Focus: On making meaningful and thoughtful connections between the FPPL and the Core Competencies.
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Focus: How might an explicit focus on place (instruction, experiences and explorations) foster growth of a positive relationship between learners and their school community?
Focus: How to decrease student stress at Ecole Quarterway using the open hearts framework and Coast Salish wisdom towards nature therapy/Ecotherapy/ connections to the land?
Focus: How can experiential learning encourage greater understanding between Indigenous and non-Indigenous students?
Focus: Providing a space where students in grade 3-5 had the opportunity play with math/numeracy in an experiential manner and designed with an Indigenous lens.
Focus: Connecting Aboriginal understandings and core competencies through experiential, land-based learning.
Focus: To begin a journey in becoming more knowledgeable about Aboriginal Education, protocols, while incorporating outdoor education.
Focus: To use robotics and other inclusive technologies to facilitate a richer inclusion for all children.
Focus: How can we increase our students’ numeracy skills and basic mathematical understandings, while providing opportunities for interventions and extensions and cross-grade interaction?
Focus: Will the completion of a guided inquiry project early in the school year enable students to apply the Spiral of Inquiry and some of the First Peoples’ Principles of Learning to complete a personal inquiry at the end of the year? The personal inquiry question will be — How does your spark connect to the world around you and make it a better place?’”
Focus: On building student’s ability to independently read and interpret non-fiction texts in order to support their learning in inquiry style Science and Social Studies units.
Focus: To determine if building longboards/skateboards would contribute at-risk student attendance and engagement in the core competencies.
Focus: Teach learners to monitor emotions and use physical activities to calm themselves in order to enhance their ability to re-engage in learning activities.
Focus: Identifying and supporting students with very low literacy and math skills.
Focus: Co-developing a framework to nurture the identity, confidence, and sense of belonging of Indigenous students, as well as to establish and strengthen relationships between all members of the SSS community.
Focus: To improve a better understanding of Environmental Place Based Learning we worked on appreciating our local environment, in turn developing their Social and Emotional skills.
Focus: Using ADST curriculum to address core competencies.
Focus: How can an immersive day of teachings from our local First Peoples, the Musqueam people, on Musqueam land enrich the understandings of students with diverse Aboriginal ancestries, in terms of building a sense of identity, and connection to history, culture and land?
Focus: We wanted all students to develop a greater understanding of local First Nations’ experiences and explore the extent of First Nations culture in their lives.
Focus: We wanted to explore the effects of alternate seating in regards to the on-task behaviour of individual learners.