Focus: Developing multi-grade, K-5 science lessons from both a traditional and Indigenous Principles of Learning lens.
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Focus: Exploring how hands-on learning, math games and songs, stories and thinking tasks (NRICH Cambridge) influence math motivation and mathematical thinking for learners.
Implementing a structured literacy approach with emphasis on kinesthetic, visual, auditory and tactile learning to bridge learning gaps in phonemes and high frequency words
Focus: We wanted the students that are Indigenous to be connected to their culture, as well as the other students in the school to understand that the Indigenous culture is amazing from all aspects.
Focus: Implementing the direct teaching of social skills and the creation of lunchtime social activity groups to build a sense of belonging and diverse social connections in the larger school community.
Focus: How do we improve connections to increase student success?
Focus: How can we use an anti-oppression lens to support, create and promote inclusive outdoor learning opportunities for all K-7 educators and students across the district?
We are focusing on connections and transitions through the four modes of engagement: Explorer, Achiever, Passenger and Resister. How do we switch back to Explorer/Achiever from Passenger/Resister (just like the early years of school).
To expand hands-on, ADST-based learning opportunities across the curriculum to increase student engagement, resilience, and problem-solving through authentic “learning by doing.”
Creating joyful and engaging opportunities for our school community to connect with Nuu-chah-nulth culture to create deeper understanding.
To create trauma-sensitive, engaging learning environments that fostered safety, connection, and increased student participation.
What are students’ perspectives on how hands-on project work will take them in the future.
If we build a team of Numeracy Leads that includes representation from all schools and supports their work as lead educators for numeracy at their sites, will we realize larger gains in maths instruction, understanding and efficacy?
Explored ways to strengthen students’ knowledge of phonics and other reading skills and investigate how this practice can influence spelling and writing capabilities.
Strengthening students’ oral and written literacy by connecting learners to local Indigenous stories, SENĆOŦEN language, and place-based storytelling, while also deepening our own learning and relationships with the W̱SÁNEĆ community.
Building a sense of community for Indigenous students and pride in their culture through celebration.
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.