Focus: How do we create independent learners with the use of core competencies and hands on learning?
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Focus: Incorporating ecological knowledge into multiple classes and school culture to improve student’s eco-literacy.
Focus: Building student math muscles through group work on vertical non-permanent surfaces.
Focus: How can we accelerate the literacy learning in the early primary classrooms?
Focus: What level of impact will focusing on reading engagement and developing a positive reading identity have on overall student reading progress?
Focus: Implementing Reader‘s (Daily 5/Café) and Writer’s workshop structure into Primary classrooms to increase and support differentiated learning.
Focus: To increase staff and student understanding of First Peoples Principles of Learning and the Core Competencies.
Focus: On our vulnerable learners: How to better understand their needs; how to nurture their voices; how to better leverage the unique strengths of our school to further these goals; how to involve the community in supporting these goals.
Focus: How a hands-on approach to teaching problem solving and other mathematical concepts using puzzles and games could improve attitudes and growth in numeracy.
Focus: Will adding classroom libraries filled with good fit books increase the students’ love of reading and in turn, their reading levels (the focus was on 2 specific divisions)?
Focus: On the pilot implementation of FreshGrade as an electronic method for Ongoing Communication of Student Learning (OCSL) reporting for grades 8 and 9 in order to meet the new BC Ministry Reporting Guidelines for informal communication about student learning.
Focus: How will using the program ‘Successful Learner Traits’ help us to develop a common language between colleagues and students, as well as enable us to grow a positive school culture?
Focus: Indigenous perspectives within Social Emotional Learning (SEL).
Focus: We used the resource “Circle Forward” to participate in a book study which focused on us creating a safe and welcoming environment in our classrooms and school, while infusing Aboriginal understandings and practices into our everyday teaching and school culture. We focused on trying lessons from modules 4 and 5, which was centred around building connection and community and social and emotional learning.
Focus: Our focus was integrating First Nations learning within the Daily 5 literacy model, through the use of rich First Nations-based literature to extend fluency, vocabulary, accuracy, and comprehension.