Focus: Life skills: sewing a plant pouch and gathering Aboriginal plants from our neighbourhood.
Focus: Our team determined that there was a greater need than ever before, since COVID-19, to provide special interventions to build/rebuild reading and writing literacy skills that were possibly ‘lost’ during the months away from the school setting.
Focus: Can we better prepare Indigenous students in grade 8 at SMS before they make the transition to Jackson for grade 9 (and be successful in secondary, and feel a better sense of resilience and belonging)?
Focus: As we look through the lens of the First Peoples Principles of Learning, how might we adjust our techniques and activities to improve the word level reading skills of all learners.
Focus: Increase engagement in the school community and create connection with peers and adults at EBUS, to improve student success in learning.
Focus: Developing a deeper understanding of place, community, family and land, to nurture a sense of pride or belonging for all students.
Focus: Enhance transition from middle school to high school through increased connection with the high school transition team at the middle school level.
Focus: The learning within and from intentional, purposeful, and practical acts of kindness.
Focus: What types of technology (hardware and software) for education best supports our learners? Knowing this, how do we make informed choices about usage and allocation of our technology for education?
Focus: To become a fully fluent Nisga’a speaking elementary.
Focus: How do we use the move into a new building to improve inclusion?
Focus: For students to be more comfortable in nature, to connect with the land, and to gain tools to help them regulate their social-emotional health.
Focus: One of our inquiries was focused on “Learning and Modelling Reconciliation in a Meaningful Way,” and the other was focused on “Student Anxiety”.
Focus: To promote a greater awareness and appreciation of the hən̓q̓əmin̓əm̓ language and culture amongst our school district staff and students.
Focus: On how traditional ecological knowledge can offer all students opportunities to further their connections with land and their sense of place within the community.
Focus: How do we bridge the knowing/doing gap – “knowing” about inclusion to “doing”, and our understanding and use of inclusive practices?
Focus: Through our collective efforts, how can we provide students with a self-regulation toolkit while honouring Indigenous ways?
Focus: Developing a system/network for encouraging and supporting teachers who are working with complex learners.
Focus: Gr. 8 students’ writing skills in note making and using their own words, as well as teacher candidates’ skills in providing written feedback to learners, applying a proficiency scale and analyzing the development of one specific formative assessment.