Focus: Working towards the goals of our Aboriginal Education Enhancement Agreement.
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Focus: On continuing to teach math cyclically, focusing on depth of knowledge and understanding, while incorporating more place-based learning and culture into math, transitioning from grade 7 to high school, and supporting families.
Focus: To increase a sense of belonging amongst learners in our Middle Years wing, through a more consistent advisory/CREW time program in all classes.
Focus: To create an inspired place-based, Koh-Learning space in a commonly used learning space.
Focus: To help Grade 9 Indigenous students find a deeper connection between what they are learning in school and their future, that included an adult from their current middle school and future high school.
Focus: To enhance transition success through more extensive connection with the high school transition team at the middle school level.
Focus: Building relationships between school and home, to facilitate academic development and social/emotional growth.
Focus: On strengthening oral language, writing & self regulation skills, as well as ecological & cultural knowledge by blending outdoor experiences with literature, nonfiction reading and storytelling using loose parts (Story Workshop).
Focus: We wanted to know if we could increase all students’ reading comprehension, by explicitly targeting their reading fluency and monitoring it through ongoing formative assessment.
Focus: To develop and grow authentic, trust-based relationships with our Indigenous Grade 8 students through a variety of experiences.
Focus: To explore a material (i.e. wool/wood) in order to develop a deeper understanding and appreciation for natural resources and land-based materials.
Focus: To plant the seeds of understanding of the history of the land we live on and the First Peoples that came before us. (Connecting students with nature and giving them a sense of wonder)
Focus: Incorporating Indigenous understandings and project-based learning into mathematics.
Focus: Connecting Aboriginal understandings and oral story telling practices through experiential, applied design, skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: How can a school garden facilitate a richer form of inclusion and hands-on learning with a group of students with special needs and our school community?
Focus: How can we make a school-wide positive behaviour reinforcement program that coincides with the core competencies? Is it possible to integrate Indigenous perspectives into this program?
Focus: Building a more resilient school community.
Focus: Will our efforts to build more meaningful staff-student relationships contribute to improved student attendance and ultimately performance?
Focus: On fluency at the intermediate level to increase students’ reading comprehension?