Focus: Transferring phonemic knowledge into reading and writing.
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Focus: We worked in multi-age groupings to assist self-regulated learning through building strong personal and social relationships.
Focus: Literacy in a broader sense of the literacy programs and interventions that are being used within the classrooms, which involves small groups, multi-sensory and multi-modal learning tasks and a structured scope and sequence.
Focus: Students’ concerns of living in this place and what it means to us as individuals and as a group of strangers sharing learning experiences.
Focus: To support student self-regulation, identity, and language learning by creating a safe, culturally grounded classroom where learning is guided through Nadut’en language, oral assessment, and land-based experiences.
Focus: Using hands-on Indigenous learning opportunities to increase student engagement in numeracy.
Focus: Self-regulation through outdoor learning.
Focus: Deepening our learning to support ourselves and our learners with self-regulation strategies, so that they can take greater ownership of their learning while building trust and confidence in themselves.
Focus: Developing deeper and broader numeracy skills from grades 1 – 3 with a focus on improving numeracy outcomes for Indigenous learners.
Focus: What the impact of increased student engagement could have on attendance and completion rates.
Focus: To create an environment to improve student belonging and engagement, focused on mentorship, community building and resilience.
Focus: Can student engagement be increased by increasing the students’ sense of belonging and community.
Focus: Exploring how hands-on learning, math games and songs, stories and thinking tasks (NRICH Cambridge) influence math motivation and mathematical thinking for learners.
Implementing a structured literacy approach with emphasis on kinesthetic, visual, auditory and tactile learning to bridge learning gaps in phonemes and high frequency words
Helping students become stronger communicators and team members by supporting their critical and creative thinking.
Our focus is improving student engagement by using local knowledge and traditional activities.
Developing a deeper and broader understanding of number sense from K-3 with a focus on improving numeracy outcomes for Indigenous learners.
Implementing approaches to literacy that incorporate multi-sensory and kinesthetic learning and involves Indigenous staff members in the literacy lessons.
Cultivating opportunities for learners to connect with self, others and the land in an online learning environment.
Developing student and community voice and agency in ways that allow for Indigenous students and community members to be authentic change makers and change leaders in their school.
Implementing a literacy intervention approach across most classrooms in our primary school, which involved small groups, multi-sensory and multi-modal learning tasks, and a structured scope and sequence.