, responsibility, and resilience. We also learned that partnerships with community members and knowledge keepers enrich learning and help students develop a stronger sense of place and belonging. Next year, we plan to expand our garden program by increasing food production, strengthening Indigenous and community partnerships, and further integrating garden-based learning across all subject areas. We also hope to further develop our greenhouse and composting to continue exploring sustainability, food security, and land-based learning opportunities.