Focus: If we work together to develop our collective efficacy regarding making learning visible, we will be able to build student capacity in the competencies of critical thinking and collaboration.
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Focus: We hoped to shift students’ regulated behaviours (displayed consistently while learning outside) into the indoor classroom environment through connected strategies used both inside and while students were in cross-graded, cross-curriculum learning groups outside.
Focus: To find ways we can provide our students with support in the areas in which our students are “under-resourced” in (according to Ruby Payne’s Under Resourced Learners): Relationships/Role-Models and Mental (Math and Literacy).
Focus: To increase student engagement and improve oral and written storytelling through Story Workshop.
Focus: To have our incoming students from grade 5 and their families gain a greater sense of community.
Providing authentic experiences to build knowledge and understanding of local Indigenous culture and their Worldview
Listening to students, staff and community voices on how structural and relational issues at our school continue to foster divisions and reinforce disconnection and disengagement amongst marginalized learners.
On self regulation, specifically the core competency critical thinking.
To support Indigenous student success (academic, social/emotional) by increasing the sense of belonging and connection
To build literacy skills through storytelling and storymaking; developing oral and written language through local Indigenous stories, SENĆOŦEN language learning, and place-based storymaking.
Exploring connections to land and place through story workshop and Indigenous knowledge.
Connecting to place and land around the school, as well as practices of local Indigenous Peoples
How does ‘Belonging” from the Circle of Courage framework benefit academic, social/emotional and school culture development in a small, semi-rural high school?
We focused on developing engaging, hands-on and experiential learning opportunities that were designed to create connections to literacy and numeracy learning and relationships for the students to both school and community
How can we ensure we all have a sense of belonging
Developing a deeper and broader understanding of number sense from K-6 with a focus on improving numeracy outcomes for Indigenous learners.
The focus of our inquiry was around sense of belonging and whether our Indigenous learners feel represented in their learning, and in their school community
Building and promoting spaces that inspire hope/belonging
Harmony in Nature: Exploring Nuu-chah-nulth perspectives on nature through songwriting, integrating cultural appreciation, environmental stewardship, and community engagement.
To develop and implement math routines which help students to acquire the skills for mathematics and to develop a mindset of growth, inquiry, and collaboration.