Focus: Embedding Indigenous stories and traditional knowledge into the classroom.
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Focus: What is the impact of using outdoor/place-based learning on deepening connections and improving mental health?
Focus: Exploring how repeated visits to a familiar, natural outdoor setting will affect play and interactions between students and the environment.
Focus: On engaging all of our learners (grade 6/7) in Indigenous Cultural learning experiences, thereby increasing our own knowledge and comfort with both content and the skill of weaving First Peoples Principles of Learning into the curriculum.
Focus: Embracing the traditions and culture of the people on whose land we work, learn and live.
Focus: To increase feelings and a sense of connectedness in our Indigenous students to Dover Bay Secondary School.
Focus: Our committee began to build a dedicated space which would encourage staff and students to move some of their formal and informal learning outside.
Focus: The role of play, particularly outdoor play, in students’ well-being and learning, as well as the educator’s role in play, particularly outdoor play.
Focus: On being, belonging and becoming by exploring well-being as a whole school community.
Focus: Journey of Syeyutsus: Reconciliation in Action through meaningful ways to develop an appreciation of Hul’q’umi’num culture while developing healthy relationships.
Focus: How can a focus on connections and core competencies help students better communicate their thinking and understand themselves as learners?
Focus: Connecting Aboriginal understandings and oral storytelling practices through experiential, applied design, and skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: Empower the students to advocate for a better play space at our school.
Focus: Engaging students in hands-on activities related to growing, harvesting and using sustainable/local and traditional First Nations plants.
Focus: To support Gr. 8’s learning about a variety of social justice issues through a course designed specifically for them, while still weaving Indigenous ways of learning into daily classroom practice as a means to help learners process new information, maintain strong, supportive relationships and a sense of belonging. (Creating spaces where Indigenous learners felt connected and valued instead of singled out).
Focus: On developing foundational skills in Early Literacy that are required for children to successfully read and write at the primary level.
Focus: Increasing outdoor education activities, specifically through inquiry-based structure building, in order to develop communication and problem-solving skills amongst the students.
Focus: To work with the local Indigenous communities to provide learning opportunities that reflect local culture, history, and language.
Focus: Having our students, individually and collectively, understand that all of nature is interconnected (humans too) from a very local perspective, and a bit more practically, a great deal of learning can happen outdoors.