Focus: How can we encourage students to apply phonemic awareness and phonics concepts learned through explicit instruction of phonics and morphology, to transfer into their writing?
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Focus: The connection between mathematics and learning from the land.
Focus: Using local animals as symbols to represent the qualities of learners, focused on the core competencies, to have students gain self-awareness of who they are as learners and focus on their strengths.
Focus: Developing multi-grade, K-5 science lessons from both a traditional and Indigenous Principles of Learning lens.
Explored ways to strengthen students’ knowledge of phonics and other reading skills and investigate how this practice can influence spelling and writing capabilities.
Can creating art, specifically Indigenous art, be a vehicle for our most vulnerable Indigenous students and their families to connect with our school communities?
How can we create a senior inquiry-based curriculum that contains adaptations for our diverse art students while increasing a sense of belonging?
Enhancing the learning environment by creating an outdoor classroom and ensuring that it creates a welcoming and comfortable atmosphere.
On building emergent, developed, and proficient literacy skills, specifically in phonics, through engagement and connection with our primary students by small-group, hands-on learning.
Continue to grow our knowledge and understandings of Indigenous Worldviews and Perspectives, and specifically learn more about our local land and Indigenous Nations: Snuneymuxw, Snaw-Naw-As and Stz’uminus Peoples.
We were curious if students felt safe and supported in our school library.
By continuing with our previous inquiry from last year, we wondered, if our students would truly develop and grow an appreciation for, and a better understanding of, others, nature, and themselves.
Loose parts for storytelling and connections to the land.
Easing transitions for students: into, through and out of high school.
To identify those students across grades who identify as “not good at” or who “dislike” math.
Focus: To find ways we can provide our students with support in the areas in which our students are “under-resourced” in (according to Ruby Payne’s Under Resourced Learners): Relationships/Role-Models and Mental (Math and Literacy).
Focus: To increase student engagement and improve oral and written storytelling through Story Workshop.
Providing authentic experiences to build knowledge and understanding of local Indigenous culture and their Worldview
How does ‘Belonging” from the Circle of Courage framework benefit academic, social/emotional and school culture development in a small, semi-rural high school?