PDAF Successful Project Profiles
For inspiration or reference, or simply to admire the innovative work of your colleagues during the past or current year, peruse the summaries of successful PDAF projects which are posted to the website. Summaries are broken down by level and year. Simply click on the grade level of interest to view a table of available titles, then click on the title to view the summary.
| Elementary | Elementary / Junior | Junior |
| Junior / Senior | Senior | Elementary / Junior / Senior |
Elementary
Click here to access archived Elementary Project Profiles
2022-2023
Alpha Room Enhancement
22-23/16/E
School: Dr. W A MacLeod Consolidated School
Grade: P-8
Employer: CCRCE
Project Coordinator: Andrea Pentz
The title ALPHA Room is an acronym that comes from our commitment to PEBS (Positive Effective Behavioral Supports) which emphasizes the importance of Academics, Leadership, Participation, Healthy Lifestyle and Attitude. We will create a “Zen Zone” to support students' social emotional well-being and promote self-regulation. The area will include a comfortable setting with breathing and self-regulation strategies. We will have two Smart Gardens for the Alpha Room which will be used to grow herbs for our school’s backpack program. Food insecurity is an issue within our school community. These gardens will support student programs, and benefit many of our families.
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Bridging the Gap
22-23/29/E
School: Tantallon Jr Elementary School
Grade: P-1
Employer: HRCE
Project Coordinator: Steven Johnston
The teachers of Tantallon Junior Elementary are looking forward to incorporating their Alphabet Sounds Teaching Tubs in both the French and English programs. We believe that this resource will be very beneficial in providing alternate and consistent learning material for the grade primary and one classrooms. The alphabet learning tubs give students a chance to be physically involved during their vocabulary, oral, articulation and phonological awareness in a range of ways. These miniature objects help ground their learning and bridge the gap between the pre-primary play-based learning to the more traditional based model of pictorial based learning material (i.e. photographs, photocopies, slideshow and flash cards). We really appreciate receiving this generous grant and plan on using the kits immediately for our daily activities. This project bridges the gap between the concrete world of toys/objects to letters, words and story writing.
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Tower Gardens
22-23/34/E
School: Forest Ridge Academy
Grade: PP-6
Employer: TCRCE
Project Coordinator: Nicole d'Eon
Forest Ridge Academy is dedicated to providing students with healthy meal options. Last year we purchased a salad bar unit with money from the Uplift grant, and fresh salads became a very popular menu item. When the local greenhouses that we partner with to obtain produce shut down for the winter months, providing fresh salads became a challenge because of the growing costs of groceries. This led to our decision to begin growing our own produce. We recently received a grant from the NSTU program development fund to purchase three tower gardens, which will allow us to grow our own fruit and vegetables to supplement our salad bar. This will help us keep costs down, and allow all students access to fresh salads. We are excited to experiment with these towers, and for the projects it will allow us to develop in the future!
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Explain That Again
22-23/36/E
School: Bedford South School
Grade: P-8
Employer: HRCE
Project Coordinator: Shelly Bembridge
The Explain That Again project will offer differentiated instruction and targeted intervention for students who may have difficulty applying or keeping pace with whole class instruction. Students and teacher will use iPads to record instruction and create student exemplars, videos, screencasts, pictures, and multi-media resources with the aim of providing students with the opportunity to work at their own paqe and re-watch lessons as needed, when needed. This initiative will be a collaborative and cross-curricular project that is embedded within the grade two curriculum with a focus on the universal design for learning principles to make the resources more accessible.
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L'entrainement croisé (Crossfit) à l'élémentaire
22-23/38/E
School: Beaubassin
Grade: P-5
Employer: CSAP
Project Coordinator: Nathalie Drouin
Le projet d'entrainement croise(Crossfit) a l'elementaire vise a amener une activite nouvelle et inspirante pour les jeunes dans les cours d'education physique. Le Crossfit etant populaire de nos jours, je crois qu'il saura interesser les jeunes a prendre part a une activite innovante qui vise leur sante et leur bien-etre global. Grace a la variete du materiel, les eleves seront amenes a pousser leur limite a leur propre niveau et peut-etre les amener a prendre en main leur sante a l'exterieur de l'ecole. Le materiel est adapte a leur groupe d'age, a leurs habiletes afin d'assurer leur securite.
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Le Floorball en éducation physique
22-23/39/E
School: Beaubassin
Grade: P-5
Employer: CSAP
Project Coordinator: Regis Belanger
J'ai soumis ce projet dans le but d'amener une activité nouvelle et sécuritaire que je pourrais offrir à mes élèves dans le cadre de mes cours en d'éducation physique. L'argent reçu servira à acheter du matériel de différentes grandeurs et en quantité suffisante pour satisfaire les besoins de nos élèves de différents niveaux. Il combine les habiletés reliees au hockey, mais dans un cadre qui se rapproche des règles du soccer. Je crois que ce projet motivera nos élèves à être actifs et sera, à mon avis, une activité amusante et intéressante pour atteindre le programme scolaire en éducation physique.
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Fresh Produce Hydroponics
22-23/45/E
School: Hilden Elementary
Grade: P-6
Employer: CCRCE
Project Coordinator: Rachelle Levangie
Project Team Members: Sarah Densmore
Hilden Elementary students have been busy planting and learning about agriculture this spring! Mrs. Sarah Densmore's grade 1/2 students and Ms. Rachelle Levangie's grade 5/6 students each planted a Tower Garden Hydroponics unit with lettuce and salad mix. It was decided that a short crop was needed before the end of the school year. We plan on sampling our products in a few weeks with a bit of veggie dip and a few more veggies. In September we will experiment with longer growing plants like tomatoes, peppers, cucumber, other salad greens, kale, swiss chard, spinach, and herbs. Yum!
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Translanguaging: Supporting EAL Students in the Classroom
22-23/54/E
School: Park View Education Centre & others
Grade: P-12
Employer: SSRCE
Project Coordinator: Cindy Kowalyk
Project Team Members: Calee Blanchard (Bluenose Academy), Heather Kirby (Chester Area Elementary & Middle Schools, Bayview Community School), other schools: Bridgewater Elementary, Forest Heights Community School
Supporting English as an Additional Language (EAL) students within the classroom is essential. Translanguaging is the process of multilingual learners integrating all known languages in order to best learn and communicate in an individually meaningful manner; a student may listen, view or read a text in their home language, develop ideas in their home language or a combination of any languages they speak, and translate the final product into English. The goal of this project is to provide EAL students access through technological and material support that allows incorporation of translanguaging strategies within the classroom.
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2021-2022
Year-Round Indoor Garden
21-22/10/E
School: Shannon Park School
Grade: 2
Employer: HRCE
Project Coordinator: Hunter Kelly
The year-round Indoor Garden project gave Grade 2 students at Shannon Park School the opportunity to grow fruits and vegetables in the classroom. We started growing our plants in September and have been enjoying eating the produce that has grown. We used one of the zucchinis to make zucchini bread together. The project allowed for students to take responsibility for caring for something. Students take turns watering and checkin on our plants to make sure they are healthy.
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Social Emotional Learning : Curriculum Integration through Visual Arts
21-22/11/E
School: A.G. Baillie Memorial School
Grade: P-6
Employer: HRCE
Project Coordinator: Saucha Fitt
Going into the 2021-22 school year we, as staff and students, will be adjusting to our new normal. We need to continue to bridge the gaps that Covid created, and help foster problem solving and teamwork with students. I’ve created STEM boxes to create an opportunity to learn a new and engaging concepts. It also allows my students to differentiate their way of learning and exploring. STEM has endless possibilities, as well as benefits to students. It invokes skills such as critical thinking, creativity, cultural awareness, collaboration and problem solving; all aspects we strive for as teachers.
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Project Kicksled
21-22/17/E
School: Meadowfields Community School
Grade: P-5
Employer: TCRCE
Project Coordinator: Aselin Ettinger
The "Kicksled" Project supports student engagement, promotes and highlights inclusive education, cultural pedagogy, encourages active pursuits and extracurricular enrichment opportunities. This project will be a part of our Physical Education/ Adapted
P.E. programming at MCS. These Scandinavian sleds are practical, engaging, fun and highly inclusive. When used, students are fully engaged and participating with / including ALL classmates as the sleds allow for both active and passive use. These sleds are a means to remove barriers before they even appear. They can be used to meet a variety of physical education curriculum outcomes while promoting inclusive education and lifelong active pursuits.
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Ms. B's Kalming Kozy Korner
21-22/19/E
School: A.G. Baille Memorial School
Grade: P-6
Employer: CCRCE
Project Coordinator: Danielle Bourgeau
Since Covid-19 has impacted the last two years, students and staff mental health and well-being has been significantly impacted. We have come to realize the importance of supporting our students' mental health and well-being in and out of school. We need to have the resources and ability as teachers to support our students going into post pandemic life.
By creating a “Kozy Korner” and SEL library in our school, it would improve our students' overall well-being, while also being a calming place for students to go. All while having the resources teachers and staff need to incorporate SEL lessons into their daily lessons.
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Multi Activity Environment
21-22/21/E
School: Duc d'Anville Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Sarah Barron
Project Team Members: Jessica Sutton
We created a Multi Activity Environment room within our school to address the specific needs of our students who have Autism, behavioral concerns, anxiety, and so much more. Having a room suited for all ages and abilities was an important factor when creating the environment. This room has a relaxing atmosphere with pleasant surroundings, soothing sounds, tactile experiences, massage and vibrations experiences, sensations, and gentle movement. Through the use of this room students are learning to self regulate and reduce agitation, increase their independence and ability to choose what sensory supports will help them successfully self regulate.The Multi-Activity Environment room in an inclusive space that will be beneficial to so many students at our school.
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Art on Wheels
21-22/27/E
School: Port Maitlland Consolidated Elementary
Grade: 6
Employer: TCRCE
Project Coordinator: Sherisse Dixon
Project Team Members: Mallory Pottie
Art should play a vital role in our students' education, and with the recent emergence of STEAM we are starting to place higher value on the arts component in our integrated program. If we wish to incorporate Arts in a valuable manner we need to have access to supplies and materials to integrate it into our daily planning. Oftentimes ,art supplies are scarce, unorganized, and spread throughout a building, making it difficult to access and use. Our goal is to create two “art on wheels” carts to provide staff and students with a stocked, easy to access cart with art supplies ready to go. Each day the art cart can be rolled into a classroom, allowing students a day where they can easily express their thoughts, ideas, and understanding of material in an artistic way and deepen their understanding.
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Bois d'avenure
21-22/31/E
School: Ecole wedgeport
Grade:P- 6
Employer: CSAP
Project Coordinator: Tiffany Frotten
Project Team Members: Kelley D'Entremont
Le projet «Les bois d’aventure» a été conçu afin d’offrir plus d’occasions à nos élèves et à notre communauté de faire des apprentissages et de s’amuser dans les pleins airs. On voulait aussi encourager aux élèves de faire plus d’activité physique. L’espace offre aussi des lieux de rassemblement pour les élèves où ils peuvent avoir des discussions ou tout simplement se détendre en nature. Depuis que le projet est terminé, les élèves sont très excités de visiter et explorer l’espace.
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Pronoun Power and Self-Love!
21-22/35/E
School: Shannon Park Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Jasmine Figg
In today’s day and age students’ mental health and well-being is at the forefront of education. Pronoun Power and Self-Love! combines a push for gender identity and self-love, along with the need to reach out to our entire student population to empower them academically, socially and emotionally. Students learn to design and create with the Circut Maker machine to make pronoun stickers and positive gender identity and mental health messages to be displayed around our school. The goal of this project is to create a positive, safe space where everyone feels represented.
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ARTSOUNDS
21-22/42/E
School: Duc d'Anville Elementary School
Grade: 1
Employer: HRCE
Project Coordinator: Denise Wilson
Project Team Members: Carrie Currie, Robin Jensen
“ARTSOUNDS” is an innovative project that combined Music, Visual Arts and Social Studies. In this project, students learned about the art work of the French artist, Henri Matisse, and made connections to Acadian artists of Nova Scotia. Students learned of the resiliency of Matisse, and also the Acadian people. Students created a collective piece of art work and then used musical instruments to create a musical composition that represented the art work. Young children composing music do so most effectively through the use of instruments. The “Artsounds” final project was presented to teachers, parents and fellow students as “Performance Art.”
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Bringing Math to Life with Manipulatives at School and Home
21-22/49/E
School: St Anne's Elementary
Grade: P-2
Employer: CBRCE
Project Coordinator: Dawn Spracklin
Project Team Members: Joelle Crawley, Murrina Ryan
This project allowed us to create a math tool kit for each student in grade P - 2. It gave them a chance to actively have them involved in the classroom and to use the kit as an extension of learning in the home environment. The tool kits included play doh, measuring tapes, beaded number line, bead bracelets, bead sticks, and templates for 5 frames, 10 frames, number bonds, number lines, hundreds chart, 50 chart, 10 chart, part part whole mat, subtraction mat, say it make it draw it mat, number of the day template, and white board with marker. The classroom tools included life size 5 frames, 10 frames, number lines and number bonds. The classroom tools were laminated and made portable so that they may be used for outdoor learning. The students enjoyed being involved in making each of the manipulatives.
It took a bit longer than we had hoped to get the kits ready due to covid 19. However, once completed the kits have been used regularly in the classroom and with the students at home. This proved to be very useful especially with online learning during covid. It is our hope that the students will continue to enjoy using the kits in the future and we will be able to add more pieces to the kits as needed.
Thank you to the PDAF Committee for giving us the opportunity to be able to have the opportunity to make this project come to fruition.
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Active Winter
21-22/55/E
School: Dr. John Wickwire Academy
Grade: P-5
Employer:SSRCE
Project Coordinator: Adam Leuschner
As we continue to build and support outdoor learning at Dr. John C. Wickwire Academy we are always looking for unique ways to get our students outdoors to experience the benefits of spending more time outside of the classroom, especially during the winter months. Our class set of snowshoes is currently being used regularly and with so much use many of the sets have become broken and un-useable. With this grant we are able to purchase additional sets of snowshoes, that are specifically designed for our younger students. These snowshoes will allow even more students to get outdoors during the winter months ensuring teachers have a safe and functional way of taking their classes outside for cross-curricular learning opportunities while supporting culturally responsive teaching practices
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Integrating STEAM into the Classroom
21-22/57/E
School: Redcliff Middle School
Grade: 5-7
Employer: CCRCE
Project Coordinator: Cara Weir
Project Team Members: Dave Hazelton, Mike Fougere, Tracy MacKinnon
Our project is focused on Incorporating science, technology, engineering, mathematics and the arts (STEAM) In education by Integrating a 3D laser printer Into the everyday activities of class as a cross-curricular tool. The hardware will provide an opportunity for hands-on learning and visualization of sometimes tricky concepts that students often struggle with within Mathematics and Science. The students would have the chance to design and create real-world objects with high aesthetic value for the arts In mediums such as wood and glass. These designs will be valuable learning activities and could also be used for entrepreneurial opportunities.
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National Archery in Schools at EREC
21-22/68/E
School: East Richmond Education Centre
Grade: 4-8
Employer: SRCE
Project Coordinator: Scott Mombourquette
Project Team Members: Margaret Gracie
Our project is focused on Incorporating science, technology, engineering, mathematics and the arts (STEAM) In education by Integrating a 3D laser printer Into the everyday activities of class as a cross-curricular tool. The hardware will provide an opportunity for hands-on learning and visualization of sometimes tricky concepts that students often struggle with within Mathematics and Science. The students would have the chance to design and create real-world objects with high aesthetic value for the arts In mediums such as wood and glass. These designs will be valuable learning activities and could also be used for entrepreneurial opportunities.
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Bettering the Basics - Strengthening Fine Motor Skills in the Elementary Classroom
21-22/74/E
School: Antigonish Education Centre
Grade: 3
Employer: SRCE
Project Coordinator: Lynnette Babin
Fine motor skills are important in school and in life. Practicing fine motor skills will help children have a solid foundation for their future everyday tasks. This seems to be a new problem in our classrooms, as more and more students are arriving at school unable to hold a pencil or use scissors accurately. The games and activities purchased by this grant will assist teachers in highlighting the importance of fine motor skills, as well as providing teachers with the tools to allow students time to practice.
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The Reading Lab – The Science of Reading…In Action
21-22/76/E
School: Tantallon Senior Elementary
Grade:2
Employer: HRCE
Project Coordinator: Angela Levy
Project Team Members: Lauren Currie, Grant Davy, Jeannie Miller
In this project, we will pilot a “Reading Lab” for students that is based on the Science of Reading research. Students in grade two who are struggling with language and literacy development will receive systematic instruction in the five areas that have been identified through research as essential components in reading – phonemic awareness, phonics, fluency, vocabulary and comprehension. We will transform an empty classroom into an innovative and inviting space for students to go – where centres/stations will be set up to focus on these five areas. This programming will allow us to integrate evidence-based and research-based intervention strategies into a MTSS process and help empower more students to become successful readers.
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Rap it Up
21-22/82/E
School: Hillside Park Elementary School
Grade: 4-5
Employer: HRCE
Project Coordinator: Emily Ripley-Davis
Project Team Members: Courtney Smith, Amanda Stanton
“Rap It Up,” combines Music and Language Arts programming as learners create a music backtrack to accompany their own personal rap. The materials used include Skoogs, Orbas, Djembe Drums, Bongos and iPads to compose the backtrack for students’ composition. Students first create a base beat for the composition using Djembe Drums and Bongos. Learners will also connect the Skoogs and Orbas to school iPads, where they will develop additional layers to their backtrack. Learners will then use rhyming and poetry to develop their raps. The final project will be shared with teachers, students and families both in person and virtually.
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2020-2021
Stitch by Stitch
20-21/12/E
School: Islands Consolidated School
Grade: 4-5
Employer: TCRCE
Project Coordinator: Krista Moore
The Stitch by Stitch grant enabled me to purchase sewing machines, Cricuts, heat press, chrome books as well as needles, thread and vinyl to enable upper elementary students to design, create and make reusable products. The products will include but are not limited to reusable cloth bags, cinch sacs, lunch bags, aprons and other simple items. The items would be able to be personalized, and or embellished with designs and logos using the embroidering sewing machine and Cricut. Some of the items would be enjoyed and used by the students as their own personal items, allowing the students to be able to use, reuse and enjoy some of the products they design and make. Some of the products that are designed and made will be marketed and sold within the school or community and all profits will be put back into purchasing consumable materials.
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Mirrors, Windows and Sliding Glass Doors: A #diverseclassroombookaday Project
20-21/14/E
School: Bayview Community School
Grade: 6
Employer: SSRCE
Project Coordinator: Morgan Wolfe
Through critical selection of diverse text, and meaningful reflection, the #diverseclassroombookaday movement can create profound learning for students by choosing diverse books that provide mirrors, windows, and sliding glass doors, everyday, for an entire school year.
The goal of the project is to teach the learning outcomes of our NS ELA curriculum, through read alouds that are diverse and meaningful, and build a community of reflective students who think critically. From there, we will respond to the reading through a communal, multi-modal book blog using Google Sites. Students will take turns writing blog posts to reflect on the #diverseclassroombookaday."
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What’s your Mindset?
20-21/15/E
School: Dwight Ross Elementary School
Grade: P-5
Employer: AVRCE
Project Coordinator: Spencer Lutz
“What’s your Mindset?” is a project focusing on the promotion and importance of a growth mindset both within the school and community. This project aims to provide students with the opportunity to explore how a positive growth mindset can help them become better role models, leaders, and inclusive members of society. Moreover, this project brings to life the “Mindset Squad” within the school, which includes a voluntary group of students and staff who aim to support and promote inclusivity and positivity throughout the school year. With the use of a Cricut Maker, students will design motivational and inclusive words or phrases to display around the school and ideally, within the community as well.
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Play Based Classroom - Fun Learning
20-21/17/E
School: A.G. Baillie Memorial School
Grade: 2-3
Employer: CCRCE
Project Coordinator: Tracy Murray
My goal as an educator to a new, additional classroom was to create a space that would naturally enrich students' curiosity and support engagement for learning. Overall play-based learning is a way to allow student-led learning and Chignecto-Central Regional Centre for Education’s theory is that when staff members establish a culture of learning based on the needs of each student, then students will thrive socially and emotionally, engage meaningfully in their learning, and achieve academic success. This need is still much greater due to the unprecedented times of a world pandemic. Our students were out of the classroom setting for an irregular amount of time.
The plan I had proposed and you supported was to assist students who may have been isolated, further marginalized or developed unhealthy essential social, emotional skills during the pandemic see success, acceptance and be met at their level upon entering the classroom this past September. Though it had to be slightly adjusted to accommodate policies and protocols of the pandemic and regulations of materials in the classroom with your help and support we have been able to purchase necessary items for the classroom. These items allowed students to communicate their thoughts and emotions, and connect what they already know with new knowledge, skills and attitudes
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Inspiring Literacy and Citizenship through Dramatic Play
20-21/21/E
School: Islands Consolidated
Grade: P-1
Employer: TCRCE
Project Coordinator: Kerry Lawrence
Students are involved in daily dramatic play opportunities that allow for multiple ways of engagement as well as cognitive, social and emotional development Students interact with stories through the use of puppets and props to retell, make connections, inquire and create their own tales. All students investigate various dramatic play settings such as at the beach, vet space etc. These role play experiences allow students to make cross-curricular connections with real world applications such as measuring and weighing toy animals, taking care of the environment, making healthy choices by putting on sunscreen and so much more. Students develop math, science, health and language arts skills all while having fun!
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Social Emotional Learning: Curriculum Integration through Visual Arts
20-21/22/E
School: East St. Margaret's Consolidated Elementary
Grade: 2-3
Employer: HRCE
Project Coordinator: Natasha Boutilier
My project highlights learning opportunities that focus on encouraging students to use art as a medium for self-expression and originality. Integrating visual art through other subjects allows students to share their learning and ideas in a variety of ways; ways that speak to them as learners and ways that help them feel like valued members of the classroom community. Through an art-integrated approach, it is my hope that students will develop their learning by building social and relational skills that will not only impact their lives in their classroom but will continue into their lives in their school community and in their homes.
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Patinoire portatif
20-21/28/E
School: École Wedgeport
Grade: M-6
Employer: CSAP
Project Coordinator: Kelley d'Entremont
J'ai soumis une demande pour ce projet en esperant que je pourrai enfin install er une patinoire portatif dans notre champ de base-ball. Ce projet sera realise debut 2022 avec les efforts de plusieurs membres de la communaute scolaire. Ce fut une demande pour une patinoire avec les dimensions d'environ 44" x 88" . Les eleves pourraient apprendre comment patiner durant les heures de classes sans avoir besoin de payer des frais et pourraient egalement l'utiliser apres les heures de classe avec la supervision d'un parent. De plus, nous avons eu du financement des autres comites scolaires afin d'assurer la securite des eleves. Nous avons re u des fonds pour acheter des patins, des casques et des guides en plastiques pour aider aux eleves qui ne sont pas encore capable de patiner.
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The Dragon Digital Media Club
20-21/32/E
School: Digby Elementary School
Grade: 4-6
Employer: TCRCE
Project Coordinator: Danielle Leblanc
The Dragon Digital Media Club is a project that allows students in grades 4 – 6 to interact with the school community though video production. Digby Elementary School has a large
student leadership group that encourages students in grade 4-6 to take on leadership roles within the school and community. These students work on planning events and theme days for
our student body, digital poster production for school activities, newsletters, as well as produce videos that encourage student engagement and wellbeing. The videos produced range from
virtual read aloud, promotional videos for events taking place within the school, video morning announcements and because of new Public Health protocols, virtual assemblies for the whole
school. This grant allowed the school to purchase technology for digital media and video editing and publication.
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Outdoor Education Spaces
20-21/33/E
School: A.G. Baillie Memorial School
Grade: P-6
Employer: CCRCE
Project Coordinator: Danielle Bourgeau
Going into the 2020-21 school year we, as staff and students, are experiencing a new normal at our schools. It is important that we take the steps and measures to keep everyone safe, while also ensuring our students' education is not affected. This will be a learning curve for all, however it can be an opportunity to learn new and engaging ways to teach. Our plan of creating Outdoor Education Spaces is supporting students and staff by providing an environment that follows all of Public Health's standards, while also being an engaging space where students are able to learn in new ways and staff are able to plan creative and diverse lessons.
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Numicon Using Visual Structured Imagery to Support Children's Math Understanding
20-21/40/E
School: Redcliff Middle School
Grade: 5-7
Employer: CCRCE
Project Coordinator: Lindsay Walsh
Project Team Members: Andrea Benthume, Lauchie MacKinnon, Lisa Gibbs
There is a lack of variety of tools to differentiate in mathematics. Many programs that currently exist feel more like an amplification rather than a different approach to teaching.
By implementing the Numicon program we used visual structured imagery to support children's arithmetic understanding. We hoped to develop tier 2 and tier 3 intervention using the manipulatives, digital materials and mathematical strategies implemented by the program that focuses on all learners, but is particularly effective for students with learning disabilities.
This is used as a national curriculum in Great Britain, New Zealand and Australia and is researched based from the University of Oxford.
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Flexible Seating
20-21/46/E
School: Shubenacadie District Elementary
Grade: 3
Employer: CCRCE
Project Coordinator: Heather Fougere
The choose to move seating allows students to have flexible seating. They are able to turn the movement feature on or off depending on their need. It also allows all of the students in the class to have the opportunity to self regulate. Giving students more control over what they need will help to build an awareness of what will allow them to learn best. The more students understand how they learn and what they need in order to be able to learn, the better their educational experience will be. Students need to become advocates for themselves and the first step in that is helping them understand what they require to be able to focus on instruction. If a student can not attend to what is going on in class then they will not be able to take part to the best of their ability.
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Digital Feedback in Physical Education
20-21/54/E
School: Chebucto Heights School
Grade: P-6
Employer: HRCE
Project Coordinator: Abigail Stewart
We live in a digital world and teach digital kids, however Physical Education is often lacking In digital content. The Installation of a Smart TV in my gymnasium would provide a unique and exciting teaching aid to my physical education programming, as well as provide a benefit to the community groups that use the gymnasium after school hours. Research tells us that 65% of people are visual learners, so having content available in a visual format is imperative. This project will be used to develop and encourage student independence, skill development, decision making and problem solving. This project will benefit students from grades Primary to Six.
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Learning, Exploring & Creating: Africian Music and Dance
20-21/56/E
School: Ferrisview Elementary Schol
Grade: 5
Employer: CBRCE
Project Coordinator: Brenda LynnMurray
This project will bring musicians and dancers to our school that specialize in traditional African music. These musicians will share their knowledge of African culture, music, and dance through the google meets platform. The students will then use these presentations as a springboard and inspiration to create their own music. Students will also learn about some traditional African Instruments and read some new books with African Music and Dance as the main theme. To end our project, students will create a final Musical presentation. I hope to build our student’s understanding and appreciation of African culture, music, and dance, and help to make our African Students feel a stronger sense of belonging here at Ferrisview Elementary school.
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High Flyers Project
20-21/69/E
School: Berwicdk and District Shool
Grade: 5-6
Employer: AVRCE
Project Coordinator: Julian West
Project Team Members: Jacqueline Schurman,Bill Doucet
The High Flyers Project provides grade six students at Berwick and District School with both indoor and outdoor class experiences to learn about, build and launch rockets.
This project is a new and exciting way for students to study science and technology and meet grade six curriculum outcomes about flight, and can also be a great stepping off point to learn about our solar system and the universe. The High Flyers Project builds incentive, ownership and pride in student learning and brings together the entire student community for a launch day to celebrate student achievements and have fun!
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Cultural Representation in Story Workshop
20-21/75/E
School: Ecole Grosvenor Wentworth School
Grade: P
Employer: HRCE
Project Coordinator: Kathleen McIver
My project highlights learning opportunities that focus on encouraging all students to write and act out stories through role play. Students will use play-based learning as a medium to create, act out, rehearse, retell, talk, discuss, build, construct, illustrate and write their own stories. Diverse representation in my own class including cultures from the Middle East, Brazil, China, Vietnam Israel, Nigeria, as well as Nova Scotian, African Nova Scotian, and Mi’kmaq is an integral part of this story workshop. When students feel included and seen, it is evident that students are more engaged and excited to learn. Story Workshop is designed to develop students’ oral language skills and it supports children to see themselves as authors and storytellers. Inclusive play is universal and can uncover storytelling abilities, strengthen communication, is translated across many languages, and can bring value to every child’s experience. It is important all children have equitable access to resources and participation.
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Spiraled Literacy: A Close Look at Culturally Diverse Mentor Texts
20-21/84/E
School: Hawthorne Elementary School
Grade: 3-4
Employer: HRCE
Project Coordinator: Morgan Sitzer
The goal for “A Close Look At Culturally Diverse Mentor Texts”, is to provide students involved with diverse weekly mentor texts that complement Reading and Writing Workshops. Each week a specific mentor text will be used to guide students through Reading Response, Spelling, Grammar and The Writing Process. The books provided through the pdaf grant, will act as mirrors, windows and sliding glass doors into our world, in order to celebrate differences and similarities that make us all human.
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2019-2020
Student Engagement through Folk Guitar
19-20/02/E
School: Harrietsfield Elementary
Grade: 6
Employer: HRCE
Project Coordinator: Tara Sampson
Project Team Members: John Dobrowski
Harrietsfield Elementary is a rural school with 200 students from grades primary to six. Our students are outside of the city and often have less access to extra-curricular music lessons and activities. A class set of guitars for grade six students would engage disinterested learners, and allow for our students to have some exposure to instruments not currently available to them. Guitar skills are relatable and encourage students to engage, learn, and self-direct their own musical skills. Learning about note reading and song writing on the guitar would allow students to truly feel like growing musicians and encourage them to try other instruments and musical endeavours as they get older.
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Restorative Learning Carpets
19-20/03/E
School: Harrietsfield Elementary
Grade: P-1
Employer: CCRCE
Project Coordinator: Julia Smith
Project Team Members: Denise Cail
The Grades Primary, One and Two teachers at West Highlands are grateful to the PDAF committee for approving the purchase of our restorative learning carpets. We are fully confident that once these carpets are purchased and placed in our classrooms, they will provide a colorful and calming classroom environment. This learning area will showcase to students that they are important and valued as they enter the room. Every day, students will start with a restorative circle, which will foster their oral language development and allow for their voices to be heard and opinions shared. Having this large learning carpet, will encourage and increase student engagement and relationship building, which is of the utmost importance. Within the first month of having the restorative carpets in our classrooms, we will invite students to complete a simple self-reflection as indicated in our proposal.
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Mindful Wellness Project
19-20/04/E
School: A. G. Baillie Memorial School
Grade: P-6
Employer: CCRCE
Project Coordinator: Ashley Robertson
The “Mindful Wellness Project” is an initiative at A. G. Baillie Memorial School to support students in acquiring mindful resources to aide in mindfulness and self-regulation. One way, will be through “Calm down kits”. The project is unique in that it will include students in the creation and implementation of the project, many of which have difficulty managing their emotions and self-regulating. The project will be beneficial to all of our students, as it will allow us to provide them with the support they need as they engage in habits which promote both physical and mental health, as well as, overall well-being; to help them reach their full potential. This project will be an addition to each of the classrooms, the guidance room, and Learning center to enhance the mindful practices already in place by providing the opportunity for students to use the skills they have learned and/ or will be learning through social emotional programming and apply them in a safe space or corner within the rooms.
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Wham! Bam! Pow! Superheroes, Homegrown Game Changers, and Inclusive Representation in Film Using Comic-Con as a Literacy Engagement Tool
19-20/07/E
School: Basinview Drive Community School
Grade: 2
Employer: HRCE
Project Coordinator: Sheila McMullen
This project engages students in the writing process by using comic books, graphic novels and technology. Students will create their own comic books and/or graphic novels and develop stop motion animation films based on these written pieces. These films will focus on home-grown game changers from the four founding groups in Nova Scotia as well as characters students create. The culmination of this project will be the unveiling of these films during a school wide comi-con, where the school can view the films and learn how to create their own stop motion animation from the Grade Two directors.
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Cooking in the Classroom
19-20/09/E
School: Sunnyside Elementary School
Grade: P-1
Employer: HRCE
Project Coordinator: Hunter Kelly
Cooking in the Classroom is a project that entails cooking as a class on a bi-weekly basis. As a class, we are preparing meals and snacks to enjoy together. Through cooking, we are building relationships and community within our school and class. Cooking is an authentic real life activity that provides a medium to practice French and learn new French vocabulary. Cooking in the class gives students the confidence to help their parents in the kitchen. Additionally, we are also learning a valuable life skill and learning about health through food and nutrition.
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From Classroom to Community: Generating Skills for Students with Special Needs
19-20/13/E
School: Ferrisview Elementary School
Grade: P-5
Employer: CBVRCE
Project Coordinator: Sherry Power-Jessome
Project Team Members: Louise Smith, John Boutilier and Julie Keeping
By utilizing funds from the PDAF grant, students programming was expanded beyond the classroom level to include additional spaces within the school and community. Items purchases to expand programming included toys, reinforcers, life skills materials, materials to support functional routines and community based routines.
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Lights Camera Action
19-20/15/E
School: Duc d’Anville Elementary
Grade: P, 5-6
Employer: HRCE
Project Coordinator: Denise Wilson
“Lights, Camera, Action!” is an innovative project that combines Music, Visual Arts and Language Arts. In this project, students will create a music soundtrack to accompany a stop motion animation video which is based on a short story written by the students. Students will use Lego figures to depict the story and iPads with free Stop Motion Studio software to record their music soundtrack and video representation of their story. Students composing music in the elementary years do so most effectively through the use of instruments. The core instruments used are mallet instruments (xylophones and glockenspiels) and percussion instruments.
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The C.A.R.L Room
19-20/26/E
School: Thompkins Memorial Elementary School
Grade: P-5
Employer: CBRCE
Project Coordinator: Karrie Boudreau
Project Team Members: Francine Burke, Mary MacLeod, Lee-Ann Burke
Calm, Alert, Relations, and Learning (CARL) Room
Tompkins Memorial Elementary School is a small community school in Reserve Mines, Nova Scotia with a number of students requiring services and supports for behavior, academics, and communication. The Project Team has a goal to create an easily accessible, safe space for students and staff to recognize stressors, reframe behaviors, reduce stress, reflect and respond appropriately. The Team will transform a former classroom into an engaging and inviting space with stations containing specific visual supports and materials. Later, this concept and support will be more fully incorporated into the other classroom environments.
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Launching the Rocketbooks: Writing and Drawing with Intelligent Reusable Notebooks
19-20/29/E
School: Tantallon Elementary School
Grade: P-2
Employer: HRCE
Project Coordinator: Tanya Johnston
This PDAF project will provide participating students with a unique technological writing experience. Using erasable refillable pens, students will write and draw their ideas and stories using their reusable Rocketbooks. Then using a mobile device and Rocketbook app, selected works will be scanned and instantly sent or saved to a designated email to be stored/shared. The Rocketbooks will be shared with other classes for students to use. This project will help to reduce paper consumptions and our environmental impact in the classroom and within the school.
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Walk in my Shoes
19-20/30/E
School: Rockingstone Heights
Grade: 7-9
Employer: HRCE
Project Coordinator: Mary Chisholm
"Walk in my Shoes" was a grant that united our students at Rockingstone heights. It was an art project that was culturally meaningful for the youth culture at our school. All 106 junior high art student used high quality Angelus leather paints to recreate a pair of air force one sneakers. The sneakers were a canvas which they used brushes, paint markers and stencils designed using a cricut machine. The project was such a fantastic success the students were very engaged and appreciated being able to create art that was deeply meaningful.
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Literacy and Language Acquisition
19-20/39/E
School: Joseph Howe Elementary School
Grade: P-6
Employer: HRCE
Project Coordinator: Jenna Smith (Hardy)
Project Team Members: Hannah Rodgers, Mairi Fraser and Steven Hutchins
The goal of our project is to provide teachers and students with the necessary tools that will allow them to develop their language and literacy skills. The language acquisition theory states that children are able to learn language out of a desire to communicate with their surrounding environment and world. Language is dependent upon and emerges from social interaction. Research shows that a multi-sensory approach to learning situations enable us to reach more students effectively and that oral language helps us to organize thinking and focus ideas which is a precursor to writing. The Expanding Expression Tool, Story Grammar Marker and Heggerty programs will be used to provide a multi-sensory approach to facilitate improved language organization, written language and reading comprehension. This project will allow students to develop these critical skills that will positively impact academic, social and emotional well-being.
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Play Based Learning in Primary
19-20/52/E
School: Chebucto Heights Elementary School
Grade: P
Employer: HRCE
Project Coordinator: Kathlene Robinson
Project Team Members: Vanessa MacDonald
Our play-based learning project is designed to provide our students with opportunities to explore, create, and collaborate in the classroom. We have already begun to implement play-based learning activities throughout our day, whether it be through storytime workshops, loose parts, or free-choice time. The benefits of play-based learning have been evident - students are more confident and engaged in their learning. The funding from this grant will allow us to not only expand on practices already in place, but to provide new learning experiences. We will be purchasing a sensory table, building materials (such as Legos, K’nex, blocks, etc), items for loose parts and storytime workshop (pegdolls, rocks, animals, etc), and our main focus is creating an exciting dramatic play area with a variety of themes. As classes with many second language learners, we hope that through providing play-based learning opportunities, our students will learn vocabulary in an authentic and exciting way, and that they will transfer that knowledge to their reading and writing.
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Cyrus Eaton Print Shop
19-20/56/E
School: Cyrus Eaton Elementary
Grade: 4-6
Employer: CCRCE
Project Coordinator: Steve Wells
The Print Shop Project at Cyrus Eaton Elementary is currently getting underway. The initial ordering of equipment and materials were delayed but I am pleased to have all items in house and set up. Our grade 5-6 class will be learning to create digital images and transfer those to T-shirts, Hat and Mugs.
The current plan is to start taking small student groups 2-3 students at a time and do small group Instruction and project making. Slowly moving through the class of students and in turn creating "experts" in the grade 5- 6 class to support future projects
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2018-2019
Creative Collaboration “Orffortunities”
18-19/08/E
School: Newcombville Elementary School, New Germany Elementary School, West Northfield Elementary School
Grade: P-6
Employer: SSRCE
Project Coordinator: Alison Sheffield
The Creative Collaboration “Orffortunities” project will provide students an opportunity to experience and create their own music to share as a school and with the community. Instruments (ukuleles, drums, barred percussion and auxiliary percussion) and iPads will be purchased to facilitate creation and documentation of compositions. Students will learn music through the holistic and experiential Carl Orff approach which uses joyful participation, exploring and improvising with movement, singing, and the playing of instruments. Using the re for Education skills they build from music class, students will compose their own songs reflecting their learning of not only music, but other subject areas or topics.
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The Roadie is the Rockstar
18-19/09/E
School: Burton Ettinger Elementary School
Grade: P-6
Employer: HRCE
Project Coordinator: Iain Thomas
Project Team Members: David O’Brien, Hailey Monroe, Petra Spires
The Roadie is the Rockstar is a program in which students at the elementary level will be able to write, produce and publish professionally polished media. Every aspect of the creative process will be encompassed from project conception right through to editing and publishing. This includes music production, short movies and videos, radio dramas, stop action animation, photography and much more. This program will take students' work to a production level that will allow their creativity and talent to shine and will be able to showcase their creations to an audience that circles the globe.
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The Right to Play: Developing Relationships and Lifelong Skills in the Play-Based Classroom
18-19/17/E
School: Tantallon Junior Elementary School
Grade: 1
Employer: HRCE
Project Coordinator: Tanya Johnston
This PDAF grant will provide multicultural toys and hands-on materials for students. Through meaningful play, students will discover more about inclusion and continue to develop an appreciation of their own and other cultures. Students will be able to imagine themselves and others in a variety of nontraditional roles. These hands-on materials will reflect our world, and students will appreciate and celebrate global cultures. Furthermore, they will learn new vocabulary and expressions using concrete materials to enhance their French language communication skills. Their oral communication is a significant part of our curriculum and their learning. All students will be able to contribute their ideas in a safe learning environment and I believe this project will greatly enhance my students' learning experiences and confidence for years to come.
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The Power of Writing and Paint!
18-19/20/E
School: Somerset & District Elementary School
Grade: P-1
Employer: AVRCE
Project Coordinator: Melissa Robar
I had the privilege of taking a course with Beth Olshansky last year where she instructed teachers using her fantastic methods of watercolor painting to connect writing and art together to inspire students of varying abilities to create pieces of art work and eventually their own books! Taking this course was such an inspiration because so many students struggle with using a wide range of adjectives and with adding description to their writing. I decided I want to try new ways to support students and inspire students in writing! This year in my Primary/One classroom we will be doing a writing project. This will consist of teaching the students how to paint using watercolor and how to use crayon resist techniques to create landscapes, animals and scenes that they will use to motivate them to write vibrant short stories!
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Project Skateboard
18-19/31/E
School: Dr John C Wickwire Academy
Grade: 4-5
Employer: SSRCE
Project Coordinator: Chris Kaulback
Project Team Members: Isaac Rafuse, Adam Leuschner
The town of Liverpool has recently constructed a new skatepark next to their local Community Centre. This affords us the unique opportunity of accessing a skatepark within close proximity of the school that is conducive to many skill levels. The program would begin with thorough and explicit instruction on safety. This would include proper safety gear, awareness of possible hazards and respect of other people accessing the skate area. We will be modelling appropriate safety techniques and respect of others while also monitoring student success. Students will begin practicing in the gymnasium with appropriate safety gear and skateboards that are suitable to the gym flooring. When students have achieved the necessary basic skills they will be begin to practice them in controlled environments at school (ie: Basketball court). When students have mastered the basic skills, the program will allow for the team and students to begin exploring the Liverpool Skatepark.
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Let’s Have Some Bright Ideas
18-19/40/E
School: Ash Lee Jefferson
Grade: 1
Employer: HRCE
Project Coordinator: Rhonda Ayres
This project will blend the French Language Arts outcomes for emergent readers with ICT ideas of using interactive technology to teach digital literacy. This will be achieved by blending the Daily cafe model with Readers and Writers workshop model (used here in Nova Scotia) via interactive technology. Blended learning will be at the centre of this proposed project, incorporating technology via an interactive Epson Brightlink Projector (which turns any surface into an interactive learning tool) and iPads. The benefits of interactive technology for literacy development include improved learning, increased participation, better engagement and enhanced collaboration.
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Photo Carving and Lithophanes on Wood and Plastic using a CNC Machine
18-19/41/E
School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Paul Murphy
Project Team Members: Peter Wicha, Andrew Bray
Photo carving and lithophanes uses our existing CNC machine, students will be able to convert them to line drawings or render the existing photo into an STL file to produce a 3D carving. They can also choose to create a carving in plexiglass and add light to create a lithophane. An example of a project could be a student using a camera to take pictures and then taking these photos into the vcarve or photoshop to complete the coding and design aspect. They would then program our CNC to complete the process of a piece of wood or plastic.
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Sensory Learning Path
18-19/43/E
School: Whycocomagh Education Centre
Grade: P-3
Employer: SRCE
Project Coordinator: Marylou McKenzie
Project Team Members: Lisa Kidd, Jill Copley, Lisa MacNeil
The Sensory Learning Path is a colorful activity map on the floor/walls of the school’s main corridor. It is bright and welcoming, enhancing school climate, and encouraging reinforcement of letters and numbers. Students access the Learning Path as they travel to different locations throughout the school, maximizing learning time, and providing sensory stimulation and opportunities for much needed physical activity. The Sensory Learning Path is inclusive and promotes an innovative multi-sensory approach to learning. We look forward to using it to help teach our students about the importance of whole body learning and wellness.
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Growing Social-Emotional Self-Regulated Learners
18-19/48/E
School: Shipyard Elementary
Grade: P-5
Employer: CBVRCE
Project Coordinator: Geoff Oliver and Melissa Candelora
Project Team Members: Michale Mombourquette, Alisa Cantwell and Lauren Clare Duggan
“Kids do well if they can” (Dr. Ross Greene). Many students’ behaviour and learning challenges are related to deficits in social and emotional regulation skills. Shipyard Elementary school will create a “Centers Room” designed to teach students self-regulation and social relationship skills. The room will contain six centers and will include activities in the areas of mindfulness, calming, physical activity, social, art and music. Each centre will have a poster containing the purpose of the activity, the expectations, and timeline. These expectations will also be accompanied by visual supports. Data will be collected.
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We Are Transformers!
18-19/50/E
School: Three Mile Plains District School
Grade: P-5
Employer: AVRCE
Project Coordinators: Heather Pitt, Christine Earley
We are Transformers! is a school project in which Primary-5 students will be engaged in transforming themselves into: performers, writers, speakers, actors, gymnasts, dancers, puppeteers, and singers. The project includes students building, painting and creating an outdoor performance area, props, puppets and costumes. They will then respond to challenges around creating and performing activities that reflect themselves and the unique community. The aim of the project is to engage all students in a common goal, provide a positive outlet for self-expression, build self-confidence, enable the building of positive relationships with others and allow for success at all levels and abilities.
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The LINK Learning, Independence, Nurturing and Kindness
18-19/56/E
School: Kingston and District Elementary School
Grade: P-5
Employer: AVRCE
Project Coordinator: Shannon Squires
Project Team Members: Denise Gracie and Karen Baker
At KDS, we have created a beautiful programming space for our students with the most complex challenges. Our new space is the LINK: Learning, Independence, Nurturing and Kindness. The LINK needs some environmental adjustments to best meet the sensory needs of our students. Our philosophy is to prioritize relationships and positive, proactive programming to deliver appropriate, relevant and specific programming to students with complex learning challenges in spaces that promote calm, focused and on-task behaviour. Our students and their families deserve to feel welcome and supported; this space gives a clear message that these students BELONG in our school community.
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Outdoor Musical Playground
18-19/59/E
School: Cobequid Consolidated
Grade: P-5
Employer: CCRCE
Project Coordinator: Katrina Murphy
Project Team Members: Marianne Michaud and Tracy MacKay
Students and staff at Cobequid Consolidated are excited creating an Inclusive Music Playground which consists of an accessible Soprano Quartet Ensemble from Percussion Play with percussion equipment, such as a Cadenza, a Small Babel Drum and Soprano Pentatonic Freechimes and pair of medium Congas. This equipment will be a vital part of our new outdoor classroom. The students will enjoy making and learning about music as well as being outdoors for years to come.
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Project Write
18-19/60/E
School: McCulloch Education Centre
Grade: P-8
Employer: CCRCE
Project Coordinator: Linda Murray and Gail Chaisson
Project Team Members: Lynn MacDonald, Carlie Thompson and Jillian English
Project Write grew out of the realization that our students needed help to become better writers. We knew for that to happen the students needed inspiration, engagement, and purposeful opportunities. As a staff, we began a collaboration with award winning author, Sheree Fitch, exploring ways of honoring the voice of each student by opening up the writing process, using techniques that surprise, energize-- open up voices and words. We also decided that publishing a schoolwide anthology would provide both purpose and audience for these student authors. Our anthology will serve as a printed record of our writing journey. This is a project of promise and possibility deeply rooted in community.
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From Virtual Reality to Climate Reality
18-19/61/E
School: Saint Margaret’s Bay Elementary
Grade: 5
Employer: HRCE
Project Coordinator: Derrick Funk
One hundred years ago Nova Scotia’s Superintendent of Education began climate studies in all the schools by asking students to identify such things as ice-melt and return of migratory birds. This exploratory and action-research experience is the kind of experience that brings deep levels of knowledge to students. In project Virtual Reality to Climate Reality, we will be using 21 st century technology to encourage these deep levels of knowledge and change future human behaviours to reflect a positive imprint on climate change. By accessing the various VR platforms that allow students to explore and investigate climate change on many sensory and cognitive levels, students will become more open-minded and gain a more lived-experience in understanding how human actions impact climate. This innovative exploration will provide the opportunity for students to realize their potential in impacting climate change in their global community.
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Les Lunettes de réalité virtuelle Google Expedition
18-19/63/E
School: Centre Scolaire de la Rive-Sud
Grade: 7-12
Employer: CSAP
Project Coordinator: Martin Deschamps
Grâce au fonds d’assistance au développement des programmes (FADP) du NSTU mes élèves auront la chance dans me scours de sciences humaines et d’histoire de pouvoir utiliser les lunettes de réalité virtuelle Google Expedition, ce qui leur permettra d’avoir une meilleure idée des paysages et des constructions autour du monde. En utilisant ces lunettes de réalité virtuelle, mes élèves seront projectés dans diverse scenes mondiales, ce qui rendra mes leçons beaucoup plus captivantes et intéressantes.
Il y a un besoin de la part des élèves à avoir une meilleure idée des différentes scenes mondiales. Par exemple, i lest difficile de leur expliquer l’immensité des différents châteaux construits au Moyen-Âge ou de leur parler de la splandeur de l’art lors de la Renaissance. Avec ces lunettes virtuelles, je pourrai les guider dans leurs découvertes.
Avec des visites virtuelles de partout dans le monde et l’utilisation des TIC, ce nouvel outil me sera très utilse en sale de classe. Il me permettra d’innover dans la présentation de mes activités en lien avec les différents programmes d’études de sciences humaines du CSAP.
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Growth Mindset: Math Games, Math Workshop and Guided Math
18-19/70/E
School: New Minas Elementary
Grade: 1
Employer: AVRCE
Project Coordinator: Tabatha Durling
Recent work by both Jo Boaler (YouCubed) and Sunil Singh/Chris Brownell (Math Recess) supports playful mathematics learning for all ages. Providing students with such experiences helps develop and nurture a growth mindset, which in turn impacts student achievement. Experiencing math class as fun, all the while building a solid foundation and positive experiences will set students up for future success. Students will use the purchased board games in both Math Workshop and Guided Math settings to encourage strategic thinking, to practice strategies for solving problems and to strengthen their understanding of number and computational fluency.
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Daily Digital Literacy and Leadership Through Video Announcements
18-19/72/E
School: Aspotogan Consolidated Elementary School
Grade: 4-5
Employer: SSRCE
Project Coordinator: Michelle Longley
Elementary Students at Aspotogan Consolidated Elementary School (ACES) will have the opportunity to design, develop and explore school leadership by taking charge of the school’s daily announcements through digital literacy and technology. Essentially, the students would take the simple act of daily communication and transform it into a school-wide leadership program through the use of Google Chrome books. Using the Touchcast Video Editing App, the student leaders will create their very own “newsroom” and transform the P.A accouncements to interactive videos wherein they could incorporate a multitude of curriculum outcomes all while supporting the leadership potential of the students.
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The Truly Flexible Classroom
18-19/74/E
School: Chebucto Heights Elementary Classroom
Grade: P-2
Employer: HRCE
Project Coordinator: Justin Bonin
The truly flexible classroom goes beyond flexible seating and offers a shift in pedagogy which allows students to have greater choice and control. In addition to changing the physical environment, we must also change our approach and ideas around teaching and learning. In my vision of a truly flexible classroom the physical environment is enhanced and accompanied by this necessary shift in pedagogy that emphasizes and nurtures the physical, psychological, emotional, and social needs of students, as students must have these basic needs met before they are able to reach their full potential, both on an academic and personal level.
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OSMO: Hands on Learning with a Digital Twist
18-19/77/E
School: Fanning Education Centre/Canso Academy
Grade: P-6
Employer: SRCE
Project Coordinator: Ashley Williams
Project Team Members: Shawn Dalrymple, Ashley Dalrymple and Brandon Dort
The purpose of this project is to provide elementary classroom teachers at our school with hands on, exciting learning games to complement their literacy and math centres. As elementary teachers, we have seen first hand the positive impact hands-on learning has had on our students. Many iPad apps exist which support math and literacy learning. However, the Osmo is different it combines technology, and hands on manipulation of objects. This offers a new level of engagement, especially for our tactile learners. The Osmo learning games “grow” with the learner, as the students skills advance, so does the difficulty of the questions. Although all the students are playing similar games, they are each playing at their own level providing different learning for each student.
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2017-2018
“iGen” Connects – A 21 st Century Strategy to Bridge Generations Through Interactive, Academic and Collaborative Community Contributions
17-18/01/E
School: Basinview Drive Community School
Grade: 2
Employer: HRCE
Project Coordinator: Sheila McMullen
Project Team Members: Rebecca Carr
This project focuses on engaging students in their community in an age appropriate way. Students will strengthen their understanding of how to build positive relationships with others by working with the elders at the Berkeley on various learning tasks throughout the year. Students will be using this hands-on experience to develop their understanding of ageism and stereotypes, stewardship, volunteering and the positive impact they can have on their community. Students will also further develop and extend their communication skills by using various technologies throughout the project and by teaching other students what they have learned throughout the project.
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50 Things
17-18/03/E
School: Junction Road Elementary
Grade: 5-6
Employer: CCRCE
Project Coordinator: Bonnie Moore
Project Team Members: Louise Haycocks, Sheila Maddison-Alick, Greg Nix
50 Things is a “bucket list” of concepts, skills and experiences that all students should experience before they leave elementary school. 50 Things is designed to increase collaboration, effective communication and problem solving skills, resulting in students developing a positive attitude toward learning and the school environment. It is hoped that though engaging in the 50 experiences through exploration and self-directed project-based learning, students will show expanded personal morale and heightened ownership of their learning. Students will keep personal shared logs and reflections of their journey that will include experiences both in and out of the school environment.
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Flexible Seating en 6 anée
17-18/06/E
School: École du Carrefour
Grade: 6
Employer: CSAP
Project Coordinator: Melissa Gordon
Project Team Members: Daniel Côté, Malou Déry
La classe “flexible” (connu sous le nom «flexible seating» en Anglais) est une façon innovatrice d’aménager une sale de classe. Dans une classe flexible, il y a plusieurs options d’espaces de travail. À partit des fonds reçus, las classe sera aménagée avec des tables hautes pour le travail debout, des tables basses afin qu’on puisse travailler assied par terre, des ballons de stabilité, des tabourets oscillantsm etc. Les élèves seont permis de choisir un espace de travail selon leurs besoins. Ils sont encourages de choisir un endroit qui favorise, pour eux, la concentration et de varier leur posture pendant la journée.
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Integrated Activity Learning
17-18/14/E
School: Harbour View Elementary
Grade: Grade 1
Employer: HRCE
Project Coordinator: Natasha Boutilier
Integrated Activity Learning will help enhance student learning by providing time for exploration though hands on activities and discoveries. Students will be provided materials that are linked to curriculum outcomes and grade level competencies. Various activities and materials will promote exploration, discovery and oral language. Integrated Activity Learning will allow students the opportunity to develop 21st Century Skills such as collaboration, problem solving and creativity. Providing students with authentic culturally relevant experiences will also support their social, physical, intellectual and emotional development.
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Mindfulness Room
17-18/21/E
School: Harbour View Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Amy Sharpe
The Mindfulness room has been created with the intent of supporting students when their emotions become too much. This could be due to feeling overwhelmed in the classroom or from things outside of the school. This grant will be used to support students in their academics and social emotional development. Through the use of technology, and hands-on learning opportunities we will guide our students in a better understanding of their own emotions and learning style. It is my intention to have students provided with a variety of different instructional supports that can develop their problem solving, strategy use and emotional regulation.
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Mindfulness, Motivating & Mental Math with Meditation & Movement
17-18/24/E
School: Northeast Kings Education Centre
Grade: 6
Employer: AVRCE
Project Coordinator: Angela Pound
Project Team Members: Bev Roy
Classrooms are constantly changing and complex with a variety of learning needs in one classroom. This project will create a classroom space (incorporating experiential games, projects, puzzles into math outcomes) that is mindful yet has the flexibility for movement focused on the individual student. Various spaces will be created including mindfulness centres, bike stations, exercise balls, cafe style stools and movable tables for a relaxed atmosphere, to induce working collaboratively (with math games and puzzles) and the ability to change the set-up very easily according to the needs in the classroom.
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Mindfulness Room
17-18/32/E
School: Park West School
Grade: P-6
Employer: HRCE
Project Coordinator: Valerie Allen
Project Team Members: Derek Carter, Brian Melanson, Sabitha Masih
Creating a Mindfulness Room, where students and staff members alike can experience relaxation, inspiration, sensory stimulation and peace is the goal of our PDAF grant. Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us. Creating a Mindfulness Room within our traditional school environment has the capacity to profoundly meet unique student needs that have hitherto been unmet. Catering to the many sensory needs of our varied student body has been supported through research to have direct impact on academic success and other areas of their lives. Current research looks at how the brain responds to mindfulness practice, how relationships benefit, and how physical and mental health improves.
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Play to Learn/Makerspace Project Description
17-18/35/E
School: Chebucto Heights Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Molly MacKenzie
Project Team Members: Becky Himmelman
The PDAF grant will be used to help fund the creation of a Play to Learn and Makerspace Hub. The Play to Learn section of the space will be used to plan, create and prepare stations that promote language learning and cooperative play in a culturally responsive environment. There will be five learning zones within the Play to Learn area : Construction, Art, Science Exploration, Technology, and Dramatic Play. The remainder of the Hub will be used as a Makerspace area. This will include targeted Makerspace activities and function as a technology hub with a dedicated green screen, projector, and iPads.
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Movement for Learning Project
17-18/36/E
School: Redcliff Middle School and South Colchester Academy
Grade: 6
Employer: CCRCE
Project Coordinator: Tammy Chitty
Project Team Members: Lauchlin MacKinnon, Scott Gibbs
Our Movement for Learning project is designed to provide more movement inside classrooms using both commercial and homemade products. Our goal is to be able to identify and compare products that we can use in a variety of classes in a cost-effective manner that will provide opportunities for movement. Another key element of this project is that it will also provide a meaningful and skill-building project to students of the construction program at South Colchester Academy. We hope to enhance their technical skills and provide an understanding that they can contribute to their community with the skills they possess. We plan to use an inclusionary model of delivery that will support students with IPP’s and adaptations without specifically identifying them as users.
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Synergy of Social Skills and Literacy Support: Remediating Social-Emotional Behaviour through Reading Remediation
17-18/40/E
School: Michael Wallace Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Kurt Chadwick
This​ ​project​ ​aims​ ​to​ ​build​ ​a​ ​collection​ ​of​ ​fiction​ ​and​ ​non-fiction​ ​books​ ​on​ ​topics of​ ​social-emotional​ ​development​ ​that​ ​will​ ​be​ ​used​ ​to​ ​provide​ ​direct​ ​support​ ​to​ ​students with​ ​social-emotional​ ​behavioural ​challenges​ ​while​ ​also​ ​remediating​ ​for​ ​deficits​ ​in literacy​ ​skills.​ ​​ ​Research​ ​indicates​ ​a​ ​positive​ ​correlation​ ​between​ ​problem​ ​behaviours​ ​and reading​ ​deficits.​ ​​ ​This​comprehensive​ ​collection​ ​will​ ​be​ ​organized ​in​ ​the​ ​Learning​ ​Center and​ ​catalogued​ ​using​ ​the​ ​Librarika​ ​app​ ​so​ ​titles​ ​may​ ​also​ ​be​ ​made​ ​available​ ​to​ ​classroom teachers​ ​and​ ​families​ ​in​ ​the​ ​school​ ​community.​ ​​ ​The​ ​collection​ ​will​ ​include​ ​titles ​for​ ​all reading​ ​levels​ ​and​ ​a​ ​range​ ​of​ ​social-emotional​ ​behaviour​ ​topics.
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Talking in Two’s: Setting up the Classroom for Purposeful Talk
17-18/46/E
School: St. Andrew Junior School
Grade: P
Employer: SRCE
Project Coordinator: Sheri Lambourne
Project Team Members: Leanne Lowther, Nicole Corkum, Allyson Trainor, Paige Cameron
Speech-Language Pathologists are observing an increasing number of children entering the school system with weak spoken language, making the focus on opportunities to promote purposeful talk in the classroom crucial. This project supports teachers by helping them set up their classrooms for greater oral language opportunities. Elementary schools within the Strait Regional Center for Education will be provided with oral language kits for their primary classrooms. Kits will contain materials targeting oral description, turn-taking, sentence formulation, question comprehension and vocabulary growth. Progress will be monitored via the creation of qualitative speaking and listening profiles for students.
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Grow Your Food – Grow Your Mind
17-18/48/E
School: Elmsdale Disctrict School
Grade: P-5
Employer: CCRCE
Project Coordinator: Crystal Randell Lucas
Project Team Members: Mary-Anne Alley, Theresa Nickerson, Melanie Breen Maloney
The students at Elmsdale District School will have an opportunity to research, purchase, assemble and plant their own food. This grant will allow us the opportunity to build and maintain a 4 season greenhouse where the students will have access to fresh, healthy food. Greenhouses provide hands on activities that promote cooperation, discussion and overall health and well-being. The produce that is harvested from the greenhouse will be utilized by the students in the school. Furthermore, the community itself will be offered the chance to help build and maintain the greenhouse fostering unity among its members.
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Improving Reading & Comprehension Skills in Elementary School Students Through Small Group Instruction
17-18/51/E
School: Kingston and District Elementary
Grade: 2-4
Employer: AVRCE
Project Coordinator: Nancie MacKenzie-Childs
Project Team Members: Maggie Kenny, Shauna Kazmel Beresford
We will pilot the Rave-O program which attempts to recreate and stimulate what the brain does during reading, involving every aspect of oral language as well as the auditory and visual processes involved in word reading, and conceptual processes that tie everything together. Using metacognitive strategies and multi-sensory activities, students in grades 2-4 who are struggling with language and literacy development will receive systematic instruction in phonics and phonological awareness to improve decoding and reading fluency, integrated with a focus on vocabulary, morphological, and syntactic structures to improve their ability to make inferences and predictions about text to create meaning.
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The LINK Learning, Independence, Nurturing and Kindness
18-19/56/E
School: Kingston and District Elementary School
Grade: P-5
Employer: AVRCE
Project Coordinator: Shannon Squires
Project Team Members: Denise Gracie and Karen Baker
At KDS, we have created a beautiful programming space for our students with the most complex challenges. Our new space is the LINK: Learning, Independence, Nurturing and Kindness. The LINK needs some environmental adjustments to best meet the sensory needs of our students. Our philosophy is to prioritize relationships and positive, proactive programming to deliver appropriate, relevant and specific programming to students with complex learning challenges in spaces that promote calm, focused and on-task behaviour. Our students and their families deserve to feel welcome and supported; this space gives a clear message that these students BELONG in our school community.
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2016-2017
Self Regulation is the Key to Concentration
16-17/26/E
School: Cobequid Consolidated Elementary School
Grades: E: P-5
Employer: CCRCE
Project Coordinator: Joanne Harnish
Over the past several years more and more students are arriving in our classrooms with the inability to self regulate their emotions, behaviour, thoughts and the failure to change when a situation demands it. Our school, Cobequid Consolidated Elementary, consists of 167 students and many children need assistance with self regulation. This can consist of coping strategies and an understanding of what self regulation is and what it is not. My goal is to help provide students with strategies that will help them self regulate. Books like “Superflex” will help students with Autism. The book uses characters such as “rock brain” to get “unstuck” on topics and thoughts. I also hope to reinforce social skills in the resource centre using books such as “Personal Space Camp” or “My Mouth is a Volcano” by Julia Cook to help students have a better understanding of these skills that are needed to function in society.
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Learning Zones
16-17/32/E
School: Harmony Heights Elementary
Grades: 1
Employer: CCRCE
Project Coordinator: Stellamarie Wile
This is an exciting opportunity for me to plan, purchase, organize and implement the variety of Learning Zones as a result of the generosity of the PDAF grant. My current students will be the first to benefit from this exposure to “Learning Zones”, but many other students at Harmony Heights Elementary will also share this exciting opportunity.
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Winter Snowshoeing Program
16-17/45/E
School: Sackville Heights Elementary School
Grade: P-6
Employer: HRCE
Project Coordinator: Wayne Mayo
Project Team Members: Jeff Pridy, Kerry Belanger, Gail Baird
I would like thank the NSTU for the allocation of money to purchase snowshoes for our outdoor education module in my school. The project is integrating the use of snowshoes into the Physical Education Curriculum by: providing opportunities for students to participate in traditional cultural activities. Students will be exposed to snowshoeing as a means of active transportation and recreation, thus giving them an appreciation of the natural environment and the joy of individual and outdoor pursuits. Students will be given a relatively inexpensive activity in which they can participate outside of the school environment and continue to promote outdoor physical activity during the winter months.
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A Picture is Worth a Thousand Words
16-17/46/E
School: Smokey Drive Elementary School
Grade: P-2
Employer: HRCE
Project Coordinator: Stephanie Bellefontaine
Project Team Members: Laura Purdy, Betty Savage, Michelle Hiltz, Jennifer Simorisen
We want to create a way to help our younger students bring their family, culture, and personal experiences into the classroom to share and celebrate with their peers. We will set up a folder for each of our students through Google Docs. This file will be accessible to the parent/guardian as well. We will encourage the parent/guardian to add pictures of family experiences to the folders. When children are at the Chromebooks during Writer’s Workshop, they will have the opportunity to create writing pieces with pictures from their file inserted into Google Docs. Students can then save the writing in their personal file, allowing them to share it at home.
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Truro Elementary Playroom
16-17/48/E
School: Truro Elementary School
Grade: P-2
Employer: CCRCE
Project Coordinator: Troy MacArthur
Project Team Members: Cheryl Fitzgerald, Susan Mahoney
Our project will address various curriculum areas, specific to grade primary but applicable to other elementary grades, with the creation of a dedicated play room at Truro Elementary School. The play room will support various classroom activities with further exploration evoked through play. The various activities will cover outcomes in physical education, language arts, mathematics, science, social studies, and health. Exploration through play will give the students the opportunity to explore concepts and develop skills required to facilitate school readiness. Throughout the project, students will have the opportunity to demonstrate and develop creativity, innovation, problem solving, critical thinking, and collaborative skills.
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It Just Doesn’t Happen “Naturally” Anymore
16-17/54/E
School: Harry R Hamilton Elementary
Grade: P-5
Employer: HRCE
Project Coordinator: Heather Coates Jones
Project Team Members: Colleen Briand Kennedy, Jane Gourley
According to the Physical Literacy Assessment for Youth, the average child spends 6 hours a day in front of a screen. Only 7 % of Canadian children get enough exercise (Physical Literacy Assessment for Youth). Since children often spend so much of their time sedentary, physical literacy “Just Doesn’t Happen Naturally Anymore,” The long term implications of this for both mental and physical health and wellness are significant. This project is designed to develop physical literacy skills and social awareness between multi-age students with varying ability levels, leading to increasing awareness of the challenges students with coordination limitation face in their daily functioning and interactions with peers.
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SELF-REGULATION THROUGH SENSORY SOLUTIONS
16-17/57/E
School: North Queens Community School
Grade: P-6
Employer: SSRCE
Project Coordinator: Erika Kirk
Project Team Members: Lydia Skoreyko
What enables us to sit still, be quiet and focus? What addresses our internal pinball machine thinking and movement? Before we can develop self-control, we need to develop self-regulation, which begins with Interoceptive Awareness. Erika Kirk and Lydia Skoreyko are using Assistive Technology geared toward building Interoceptive Awareness (gross/fine motor and sensory equipment) in their Learning Centres. In line with the initiatives of the SSRSB, they provide physical environments that promote identification of self-soothing strategies and learning of social-emotional regulation skills; giving students opportunities to develop self-awareness and learn positive attitudes and behaviours at school. These skills, attitudes and behaviours are important for all students to function well and thrive in their learning environment and community.
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Towering Gardens
16-17/61/E
School: Caudle Park Elementary School
Grade: P-5
Employer: HRCE
Project Coordinator: Kellee MacKenzie
Project Team Members: Lauren Marshall, Wendy MacCallum, Krista Chaban
Towering Gardens is a project to inspire, excite and educate students about plants, technology and healthy lifestyles. Students will use a Tower Garden to plant, grow and harvest a variety of lettuce, kale, beans, basil, cilantro, nasturtiums, eggplants, tomatoes, squash, dill, strawberries, edamame, peas, cauliflower, broccoli, peppers and just about any other vegetable (except root vegetables) without the use of soil. Students will study plants and learn about new technologies that are bettering our environment, specifically aeroponics. They will be introduced to time-lapse video skills and other tech tools to record observations and data of plant growth.
The Tower Garden requires a 3 square foot area of space and uses no dirt. This innovative garden simply needs a little electricity, water and sunlight (or grow lights) and will produce fresh fruits and vegetables year-round.
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Outdoor STEAM Makerspace
16-17/62/E
School: Sambro Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Lisa Bennett
Project Team Members: Pamela Caines
We will provide an opportunity for all of our students to engage their innate curiosity of STEAM while participating in an outdoor makerspace. The student's inclination to wonder, investigate, explore, and tinker will foster student lead experiences. Students will have access to diverse natural and manmade materials which they will be able to manipulate in a variety of ways. PDAF assistance will introduce safe engineering components. Students will develop engineering play behaviours by testing theories, refining designs, and working with peers to investigate and solve problems. Inclusive playground alternatives are provided while promoting innovation and creativity in a safe environment.
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Dash & Dot
16-17/63/E
School: Sambro Elementary
Grade: P-6
Employer: HRCE
Project Coordinator: Danielle Henneberry
Project Team Members: Catherine Bouliane, Danielle Murphy, Chris Cocek
The Dash & Dot is an interactive robot that will teach students computational problem solving and the ability to code in a meaningful and engaging way. Dash & Dot supports and enhances the delivery of tech integration in the grade 4-6 curriculum while at the same time helps prepare students in P-3 for 21st century learning opportunities. The integration of the Dash & Dot into our school will not only be engaging and exciting for students of all grade levels, but it will help to develop the necessary skills for learning in the 21st century, including collaboration and teamwork, creativity and imagination, critical thinking and problem solving.
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Play-Based Furnishings & Games for a Flexible, Accessible Learning Centre
16-17/71/E
School: Hammonds Plains Consolidated
Grade: P-6
Employer: HRCE
Project Coordinator: Heather Hollis
Project Team Members: Joanne Anger, Faith Balcombe, Sarah Braid-Calloway
Hammonds Plains Consolidated School is incorporating play-based learning philosophies into the learning Centre. Our team is attempting to help those students who are served by the LC, consciously build critical thinking concepts and strategies. We have identified that our students need to be exposed to resources that encourage and facilitate intentional play-based learning opportunities. The students who spend time in our learning centre need to be able to move, explore and play. This grant will help us create a positive learning space where all of our students can meet their potential.
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21st Century Listening & Activity Station
16-17/73/E
School: Harbourview Elementary
Grade: 1 & 3
Employer: HRCE
Project Coordinator: Diane Lloyd
Project Team Members: Natasha Boutilier
This grant will be used to purchase a set of 4 iPad minis, cases, headphones and splitters. We will use these to record readings of levelled books that can be matched to students. Since we are creating the readings ourselves, we will be able to interrupt the reading to draw attention to text features and discussion points that are relevant to the current instruction focus area. Students will also be able to record their own reading and spend more time interacting with just right texts to improve fluency and comprehension which is a focus of our School Improvement Plan.
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Innovation Room Part 1
16-17/77/E
School: Harbourview Elemntary
Grade: ELO - 6
Employer: HRCE
Project Coordinator: Tyler Deacon
Project Team Members: Natasha Boutilier, Diane Lloyd, Amy Sharpe
I am looking to enrich student learning by creating culturally relevant, innovative lessons that promote hands on learning. The project seeks to create an Innovation Room that would be accessible to all students in our school (Early Learners to Grade 6). This room will have a variety of technologies, STEM activities and other materials available for students to build, create and learn. The Innovation Room will promote collaboration, perseverance, risk taking and problem solving skills. Providing students with these resources will enhance student learning and increase student engagement, promote social skills, develop oral language and improve overall academic success.
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La langue en action!
16-17/85/E
School: Centre Scolaire de la Rive-Sud
Grade: 1
Employer: CSAP
Project Coordinator: Monique Rossignol
Project Team Members: Jennifer Gaudet, René Gaudet
The project “La langue en action!” will equip a grade one classroom with materials and furnishings to help students become active during literacy blocks, while meeting learning outcomes in French, which is a second language for most students attending this school. Students will be able to better master reading and writing basic skills while being physically active using equipment such as wobble chairs, Deskcycles, arm bands, swivel bases, balance ball chairs, reading balance boards as well as kneel and spin desks. Active listening while moving will help students develop good listening skills and therefore improve pronunciation as well as phonological awareness.
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Elementary Junior
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2022-2023
Equity: Creating a Positive School Culture
22-23/51/EJ
School: Oxford School
Grade: P-9
Employer: HRCE
Project Coordinator: Angela Gillis
As educators, we talk about the importance of accepting others - regardless of whether their beliefs/values align with our own. We are using this project as a way to promote a positive school culture, by allowing students to express their personal beliefs/values/culture and promote allyship. Students will be able to access different mediums, as a way to represent their race, culture, values, gender identity, etc. This project will provide our students with a safe, fun, and creative outlet where they can express themselves, while promoting inclusive values and ideals.
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2021-2022
Something For Everyone: Leisure Time Skills for Students with Exceptionalities
21-22/21/EJ
School: Oxford School
Grade: P-9
Employer: HRCE
Project Coordinator: Cathy Baillie
Project Team Members: Alex Purdy, Mari Gay
While most students easily fill their leisure time with a variety of games, hobbies and activities, individuals with exceptionalities do not always have the skills nor opportunities for such experiences. Something For Everyone: leisure Time Skills for Swdellls with Exceptionalities aims to teach leisure skills to students with exceptionalities and assist them in practicing these skills alongside their typically developing classmates. Students will have chances to interact socially with other students of all abilities. This project will foster inclusion and positively influence the social and emotional development of all students.
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Universal Design for Learning Lab
21-22/15/EJ
School: Northeast Kings Education Centre
Grade: P-9
Employer: AVRCE
Project Coordinator: Adam Conner
Thanks to the support of the NSTU and the PDAF grant, we at Northeast Kings Education Centre have been able to expand our Universal Design for Learning Lab. This lab allows us to provide opportunities for students to engage in the product design cycle with meaningful prototypes or final products that can be sale ready. With the combination of additional 3D printing technology and Vinyl cutting technology our students can design and create custom products and prototypes of their ideas right in the classroom! We will be implementing these new tools into the lab this year and are excited for what it will mean for our students.
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Think Pause and Reflect Space
21-22/65/EJ
School: Riverside School
Grade: P-8
Employer:CBRCE
Project Coordinator: Jill Vallis
Project Team Members: Bernadette Romeo, Kim Ferguson, Tanya Boone
Riverside School is the home of Riverside's Knowledge Path in Albert Bridge, CBVRCE, located directly behind the school on school property. We were recently able to develop and create the Think, Pause and Reflect Space that boosts 15 writing stands and a covered draw erase board.
These writing stands were made to be adjustable to four different heights. This flexible seating allows the students to choose to sit or stand while doing their writing, drawing or reflection pieces outside. Having students engaged in the writing process outdoors allows for a more productive piece of writing and also a calm and safe space.
Thank you to the Program Development Assistance Fund for providing us the opportunity to extend our classroom practices outdoors
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2020-2021
A.G. Baillie Learning Centre Enhancement
20-21/03/EJ
School: A.G. Baillie Learning Centre
Grade: P-6
Employer: CCRCE
Project Coordinator: Jennifer MacMillan
Project Team Members: Kelley MacDonald
The PDAF grant is helping to provide a sensory based environment which allows our growing, diverse learners in the Learning Centre at AG Baillie the opportunity to learn the fundamental skills of self-regulation and coping skills for their personal well-being. Our Learning Centre serves students who require support in a variety of areas including self- regulation, sensory awareness, emotional, social and physical well- being. It is imperative, more now than ever, as we navigate through this global pandemic, to provide ample opportunities for our most vulnerable students to develop individualized programming to meet their specific needs.
As a Learning Centre team, we work closely with classroom teachers to support all students. With funding, we continue to enhance our current programming in the LC to accommodate our students requiring daily support. During our September start up, it became very apparent just how impactful covid has been on many of our AG Baillie families. Many students are dealing with heightened anxiety, due to both separation and fear of covid related sickness, which is directly affecting their ability to learn and participate positively in their school day.
This funding is helping us achieve our goal of providing a safe, positive school climate and culture which focuses on students' social emotional well-being while promoting student success.
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Outdoor Classroom
20-21/18/EJ
School: Redcliff Middle School
Grade: 5-7
Employer: CBVRCE
Project Coordinator: Amanda Reid
Project Team Members: Mike Fougere and Dave Hazelton
We indent to use the PDAF funding to blend nature and mindfulness with the seventh-grade curriculum. An outdoor classroom will provide students with a safe place to learn and engage with nature around them. Whether they are writing poetry about their surrounds, learning about the science behind the environment around them or the history of the land they are setting foot on, an outdoor classroom will allow students to be outdoors while achieving their learning targets.
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Outdoor Pursuits Project
20-21/45/EJ
School: Park West School
Grade: P-9
Employer: HRCE
Project Coordinator: Kelsie Boyd
Project Team Members: Jeff Piercey, Jude D'Entremont, Ellen Taggart
With the onset of the Covid19 virus, the physical education staff at Park West School have rediscovered outdoor physical education classes. To keep our students safe from the virus and to follow safe protocols, we have been creating enjoyable ways to meet our Primary-Grade 9 outcomes with outdoor activities. Teaching our students outside has allowed us to socially distance our normally overcrowded classrooms. It is important to our physical education staff that we can embrace the approaching winter weather and that it doesn't keep us indoors. By creating the Outdoor Pursuits Project, made possible by the PDAF Grant, our students are able to discover passions for lifelong pursuits such as snowshoeing, nordic skiing and snow sledding.
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Making a Growth Mindset
20-21/64/EJ
School: École St. Catherine's School
Grade: P-6
Employer: HRCE
Project Coordinator: Becky Thakkar
This project will use the creativity of the Circuit Maker and all the accompanying tools to have students explore mental health and mindfulness strategies and create products that promote positive mental health habits and positive self-worth by:
- Having students create affirmations for themselves (in French) which can then be transferred to clothing that they can wear as reminder of this affirmation.
- Having students throughout the school create positive affirmations which will be printed and posted throughout the school.
- Having students research social change and current events to create various posters, clothing articles, and other products which can then be sold as a fundraiser for the purchase of more consumable materials.
- Having students explore textiles and reusable materials to promote sustainability and care for the environment when creating products
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2019-2020
Culturally Responsive Walls, Halls and Stalls
19-20/44/EJ
School: Whycocomagh Education Centre
Grade: 4-8
Employer: SRCE
Project Coordinator: Lauren MacKinnon
Project Team Members: Maylou MacKenzie, Daniel Timmons and Iisha Parsons
When people walk into a school, they immediately feel the culture. At Whycocomagh Education Centre, we want the common spaces of our school (entrance way, hallways, restrooms and locker rooms) to be reflective of our dedication to our students and their learning. Our project aims to rejuvenate these spaces with inspirational and educational visuals emphasizing cultural diversity, empowerment, positivity, and kindness. Our project is innovative in that it uses the physical space of the building as daily reminders of these messages. As students are involved in all aspects of the project, they will no doubt see themselves as they walk through the hallways.
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Skate Pass for Regulation
19-20/48/EJ
School: Bayview and Bluenose Academy
Grade: P-9
Employer: SSCE
Project Coordinator: Nicole Wambolt
Project Team Members: Kajtetan Jaskowiak, Bev Langley, Angela Stewart and Selena Davidson Eno
Bluenose Academy and Bayview Community School have developed a skateboarding program between the 2 schools. We have been working together to target students who would benefit through self-regulation through a skateboard program. The learning centre and the physical education programs of both schools have been working on this initiative since January. Our goals of the program are the following;
- Develop a skateboard program collaborative between the two schools.
- Make use of the local skateboard community park in Lunenburg
- Use the skateboard program to help with regulating students in the Learning Centre and other areas of the school.
- Skateboarding is a great activity to connect with students that do not enjoy the traditional sports that are in the schools.
We would be teaching the program in the curriculum time frame but also have after school opportunities for these students. It is a chance for students to experience a club or group that adds to the belonging and culture of the schools.
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Sule ‘ Katike’l (Out on the Mira) Sound Garden
19-20/51/EJ
School: Riverside School
Grade: P-8
Employer: CBVRCE
Project Coordinator: Janice Graham
Project Team Members: Geraldine Vallis-Beaver, Donna Lee Parker, Bernadette Romeo and Lesa MacPhee
Riverside School, located in Albert Bridge Nova Scotia, sits on the unceded Mikmaq territory spanning 32 acres of natural Acadian forest. The Knowledge Keepers’ Path will be a 2 km interactive path behind the school, inclusive of Mi’kmaq culture and teachings. It will be a distinctive experience for everyone to learn traditional Mi’kmaq skills, language, and medicinal connections to the land. The Knowledge Keepers’ Path has been approved for funding from the ReconcilliACTION Grant and the Network Schools Grant. These grants will offset the costs for initial path construction. Excavation of the path has already begun in May 28, 2020. As part of our Knowledge Keepers’ Path, we are requesting funding for creation of Sule’katike’l (Out on the Mira) Sound Garden. This will be a musical center within The Knowledge Keepers’ Path. Currently items for the sound garden have arrived on site. The installation will happen in July and August. Hoping path will be ready for visitors in early Fall 2020.
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2018-2019
Etauptmumk
18-19/62/EJ
School: Dartmouth South Academy
Grade: 6-8
Employer: HRCE
Project Coordinator: Kelly Slades
Project Team Members:Lindsay Payne and Derrick Hennessey
This project will engage students in two-eyed seeing through the building of Mi'kmaq hand drums and their subsequent use in learning the songs and stories of this land. Mi'kmak'i is the traditional name for the land upon which we dwell. Through the development of music and social studies curriculum in partnership with our Mi'kmaq knowledge keepers students will learn news ways of thinking about geography, history, environment and story such that the best of both western knowledges and traditional knowledges are combined for the betterment of all people.?
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2017-2018
Girl Empowerment in STEAM with Coding
17-18/20/EJ
School: Park West School
Grade: 5-7
Employer: CCRCE
Project Coordinator: Tracy Langille-MacKinnon
Project Team Members: Christy Allen, Lisa Gibbs
Our project will provide more opportunity for students to experience STEAM activities in the classroom. As well we will set up a club that will support young women in exploring opportunities in STEAM careers. We believe that all learners will benefit from exposure and opportunity to create and build STEAM projects inside and outside our current curriculum. We believe that this project will provide learners with an opportunity to think about STEAM careers and enhance their hands-on understanding of science. Our plan is to expose young women to science and engineering careers earlier and have them meet and be mentored by women in the fields of Science, Arts and Engineering.
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Loose Parts Outdoor Play
17-18/37/EJ
School: North Queens Community School
Grade: P-9
Employer: SSRCE
Project Coordinator: Mya Uhlman
Project Team Members: Lydia Skoreyko, Judy Frail
The behavior lead team is creating a “Loose Parts” playground, a place with safe opportunities that will encourage students to use their imaginations and have more autonomy and self-direction in their style of play. Students will create their own play with a multitude of everyday items such as pipes, sticks, tarps, steering wheels, bowls and spoons, etc. They will create forts, vehicles, stores, explore dramatic play and have fun! Students will enhance their organization, long-term planning, self-regulation, and task initiation skills and be able to switch between activities. With minimal guidance, students will problem solve independently.
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Breakout EDU
17-18/42/EJ
School: Sydney Mines Middle School
Grade: 6-8
Employer: CBVRCE
Project Coordinator: Peter Day
Project Team Members: Lisa Jenkins
The Breakout EDU kit turns your classroom into an academically-focused escape room and facilitate activities where students use teamwork and problem solving skills to solve a series of challenging puzzles that utilize critical thinking in order to open the locked box. Each Breakout EDU kit can be used for hundreds of different activities. Breakout EDU activities are designed for small groups and can be used to cover any curricular outcome for all subjects and grade levels. The Breakout EDU activities engage student learning in an interactive environment that has a clear goal for students to achieve.
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Creating Cultural Storytellers
17-18/53/EJ
School: Whycocomagh Education Centre
Grade: P-8
Employer: SRCE
Project Coordinator: Shelly MacLean
Project Team Members: Shelly Campbell, Miranda Gould, Betsy Jardine
The purpose of this project is to encourage young authors to write in English, French, Mi’kmaq and Gaelic. By publishing young authors work and using it within the school and library, we hope that students will become engaged with writing for a purpose. Having the digital tools to produce illustrations for these books will help students to have an opportunity to see that ideas can be represented through digital images. These creative processes are expected to engage students, be culturally relevant and encourage students in future careers, creativity and collaboration, all competencies that 21st century students are expected to develop.
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2016-2017
Learning With Motion
16-17/64/EJ
School: Inverness Education Centre Academy
Grade: 2,3,5,7-9
Employer: SRCE
Project Coordinator: Iisha Parsons
Project Team Members: Ann LeLievre, Lorna MacDonald, Angie Walker
Strong evidence supports the connection between movement and learning. In an effort to incorporate movement into learning for students with special needs who have not responded to traditional fidget intervention, the Hovr will support movement at a traditional desk by allowing for multi-directional leg movements and leg swinging that mimic walking, with the added benefit of not being mentally distracting. This movement promotes alertness and focus, while reducing restlessness. It also has the added benefit of not being distracting to other students. This outlet for movement is the cutting edge of fidget tools.
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Two PEERs & a PODD
16-17/82/EJ
School: Rockingstone Heights School
Grades: P-9
Employer: HRCE
Project Coordinator: Kerry Clancey, HRSB itinerant Speech Language Pathologist (SLP)
This project promotes the inclusion of students who use Augmentative and Alternative Communication (AAC) tools and strategies to support their communication. Elementary and junior high school AAC users will be included with their classmates as well as school staff PEERs. The PEERs will model the use of a Pragmatic Organization Dynamic Display (PODD) communication book in natural contexts throughout the day. This modeling will facilitate opportunities for socialization, interaction and learning. The PEERs will be able to ‘talk’ with the AAC users and like “Two Peas in a Pod” may recognize their similarities rather than their challenges and differences.
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Junior
2022-2023
Astral Drive Brave Space
22-23-09-J
School: Astral Drive Brave Space
Grade: 7-9
Employer: HRCE
Project Coordinator: Colleen White
The Astral Drive Brave Space is a transformative inclusive space that is rooted in mindfulness and wellness. Following Eastern Design Principles, the Brave Space provides a retreat for students to engage in mindful, quiet activities, or participate in collaborative and positive structured play. The Brave Space is equipped with comfortable furniture, mindfulness activities, and an Equity Library in a warm and inviting space. The Brave Space promotes self regulation and a sense of belonging to help ensure that students are prepared to learn at their very best.
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Regulation, Sensory and Active Lifestyle Room
22-23-15-J
School: South Queens Middle School
Grade: 6-8
Employer: SSRCE
Project Coordinator: Laura Wilson
Project Team: Garren Surette, Brooke Connors
The South Queens Middle School (SQMS, Grade 6-8) Regulation, Sensory, and Active Lifestyle Room is designed to be a safe, welcoming, accessible healthy learning environment. With Multi Tiered Systems of Supports in mind, programming will focus on supporting the wellbeing of all SQMS students. The project aims to offer opportunities for self-regulation, expanding the window of tolerance, sensory experiences, managing stress and anxiety, as well as physical activity opportunities that connect the physiological and psychological components of the human body. The project will also serve as a grassroots initiative to increase accessibility, healthy habits/practices, as well as connect with local community programs.
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BMHS Remembrance Day Cenotaph
22-23-27-J
School: Barrington Municipal High School
Grade: 9
Employer: TCRCE
Project Coordinator: Cindy d'Eon
Project Team: Jillian Peterson, Keith Nickerson, Kevin Holland
The BMHS Remembrance Day Cenotaph project is a collaboration between the BMHS Remembrance Day Committee and Technology Education classes within the school. Students in the Technology Education class created four different designs that were presented to the student body and staff. Students and staff then voted for their favorite design in a google form. The design with the greatest number of votes was then built by the Production Technology 11 class for use in future remembrance Day ceremonies.
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Making Music for Friendship Community and a Life Long Pursuit
22-23-28-J
School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt
Through this project, our school was able to purchase an electric guitar and a set of electronic drums in order to create a music room for our students. The students will be learning how to play the instruments from this grant, along with others that our School already has during their free time as well as in the guitar club and during Technology Education classes. The goals of this project are to spark an interest in our students so that they will want to learn how to play on their own and to connect them with other students so they can make music collaboratively.
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Production Club
22-23-33-J
School: Ellenvale Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Nick Pettipas
The Production Club at Ellenvale School hopes to mend the declining engagement in the arts and give opportunities for our students to engage in a wider array of the arts during and after school. It is our goal to offer a multi-purpose fine arts club where students can explore, learn and gain enrichment in the arts. The Production Club would engage students in disciplines such as photography, audio recording, visual recording (file making). Access to these resources will enable students in class to present or share their learning in non-traditional ways.
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Programming Through MTSS for Reading with Technology Assistance: An Inclusive Approach
22-23-59-J
School: Redcliff Middle School
Grade: 7-9
Employer: HRCE
Project Coordinator: Nick Pettipas
The project aims to create an inclusive multi-tiered approach to middle school reading instruction. By utilizing technology, software, and various teaching strategies, the project intends to provide Tier 1, 2, and 3 support within the same classroom for students of all reading levels. The focus is on developing students' literacy skills, including phonological awareness, decoding, comprehension, and vocabulary. In stage 1, tier-one supports like Squiggle Park and ReadTheory are used for all learners. In stage 2, more intensive interventions like Fast ForWord and Reading Assistance Plus are employed for targeted students, supported by in-class and pullout sessions. The project aims to achieve effective literacy intervention and growth while accommodating different learning needs.
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2021-2022
Technology Engagement Boost Program
21-22-07-J
School: South Colchester Academy
Grade: 7-8
Employer: CCRCE
Project Coordinator: Anthony Cormier
The Technology Engagement Boost Program Is designed to bring more technological variety and opportunity to students, both in dedicated technology courses, but also a meaningful cross-curricular integration. The purchase of 3D printers and Arduino kits will compliment current technology at South Colchester Academy. With a noticeable number of high school students showing a lack of Interest, engagement, and fluency in technology; this program at its core will focus on junior high students to help expose them to a variety of technology forms and help raise their comfort levels with technology by the time they reach high school.
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French Pen Pals Project
21-22-29-J
School: Forest Heights Community School
Grade: 9
Employer: SSRCE
Project Coordinator: Isabel Patterson
Project Team Members: Daniel McFadden
French Pen Pals is a project that links Forest Heights Community School to Lycee Jean Guehenno, a high school in northern France. Our Gr. 9 core French students are paired with students from the high school in France. They correspond by written letter in order to practice their French. The project seeks to teach the students French communication skills that can be used with French teenagers who they can create friendships with. The project explores how students can become engaged in language-learning when there is an incentive to learn and communicate.
I also have a few questions. I have already purchased the first part of the materials that the grant is funding (stationary supplies), but I will not be spending the rest of the money until I pay postage fees (not until February and April, respectively). Do you want me to wait to submit my accounting forms until I've paid for everything, or submit them on two different occasions?.
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Powerful Voices for Change
21-22-33-J
School: Cobequid Education Centre
Grade: 9
Employer: CCRCE
Project Coordinator: Ryan McNutt
Project Team Members: Nicole Hart, Kim Dooley, Carrie Gloade
This project is designed specifically for grade 9 students to help them understand that they do have a voice and that It can be used to start conversations about social injustice and potentially affect change in their world. The anchor text is If I Go Missing my 14 year old Ojibwa teen Brianna Jonnie asks the question, why do missing Indigenous Women not get the same media coverage as a missing white person? The project is meant to get students writing persuasively about social injustice and what steps they feel they can take to promote change.
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Tec Talent
21-22-38-J
School: Tamarac Education Centre
Grade: 6-8
Employer: SRCE
Project Coordinator: Angela Britten
Project Team Members: Tanya Sampson
TEC Talent is an alternative programming opportunity for students on Individualized Program Plans, with attendance concerns and behavioral challenges to explore their talents and interests through a creative lens. Students will have the opportunity to work on individualized outcomes through creative art projects in an inclusive and culturally responsive environment with a focus on positive mental health and wellness. Students will use wood, stencils, Cricut technology, string art, card making, t-shirt design, and painting for their projects. Students will design, create and execute projects by creating items that will be marketed within the school and community to sustain the program
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Bayview Community School Mountain Biking Program
21-22-48-J
School: Bayview Community School
Grade: 5-9
Employer: SSRCE
Project Coordinator: Jeremy Dunn
Project Team Members: Selena Davidson, Lamar eason
Thanks to the PDAF grant this year, I was able to add to our program for Mountain Biking at Bayview Community School. Through various fundraisers in our Phys Ed department, we were able to acquire 17 mountain bikes, various helmets and equipment. We wanted to create a program where students not only learned how to bike properly, using rules of the road and proper management and care of our local trails, but also a program where students could learn to take care of the equipment.
Thanks to the PDAF grant this year we were able to buy spare parts to keep our bikes well maintained and running smoothly, add a few more quality bikes to our fleet, and to buy safety equipment to keep everyone safe. We bought more helmets, with the newest MIPS technology, stands to do repairs, and a leader pack, which will carry spare parts, tools, first aid equipment and trail maintenance equipment. Our students are very excited to learn proper maintenance, and care for the equipment
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Toward a Thinking Classroom: Supporting Inclusive Conceptual Learning of Rational Numbers
21-22-54-J
School: Bridgewater Junior High School
Grade: 7-9
Employer: SSRCE
Project Coordinator: Lesley Taylor
Project Team Members: Alex Gourley, Megan Walker, Chad MacPhee, Vanessa Henwood
The goal of this project at Bridgewater Junior High School is to enable students who have yet to develop a conceptual understanding of rational numbers to participate and engage meaningfully and inclusively in lessons throughout middle school mathematics classes, by using a developmentally appropriate manipulative that will support conceptual learning. Using the manipulative blocks purchased with this funding, students will be able to work independently and in groups to demonstrate their understanding of fractions, decimals, and percents in multiple tactile ways
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Creating a Queer Space at Eastern Passage Education Centre – The GSA Library
21-22-63-J
School: Eastern Passage Education Centre
Grade: 6-8
Employer: HRCE
Project Coordinator: Gareth Watt
Project Team Members: Sarah Lindal,Kathleen Furlong
This project will provide the school community with accessible texts featuring diverse queer representation. Students can “look into” a window and develop empathy for students who are different from themselves, or “look into” a mirror and see their own self reflected back, validating students’ identities. For queer students, this representation in literature is an important factor in motivating them to read, validates their identities, and can help with their individual process of self-discovery. The visibility created by the GSA Library helps to establish and maintain an inclusive school climate where queer students and staff can feel seen, safe, and valued.
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Improving Student Problem Solving, Empathy and Literacy through Collaborative Gamification
21-22-71-J
School: Middleton Regional High School
Grade: 9-12
Employer: AVRCE
Project Coordinator: Mark MacFadyan
Students will develop collaborative problem solving, empathy and literacy skills through gamification in English Language Arts. This project involves creating and role playing a character and working closely with team members to solve special quests and challenges. The careful and intentional design of quests encourages students to participate actively in their learning and engage in experiences that promote problem solving and empathy. Extensive opportunities for students to create and imagine in multiple modalities are embedded throughout.
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The Art of Failure: Tools to Build Growth Mindset in Science and Art
21-22-72-J
School: Eric Graves memorial junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Tove Chadwick
The connection between art and science has been well established since the STEAM movement. Incorporating art in science class encompasses thinking creatively, making mistakes, creating and combining aesthetic design and tools that help solve big problems. Art is a large part of how we communicate scientific findings in the world, and aesthetic design is not only for visual interest but also an important aspect of functionality and design. Having students practice tapping into this creativity and exploring ways to communicate and share ideas, make (and celebrate) mistakes and rethink ideas are the goals of this project.
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Building Thinking Classrooms
21-22-78-J
School: George P anie Junior High
Grade: 7-8
Employer: HRCE
Project Coordinator: Deidra Peverill
Project Team Member: Ashley Kelly
Building Thinking Classrooms is an approach to mathematical learning based on the work of Peter Liljedahl. In his book, he discusses how students work best at vertical non-permanent surfaces (VNPS). This project has allowed us to effectively implement this approach by creating those surfaces and making them digitally accessible (through the use of Rocketbook Beacons and iPads). Thinking Classrooms create an environment where students are comfortable to work together and take risks in problem solving through daily random groupings, answering only thinking questions, and the use of VNPS.
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Food Sustainability and The Future
21-22-81-J
School: Truro Middle School
Grade: 8
Employer: CCRCE
Project Coordinator: Deanne Pelchat
Climate change has a direct Impact on food insecurity. Truro Middle School students are set to embark on a hands-on experience that could lead to food security in the community. Students will grow a variety of produce In an aeroponic tower, monitoring the rate of growth and cost effectiveness.
Due to climate change, weather unpredictability is more common and a threat to crops, which an aeroponic tower could eliminate. Crops would be regulated and sustainability rates greater, directly relating to consumer costs. If produce costs Increase beyond reach, the nutrition of the population would be in peril. Students will document their progress and celebrate the success, all while promoting agriculture.
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2020-2021
Cuisine extérieure
20-21-11-J
School: Centre scolaire Etoile de l’Acadie
Grade: 7-9
Employer: CSAP
Project Coordinator: Eric Morneau
Ce projet multidisciplinaire reinvestit les notions apprises en salle de classe et permet de les mettre en pratique autour d'un theme familiar et accessible pour les sieves. En utilisant une cuisine exterieure comme moyen de transmettre des notions theoriques de sciences et de mathematiques, ce projet atteint plusieurs resultats d'apprentissages dans un milieu inclusif, alternatif et motivant. En plein air, les sieves planifient et preparent des repas individuals et de groupes equilibres tout en developpant des habiletes de leadership et de cooperation. lls evaluent les risques avant, pendant et apres leurs activites en plus d'appliquer les bonnes pratiques d'hygiene. lls explorent differentes techniques modernes et traditionnelles de cuisson. Finalement, ce projet-permet d'etudier l'impact que nous avons sur l'environnement et les ecosystemes et demande des sieves des pratiques saines ne laissant aucune trace de leur passage
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Use of Snowshoes with Newcomer Students to Discover Indigenous Contributions to Canadian Culture and New Ways of Enjoying Physical Activity in the Outdoors in Safe and Fun Ways during Winter
20-21-37-J
School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Lisa McIntyre
Project Team Members: Mary Lou Buckle, Peter Gallagher, Ryan Day
This project involves students in grades seven to nine in all classes. Students learn about snowshoeing and other winter pursuits through a combination of literacy activities and hands on learning. Along with their classmates, Newcomer students first learn about the Indigenous invention of snowshoes - the history and cultural value - through an indoor scavenger hunt activity. Next, they learn the safety basics of wearing snowshoes and the importance of dressing appropriately for winter conditions in our region. Lastly, all students try snowshoeing in the woods and class games on fresh snow. Finally, they come inside to warm up with social time and hot cocoa, reflecting on their collective and individual experiences/learning. Similar snowshoe projects will happen on a yearly basis at Fairview Junior High.
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Bringing Life to the Science Classroom and Beyond: Horticulture and Novel Technology Unite
20-21-72-J
School: Eric Graves Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Tove Chadwick
This project's goal is to enhance the classroom environment, overall student wellbeing, and inspire inquiry based learning and hands-on exploration. This project will introduce a hydroponic vertical garden (AEVA gardening system), a worm composter and novel technology to explore its components into the classroom. Students can be part of the growing cycle in its entirety, and observe and explore the many parts of this system using Diple and Tinyscope microscopes. These novel microscopes can be used with students' own handheld devices and provide an opportunity for students to explore, and share with others. Students will make connections to the garden throughout the year in Science 7-9 as well as Healthy Living and Art classes, and have the ability to taste and explore the items harvested from the garden.
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Music Composition Using Technology
20-21-76-J
School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt
The goal of this project is to teach students how to play the piano, and to record music into computer software (such as Logic Pro, or Garageband). Students could then mix their music with voice, Guitar, or other instruments/sound effects to create a full song. The grant funded (in addition with funds from other sources) the purchase of a Yamaha digital piano, an Apple Macbook Air, a USB microphone, and a 1/4" input to USB converter for guitar input. Students will take part in the project during their Music or Technology Education classes as an optional unit.
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2019-2020
Five Bridges Coffee Cart
19-20/01/J
School: Cape Five Bridges Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Sandy Veinot
Project Team Members: Cheryl Covey and Cindy Dockrell
At Five Bridges Jr High we ran an in school coffee company called Silly Beans Coffee Co every Wednesday for adults at our school. The goal for Silly Beans was for students in our learning center to achieve outcomes on their IPP in social skills, life skills, and numeracy and literacy academics. They practiced skills such as, following a recipe, sequencing steps in an activity, fulfilling an order, appropriate social skills such as, sharing, peer to peer work, basic number recognition, reading and comprehension, health and hygiene, adding and subtracting money, and so much more. The students loved working at the coffee delivery service because they got to make, and deliver adults in the building coffee, lattes, and tea, which always brought a smile to their face.
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Safe Learning Space
19-20/25/J
School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Kim Reardon
Project Team Members: Wendy Lawrence
The “Safe Learning Space '' project is an initiative at Caledonia Junior High School to make learning more accessible and culturally responsive for students. We have purchased furniture, sensory items and other supplies to create a safe space for students who have academic, social and emotional challenges where teachers can provide direct support and teaching in a comfortable and calm location. Although the space is brand new, students have been engaged and positive about having flexible choices and a wide variety of different seating areas. We have created a space where students can feel comfortable, supported and choose emotional regulation strategies (seating, peers, music, etc.) that work best for them and allow them to increase their engagement and learning.
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Switching on Fitness
19-20/33/J
School: Leslie Thomas Junior High
Grade: 6-8
Employer: HRCE
Project Coordinator: Mark Hulshof
In an effort to get all kids moving and active Leslie Thomas Junior High will introduce students to the world of fitness gaming. With the support of Nintendo Switch and Oculus Quest 2 students will participate in interactive and virtual reality fitness gaming. Fitness gaming is an excellent opportunity to encourage those who do not feel like moving to start exercising. It creates a fun and inclusive environment. It will provide students with more opportunities to engage in fitness activities in a safe spot and encourages all students of all abilities to participate. At Leslie Thomas we are Switching on Fitness with the help of Nintendo and virtual fitness gaming.
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Bluenose Academy Sleep Warm Initiative
19-20/46/J
School: Bluenose Academy
Grade: 7-8-9
Employer: SSRCE
Project Coordinator: Kajtek Jaskowiak
Bluenose Academy, a P-9 school in Lunenburg provides students with opportunities for cross curricular outdoor learning. The older students from grades 7-9 take an Outdoor Education course for their three years of middle school. With risk management being a key outcome covered within the outdoor education program, students learn to assess daily risks and develop a plan to manage any expected risks. The Sleepwarm Initiative is aimed at providing warm winter sleeping bags for our students, enabling our school to provide overnight experiences in all seasons within the school year, thereby managing the risks related to thermoregulation issues experienced in outdoor education programs.
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Bringing Lessons to Life with VR/AR
19-20/53/J
School: Eric Graves Memorial Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Bhreagh MacDonald
Project Team Members: Meghan Boudreau
Virtual Reality and Augmented Reality (VR/AR), by its definition, can deliver experiences and interactions for students that are either not practical or not possible in the "real world", and provides a way to immerse and captivate students of all ages. VR/AR helps students feel immersed in an experience, gripping their imagination and stimulating thought in ways not possible with traditional books, pictures or videos, and facilitates a far higher level of knowledge retention.
This project will enable our school to purchase several VR/AR items such as Merge Cubes, CoSpaces and Oculus Quest 2 headsets which will “Bring Lessons to Life”.
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2018-2019
Spinning From Within
18-19/12/J
School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Kim Reardon
Project Team Members: Wendy Lawrence
We seek to engage students in the creation of abstract art, by using contemporary art techniques that spin and project acrylic paint onto canvas or other mediums. These innovative processes such as pendulum, spinning and poured application techniques will be enhanced by highlighting cultural relevance through Mi’kmaq music and dance. Unity of diversity will be achieved as students experience the effects of combining science, physics, math and art to create their artwork. Fashioned from building materials and powered by a drill or pendulum, these innovative techniques are unique platforms for collaborative large-scale public art giving students multiple opportunities to engage their problem solving skills while expressing their creative talents. These flexible and interactive techniques allow for numerous modes of creative expression and aesthetic outcomes. It also affords the seamless incorporation of music, dance and rhythm making it a perfect vehicle for celebrating community and culture for the entire student body.
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“The Sky is the Limit” Drone Project
18-19/14/J
School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt
This project will provide students with an introduction to robotics and drone technology in a way that teaches them professional level skills. Students will be using specialized software to program a flight controller, they will be soldering and making electrical connections, and they will be using design software and 3D printers to make parts to exact specifications. This project will provide students with experiences and opportunities to gain knowledge that is essential to getting started in a technology based field. Additionally, there will be opportunities to positively affect the school climate through the team work aspect of the project and the flight competition that will involve the whole school.
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Innovation and Creation with 3D Scanner Technology
18-19/23/J
School: South Shore Regional Centre for Education
Grade: 5-9
Employer: SSRCE
Project Coordinator: Byron Butt
Project Team Members: Tony Eisnor
My school district, the South Shore Regional Centre of Education, has emphasized the use of the Apple iPad as a student owned learning, and academic support, device. Over the past five years, this has led to a significant use of this educational tool for individualized learning purposes. I wish to expand the arena of usage by providing schools with the ability to utilize this device in conjunction with existing 3D Printers at Bridgewater Junior High School, Lunenburg Academy, Bayview Community School, Chester Area Middle School, North Queens Rural High School, and South Queens Middle School. A simple add on device to the iPad allows it to become a powerful 3D model generator with gcode files that are produced for use with the 3D Printer. I envision our students utilizing this technology as a tool for artistic expression and/or creative entrepreneurship within the learning environment.
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La bicyclette comme médium d'intégration des apprentissages transdisciplinaires
18-19/27/J
School: Centre Scolaire Étoile de l'Acadie
Grade: 7-9
Employer: CSAP
Project Coordinator: Eric Morneau
Project Team Members: Noémi Godin, Candace Youda
Ce projet a comme objectif d'intégrer l'apprentissage de concepts mathématiques, physiques et biologiques tels l'étude du cercle, des rapports, des leviers, des engrenages, du gain mécanique, des forces et des systèmes du corps humain à une éducation faisant la promotion de l'activité physique. Nos jeunes sont de plus en plus branchés mais on remarque que plusieurs souffrent d'inactivité physique. En utilisant la bicyclette comme moyen de transmettre des notions théoriques et de pratiquer le cyclisme, ce projet atteindra plusieurs résultats d'apprentissages dans un milieu alternatif et motivant.
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Our Microscopic Community
18-19/36/J
School: Gorsebrook Junior High
Grade: 7
Employer: HRCE
Project Coordinator: Sonja Goold
Project Team Members: Nikki Conrad
This project takes the traditional microscope lab outside. Students will use foldscopes, a hand-held, inexpensive, waterproof paper microscope, to explore nature in the schoolyard and surrounding community. Students will be in the field doing science the way scientists do it. They will be able to collect samples from various plants, soil, and water sources and view them moments after collection. Using the coupler for Android tablets, these samples can then be captured digitally shared with others. This will foster an appreciation of the ecosystems in their own community and create direct connections between curricular outcomes and their natural environment.
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Food and Its Impact on Mental Health and Wellness
18-18-19/54/J
School: Bayview Education Centre
Grade: 7-8
Employer: SRCE
Project Coordinator: Karen MacIsaac
Project Team Members: Melanie MacDonald, Angela Deagle
Good, healthy, fresh food is what we need more of in our diet. I've been researching the relationship with food and mood and the impact food has on our health. Mental Health among our adolescents is on the rise. Many students experience some form/type of mental health distress, issue or disorder and as educators we need to provide ways that we can help support our students.
As a Human Ecologist and Family Studies teacher for the past 21 years, I understand the importance of the health and well-being of individuals. Health and well-being is hugely important to me and I share that importance to my students each year.
Part of our Junior High PLC is focusing on the health and well-being of students. I decided to create an opportunity to help support that by preparing mini-healthy food lessons for all junior high to take part in and learn about food and how it directly impacts our health. Students come in small groups to meet with me and we learn about an area - (ie: quick healthy snacks for on the go) and then the preparation and demonstration of the food (with their support) takes place. This gives students a chance to sample, discuss and share about this experience.. The goal of this project with the support of a Vitamix, Spiralizer and Crock-pot is to teach students ways to prepare food in a quick, healthy and nutritious way. Students are engaged, interested and learning about food and its importance to our health.
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Table Top Role Playing Game
18-19/67/J
School: Sydney Mines Middle School
Grade: 6-8
Employer: CBVRCE
Project Coordinator: Peter Day
The project's title is Tabletop RPG (Role Playing Game). This is an activity where students design, build, and collaborate in an environment of their own creation. Student’s role play as a character they have designed and created themselves. The whole activity can be described as community storytelling. Students use critical thinking, collaboration, creativity and communication in order to work together to solve problems. The objective is to help individuals reinforce mathematics and literacy skills, learn how to take ownership of their learning, make positive contributions to society, and analyze and use resources effectively while working together to build innovative new solutions to problems.
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Project Eagle (Enrichment Activities for Getting Learners Engaged)
18-19/75/J
School: Ellenvale Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Kathleen Lingley
Project Team Members: Michelle Doolan, Chantelle Doucette and Dave Langille
The EAGLE project is aptly named Enrichment Activities for Getting Learners Engaged. It is a collaborative project between students and staff to bring practical, hands on, and exploratory experiences into grade 7-9 classrooms. Our goal is to get students interested in their learning and to discover new skills and ways of doing. Regardless of the class (ELA, Math, Healthy Living, etc.) we want teachers and students to be able to explore the curriculum and demonstrate understanding in new ways! This is a new program at Ellenvale and is aimed at putting materials in people's hands so that all students benefit?
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Cutting Edge Entrepreneurs with CutStudio Software
18-19/76/J
School: Astral Drive Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Jacqueline K. Little
Our project is designed to give junior high students entrepreneurial experience and spark students’ creative interests in Technology Education through the CutStudio software and/or the CNC technology. The goals of this project are to further student engagement from all levels of understanding and challenge them in an innovative manner that is fun and exciting. Current research indicates that skills such as communication, critical thinking, collaboration and creativity are all skills that are in demand in the 21 st century. This enrichment technology will give students the opportunity to develop these skills and solve a real-world problem for a specific audience.
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2017-2018
Youth, Growth and Visionary Art
17-18/15/J
School: Fairview Junior High School
Grade: 7, 8, 9
Employer: HRCE
Project Coordinator: Jeffrey Smith
Project Team Members: Tanya Chisholm
This project uses student talents and ideas to transform the school atmosphere though mural art. Under the guidance of the teacher/artist, the school art club will develop stencils and mural ideas to be used to change the look and feel of the school. Students will be instructed in the use of airbrush technology as a way to create visual effects and realistic designs. Armed with these tools and techniques, students and teacher/artist will select sites within the school to paint a variety of culturally salient murals that will bring life and interest to the plan institutional walls.
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Moving to Learn
17-18/49/J
School: Rocky Lake Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Candice Bambury
Project Team Members: Mairi Fraser, Jen Williams, Debbie Metheral
We will create a Move to Learn space where students can engage in multisensory activities that will increase or help decrease their heart rate and promote a "just right" state for learning. Junior high students will have access to developmentally appropriate play equipment. Students will benefit from regular access to brain based instructional strategies throughout the school day that will help them to develop strategies that promotes self-regulation, both physically and emotionally. In the alternative environment students will utilize equipment that helps them to support their diverse sensory needs. This will be a positive inclusive environment that everyone will benefit from.
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2016-2017
Winter Trekking / Outdoor Survival Skills
16-17/44/J
School: Sackville Heights Junior High
Grade: 7-8
Employer: HRCE
Project Coordinator: Brian DeMone
Project Team Members: Karen MacGillvray
The project is integrating the use of outdoor equipment into the Physical Education Curriculum by: students using an expedition tent, wood stove, tent liner for the students' safety when they go outside to experience snowshoeing, outdoor activities and learn winter survival skills. Students will be introduced to winter outdoor games/ activities learning essential winter safety skills. The students will experience alternate activities and ways of enjoying the outdoors. The expedition tent, wood stove and ground sheet will provide warmth for the students while they are learning and experiencing activities during the winter months.
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Digital Rhythms and Sonic Waves
16-17/49/J
School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Jeff Smith
Project Team Members: Andrew Henneberry, Tanya Chisholm
This innovative musical development enables students to create, record and publish original creations that step outside the box that include but are not limited to original pop rock music, hip hop, spoken word, audio art and music interpretation. Students will compose, rehearse, perform, broadcast and record their own music for live audiences as well as for the plethora of ever-evolving social media networks. Through collaboration, Digital Rhythms and Sonic Waves will bring members of our diverse population together, crossing boundaries to create an environment for artistic self expression, critical thinking and an area of technological training to all involved. Through this collaboration and environment of inclusivity, we are able to encourage and foster growth of acceptance of each other in their differences and present a culture of musical growth. This project is sustainable throughout the years to come as technology implementation attracts our youth in a variety of ways and the impact of this project on our school will continue as our team develops strength in numbers and experience.
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Snowshoeing in the Canadian Winter with EAL students
16-17/50/J
School: Clayton Park Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Gwenda Thompson-Willows
Project Team Members: Mary Lou Buckle, Cory Binder, Hossan Hossn
This project integrates the use of snowshoeing in Physical Education and English Curriculums by: EAL students travelling on snowshoes on the field and experiencing activities to have fun and fitness in the cold and snow of Canada. EAL students, from their many backgrounds and cultures, will create shared experiences snowshoeing to help develop their oral expression, conversation skills, and vocabulary. The EAL students will learn about proper clothing and how to be prepared for the Canadian winters. These experiences could enhance the EAL students’ knowledge of outdoor pursuits, skill acquisition of snowshoeing and conversation skills from shared experiences.
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Creative Arts Lab
16-17/51/J
School: Bicentennial School
Grade: 7-9
Employer: HRCE
Project Coordinator: Mick Pettipas
Project Team Members: Yasmein Oweida
The Creative Arts Club is to engage students in disciplines such as photography, audio recording, visual recording (film making), graphic design, and non-traditional painting. Students at Bicentennial would be able to sign up for lunch time/after school clubs offered by one of the teachers on staff. Such sessions would enable students to learn and take part in a wider array of instructional activities within the arts. Students will also have time to learn and explore the creative art club's resources. Access to these resources will enable students in class to present or share their learning in non-traditional ways.
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Virtual Reality in the Classroom
16-17/53/J
School: Berwick and District School
Grade: 7-8
Employer: AVRCE
Project Coordinator: Greg Dalcourt
Project Team Members: Bill Doucet
Virtual Reality has the potential to allow students to enhance and broaden the connections that they can make to content in the classroom. It allows students to see places that they normally wouldn’t be able to and to prototype their ideas in 3D space without using expensive materials. This multi-billion dollar industry is just the beginning of a shift in human interaction with computers and is rapidly expanding. Students can develop programming skills and enhance their spacial and creative intelligences while feeling like they are inside and a part of the virtual environment. Exposing students to VR will set them up with the discourse they need to find a place in the technology sector of the economy and inspire them to become involved in a fruitful career in technology. Through this grant I will be exposing students to Virtual Reality programming, 360 degree videos and the collection of educational programs that are currently available and that will be available in the future as the VR industry expands from its infancy, in which it is currently, to mainstream culture.
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Become An Expert! A Journey through Inquiry, Supported by New Technologies & the Arts
16-17/55/J
School: Middleton Regional High School
Grade: 7
Employer: AVRCE
Project Coordinator: Mark MacFadyen
Through this project, students explore a topic in a deep way and teach their peers about it. Central to this process is transmediation, the act of translating an idea across sign systems. Transmediation extends and deepens understanding, generating connections and new thinking that would not have been possible otherwise. Some of the mediums made available through this project include stop motion animation, 3D Printing, documentary video and sculpture. Many of our most disenfranchised learners do not learn well through language alone. As new pathways of expression become available to them, I hope to ignite their motivation and strengthen their reading and writing skills.
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Physical Education Technology Integration Plan
16-17/60/J
School: Rocky Lake Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Dale Arsenault
Using a station rotation model, small groups of PE students will be using iPads at various stations for learning and assessment. IPads and projectors will allow students to view and perform readily available activities from PE software applications; view teacher-created instructional media (green screen, digital story-telling, video editing software apps) that introduce new skills, strategies and rules; record performance for video analysis and self-assessment or use augmented reality software applications to perform fitness blasts. The use of a station rotation model using iPads in PE should increase student engagement, time-on task, individual feedback and reduce performance anxiety.
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Studio C
16-17/67/J
School: Caledonia Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Lisa Vaughan
Project Team Members: ELA Team, Art Music Team, Librarain
Our vision for transforming the Caledonia library into a Learning Commons includes developing a dedicated space for an audio-visual suite that students can access for a variety of purposes. “Studio C” will include a green screen for video production and current audio and visual recording technology.
Many of our students do not have access to STEM opportunities outside of their school experience. The opportunity to provide extended experiences is potentially life-changing. This project has the potential to address curricular, technological, aesthetic and creative needs of our entire student population. We are excited to be able to bring Studio C to life!
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Jardine Intelligents Arduino
16-17/70/J
School: Ecole secondaire du Sommet
Grade: 8-9
Employer: CSAP
Project Coordinator: René Boullion
On développe un projet de jardins intelligents à l’intérieur et l’extérieur à l’École secondaire du Sommet. En bref, un jardin intelligent est défini comme un jardin contrôlé de façon semi-automatique par ordinateur. Pour ce projet de jardins intelligents, des microcontrôleurs de type “Arduino” utilisent l’information collectée (entrée) par différents types de capteurs pour ensuite répondre (sortie) automatiquement aux besoins des jardins avec une intervention humaine minimale. Un jardin intelligent offre la possibilité de développer une variété d’activités pédagogiques pour les élèves qui combinent les concepts de programmation information, d’automatisation, d’électronique, de collecte et d’analyse de données et de jardinage.
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Junior/Senior
Click here to access archived Junior/Senior Project Profiles
2022-2023
Maker Technology Integration Progam
22-23-11-JS
School: South Colchester Academy
Grade: 7-12
Employer: CCRCE
Project Coordinator: Anthony Cormier
The ‘Maker Technology Integration Program’ was designed to increase the variety of ‘maker’ technology and materials available to students at South Colchester Academy through integration not only into technology classes but throughout all subject areas to meet curriculum outcomes. In addition, there will be an after-school club to explore the technology further and will allow us to expand the ‘school store’ concept that we started at the end of the last school year. Students will use / explore 3D printers, sublimation, laser engravers, heat presses, button makers, and much more.
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STEM Education Probeware
22-23-01-JS
School: Drumlin Heights Consolidated
Grade: 7-12
Employer: TCRCE
Project Coordinator: James Benham
My name is Jamie Benham and I am a science, mathematics and technology teacher at Drumlin Heights Consolidated School in the TRCE. Over the last tow years, I have been studying technology-based strategies and tools that can be used to create learning experiences to pull student learning into the 21st Century. I believe, providing science, technology, engineering and mathematics (STEM) opportunities for DHCS students, will more effectively prepare them for today, tomorrow and beyond. Today’s students use technology in their daily lives, but many high schools have outdated labs and activities. The integration of modern probeware was purchased by this grant to bolster interest in STEM education and careers. PASCO’s hands-on probeware connects students directly to STEM concepts with classroom technology such as sensors, interfaces and data collection and analysis software. Inquiry-based learning opportunities infused with probeware tools will help bolster student achievement and engagement.
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Outdoor Education Scooter Program
22-23-32-JS
School: Barrington Municipal High School
Grade: 7-12
Employer: TCRCE
Project Coordinator: Kevin Holland
The BMHS Outdoor Education: Scooter Program will provide students the opportunity to learn basic scooter skills and safety training. The program will cover several topics such as, basic parts and function of the scooter, safety gear, riding on different terrains, road hand signals, defensive driving awareness and basic scooter park maneuvres. Students will experience and practice safe riding on school campus, local roadways and at the local skateboard/scooter park.
The goals are to increase outdoor education opportunities for students while removing/reducing barriers that may exclude some students from participating outside of school. It also creates an inclusive environment and non-competitive physical activity within the school for all students.
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Linking Mi'kmaq Traditions and 21st Century Technologies
21-22-53-JS
School: North Queens Community School
Grade: 7-12
Employer: SSRCE
Project Coordinator: Alex Sulis
Project Team Members: Julie Ramey, Phil Prendergast, Andrea Rhodenzier
Our project of connecting Mi'kmaq traditions with 21st century technologies is to help bring cultural connections between the school and the community. We will be using the making of canoe paddles and leather work to link these together. The goal is for students to learn how to make a paddle or leather project with 21st technologies while learning about the Mi'Kmaq's traditional ways of making them. Students' learning will be done through a cross curricular model. They will make their projects within the technology education lab or art room and then learn about the cultural connections through community members and within their classrooms of social studies, Mi'kmaq studies or land based learning.
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2021-2022
Painting with Water
21-22-50-JS
School: North Queens Community School
Grade: 7-10
Employer: SSRCE
Project Coordinator: Julie Ramey
Painting with Water” speaks of the importance of water as nourishment, protection and life for all. Water is the first medicine of the Mi’kmaq people and so should be protected and honoured. This project allows Visual Arts and Land Based Learning students the opportunity to complete their coursework on the water, with water, while exploring the traditional teachings about water with local knowledge keepers. In addition, students will experience ‘plein air painting’ which naturally lends itself to the development of observation skills, an appreciation for nature and the exploration of important connections that we have with the gifts given by the Creator. The entire project will culminate with an art installation showcasing student art work.
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Land Based Learning
21-22-52-JS
School: North Queens Community School
Grade: 7-11
Employer: SSRCE
Project Coordinator: Phillip Prendergast
Project Team Members: Natalie McMaster, Andrea Rhodenizer, Tyler Dorey
Land-based learning is in its second year of implementation at NQCS. It has evolved into a new junior high elective that will help create opportunities for students to connect to the land. The land is a provider; it provides knowledge and sustenance, and if opportunities are created to connect to the land, we can better understand the reciprocal relationship that exists in nature and our place in it. The PDAF grant will be used to purchase winter coats, boots, and rain gear to support equity by ensuring each student is warm, dry, and comfortable while being on the land.
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2020-2021
L'ordre du bon temps
20-21-01-JS
School: Ecole secondaire de clare
Grade: 7-12
Employer: CSAP
Project Coordinator: Ian LeBlanc
Nous avons recu le materiel pour batir notre cuisine a l'exterieur. Nous avons ete capable de travalller avec quelques membres de noire personnel (enseignant et soutien), plusieurs de nos eleves ainsi que quelques membres de la communaute afin d'apprendre a propos de la marche
a suivre avec la fumaison/cuisson de poisson, viandes, etc. Nous avons reussi a developper
leurs donnaissances ainsi que leurs competences en ce qui concerne divers processus de methodes traditionnelles de la cuisson ainsi que de la conservation des aliments (et leur raison d'etre). Nous inserons ses nouvelles connaissances/competences avec 2 des cours presentement dans ma charge en 21-22...Aliments et Nutrition 12 et bien sOr le cours d'Etudes acadiennes 11. De plus, je travaille de pres avec mon collegue pour le cours de sciences de base 11 et surtout avec les RAS en lien avec les reactions chimiques. Je vois plusieurs liens
avec des organismes communautaires dans le futur proche (ex: congres mondial acadien en 2024) afin de voir a creer un endroit ou vivre des experiences similaires au passe.
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Female Outdoor and Adventure Education Skills
20-21/25/JS
School: Lawrencetown Education Centre
Grade: 7-12
Employer: AVRCE
Project Coordinator: Jennifer Bishop
Lawrencetown Education Centre (LEC) is an experiential learning environment within the AVRCE. LEC added female students to the Jr. High in the 2019-2020 school year. Up to this time, the Jr. High was made up of only male students. An integral component of the LEC programming is building skills, confidence and competence through outdoor education. In order for this to be successful for all students, there is a need for more outdoor equipment that would fit female students in Jr/ Sr High. The equipment obtained from this grant will increase their comfort in attempting different outdoors pursuits and will support more success.
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LEC Guitar Club Abstract
20-21/26/JS
School: Lawrencetown Education Centre
Grade: 6-12
Employer: AVRCE
Project Coordinator: David Ross
Lawrencetown Education Center is an experiential learning environment within AVRCE with a staff of 7 supporting 33 at-risk youth from grades 6 to 12. LEC has never had a music program or an opportunity for students to experience playing a musical instrument. Allowing students to experience and express themselves musically will allow them a new outlet to achieve curriculum outcomes through reflections, song creation and shared peer experiences.
Music has been used as an option for students to use in their classwork but it has largely been independent and student-led. With an opportunity to develop a guitar club at LEC, we would be able to reduce the current economic barrier our students face while providing a creative and confidential space for students to express their emotions in a pro-social way.
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Creating a Sustainable School Forest
20-21/29/JS
School: St. Mary's Bay Academy
Grade: 7-12
Employer: TCRCE
Project Coordinator: Sean Merrett
Project Team Members: Arhhur Hatt, Steve Andrews, Sarah Nielsen
St. Mary’s Bay Academy has partnered to have a forest management plan created and designed for our school forest. At the core of this plan is the student learning experience, and as a member of a forest cooperative we are working to enhance and create experiences that are reflective of the local culture. Tis project is involving students in the sustainable management of the school woodlands and includes activities such as forest restoration, recreation and creation of a sustainable and experimental value chain.
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Devils Digs
20-21/30/JS
School: Island View High School
Grade: 9-12
Employer: HRCE
Project Coordinator: Lindsay Moore
Project Team Members: Michelle Munt, Adrianne Kelloway, Graham Tuck
This PDAF grant will enable Island View High School, (through the hard work of our Learning Centre students) to create items that students and staff can design, make, distribute and wear with pride! These items will be created through the process of screen printing and cricut vinyl, as well as using a button press to design buttons for special occasions. Our students will have opportunities to practice vocational tasks and technology skills through making the products, math skills (working with money, measurement and taking inventory), and organizational skills. They will also be gaining valuable social and communication skills by working with peers and staff. This grant has been our start-up fund and we now have the ability to become completely self-sufficient by making promotional items in house. As a new school (opened in 2018) that is working on building community and recognition - this will have a major impact on many of the students and families here at Island View.
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The Kalediscope Project
20-21/35/JS
School: Lockview High School
Grade: 9-12
Employer: HRCE
Project Coordinator: Diana Burtt
Project Team Members: Phil Goora, Ian Carmichael
This project involves building a music library of music written by underrepresented composers (who are women, people of colour, indigenous, young people, and members of the LGBTQ community.) The music selected would also align with our specific curriculum outcomes and be selected based on the promotion of engaging the students, compositional creativity and its cultural significance. Due to COVID-19 our music program is not participating in regular yearly activities. With this funding, we will be able to share this collection of music by recording our journey. We will purchase basic recording equipment for our music room. This equipment will allow students to create recordings of this diverse music and to share our improvement in the music program.
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Outdoor Educational Experience
20-21/39/JS
School: Bayview Community School and New Germany Rural High School
Grade: 7-12
Employer: SSRCE
Project Coordinator: Jeremy Dunn
Project Team Members: Geoff Marshall, Sam Durford
Bayview Community School has undertaken outdoor education to a new level with the new protocols and guidelines placed on staff and students due to COVID. We have developed outdoor classrooms and teaching spaces around the school area and we are looking at building more of an outdoor experience for our students.
The goal of the Outdoor Educational Experience Program (OEEP) is to get students camping, hikingand more opportunities to get on the water. The South Shore area has so much to offer with Keji, Mahone Island Conservation land, the dynamite connector trail, river ridge commons, and the many lakes, rivers and ocean access around us.
There are a lot of students in our building that do not have the opportunity to experience the natural resources around them. The first plan will to take the grade nine students on a hike to a local camp site on the ocean. We will be using the backpacks, tents, sleeping bags and sleeping pads. The students will be learning the skills of trip planning, leave no trace behind principals, as well as group dynamics and leadership skills.
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The SAERC Coding Integration Project (SKIP)
20-21/57/JS
School: Strait Area Education and Recreation Centre
Grade: 9-12
Employer: SRCE
Project Coordinator: Justin Penny
Project Team Members: Jim Ralph, Erin MacDonald, Tracy MacIassac
The SAERC Koding Integration Project (SKIP) allows students to complete complex engineering and coding tasks at varying ability levels using the latest generation of Lego Robotics products. These kits engage students in a myriad of different builds that involve them in problem solving, teamwork and technological components. The SKIP project helps students to understand, practice and demonstrate outcomes in several subjects including Integrated Science, Physics, Mathematics, Exploring Technology, Production Technology, Design and Language Arts while keeping in mind the increasing importance of coding in education and employment. Finally, the SKIP Project will help students practice their social skills and engage in extracurricular activity by participating in a Robotics Club that will be meeting on a regular basis.
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Live Streaming Mobile Operation
20-21/65/JS
School: Northeast Kings Educatin Centre
Grade: 6-12
Employer: AVRCE
Project Coordinator: Adam Conner
This project is all about broadcasting! We at Northeast Kings Education Centre have been working hard to bring the community into our school virtually during this challenging year. Our broadcast team has been broadcasting sports, graduations, and school events. The support from the NSTU has allowed us to grow our broadcasting capabilities to include a mobile setup of industry standard equipment. This will allow us to begin a collaborative project with the community in 2021/2022 to bring the power of live streaming broadcasts to their events as well as our own. We are excited for the opportunities that this provides.
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2019-2020
Winter in the Forest
19-20/19/JS
School: St. Mary’s Bay Academy
Grade: 7-12
Employer: TCRCE
Project Coordinator: Sean Merrett
Project Team Members: Arthur Hatt, Steven Andrews, Sarah Neilsen
Winter in the forest is a project to connect traditionally classroom-based classes to outdoor winter activities in the St. Mary’s Bay Academy Woodlands. Teaching lessons in our 80 acre- forested school grounds during the winter presented challenges of transportation during cold winter weather, snow and ice conditions. With the purchase of snowshoes and a winter warming hot tent as an outdoor classroom we will now be able to use the full extent of our woodlands during the winter season. One specific connection we have created for all grades and subjects is the production of maple syrup on our property.
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The Art Practice Archive
19-20/21/JS
School: Oxford Regional Education Centre
Grade: 7-12
Employer: CCRCE
Project Coordinator: Mathew Aldred
The Art Practice Archive is a project to build an online archive of art student works, using student best practice to model a visual inquiry based approach to art. Students at any school will be able to learn from close observation of their peers at work. Using high quality video photography, students will document their process and these videos will be archived for easy access on the YouTube channel “The Art Practice Archive”. The videos can then be used in class assignments, and for students to access freely as part of any blended visual art classroom.
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Outdoor Learning Space Project
19-20/22/JS
School: Glace Bay High School
Grade: 9-12
Employer: CBRCE
Project Coordinator: Aaron Andrews
Project Team Members: Michael Kelly, John White
For the past 8 weeks my Visual Art 10, 11 and 12 students and I have been busily working away at the project. We spend 2-3 classes per 8 day cycle on site working at various aspects of the development. The brush and other debris were cleared from the space and we took an asset inventory of the space (terrain, vegetation, site-lines etc.). We developed a plot plan as to where to build the physical structure and the surrounding green space. The trail has been cleared and some gravel is down. The main structure is ready for the roof trusses to be installed starting next week. The armor stone is being place around the site for seating and for aesthetic appeal. We have come together as a pretty good team and things are moving along very nicely. I have a number of students documenting the progress and I will send you a picture file once they compile the photos.
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Survive the Wild
19-20/42/JS
School: Cape Richmond Education Centre/Academy
Grade: 9-12
Employer: SRCE
Project Coordinator: Alexander Fraser
Project Team Members: Lois Landry, Jason MacLean and Gina Stanley
"Survive the Wild" is a program offered to grade 9-12 students at Richmond Education Centre/Academy which allows students to discover year-round survival skills. It is an inclusive program which gives all students a chance to succeed by creating learning opportunities in an outdoor environment with hands-on, tactile activities. The program will include activities which outline the importance of layering, packing a backpack, how to transport an injured person, building a shelter, starting a fire, being conscious of environmental impact and how to use S.O.A. P (subjective, objective, assessment, plan) notes. Outcomes will promote teamwork, leadership and critical thinking skills.
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Broadcasting and Recording Studio
19-20/47/JS
School: Northeast Kings Education Centre
Grade: 6-12
Employer: AVRCE
Project Coordinator: Adam Conner
Education Centre, with the assistance of the NSTU will be undergoing an ambitious project to bring a state-of-the-art video broadcasting studio to their school. This studio will allow the students to live stream school news and announcements while learning professional, industry standard practices used in broadcasting. This project includes the use of studio cameras, microphone equipment, internet-based live streaming, green screen technologies, lighting equipment, and more. The project is slated to take place during the Spring of 2020 and be fully operational by September of 2020.
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Reflechir avant d’Agirl! L’importance du design
19-20/50/JS
School: Ecole secondaire de clare
Grade: 9-12
Employer: CSAP
Project Coordinator: Philip Meuse
On retrouve plusieurs projets de construction de divers genres de bateaux, de serres, de cabanes, etc dans nos cours. Toutefois, le dilemme avec nos jeunes est qu’en plus de ne pas voir les liens entre les RAS enseignés et leur réalité, ils sautent tout de suite à la fabrication sans vouloir s’attarder au processus de conception et du design. En exposant les élèves aux outils qui permettent d’entreprendre les étapes préliminaries de la construction et de la fabrication, nous pourrons leur enseigner les techniques du (design) de divers construction. En se procurant l’imprimante laser 3D (Glowforge), les élèves seront munis d’un outil qui leur permettrait de pouvoir réaliser le design et la fabrication de leurs constructions à l’échelle (maquette) avant de réaliser leurs projects actuels.
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Assassin’s Creed – Discovery Tour
19-20/55/JS
School: Centre scolaire de la Rive-sud
Grade: 7-12
Employer: CSAP
Project Coordinator: Martin Deschamps
Grâce aux fonds d’aide à l’élaboration des programmes (FAEP) du NSTU, j’ai pu faire l’achat d’ordinateurs “gamer”, ce qui m’a donné l’opportunité d’installer gratuitement (don de Ubisoft) le jeu sérieux Assassin’s Creed - Discovery Tour (La tour de découverte). Mes élèves auront la chance de visiter l’Égypte ancienne tout en jouant à ce jeu sérieux (non violent) . Cet outil viendra appuyer mes leçons et permettra à mes élèves de compléter jusqu’à 75 missions dans ce même monde. Il agira comme un musée virutel. De plus, le jeu sérieux rendra la matière plus engageante pour mes élèves.
Avec ce jeu sérieux et l’utilisation des TIC, ce nouvel outil me sera très utile en salle de classe. Il me permettra d’innover dans la présentation de mes activités en lien avec les modules intégrés de la littératie du CSAP.
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2018-2019
NGRHS 'Learning On Two Wheels'
18-19/03/JS
School: New Germany Rural High School
Grade: 7-12
Employer: SSRCE
Project Coordinator: Nicole Gosling
Project Team Members: Mike Howlett, Kathryn Creaser, Geoff Marshall
The Learning on Two Wheels project has included the purchase of a class set of bicycles, safety equipment, storage, and training. Several teachers and leadership students have completed the Ecology Action Centre’s Making Tracks program for leaders. As these students help other students learn to cycle, as part of their physical education and after school programming, the bicycles have also been used to support a geocaching and navigation unit. Finally, grade 9 students are also using the bicycles to complete service learning projects, such as raking leaves and piling wood for elderly, in the local area.
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Pre-College Program
18-19/35/JS
School: École Beau Port
Grade: 8-12
Employer: CSAP
Project Coordinator: René Samson
The Pre-College Program offers accredited distance and online courses from reputable universities, as well as modern computer related skills necessitating high performance computer hardware and software, such as graphic design, video editing, sound editing and computer programming. Serious students will have the opportunity to begin exploring any particular career path with state of the art hardware/software, access to any field of study, as well as the appropriate resources and networking in order to channel any particular hobby or interest into a viable career path. To this end, the Pre-College Workspace aims to promote creativity, innovation and collaboration among students.
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Technology, Health and Wellness
18-19/51/JS
School: West Kings District High School
Grade: 9-12
Employer: AVRCE
Project Coordinator: Janet Balcom
Project Team Members: Sara Harris, Heather Davis
Technology, Health, and Wellness’ goal is to empower students to contribute solutions to issues of food scarcity, nutrition, sustainability in farming, and mental wellness and overall health. With a S.T.E.A.M. approach and school-wide invitation to participate, mini projects will be implemented over a multi-year timeframe. First is Hungry Bowls: students as artists sculpt pottery for a gala auction night in support of nourishing community. As filmmakers and photographers, visual artists, musicians, and actors, students will capture that process, and documentary makers will connect with farmers, agencies, and immigrant newcomers about food accessibility locally. Mental Wellness is the next mini project.
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Finding Our Way: Exploring map making and navigation at NGRHS
18-19/52/JS
School: New Germany Rural High School
Grade: 7-12
Employer: SSRCE
Project Coordinator: Geoff Marshall
Project Team Members: Philip Prendergast, Nicole Gosling and Jeff Rhodenizer
This project aims to increase student comfort and awareness with navigational tools such as maps, compasses, and handheld GPS units. It will impact students in multiple subjects and across several grade levels. Activities such as orienteering and geocaching, while conducted in physical education, lay the groundwork for cross-curricular educaching and adventure style races in other subjects. In addition, GPS units will support geospatial data collection and the creation of maps to be used in courses such as Science 10, Forestry 12, and Global Geography 12. Overall, this project provides students with hands on experiences linked to curriculum outcomes.
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The Opus Project
18-19/66/JS
School: Strait Area Education-Recreation Centre
Grade: 9-12
Employer: SRCE
Project Coordinator: Jim Ralph
The Opus Project is a new and innovative approach to music education with a focus on
building and strengthening pro-social environments and activities at the high school level. The project will also promote and implement cross-curricular activities and projects which will include drama, film and video, communications, language arts and physical education. The Opus Project will use rhythm section instruments such as piano, the drum kit, bass, guitar and ukulele to assist students in developing positive skills and attitudes towards music and music education, its role in and affect on culture and community, and personal growth through the arts. Non-traditional notation systems such as the Nashville number system in conjunction with traditional methods will provide a fun, inclusive and engaging approach to music education for students at any experience level.
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Peers & Peace
18-19/69/JS
School: Amherst Regional High School
Grade: 9-12
Employer: CCRCE
Project Coordinator: Kathy MacKay
Project Team Members: Wade Van Snick
Amherst Regional High School Guidance Department will be launching a ‘Peers 4 Peace’ program in the 2019-20 school year. The overall goal of this program is to explicitly teach the skills involved in effective communication. The ‘Peers 4 Peace’ program will empower a core group of high school students with real-time skills, including communication, listening, and problem-solving. Conflict resolution and personal well-being will be addressed through the teaching of peaceful vocabulary. A focal point of the program will be a Peace Table which will be used to facilitate conversation and communication. The Peace Table will be designed in such a way that it will act as a visual reminder of the essential vocabulary that students will use to teach, model and practice the stages of effective communication. The Peace Table will reflect inclusivity as it will incorporate the colors of the LGBTQ flag in its design.
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Zones: The Next Step
18-19/78/JS
School: Springhill Junior High School
Grade: 7-9
Employer: CCRCE
Project Coordinator: Susan A. MacDonald
Project Team Members: Bernadine Conron, Ryan Oulton and Robyn Estaboons
Zones: The Next Step is designed to provide a space that can be used to teach self-regulation using four concrete colored zones representing the different ways we feel and states of alertness we experience. Zones would provide immediate strategic support for students to be able to recognize when they are becoming less regulated and to develop the knowledge and skills to manage their feelings. The goals of this project would be: Increased student engagement, reduced classroom conflict, improved student time on task and increased student self-advocacy and self-awareness.
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2017-2018
Underwater Robotics: A Science and Engineering Experiential Learning Opportunity
17-18/10/JS
School: Bridgewater Junior High School and Park View Education Centre
Grade: 7-12
Employer: SSRCE
Project Coordinator: Byron Butt
The underwater ROV (remote operated vehicle) program, developed by MATE (Marine Advanced Technology Education – https://www.marinetech.org/) organization provides for high interest learning activities that engage students in the creative and collaborative engineering process of designing, building, testing, redesigning, rebuilding and retesting. Additionally since there are actual real life jobs in remote operated vehicles off the coast of Nova Scotia, with the oil and gas field, there is a real life incentive for students to learn such skills. In this extracurricular program, students will earn about electronics, buoyancy, hydraulics, control systems; they will develop skills in waterproofing electrical wires and motors, the design process, and computer coding, to name a few.
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2016-2017
Enhancing Performance with Notetaking for Students with Physical, Learning and Sensory Disabilities through New Age Assistive Technology
16-17/01/JS
School: Hebbville Academy
Grades: 7-12
Employer: SSRCE
Project Coordinator: Stacey Kosiba
Team Members: Andrea Conrad, Cindy Kowalyk, Barbara Welsford
Note-taking in class is an extremely difficult process for many students. Those with physical disabilities (i.e. Cerebral Palsy, Multiple Sclerosis, Juvenile Arthritis, Muscular Dystrophy, etc) who cannot hold the pen are faced with immediate and obvious barriers to this daily task. This project will benefit students with LD, students with physical disabilities, students with ADHD, and top academic students preparing for post secondary by learning how to effectively take notes during lectures or classes. In fact all students are able to benefit from the use of notes captured with the Livescribe Pen. Audio files can be transferred to a learning management system for review by all students, handwriting can be converted to text and shared in a learning management system with easy access by all students to have the notes read aloud through text to speech, drawings can be labelled and referred to easily using the pen on the original note paper, students who have a note taker can review their notes independently on the iPad in a format that is accessible to them. Students who are blind or visually impaired can access the digitized notes using a screen reader or with screen magnification and/or text to speech. Students being taught to take notes will learn the skills required to be effective as a note-taker at the post secondary level. They also will have an opportunity to access the notes themselves for reference and review them while at the same time enhancing their learning. This technology will also strengthen study skills, independent learning skills and organization of many different students. This project will include the purchase 12 LiveScribe Pens to distribute in various Junior High and High Schools in the SSRSB that have students with LD, physical disabilities and other learning needs. We will also purchase packs of the specialized paper and ink cartridge refills to outfit the project for 6 months. We will train key staff and students on effective note-taking and test the process of utilizing this assistive technology to enhance note-taking and sharing of those notes in various classroom settings.
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Droneography
16-17/10/JS
School: Amherst Regional High School
Grades: 9-12
Employer: CCRCE
Project Coordinator: Scott Coleman
Team Members: Erika Carruthers, Stephanie Mizuik, Kelvin Gould, Joel Doucette
This grant will help to develop a “Dronography” unit in Communication Technology 11 and Film and Video 12. The concept is to create an opportunity to truly motivate students by using this emerging technology to record school and community activities and to celebrate the successes at Amherst Regional High School while reinforcing STEM concepts. The core instructional outcomes will be built into the technology classes and these students will then be scheduled to manage the recording of events within the school and community. Motivating students to attend, as well as engage in their learning is the key to a truly successful public school education. Dronography will be a fantastic tool to motivate, excite and educate!
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High Altitude Ballooning
16-17/68/JS
School: Annapolis West Education Centre
Grade: 8-12
Employer: AVRCE
Project Coordinator: Derick Smith
Project Team Members: Jeff Hefting, Alphonse Penny
The idea of exploring space has always captivated students, but until recently they could only do this from the ground. Now with the help of High Altitude Ballooning and affordable microcontrollers, students can record meaningful data on par with experiments done by major space programs. The problem solving required for this type of a project is very challenging and students must learn to work as a team in order to be successful. So far, we have programmed several sensors to measure aspects of the flight but filming the curvature of the earth, with the darkness of space above, was worth it alone.
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Senior
Click here to access archived Senior Project Profiles
2022-2023
Outside for All
22-23/10/S
School: Citadel High School
Grade: 11-12
Employer: HRCE
Project Coordinator: Greg Albers
We are adding an outdoor education class at Citadel High School. This course will involve modules in shelter building, outdoor cooking, canoeing, snowshoeing, cross country skiing, hiking and skiing. In order to be able to make this an equitable opportunity for our diverse cross section of students - and especially to allow access for our ANS students - we are using the gear purchased from this grant to have a stock of outdoor equipment that can be borrowed and used by students in order to facilitate their participation in the course. This will allow us to grow this class specifically with students who identify as African Nova Scotian as well as others for whom resources are not always available to take in outdoor pursuits.
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Supporting Social - Emotional Skills at BFEC
22-23-18-S
School: Bedford & Forsyth Education Centre
Grade: 10-12
Employer: HRCE
Project Coordinator: Elizabeth Sheridan
Project Team: Lisa Ritcey
The purpose of this project is to provide students at BFEC with opportunities to connect with one another and support student wellbeing. At BFEC we receive many students who may struggle with social anxiety. Lunchtime can be a stressful time for these students. We currently have no lunch time activities. Students want to make friends but need opportunities to do so in a safe environment. Students also need a space to move about before afternoon classes. This PDAF grant would help provide social and physically active opportunities during lunch for students with similar interests to connect. This project would provide activities for students to do together such as art, games, and physical activities. It would teach leadership skills as the students can take on the planning of the activities under the supervision of the guiding teachers
School and Community Yoga
22-23-21-S
School: South Colchester Academy
Grade: 10-12
Employer: CCRCE
Project Coordinator: Kelly Nelson
South Colchester Academy’s “School and Yoga Program” is both incredibly grateful and fortunate to have received this grant from the Nova Scotia Teachers Union. With this grant, our school will be able to expand our yoga programing within the Yoga 11 course (offered both semesters) and into the remaining school and Brookfield community. The importance and benefits of yoga are incredibly important in today’s busy world. It gives people the opportunity to take a step back, disconnect from technology/society and focus on both their physical bodies and mental well-being to allow them to live a more mindful life.
360 Degree Video
22-23-22-S
School: Auburn Drive High School
Grade: 11-12
Employer: HRCE
Project Coordinator:Tim Coombs
Cameras that can shoot 360 degree video capture video from all angles at the same time and allow the students to frame their video in post-production. Students will be able to shoot video using moving or stationary cameras without the need for framing their subjects while filming. The students can then edit the video in the software to get the framing they want. Students will be able to shoot shorting events, student council events, drama productions, etc. with minimal time commitment during the production. They will then be able to edit the videos afterwards to get the final product they seek.
Film and Video Upgrades
22-23-23-S
School: Northumberland Regional High School
Grade: 11-12
Employer: CCRCE
Project Coordinator: Jonathan Grant
With the assistance of PDAF grant funding we were able to purchase reference monitors, microphones, an audio interface, headphones, handheld recorders, and cameras capable of shooting high definition 4K video. This gear was used to set up a sound studio that can be used to complete automated dialogue replacement, sound design, sound effects and scoring for student films. The new film cameras will enable students to familiarize themselves with state-of-the-art film equipment through hands-on student-direct projects. This equipment also puts NRHS in a position to explore interest in offering Audio Recording and Production 12 as a course offering.
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Advanced Console Editing
22-23-24-S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Mike Bowdridge
This project will see students design and create videos using not only software, but specific film-editing console hardware that significantly enhances program scope and the learning experience for the students. By utilizing editing console technology, students will be exposed to industry processes used in the professional development of feature and short film. This goes way beyond anything that can be accomplished simply with the use of editing software alone. Students will model real-world post-production techniques used in console-controlled editing that provides a significant learning opportunity in the field of professional film-editing.
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Disc Golf Design and Play
22-23-25-S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Chris Sutton
This project is designed to introduce students in physical education and PAL classes to a new sport, Disc Golf. Students will learn new skills and with the purchased equipment have an opportunity to practice and play in the surrounding school community. Students will not only have an opportunity to learn a new skill and activity but they will also get the experience of designing and setting up a disc golf course around the school. This is a great chance for students to learn a new activity to promote lifelong physical activity.
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Target Heart Rate
22-23-26-S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: David Barrington
Project Team Members: Amber Cowan, Ami Nixon
Our project is focused on teaching students how to best utilize technology to benefit their physical fitness levels. The students will learn how to calculate their heart rate training zones and use heart rate monitors to exercise at their optimal level to reach their fitness goals. The equipment provided by the grant will allow the students to see their heart rates in real time while exercising and be able to see what heart rate zone they are training in. This will also be a helpful tool for students to see their effort in the different activities done in physical education class.
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Towards Inclusive Music Education
22-23-41-S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Frances Farrell
Project Team Members: Nathan Beeler, Kate Gillis, Sarah Overmars
In an effort to broaden the scope of musical experiences offered at C, itadel High School, I am asking for musical instruments that are typically found in Middle Eastern music i.e. doumbeks, riqs, to better reflect the cultural background of newcomers to Canada who attend Citadel High School, many of whom are from Turkey, Syria, and Egypt. I would also like to purchase instruments featured in West African music traditions, e.g. shekeres, gankoguis, djembe, to support continuing efforts to celebrate musicmaking approaches that are representative of African-Nova-Scotian culture. Lastly, acquiring a BOSS RC505 Looping machine would help to promote improvisation - a performance practice that is featured in virtually every region in the world, but is often underutilized in North American music education settings.
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Digitization of Traditional Woodworking Techniques
22-23-47-S
School: Charles P Allen High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Sam Evanson
Project Team Members:
The Shaper Origin has introduced students to the future of CAD/CAM and CNC technology with accessible tools. By exposing the students to the core concepts of digital design and fabrication in a more engaging, more hands-on and safer environment resulting in faster acquisition of concepts and lasting retention. The Shaper Origin will allow for students to design larger projects as they are no longer limited by the physical size of the CNC machine through the addition of the Shaper Workstation students can integrate more sophisticated elements and handcrafted details to solid wood projects and bespoke furniture.
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Learning "On the Fly": Coding Aerial Drones
22-23-49-S
School: St. Mary's Bay Academy
Grade: 7-12
Employer: TCRCE
Project Coordinator: Erin Mullen
This project is for a class set of Robolink Aerial Drones as well as a competition course set to be used within the Grade 9 Technology Education curriculum to will help build a technology program within the school which gives these students skills which are becoming increasingly attractive to future employers and higher education programs: writing code and drone control/robotics. The goal of this project is to provide students with the skills they need to move forward in the areas of STEAM: science, technology, engineering, arts and math. Furthermore, the use of these kits will benefit the developing robotics club within the school by providing the students with innovative products related to the field of robotics and potentially increasing diversity in this field.
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École Laboratoire : Tablettes à dessin
22-23-50-S
School: CRE/CSAP
Grade: 11-12
Employer: HRCE
Project Coordinator: Cody LeBlanc
Project Team Members: Lucie Michaud and Jesse Waterman
La bourse FAEP du NSTU nous permet de développer un nouveau programme à l'intérieur de l’École virtuelle du CSAP. Cette initiative est la création des cours transdisciplinaires. Ces nouveaux cours faciliteraient l’utilisation des approches par enquête ou par projets.
Avec ces fonds, nous avons acheté des tablettes à dessin. Ils nous aident à moderniser les technologies qu’on offre et nous permettent d'offrir plus d'activités virtuelles pratiques. Par exemple, en combinant les cours de Design 11 et d’Entrepreneuriat 12 nos élèves peuvent créer une entreprise, concevoir des produits qu’ils pourront rendre au marché et faire la promotion.
J'ai aussi attaché mon reçus et la lettre d'entente signée. Si vous m'envoie le cheque par la poste, mon adress est;
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Encouragons nos jeunes entrepreneurs
22-23-56-S
School: Ecole Virtuelle
Grade: 11-12
Employer: HRCE
Project Coordinator: Chritine Deveau
Project Team Members: Lise Deveau
Le but du projet « Valorisons nos jeunes entrepreneurs » est de mettre l’accent sur les caractéristiques personnelles et professionnelles que les entrepreneurs établis en Nouvelle-Écosse (notamment des anciens élèves du CSAP) possèdent en début et à long terme dans leurs carrières. Les élèves qui se trouvent actuellement dans le cours d’Entrepreneuriat 12 auront la chance de travailler avec des entrepreneurs bien établis afin de répondre aux résultats d’apprentissages du cours, tout en leur donnant un aperçu du marché de travail réel.
SVP me laisser savoir si je dois faire parvenir quelque chose d'autre. Bonne journée.
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2021-2022
Hands on Design and Creation in a Mathematics Classroom
21-22/02/S
School: Breton Educatin Centre
Grade: 10-12
Employer: CBRCE
Project Coordinator: Jaclyn MacLeod
This project has been designed to allow high school students in Essentials and At Work Mathematics the opportunity to participate in a hands-on learning project based on the outcomes of their particular subject to develop a better understanding of the mathematical modeling process. Students will have the opportunity to create a prototype of a product based on an identified need within their school or community. The prototype will be created using
3D-printing technology. Students will also have the opportunity to create a proposal for their project and a final report that outlines future steps and a reflection piece. Each project will be individualized based on a student's interests and abilities.
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Advanced Digital Art Print Center
21-22/26/S
School: Citadel Hgh School
Grade: 10-12
Employer: HRCE
Project Coordinator: Michael Bowdridge
This project will see students create print works of their digital art and technical drafting pieces used in a variety of classes. The advanced print medium will range from in-house photo-quality printings, banner-style long-form prints, canvas-grade large prints, and physical builds of their 3D modelling and digital clay creations. The print center will be student-run, and will involve leadership initiatives from our school’s Student Council to support our art and tech students in this project. Through this project, digital art will be properly and equally represented in large-scale gallery presentations for other students, parents, and the greater community.
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Portable Classroom
21-22/28/S
School: St. Mary's Bay Academy
Grade: 10-12
Employer: TCRCE
Project Coordinator: Steve Andrews
The tools purchased for our portable classroom have allowed students at St. Mary’s Bay Academy the flexibility to work on construction projects that would have been otherwise impossible. Students are able to work on projects outside without the constraints of being near a power source. The portable classroom has already been used by a couple of classes. Visual Art 9 students are currently making canoe paddles which they plan on using during a future canoe trip. The Community-Based Learning 11 class have constructed several benches and picnic tables they plan to place around the school and in the SMBA trail system.
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Making Tracks Biking Program - Maintenance Phase
21-22/30/S
School: Cobequid Educational Centre
Grade: 10-12
Employer: CCRCE
Project Coordinator: Jason Williams
This aspect of the program is designed to teach students the basics of bike repair and maintenance. One of the major draw backs of a quality bike program is the high cost of maintenance which comes with having a larger fleet of bikes which get regular use. I have estimated that we are putting roughly 200kms on the bikes per semester, so 400kms per year. This is a lot and puts a significant strain on the bikes condition over time. In speaking with other schools who have had a bike program, lack of proper maintenance, is one thing that jeopardizes the longevity of the program. Many bike shops charge between 30 and 60 dollars per tune up, which is simply not feasible.
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Broadcasting and Digital Media
21-22/45/S
School: North Nova Education Centre
Grade: 10-12
Employer: CCRCE
Project Coordinator: Scott Bowman
Project Team Members: Bryant Vance
This project is designed to “put technology in students' hands” and allows for practical kinesthetic learning opportunities to occur authentically. Experiential based learning is an essential part of all Communication, Video and Media Technology curriculum and is the foundation for this project. Students will achieve outcomes through guided discovery methods allowing further development of problem solving and critical thinking to create valuable source material for our school and community. Working in groups, students will develop the combined technical qualities of the methods, materials, or stagecraft skills used in the production of a motion picture, artistic performance and sporting events. Activities and programs applicable to this project include live stream events (sports/cultural), school news broadcast, video year booking, and community video journalism.
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Scan to Print (rapid prototyping)
21-22/46-S
School: Charles P Allen High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Sam Evanson
Technology is changing the way people learn in the classroom. Teachers are harnessing the power of computers, software, and programs to create an interactive space for students. A 3D scanner is an important element within STEAM Labs; scanners directly link the arts, sciences, and technology sectors in one activity. The 3D scanner scans small to medium sized objects and creates 3D models. These models can be manipulated for artistic design, measurement, and 3D printing. 3D scanners are changing education in these areas: Accelerating three-dimensional learning; Introducing the design process in a quick, easy way; Bridging the physical and digital within the classroom.
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Direct to Garment Transfer Printing
21-22/49-S
School: Auburn Drive High School
Grade: 10-11
Employer: HRCE
Project Coordinator: Tim Coombs
Students in the High School Design courses have been making garments using ever-evolving methods. We started with screen printing and have evolved to vinyl cutting and pressing HTV.
This method is very reliable, but has many limitations. The direct to garment color transfer
printer gives students more options to get their ideas from the digital screen onto a physical garment. Students can print in full color and transfer their designs to fabrics, wood, metals, ceramic and many other surfaces. This enhanced freedom allows students to be even more creative and will allow future expansion of ideas when new transfer medias become available.
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Lighting for Creative Live Performances
21-22/56-S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Derek Thibault
Our goal is to create enthusiasm for the arts by creating a performance space that looks visually appealing and exciting to perform on. The LED lighting bars will provide students the ability to develop their stage setup and will provide additional stage design complexity that creates thoughtful decision-making. Our Fine Arts department collaborates on performances and these lights will have several functions throughout the year – for enhancing the Drama and Dance collectives, used as a Theatre techniques study, as part of a unit on stage setup and tear down in Audio Recording or for Band performances throughout the year.
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NRHS Fitness Centre Facelift
21-22/56-S
School: Northumberland Regional High School
Grade: 9-12
Employer: CCRCE
Project Coordinator: Shelley Atkinson
Project Team Members: Mandy Little, Kyle Fraser, Alex Wolf
At Northumberland Regional High School, our Phys Ed. Department recognizes the importance of a healthy mind and body. We thrive to instill in our student population, physical literacy, and what it means to be active for life. We are committed to delivering a curriculum that is meaningful, innovative, inclusive, and engaging. Our Fitness Centre revitalization will create a space that is accessible to all students at NRHS, including traditionally underserved populations such as 2SLGBTQIA+, female, BIPOC, youth living below the poverty line, and youth with varying physical and intellectual abilities. Enhanced facilities will allow for better understanding of physical literacy and the promotion of lifelong healthy habits.
Supporting Observation, Conversation and Collaboration in Math 10 at Dartmouth High School
21-22/69-S
School: Dartmouth High School
Grade: 10
Employer: HRCE
Project Coordinator: Sarah Conde-MacDonald
Math 10 has continually been described as a gateway course for high school students. Students, however, enter Math 10 with widely different backgrounds and learning goals. Therefore, I would like to re-imagine my math 10 classroom into a collaborative workspace that encourages observation, conversation and collaboration between peers. I would do this by purchasing 15 Freedom Series Puddle Tables from Ven-Rez Products with a dry erase top. These desks will allow students to have flexible seating options inducing the ability to work independently or in groups as well as collaborate on the surface of the desks with their peers.
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Moving Beyond the Single Story
21-22/80-S
School: Cobequie Education Centre
Grade: 12
Employer: CCRCE
Project Coordinator: Brianna Scott
In her speech “The Danger of a Single Story”, Chimamanda Ngozi Adichie talks about her experiences as a reader and the importance of diversity in the stories we read. Moving Beyond the Single Story is a course focus for English 12 inspired by Adichie and the importance of varied perspectives in the classroom. Throughout the course, students will be asked to work on enriching their understanding of other experiences through reading. The PDAF grant will be used to build a classroom library that will enable students to choose from a wide range of contemporary first voice texts.
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Masks for Social Justice
20-21/02/S
School: New Germany Rural High School
Grade: 8
Employer: SSRCE
Project Coordinator: Sarah Gates
The Masks for Social Justice grew out of a series of informal discussions within the Grade 8 English classroom brought on by student’s questions and concerns over current issues, such as Black Lives Matter and climate change. The project kicked off with a series of speakers who discussed, in detail, a variety of social issues, such as the Black Lives Matter Movement, Stop the Violence and topics around the LGBTQ2+ community. Students then took part in research on a social issue that spoke to them the most, developing a research essay. Finally, each group created and developed a symbol that makes a statement based on what they have learned. They used the Cricut to print their design in order to affix the symbol to a facemask (as well t-shirts and walls) as part of their own movement to bring awareness to their chosen social issue.
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Using iPad Technology to Enhance Blending Learning Experiences for Students
20-21/08/S
School: Horton High School
Grade: 10-12
Employer: AVRCE
Project Coordinator: Therese Forsythe
Project Team Members: Stephanie Nagy
This project intends to use iPad Pros equipped with pens and keyboard to enhance blended learning experiences for high school math students. The use of the iPad Pro’s digital scribing and illustration technology will serve to engage students in mathematics through the creation of rich media instructional supports and more diverse learning activities and materials than are currently available through existing blended learning tools (Google Apps for Education, Document Cameras, etc). By enhancing the technology available to support instruction for mathematics, this project creates an opportunity to explore how teachers can support and engage mathematics students in blended learning settings.
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Improved Student Feedback & Interactive - “Remove the Teacher”
20-21/09/S
School: Central Kings Rural High School
Grade: 10-12
Employer: AVRCE
Project Coordinator: Elinor Cameron
Project Team Members: Matt Crosby
The project "Improved Student Feedback and Interaction - Remove the Tether" Is aimed at improving the communication, feedback and quality of digital interactions with students mainly through Google Classroom and the SMARTboard. Currently to provide online or digital feedback, teachers are limited with highlighting text or typing responses in a text based system. As math requires the use of special characters and symbols, particularly at the higher levels such as pre-calculus and calculus, this limits math teachers' ability to provide useful feedback about notation, syntax, identifying and correcting errors, modeling graphs and diagrams, and meaningful live online discussions. Mirroring an iPad to the SMARTboard decreases our need to be at the front of the classroom teaching live classes and provides an at-home interactive whiteboard that functions as the SMARTboard for a home-based teaching model. The students will Ideally experience a seamless transition should we change teaching models, and will gain meaningful feedback through annotation of online materials.
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Skateboard Making
20-21/10/S
School: Charles P Allen High School
Grade: 11-12
Employer: HRCE
Project Coordinator: Sam Evanson
“Engineering” or “science” are probably not the first words that come to mind when you think “skateboarding”. However, skateboarders require reliable, precisely-shaped skateboards for progressing as both athletes and artists.
Students will turn Maple veneers into a custom-shaped skateboard deck. Along the way, students will learn how the features of skateboard decks affect skateboarding, design a board using CAD, shape a foam mold, use atmospheric pressure to laminate their board through the thin air vacuum pump system, and learn basic woodworking skills.
At the end of the project, students will have a deck that is truly their own to skate. They will also have the opportunity in customizing the design on their deck.
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Collaborative Media Design Workstations
20-21/23/S
School: Citadel high School
Grade: 10-12
Employer: HRCE
Project Coordinator: Mike Bowdridge
Project Team Members: Gethin Evans, Tyson Wagley
This project will see students use custom-built collaborative computer workstations in order to significantly enhance the co-creation of digital media designs and group projects. With ergonomic multi-seat workstations, students will be able to effectively share in the hands-on creation of original digital material and preliminary concept designs that otherwise they could not. Extra wide multitasking screens and large graphic drawing tablets will allow all the students in groups of two or three an immersive experience within their collective decision making and design process.
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Self Sustaining 3D Printing Workstation
20-21/27/S
School: Charles P Allen High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Jonah Scott
The Self Sustaining 3D Printing Workstation & Collaboration Hub will educate students on how to be environmentally conscientious designers by exposing them to the plastic recycling process required to recycle prototypes created during the product design process. The finished project will be a self contained and self sustaining rapid prototyping workstation where students will be able to formulate and design solutions to real world design challenges using a 3D Printer for product/prototype design and creation, and a shredder-extruder-spooler filament recycling system to recycle their failed prints/prototypes into filament to be used for more prototyping.
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WALKUMENTARIES: Publishing Student Stories using Walking Apps and Audio Documentary Storytelling with Zuppa Theatre
20-21/34/S
School: Halifax Regional Arts
Grade: 11-12
Employer: HRCE
Project Coordinator: Aren Morris
Project Team Members: April Cross
In January of 2021, Halifax West Drama 11/12 students welcomed Zuppa Theatre into their classroom using Google Meet. In a post-Covid world, where audiences can no longer gather as before, the intention of the project was to explore audio documentary production, something Zuppa had been pioneering since the lockdown of March 2020. With support of Drama teacher, April Cross and Fine Arts specialist, Aren Morris, Zuppa worked with students virtually to explore the art of audio storytelling and the basics of recording and editing audio documentaries. While a documentary approach was the foundation of the learning experience, some students selected to create their own stories inspired from personal areas of interest, imagination or research. Please have a listen to the app in draft form at https://nowhere app.com/halifaxwest/ using the password halifaxwest or access it via the Testflight app (not yet approved for student use/ wide release).
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Get Outside - Teaching Skills
20-21/48/S
School: St. Mary's Education Centre/Academy
Grade: 10-12
Employer: SSRCE
Project Coordinator: Scott Hudson
Project Team Members: Mike MacIsaac, Dan Arpin
"Get Outside-Teaching Skills for Lifelong Activity" will aid greatly in learning, teaching and understanding of the outcomes in Physical Education 10 and Physical Education Leadership 12 curriculum that exist in the outdoor component of the cmTiculum. The project will be an ongoing process that will continue for many years.
The project will provide an overview of basic skills, safety and knowledge of base camp and how to set up a base camp, winter trekking, navigation (Compass and GPS), geocaching and environmental awareness The project will cover the01y and practice of base camping and the use of GPS units (safety, equipment, paddling skills, environmental awareness, weather, risk management & emergency procedures, leadership, group processing & development). The project will provide a model program of skills we plan on teaching the students including base camp and how to set up a base camp, winter trekking, navigation (Compass and GPS), geocaching and environmental awareness education in our school and for a lifetime.
The thoughts, ideas, and information-offered here will, I trnst, aid students in becoming better acquainted with the use of the outdoors as a way for learning.
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Red Dress Day
20-21/58/S
School: Halifax West High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Gail Fitzgerald
Project Team Members: Elizabeth Kyle, Scott Mactavish, Brad Watt
Our team here at Halifax West High School has designed and built an interactive art display for Red Dress Day: an annual national event on May 5th that raises awareness for the untold numbers of Missing and Murdered Indigenous Women and Girls across Canada.
The day originated in 2010 and is born from Jamie Black’s RED DRESS Project at the University of Winnipeg. https://www.smithsonianmag.com/smithsonian-institution/these-haunting-red-dresses-memorialize-murdered-and-missing-indigenous-women-180971730/
Mi’kmaq Student Support Worker, Wendy Lawrence and our Fine Arts Specialist, Robin Jensen have been working with teachers: Gail Fitzgerald – Visual Arts, Bradley Watt – Electronics, Elizabeth Kyle – Mi;kmaw Studies, Scott Mactavish – Visual Arts and their students. This display will become an interactive educational fixture in our building at Halifax West High School that will be used annually to commemorate Red Dress Day.
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Oil Painting a Happy Place En Plen Air
20-21/59/S
School: Horton High School
Grade: 12
Employer: AVRCE
Project Coordinator: Paul Syme
I had proposed and still intend to have entire art classes go outside on lovely days and paint en plen air. When COVID-19 forced another lockdown, we had to pivot where I sent pochade kits loaded with oils and canvases home with students. Ten Art 12 students took me up on this arrangement while the others, all grade 10 and 12 art students, did en plen air watercolour paintings. The outcomes were amazing. They managed to lean on tips and videos that orient the painter around how oils behave and like to be treated. They went out and documented the happy space through oils and photography. This opens a whole new direction with art education where learners form healthy connections with their local natural environment.
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Outdoor Education: Making Tracks Biking Program
20-21/78/S
School: Cobequid Educational Centre
Grade: 10-12
Employer: CCRCE
Project Coordinator: Jason Williams
This program provides students the opportunity to learn basic bike operation and safety of the road training with specific attention to traveling in larger groups. The program covers topics such as: basic parts and functions of the bike, shifting techniques, road hand signals, different terrain riding skills, defensive driving awareness. Students are taught how navigate paved road urban riding as well as rough trail and terrain park settings.
In Truro we are very fortunate to be doing this in the outdoor beauty of the Cobequid Trail System and the vast trail system provided by Victoria Park.
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Peer Fitness Development
20-21/82/S
School: Citadel High
Grade: 10-12
Employer: HCE
Project Coordinator: Davi Barrington
Project Team Members: Ami Nixon, Amber COwan
This project is designed to increase the student’s physical activity levels by increasing their opportunities to participate in both individual and group fitness activities led by student leaders and community groups. With some equipment upgrades we will be able to offer students with different backgrounds and needs a variety of fitness programming. The programs will be designed to develop a positive attitude towards physical activity in students who normally would be less likely to engage in physical fitness activities. This project will allow for more flexibility in the use of space and resources in promoting a healthy school community and allowing for a safe space for all students in our community to participate in physical fitness activities.
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French Immersion History Resources
20-21/83/S
School: Citadel High
Grade: 10-12
Employer: HRCE
Project Coordinator: Christopher Broughton
With the move to a more technology focused model of education, the funded grant proposes to make use of personalized feedback delivered electronically through the use of digital writing devices. The hope and expectation is that this will help streamline the delivery of feedback and help to maintain the personal connection of hand written feedback. In addition the goal is to use the technology to help create and deliver authentic graphic organizers and adapted assessments for all students needs and levels."
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2019-2020
Small but Mighty (Educational)
19-20/06/S
School: Pictou Academy
Grade: 10-12
Employer: CCRCE
Project Coordinator: Jeremy MacInnis
The overall goal of this project is to provide students with first hand experience in the purchase, repair, maintenance, registration/insurance and other considerations related to owning and automobile. Another goal this project will meet is that it will give students a real-world application of things they study in physics such as applications of electricity and magnetism outcomes and Hooke’s Law outcomes.
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Developing a Transition Learning Environment for School Anxiety/School Refusal Students
19-20/08/S
School: Bedford and Forsyth Education Centre
Grade: 9-12
Employer: HRCE
Project Coordinator: Conor Fudge
Project Team Members: Lori Bowes, Cheryl Meredith, Jennifer Montgomery
The Transition Learning Space provides a productive and welcoming learning environment for those students who are transitioning back to regular school attendance after prolonged absences due to school anxiety and school refusal. Students avail of a variety of alternative seating intent on activating or relaxing core muscles depending on specific needs. Special attention is paid to the learning environment through the addition of live plants, sound therapy devices and options for appropriate levels of privacy. Students also have the option of accessing resources designed to maximize focus, increase mindfulness and plan for school transition adequately.
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Live Video Production Through Technology, Art and Design
19-20/10/S
School: Auburn Drive High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Tim Coombs
Project Team Members: Kirt MacCormack and Kevin Wheatley
The Live Video production program here at Auburn Drive High School was started to rejuvenate the old Applied Broadcast Journalism program that has not been around for years due to outdated technology. Our students are now working to create a live YouTube stream of our morning announcements and they are learning a variety of skills related to Technology, Arts, Science and Communications. They will be learning how to do live news production, story writing, research, live interviews and many other broadcasting principles and techniques.
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Drum Sander
19-20/17/S
School: Charles P Allen High School
Grade: 10, 11 & 12
Employer: HRCE
Project Coordinator: Sam Evanson
Through the PDAF funding, we were able to develop a programme for learning centre students. We were able to purchase a drum sander for the wood production lab to help with the repetitive challenges of sanding material.
In the production lab we tailor activities to suit each person’s ability in terms of what we make and how we make it. We worked on a new design for a learning centre chopping board, which they will be using during their healthy living and lifestyle skills session for the proportion of food for the school breakfast programme. We’ve adapted the way we work to meet their needs. The students have enjoyed the physical nature of the work, so by making a few small adaptions such as using a jig to hold the wood in the correct position, the purchase of a drum sander to reduce the physical stresses, such as noise and vibration from the palm sanders, they were able to work on larger projects.
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The Investigation and Design of Hydroponic Systems as it Relates to Plant Growth and Programming Control Systems Using Raspberry Pi
19-20/23/S
School: Halifax West High School
Grade: 11
Employer: HRCE
Project Coordinator: Tanya Skelhorn
This exploration will see students design experiments for growing plants in a hydroponic system supplied by Sucseed.ca and to code control systems to change variables within their experiments using Raspberry Pi and Arduino or Elegoo Uno controls and sensors.
The students will be asked to collect data on plant size while changing independent variables such as the amount of water, amount of light, and the pH or moisture of the soil, keeping all other variables constant. In order to complete this, four systems will be required to complete these experiments.
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NKEC Space Balloon
19-20/27/S
School: Northeast Kings Education Centre
Grade: 10-12
Employer: AVRCE
Project Coordinator: Matt Crosby
Project Team Members: Adam Conner
The NKEC Space Balloon project is a high-altitude weather balloon with a payload designed and created by NKEC students. The payload consists of a camera to record the flight into the stratosphere and a sensor suite which has been assembled and programmed by students to collect atmospheric data such as altitude, temperature, pressure and humidity. A GPS tracker is supported by a student designed three-axis gimbal to ensure the antenna of the GPS tracker always points up. A drone is used to film the launch and to support locating the payload box after it returns to earth.
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Exploring the Coastal Zones of Nova Scotia's South Shore
19-20/34/S
School: New Germany Rural High School
Grade: 10-12
Employer: SSRCE
Project Coordinator: Geoff Marshall
Project Team Members: Kendra Hall and Michael Howlett
With generous funding from the NSTU and other sources including the NS DEECD, NGRHS will conduct their project titled, "Exploring the Coastal Zones of Nova Scotia's South Shore. This project supports the attainment of Oceans 11 curriculum outcomes in an experiential way that is engaging and relevant. Students will examine various coastal zones, study plankton, learn about marine plastics with Bluenose Coastal Action Foundation, and finally, consider the meaning of sustainable coastal tourism with support from a local outfitter, Cape LaHave Adventures.
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Droid Build BB8
19-20/36/S
School: Halifax West High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Bradley Watt
Project Team Members: Scott Mctavish
This exploration will see students design, build, code and operate a life-sized BB8 Robot. The robot project will make use of a Laser Cutter, 3D Printers and CNC Machines to build BB8s body that will contain the control systems powered by the Raspberry Pi, Microbit and Arduino platforms. The Arduino will be used to control the drive system; the Raspberry Pi will be used to enable BB8 to perform voice recognition, IR detection, audio output and video output; and the microbit will be used to enable Bluetooth control various LED output functions.
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2018-2019
Droid Build – Design and Build R2-D2
18-19/04/S
School: Halifax West High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Bradley Watt
Project Team Members: Mohammed Issa, Robert Smith
Design and Build a life-size functioning remote-controlled R2-D2
This exploration will see students design, build, code and operate a life-sized R2-D2 Robot. The robot project will make use of a Laser Cutter, 3D Printers and CNC Machines to build R2-D2s body that will house control systems powered by the Raspberry Pi and the Arduino platforms. The Arduino will be used to control the drive system and the Raspberry Pi will be used to enable R2-D2 to perform voice recognition, IR detection, audio output, video output, head rotation and various LED output functions.
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Full Bellies, Full Minds
18-19/16/S
School: Bedford and Forsyth Education Centers - Bedford site
Grade:10-12
Employer: HRCE
Project Coordinator: Desiree Daniele
Project Team Members: Brittany Myers, Jamie Lowler
The Bedford Education Center (BFEC) is an alternate high school setting in the HRCE who caters to students who, for various reasons, have struggled in the traditional high school setting. Our teachers and courses are engaging, hands on and teach many life skills as well as academic knowledge. Through the funding made available by the PDAF grant, the staff and students will redesign, remodel and utilize our existing kitchen to increase engagement in writing, math, art, and technology courses. Students will create menus, reports, and creative writing focused around the kitchen as well as design and implement food creations within a safe kitchen environment including edible artwork using the 3D pancake printers.
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Markerless Motion Capture Performance
18-19/25/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Mike Bowdridge
Project Team Members: Gethin Evans
This project will see students design and create short videos using markerless motion capture technology that records their own full-body motion capture performances. By exposing students to work in motion capture, they will gain valuable skills critical to the modern major film industry. Students will explore all facets of motion capture, from initial acting for motion capture performance, to creating the animated character rigs generated by motion capture, then to post-production of the animated sequence to an existing 3D model framework, and finally to reincorporate this animated model back into either an animated scene or an actual live-action filming.
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Authentic Problem Solving in French
18-19/26/S
School: Hants East Rural High
Grade: 9-12
Employer: CCRCE
Project Coordinator: Trevor Comeau
Project Team Members: Amy Jo Comeau
French second language learning can be challenging for both the teachers and the students. We always try to encourage students to use the French language both inside and outside of the classroom, but when you are learning French at school in an English community there are very few of these authentic opportunities in their everyday lives. We often notice that when situations become difficult or challenging for students in French, they automatically switch from French to English in order to solve the problem more efficiently. Our project will ask students to use their problem solving skills and team work to solve Breakout EDU challenges in Math, Science and Social Studies while using the French language. Our hope is that this will create more authentic situations for students to interact with their peers in French and hopefully develop their confidence and ability to communicate in their second language.
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More Mirrors, Fewer Windows: A literacy initiative to bridge identity, reading and community.
18-19/33/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Heather Michael
Project Team Members: Maria Rouvalis
Books can either serve as mirrors of our own lives, or windows into the lives of others. Many of our students are missing out on "mirror-texts". The purpose of this project is to identify, support and address this problem through an in-house book club that engages students and community in texts that reflect their interests and identities. Students, specifically those who have been non-readers, will be invited to read and work with texts they choose, cultivating their interest in reading and supporting their ELA work.
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Laying Tracks: Recording Real Life with At-Risk and Disengaged Youth; a Soundtrack for Learning.
18-19/37/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Jeffrey Smith
Project Team Members: Andrew MacDougall, Michael Bowdridge
We will create a multi-track digital recording program as a development towards an alternative music/performing arts technological learning space. This innovative project will allow us to begin a digital audio recording program within the curriculum of our school and as a supplemental extracurricular project. This equipment and software will allow students to explore the highly creative field of digital music and sound technology.
We want this project to open up a spirit of collaboration across socioeconomic and cultural boundaries. As students become known through the sharing and public presentation of their music, opportunities for collaboration will arise. With this new technology students will be able to create multi-level, highly sophisticated recordings. They will be able to feature fellow students as artists on their creations. This project represents a multi layered learning experience that will foster a culture of creative thinking and doing.
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SCA Tech Connect
18-19/42/S
School: South Colchester Academy
Grade: 10-12
Employer: CCRCE
Project Coordinator: Michelle Geddes McDowall
Project Team Members: Jody Arenburg
The SCA Tech Connect project will increase learning opportunities for STEM-based activities at the high school level. Students in Science 10 or the Options and Opportunities program will havespecific, project-based lessons integrated into their courses to give them hands-on experience with technology, programming, design, problem-solving, teamwork and more. The Program Development Assistance Fund grant makes this project possible by providing the funds to purchase the simple and powered machines, renewable energy, and robotics kits that are the foundation of the lessons. The activities can be easily adapted to include all learners. These resources will also support our extracurricular Robotics Club.
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Mathematics Innovation Through Tech
18-19/64/S
School: Annapolis West Educational Centre
Grade: 9-12
Employer: AVRCE
Project Coordinator: Allister Wadden
Project Team Members: Derick Smith
Mathematics and Computer programming have always gone hand in hand. Well now with the Texas Instruments TI-Innovator, students can now really combine the two disciplines to further enrich their math studies. The TI-Innovator is a programmable microcontroller that can be paired up with the TI-84 Plus graphing calculators to create any number of STEM projects. These projects will allow students to exercise real-world problem-solving skills and allow for further extensions of the concepts they are learning.
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Illustrating Emergent Properties - The 100 Synapse Project
18-19/68/S
School: Charles P. Allen High School
Grade: 5, 12
Employer: HRCE
Project Coordinator: Krista LeBlanc
Project Team Members: Calum Leadbeater, Janice Wells
Biology 12 and Film and Video students will merge the Biology laboratory and Art studios at CPA. The project will demonstrate the broader capabilities of arts-based pedagogy to students studying science. The PDAF grant will be used to purchase physical resources that will allow building of an “imagination station” that will promote illustration, photography, video editing, mixing, and storytelling to explore emergent properties in Biology 12. An installation art piece will be created merging 100 pieces of student work into 1 single video while supporting the Grade 5 Science study of Healthy Bodies at Basinview Drive Community School.
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Increasing Reading Motivation and Engagement with eReaders
18-19/71/S
School: Shelburne Regional High School
Grade: 10-12
Employer: TCRCE
Project Coordinator: Sarah Acker
It is difficult to inspire teens to read when they do not have access to a wide variety of books. No classroom library can include enough books to meet the needs and interests of all students. eReaders are the answer to this problem. Through the availability of eReaders, students will have access to a greater variety of texts across all genres for silent reading and book clubs. Also, the read-aloud option on eReaders will allow struggling readers to access books beyond their reading level. Finally, providing texts in a new medium has been shown to increase student motivation and engagement. Strong readers are strong writers; motivating students to read is a vital first step in improving student literacy.
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2017-2018
Coding and Designing Portfolio Museums in Virtual Reality
17-18/07/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Michael Bowdridge
Project Team Members: Dave Drapak, Gethin Evans, Sydney Mogae
Students design and code full-immersion, interactive virtual reality environments for the purpose of showcasing course work, assignments, and other class projects in a virtual museum that they create which can then be toured through interactively by other students and members of the community. Working to create and build these interactive virtual reality environments, students will be exposed to block-coding and cutting-edge career-relevant technology. This project will greatly impact student performance within technology education and also allows the school to provide leadership opportunities to these students in the growing field of VR development.
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Creating an Interactive Science Space to Engage Students at BFEC
17-18/08/S
School: Bedford and Forsyth Education Centres
Grade: 10-12
Employer: HRCE
Project Coordinator: Elizabeth Sheridan
Project Team Members: Lisa Ritcey, Brittany O’Neill
Our Science department is trying to re-energize our Science curriculums by enhancing theory with hands on labs, manipulatives, demonstrations, and other forms of technology that will allow out students to better understand ideas. Our students often experience frustration and difficulty when trying to obtain their Science credits as they have large gaps in their background knowledge and find abstract concepts hard to comprehend. The more hands on activities and real life labs that we can provide will help our student’s link large scale ideas to their own current knowledge base. Currently, our Science teachers use home-made labs, home-made visuals, and many videos to try to teach our students these concepts, by providing newer and more up-to-date manipulatives, we hope to engage and retain more students within our Science courses.
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Coding Control Systems and the Internet of Things
17-18/11/S
School: Halifax West High School
Grade: 11-12
Employer: HRCE
Project Coordinator: Bradley Watt
Students will design, build and code control systems and Internet of Things projects using the Raspberry Pi and the Arduino platforms. They will include the following projects:
- Environmental Monitoring System that detects pollutants, temperature and humidity. Data will be captured and recorded for real-time analysis.
- Interactive Wearable LED Clothing that uses the Raspberry Pi to modify LEDs on a piece of clothing when triggered by social media.
- Smart Room Light Controller and Multi-room Sound Controller
- Self-driving Car that employs the HC-SCR04 ultrasonic sensor, Pi Camera module and Arduino.
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Digital Canvases
17-18/16/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Dave Drapak
Project Team Members: Mike Bowdridge
Students will create high-quality original works of art using the digital medium. By utilizing pen-sensitive graphic tablet monitors and corresponding software, a traditional desktop computer will be transformed into a digital canvas. In this project, students will use all their drawing and drafting skills taught in traditional art mediums such as pencil, charcoal, acrylic-paints, airbrushing, and watercolours and now apply these to a digital interface. Bridging traditional art methods and techniques with cutting-edge vector and raster image technology is the keystone of this project. Students will also create professional-quality prints of their artwork to include in their final design portfolios.
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Introduction to Coding in the High School Classroom
17-18/27/S
School: Lockview High School
Grade: 10-11
Employer: HRCE
Project Coordinator: Carla Cooper
Project Team Members:Jason Ralph
This project is designed to give students hands on approach to coding at an introductory level in Exploring Technology 10. The students will explore coding with pre-fab Arduino kits. Various robotics and sensors will also be used to extend the programming into other units by designing, planning and constructing an integrated project. In addition to the coding, students will have to have an understanding of how electronic circuits are composed and how they function. This project lends itself nicely to provide a range of levels of activities from simple coding of LEGO Boost and Bee Bots to higher level thinking/problem solving with the more complex circuitry in the Arduino kits.
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Integrating Science with Outdoor Education
17-18/39/S
School: West Kings District High School
Grade: 10
Employer: AVRCE
Project Coordinator: Jennifer Smith
Project Team Members: Lynn Little, Katie McLean
The Integrating Science with Outdoor Education project is a joint project between the Options and Opportunities (O2) program and Clean Annapolis River (CARP). This project aims to get students who are in the O2 program and also enrolled in Science 10 outside in the natural world collecting data, asking questions and learning about local career opportunities in the Science field. We will work with the assistance of CARP to visit their Citizen Science sites, collect data and images to then import into Arc-GIS mapping software to create an interactive map resource that can be used on their website.
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Apprendre a connaitre notre communaute: Les entretiens de l'Ecole virtuelle au CSAP
17-18/43/S
School: Ecoel virtuelle au CSAP
Grade: 10-12
Employer: CSAP
Project Coordinator: Eric Therrien
Project Team Members: Sheralynne Deveaux-MacKinnon, Lucie Michaud
L’objectif de ce projet est de réaliser des entretiens qui nous permettront d’explorer l’identité, la vie quotidienne, le patrimoine et la culture des acadiens et francophones Néo-Écossais en employant une pédagogie attentive à la langue et la culture. Les participants auront la chance de réaliser des entretiens avec des technologies innovatrices (dji osmo/iPod touch, caméra GoPro/drone, caméra 360 o, écran vert, YouTube, Imovie, Windows Movie Maker, Green Screen-Do Ink, etc.). Ces entretiens seront réalisés avec les membres de la communauté/ spécialistes afin d'offrir leurs perspectives dans des domaines de compétences liées à des résultats d'apprentissage des programmes d'études.
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Highbury Education Centre Adventure / Outdoor Education Project
17-18/45/S
School: Highbury Education Centre
Grade: 10-11
Employer: AVRCE
Project Coordinator: Mike Mason
Project Team Members: Kim Bishop, Meghan Pineo, Kate Webber
Highbury Education Centre (HEC) is an alternative experiential high school for at-risk youth who have not been able to find success in the traditional high school setting. HEC uses a variety of experiential, adventure based and hands-on strategies to engage students and deliver curriculum outcomes. One important aspect of our adventure based programming is canoeing. The funding provided from this initiative will allow Highbury to purchase canoes and supplies so that the school can be self-sufficient in running our adventure based/outdoor education program. This fund will also allow the school to expand its programming to offer additional opportunities for student leadership and service learning.
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Model-Based Prototype Digital Sculpting
17-18/47/S
School: Citadel High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Mike Bowdridge
Project Team Members: Gethen Evans, Dave Drapak
Students will design and create novel technical and artistic digitally sculpted structures based on original real-world models. In our technical design courses, students will create a 3D scan of a device requiring a replacement part, use 3D modelling software to digitally sculpt and create the additional part, and then use a 3D printer to produce the part and assemble a functional prototype model. Likewise in our art courses, students will create a 3D scan of their clay-based art project, use digital sculpting software to generate alternative next-step design ideas, and then integrate their ideas back into their actual clay-based project.
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Portable Virtual Reality Lab
17-18/56/S
School: Halifax West High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Chad Wadden
The Portable Virtual Reality Lab is a pipeline whereby students are the creators of their own VR experiences. While working together with teachers and students, possible VR experiences will be discussed, from which student will work to create 3D assets and program VR experiences that can then be used in any classroom to help students make connections between course outcomes and curriculum.
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2016-2017
Motor Vehicle Engine Structure and Repair
16-17/02/S
School: Auburn Drive High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Wayne Costello
Auburn Drive High School’s Automotive Technology course (Auto Systems 12) deals specifically with the automobile engine. Students learn about the inner workings of the engine and how it powers the automobile. This is a rare opportunity for high school students to gain real-world knowledge and skills both in the automotive sector and technical fields in general. Also, having an engine block that is not in the car gives students an opportunity to visually inspect the entire engine without restrictions.
Students will be required to identify all parts of the engine block and perform various disassembly applications involving the engine. Some of the learning outcomes of this practice would involve safety applications, proper tool selection and use, organizational skills, group work, engine measurement, engine top end construction, bottom end construction and front end construction.
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Musical Maker Spaces
16-17/18/S
School: JL Isley High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Roy Francis
With the funds provided by the PDAF a musical maker space will be created at the school. The goal of the project is to provide students with the tools and opportunity to explore sound creation, recording and manipulation, to create and perform original pieces of music using a combination of traditional instruments as well as the tech based instruments that they have created. Students will also make use of technology to document and reflect on their learning and share their projects with the wider school community.
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Raspberry Pi Life-Size 3D Scanner
16-17/29/S
School: Halifax West High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Bradley Watt
Team Members: Craig Thornton and Scott Kennett
The Life-Size 3D Scanner Project will make use of the popular single-board computer Raspberry Pi 3 and the 8-megapixel Pi Camera to capture 42 images simultaneously. The images are stored and processed using Python programming language and Autodesk Recap 360 software to create high-resolution digital 3D models that may later be sent to a 3D printer, placed in a digital animation game or presented as a virtual model for art class. The project will be designed and built by students enrolled in Construction Technology, Electrotechnologies, Design Technology, Applied Networking, Computer Programming and the Halifax West Programming Club.
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Digital Culture Capsule Project
16-17/30/S
School: Eastern Shore District High
Grade: 10- 12
Employer: HRCE
Project Coordinator: Colin MacDonald
Cultural experiences such as meeting community Elders, participating in workshops, engaging in the art of storytelling and experiencing traditional ceremonies are all culturally rich experiences, however, when the immediate experience comes to a close learning can sometimes get lost - that's where the Digital Cultural Capsule Project comes in! As we experience various aspects of Mi'kmaw culture in class, students will be able to document their learning through still-photography, video, blogging and audio-recording. Digital Cultural Capsules will be able to be shared with the whole school community as well as being showcased, when appropriate, to the wider community.
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Using 3D Designing, Scanning and Printing to Support Student Learning at BFEC
16-17/47/S
School: Bedford Forsyth Education Center
Grade: 10-12
Employer: HRCE
Project Coordinator: Craig Allen
Project Team Members: Jamie Lawlor
The Bedford Forsyth Education Center student population are comprised of unique learners. Many of BFEC’s students perform better with hands-on, tactile learning experiences. The BFEC PDAF grant will provide students the opportunity to model, scan and 3d print materials to support and enhance their learning across different curriculums. The grant includes the creation of a mobile 3-d printing/scanning cart which will be signed out and used in different classrooms across the school. Part of the grant will also include training teachers from various departments on using the 3-d cart in the classroom with students.
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Central Kings Guitar Club
16-17/58/S
School: Central Kings Rural High School
Grade: 9-12
Employer: AVRCE
Project Coordinator: Paul Hutton
Project Team Members: Greg Milne, Paul Gallagher, Stephanie Morse
The Central Kings Guitar Club project is a co-curricular, interdisciplinary project. Students, teachers and support staff will be invited to meet once a week as a large group to collaboratively learn to play and sing songs with guitar. The grant funds will allow us to purchase 17 Yamaha guitars and hard shell cases and tuners. The instruments will also be made available to students for individual song-writing projects for any subject that provides this opportunity. Guitar Club participants will also be encouraged to create small ensembles and participate in coffee houses at least once each semester.
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New Germany and Area Annual Canoe School
16-17/75/S
School: New Germany Rural High
Grade: 10-12
Employer: SSRCE
Project Coordinator: Geoff Marshall
The New Germany & Area Annual Canoe School is a program developed and implemented by the Physical education Leadership 12 class at NGRHS. This service learning project offers a multitude of benefits to the community as well as the students themselves. The program provides several guided paddling opportunities to individuals and families of all ages and abilities. It’s an inclusive program, meaning that all equipment is provided free of charge, and adaptive equipment such as outriggers and supportive seats for disabled paddlers are also available. This fun and educational community program promotes healthy active living in the community.
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Collaborative Inter-Curricular Makerspace
16-17/79/S
School: Bedford Forsyth Education Centres
Grade: 10-12
Employer: HRCE
Project Coordinator: Lisa Dexter
Project Team Members: Rebecca Engram, Megan Pans, Mike Page
This collaborative inter-curricular makerspace was designed not only for the usual technology courses, but to be available to all classes to work independently or collaboratively. It is a space where different classes can come together to do project-based exploration and learning, and demonstrate their learning together, while reaching the outcomes for their respective courses. The tools and instruments that will now be available will also help our students to become more comfortable and confident with technology, so that they may incorporate it in to their daily lives and consider it a possible career path.
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An Investigation into Urban Agriculture
16-17/80/S
School: Lockview High School
Grade: 10-12
Employer: HRCE
Project Coordinator: Greg Burgess
Project Team Members: Paul Boudreau, Sandra Fowlow, Vanessa Turner
The goal of this project is to provide students with the ability to grow and observe plants and plant development throughout the year. Students will begin to develop and experiment with growing systems for a variety of vegetables and fruit. They will perform experiments using different growing media, seed orientations, and unique planting strategies. Science 10 students will be examining and experimenting with the grow system to develop an environment for sustainable growth of vegetables (in an enclosed controlled ecosystem) throughout the four seasons. Biology 12 students will be examining plant development, various ways of growing plants from seed and trimmings that would otherwise be sent to the compost. In the end, it is hopeful that we may even be able to have competitions for growing the most abundant and productive plants.
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Elementary/Junior/Senior
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2020-2021
Leadership by Canoe
20-21-43/EJS
School: Dr. John Wickwire Academy
Grade: 5-12
Employer: SSRCE
Project Coordinator: Adam Leuschner
Project Team Members: Kajiek Jaskowiak
This project will continue to build and develop safe and inclusive canoe-based experiences for students in the South Shore Regional Centre of Education while supporting best practices for teachers within the SSRCE. We hope to see these canoes and the accompanying equipment as a “shared resource” that can be utilized across grade levels and subject areas, supporting cross-curricular learning opportunities for all ages, abilities, and backgrounds. We are very thankful for the support from the NSTU and our other funding partners (Health Promoting Schools, SSRCE, Up-Lift Nova Scotia) in bringing our project to reality, supporting meaningful educational opportunities on the water
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East Antigonish Cross-Country Ski Program
20-21-53/EJS
School: East Antigonish Education Centre
Grade: 4-12
Employer: SRCE
Project Coordinator: Corey Hayne
Project Team Members: Patrick Duggan, Jyl Boyle
East Antigonish Academy/ Education Centre Is a P-12 school in Antigonish County. The purpose of this program is to allow students the opportunity to explore the outdoors in a different form. The Cross-Country skis will be used in by Physical Education classes, after school groups and other classes to allow for a true cross curricular approach to learning. Using our recently developed trail system with several outdoor working spaces the skis will be beneficial to all students and staff at the school for years to come.
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Canoe for Life
20-21-70/EJS
School: Richmond Education Centre/Academy
Grade: 4-12
Employer: SRCE
Project Coordinator: A.R. Fraser
Project Team Members: Lois Landry, Jason Maclean, Rachel Kuramoto
Canoe4Life Is a program offered to grades 5-12 as well as our adaptive physical education students at Richmond Education Centre/Academy which allows students to discover outdoor canoeing skills. It Is an inclusive program which gives all students a chance to succeed by creating learning opportunities in an outdoor environment with hands-on, tactile activities. The entire course is taught in an outdoor setting, often In a remote/wilderness type environment and requires participants to engage in a significant amount of physical activity, which also requires considerable preparation and endurance. The project will also encourage students to spend more time outdoors while learning how to paddle on lake water. In addition, the program will also promote teamwork, leadership, self-sufficiency and creative thinking skills while addressing a wide range of curriculum outcomes.
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Decouvrir la randonnee
20-21-86/EJS
School: Centre scolaire Etoile de l'Acadie
Grade: 4-12
Employer: CSPA
Project Coordinator: Luciann MacDonald
Project Team Members: Eric Mouneau, Noemie Godin, Nicolas Renou
J'ai soumis une demande pour ce projet en esperant que je pourrai enfin install er une patinoire portatif dans notre champ de base-ball. Ce projet sera realise debut 2022 avec les efforts de plusieurs membres de la communaute scolaire. Ce fut une demande pour une patinoire avec les dimensions d'environ 44" x 88" . Les eleves pourraient apprendre comment patiner durant les heures de classes sans avoir besoin de payer des frais et pourraient egalement l'utiliser apres les heures de classe avec la supervision d'un parent. De plus, nous avons eu du financement des autres comites scolaires afin d'assurer la securite des eleves. Nous avons re u des fonds pour acheter des patins, des casques et des guides en plastiques pour aider aux eleves qui ne sont pas encore capable de patiner.
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2019-2020
Planetarium Education: Expanding Horizons
19-20/43/EJS
School: Cape Breton Highlands Education Centre/Academy
Grade: P-12
Employer: CBVRCE
Project Coordinator: Bruce Miller
Project Team Members: Matthew Parsons and Andrew Clarey
Our project, Planetarium Education: Expanding Horizons, will allow students to learn inside a planetarium. Students built a large planetarium out of cardboard and we’re able to use a projector, mirror, and software to project accurate simulations of stars and full-dome planetarium movies on the ceiling of the dome. This space allows students to learn about stars, constellations, and other astronomy-related topics in an immersive and engaging way. The captivating space is also great for storytelling and will allow older students to lead activities and lessons for younger students. We believe it will be a unique and popular learning space for our school.
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2018-2019
Canotage de la classe à l’eau
18-19/22/EJS
School: École Acadienne de Truro
Grade: 5-12
Employer: CSAP
Project Coordinator: Guy Desgagne
Ce projet va permettre l’achat de canots, d’une remorque et de materiel de sécurité pour les canots. Les élèves des classes de 8e à 11e année participeront du materiel necessaire au projet (pagaies, modification d’une remorque et preparation de l’equipement de sécurité) à l’intérieur de leurs classes de technologie, EMC, construction et charpenterie. Ensuite, les classes de 5e à 12e année seront invitees à des classes de canotage. En plus, des projets communautaires et parascolaires pourront utiliser le materiel du projet lorsqu’ils seront approuvés.
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Diffusion de la langue française et de la culture acadienne et francophone
18-19/30/EJS
School: École du Carrefour
Grade: 6-12
Employer: CSAP
Project Coordinator: Lisette Valotaire
Project Team Members: Michel Collette, Malou Déry
Le projet « diffusion de la langue français et de la culture acadienne et francophone » vise à créer un environnement collaboratif qui vise la diffusion de la langue et de la culture francophone, tant dans la salle de classe que dans la communauté.
Notre projet a 2 objectifs :
A. Créer un mécanisme afin que les élèves puissent diffuser du contenu francophone à l’aide d’une chaine YouTube de l’école du Carrefour.
B. Diffuser le contenu de cette chaine YouTube (et autre ressources en lien avec la langue française et la culture acadienne et francophone) dans plusieurs endroits dans l’école (à l’aide d’une télévision branchée à Internet, « télévision intelligente »).
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2017-2018
Accessible Coding for Students with Disabilities SSRSB
17-18/09/EJS
School: South Shore Regional School Board
Grade: K-12
Employer: SSRCE
Project Coordinator: Connie Bird
Project Team Members: Jim Dexter, Heather Kirby, Barbara Welsford
Today coding is enjoyed by many students across Nova Scotia in 4-6. Coding is built in to curriculum outcomes within the Information and Communication Technology/Coding 4-6 Integration (Streamlined Curriculum). Students participate in various coding activities including “The Hour of Code” enjoyed by students in all grades. Yet for many students with special needs this curriculum is not accessible. Students with physical disabilities, cognitive delays, visual impairments and some learning disabilities struggle with accessing the websites, the text, the process of coding and how it is taught. As an inclusive education system we need to consider ALL students when rolling out curriculum. There are a number of coding products on the market today that is considerate of students with a variety of disabilities.
This project will utilize a variety of accessible coding products for a range of students to meet curricular outcomes in grades 4-6 and beyond. They will have opportunities through coding to enhance math skills, problem solving, literacy and challenge higher level thinking skills and be able to engage in coding activities that they otherwise do not have access to.
We will test drive the various products with a range of students and grade levels and bring teachers in to train them on these products. They will be available in resource rooms, learning centres and classrooms in our board. As part of Assistive Technology assessments we will recommend these products when appropriate.
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Central Kings Recording Studio
17-18/57/EJS
School: Central Kings Rural High School
Grade: 6-12
Employer: AVRCE
Project Coordinator: Paul Hutton
Project Team Members: Greg Milne, Parker Eyn, Graham Colwell
Students at Central Kings have been learning and playing guitar since the inception of the project, and the guitars are also regularly used in our high school music classes. Many of our students are writing original songs or creating original arrangements of existing material, and the goal of the recording project is to create a recording studio that will allow students to produce professional-quality recordings of solos, guest and groups, and also to learn how to use recording and sound equipment. Central Kings offers multiple opportunities for students to make music, but no way to capture, preserve and distribute all of these performances. As well, many students hope to build a career in music, and need access to proper recording equipment in order to create audition recordings for application to post-secondary institutions.
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2016-2017
Virtual Experiences, Real Learning
16-17/14/EJS
School: Cape Breton Highlands Education Centre/Academy
Grade: 4-12
Employer: SRCE
Project Coordinator: Bruce Miller
Team Members: Ethna Gillis, Denis Cormier, Barbara MacKinnon
Although they are worthwhile experiences, even local field trips can be challenging to undertake, and more exotic locations like Angel Falls, a coral reef, or a Vietnamese jungle are out of the question. By using high-resolution cell phones and VR Headsets, with software like Google Expeditions, students can be transported to virtual locations around the world. My project aims to take students on virtual trips so they can experience educational opportunities that would otherwise be unattainable. Surely it will be memorable to “visit” the moon or be underwater with sharks. These trips should lead to more in-depth discussions, writing, and learning.
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Mindfulness in Action: Facilitating Growth of Mindfulness in Education
16-17/23/EJS
School: South Shore Regional School Board (Multiple Schools)
Grade: P-12
Employer: SSRCE
Project Coordinators: Shannon Hartlen and Kelly Humphries
This project involves the development of an education series entitled “Mindfulness in Action” which is open to all teachers and staff who engage with students daily. Throughout this series of seven, 90-minute sessions, participants will learn about the neurobiology of learning and mindfulness, as well as develop a personal practice while being introduced to classroom-based approaches. The goals of the project are to empower teachers to embed mindfulness-based practices into their classrooms, while support staff gains a better understanding and common language in support of this endeavour. Topics include: The Neurobiology of Behaviour, Mindful Communication, Conflict Resolution, Dealing with Difficult Emotions, Compassion, and Gratitude.
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Flexible Classroom (Coffeehouse)
16-17/84/EJS
School: Clarks Harbour Elementary
Grade: All
Employer: TCRCE
Project Coordinator: Katrina Mood-Ross
Project Team Members: Kim Blades
The Flexible Coffeehouse Classroom (picture a Starbucks atmosphere) will be engineered to foster learning environments tailored for 21st century students for auditory, visual and kinesthetic learning styles. There will be independent zones, networking areas, research zones, reading zones, writing areas all with a variety of sitting/standing/kneeling and lighting options to foster ownership of learning and collaboration while integrating technology to promote motivation and engagement. Not everyone will be doing the same thing at the same time; individualism will be honoured and fostered in this classroom. Once the physical environment has been completed (creating a safe and comfortable working area) and routines of what it looks like, sounds like and feels like to use a space like this has been mastered our intention is to see the magic happen as we guide student learning and move these students forward in any area.
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