We are focusing on connections and transitions through the four modes of engagement: Explorer, Achiever, Passenger and Resister. How do we switch back to Explorer/Achiever from Passenger/Resister (just like the early years of school).
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To expand hands-on, ADST-based learning opportunities across the curriculum to increase student engagement, resilience, and problem-solving through authentic “learning by doing.”
Creating joyful and engaging opportunities for our school community to connect with Nuu-chah-nulth culture to create deeper understanding.
To create trauma-sensitive, engaging learning environments that fostered safety, connection, and increased student participation.
What are students’ perspectives on how hands-on project work will take them in the future.
If we build a team of Numeracy Leads that includes representation from all schools and supports their work as lead educators for numeracy at their sites, will we realize larger gains in maths instruction, understanding and efficacy?
Explored ways to strengthen students’ knowledge of phonics and other reading skills and investigate how this practice can influence spelling and writing capabilities.
Strengthening students’ oral and written literacy by connecting learners to local Indigenous stories, SENĆOŦEN language, and place-based storytelling, while also deepening our own learning and relationships with the W̱SÁNEĆ community.
Building a sense of community for Indigenous students and pride in their culture through celebration.
Can creating art, specifically Indigenous art, be a vehicle for our most vulnerable Indigenous students and their families to connect with our school communities?
To increase student engagement and sense of belonging through combining hands-on, outdoor, land-based learning and literacy/stories related to that learning.
How can we create a senior inquiry-based curriculum that contains adaptations for our diverse art students while increasing a sense of belonging?
To bring more Indigenous Education to our classrooms, both in content and teaching/learning styles.
Continue to grow our knowledge and understandings of Indigenous Worldviews and Perspectives, and specifically learn more about our local land and Indigenous Nations: Snuneymuxw, Snaw-Naw-As and Stz’uminus Peoples.
On building emergent, developed, and proficient literacy skills, specifically in phonics, through engagement and connection with our primary students by small-group, hands-on learning.
Enhancing the learning environment by creating an outdoor classroom and ensuring that it creates a welcoming and comfortable atmosphere.
This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication.
We were curious if students felt safe and supported in our school library.
Helping students become stronger communicators and team members by supporting their critical and creative thinking.
Strengthening the relationship between school, home, and community through land-based and place-based learning, with the hope of increasing students’ resilience, perseverance, and willingness to take risks.