Developing ADST skills and financial literacy while making intergenerational connections and giving back to the community by running a Winter Market.
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How can we support our students in transferring their knowledge, learning and skills to make connections, creatively solve problems and use critical thinking in the classroom, particularly in numeracy?
Restructuring the delivery of the CLE and CLC courses to prioritize a successful bridging to post-graduation life.
To use outdoor experiences to impact a regulated classroom community.
Focus: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.
Focus: Helping my students see themselves as learners by strengthening their ability to regulate themselves.
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.
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