School Name: Queen Elizabeth Secondary

School District: SD#36 Surrey

Inquiry Team Members: Geralie Oba-Underwood: oba_g@surreyschools.ca, Helen Rogan: rogan_h@surreyschools.ca, Jeevan Dhami: Dhami_j@surreyschools.ca, Angie Baumgartner: baumgartner_a@surreyschools.ca, Aimee Oulette: oulette_a@surreyschools.ca

Inquiry Team Contact Email: oba_g@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Language Arts – Oral Language, Language Arts – Writing, Social Studies

Focus Addressed: Core competencies (for example, thinking, communication, personal and social)

In one sentence, what was your focus for the year? For 2025–2026, we aim to empower Humanities 8 students to develop their voice through purposeful writing and speaking, while fostering critical thinking and personal connection to content.

III. Spirals of Inquiry Details

Scanning: Over the past two years, Queen Elizabeth Secondary has prioritized literacy development, particularly in reading comprehension, written expression, and oral communication. Students have shown growth when given structured opportunities to share ideas, collaborate, and reflect. However, many still struggle with organizing complex thoughts, using evidence effectively, and adapting communication for different audiences. Humanities 8 students are at a formative stage in developing these skills, and targeted support can accelerate their growth.

Focus: This focus continues the trajectory set by Queen Elizabeth Secondary’s previous inquiries by moving from foundational literacy (2023–2024), to cross-curricular communication (2024–2025), to student-driven expression and critical thinking (2025–2026). It allows educators to better understand how students evolve as communicators and thinkers, and how instructional practices can adapt to meet their needs

Hunch: Students benefit from inclusive and scaffolded literacy instruction, but may lack consistent opportunities to connect personally with content and express their ideas in meaningful ways. Embedding literacy strategies into Humanities through inquiry, reflection, and dialogue can bridge this gap and promote deeper learning.

New Professional Learning: Literacy Instruction Resources to Support Inquiry
• Grand Conversations (2nd Edition) – Faye Brownlie
• When Kids Can’t Read: What Teachers Can Do – Kylene Beers
• The Vocabulary Playbook: Learning Words That Matter – Douglas Fisher and Nancy Frey

Last year, Humanities 8 students demonstrated noticeable improvement in showing respect to their classmates during conversations; however, many were still speaking “past” one another. Only the most confident proficient/extending learners were consistently engaging with the content of their peers’ contributions. To support stronger dialogue, direct instruction and practice of specific conversational skills were introduced this year.

For each attempt, the class was organized into five small groups based on interest or topic to encourage meaningful engagement. Before the first discussion, the class received instruction on open and supportive body language, followed by role-play and tableau activities illustrating body language that signals openness versus body language that does not. Students enjoyed exaggerating “perfect” and “terrible” examples, and the shared laughter helped establish a positive tone for collaborative conversation.

After the first attempt, students received general whole-class feedback (“here’s what was noticed…”). Prior to the second attempt, students were reminded of these observations and then taught two targeted discussion skills:

• Adding to or building on another student’s contribution. A flowchart outlining effective response options was created on the whiteboard. As a class, students generated statements, and various response types were modelled using the flowchart. Students then practiced making statements and building on one another’s ideas in pairs.
• One branch of the flowchart focused on respectful disagreement. Using sentence stems, the class explored ways to express differing viewpoints while remaining open and supportive. Students practiced these approaches in pairs as well.

What will we do differently?
We will implement the following strategies:

• Use student-led inquiry projects to encourage authentic writing and speaking tasks.
• Integrate graphic organizers, sentence frames, and exemplars to support written structure and clarity.
• Facilitate peer feedback and self-assessment to build metacognitive awareness and collaborative skills.
• Provide formative assessment opportunities using rubrics aligned with core and curricular competencies.
• Embed critical thinking routines to help students analyze perspectives and construct reasoned arguments.

Core Competencies Focus

• Communication:
  • Connect and engage with others (to share and develop ideas)
  • Explain/recount and reflect on experiences and accomplishments
•  Thinking:
  • Generate ideas and build on the ideas of others
  • Reflect on thinking and processes
•  Personal and Social:
  • Positive personal and cultural identity
  • Social awareness and responsibility

Curricular Competencies (Humanities 8)

• Use writing and oral language to communicate ideas, arguments, and information for a specific audience and purpose
• Recognize and identify different perspectives and evidence in texts
• Make reasoned ethical judgments about events, decisions, or actions
• Assess the significance of people, places, events, or developments

Taking Action:

We will:

• Share findings with staff to inform cross-curricular literacy practices
• Adjust instructional strategies based on student feedback and performance
• Continue professional development in formative assessment, inquiry-based learning, and literacy scaffolding

Strengths

• Continued explicit instruction supported stable student performance across discussion attempts.
• One student demonstrated growth, moving from developing to proficient.
• Students showed willingness to engage in peer reflection and provide positive feedback.
• Group reflection increased participation and awareness of discussion behaviours.

Challenges

• Students had difficulty providing specific, constructive peer feedback, tending toward kind but vague comments.
• Peer feedback did not lead to expected growth for students in the emerging range; one student showed regression.
• Reduced presence of strong discussion models (due to absences) may have impacted overall discussion quality.
• It remains unclear whether group feedback supported engagement for all learners or affected motivation for some students.

Overall Observations Comparison of Student Performance:

December 2025 vs. May 2026

Overall Observations Comparison of Student Performance: December 2025 vs. May 2026
• Student performance shifted toward higher proficiency between December 2025 and May 2026.
• In December, most students were Developing or Proficient, with minimal Extending representation.
• By May, following targeted instruction and feedback, more students demonstrated Proficient and Extending behaviours.
• Extending increased from 1 student to 6 students (26.1%), indicating greater independence and confidence.
• Overall, targeted instruction reduced Emerging levels and supported movement into higher performance categories.

Checking:

We will collect evidence through:

• Student writing samples and oral presentations
• Self-assessments and reflections
• Peer feedback forms
• Teacher observations and rubrics

Conclusion

Classroom evidence shows that while students are increasingly willing to participate in discussion, many require explicit instruction to communicate ideas clearly, critically, and constructively. Targeted modelling of academic language, discussion skills, and differentiated access to texts will support more equitable participation. Emphasizing purposeful speaking, listening, and writing will help students develop confidence, critical thinking, and meaningful connections to content.

Reflections/Advice:

Next steps: Continued explicit instruction in discrete conversational skills outside of discussion practice, increased use of differentiated text sets to address varied background knowledge, and integration of literacy screening data to guide targeted interventions.

2026–2027 Actions
• Baseline discussion in September
• Mini lessons on probing questions, summarizing, and connecting ideas
• Structured routines: “Say–Summarize–Connect,” paired practice, small group discussions
• Feedback cycles: whole class + light individual feedback
• Three discussion attempts tracked with a consistent proficiency scale

Success Indicators
• More students demonstrating Proficient/Extending levels
• Students independently using target skills
• Increased confidence and participation
• Evidence of deeper thinking and collaborative meaning making

School Name: Hazelgrove Elementary

School District: SD#36 Surrey

Inquiry Team Members: Katie Vincent – Vincent_k@surreyschools.ca
Amber Geremia – Geremia_a@surreyschools.ca

Inquiry Team Contact Email: vincent_k@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Physical & Health Education, Science, Social Studies

Focus Addressed: Local Indigenous Knowledges, Literacy, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? Our focus for the year was to deepen students’ sense of belonging, stewardship, and connection to the land through Indigenous story work, and place-based learning.

III. Spirals of Inquiry Details

Scanning: Our scanning process involved observing students during discussions, story experiences, and outdoor learning opportunities, while listening carefully to their questions, wonderings, and reflections about the land and their community. We used the key questions, “What is going on for our learners?” and “How do we know?” to guide our observations and conversations. Through this process, we learned that students were highly curious about nature and the places where they live and learn, but had limited understanding of Indigenous perspectives and connections to the land. The First Peoples Principles of Learning informed our scanning by emphasizing that learning is embedded in memory, history, story, and relationships, while the OECD principles highlighted the importance of learner voice, engagement, and meaningful, authentic learning experiences. Listening to our learners helped us identify a focus on building belonging, stewardship, and connection through Indigenous story work, place-based learning, and community relationships.

Focus: We selected this area because our scanning revealed that students were eager to learn more about the land, local stories, and their connection to the community, but had limited opportunities to engage with Indigenous perspectives in meaningful and authentic ways. We wanted to create learning experiences that would strengthen students’ sense of belonging, respect for the land, and understanding of Indigenous ways of knowing. Through Indigenous story work, place-based learning, and community relationships, we hoped students would develop a deeper connection to where they live and learn, become more confident in sharing their thinking, and see themselves as caring stewards of the land and active members of their community.

Hunch: Our hunch was that many students were not spending enough time learning outdoors and, as a result, had limited opportunities to develop meaningful connections with the natural environment. While students were learning about nature and their local environment, they had few opportunities to engage with Indigenous perspectives, stories, and ways of knowing in authentic, place-based contexts. We also believed that students would benefit from more opportunities to learn alongside peers from different grade levels. We believed that by increasing opportunities for cross-grade collaboration, outdoor learning, and exploration of local Indigenous stories, students would develop a stronger sense of belonging, a deeper understanding of place, enhanced oral language and leadership skills, and a greater responsibility for caring for the land and one another.

New Professional Learning: Through this inquiry, we explored Indigenous storywork, place-based learning, and ways of authentically integrating Indigenous perspectives into our classrooms. A valuable resource was learning about Jo-ann Archibald’s Indigenous Storywork principles, particularly the importance of learning through story, relationships, reflection, and respect. This learning helped us think more deeply about how stories can be experienced, shared, and retold in ways that honour multiple perspectives and connections.

Local Indigenous stories were some of our most valuable resources. Exploring stories connected to the land where we live and learn helped us better understand how story, place, identity, and community are interconnected. These stories provided meaningful entry points for students to develop relationships with the land and to recognize that stories carry important teachings and ways of knowing.

An important aspect of our professional learning was the opportunity to collaborate and learn from one another. As teachers from different grade levels, we brought different strengths, experiences, and perspectives to the inquiry. Through regular conversations, co-planning, sharing resources, and reflecting on student learning, we deepened our understanding together.

Taking Action: To deepen students’ connections to land, story, and community, we intentionally integrated Indigenous perspectives and place-based learning throughout the year. We began by inviting students to share their questions and wonderings about the land where they live and learn. These inquiries guided many of our learning experiences and helped students see themselves as active participants in the learning process.

We regularly engaged students in outdoor learning experiences, encouraging them to observe seasonal changes, explore local natural spaces, document their discoveries through drawings and writing, and reflect on their relationships with the land. Students participated in nature walks, sit spots, and stewardship activities that promoted observation, curiosity, and care for the environment.

In my class, kindergarten students explored the idea of special places by identifying and reflecting on locations that were meaningful to them. Students shared why these places were important and connected personal experiences and memories to these locations. Using scrap fabric and other materials, students created individual story mats that represented their special places. They used these story mats to orally tell and retell personal stories, practicing storytelling skills and sharing their experiences with peers. Through this process, students strengthened their confidence as storytellers and developed an understanding of how stories connect people to place.

Inspired by their enthusiasm for story mats, both of our classes collaborated on a larger community storytelling project. Together, we explored the traditional Stólō story How the Coho Got His Hooked Nose by Teresa Michell. Students listened to, discussed, and retold the story in their own words, focusing on the teachings, relationships, and connections to place embedded within the narrative. Working collaboratively, students needle-felted a large-scale story mat representing key events and characters from the story. The completed story mat became a powerful tool for oral storytelling, allowing students to practice retelling the story and eventually share it with the entire school community. Through this experience, students learned that stories are meant to be shared, remembered, and passed on through relationships and community.

The cross-grade partnership became an important part of the learning experience. The grade 2/3 students were excited to take on leadership roles as buddies, supporting and encouraging the Kindergarten students throughout the project. The younger students looked to their older peers as mentors, while the older students developed confidence, responsibility, and pride in sharing their knowledge and skills. Through these relationships, students learned from one another and experienced how stories can bring people together across ages and experiences.

Through this experience, students learned that stories are meant to be shared, remembered, and passed on through relationships and community. They also developed a deeper understanding that places hold stories and memories for individuals, families, and communities.

2025-2026 Inquiry Project

Checking: We observed meaningful growth in students’ understanding of and connection to the land. Evidence of change came from student conversations, reflections, learning journals, artwork, inquiry projects, and observations during outdoor learning experiences. Students began using more respectful and informed language when discussing the land and Indigenous stories, asked deeper questions about place and belonging, and demonstrated increased awareness of how they could care for their environment and community.

Students showed greater confidence in sharing their ideas and making connections between stories, the natural world, and their own experiences. They increasingly recognized that learning happens through relationships, story, and connection to place. While we were encouraged by the growth we observed, we also recognized that developing authentic understanding of Indigenous ways of knowing is ongoing work. We were satisfied with the progress made this year and saw strong evidence that these experiences fostered curiosity, belonging, stewardship, and respect. At the same time, we identified opportunities to continue strengthening partnerships with Indigenous community members and expanding place-based learning experiences in the future.

Reflections/Advice: This inquiry reinforced for us the importance of slowing down, listening to student voice, and creating learning experiences that are grounded in relationships, story, and place. We learned that even our youngest learners are capable of engaging thoughtfully with Indigenous perspectives when provided with authentic opportunities to connect with the land, ask questions, and learn through experience. We also learned that meaningful place-based learning deepens students’ sense of belonging, stewardship, and responsibility to their community.

Moving forward, we plan to continue strengthening our understanding of Indigenous ways of knowing and deepen our relationships with local Indigenous community members and knowledge keepers. We hope to expand opportunities for land-based learning across the curriculum and create more regular experiences that connect students with local stories, places, and community.

Our advice to other schools is to begin with curiosity, relationships, and student voice. Start small by spending time outdoors, listening to students’ questions, and exploring the stories connected to your local place. Seek guidance from Indigenous educators and community partners, approach the work with humility and respect, and recognize that this learning is an ongoing journey rather than a destination. The most meaningful learning often comes from building authentic connections, to the land, to one another, and to the stories that shape our communities.

School Name: Fraser Wood

School District: SD#36 Surrey

Inquiry Team Members: Anne McNamee: mcnamee_a@surreyschools.ca, Sean Chambers: chambers_s@surreyschools.ca, Cheryl Chung: chung_c@surreyschools.ca

Inquiry Team Contact Email: miller_e@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed: Arts Education, Science, Social Studies

Focus Addressed: Local Indigenous Knowledges, Core competencies (for example, thinking, communication, personal and social), Land, Nature or Place-based learning

In one sentence, what was your focus for the year? At our school, the Indigenous population has decreased and we wanted the students that are Indigenous to be connected to their culture, as well as the other students in the school to understand that the Indigenous culture is amazing from all aspects.

III. Spirals of Inquiry Details

Scanning: Using the OECD principle that emotions are integral to learning, we prioritized understanding students’ happiness, sense of safety, and connection at school. We observed that our Indigenous students demonstrated strong relationships with staff and peers, appeared confident and engaged, and expressed positive outlooks about their futures. This suggested that they felt supported and successful within the school environment.

We also drew on the First Peoples Principles of Learning, particularly that learning supports the well-being of the self, family, community, land, and ancestors, and involves the exploration of identity. While overall well-being was strong, we noticed that many students were not expressing a strong connection to their Indigenous identity or culture within the school context.

From listening to student voice, our key learning was that well-being was present, but identity connection was less visible. This highlighted an opportunity for us to create more authentic and consistent learning experiences where students could see themselves, their cultures, and their communities reflected more meaningfully in school.

Focus: We selected this area to deepen students’ understanding of Indigenous perspectives through authentic, place-based, and experiential learning. We wanted to move beyond surface-level activities and provide meaningful opportunities for students to engage with Indigenous knowledge, culture, and voices. Our goal was for students to develop respect, curiosity, and a stronger sense of connection to the land and local Indigenous communities.

Hunch: Our hunch was that previous approaches at our school may have been too disconnected or limited to isolated events, such as single lessons or assemblies, and may not have led to lasting understanding. We believed students would benefit from more direct engagement with Indigenous educators, knowledge keepers, and land-based experiences. We also suspected that staff would benefit from increased professional learning to feel more confident embedding Indigenous perspectives authentically and consistently.

New Professional Learning: Our professional learning developed through a combination of formal experiences, community connections, and ongoing, experiential opportunities throughout the year.

A key experience was attending an Indigenous-focused Professional Development Day at Grouse Mountain. The longhouse visit was particularly impactful. The Indigenous presenter’s depth of knowledge and engaging storytelling helped deepen staff understanding of local culture, history, and ways of knowing. This experience was especially meaningful because some staff had previously attended with students while others had not, leading to rich discussion and a shared commitment to prioritize this experience again despite the distance from our school.

In addition to this formal learning, we were fortunate to engage with Indigenous voices and educators directly within our school community. An Indigenous educator affiliated with the Sierra Club visited in June to guide both staff and students in place-based outdoor education and environmental stewardship. This learning helped staff see practical and accessible ways to connect Indigenous perspectives to land-based learning in our local context.

We also learned through cultural experiences that were shared school-wide. The visit from Indigenous hoop dancers, Noah and Chelsei, provided both students and staff with an opportunity to learn through storytelling, movement, and performance. These experiences contributed to our understanding of Indigenous identity, resilience, and cultural expression in a way that was engaging and memorable.

Professional learning also occurred through the process of planning and creating school-wide bulletin boards and assemblies. As a staff, we collaborated to ensure that the information we shared was respectful, accurate, and meaningful. This required us to deepen our own understanding and reflect on how Indigenous perspectives were represented across the school.

The most impactful aspect of our professional learning was the consistency of exposure to Indigenous perspectives throughout the year. Rather than relying on a single event, staff engaged in ongoing learning through direct interaction with Indigenous presenters, experiential activities, and collaborative reflection. These opportunities helped build both confidence and a stronger collective commitment to embedding Indigenous perspectives more authentically in our teaching practice.

Taking Action: Our actions focused on intentionally shifting from isolated activities to more connected, school-wide experiences that made Indigenous perspectives more visible and meaningful for all learners.

We prioritized creating multiple, consistent entry points for students across the year rather than relying on a single event. This included using assemblies as anchor moments for shared learning and ensuring that key ideas were revisited and reinforced in different contexts.

We also worked to make learning more visible across the school. By developing bulletin boards connected to assemblies and learning themes, we extended understanding beyond one-time experiences and created opportunities for ongoing reflection and discussion in classrooms and common spaces.

A key strategy was increasing authentic engagement with Indigenous voices. We intentionally brought in speakers, educators, and performers so that students were learning directly from Indigenous community members rather than only through teacher-led instruction. This helped ground learning in lived experience and strengthened its relevance.

As a staff, we were also more deliberate in connecting our professional learning to classroom and school-wide practice. Experiences such as the Grouse Mountain visit informed our planning and decision-making, ensuring that what we learned as educators translated into more meaningful opportunities for students.

Overall, our focus was on building a more cohesive and intentional approach, where Indigenous perspectives were not treated as add-ons but were increasingly woven through shared experiences, school structures, and ongoing learning.

Checking: We did see evidence that our efforts made a meaningful difference, particularly in student engagement and awareness. Students demonstrated increased curiosity and willingness to participate during school-wide learning opportunities, often asking thoughtful questions and making connections to their understanding of the land and Indigenous perspectives.

Our evidence of change was primarily observational and reflective. We noticed richer and more frequent classroom conversations, especially following shared learning experiences. Students were more able to recognize and talk about Indigenous perspectives, and there was a greater sense of familiarity and comfort with the topics being explored. Staff also reported increased confidence in addressing Indigenous content, suggesting growth in both student and educator learning.

We also considered the increased visibility and consistency of Indigenous perspectives across the school as an indicator of progress. Learning was no longer confined to a single event but was reinforced through multiple touchpoints, contributing to a stronger collective understanding.
We were encouraged by these shifts and believe we made meaningful progress toward our goal. However, we recognize that this work is ongoing. While engagement and awareness increased, our next step is to gather more intentional evidence of student learning and to ensure that Indigenous perspectives are embedded more consistently and deeply throughout everyday classroom practice.

Reflections/Advice: Through this inquiry, we learned that meaningful engagement with Indigenous perspectives requires intentionality, consistency, and authentic connections to people and place. Moving beyond isolated events toward more ongoing, visible, and experiential learning made a noticeable difference in both student engagement and staff confidence. We also recognized the importance of learning alongside our students, as staff professional growth was essential in creating more authentic and respectful learning opportunities.

One of our key takeaways is that access to Indigenous voices and lived experiences is invaluable. Opportunities to learn directly from Indigenous educators, presenters, and community members had the greatest impact on both students and staff. We also learned that even small shifts—such as increasing visibility across the school and revisiting key ideas—help build a stronger, more cohesive understanding over time.

Moving forward, our goal is to deepen this work by embedding Indigenous perspectives more consistently into everyday classroom practice, rather than relying primarily on shared events. We also aim to gather more intentional evidence of student learning to better understand our impact and guide next steps.

Our advice to other schools is to start with what is accessible and build gradually. Focus on creating multiple opportunities for learning throughout the year, rather than aiming for one perfect initiative. Prioritize authentic voices, collaborate as a staff, and be open to learning and growing together. Most importantly, approach this work with respect, curiosity, and a commitment to ongoing learning, recognizing that it is a journey rather than a one-time effort.

School Name: Kwantlen Park Secondary

School District: SD#36 Surrey

Inquiry Team Members: Brian Tait – tait_brian@surreyschools.ca
Julie Occelshaw – occelshaw@surreyschools.ca
Mandy Gander – gander_M@ Surreyschools.ca
Monique Prevost – prevost_M@surreyschools.ca
Joan Scarff – scarff_j@surreyschools.ca

Inquiry Team Contact Email: tait_brian@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Other: Connections and Transitions

Focus Addressed: Other: Transitions and connections

In one sentence, what was your focus for the year? 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).

III. Spirals of Inquiry Details

Scanning: We used the S of I questions to sit down with a sample of our Indigenous Learners (20%). We noticed our senior students had a greater belief that the adults in the community believed in them, supported them and had a deeper understanding of their learning. Senior students expressed appreciation for a staff member’s encouragement to explore the available options. Younger students seemed to have a more powerful intrinsic drive to succeed, but did not feel that there was external support for their personal success.

Relationships take time to form.

Focus: We focused on connections and transitions. We are hoping to see a greater number of students walking across our stage with more opportunities available to them as they leave high school.

Hunch: We think that we need to find creative means to increase opportunities for transition and accumulation of graduate requirements.

Reflections for Year 1: Time is the most significant factor in relationships, connections and transitions, yet also a pressure that the students feel. 5 Years is a long time. We have noticed a positive impact of early transitions programs and opportunities.

Plans for Year 2: We are planning to incorporate the 4 modes of engagement to assist with our focus, assess our learners and opportunities for engagement.

School Name: Fraser Wood Elementary

School District: SD#36 Surrey

Inquiry Team Members: Elana Miller miller_e@surreyschools.ca, Anne McNamee mcnamee_surreyschools.ca, Sean Chambers chambers_s@surreyschools.ca, Cheryl Chung chung_c@surreyschools.ca, Azita Sauder sauder_a@surreyschools.ca

Inquiry Team Contact Email: miller_e@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed: Physical & Health Education, Social Studies

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving)

In one sentence, what was your focus for the year? Building a sense of community for Indigenous students and pride in their culture through celebration.

III. Spirals of Inquiry Details

Scanning: “Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.” This First Peoples Principles of Learning (FPPL) teaching resonates most deeply with the heart of our case study.
Through our initial scanning process, we observed that our Indigenous students were generally positive, resilient, and socially connected. While many of them experience unique learning needs and face complex circumstances outside of school, they consistently demonstrate strength, adaptability, and a desire to belong. Our goal was to nurture a deeper sense of safety, love, and community within the school environment. We aimed to affirm their cultural identity, foster pride in their Indigenous heritage, and build meaningful, caring relationships that extend across the school and into the broader community.

Focus: We selected this area because we recognized a need to strengthen our Indigenous learners’ sense of belonging, identity, and connection—both within the school and the wider community. While our students demonstrate resilience and positivity, many face learning challenges and complex life circumstances. We hoped to create a more culturally affirming and emotionally supportive environment that would help them feel seen, valued, and proud of who they are. By fostering stronger relationships and celebrating Indigenous culture through school and community events, we aimed to enhance their confidence, engagement, and overall well-being.

Hunch: Our hunch was that by deepening the already strong foundation of inclusivity and cultural respect in our school, we could create even more meaningful opportunities for our Indigenous learners to thrive. We believed that increasing connections to culture, community, and identity—through intentional programming and shared experiences—would further support their sense of belonging and well-being. This wasn’t about fixing a gap, but about enriching what was already working and continuing to grow in ways that honour our students’ strengths and stories.

New Professional Learning: Our professional learning centered on deepening our understanding of how to build stronger, more culturally grounded relationships with Indigenous students and families. We reflected on the importance of relational learning, cultural visibility, and creating spaces where students feel a deep sense of belonging and pride in their identity.

We learned through experience—by participating in community events hosted by the local high school, engaging in conversations with families, and collaborating with colleagues across schools. These moments helped us see the value of presence, consistency, and shared celebration in building trust.

Hands-on learning also played a key role. Through the Sport For Life program, staff were introduced to traditional Indigenous games, which offered a meaningful way to connect physical activity with cultural learning. These experiences helped us grow our confidence in bringing Indigenous content into our classrooms in respectful and engaging ways.

This learning was not about a single resource or workshop, but about ongoing reflection, relationship-building, and a shared commitment to walking alongside our Indigenous students and families with care and intention.

Taking Action: Our team took several intentional steps to strengthen relationships with Indigenous students and families and to bring cultural learning into the daily life of the school. We supported and attended two evening events hosted by the local high school, ensuring our Indigenous families felt welcomed and connected. These events helped build trust and familiarity with the broader school community.

Within our own school, we implemented regular check-ins with Indigenous students to foster stronger relationships and ensure they felt supported. We also introduced traditional Indigenous games into classrooms through the Sport For Life program. Staff first learned the games together, then co-taught them with students, creating a shared learning experience. These games are now available in resource tubs for ongoing use.

For National Indigenous Peoples Day, we celebrated with a school-wide bannock delivery, organized by Cheryl Chung and distributed by Indigenous students and their families. This act of sharing food and culture helped foster pride and visibility in a meaningful and joyful way.

Each of these actions was rooted in relationship-building, cultural celebration, and a commitment to creating a school environment where Indigenous students feel seen, valued, and connected.

Checking: Yes, we believe we made a meaningful difference. The success of our efforts was evident in the strong turnout and engagement at the community events, the positive feedback from families, and the visible pride shown by our Indigenous students—especially during moments like the bannock delivery, where they took on leadership roles in sharing their culture with the school.
We also noticed increased connection and confidence among students who had previously been more reserved. Staff reported stronger relationships and more frequent, positive interactions with Indigenous learners. The traditional games became a highlight for many classes, and their continued use is a sign that this learning has become embedded in our school culture. While there is always more to learn and do, we feel proud of the steps we’ve taken and satisfied that our actions have helped create a more inclusive, connected, and culturally affirming environment for our Indigenous students and their families.

Photo Descriptions: The first picture is of the students and parents delivering bannock. The second picture is of my students learning Indigenous games for P.E. Click on image to enlarge.

Reflections/Advice: This inquiry reinforced the importance of building relationships, creating space for cultural learning, and approaching this work as an ongoing journey rather than a one-time initiative. We learned that small, consistent actions—like checking in with students, celebrating culture through food and games, and showing up for community events—can have a lasting impact.

Looking ahead, we plan to continue evolving our approach by introducing new cultural learning opportunities each year. We’re already working early to bring in more Indigenous presenters, knowing how in-demand they are. We also see great value in expanding community-of-schools events, which help strengthen connections across schools and deepen the sense of belonging for students and families.

Our advice to other schools is to start with relationships and build from there. You don’t need to do everything at once—just keep moving forward with intention. Each year, do something new, deepen your connections, and stay open to learning alongside your students and families.

School Name: Beaver Creek Elementary School

School District: SD#36 Surrey

Inquiry Team Members: Lindsay Higgs higgs_l@surreyschools.ca
Lesley Fetigan fetigan_l@surreyschools.ca
Andrea Walker walker_a@surreyschools.ca

Inquiry Team Contact Email: higgs_l@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Writing, Science, Social Studies, Other: Outdoor Education

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation)

In one sentence, what was your focus for the year? Our goal was to bring more Indigenous Education to our classrooms, both in content and teaching/learning styles.

III. Spirals of Inquiry Details

Scanning: We wanted our Indigenous learners to feel represented and understood, and we wanted our non-Indigenous learners to benefit from diverse perspectives and holistic teaching and learning styles. We noticed our students wanting to share their culture with others, and to show pride in their family histories. We noticed a passion for social justice, and we noticed how much joy outdoor education brought to our students. We took those observations into account when we created individual focuses for our 3 classrooms.

We wanted our students to have learning experiences that were holistic and grounded in social justice and reconciliation. Two of us spent extra-curricular time with the Indigenous students at our school (grades K-7) and thought about the kinds of school-wide and classroom changes that would benefit them when we began our work.

Focus: We wanted to learn about decolonizing our own practice, and centering our classroom on Indigenous teaching and learning practices to benefit our own students, and eventually the whole school, as we become comfortable sharing our inquiry with the rest of the staff. We wanted reconciliation work to begin in Kindergarten, and become a feature in every classroom in our school. We want to use authentic Indigenous resources for the benefit of all our learners.

Hunch:
– Indigenous practices are being used more in primary classrooms than intermediate ones
– Holistic learning will benefit all, especially our Indigenous and ELL students
– Sharing cultures leads to greater empathy and understanding
– Primary students are capable of powerful social justice and reconciliation work
– Land-based learning benefits all subject areas

New Professional Learning: Together, we engaged in a book study of Re-Storying Education. We were supported through discussion with our team and district helping teachers. We explored the district Authentic Resources Collection, and discovered many new books and resources to use with our students. Our team met and shared ideas regularly around the individual projects we were working on in our classrooms and shared resources/lesson plans that worked for our goals. We also attended an in-service session at a new land-based school in our district and heard from teachers working on similar inquiry projects as well as our district Racial Equity team.

Taking Action:
– Each of our 3 classes engaged in discussions around treaties, settler/Indigenous relations, land theft, and the history of colonialism where we live. In conjunction with learning outdoors and spending time on the land, our classes created our own land acknowledgements using our students’ words and understandings. These have since been shared at school assemblies and gatherings.
– Our kindergarten class focused primarily on outdoor education, spending time on the land, and incorporating First Peoples principles on learning outdoors. They engaged in activities across subject areas outside in a neighbouring park/forest.
– Our K/1 class focused on sharing their individual cultures, presenting on their ancestors, and drawing on knowledge from their families to share about their identity with their classmates.
– Our 2/3 class was focused on holistic learning that blended science, social studies, math, art, ADST, and ELA into one cohesive unit on our coastal forests and the Coast Salish people. The end result was 4 teams each building a Coast Salish village in Minecraft that included knowledge about art, totem poles, longhouses, plank houses, salmon spawning and fishing, coastal forest animals, cedar carving and weaving. Each Minecraft village also listed multiplication, measurement and geometry facts for each building the students created. Each group also wrote a story for their village that was modelled after the many Coast Salish and Northwest Coast stories they read throughout the term.

Checking: We monitored class engagement and understanding often. All 3 classes were very passionate about the wrongs of colonialism and land theft. They demonstrated genuine outrage, a desire for reconciliation, and continued commitment to learning more about Canada’s Indigenous peoples. One of our land acknowledgements was shared during our First Peoples in Residence week, and a presenter approached the class to let them know it was the best land acknowledgement they had ever heard – we and the students were so proud that day!

Our students all showed a renewed vigour for learning, and were especially engaged with the different aspects of Indigenous Education we focused on in each class. Spending time outdoors and in hands-on pursuits was so beneficial for all our learners, especially those that don’t excel in traditional classroom activities. We all saw positive change in our students, we all witnessed increased engagement, and the retention of information seemed to improve as well.

Overall, we were satisfied with what we did as a starting point, but we all have ideas to further our practice next year. This was just the beginning for us.

Reflections/Advice: Re-Storying Education was an excellent teacher resource. We are looking for new books to further our decolonization journey next year. We all have plans to change other elements of our practice further, but will continue to do the activities we did this year with future classes. We want to coach our colleagues so that every class in the school engages in the process of drafting a class land acknowledgement. We found this very beneficial, and want to see it rolled out school-wide.

Our advice would be to find one or two like-minded teachers to work with, and start with one idea that will add more Indigenous learning or decolonize your practice. You will learn by trying, you’ll learn from each other, and if you keep going you’ll likely add a bit more to your practice each year. Reach out to your districts to find Indigenous resources and picture books, and use them across subject areas throughout the year. Book clubs are also excellent for learning and sharing ideas.

School Name: Queen Elizabeth Secondary School

School District: SD#36 Surrey

Inquiry Team Members: Geralie Oba-Underwood: oba_g@surreyschools.ca, Helen Rogan: rogan_h@surreyschools.ca, Anthony Sabarre: sabarre_a@surreyschools.ca, Jeevan Dhami: Dhami_j@surreyschools.ca, Jill Olfert: olfert_j@surreyschools.ca, Aimee Oulette: oulette_a@surreyschools.ca

Inquiry Team Contact Email: oba_g@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Language Arts – Oral Language, Language Arts – Writing, Social Studies

Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving)

In one sentence, what was your focus for the year? This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication.

III. Spirals of Inquiry Details

Scanning: In scanning our students from a variety of subject areas last school year (English, Fine Arts, French, Science, Social Studies, Math, Counsellors), our group gained deeper understanding of what our students want and value. We found that our learners have diverse learning needs, want to feel connected to our school community and want their well-being to be taken into consideration. Our students value relationships and high-expectations. During this school year, we would like to continue with our focus on well-being, connectedness, reciprocal relationships, a sense of place, and create an environment where learners want to be. Our inquiry this school year is to better understand our grade 8 students.

Focus: Our focus for this school year is to create an environment where learners want to be. We would like to continue to work on connectedness, on reciprocal relationships, and a sense of place. Through our working groups (Department Leaders and all staff members) we hope to help our students feel more connected. We want to continue to create cultural awareness and celebrate diversity, equity and inclusion. In alignment with the 9th professional teaching standard of British Columbia, which emphasizes the importance of reflective practice and ongoing professional development, we are committed to continuously evaluating and adapting our teaching strategies to meet the evolving needs of our students.

This year’s focus is on the English 8 curricular competency of exchanging ideas and viewpoints, aligning with the Core Competency of Communication. Effective communication and critical thinking enable students to articulate their ideas, perspectives, and viewpoints thoughtfully in various formats. As students develop these skills they become more engaged learners, helping them build meaningful connections with peers and teachers while enhancing their sense of belonging and motivation to participate in school.

Hunch: Our hunch is that if we continue our work on helping our students feel more connected, then we can create an environment where learners want to be. Based on what we have learned about our students from our last inquiry, where our driving question was “how well do we know our students?” As a team, we want to continue to learn about our students’ stories to understand our learners better and to make their time with us meaningful and purposeful. Our driving question this year is “how can we create an environment where learners want to be?” The inquiry into the English 8 curricular competency helps students understand the importance of expressing their ideas and viewpoints, which can make their school experience more engaging and relevant. By learning to communicate effectively, students can better connect with their peers and teachers, fostering a sense of belonging and motivation to actively participate in school.

New Professional Learning: To support the learning of colleagues, administrators have and will continue to attend and collaborate with district professional working groups focused on Indigenous Student Success, Inclusive Learning, and Responding to Racism Through Restorative Practice. Moreover, the administrative team participated in professional development workshops focusing on “Improving Indigenous Student Success” presented by Surrey School District, “Leading Cultural Change” presented by the Racial Equity Department of Surrey Schools, and “Wayi Wah! Indigenous Education Continuing the Journey” presented by Jo Chrona.

Furthermore, department leaders and administration have been working closely creating a school plan that fosters the ability to continue to get to know our students better to ensure their success and create an environment where learners want to be. To guide our learning as a staff, we will be using the resource “Wayi Wah Indigenous Pedagogies” by Jo Chrona.

We are committed to continuing our learning as a team and focusing on a school plan that prioritizes cultural awareness, celebrates diversity, and fosters equity and inclusion, all of which are essential to amplifying student voice and creating a sense of belonging. Our goal is to cultivate an environment where students are excited to engage and feel supported. As part of this commitment, we will use the resource “Wayi Wah Indigenous Pedagogies” by Jo Chrona to guide our professional development and deepen our understanding of culturally responsive teaching practices. To bring this vision to life, we will create opportunities for staff to observe and reflect on how cultural awareness and celebration of diversity, equity, and inclusion are embedded in our daily practices.

As part of our ongoing commitment to equity and inclusion, we explored new areas of professional learning by supporting our Queen Elizabeth BIPOC Student Liberation group in their district presentation “Students As Change Makers,” led by the Racial Equity Department of Surrey Schools. This experience deepened our understanding of systemic barriers faced by BIPOC students and highlighted the importance of culturally responsive practices and safe spaces in education. One of the most impactful resources was student voice itself, which guided reflection and strategy development among school leaders. Moreover, collaborative designs such as student-led forums and cross-departmental initiatives aimed at elevating Indigenous representation and celebration. Our annual gathering with Indigenous youth, coordinated by our Indigenous Planning Committee, along with the Special Projects Grant and partnership with Cree artist Jerry Whitehead, continues to shape meaningful, student-centered opportunities that foster belonging and pride across our school community.

Taking Action: Two teachers and their four Humanities 8 classes, comprising 71 students, engaged in an inquiry process centered on the English 8 curricular competency of creating and communicating ideas and viewpoints. Through structured activities that promote critical thinking, self-expression, and active listening, students shared their perspectives in both written and oral formats. Teachers closely monitored student engagement, identifying areas that required additional support, particularly for those struggling to articulate their thoughts or connect meaningfully with others. To assess progress, they analyzed student performance data from December 2024 to May 2025, evaluating improvements in communication skills and pinpointing areas for further development. This ongoing reflection ensured that all students built essential communication competencies while reinforcing our commitment to an inclusive and welcoming school culture.

Listening and Speaking Competencies:
By gathering evidence we aim to deepen our understanding of how our communication focus can positively impact grade 8 students. The goal of exchanging ideas and perspectives to develop shared understanding is categorized into two key areas: Listening and Speaking.

Goals for Listening:
• Supportive listening (facing the speaker, signalling openness and attention with body language)
• Encouraging others to elaborate or contribute (using words and supportive body language like smiles and nods)
• Asking questions to clarify understanding (politely!)
• Identifying or discussing textual evidence in response to conversation

Goals for Speaking:
• Referencing others and their ideas politely, agreeing and disagreeing constructively
• Building on others’ contributions
• Questioning and wondering aloud (collaborative thinking)

Proficiency Scale
Language from the provincial assessment scales were used to identify successes and remaining challenges.

Emerging
The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.

Developing
The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.

Proficient
The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.

Extending
The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.

December 2024
1 student (1%) demonstrated an initial understanding of the expected concepts and competencies (Emerging).
23 students (33%) showed a partial understanding (Developing).
46 students (65%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).

May 2025
9 students (14%) demonstrated an initial understanding (Emerging).
12 students (18%) showed a partial understanding (Developing).
38 students (57%) demonstrated a complete understanding (Proficient).
7 students (11%) exhibited a sophisticated understanding (Extending).

Checking: Language from the provincial assessment scales was used to identify successes and remaining challenges. There was a noted improvement for most students identified in the sample group of 71 students in relation to the goal of exchanging ideas and perspectives to develop shared understanding.

Based on teacher observations at the conclusion of the period (December to May) in which concepts were presented, practised, and reviewed, 95% of the students in the four Humanities 8 classes were able to listen with the goal of exchanging ideas and perspectives to develop shared understanding. With 5% of student still requiring support, this will remain an area of ongoing focus and priority.

Based on teacher observations at the conclusion of the period (December to May) in which concepts were presented, practised, and reviewed, 86% of the students in the four Humanities 8 classes were able to speak with the goal of exchanging ideas and perspectives to develop shared understanding. With 14% of student still requiring support, this will remain an area of ongoing focus and priority.

It is demonstrated, through evidence gathered from our four Humanities 8 classes and reflected in the larger group of grade 8 students, that our students are building stronger communication skills.

SUMMARY OF RESULTS for LISTENING FOR ALL HUMANITIES 8 BLOCKS:
The following are data results comparing December 2024 and May 2025:
Listening Skills – Exchange Ideas and Perspectives Goal: Build shared understanding and extend thinking through listening.

December 2024
No students demonstrated an initial understanding of the listening skills (Emerging).
38 students (54%) showed a partial understanding (Developing).
32 students (45%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).

May 2025
3 students (5%) demonstrated an initial understanding (Emerging).
28 students (42%) showed a partial understanding (Developing).
29 students (44%) demonstrated a complete understanding (Proficient).
6 students (9%) exhibited a sophisticated understanding (Extending).

ANALYSIS OF LISTENING DATA:
The data shows overall improvement in listening skills, with more students reaching an Extending level of proficiency. Fewer students are at a Developing level, indicating progress. A small increase at the Emerging level and a decline in Proficient suggest some students may need extra support. Overall, the trend reflects growth in higher-level listening abilities.

SUMMARY OF RESULTS for SPEAKING FOR ALL HUM 8 BLOCKS:
The following are data results comparing December 2024 and May 2025:
Speaking Skills – Exchange Ideas and Perspectives Focus: Building shared understanding and extending thinking through verbal communication.

December 2024
1 student (1%) demonstrated an initial understanding of speaking skills (Emerging).
23 students (33%) showed a partial understanding (Developing).
46 students (65%) demonstrated a complete understanding (Proficient).
1 student (1%) exhibited a sophisticated understanding (Extending).

May 2025
9 students (14%) demonstrated an initial understanding (Emerging).
12 students (18%) showed a partial understanding (Developing).
38 students (57%) demonstrated a complete understanding (Proficient).
7 students (11%) exhibited a sophisticated understanding (Extending).

ANALYSIS OF SPEAKING DATA:
Speaking skills show both progress and challenges. More students have reached an Extending level of proficiency, increasing from 1% to 11%. However, the Emerging category grew from 1% to 14%. While the number of students at a Developing decreased, Proficient also declined slightly. This suggests some students are improving significantly, but others may need extra support to strengthen their speaking skills.

Reflections/Advice: By collecting data from 71 students across our four Humanities 8 classes, we sought to understand how our focus on communication could positively influence student learning. Through the categories of Listening and Speaking, we identified key skills such as supportive listening, prompting others to contribute, asking clarifying questions, and building on shared ideas respectfully.

Moving forward, continuing to collect data will help us track progress, refine our strategies, and ensure students are developing strong communication habits. By deepening our insights, we can further support students in becoming active, engaged participants in collaborative discussions, fostering a more inclusive and thoughtful learning environment.

Based on the summaries for listening and speaking, the next steps in gathering more or new information could involve a focused approach to identify areas for improvement and opportunities for growth:
1. Continued Data Collection—> Humanities 8 Classes
• Focus on developing literacy skills in order for students to be able to exchange ideas and viewpoints effectively in order to foster engagement and social awareness.
2. Assess Topic Alignment—>Student Suggestions
• Analyze the alignment between the topics and students’ interests, cultural backgrounds, and prior knowledge. Determine whether the topics are accessible and inclusive, and adjust to create deeper connections to the students’ experiences.
3. Peer and Collaborative Learning—> Open Parachute
• Introduce peer feedback sessions to allow students to reflect on and improve their listening and speaking skills. Track progress over time to gauge the impact of these sessions on skill development.

By gathering this information and implementing targeted strategies, it will be possible to address areas for growth, enhance student engagement, and support all learners in achieving their full potential in listening and speaking.

School Name: Sullivan Elementary

School District: SD#36 Surrey

Inquiry Team Members: leech_n@surreyschools.ca- Niki Leech
pattar_n@surreyschools.ca- Nimarta Pattar
sarchet_l@surreyschools.ca- Lora Sarchet
wilder_a@surreyschools.ca- Amy Wilder

Inquiry Team Contact Email: leech_n@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3)

Curricular Areas Addressed: Career Education, Mathematics / Numeracy

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Numeracy, Core competencies (for example, critical thinking, communication, problem solving), Formative assessment, Land, Nature or Place-based learning, Self-regulation

In one sentence, what was your focus for the year? We began the year focusing on building a sense of belonging and resilience, but as the year progressed, our focus shifted toward 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.

III. Spirals of Inquiry Details

Scanning: We noticed that many of our primary students felt connected to their school community, but we began to wonder about the strength of the connection between home and school—and how we could make parents feel more included in the learning journey.
Our classroom and grade group scanning revealed a need to help students build resiliency and understand that learning is a process that takes time. To deepen the impact of this work, we recognized the importance of including families and the community.
We aimed to honour the knowledge and experiences families bring and to bridge the gap between home and school, making learning more meaningful, inclusive, and connected for all students.

Focus: We hoped to support our students in building greater resiliency, problem-solving skills, and a willingness to take risks—especially in the area of mathematics. At the same time, we aimed to foster positive math identities, where students see themselves as capable mathematicians who can think critically, make mistakes, and try again.

To strengthen the connection between school, home, and the wider community, we used mathematics as a bridge. We focused on land-based and place-based learning to root mathematical thinking in the real world around us. By exploring math in local, familiar, and meaningful contexts, we aimed to deepen students’ understanding while also building relationships—with one another, with their families, and with the community and land where we live and learn.

Hunch: We believe that many of our students tend to stay within what is familiar and safe—often shaped by the routines, values, and experiences they bring from home. This comfort with the familiar can sometimes make it harder for them to take risks in their learning, try new strategies, or bounce back from mistakes.

We have a hunch that if we can create stronger, more intentional connections between learning at home and school, students will feel more confident and supported. We believe this will help them develop greater resilience, be more open to trying new things, and build the capacity to persevere when learning feels challenging.

By aligning the messages, values, and strategies students experience at home and in the classroom, we hope to create a more consistent, supportive learning environment that encourages growth, risk-taking, and independence.

New Professional Learning: Our work was supported and enriched through professional learning and collaboration at both the school and district level.

We participated in a district book club focused on Re-Storying Education: Decolonizing Your Practice Using a Critical Lens by Carolyn Roberts. This text challenged us to reflect critically on our teaching practices and to consider how we can decolonize our classrooms through relationship-building, land-based learning, and community connection.

We also joined a cross-district book club centered around Cultivating Mathematical Hearts by Maria del Rosario Zavala and Julia Maria Aguirre. This resource offered valuable insights into fostering positive math identities and creating inclusive, culturally responsive math classrooms that support all learners.

In addition, we engaged in ongoing conversations with one of our district Math Helping Teachers. These discussions helped us explore practical strategies for including families and the broader community in meaningful math learning. We met as a team several times to share ideas, reflect on our experiences, and discuss what worked well—and what didn’t—in our efforts to build stronger home-school-community connections through mathematics.

These collaborative learning experiences helped shape our thinking and informed the direction of our classroom practices.

Taking Action: As part of our goal to strengthen the bridge between home and school, we engaged families and students in meaningful, real-world math experiences. We wanted students to see that math is not just something that happens in the classroom—it’s everywhere: in our homes, our celebrations, our community spaces, and in our daily lives.

We invited families to send in photos of celebrations, decorations, cooking, and everyday moments from home. These images became powerful starting points for math talks—where students could explore patterns, shapes, estimation, counting, measurement, and more through the lens of their own lives and cultural experiences. By asking, “Where does math live in our homes and community?” we empowered students to find math all around them.

We also took this learning into our school and community environment. For example:

• Students measured and compared their water bottles, tracked their daily water usage, and created graphs to visualize their findings. This evolved into conversations about water conservation, pollution, and sustainability, linking math with global competencies and environmental stewardship.
• We explored the concept of fairness and equality by asking students to create two fair and equal teams. Through discussion and reasoning, students developed their own criteria for what makes teams fair—not just in numbers, but in skills, strengths, and inclusion. These teams were then used to play games, including Indigenous games like Slahal, creating opportunities to honour each other’s gifts and cultural traditions.
• We read the book One Is a Lot (Except When It’s Not) to spark conversations around quantity, perspective, and context. Students created their own “a little” and “a lot” collections both inside and outside, and we invited families to share photos of what “a little” and “a lot” means to them. This became a rich space for dialogue about different perspectives and the idea that math is not always about fixed answers—it’s also about interpretation and meaning.
• To celebrate the diversity of our school community, we also invited students to count in different languages spoken at home. This created an inclusive environment where all children saw their identities reflected in the learning, and where language and culture were valued as important parts of math exploration. It also sparked natural curiosity and connection between peers, as students taught each other how to count in their home languages.

Throughout this journey, our goals were to:

• Encourage students to take risks and try new ways to solve problems
• Include and honour families as co-contributors to learning
• Make math visible and relevant in everyday contexts
• Foster student voice, reasoning, and justification in math discussions
• Build a deeper sense of belonging, respect, and shared learning across the school community
• These experiences helped our students understand that math is not just about numbers—it’s about thinking, seeing, valuing, and connecting

Checking: Throughout this learning journey, we made several meaningful observations that affirmed the impact of our approach:
Students created fair and balanced teams based on thoughtful, student-generated criteria. They were able to look beyond just numbers and considered individual strengths, personalities, and group dynamics. This showed a deepening understanding of fairness, equity, and collaboration.

We noticed that we had cultivated classroom communities where students felt safe and confident to share their ideas—not only in conversations about fairness but also during math discussions. There was a visible shift in student participation, with more learners contributing their thinking, listening respectfully to others, and building on each other’s ideas.

Children began to recognize and articulate their own gifts, as well as acknowledge the strengths of their peers. This fostered a sense of pride, belonging, and mutual respect, reinforcing the idea that everyone brings something valuable to the learning community. In mathematics specifically, students showed an increased willingness to try different strategies to solve problems. They took risks, experimented with multiple approaches, and demonstrated flexibility in their thinking. This growth mindset helped them build resilience and confidence in their learning.

Reflections/Advice: At the core of this work is the understanding that relationships and time matter most. This is not a one-time project or something with a clear beginning and end. Instead, it’s part of an ongoing process of building trust, connection, and a strong learning community. The work continues to grow and change as we get to know our students and families.

As teachers, we carry our learning with us each year. We adapt it to fit the needs of a new group of learners and continue to learn alongside them. It’s not a finished product—it’s a cycle of learning, reflecting, and building again.

We’ve seen the impact of including families, valuing student voices, and creating space for different ways of thinking and learning. These experiences have shown us what’s possible when we focus on relationships, community, and meaningful learning. And while this chapter may be closing, the learning continues—with new students, new families, and new opportunities to grow.

School Name: École Salish Secondary School

School District: SD#36 Surrey

Inquiry Team Members: haffner_m@surreyschools.ca, scott_lorne@surreyschools.ca, dhillon_jasmink@surreyschools.ca

Inquiry Team Contact Email: compton_l@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Land, Nature or Place-based learning, Other: Decolonized learning opportunities

In one sentence, what was your focus for the year? Our inquiry centres 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.

III. Spirals of Inquiry Details

Scanning: During our scanning process, we selected a male and female Indigenous student from each grade (8 – 12) who are in the LEAP program. We created a survey of the four key questions and had each student answer the questions. We collected the data and discussed the student responses as a team. From the scanning process we learned that many of the students have felt connected to their teachers, but not to what they are learning about and how they are learning.

These students were given an additional survey directly connected to questions about LEAP – an interdisciplinary learning program focused on the diverse needs of all learners.

Focus: We are focusing on the success rates of students in the LEAP program, with particular attention to the elements that support learners and foster growth. We believe that by incorporating decolonized learning opportunities, we can enhance student engagement and increase overall success.

Hunch: Student engagement in learning is on the decline. With instant access to information at their fingertips, students are becoming less inclined to engage deeply with traditional instructional methods. As a result, teachers face increasing pressure to make lessons more dynamic and relevant. Today’s students are natural multitaskers who thrive when given opportunities for hands-on, experiential learning. These interactive approaches not only pull students away from their devices but also promote deeper involvement with the material and stronger skill development.

Reflections for Year 1: This year, we’ve discovered that students are eager for meaningful and engaging learning experiences. They respond enthusiastically to place-based learning and often welcome the chance to step outside the traditional classroom setting. Many of the hands-on, place-based opportunities offered through LEAP challenge conventional educational models and reflect more decolonized approaches to learning. When students are able to demonstrate growth through these experiences, it reinforces the value of continuing to create and expand such opportunities. We’ve also seen that strong relationships—between students and their peers, as well as with their teachers—are the foundation of a positive and thriving learning environment.

Photo Description: 1) Cultural snowshoe at Grouse Mountain, 2) Visit to Vancouver Aquarium wet lab for Science, and 3) Heppell Potato Farm – students harvested potatoes then took them back to the plant for processing and packaging. Click to enlarge images.

Plans for Year 2: Next year, we will continue to follow the students who remain in the LEAP program, while welcoming two new Grade 8 students to replace the graduating Grade 12s. Our data collection will span a two-year period and include attendance records from both LEAP and other classes, survey results, academic reports, and anecdotal insights gathered from student interviews and conversations. The LEAP team will also continue to offer engaging, place-based learning experiences to explore how these opportunities contribute to increased student success.