Program Development Assistance Fund (PDAF)

Successful Project Profiles

Junior High Level

School Year
2025-2026	2024-2025	2023-2024	2022-2023	2021-2022
2020-2021	2019-2020	2018-2019	2017-2018	2016-2017
2015-2016	2014-2015	2013-2014	2012-2011	2010-2011

2022-2023

Astral Drive Brave Space 22-23/09/J

School: Astral Drive Brave Space
Grade: 7-9
Employer: HRCE
Project Coordinator: Colleen White

The Astral Drive Brave Space is a transformative inclusive space that is rooted in mindfulness and wellness. Following Eastern Design Principles, the Brave Space provides a retreat for students to engage in mindful, quiet activities, or participate in collaborative and positive structured play. The Brave Space is equipped with comfortable furniture, mindfulness activities, and an Equity Library in a warm and inviting space. The Brave Space promotes self regulation and a sense of belonging to help ensure that students are prepared to learn at their very best.

Regulation, Sensory and Active Lifestyle Room 22-23/15/J

School: South Queens Middle School
Grade: 6-8
Employer: SSRCE
Project Coordinator: Laura Wilson
Project Team Members: Garren Surette & Brooke Connors

The South Queens Middle School (SQMS, Grade 6-8) Regulation, Sensory, and Active Lifestyle Room is designed to be a safe, welcoming, accessible healthy learning environment. With Multi Tiered Systems of Supports in mind, programming will focus on supporting the wellbeing of all SQMS students. The project aims to offer opportunities for self-regulation, expanding the window of tolerance, sensory experiences, managing stress and anxiety, as well as physical activity opportunities that connect the physiological and psychological components of the human body. The project will also serve as a grassroots initiative to increase accessibility, healthy habits/practices, as well as connect with local community programs.

BMHS Remembrance Day Cenotaph 22-23/27/J

School: Barrington Municipal High School
Grade: 9
Employer: TCRCE
Project Coordinator: Cindy d'Eon
Project Team Members: Jillian Peterson, Keith Nickerson & Kevin Holland

The BMHS Remembrance Day Cenotaph project is a collaboration between the BMHS Remembrance Day Committee and Technology Education classes within the school. Students in the Technology Education class created four different designs that were presented to the student body and staff. Students and staff then voted for their favorite design in a google form. The design with the greatest number of votes was then built by the Production Technology 11 class for use in future remembrance Day ceremonies.

Making Music for Friendship Community and a Life Long Pursuit 22-23/28/J

School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt

Through this project, our school was able to purchase an electric guitar and a set of electronic drums in order to create a music room for our students. The students will be learning how to play the instruments from this grant, along with others that our School already has during their free time as well as in the guitar club and during Technology Education classes. The goals of this project are to spark an interest in our students so that they will want to learn how to play on their own and to connect them with other students so they can make music collaboratively.

Production Club 22-23/33/J

School: Ellenvale Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Nick Pettipas

The Production Club at Ellenvale School hopes to mend the declining engagement in the arts and give opportunities for our students to engage in a wider array of the arts during and after school. It is our goal to offer a multi-purpose fine arts club where students can explore, learn and gain enrichment in the arts. The Production Club would engage students in disciplines such as photography, audio recording, visual recording (file making). Access to these resources will enable students in class to present or share their learning in non-traditional ways.

Programming Through MTSS for Reading with Technology Assistance: An Inclusive Approach 22-23/59/J

School: Redcliff Middle School
Grade: 7-9
Employer: HRCE
Project Coordinator: Nick Pettipas

The project aims to create an inclusive multi-tiered approach to middle school reading instruction. By utilizing technology, software, and various teaching strategies, the project intends to provide Tier 1, 2, and 3 support within the same classroom for students of all reading levels. The focus is on developing students' literacy skills, including phonological awareness, decoding, comprehension, and vocabulary. In stage 1, tier-one supports like Squiggle Park and ReadTheory are used for all learners. In stage 2, more intensive interventions like Fast ForWord and Reading Assistance Plus are employed for targeted students, supported by in-class and pullout sessions. The project aims to achieve effective literacy intervention and growth while accommodating different learning needs.

2021-2022

Technology Engagement Boost Program 21-22/07/J

School: South Colchester Academy
Grade: 7-8
Employer: CCRCE
Project Coordinator: Anthony Cormier

The Technology Engagement Boost Program Is designed to bring more technological variety and opportunity to students, both in dedicated technology courses, but also a meaningful cross-curricular integration. The purchase of 3D printers and Arduino kits will compliment current technology at South Colchester Academy. With a noticeable number of high school students showing a lack of Interest, engagement, and fluency in technology; this program at its core will focus on junior high students to help expose them to a variety of technology forms and help raise their comfort levels with technology by the time they reach high school.

French Pen Pals Project 21-22/29/J

School: Forest Heights Community School
Grade: 9
Employer: SSRCE
Project Coordinator: Isabel Patterson
Project Team Members: Daniel McFadden

French Pen Pals is a project that links Forest Heights Community School to Lycee Jean Guehenno, a high school in northern France. Our Gr. 9 core French students are paired with students from the high school in France. They correspond by written letter in order to practice their French. The project seeks to teach the students French communication skills that can be used with French teenagers who they can create friendships with. The project explores how students can become engaged in language-learning when there is an incentive to learn and communicate.

Powerful Voices for Change 21-22/33/J

School: Cobequid Education Centre
Grade: 9
Employer: CCRCE
Project Coordinator: Ryan McNutt
Project Team Members: Nicole Hart, Kim Dooley & Carrie Gloade

This project is designed specifically for grade 9 students to help them understand that they do have a voice and that It can be used to start conversations about social injustice and potentially affect change in their world. The anchor text is If I Go Missing my 14 year old Ojibwa teen Brianna Jonnie asks the question, why do missing Indigenous Women not get the same media coverage as a missing white person? The project is meant to get students writing persuasively about social injustice and what steps they feel they can take to promote change.

Tec Talent 21-22/38/J

School: Tamarac Education Centre
Grade: 6-8
Employer: SRCE
Project Coordinator: Angela Britten
Project Team Members: Tanya Sampson

TEC Talent is an alternative programming opportunity for students on Individualized Program Plans, with attendance concerns and behavioral challenges to explore their talents and interests through a creative lens. Students will have the opportunity to work on individualized outcomes through creative art projects in an inclusive and culturally responsive environment with a focus on positive mental health and wellness. Students will use wood, stencils, Cricut technology, string art, card making, t-shirt design, and painting for their projects. Students will design, create and execute projects by creating items that will be marketed within the school and community to sustain the program

Bayview Community School Mountain Biking Program 21-22/48/J

School: Bayview Community School
Grade: 5-9
Employer: SSRCE
Project Coordinator: Jeremy Dunn
Project Team Members: Selena Davidson & Lamar Eason

Thanks to the PDAF grant this year, I was able to add to our program for Mountain Biking at Bayview Community School. Through various fundraisers in our Phys Ed department, we were able to acquire 17 mountain bikes, various helmets and equipment. We wanted to create a program where students not only learned how to bike properly, using rules of the road and proper management and care of our local trails, but also a program where students could learn to take care of the equipment.

Toward a Thinking Classroom: Supporting Inclusive Conceptual Learning of Rational Numbers 21-22/54/J

School: Bridgewater Junior High School
Grade: 7-9
Employer: SSRCE
Project Coordinator: Lesley Taylor
Project Team Members: Alex Gourley, Megan Walker, Chad MacPhee & Vanessa Henwood

The goal of this project at Bridgewater Junior High School is to enable students who have yet to develop a conceptual understanding of rational numbers to participate and engage meaningfully and inclusively in lessons throughout middle school mathematics classes, by using a developmentally appropriate manipulative that will support conceptual learning. Using the manipulative blocks purchased with this funding, students will be able to work independently and in groups to demonstrate their understanding of fractions, decimals, and percents in multiple tactile ways.

Creating a Queer Space at Eastern Passage Education Centre – The GSA Library 21-22/63/J

School: Eastern Passage Education Centre
Grade: 6-8
Employer: HRCE
Project Coordinator: Gareth Watt
Project Team Members: Sarah Lindal & Kathleen Furlong

This project will provide the school community with accessible texts featuring diverse queer representation. Students can “look into” a window and develop empathy for students who are different from themselves, or “look into” a mirror and see their own self reflected back, validating students’ identities. For queer students, this representation in literature is an important factor in motivating them to read, validates their identities, and can help with their individual process of self-discovery. The visibility created by the GSA Library helps to establish and maintain an inclusive school climate where queer students and staff can feel seen, safe, and valued.

Improving Student Problem Solving, Empathy and Literacy through Collaborative Gamification 21-22/71/J

School: Middleton Regional High School
Grade: 9-12
Employer: AVRCE
Project Coordinator: Mark MacFadyan

Students will develop collaborative problem solving, empathy and literacy skills through gamification in English Language Arts. This project involves creating and role playing a character and working closely with team members to solve special quests and challenges. The careful and intentional design of quests encourages students to participate actively in their learning and engage in experiences that promote problem solving and empathy. Extensive opportunities for students to create and imagine in multiple modalities are embedded throughout.

The Art of Failure: Tools to Build Growth Mindset in Science and Art 21-22/72/J

School: Eric Graves Memorial Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Tove Chadwick

The connection between art and science has been well established since the STEAM movement. Incorporating art in science class encompasses thinking creatively, making mistakes, creating and combining aesthetic design and tools that help solve big problems. Art is a large part of how we communicate scientific findings in the world, and aesthetic design is not only for visual interest but also an important aspect of functionality and design. Having students practice tapping into this creativity and exploring ways to communicate and share ideas, make (and celebrate) mistakes and rethink ideas are the goals of this project.

Building Thinking Classrooms 21-22/78/J

School: Georges P. Vanier Junior High School
Grade: 7-8
Employer: HRCE
Project Coordinator: Deidra Peverill
Project Team Members: Ashley Kelly

Building Thinking Classrooms is an approach to mathematical learning based on the work of Peter Liljedahl. In his book, he discusses how students work best at vertical non-permanent surfaces (VNPS). This project has allowed us to effectively implement this approach by creating those surfaces and making them digitally accessible (through the use of Rocketbook Beacons and iPads). Thinking Classrooms create an environment where students are comfortable to work together and take risks in problem solving through daily random groupings, answering only thinking questions, and the use of VNPS.

Food Sustainability and The Future 21-22/81/J

School: Truro Middle School
Grade: 8
Employer: CCRCE
Project Coordinator: Deanne Pelchat

Climate change has a direct Impact on food insecurity. Truro Middle School students are set to embark on a hands-on experience that could lead to food security in the community. Students will grow a variety of produce In an aeroponic tower, monitoring the rate of growth and cost effectiveness. Due to climate change, weather unpredictability is more common and a threat to crops, which an aeroponic tower could eliminate. Crops would be regulated and sustainability rates greater, directly relating to consumer costs. If produce costs Increase beyond reach, the nutrition of the population would be in peril. Students will document their progress and celebrate the success, all while promoting agriculture.

2020-2021

Cuisine extérieure 20-21/11/J

School: Centre scolaire Etoile de l’Acadie
Grade: 7-9
Employer: CSAP
Project Coordinator: Eric Morneau

Ce projet multidisciplinaire reinvestit les notions apprises en salle de classe et permet de les mettre en pratique autour d'un theme familiar et accessible pour les sieves. En utilisant une cuisine exterieure comme moyen de transmettre des notions theoriques de sciences et de mathematiques, ce projet atteint plusieurs resultats d'apprentissages dans un milieu inclusif, alternatif et motivant. En plein air, les sieves planifient et preparent des repas individuals et de groupes equilibres tout en developpant des habiletes de leadership et de cooperation. lls evaluent les risques avant, pendant et apres leurs activites en plus d'appliquer les bonnes pratiques d'hygiene. lls explorent differentes techniques modernes et traditionnelles de cuisson. Finalement, ce projet-permet d'etudier l'impact que nous avons sur l'environnement et les ecosystemes et demande des sieves des pratiques saines ne laissant aucune trace de leur passage.

Use of Snowshoes with Newcomer Students to Discover Indigenous Contributions to Canadian Culture and New Ways of Enjoying Physical Activity 20-21/37/J

School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Lisa McIntyre
Project Team Members: Mary Lou Buckle, Peter Gallagher & Ryan Day

This project involves students in grades seven to nine in all classes. Students learn about snowshoeing and other winter pursuits through a combination of literacy activities and hands on learning. Along with their classmates, Newcomer students first learn about the Indigenous invention of snowshoes - the history and cultural value - through an indoor scavenger hunt activity. Next, they learn the safety basics of wearing snowshoes and the importance of dressing appropriately for winter conditions in our region. Lastly, all students try snowshoeing in the woods and class games on fresh snow. Finally, they come inside to warm up with social time and hot cocoa, reflecting on their collective and individual experiences/learning. Similar snowshoe projects will happen on a yearly basis at Fairview Junior High.

Bringing Life to the Science Classroom and Beyond: Horticulture and Novel Technology Unite
20-21-72-J

School: Eric Graves Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Tove Chadwick

This project's goal is to enhance the classroom environment, overall student wellbeing, and inspire inquiry based learning and hands-on exploration. This project will introduce a hydroponic vertical garden (AEVA gardening system), a worm composter and novel technology to explore its components into the classroom. Students can be part of the growing cycle in its entirety, and observe and explore the many parts of this system using Diple and Tinyscope microscopes. These novel microscopes can be used with students' own handheld devices and provide an opportunity for students to explore, and share with others. Students will make connections to the garden throughout the year in Science 7-9 as well as Healthy Living and Art classes, and have the ability to taste and explore the items harvested from the garden.

Music Composition Using Technology 20-21-76-J

School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt

The goal of this project is to teach students how to play the piano, and to record music into computer software (e.g., Logic Pro, or Garageband). Students could then mix their music with voice, Guitar, or other instruments/sound effects to create a full song. The grant funded (in addition with funds from other sources) the purchase of a Yamaha digital piano, an Apple Macbook Air, a USB microphone, and a 1/4" input to USB converter for guitar input. Students will take part in the project during their Music or Technology Education classes as an optional unit.

2019-2020

Five Bridges Coffee Cart 19-20/01/J

School: Five Bridges Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Sandy Veinot
Project Team Members: Cheryl Covey & Cindy Dockrell

At Five Bridges Jr High we ran an in school coffee company called Silly Beans Coffee Co every Wednesday for adults at our school. The goal for Silly Beans was for students in our learning center to achieve outcomes on their IPP in social skills, life skills, and numeracy and literacy academics. They practiced skills such as, following a recipe, sequencing steps in an activity, fulfilling an order, appropriate social skills such as, sharing, peer to peer work, basic number recognition, reading and comprehension, health and hygiene, adding and subtracting money, and so much more. The students loved working at the coffee delivery service because they got to make, and deliver adults in the building coffee, lattes, and tea, which always brought a smile to their face.

Safe Learning Space 19-20/25/J

School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Kim Reardon
Project Team Members: Wendy Lawrence

The “Safe Learning Space '' project is an initiative at Caledonia Junior High School to make learning more accessible and culturally responsive for students. We have purchased furniture, sensory items and other supplies to create a safe space for students who have academic, social and emotional challenges where teachers can provide direct support and teaching in a comfortable and calm location. Although the space is brand new, students have been engaged and positive about having flexible choices and a wide variety of different seating areas. We have created a space where students can feel comfortable, supported and choose emotional regulation strategies (seating, peers, music, etc.) that work best for them and allow them to increase their engagement and learning.

Switching on Fitness 19-20/33/J

School: Leslie Thomas Junior High
Grade: 6-8
Employer: HRCE
Project Coordinator: Mark Hulshof

In an effort to get all kids moving and active Leslie Thomas Junior High will introduce students to the world of fitness gaming. With the support of Nintendo Switch and Oculus Quest 2 students will participate in interactive and virtual reality fitness gaming. Fitness gaming is an excellent opportunity to encourage those who do not feel like moving to start exercising. It creates a fun and inclusive environment. It will provide students with more opportunities to engage in fitness activities in a safe spot and encourages all students of all abilities to participate. At Leslie Thomas we are Switching on Fitness with the help of Nintendo and virtual fitness gaming.

Bluenose Academy Sleep Warm Initiative 19-20/46/J

School: Bluenose Academy
Grade: 7-8-9
Employer: SSRCE
Project Coordinator: Kajtek Jaskowiak

Bluenose Academy, a P-9 school in Lunenburg provides students with opportunities for cross curricular outdoor learning. The older students from grades 7-9 take an Outdoor Education course for their three years of middle school. With risk management being a key outcome covered within the outdoor education program, students learn to assess daily risks and develop a plan to manage any expected risks. The Sleepwarm Initiative is aimed at providing warm winter sleeping bags for our students, enabling our school to provide overnight experiences in all seasons within the school year, thereby managing the risks related to thermoregulation issues experienced in outdoor education programs.

Bringing Lessons to Life with VR/AR 19-20/53/J

School: Eric Graves Memorial Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Bhreagh MacDonald
Project Team Members: Meghan Boudreau

Virtual Reality and Augmented Reality (VR/AR), by its definition, can deliver experiences and interactions for students that are either not practical or not possible in the "real world", and provides a way to immerse and captivate students of all ages. VR/AR helps students feel immersed in an experience, gripping their imagination and stimulating thought in ways not possible with traditional books, pictures or videos, and facilitates a far higher level of knowledge retention. This project will enable our school to purchase several VR/AR items such as Merge Cubes, CoSpaces and Oculus Quest 2 headsets which will “Bring Lessons to Life”.

2018-2019

Spinning From Within 18-19/12/J

School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Kim Reardon
Project Team Members: Wendy Lawrence

We seek to engage students in the creation of abstract art, by using contemporary art techniques that spin and project acrylic paint onto canvas or other mediums. These innovative processes such as pendulum, spinning and poured application techniques will be enhanced by highlighting cultural relevance through Mi’kmaq music and dance. Unity of diversity will be achieved as students experience the effects of combining science, physics, math and art to create their artwork. Fashioned from building materials and powered by a drill or pendulum, these innovative techniques are unique platforms for collaborative large-scale public art giving students multiple opportunities to engage their problem solving skills while expressing their creative talents. These flexible and interactive techniques allow for numerous modes of creative expression and aesthetic outcomes. It also affords the seamless incorporation of music, dance and rhythm making it a perfect vehicle for celebrating community and culture for the entire student body.

“The Sky is the Limit” Drone Project 18-19/14/J

School: Hebbville Academy
Grade: 7-9
Employer: SSRCE
Project Coordinator: Greg Dalcourt

This project will provide students with an introduction to robotics and drone technology in a way that teaches them professional level skills. Students will be using specialized software to program a flight controller, they will be soldering and making electrical connections, and they will be using design software and 3D printers to make parts to exact specifications. This project will provide students with experiences and opportunities to gain knowledge that is essential to getting started in a technology based field. Additionally, there will be opportunities to positively affect the school climate through the team work aspect of the project and the flight competition that will involve the whole school.

Innovation and Creation with 3D Scanner Technology 18-19/23/J

School: South Shore Regional Centre for Education
Grade: 5-9
Employer: SSRCE
Project Coordinator: Byron Butt
Project Team Members: Tony Eisnor

My school district, the South Shore Regional Centre of Education, has emphasized the use of the Apple iPad as a student owned learning, and academic support, device. Over the past five years, this has led to a significant use of this educational tool for individualized learning purposes. I wish to expand the arena of usage by providing schools with the ability to utilize this device in conjunction with existing 3D Printers at Bridgewater Junior High School, Lunenburg Academy, Bayview Community School, Chester Area Middle School, North Queens Rural High School, and South Queens Middle School. A simple add on device to the iPad allows it to become a powerful 3D model generator with gcode files that are produced for use with the 3D Printer. I envision our students utilizing this technology as a tool for artistic expression and/or creative entrepreneurship within the learning environment.

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.

Our Microscopic Community 18-19/36/J

School: Gorsebrook Junior High
Grade: 7
Employer: HRCE
Project Coordinator: Sonja Goold
Project Team Members: Nikki Conrad

This project takes the traditional microscope lab outside. Students will use foldscopes, a hand-held, inexpensive, waterproof paper microscope, to explore nature in the schoolyard and surrounding community. Students will be in the field doing science the way scientists do it. They will be able to collect samples from various plants, soil, and water sources and view them moments after collection. Using the coupler for Android tablets, these samples can then be captured digitally shared with others. This will foster an appreciation of the ecosystems in their own community and create direct connections between curricular outcomes and their natural environment.

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.

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.

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 & 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?

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.

2017-2018

Youth, Growth and Visionary Art 17-18/15/J

School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Jeffrey Smith
Project Team Members: Tanya Chisholm

This project uses student talents and ideas to transform the school atmosphere though mural art. Under the guidance of the teacher/artist, the school art club will develop stencils and mural ideas to be used to change the look and feel of the school. Students will be instructed in the use of airbrush technology as a way to create visual effects and realistic designs. Armed with these tools and techniques, students and teacher/artist will select sites within the school to paint a variety of culturally salient murals that will bring life and interest to the plan institutional walls.

Moving to Learn 17-18/49/J

School: Rocky Lake Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Candice Bambury
Project Team Members: Mairi Fraser, Jen Williams & Debbie Metheral

We will create a Move to Learn space where students can engage in multisensory activities that will increase or help decrease their heart rate and promote a "just right" state for learning. Junior high students will have access to developmentally appropriate play equipment. Students will benefit from regular access to brain based instructional strategies throughout the school day that will help them to develop strategies that promotes self-regulation, both physically and emotionally. In the alternative environment students will utilize equipment that helps them to support their diverse sensory needs. This will be a positive inclusive environment that everyone will benefit from.

2016-2017

Winter Trekking / Outdoor Survival Skills 16-17/44/J

School: Sackville Heights Junior High
Grade: 7-8
Employer: HRCE
Project Coordinator: Brian DeMone
Project Team Members: Karen MacGillvray

The project is integrating the use of outdoor equipment into the Physical Education Curriculum by: students using an expedition tent, wood stove, tent liner for the students' safety when they go outside to experience snowshoeing, outdoor activities and learn winter survival skills. Students will be introduced to winter outdoor games/ activities learning essential winter safety skills. The students will experience alternate activities and ways of enjoying the outdoors. The expedition tent, wood stove and ground sheet will provide warmth for the students while they are learning and experiencing activities during the winter months.

Digital Rhythms and Sonic Waves 16-17/49/J

School: Fairview Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Jeff Smith
Project Team Members: Andrew Henneberry & Tanya Chisholm

This innovative musical development enables students to create, record and publish original creations that step outside the box that include but are not limited to original pop rock music, hip hop, spoken word, audio art and music interpretation. Students will compose, rehearse, perform, broadcast and record their own music for live audiences as well as for the plethora of ever-evolving social media networks. Through collaboration, Digital Rhythms and Sonic Waves will bring members of our diverse population together, crossing boundaries to create an environment for artistic self expression, critical thinking and an area of technological training to all involved. Through this collaboration and environment of inclusivity, we are able to encourage and foster growth of acceptance of each other in their differences and present a culture of musical growth. This project is sustainable throughout the years to come as technology implementation attracts our youth in a variety of ways and the impact of this project on our school will continue as our team develops strength in numbers and experience.

Snowshoeing in the Canadian Winter with EAL Students 16-17/50/J

School: Clayton Park Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Gwenda Thompson-Willows
Project Team Members: Mary Lou Buckle, Cory Binder & Hossan Hossn

This project integrates the use of snowshoeing in Physical Education and English Curriculums by: EAL students travelling on snowshoes on the field and experiencing activities to have fun and fitness in the cold and snow of Canada. EAL students, from their many backgrounds and cultures, will create shared experiences snowshoeing to help develop their oral expression, conversation skills, and vocabulary. The EAL students will learn about proper clothing and how to be prepared for the Canadian winters. These experiences could enhance the EAL students’ knowledge of outdoor pursuits, skill acquisition of snowshoeing and conversation skills from shared experiences.

Creative Arts Lab 16-17/51/J

School: Bicentennial School
Grade: 7-9
Employer: HRCE
Project Coordinator: Mick Pettipas
Project Team Members: Yasmein Oweida

The Creative Arts Club is to engage students in disciplines such as photography, audio recording, visual recording (film making), graphic design, and non-traditional painting. Students at Bicentennial would be able to sign up for lunch time/after school clubs offered by one of the teachers on staff. Such sessions would enable students to learn and take part in a wider array of instructional activities within the arts. Students will also have time to learn and explore the creative art club's resources. Access to these resources will enable students in class to present or share their learning in non-traditional ways.

Virtual Reality in the Classroom 16-17/53/J

School: Berwick and District School
Grade: 7-8
Employer: AVRCE
Project Coordinator: Greg Dalcourt
Project Team Members: Bill Doucet

Virtual Reality has the potential to allow students to enhance and broaden the connections that they can make to content in the classroom. It allows students to see places that they normally wouldn’t be able to and to prototype their ideas in 3D space without using expensive materials. This multi-billion dollar industry is just the beginning of a shift in human interaction with computers and is rapidly expanding. Students can develop programming skills and enhance their spacial and creative intelligences while feeling like they are inside and a part of the virtual environment. Exposing students to VR will set them up with the discourse they need to find a place in the technology sector of the economy and inspire them to become involved in a fruitful career in technology. Through this grant I will be exposing students to Virtual Reality programming, 360 degree videos and the collection of educational programs that are currently available and that will be available in the future as the VR industry expands from its infancy, in which it is currently, to mainstream culture.

Become An Expert! A Journey through Inquiry, Supported by New Technologies & the Arts 16-17/55/J

School: Middleton Regional High School
Grade: 7
Employer: AVRCE
Project Coordinator: Mark MacFadyen

Through this project, students explore a topic in a deep way and teach their peers about it. Central to this process is transmediation, the act of translating an idea across sign systems. Transmediation extends and deepens understanding, generating connections and new thinking that would not have been possible otherwise. Some of the mediums made available through this project include stop motion animation, 3D Printing, documentary video and sculpture. Many of our most disenfranchised learners do not learn well through language alone. As new pathways of expression become available to them, I hope to ignite their motivation and strengthen their reading and writing skills.

Physical Education Technology Integration Plan 16-17/60/J

School: Rocky Lake Junior High
Grade: 7-9
Employer: HRCE
Project Coordinator: Dale Arsenault

Using a station rotation model, small groups of PE students will be using iPads at various stations for learning and assessment. IPads and projectors will allow students to view and perform readily available activities from PE software applications; view teacher-created instructional media (green screen, digital story-telling, video editing software apps) that introduce new skills, strategies and rules; record performance for video analysis and self-assessment or use augmented reality software applications to perform fitness blasts. The use of a station rotation model using iPads in PE should increase student engagement, time-on task, individual feedback and reduce performance anxiety.

Studio C 16-17/67/J

School: Caledonia Junior High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Lisa Vaughan
Project Team Members: ELA Team, Art Music Team, Librarain

Our vision for transforming the Caledonia library into a Learning Commons includes developing a dedicated space for an audio-visual suite that students can access for a variety of purposes. “Studio C” will include a green screen for video production and current audio and visual recording technology. Many of our students do not have access to STEM opportunities outside of their school experience. The opportunity to provide extended experiences is potentially life-changing. This project has the potential to address curricular, technological, aesthetic and creative needs of our entire student population. We are excited to be able to bring Studio C to life!

Jardine Intelligents Arduino 16-17/70/J

School: Ecole secondaire du Sommet
Grade: 8-9
Employer: CSAP
Project Coordinator: René Boullion

On développe un projet de jardins intelligents à l’intérieur et l’extérieur à l’École secondaire du Sommet. En bref, un jardin intelligent est défini comme un jardin contrôlé de façon semi-automatique par ordinateur. Pour ce projet de jardins intelligents, des microcontrôleurs de type “Arduino” utilisent l’information collectée (entrée) par différents types de capteurs pour ensuite répondre (sortie) automatiquement aux besoins des jardins avec une intervention humaine minimale. Un jardin intelligent offre la possibilité de développer une variété d’activités pédagogiques pour les élèves qui combinent les concepts de programmation information, d’automatisation, d’électronique, de collecte et d’analyse de données et de jardinage.

2015-2016

ALLy-Ship 15-16/05/J

School: Dr. T.L. Sullivan Middle School
Grade: 6-8
School Board: Cape Breton Victoria Regional School Board
Project Coordinator: Joanne Walker

When it comes to talking openly about disabilities, we avoid to do so. Further attention to positive actions in the form of creative programming and instructional practices in schools offer schools leadership to enhance the reach of policies for further engaging elements of inclusion and nurturing the collaborative culture to address needs of students living with disabilities.

The “Ally-ship" project will encourage students and teaching staff to become stronger allies for students living with disabilities. The goals of this project are to develop curriculum resources and embed into instructional practices as well as school community student led events to support messages and nurture attitudes that disabilities are not unspeakable conditions. Students will learn to define their peers with disabilities not by their disabilities but adjust their social views to address "false messages" in how they think of disabilities. In achieving these goals together as a school community we become strong as supporting allies for confronting discomforts students may have in interacting with students living with disabilities. Thus offer a more welcoming learning environment for these interactions to occur more freely. Policies alone do not create the changes and acceptance we desire actions do.

On Wobbly Ground 15-16/06/J

School: Bridgewater Elementary School
Grade: 6
School Board: South Shore Regional School Board
Project Coordinator: Megan Comstock

My grant “On Wobbly Ground” is to support the use of wobble chairs in the classroom. Each child will have the opportunity to use a wobble chair as their classroom chair. This allows students to not only improve on their core strength, but also allows an opportunity for movement while working. It allows an outlet for restlessness and extra energy. The chairs will be put in place immediately and will be used for the duration of the school year. Any extra chairs will be placed in rooms for children who teachers feel could use one.

Drama Therapy with Sensory Supports for LC Students and Circle of Friends 15-16/28/J

School: St. Agnes Junior High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Johanna Calder
Team Members: Jill MacLean

Drama Therapy with Sensory Supports for Learning Center students and Circle of Friends will be a collaborative project that involves LC students with complex challenges and the wider student body. Experiential drama activities that involve role play and incorporate multi sensory stimulation such as music, light and tactile materials present positive programming opportunities for social learning and engagement. Drama therapy is a wonderful tool for supporting social and behavior learning. Drama has been increasingly used to support students with ASD. This project will include social stories and role play to support students with behavioral challenges, as well as those with sensory programming needs. With volunteer support from Dalhousie University theater students, stories and games will be expanded into multisensory experiences.

In addition to community involvement from university theater students and paraprofessionals, the wider student body will also be engaged in this drama project. A Circle of Friends group will be established in the school to include a wide range of students who will engage in weekly activities with LC students such as cooking, lunch time games, jewelry making, gym time and walking groups. This Circle of Friends group will participate in the drama therapy programming with LC students in the spring, after relationships are built. Circle of Friends and LC students will then collaborate to create and perform a multisensory theater experience for the school community.

The project will be implemented throughout the school year. Daily LC circle time includes opportunities for storytelling, music and drama. This routine is already well established and will be expanded to include Circle of Friends students. Circle of Friends students will join LC students for social activities as well as regular Circle Time check ins starting in January 2016. As relationships develop and trust is built, activities will expand to include drama therapy throughout the winter and spring. Drama therapy and role play will then be developed into a short performance piece for the wider school community.

Winter Outdoor Survival Skills Program 15-16/37/J

School: Clayton Park7-9 Junior High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Mary Lou Buckle

The project is integrating the use of Outdoor Equipment into the Physical Education Curriculum by: Students travelling on snow shoes into the woods pulling a freight toboggan loaded with an expedition tent, wood stove, ground sheet, storage box, a Sam McGee tarp, and two Conover packs for shelter. Students will learn about and experience what it takes to survive in the woods and the tent and stove will ensure safety and protection from hypothermia. The storage box and Conover packs will be used to carry extra clothing for students for those who may not be prepared while enjoying outdoor pursuits.

Fitness Tracking - Cross Curricular Health Improvement 15-16/51/J

School: Sir Robert Borden Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Danyl Fraser

As studies have shown, there is a direct correlation between physical inactivity, lack of sleep, and poor academic performance. Many of the students at our school receive little physical activity during an average day with most of their activity coming during Physical Education class or during their walk to and from school. Many of their daily hours are spent in a sedentary position in front of video games or computers. In order to increase the physical and mental health of our students, while incorporating technology in a cross-curricular manner, we will be purchasing a class set of the Fitbit activity monitoring wristbands. It is our hope that the analysis of the raw data of and by our students daily activities will encourage them to increase their daily activity, increase their nightly sleep, and improve their overall health by making these improvements a part of their regular routine. The potential benefits and goals are to:

increase and monitor physical activity.
analyse through technology, their commitment to lifelong fitness.
help students realize that they are always being physically active (doing a little always adds up and that it is not hard to do.)
promote healthy competition-(internally motivated) among each other and against themselves.
physically see what they have done and analyze through charts and graphing.
integrate physical education, technology, and mathematics outcomes.

Canoeing Is Canadian Identity 15-16/70/J

School: Chester Area Middle School
Grades: J: 7-8
School Board: SSRSB
Project Coordinator: Shaun Kirk
Team Members: Peter Hindle

This program will include teaching of all the sessions included within the Paddle Canada Waterfront Program Manual by two Paddle Canada Level 1 Instructors who are teachers at Chester Area Middle School. It will allow students to develop paddling skills and safe travel within small and calm waters. Safe attitudes and behaviours around water will be encouraged, which is important for students that live around Chester and Nova Scotia in general. The canoes will continue to engage students within school, which is an area for improvement within the school’s Continuous School Improvement Plan. The physical activity student’s get while canoeing will aid with concentration within the classroom for other subject courses. Cooperation and group work will be encouraged, as two paddlers will be working together to perfect strokes and move the canoe to their desired location together.

9-Hole Disc Golf Course 15-16/73/J

School: Bible Hill Junior High
Grades: 8 & 9
School Board: Chignecto Central
Project Coordinatora: Troy Baird & Vikki MacLaughlin
Team Member: Ben Smith

The purpose of this project is to provide students with a unique learning opportunity that will not only address curricular outcomes in Physical & Health Education, but also Math, Science, and beyond. The creation of the course will also yield experiences in hiking, snowshoeing, cross country running and skiing, orienteering, and more. Project Coordinators are confident to attract those students whom are otherwise normally disengaged within a traditional Physical Education environment, and to present opportunities needed to develop the knowledge, attitudes, and habits that are necessary to lead healthy and active lifestyles.

Ready, Set, Code! 15-16/75/J

School: Saint Mary’s Bay Academy
Grades: 9
School Board: TCRSB
Project Coordinator: Erin Mullen

The project for which I have received PDAF funds is for a class set of Arduino project kits for the Technology Education program at Saint Mary’s Bay Academy. These kits, when used within Grade 9 Technology Education, will help build a technology program within the school which gives these students a skill which is becoming increasingly attractive to future employers and higher education programs: coding. The goal of this project is to provide students with the skills they need to move forward in the areas of STEM by creating tangible products: computer coding to deliver instructions to the Arduino circuits.

Rocky Lake Mountain Biking Initiative 15-16/90/J

School: Rocky Lake Junior High
Grades: J: 7-9
School Board: HRSB
Project Coordinator: Dave Brown

Rocky Lake Mountain Bike Initiative will provide a positive cycling experience. This mode of transportation provides health benefits and protects our planet. Cycling offers students a needed balance to more modern technologies. Our program will reach out to students from diverse cultural and economic backgrounds providing the opportunity to participate in mountain biking, enjoying the benefits from the positive social and physical aspect of the sport. Our program teaches safety and skills. Using mountain biking as a tool we can foster skills and confidence that nurture a life long love for the sport. Being active while enjoying the outdoors offer both physical and mental health benefits our students. Having students enjoy nature while being active is an ongoing goal of our school.

2014-2015

Giving Your Class a Classkick 14-15/58/J

School: Leslie Thomas Jr. High
Grade: 11-12
School Board: Halifax Regional School Board
Project Coordinator: Mark Hulshof

At the start of the 2015 school year I will conduct assessments both formative and summative on the application Classkick. Classkick allows the classroom teacher to load a worksheet, exercise, exit slip, or assessment onto the application. Students will then assess the application using an IPad. The students' work is then received in real time on the teacher's Ipad. All student screens are visible to the teacher. Students can ask for help by raising their hand (pressing a button on the app). The teacher can check the student's work in real time or at their own convenience. Students can also receive help from other students. If help is accepted other students can access another student's work and guide them as they complete the activity. In an attempt to run a paperless classroom the students will do all their work on the IPad in class or at home. Contact time with the teacher will improve and students will be more aware of their progress in the class.

Putting Our Heads in the Cloud: 21st Century Classrooms using Google Apps 14-15/62/J

School: Sir Robert Borden JHS
Grade: 7-9
School Board: Halifax Regional School Board
Project Co-ordinator: Tiffany Clarke

Cloud based technologies are changing the way we: deliver content; engage students; organize our work; transfer & transmit information; and develop critical thinking and collaboration skills. Our students use devices to communicate, play games, create and view videos in their private lives. Shifting the focus of use from personal to educational use students will give student the opportunity to use what they already know while learning new skills. Incorporating cloud based technology tools into the classroom promotes a less competitive more collaborative style of learning – students working towards a common goal. Google Apps for Education teaches students accountability, responsibility, and productivity.

2013-2014

iPad App Creation 13-14/02/J

School: Chester Area Middle School
Grade: 8 & 9
School Board: South Shore Regional School Board
Project Coordinator: Todd Symes

Through use of iPads, Xcode software and other apps through Apple, students will design and develop their own APPs as part of their IBL units at Chester Area Middle School. The students will be working in a small-group setting at the grade six and eight levels.

We Interrupt This Show For a Public Service Announcement 13-14/03/J

School: Duncan MacMillan High School
Grade: 8
School Board: Halifax Regional School Board
Project Coordinator: Beth Baker

This project will see my grade 8 English classes create, and share with the school, a variety of public service announcements (PSA). In groups and as a full class, students will watch, analyze and research a number of different PSA. Next, students will learn about script writing. Once done, they will select a topic directly linked to their outcomes. The topics would include, but not be limited to, the following:

Gambling
Alcohol, Caffeine, Tobacco, and/or Drug use
Oral Health
Pregnancy
Mental Heath
Active Transportation
Body Image
Healthy Relationships
Social Networking

Universal Design for Learning (UDL) using iPads in Classrooms 13-14/16/J

School: St. Mary’s Bay Academy
Grade: 9
School Board: Tri-County Regional School Board
Project Coordinator: Jennifer Thibault

As digital natives, today’s youth are completely comfortable with using technology and in many cases, are more engaged when permitted to use technology in their learning. The use of iPads and mobile technology is affordable, mobile, and easily updated as new apps are developed. SMBA will introduce ipad minis into the grade 9 curriculum in a target class with diverse educational needs. Students will be instructed on basic iPad/app usage and will use iPads to access information as well as to show acquisition of knowledge for assessment purposes. The teacher will model digital citizenship while using the iPad for instruction.

Electric Circuit Building in the Science Classroom 13-14/28/J

School: Lockview High School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Carla Cooper

This project is designed to give students hands on approach to simple and parallel circuits using pre-fabricated circuit kits in the science 9 classroom. However, since LHS lacks a Technology Education 9 program, this project is intended to be interdisciplinary; covering science 9 outcomes while exposing students to electro technologies. In this unit, students frequently explore the relationships between current, potential difference, resistance, power and energy mathematically. Using the circuit kits will provide a visual to this relationship while allowing students to discover how circuits are used in simple electronics. This will provide all students with hands on learning opportunities to maximize student success in this unit. This project lends itself nicely to cover a variety of learners from simple circuits to higher level thinking/problem solving with the more complex circuits.

English Language Arts Technology Assistance (iPads) 13-14/38/J

School: Drumlin Heights Cons. School
Grade: 7-9
School Board: Tri-County Regional School Board
Project Coordinator: Katrina Mood
Team Members: Dwayne Landry, Jennifer Samms

Teaching children to be digital citizens and about digital literacy is an important part of the 21st century. With the access to a group of iPad minis (6) I will be able to use the iPads during center instruction, workshop (reading and writing), enrichment activities, as a motivational tool, app smashing, and using audio books as well as the endless amount of apps that I continue to explore each day. I also have installed the license Reflector on my computer which allows me to project anything the children do on the iPads through the LCD wirelessly. So stories they make, or if I want an audio book to play, everything can be projected for whole class visuals.

Interactive Mental Math with the Mimio Vote 13-14/42/J

School: Leslie Thomas Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Jodie MacIlreith

Mental math can take any form in the math classroom; however, traditionally it has been pencil and paper for 5 minutes a day. Hence, in order to take mental math and estimation to the next level and further engage and challenge our students, we would like to introduce the MimioVote system to our math classes. This system works in conjunction with the MimioTeach and contains 32 hand-held rechargeable devices that allow students to wirelessly select multiple choice and true /false answers to mental math questions. These devices can be individually assigned to each student to track their progress meeting outcomes and recorded in a spreadsheet.

Voices of the Drum 13-14/46/J

School: Truro Jr. High School
Grade: 7
School Board: Chignecto Central Regional School Board
Project Coordinator: Nick Fisher
Team Members: Brian Hayden, Tracy Skinner, Shelley MacLean

How does music reflect societies both past and present? To answer this question students in grade 7 will explore the cultural significance of West African drumming traditions and their connection to local musical practices. In addition to drum making and performance, students will incorporate aspects of Social Studies, ELA, FLA, Mikmaq Language Arts, Physical Education, Visual Art, Technology Education, and Textile Arts and Design to prepare an artistic presentation for community members and their fellow students.

CNC Vinyl Cutting 13-14/49/J

School: Leslie Thomas Jr. High School
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Rob MacIlreith

Our project “CNC Vinyl Cutting” is designed to give Junior High Technology Education students the opportunity to transfer text or pictures they have designed into a vinyl medium using Computer Numerical Control (CNC) Technology. The goals are to further spark students’ interest in Technology Education and its link to the fields of communications and industrial manufacturing. This enrichment equipment will provide the students the opportunity to explore the world of CNC and its applications in both the fields of Communications Technology and/or Engineering, as well as, looking at how CNC technology is applied in the industrial and manufacturing world through signage and graphic arts.

The Use of 3D Printers in Education: Enhancing Technology, Science, Engineering, Social, and Entrepreneurial Skills in ALL Students 13-14/63/J

School: Bayview Community School
Grade: 7-9
School Board: South Shore Regional School Board
Project Coordinator: Ann Wentzell
Team Members: Jamie Renouf, Jim Dexter, Barbara Welsford

3D Printing is cutting-edge technology in industry today. The use of 3D printers in classrooms will expose students to modern additive manufacturing processes and aid in development of creativity, current industry based technology skills, enhancement of spatial intelligence, imagination and collaborative problem solving skills. All students can engage in and be part of design of a product, development of a process for production and marketing and creating a potentially salable products before their very eyes! With this project we will be introducing a wide variety of students, including those with disabilities on IPP's, to the 3D printer, it's design capabilities and broad based skills enhancement potential. Utilizing 3D printers will meet science, technology, engineering and math outcomes as well as building social, collaborative problem solving, entrepreneurial skills and prepare our students for the technology and skill challenges they will meet along their career paths. Two printers will allow use in different classrooms and grade levels including opportunities for IBL students to expand their technical, creativity and entrepreneurial skills.

Mindfulness-Based Learning Community 13-14/83/J

School: Truro Jr. High
Grade: 7
School Board: Chignecto-Central Regional School Board
Project Coordinator: Michelle Gillis

I intend to use the PDAF funding to blend mindfulness-based education with the seventh-grade English language arts curriculum. Throughout the year, students will focus on units of study which include mindful optimism, listening, smelling and tasting, gratitude, kindness and compassion. Beginning with transforming the physical make-up with the classroom and extending as far as donating funds toward micro-finance opportunities in third world countries, this mindfulness-based learning approach will help create a peaceful, compassionate classroom culture, and provide students the opportunities to experience true academic engagement as well as interpersonal and intrapersonal growth.

2012-2013

Math, Science & Technology in Your Backyard! 12-13/21/J

School: East Richmond Education Centre
Grade: 7-8
School Board: Strait Regional School Board
Project Coordinator: Tommy Samson
Team Members: Jason David, Paul Samson

Students in grade 7 and 8 at East Richmond Education Centre will be learning about the importance of Math and Science in production technology through the design and building of picnic tables. This project is a joint effort of the 7-8 Math, Science and Technology Education teachers at EREC. At its completion, the project will have involved approximately 60 students building 30 picnic tables and exploring 20 different outcomes in Math, Science and Technology Education. A focus will be placed on: safety in the workplace; systems of efficiencies; structural integrity; and the importance of teamwork!

i-Carver 12-13/28/J

School: Leslie Thomas Junior High School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Rob MacIlreith

Our project “i-Carver” is designed to give the Junior High Technology Education students the opportunity to transfer text or pictures they have designed into a wood medium using Computer Numerical Control (CNC) Technology. The goals in this project are to further spark students’ interest in Technology Education and its link to the fields of communications, engineering and industrial manufacturing. This enrichment equipment will provide the students an opportunity to explore the world of CNC and some of its applications in both the field of Communications Technology and/or Engineering, as well as, looking at how CNC technology is applied in the industrial and manufacturing world.

Paris Pen Pals 12-13/29/J

School: Yarmouth Consolidated Memorial High School
Grade: 9
School Board: Tri-County Regional School Board
Project Coordinator: Vanessa Gallant

The grade 9 immersion classes at YCMHS have a very exciting opportunity to learn about the French culture. They have started a correspondence with a class at Collège Jean Moulin in Chevilly-Larue, France.

The students will have the chance to ask questions to peers of a similar age to find out what life is like living in France - both as a student and an adolescent. They will also be looking at the differences and similarities between our cultures.

As they will be writing to French first language students, they will be focusing on grammar concepts practiced in class. With my previous experiences with this project, students want to ‘show off’ their French ability, and tend to focus more on their writing then with other writing assignments.

For the Love of Reading and Writing 12-13/52/J

School: Duncan MacMillan High School
Grade: 7-8
School Board: Halifax Regional School Board
Project Coordinator: Beth Baker

I titled this project “For the Love of Reading and Writing” as it incorporates e-readers and iPads to inspire students to become engaged in reading and writing activities. The e-readers and iPads will be used for a number of different units throughout the school year, and address a number of specific needs within our school; one being our need to engage students in literacy based activities. Making reading more appealing to students, especially struggling ones, is the first step in having them meet their reading and viewing outcomes and fostering a love of learning.

Team-Based Problem Solving in Jr. High with Mindstorm Robotics 12-13/71/J

School: George P. Vanier Jr. High School
Grade: 7-8
School Board: Halifax Regional School Board
Project Coordinator: Cheryl Walker
Team Members: Randy Hudson

Lego "Mindstorms" robotics sets allow students to build and program small robots which use various sensors to interact with their environment. Students choose which sensors to use and then design, construct and program the robot to perform specific tasks. The goals of the robotics program are to enhance Problem Solving skills, Communication skills, and skills involving Technological Competence. The goals of our project are twofold; first to use Lego "Mindstorms" robotics to encourage team-based problem solving skills in the Science and Math classrooms and second to encourage positive teamwork experiences for students who have difficulty with social interaction.

Duke of Edinburgh 12-13/83/J

School: Berwick and District School
Grade: 8
School Board: Annapolis Valley Regional School Board
Project Coordinator: Lysane Comeau
Team Members: Bill Walsh

Upon entering grade 8, students will begin by looking for volunteer opportunities in the community, participate in physical activity outside of phys. Ed. and look for a skill to develop. Throughout the year students will learn about environmental preservation and prepare for an adventurous journey to Kejimkujik National Park in June. Upon completion, students will submit a portfolio to the Duke of Edinburgh’s Award program to qualify for a Bronze award. Students will be invited to continue the program with younger students once they move on to high school. This will provide more leadership roles for students in the community.

Promoting Student Engagement and Achievement through Technology 12-13/88/J

School: Gaetz Brook Jr. High
Grade: 7-9
School Board: Halifax Regional School Board
Project Coordinator: Heather Bray
Team Members: Angela Carruthers, Chantelle Doucette, Caroline Morin-LeClerc, Jayne Breton

"Gaetz Brook Junior High is implementing flexible grouping for students in mathematics. Our math team has tried many different techniques for engaging students in mathematics such as making connections to real-life experiences, hands-on learning, math club, many, many extra help sessions, working in small groups, math buddies and much more. As part of this project are going to use technology to assist in math learning. We will use Mimio boards to present interactive lessons and students will use Mimio Technology to solve problems, use applications, play games and interact with the teacher and other students."

It’s A Social Media World! 12-13/92/J

School: Park West School
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Lorna Bennett
Team Members: Tara Peach, Lynn Hayes, Sheliah Tulloch

Bullying can affect many aspects of a person's life, including their psychological, emotional and physical well being. Cyber bullying through social media sites and networking can be very damaging to adolescents and teens. Many alleged victims of cyber-bullying are wilfully engaging in conversations and photos that ultimately lead to their own downfall. In this project, students will engage in conversations, create mock social media sites from book club novels and through role play of fictional characters, teacher created scenarios and guest speakers, real life issues will be addressed touching upon cyber-bullying, anxiety and depression. Once finished, a cumulative task of creating a public service announcement around the implications of social media in a teenager’s life may be created to present to the school. Through these activities students will make connections to events that occur in their daily lives and eventually see repercussions and consequences for their own actions. This project will focus on critical thinking as well as critical literacy in a meaningful real life situation.

iPads Used to Support a Differentiated Math Classroom 12-13/93/J

School: Herring Cove Jr. High
Grade: 9
School Board: Halifax Regional School Board
Project Coordinator: Belinda Maier

This project aims to create differentiated units in Grade 9 Math that allow all students to receive the appropriate level of challenge in the math classroom. Students will be working in groups through differentiated learning activities, supported by video lessons created by the teacher on an iPad app called “Show Me”. These videos will review pre-requisite skills, introduce new concepts, or guide students through discovery activities. Groups will work through the lessons together and through the practice material individually. The teacher, acting as a learning facilitator, will circulate throughout the class, conferencing with students, completing ongoing formative assessment, and encouraging group collaboration.

Panther Pride Starts Here 12-13/96/J

School: Truro Jr. High
Grade: 6-9
School Board: Chignecto Central Regional School Board
Project Coordinator: Susan Gaudet/Kelly Hume
Team Members: Donna Spacek, Derrick Perigo, Serena Lewis

Panther Pride Starts Here will provide a program of support for students who need opportunities for confidence building through skills development. This integrated middle school program of inquiry based learning will provide opportunities for students to participate in modules that include entrepreneurial, social, business and problem solving skills to address positive behavior change and improve school attendance. Participation in the modules will be based on individual needs such as academic, social, economic and cultural. Students will be involved in leadership roles through service in the school and community allowing for academic and social success. Student success will lead to increased pride and sense of belonging at Truro Junior High School.

2011-2012

ePearl: Electronic Portfolio Encouraging Active Reflection Learning 11-12/04/J

School: Fairview Jr. High School
Grade: 8
Employer: HRCE
Project Coordinator: Lawrence Rigby
Project Team Members: Mario Eleftheros, Sandy MacDougall & John Moshett

The goal of this PDAF project is to use electronic portfolios to increase student engagement through the use of the technology. The ePEARL (Electronic Portfolio Encouraging Active Reflection Learning) system will give the students of Fairview Junior High school the opportunity to build electronic portfolios that encourage active learning, self-regulation and reflection. Student’s individual ePEARL portfolios will be created and developed as a part of the Junior High Healthy Living Course but students will be expected to populate the portfolio with artifacts and reflections from each of their other subject areas. Students will also be encouraged to include artifacts from their personal life that demonstrates personal growth outside their academic development.

Student Success: Putting All Students First 11-12/16/J

School: Coldbrook & District School
Grade: 7
Employer: AVRCE
Project Coordinator: Jan Routledge

Teaching in the 21st century not only involves the teacher using technology to engage, enhance and differentiate learning but students need it at their finger tips. We have come a long way in recent years by using technology as a teaching tool but we have failed to provide students with special needs this aid to learning. By purchasing several iPads for my classroom, I will reach more learners, improve student achievement, and close the gap in learning. I will better meet their needs by motivating learning, fostering independence, and simplifying communication.

Hebbville Grade 9 Academy 11-12/03/J

School: Hebbville Academy
Grade: 9
Employer: SSRCE
Project Coordinator: Jamie Renouf
Project Team Members: Mena Evans, Tanya Daniels & Kate Hyslop

Recently, Hebbville Academy was asked to participate in an initiative to address the diverse and changing needs of grade nine students. We propose to invite grade nine students to participate in several innovative interdisciplinary units. Three periods (40 minutes each) after lunch three times per cycle (6 day cycle) will be dedicated to four concurrent four and a half week units that will integrate technology, experiential learning, collaborative problem solving, and critical thinking. Coupled with our existing computer lab and two portable lap-top carts, we are requesting the support in purchasing 10 Netbook computers. Technology must play an integral role by giving students access to the information, collaborative learning environment, and publishing technologies that portable computers will afford them. Through project-based, collaborative learning, we hope to address the roughly 65% of middle school students in Nova Scotia who feel disengaged at school and the approximately 64% who feel their existing learning is not relevant to their lives.

Goals:

To improve the relevancy of our students’ learning opportunities
To improve our students’ feeling of engagement with school
To engage our students in project-based, self-directed learning
To improve our students’ knowledge of crucial 21st Century skills

An evolution in education is necessary to meet the needs of a new generation of digital natives. We must engage in innovative teaching practices to give our students the 21st Century skills that they will need to be successful in the information age.

What’s the Message? 11-12/24/J

School: Astral Drive Jr. High
Grade: 9
Employer: HRCE
Project Coordinator: Jim Zelios

As stated by the Department of Education, “The 2010-2011 school year will see the fifth administration of the Junior High Literacy Assessment, the purpose of which is to monitor the progress of individual students in meeting a representative number of reading and viewing and writing outcomes of the Atlantic Canada English Language Arts Curriculum.”

The concept for my project is for students to increase their technological ability along with literacy and problem solving skills with various software programs including Audacity, and Windows Movie Maker.

Once students have completed mini-units on how to use the software, they will start their message by brainstorming and writing an imagery piece that will form the base line for their end product, ‘Message Video’. Students will then create a storyboard which will align their written work with their imagery. During Technology Education, students will create their video using Windows Movie Maker in combination with Audacity. Students will have a number of options on how to proceed with their end product; one being students will take still frames of objects on backgrounds and import these frames in Windows Movie Maker. They will then add voice and sound effects/music using Audacity to complete their feature film.

The purpose of this digital video unit is to present students with an opportunity to demonstrate learning that occurs in their school subjects. Students will work cooperatively with a small group of peers to create their short video. In this case, students will work on an interdisciplinary unit within the Language Arts and Technology Education framework. The hope is by having students working hands-on, creating their own works of art with instructional tools and materials (using video production and editing equipment and software) the students will feel empowered and thus be motivated to learn and share their learning.

Meeting the Language Acquisition Needs of the EAL Learner 11-12/42/J

School: St. Agnes Jr. High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Renée Hynes
Project Team Members: Steve Coutts, Diana Aleksis & Leanne Fournier

With the approval of our PDAF grant proposal, St. Agnes Junior High is excited to implement a creative project to help meet the language acquisition needs of our students while helping them achieve curriculum outcomes and participate in the social dynamics within the classroom setting. Our PDAF project will enable us to integrate educational technology into our content rich lessons and provide multisensory access to that content while facilitating comprehension and allowing EALs to participate more effectively in academic discourse. In addition, using multimedia apps to deliver content enhances traditional methods of delivery that are largely text-based. This project opens up the door to critical thinking by lowering the language barrier and channeling the instructional focus to academic content.

Lights, Camera, Inquiry 11-12/51/J

School: Sir Robert Borden Jr. High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Tiffany Clarke
Project Team Members: Tina Buott

The Lights, Camera, Inquiry project creates opportunities for students interested in exploring the area of multimedia as a means of visual communication. The PDAF grant will provide our students access to professional software and equipment that will enable them to experiment with film production, animation and broadcasting. One avenue of exploration is a multimedia assignment. Students will create a six-word phrase representing either: who they are right now; their future goal; or advice for future Sir. Robert Borden students. Students will bring their words to life by creating a visual representation of their phrase. Subject area teachers will be encouraged to incorporate multimedia project options. Our hope is that students will seek out and borrow the equipment for creating multimedia presentations.

Les pouces verts en l’air 11-12/57/J

School: Centre scolaire de la Rive-Sud
Grade: 7-9
Employer: CSAP
Project Coordinator: Gisèle Boudreau

Valorisant le développement agricole et rapprochant les liens communautaires avec les élèves, Les pouces verts en l'air! contribuera à l'apprentissage d'être un citoyen vert. Ce projet souligne l'importance de planter des légumes et des herbes par nos propres mains ainsi qu'expérimenter culinairement avec la fraîcheur des produits locaux et organiques. De génération en génération, nos ancêtres connaissaient très bien les aliments qu'ils mangeaient; pendant ces temps modernes, on réalise que c'est le temps à prendre conscience de notre rôle intégral pour continuer les traditions d'agriculture. Mettant l'accent sur l'initiative, ce projet sèmera chez tous une appréciation du passé et une réflexion pour l'avenir.

Language Acquisition through Interactive Text 11-12/64/J

School: Bridgetown Region High School
Grade: 6-9
Employer: AVRCE
Project Coordinator: Amanda Connell
Project Team Members: Dr. Meredith Burton & Glen Melanson

The main goal of our project is to allow students to use 21st century technologies (flash drives, e-books, MP3 players, digital text) for French language acquisition, as they do for their mother tongue. This program will be implemented in class through literature circles, guided reading, independent reading, and small group reading. The audio capacities will allow our students to hear different French accents and dialects. The PDAF materials will add opportunities to differentiate for learners’ needs with culture and diversity-rich reading options.

Homage to “The Kneeling African” 11-12/77/J

School: Madeline Symonds Middle School
Grade: 6-9
Employer: HRCE
Project Coordinator: Mary Beth Osburn
Project Team Members: Dina Burtt, Cathy Munroe, Mary Hill, Karen Muhaney, Leeann Carter, Ellen Phillips & Stephen Hare

Students from Grade 6-9 will be manufacturing and designing their own buttons (1 ½” & 2 ¼” in size) using: their own design ideas, as part of PDR, Science, Math, Language Arts, Physical Education and much more! This desire to be heard is not particular to contemporary students - the button making phenomenon started back in 1787 with Josiah Wedgewood of the Wedgewood pottery dynasty who ordered the production of "The kneeling African" depicting a slave in chains and uses the slogan "Am I not a man and a brother?" to promote the British anti-slavery movement. This early button is believed to be the first use of a slogan and a forerunner of today's political buttons.

Buttons are a messaging tool between one people. Buttons communicate information and make commentary on issues. Those who have access to button making equipment really have access to their "own printing press"! From a visual arts point of view, the button is like a small canvas for the ordinary person to express themselves. The button may be small in stature - but is can be used as a powerful tool for the oppressed or as a quiet form of passive resistance or proud support. Students love the notion of manufacturing their ideas and having their voice heard.

Button making has a rich and fascinating history - and its beauty lies in its simplicity. Button making is a tactile experience - it is perfect for the kinesthetic learner...it is all things to all people, and has been for centuries. It is the perfect vehicle for communication in a Junior High school setting such as Madeline Symonds Middle school.

Poetry Alive 11-12/80/J

School: Cunard Jr. High
Grade: 7-9
Employer: HRCE
Project Coordinator: James Curry
Project Team Members: Justin Hickey & Rob Crawley

Poetry Alive involves moving poetry into the 21st century. With the use of new and innovative software, students will be challenged to bring their poetry to life using both audio and visual means. Using portable and wireless ‘Netbook’ technology, students will be able to present their ideas by accessing the latest in media software while at the same time developing essential presentation skills. This project also allows students to create and share their poetic creations while learning to strengthen their writing and expressive skills. Poetry then becomes “alive” for students in a way that is not only current but also relevant in today’s computer age.

iPads Enhancing the Physical Education Curriculum 11-12/83/J

School: Cunard Jr. High School
Grade: 7-9
Employer: HRCE
Project Coordinator: Mary Lou Buckle

The project is integrating the use of I-Pads into the Physical Education curriculum by using them to:

video skill acquisition and give formative feedback
to look up dances, learn them in small groups, video them and then present them to the class
to use White Board - the drawing application to illustrate movement or game strategies
to use them as stations for fitness to demonstrate the movement required (i.e. squats, lunges, bicycle crunches, etc.)
to use them as music players to perform gymnastic routines
to video the gymnastic routines, to use them as an aid for correction and improvement
to present new skill using You Tube to demonstrate
to use them as project tools to look up information on the internet
Professional Development using face Time with other Physical Education Teachers

2010-2011

Les forms à 3D 10-11/01/E J

School: École Jean Marie-Gay
Grade: 7
Employer: CSAP
Project Coordinator: Monette Boudreau

Ce projet a pour but d’aider les élèves de construire des objets 3D. Ce projet va développer le processus de visualisation et de résolution de problème en travaillant avec l’outil information innovateur intitulé “Mathématiques : forme et espace”. Cet outil est un CD conçu pour le tableau blanc interactif pour le matériel de manipulation, les polydrons. Les élèves seront capables de manipuler et construire des polydrons en utilisant ce CD.

The Social Communication Challenge

School: Five Bridges Jr. High
Grades: 7-9
Employer: HRCE
Project Coordinator: Theresa Jennings
Project Team Members: Joanne Faryniuk, Sue Hannem

Students with Autism Spectrum Disorder, as well as others who have significant social and communication difficulties, require direct support and coaching on appropriate social interactions. This PDAF grant will provide funding to develop and implement a social communication skills program at Five Bridges Junior High. The funding will be used in two main ways:to develop a structured program within the school to foster positive personal development, and to provide new, co-operative activities with opportunities to coach students on how to make productive use of social free time.

Digital Sounds and Images

School: E.B. Chandler Jr. High School
Grade: 7-8
Employer: CCRCE
Project Coordinator: Ken MacKenzie
Project Team Members: Laura Wilson, Kathleen Jennings & Sandra Huntley

Four teachers at E.B. Chandler, (Laura Wilson, Music, Sandra Huntley, Art/ELA, Kathleen Jennings, Science/Technology, Ken MacKenzie, PST/AT) with the help of a NSTU PDAF grant have developed a new initiative at E.B. Chandler Junior High School in Amherst:Digital Sounds and Images. Sound recording and production, music and electro acoustic composition, studio design, video production and computing, visual imaging are just some of the exciting new topics that will be introduced. There are rooms available to allow us an opportunity to supervise and challenge interested students from our grade 7 and 8 classes. Before school, at noon and after school there will be a program where those interested will be able to challenge their multimedia creativity by being exposed to equipment and programs that otherwise would never be available until much later in their education.

Developing Musical Skills Through Composition

School: New Glasgow Jr. High
Grade: 7-9
Employer: CCRCE
Project Coordinator: Laura Bowman

The project Developing Musical Skills Through Composition aims to augment the new Music 8 curriculum through regular classroom use of Orff instruments. Through the Music 8 curriculum, students learn to compose, notate and perform their own music, selecting the form, expression, and notation that best express their musical intent. To fully realize the possibilities in this program, each student will have access to Orff instruments, which can produce pentatonic and diatonic scales, are easy and non-intimidating to play, and are varied in pitch and timbre. Such instruments create opportunities for students to easily experiment with melody, create varied textures, and perform without embarrassment or frustration in the use of their instrument. With each student being able to work with an instrument during each class, musical concepts will be continuously put into practice.

Destination ImagiNation - An Enrichment Program for Exceptional Learners 10-11/42/J

School: Eric Graves Memorial Jr. High
Grade: 7-8
Employer: HRCE
Project Coordinator: Bhreagh MacDonald

Destination ImagiNation is an educational program in which student teams solve open-ended Challenges and present their solutions at Tournaments. Teams are tested to think on their feet, work together and devise original solutions that satisfy the requirements of the Challenges. Participants gain more than just basic knowledge and skills - they learn to unleash their imaginations and take unique approaches to problem solving. By introducing this program, our goal is to focus on meeting the needs of exceptional learners and those students with high academic achievement by providing them the opportunity of enrichment programming to supplement, extend, and build on curriculum outcomes.

Engaging Students in Music Using Cutting Edge Portable Digital Technology 10-11/41/J

School: South Queens Jr. High
Grade: 7-9
Employer: SSRCE
Project Coordinator: Warren Dobson
Project Team Members: Theresa Webb, Barbara Welsford & Barbara Cochrane

The goal of this project is to enhance access to musical skill development through participation in an iPad Band. Previously, some students with disabilities have had difficulties accessing and utilizing various instruments. Musical instrument Apps allow users of the iPad to perform music in a variety of orchestral instrument styles. The South Queens iPad Band project will offer students opportunities to develop and enhance self-esteem and social skills while learning new technology and engaging in fun and exciting curriculum-based activities.

Program Development Assistance Fund (PDAF)

Successful Project Profiles

Junior High Level

School Year

2025-2026

2024-2025

2023-2024

2022-2023

2021-2022

2020-2021

2019-2020

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

2013-2014

2012-2011

2010-2011

2022-2023

Astral Drive Brave Space 22-23/09/J

Regulation, Sensory and Active Lifestyle Room 22-23/15/J

BMHS Remembrance Day Cenotaph 22-23/27/J

Making Music for Friendship Community and a Life Long Pursuit 22-23/28/J

Production Club 22-23/33/J

Programming Through MTSS for Reading with Technology Assistance: An Inclusive Approach 22-23/59/J

2021-2022

Technology Engagement Boost Program 21-22/07/J

French Pen Pals Project 21-22/29/J

Powerful Voices for Change 21-22/33/J

Tec Talent 21-22/38/J

Bayview Community School Mountain Biking Program 21-22/48/J

Toward a Thinking Classroom: Supporting Inclusive Conceptual Learning of Rational Numbers 21-22/54/J

Creating a Queer Space at Eastern Passage Education Centre – The GSA Library 21-22/63/J

Improving Student Problem Solving, Empathy and Literacy through Collaborative Gamification 21-22/71/J

The Art of Failure: Tools to Build Growth Mindset in Science and Art 21-22/72/J

Building Thinking Classrooms 21-22/78/J

Food Sustainability and The Future 21-22/81/J

2020-2021

Cuisine extérieure 20-21/11/J

Use of Snowshoes with Newcomer Students to Discover Indigenous Contributions to Canadian Culture and New Ways of Enjoying Physical Activity 20-21/37/J

Bringing Life to the Science Classroom and Beyond: Horticulture and Novel Technology Unite20-21-72-J

Music Composition Using Technology 20-21-76-J

2019-2020

Five Bridges Coffee Cart 19-20/01/J

Safe Learning Space 19-20/25/J

Switching on Fitness 19-20/33/J

Bluenose Academy Sleep Warm Initiative 19-20/46/J

Bringing Lessons to Life with VR/AR 19-20/53/J

2018-2019

Spinning From Within 18-19/12/J

“The Sky is the Limit” Drone Project 18-19/14/J

Innovation and Creation with 3D Scanner Technology 18-19/23/J

La bicyclette comme médium d'intégration des apprentissages transdisciplinaires 18-19/27/J

Our Microscopic Community 18-19/36/J

Food and Its Impact on Mental Health and Wellness 18-18-19/54/J

Table Top Role Playing Game 18-19/67/J

Project Eagle (Enrichment Activities for Getting Learners Engaged) 18-19/75/J

Cutting Edge Entrepreneurs with CutStudio Software 18-19/76/J

2017-2018

Youth, Growth and Visionary Art 17-18/15/J

Moving to Learn 17-18/49/J

2016-2017

Winter Trekking / Outdoor Survival Skills 16-17/44/J

Digital Rhythms and Sonic Waves 16-17/49/J

Snowshoeing in the Canadian Winter with EAL Students 16-17/50/J

Creative Arts Lab 16-17/51/J

Virtual Reality in the Classroom 16-17/53/J

Become An Expert! A Journey through Inquiry, Supported by New Technologies & the Arts 16-17/55/J

Physical Education Technology Integration Plan 16-17/60/J

Studio C 16-17/67/J

Jardine Intelligents Arduino 16-17/70/J

2015-2016

ALLy-Ship 15-16/05/J

On Wobbly Ground 15-16/06/J

Drama Therapy with Sensory Supports for LC Students and Circle of Friends 15-16/28/J

Winter Outdoor Survival Skills Program 15-16/37/J

Fitness Tracking - Cross Curricular Health Improvement 15-16/51/J

Canoeing Is Canadian Identity 15-16/70/J

9-Hole Disc Golf Course 15-16/73/J

Bringing Life to the Science Classroom and Beyond: Horticulture and Novel Technology Unite
20-21-72-J