Focus: To deepen learners’ connection to place through imaginative outdoor play, nature journaling, and meaningful experiences in our school garden classroom.
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Focus: Deepening relationship with land through interconnected learning experiences.
Focus: Developing deeper and broader numeracy skills from grades 1 – 3 with a focus on improving numeracy outcomes for Indigenous learners.
Focus: Collecting reading data and supporting all students in their reading progress.
Focus: What the impact of increased student engagement could have on attendance and completion rates.
Focus: Creating opportunities for students to engage with land-based, local WSÁNEĆ (hi)stories through hands-on student storytelling and experiences that enhances their connection to place and understanding of their own voice in their personal narrative.
Focus: To find out if using the strategy of Reader’s Theatre (Indigenous oral story telling focus) would help improve reading fluency, speaking and listening skills and Indigenous cultural knowledge for our students.
Focus: To transform our library into a student-centered Learning Commons that fosters literacy, student ownership, belonging, and the inclusion of local Indigenous perspectives.
Focus: To create an environment to improve student belonging and engagement, focused on mentorship, community building and resilience.
Focus: How do our classroom practices intentionally build a sense of well-being for every student?
Focus: Can student engagement be increased by increasing the students’ sense of belonging and community.
Focus: To deepen students’ sense of belonging, stewardship, and connection to the land through Indigenous story work, and place-based learning.
Focus: Will conducting an interview project lead to a more meaningful writing project?
Focus: Strengthening Self-Regulated Learning through a school-wide Spiral of Inquiry approach, grounded in Indigenous Ways of Being, in order to increase student agency, independence, engagement, and depth of thinking.
Focus: What are the key factors contributing to low literacy rates among middle school students in our district, and what targeted supports, resources, and instructional strategies can help improve literacy outcomes for our Indigenous and non-Indigenous middle school student population?
Focus: What are students’ perspectives on how hands-on project work will prepare them for the future.
Focus: To increase student engagement, sense of belonging, and environmental stewardship through hands-on garden-based learning that integrates Indigenous perspectives, literacy, numeracy, science, and ADST.
Focus: Our inquiry focused on creating a learning environment that supported students’ emotional regulation, allowing them to feel safe and the opportunity to work through their emotions in a safe and controlled environment.
Focus: Exploring how hands-on learning, math games and songs, stories and thinking tasks (NRICH Cambridge) influence math motivation and mathematical thinking for learners.
Implementing a structured literacy approach with emphasis on kinesthetic, visual, auditory and tactile learning to bridge learning gaps in phonemes and high frequency words