Focus: Our learners as our teachers – applying principles of formative assessment to our learning organization.
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Focus: To work with our Indigenous communities to provide learning opportunities that reflect our local culture, history, and language.
Focus: Does creating a sense of belonging and self for Indigenous students in grades 8-9, have an impact on remaining in their home school and successful grade to grade transitions in grades 10-12?
Focus: On education leading to action and the importance of story.
Focus: The effect of place-based, non-Eurocentric outdoor education on students’ sense of belonging and confidence.
Focus: Students’ connections to staff in schools, beyond the teachers, and advocates directly involved in the Indigenous learning communities.
Focus: Continue to use and deepen cultural and land-based education to centre Lil’wat and St’at’imc ways of knowing, doing and being into the daily functioning of learning at PSS.
Focus: Creating and maintaining authentic relationship-based connections with Grades 8 and 9 Indigenous students.
Focus: How can we use our Career program (dual credit) opportunities to support our Indigenous learners’ transition to post secondary or the workplace, after graduation.
Focus: Reigniting the spark for learning, where students take ownership of their own learning by engaging in passion projects.
Focus: How does place attachment (knowing place) help promote wellbeing, engagement and over all cognition?
Focus: How the collecting of our own story and the story of others will contribute the development of connections to self, place and others.
Focus: What needs to change in order for our students to feel a strong sense of belonging and connectedness to the school community?
Focus: How can the school library focus on being a responsive, welcoming, nurturing and kind space for all while enticing learning?
Focus: In what ways might Story Workshop nurture authorship and writer identity and how might the Story Studio in the Library promote literacy school wide?
Focus: To address the anxiety (shutting down) shown in students when doing mathematics.
Focus: How does KSS, as a learning community, create opportunities for equity that foster a sense of belonging for all?
Focus: Addressing diverse learner needs in literacy in intermediate classrooms
Focus: Studying and implementing Thinking Classrooms in Mathematics by Peter Liljedahl.
