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

2019-2020 2018-2019 2017-2018 2016-2017

Student Engagement through Folk Guitar

The Power of Writing and Paint! Improving Reading & Comprehension Skills in Elementary School Students Through Small Group Instruction Self Regulation is the Key to Concentration

Restorative Learning Carpets

The Right to Play: Developing Relationships and Lifelong Skills in the Play-Based Classroom Grow Your Food – Grow Your Mind Learning Zones

Mindful Wellness Project

The Roadie is the Rockstar Talking in Two’s: Setting up the Classroom for Purposeful Talk La langue en action!

Wham! Bam! Pow! Superheroes, Homegrown Game Changers, and Inclusive Representation in Film Using Comic-Con as a Literacy Engagement Tool 

Creative Collaboration “Orffortunities” Play to Learn/Makerspace Project Description 21st Century Listening & Activity Station

Cooking in the Classroom

Project Skateboard

Synergy of Social Skills and Literacy Support: Remediating Social-Emotional Behaviour through Reading Remediation Towering Gardens

Lights Camera Action

  Let's Have Some Bright Ideas Mindfulness, Motivating & Mental Math with Meditation & Movement Outdoor STEAM Makerspace

Launching the Rocketbooks: Writing and Drawing with Intelligent Reusable Notebooks

Photo Carving and Lithophanes on Wood and Plastic using a CNC Machine

Mindfulness Room Dash & Dot
 

Sensory Learning Path

Mindfulness Room Self-Regulation Through Sensory Solutions
 

Growing Social-Emotional Self-Regulated Learners

Integrated Activity Learning It Just Doesn’t Happen “Naturally” Anymore
 

We Are Transformers!

“iGen” Connects – A 21 st Century Strategy to Bridge Generations Through Interactive, Academic and Collaborative Community Contributions A Picture is Worth a Thousand Words
 

The LINK Learning, Independence, Nurturing and Kindness

50 Things Truro Elementary Playroom
 

Outdoor Musical Playground

Flexible Seating en 6 anée Winter Snowshoeing Program
 

Project Write

Movement for Learning Project  
 

From Virtual Reality to Climate Reality

  Play-Based Furnishings & Games for a Flexible, Accessible Learning Centre
 

Les Lunettes de réalité virtuelle Google Expedition

  Innovation Room Part 1
 

Growth Mindset: Math Games, Math Workshop and Guided Math

   
 

Daily Digital Literacy and Leadership Through Video Announcements

   
 

The Truly Flexible Classroom

   
 

OSMO: Hands on Learning with a Digital Twist

   

Click here to access archived Elementary Project Profiles

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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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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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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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:  South Shore Regional Cent
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:  Halifax Regional Centre for Education
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:  Halifax Regional Centre for Education
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:  Annapolis Valley Regional Centre for Education
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: Cape Breton-Victoria Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Chignecto-Central Regional School Board
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
School Board:  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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  CCRSB
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
School Board:  Halifax Regional School Board
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
School Board:  Strait Regional School Board
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
School Board:  Chignecto Central School Board
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
School Board:  Annapolis Valley Regional School Board
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 Elem. School
Grades: E: P-5
School Board: CCRSB
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
School Board:  CCRSB
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Chignecto-Central Regional School Board
Project Coordinator:  Troy MacArthur
Project Team Members:  Cheryl Fitzgeerald, 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
School Board:  Halifax Regional School Board
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
School Board:  South Shore Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  HRSB
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
School Board:  Halifax Regional School Board
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
School Board:  HRSB
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
School Board:  Conceil scolaire acadien provincial
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

2019-2020 2018-2019 2017-2018 2016-2017

 

Etauptmumk

Creating Cultural Storytellers Two PEERs & a PODD
  Loose Parts Outdoor Play Learning With Motion
  Breakout EDU  
  Girl Empowerment in STEAM with Coding  

Click here to access archived Elementary/Junior Successful Profiles

2019-2020

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
School Board:  Chignecto-Central Regional School Board
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
School Board:  South Shore Regional School Board
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
School Board:  Cape Breton Regional School Board
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
School Board:  Strait Regional School Board
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
School Board:  Strait Regional School Board
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
School Board: Halifax Regional School Board
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

2019-2020 2018-2019 2017-2018 2016-2017
Spinning From Within

Moving to Learn

Jardine Intelligents Arduino
“The Sky is the Limit” Drone Project Youth, Growth and Visionary Art Studio C
Innovation and Creation with 3D Scanner Technology   Winter Trekking / Outdoor Survival Skills
La bicyclette comme médium d'intégration des apprentissages transdisciplinaires   Virtual Reality in the Classroom
Our Microscopic Community   Become An Expert! A Journey through Inquiry, Supported by New Technologies & the Arts

 

Food and Its Impact on Mental Health and Wellness

  Snowshoeing in the Canadian Winter with EAL students

 

Table Top Role Playing Game

  Digital Rhythms and Sonic Waves

 

Project Eagle (Enrichment Activities for Getting Learners Engaged)

  Creative Arts Lab

 

“Cutting Edge Entrepreneurs with CutStudio Software”

  Physical Education Technology Integration Plan

Click here to access archived Junior Project Profiles

2019-2020

2018-2019

Spinning From Within
18-19/12/J

School:  Fairview Junior High School
Grade:  7-9
Employer:  Halifax Regional Centre for Education
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:  South Shore Regional Centre for Education
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:  South Shore Regional Centre for Education
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:  Halifax Regional Centre for Education
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:  Grade 7, 8, 9
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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
School Board:  Halifax Regional School Board
Project Coordinator:  Dale Arsenault
Project Team Members

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
School Board:  Halifax Regional School Board
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
School Board:  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

2019-2020 2018-2019 2017-2018 2016-2017

The Art Practice Archive

NGRHS 'Learning On Two Wheels' Underwater Robotics: A Science and Engineering Experiential Learning Opportunity Enhancing Performance with Notetaking for Students with Physical, Learning and Sensory Disabilities through New Age Assistive Technology
Pre-College Program   High Altitude Ballooning

 

Technology, Health and Wellness

  Droneography

 

Finding Our Way: Exploring map making and navigation at NGRHS

   

 

The Opus Project

   

 

Peers & Peace

 

Zones: The Next Step

 

Click here to access archived Junior/Senior Project Profiles


2019-2020

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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2018-2019

NGRHS 'Learning On Two Wheels'
18-19/3/JS

School:  New Germany Rural High School
Grade:  7-12
Employer:  South Shore Regional Centre for Education
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: SAERC
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
School Board:  South Shore Regional School Board
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
16-17/1/JS

School:  Hebbville Academy
Grades:  J/S: 7-12
School Board:  South Shore Regional School Board
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
School Board:  Chignecto Central Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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 

2019-2020 2018-2019 2017-2018 2016-2017

Developing a Transition Learning Environment for School Anxiety/School Refusal Students

Droid Build – Design and Build R2-D2 Portable Virtual Reality Lab Motor Vehicle Engine Structure and Repair

Drum Sander

Full bellies, Full Minds

Model-Based Prototype Digital Sculpting

 

 

The Investigation and Design of Hydroponic Systems as it Relates to Plant Growth and Programming Control Systems Using Raspberry Pi

Markerless Motion Capture Performance Highbury Education Centre Adventure / Outdoor Education Project Musical Maker Spaces
Authentic Problem Solving in French Apprendre a connaitre notre communaute:  Les entretiens de l'Ecole virtuelle au CSAP Raspberry Pi Life-Size 3D Scanner
More Mirrors, Fewer Windows: A literacy initiative to bridge identity, reading and community. Integrating Science with Outdoor Education Digital Culture Capsule Project
Laying Tracks: Recording Real Life with At-Risk and Disengaged Youth; a Soundtrack for Learning Digital Canvases Collaborative Inter-Curricular Makerspace

 

SCA Tech Connect

Introduction to Coding in the High School Classroom Using 3D Designing, Scanning and Printing to Support Student Learning at BFEC

 

Mathematics Innovation Through Tech

Coding Control Systems and the Internet of Things Central Kings Guitar Club

 

Illustrating Emergent Properties - The 100 Synapse Project

Coding and Designing Portfolio Museums in Virtual Reality New Germany and Area Annual Canoe School

 

Increasing Reading Motivation and Engagement with eReaders

Creating an Interactive Science Space to Engage Students at BFEC An Investigation into Urban Agriculture
     
     
     
     

Click here to access archived Senior Project Profiles

2019-2020

Developing a Transition Learning Environment for School Anxiety/School Refusal Students
19-20-8-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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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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2018-2019

Droid Build – Design and Build R2-D2
18-19/4/S

School:  Halifax West High School
Grade:  10-12
Employer:  Halifax Regional Centre for Education
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:  Halifax Regional Centre for Education
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:  Chignecto-Central Regional Centre for Education
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:  Halifax Regional Centre for Education
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
17-18/7/S

School:  Citadel High School
Grade:  10-12
School Board:  Halifax Regional School Board
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
17-18/8/S

School:  Bedford and Forsyth Education Centres
Grade:  10-12
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional Centre for Education
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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
School Board:  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
School Board:  Annapolis Valley Regional School Board
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
School Board:  Halifax Regional School Board
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
School Board:  Halifax Regional School Board
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
16-17/2/S

School:  Auburn Drive High School
Grades:  S: 10-12
School Board:  HRSB
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
Grades:  S: 10-12
School Board:  HRSB
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
School Board:  Halifax Regional School Board
Project Coordinator:  Bradley Watt
Team Members:  Craig Thornton | 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
Grades:  10- 12
School Board:  HRSB
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
School Board:  Halifax Regional School Board
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/JS

School:  Central Kings Rural High School
Grade:  9-12
School Board:  AVRSB
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
School Board:  SSRSB
Project Coordinator:  Geoff Marshall
Project Team Members

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
School Board:  Halifax Regional School Board
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
School Board:  HRSB
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

2019-2020 2018-2019 2017-2018 2016-2017
Canotage de la classe à l’eau Central Kings Recording Studio

 

Virtual Experiences, Real Learning
Diffusion de la langue française et de la culture acadienne et francophone Accessible Coding for Students with Disabilities SSRSB Mindfulness in Action:  Facilitating Growth of Mindfulness in Education
    Flexible Classroom (Coffehouse)

Click here to access archived Elementary/Junior/Senior Project Profiles

2019-2020

2018-2019

Canotage de la classe à l’eau
18-19/22/EJS

School:  École acadienne de truro
Grade:   5-12
School Board:  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
17-18/9/EJS

School:  South Shore Regional School Board
Grade:  K-12
School Board:  South Shore Regional School Board
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
School Board:  Annapolis Valley Regional School Board
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
Grades:  4-12
School Board:  Strait Regional School Board
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
School Board:  SSRSB
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 (Coffehouse)
16-17/84/EJS

School:  Clarks Harbour Elementary
Grade:  All
School Board:  Tri-County Regional School Board
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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