Focus: Life skills: sewing a plant pouch and gathering Aboriginal plants from our neighbourhood.
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Focus: One of our inquiries was focused on “Learning and Modelling Reconciliation in a Meaningful Way,” and the other was focused on “Student Anxiety”.
Focus: To promote a greater awareness and appreciation of the hən̓q̓əmin̓əm̓ language and culture amongst our school district staff and students.
Focus: On how traditional ecological knowledge can offer all students opportunities to further their connections with land and their sense of place within the community.
Focus: How do we bridge the knowing/doing gap – “knowing” about inclusion to “doing”, and our understanding and use of inclusive practices?
Focus: Through our collective efforts, how can we provide students with a self-regulation toolkit while honouring Indigenous ways?
Focus: Developing a system/network for encouraging and supporting teachers who are working with complex learners.
Focus: Gr. 8 students’ writing skills in note making and using their own words, as well as teacher candidates’ skills in providing written feedback to learners, applying a proficiency scale and analyzing the development of one specific formative assessment.
Focus: Developing standards and a framework for successful collaboration and consultation in order to enhance our inclusion supports to schools.
Focus: To take time to listen to the stories that the living beings in our place are telling, as well as consider how this helps us self regulate.
Focus: To establish a Makerspace and “Making” to increase student engagement at school.
Focus: How to help students develop more independence as self-regulating learners.
Focus: How can our school community continue to deepen our understanding of the history and culture of this place, through an exploration of traditional Indigenous drum making and cultural teachings associated with drums?
Focus: To find and build connections with things in our local community and with other communities.
Focus: Self-regulation and how interacting with our natural environment promotes mindfulness.
Focus: To study the relationship between teacher and student using 6 “thinking moves” that regularly were applied in class by students, for understanding and making thinking visible.
Focus: Examining the meaning, and our understanding, of the Early Learning Framework principle that “play is integral to well-being and learning.”
Focus: For the whole school to inquire about ‘The Sacred Teaching of Humility” – a whole school project.
Focus: To increase students’ interest in the pond, thereby deepening their connection to place, their sense of responsibility and feelings of belonging.
Focus: To continue to grow our knowledge of mathematical instruction (year 2), focusing in on how we can teach/assess the curricular competencies with the intention of deepening our students’ understanding of number sense and making our instruction accessible for all learners.