Case studies are rich sources of data, capturing both the process of inquiry with regard to a school’s particular focus for improvement, as well as the learning and observations obtained throughout the journey.
Focus: To use a supported cohort model to increase the transitions rate by providing a greater sense of belonging and connection.
Focus: To build social, emotional and cultural connections for priority students in Grade 6 to foster a sense of belonging and community within the school.
Focus: Cross curricular learning that centers Indigenous land based pedagogy.
Focus: On building students’ understanding of Indigenous worldviews, specifically related to the role of oral language in traditional Indigenous ways of learning.
Focus: To connect students socially and build community, while developing literacy skills through story workshop and writers workshop.
Focus: To see if Indigenous hand drumming would improve student engagement with learning multiplication.
Focus: Our focus was to encourage students of all reading levels and backgrounds to read authentic texts with diverse perspectives.
Focus: How can we make school a more hospitable place for Indigenous (and all) students?
Focus: How can we link children’s play to the curriculum and discover how to communicate these links to a variety of members in our school community.
Focus: Investigating the gaps that could be filled in order for teachers to increase time spent on land-based, experiential learning activities for their students.
Focus: How do we support the building of a common language across the grades that will help students’ development as mathematicians?
Focus: With a focus on Social Emotional Learning, how can we help our students feel connected and supported during a global pandemic through the 4 R’s of the Longhouse?
Focus: How can we improve literacy and literacy engagement for Grade 8s and 9s?
Focus: Re-building a sense of connectedness and community in our school, post pandemic.
Focus: Our learners as our teachers – applying principles of formative assessment to our learning organization.
Focus: To work with our Indigenous communities to provide learning opportunities that reflect our local culture, history, and language.
Focus: Does creating a sense of belonging and self for Indigenous students in grades 8-9, have an impact on remaining in their home school and successful grade to grade transitions in grades 10-12?
Focus: On education leading to action and the importance of story.
Focus: The effect of place-based, non-Eurocentric outdoor education on students’ sense of belonging and confidence.
Focus: Students’ connections to staff in schools, beyond the teachers, and advocates directly involved in the Indigenous learning communities.
Focus: Continue to use and deepen cultural and land-based education to centre Lil’wat and St’at’imc ways of knowing, doing and being into the daily functioning of learning at PSS.
Focus: Creating and maintaining authentic relationship-based connections with Grades 8 and 9 Indigenous students.
Focus: How can we use our Career program (dual credit) opportunities to support our Indigenous learners’ transition to post secondary or the workplace, after graduation.
Focus: Reigniting the spark for learning, where students take ownership of their own learning by engaging in passion projects.
Focus: How does place attachment (knowing place) help promote wellbeing, engagement and over all cognition?
Focus: How the collecting of our own story and the story of others will contribute the development of connections to self, place and others.
Focus: What needs to change in order for our students to feel a strong sense of belonging and connectedness to the school community?
Focus: How can the school library focus on being a responsive, welcoming, nurturing and kind space for all while enticing learning?
Focus: In what ways might Story Workshop nurture authorship and writer identity and how might the Story Studio in the Library promote literacy school wide?