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.
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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.
Eliminating Kinder Surprises with Early Connections!
Implementing approaches to literacy that incorporate multi-sensory and kinesthetic learning and involves Indigenous staff members in the literacy lessons.
Implementing the direct teaching of social skills and the creation of lunchtime social activity groups will build a sense of belonging and diverse social connections in the larger school community.
Self Regulation – Communication (and meeting the needs of introverted learners).
We are navigating a complexity of attachment, engagement and learning at our school that has led a number of students to attend school regularly, but have limited class attendance and course completion. Attempting to reframe this not as a ‘problem’, but rather as an opportunity to rethink and re-imagine learning in our community has been our focus for this year.
Leveraging different tools to increase student agency in their learning program.