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).
Read More
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.
This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication.
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.
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.
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.
To build literacy skills through storytelling/story making, and develop oral and written language through local Indigenous stories.
Focus: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.
Exploring connections to land and place through story workshop and Indigenous knowledge.
Connecting to place and land around the school, as well as practices of local Indigenous Peoples
The focus of our inquiry was around sense of belonging and whether our Indigenous learners feel represented in their learning, and in their school community
Connecting students to place through Indigenous pedagogy, inquiry and place-based learning.
We wanted to gain a deep understanding of the history of Indigenous People, to have a deeper understanding of their culture
Centered on the second principle of the First Peoples Principles of Learning where learning is holistic, reflexive, experiential and relational, striving to help our students feel more connected by creating opportunities for cultural awareness and celebrating diversity, equity, and inclusion
On increasing student engagement by connecting passion to school-based events and classes, as well as providing safe and welcoming spaces for our students.
How does combining Indigenous Storywork with Place-based learning effect student participation and belonging?
To cultivate a sense of belonging among our Indigenous students, establish a nurturing network of inspiring role models, and provide guidance as they navigate the transition from elementary to high school.
Focus: Adding visual representations of Indigenous culture at our school, so that our school environment can better support Indigenous Ways of Knowing.