Focus: Would the students develop a deeper sense of place (relationship with the land) by having richer literature in the library focusing mainly on Indigenous ways of being?
Focus: To explore the connection between First Peoples Principles of Learning and mathematics through hands-on experiences, and how this promotes student engagement.
Focus: We wanted to investigate First People’s Learning, expanding it to more cross-curricular areas.
Focus: Connection to place, promoting personal connections with nature, learning through careful observation, and local plants and animals that are around us.
Focus: To have our students be more connected to the environment and the Coast Salish land our school is located on.
Focus: To what extent will using the “Thinking Classrooms” best practices increase thinking habits in students at École Nesika?
Focus: By developing Tier 2 vocabulary and sentence fluency with ELL students both orally and in writing, can we enhance a sense of belonging and confidence for those students?
Focus: Explicitly exposing students to mathematical thinking strategies, in order to increase mathematical comprehension and fluency for problem solving.
Focus: Will a focus on fluency at the intermediate level increase students’ reading comprehension?
Focus: Addressing student transitions across grades 7-12, as a catalyst to begin decolonizing education in our community.
Focus: To incorporate the First Peoples Principles of Learning into the curricular learning areas with intention, authenticity and meaning.
Focus: How we support behaviour at school and consider ways to incorporate understanding of the role of lagging skills, in the ways students respond to demands and expectations, and increasing student voice specific to Functional Behaviour Assessments (FBAs) and Behaviour Intervention Plans (BIPs).
Focus: How can we further develop students’ sense of social awareness and responsibility (core competency) through the science curriculum?
Focus: To weave Indigenous culture throughout my semester classes to enhance students’ knowledge and understanding of Indigenous ways of knowing, being and doing, using a variety of literacy resources.
Focus: To continue to grow our knowledge of mathematical instruction (year 3), 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.
Focus: The primary teachers were interested in looking at early reading intervention and differentiation of skills practice.
Focus: How can you improve spelling with intermediate students that is transferable to their writing?
Focus: We wrote personalized land acknowledgements so that each student and staff member had a better understanding of the purpose behind the land acknowledgement.
Focus: Building and maintaining stronger and joyful teaching teams in our Middle Years wing.
Focus: Cultivating curiosity and wonder through outdoor learning.