Strengthening literacy through the strengthening of oral language, hands-on learning, community building and Indigenous story
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Build community and support transitions from grade 7 into grade 8
Focus: Welcoming students to the Moscrop community, and making them feel safe and comfortable to get support from teachers and support workers.
Focus: Developing our understanding of Coast Salish Design Elements, and through this, extending our connection to the land on which our school community resides.
Focus: This year we had cross-curricular lessons on harvesting cedar, which allowed multi-grades and multi-classes to have more land-based learning, Indigenous pedagogy and understanding, which included community Elders.
Focus: Cross curricular learning that centers Indigenous land based pedagogy.
Focus: On building students’ understanding of Indigenous worldviews, specifically related to the role of oral language in traditional Indigenous ways of learning.
Focus: How can the school library focus on being a responsive, welcoming, nurturing and kind space for all while enticing learning?
Focus: In what ways might Story Workshop nurture authorship and writer identity and how might the Story Studio in the Library promote literacy school wide?
Focus: On restorative practices with an emphasis on investigating, authenticating and appreciating our unique origins and histories.
Focus: Supporting self-regulation (emotional regulation and engagement) through place-based learning with a particular emphasis on reciprocity.
Focus: Through telling our own stories, we will focus on how our connections to place and land inform our individual and collective identities and stories.
Focus: Having our students, individually and collectively, understand that all of nature is interconnected (humans too) from a very local perspective, and a bit more practically, a great deal of learning can happen outdoors.
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: For students to be more comfortable in nature, to connect with the land, and to gain tools to help them regulate their social-emotional health.
Focus: To take time to listen to the stories that the living beings in our place are telling, as well as consider how this helps us self regulate.
Focus: How can our school community continue to deepen our understanding of the history and culture of this place, through an exploration of traditional Indigenous drum making and cultural teachings associated with drums?
Focus: How does our history (past experiences, culture, family) impact our sense of identity, and specifically that of Indigenous peoples?
Focus: To increase Indigenous learners’ connection to the school community and increase knowledge and understanding of Indigenous history, traditions and cultures.
Focus: On exploring identity, strengthening community connections, and increasing knowledge of local Coast Salish First Nations’ tradition and culture through story and a house post project with an Indigenous artist from the Squamish Nation.