Focus: Indigenous perspectives within Social Emotional Learning (SEL).
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Focus: We used the resource “Circle Forward” to participate in a book study which focused on us creating a safe and welcoming environment in our classrooms and school, while infusing Aboriginal understandings and practices into our everyday teaching and school culture. We focused on trying lessons from modules 4 and 5, which was centred around building connection and community and social and emotional learning.
Focus: To create a plan for an outdoor learning space and garden — with a community library (book-share), to integrate Aboriginal teachings into daily activities to develop awareness, respect, and understanding for the people and culture, to host a school-wide Aboriginal Day in June to celebrate Aboriginal culture, and to promote and develop a feeling of cultural pride and confidence in our Aboriginal students.
Focus: To continue engaging in meaningful transitions with our Gr 7-8 students.
Focus: To learn more about Social Emotional curriculum to help our Aboriginal students be in a place of “readiness to learn”; in addition, we decided to accompany this learning of our own with learning about SEL through an Aboriginal paradigm. Our hope in doing so was that through approaching our students with these understandings, they might have more of a sense of belonging within our school community. We also decided to do this in the hopes of sharing our new knowledge with our colleagues and peers with the additional hope that they too, might be able to approach our students with their new understandings.
Focus: On culturally relevant pedagogy and how to implement it in various facets of a high school education, but also wanted to start integrating indigenous understandings under Health and Wellness.
Focus: How does the creation of nature-focused learning spaces and/or bringing students to outdoor spaces affect the engagement and overall well-being of our school community?
Focus: How can we better support the teaching staff in our school with Aboriginal pedagogy and First Nations Principles of Learning within their classrooms?
Focus: On making meaningful and thoughtful connections between the FPPL and the Core Competencies.
Focus: How might an explicit focus on place (instruction, experiences and explorations) foster growth of a positive relationship between learners and their school community?
Focus: To begin a journey in becoming more knowledgeable about Aboriginal Education, protocols, while incorporating outdoor education.
Focus: On helping our students transition to school, building trust with our families and attempted to make positive connections with students and families.