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 continue to build relationships so students love being at school and this will improve their attendance.
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.
Explored ways to strengthen students’ knowledge of phonics and other reading skills and investigate how this practice can influence spelling and writing capabilities.
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?
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.
To increase student engagement and sense of belonging through combining hands-on, outdoor, land-based learning and literacy/stories related to that learning.
Can creating art, specifically Indigenous art, be a vehicle for our most vulnerable Indigenous students and their families to connect with our school communities?
Building a sense of community for Indigenous students and pride in their culture through celebration.
To bring more Indigenous Education to our classrooms, both in content and teaching/learning styles.
How can we create a senior inquiry-based curriculum that contains adaptations for our diverse art students while increasing a sense of belonging?
Enhancing the learning environment by creating an outdoor classroom and ensuring that it creates a welcoming and comfortable atmosphere.
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.
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.
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.
With engagement in mind, we are hoping to create more opportunities for authentic audiences within our Humanities 8 classrooms.
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.
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.
How can we meet the social and emotional needs of our students and their families while transitioning to kindergarten?
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.
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!