Focus: Enhancing the transition experience and engagement, as students transferred to our 8/9 distance education program in response to COVID-19.
Focus: Educators were interested in offering process learning in their program through art.
Focus: Life skills: sewing a plant pouch and gathering Aboriginal plants from our neighbourhood.
Focus: Our team determined that there was a greater need than ever before, since COVID-19, to provide special interventions to build/rebuild reading and writing literacy skills that were possibly ‘lost’ during the months away from the school setting.
Focus: On how traditional ecological knowledge can offer all students opportunities to further their connections with land and their sense of place within the community.
Focus: To establish a Makerspace and “Making” to increase student engagement at school.
Focus: Examining the meaning, and our understanding, of the Early Learning Framework principle that “play is integral to well-being and learning.”
Focus: To continue to grow our knowledge of mathematical instruction (year 2), focusing in on how we can teach/assess the curricular competencies with the intention of deepening our students’ understanding of number sense and making our instruction accessible for all learners.
Focus: On the staff, to reflect upon their program and transition towards an experiential program which promotes growth mindset. We also wanted to support the staff.
Focus: Building relationships between school and home, to facilitate academic development and social/emotional growth.
Focus: We wanted to know if we could increase all students’ reading comprehension, by explicitly targeting their reading fluency and monitoring it through ongoing formative assessment.
Focus: To develop and grow authentic, trust-based relationships with our Indigenous Grade 8 students through a variety of experiences.
Focus: Incorporating Indigenous understandings and project-based learning into mathematics.
Focus: On fluency at the intermediate level to increase students’ reading comprehension?
Focus: In collaboration, sharing/developing practices that will allow teachers to support our learners as writers.
Focus: Increasing engagement and connections, specifically in our Grade 10 population.
Focus: To draw awareness to Successful Learner Traits through children’s literature, to support core competencies and create a school-wide culture and language around the Successful Learner Traits.
Focus: Connecting students to local flora and investigating Aboriginal uses of the flora.
Focus: Considering the influence an involved and engaged parent/guardian can have on the success rate of a student, how can we create a strong sense of belonging for our families?
Focus: Incorporating more opportunities for students to experience Indigenous knowledge.