Focus: Our primary focus was to continue working with our grade 8s from last year as well as connecting with our current grade 8s, while adapting our plans due to the limitations of Covid protocols.
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Focus: Our focus was to explore how loose parts and the Story Workshop framework could support oral language and literacy development with our K-3 learners.
Focus: In what way will providing intentional daily learning opportunities on Snuneymuxw cultural understandings and ways of knowing, increase our students’ sense of belonging and impact their success?
Focus: Using “Powerful Writing Structures” as a foundation for providing structure, guidance and creative ideas for the writing programs in Grades 2 and 3.
Focus: Foundational Math Skills, Number Sense, Hands-on Learning and Mathematical Language/Vocabulary.
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.