District: No. 10 (Arrow Lakes) Students in SD 10 reached out to Doukhobor elders, learned about the values of this culture, and produced films and a project blog reflecting their learning. Below is a rich, diverse and probing collection of student videos from the Values of Doukhobor Community: Then and Now. This Growing Innovation project […]
District: No. 91 (Nechako Lakes) Inspired by Richard Van Camp’s story-telling, this project engages the act of telling stories for students in grade K-9, through first learning about culture, community and place in order to develop story telling as a way of developing identity, understandings of place and each other and transforming and decolonizing schooling.
District: No. 79 (Cowichan Valley) This project takes up “loose parts” – materials that are beautiful in their diversity, inspire creative thinking and offer learners many ways to capture their thinking and express ideas – to further develop and co-create shared pedagogy, understandings and logics about spaces, rhythms and routines.
District: No. 74 (Gold Trail) This project aims to enhance numeracy instruction and experience in K-1 classrooms by supporting curricular competencies, decolonizing learning in the classroom, offering choice, and responsibility and support through hands-on tactile activities.
District: No. 73 (Kamloops-Thompson) This project is focused on developing a culture of restorative practices in school, and becoming more trauma informed to support teaching and learning. By implementing trauma informed and restorative practices, it aims to build relationships and support children in successful development.
District: No. 57 (Prince George) This project explores pedagogical approaches in taking up historical thinking, geographic thinking, and place-conscious/place-responsive learning. It engages in local practice and learning that brings school communities into meaningful contact with stories and other artifact of the histories and geographies of the Robson Valley Region through, in part, visiting sites traditionally […]
District: No. 57 (Prince George) Following First Peoples Principles of learning “throughout the entirety of the project,” this project encourages collaboration among Mackenzie and the Mcleod Lake Indian Band in good relations and to tackle common problems of food security. The school will operate as a hub to connect and enable multiple groups to be […]
District: No. 54 (Bulkley Valley) Respecting and being guided by the First People’s Principles of Learning, this project’s inquiry builds capacity among students and staff to work to weave Indigenous knowledge and perspectives into classrooms, seeking to discern the transformative therein from “simply adding” to current practice. It also aims to strengthen students’ relationship with […]
District: No. 54 (Bulkley Valley) In the leadership of learner support teachers working in collaboration, this project aims to improve and innovate with respect to assessment, where students may lead in creating a more inclusive environment and equitable assessment practices.
District: No. 50 (Haida Gwaii) This project explores how students acquire language, culture, and knowledge while working with a Haida Elder in a Language Nest, how children from different schools interact with each other and develop their skills, while working together, and how two school communities share their strengths.
District: No. 33 (Chilliwack) This project inheres in Imagine High which, for grade 9 & 10 students is “unique, innovative and substantially different from traditional secondary schools.” It aims as imagining and implementing “significant, research-informed structural changes” to schooling, in order to “provide a context for deep learning pedagogies.”
District No. 20 (Kootenay-Columbia) This project supports student engagement through wellness, toward a school-wide initiative that promotes Core Competencies by way of a personal and social curriculum. In a cross-curricular approach to learning, and in growing understandings of trauma-informed practice, it aims to create a school-wide culture of community, service, connection and wellness, for which […]
District No. 20 (Kootenay-Columbia) This project is relocating the current community garden to a better location (& rehabilitating the current one) – in part for use as an outdoor classroom and for foods and cafeteria programs for K-5 students, as well as for working with community garden members and the City of Rossland.
District No. 10 (Arrow Lakes) This projects aims to “push practice to adapt and support the needs of our students” in part by breaking down barriers between communities and schools and revisioning children’s belonging beyond school. Working with community Elders to “create a space of shared wisdom,” it aims to broaden experiential learning, career/life connections, […]
District No. 8 (Kootenay Lake) In work toward more effective district literacy support for grades 4 & 5, this project deploys a Spirals of Inquiry model to reconsider pedagogical practices toward a coherent and balanced literacy program.
District No. 8 (Kootenay Lake) Committing to take students out of the classroom into their surrounding community for at least 1 full day per week, this project is place-based, student-led and multiage with outdoor learning. For ranging out from their ‘nest’ in the forest, easing pandemic restrictions promise more “connecting our learning to a wider […]
District No. 5 (Southeast Kootenay) This project includes the development of an outdoor classroom that eliminates the barriers to taking students outside by creating a welcoming outdoor learning space which will offer a variety of strategies for teachers to connect indoor learning to outdoor learning in all subject areas.
District No. 5 (Southeast Kootenay) As shared by project leadership: Our hope is to create a safe, accessible, and intentional outdoor learning space on our school grounds for K-3 classes, while other user groups such as intermediate classes, PAC, StrongStart and After School programs may also access it. We want to embed Indigenous knowledges, uphold […]
District No. 5 (Southeast Kootenay) As shared by project leadership: This project involves the Gay Straight Alliance club (PRISM) at Sparwood Secondary School. This club is open to any students at the school and we hope to foster inclusion in the school and local community through community contributions. We also hope to integrate First People’s […]
District No. 81 (Fort Nelson) This project explores team teaching and collaboration as a method to build more meaningfully inclusive practices school-wide – on the traditional territories of the Fort Nelson First Nation and where approximately one third of the school population is Indigenous. It continues in both bringing new staff into its culture and […]
District No. 27 (Cariboo-Chilcotin) Connecting with local knowledge keepers, this project engages key historical events to see how they have influenced the development of the region and its communities. Through historical inquiry, high school students are engaging both Indigenous and non-Indigenous authorities in challenging the absence of Secwepemc and Tsilhqot’in history from their classrooms, in […]
District No. 27 (Cariboo-Chilcotin) In resonance with the curriculum’s standards of community collaboration, personalized learning and inquiry, this project supports cross-curricular activities to explore different skill sets and careers not commonly found or funded in elementary education. In doing so it asks how exploring career opportunities earlier will help students later with respect to their […]
District No. 5 (Southeast Kootenay) This project explores how rhythm, and the drum circle, can bring cross-curricular connections toward intangible but profound outcomes in belonging, leadership, healing and resilience in high school. How does a ‘convivial ambience’ change schooling? From positive experiences showing both inclusion as well as leadership potential among specific students, this project […]
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District: No. 74 (Gold Trail) This project explores and shares multi-disciplinary community and relationship student leadership and inquiry – in working to create an ‘atmosphere of celebration and curiosity’ among the school and those who live around it. It continues in work to “provide deeply engaging projects for our students to partake in throughout the […]
District: No. 8 (Kootenay Lake) This project aims to ‘reinvent’ the school timetable and organizational structure for the benefit of the school’s youngest students – in supporting transitions, developing multidisciplinary and fostering student empowerment. Following two years of planning, research and community building, it now enters year one of a revitalized middle years program for […]
District: No. 79. (Cowichan) Continuing Q’Shintul – Walking Together – The Story of Mill Bay Nature School, in exploring what is possible and faithful to its place in/as a new nature school, this project facilitates “the storying of our school birthing and ongoing development” in a good way. It is a model full of possibilities […]
District: No. 48 (Sea to Sky) This project engages time in schools, in looking to shift “structure and approach” in recreating a high school timetable (in Pemberton) in order for students to engage in a diversity of “personally meaningful, real world, and cross-curricular inquiry.” Through inquiry into changes wrought by teachers’ co-planning, co-teaching, and co-assessing […]
District: No. 6 (Rocky Mountain) Through a concerted effort to increase capacity for collaboration and collegiality through inquiry, this project seeks to “challenge foundational understanding” to move thinking forward toward changes to high school programming. Including participation of students and community mentors, the PLC expects to propose a new model of high school education that […]
District: No. 74 (Gold Trail) This project examines how interdisciplinary, project-based learning will promote student engagement, design thinking, and academic rigor in a small rural-school environment. It evolves into specific inquiries into critique, pride and commitment in exploring concepts of quality and diversity in bringing into student inquiries both community and local Indigenous participation. Now […]
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