Building a sense of community for Indigenous students and pride in their culture through celebration.
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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.
With engagement in mind, we are hoping to create more opportunities for authentic audiences within our Humanities 8 classrooms.
How to support all learners in their reading development.
Our focus is improving student engagement by using local knowledge and traditional activities.
Student leadership growth practices in senior outdoor education.
On identifying strategies that cultivate a safe and supportive classroom community, emphasizing teacher collaboration, continuous learning growth, and the implementation of decolonized learning opportunities through the LEAP program.
Student directed inquiry (student voice) around land-centred Indigenous understandings of how to live on the land in relational ways (respectful, reciprocal relationships) and within the world and among all beings.
How can we meet the social and emotional needs of our students and their families while transitioning to kindergarten?
Developing a deeper and broader understanding of number sense from K-3 with a focus on improving numeracy outcomes for Indigenous learners.