Synergy ProjectsSET-BC Synergy Projects are provincially coordinated technology projects designed for educators across British Columbia who are interested in exploring and sharing the potential for innovative technology to support student access to the BC Curriculum.

Projects may have a district, classroom or students focus. Details of each project stream are outlined below as available.


Synergy Projects for Districts and Schools (2017-2018)

The District and School-Based Synergy Projects are designed to provide district and school teams with Professional Learning opportunities and technology tools to support student diversity and inclusion. For the 2017-2018 school year, our district projects will support four areas or programs: Aboriginal Education, Intensive Intervention Programs, Library Learning Commons, and 3D Alternate Formats for Students with Visual Impairments.
Each project requires a project team leader and one or more classroom teacher partners. Please see the areas below for specific project descriptions, criteria, illustrations of possible projects and the available technology tools.

The application deadline for all four District-Based Synergy Projects is June 15th, 2017.

The application form may downloaded here.

For questions or further information on these projects, please email us at projects@setbc.org.

Aboriginal Education – Art, Music, and Storytelling

As part of this project, aboriginal education teams will be exploring innovative ways to support students’ artistic expression, original music composition and digital storytelling.

“If we start from the point of where we stand, we are able to immediately and comfortably bring Aboriginal worldviews and perspectives to the classroom. We all share the history of the place on which we stand, but education needs to recognize the language and people that came originally from this place.”

Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward

During the project Provincial Review process, priority will be given to project designs which demonstrate the following:

  • Contain themes and characteristics of Aboriginal worldviews and perspectives including connectedness and relationship; awareness of history; local focus; engagement with the land, nature and the outdoors; emphasis on identity; community involvement; the power of story; traditional teaching; language and culture; and / or experiential learning (Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward)
  • Clear and achievable project outcomes and goals within the stated project timeline
  • Clear rationale and explanation of how the district will organize the project (e.g. technology bundle will remain with one aboriginal educator all year, technology bundle will be shared on a rotational basis between 2 aboriginal educators, etc)
  • District commitment to provide additional support and resources as needed

Teams will be able to commit to the following:

  • Participation in collaborative action planning in early September 2017 and a mid-year meeting with SET-BC project facilitators
  • Participation in short monthly online project team meetings for sharing of resources, troubleshooting and requested training support
  • Regular contributions to a professional blog for the duration of the project
  • Appropriate permissions to display project outcomes, including specific indications of which images of students and their work that can and cannot be displayed on the SET-BC website
  • Summary of the project outcomes by May 31st of the project school year

The following are brief descriptions of potential projects in this area:

Our Stories – District Aboriginal Educator leads an exploration of students’ cultural context through interviews with local elders and community leaders. Using photography and original artwork, students create multimedia presentations to share with the community.

Seasons – Over the course of the school year, based on the seasons, three different groups of students explore the human relationship with the local natural environment and resources. Each group’s contribution utilizes multimedia tools to illustrate a deeper understanding of responsibility and sustainability.

Original Voice – Students create and relate a variety of stories framed by local oral traditions through the use of a variety of media such as music, visual art and dance.

The following will be available to support the Aboriginal Education – Art, Music, and Storytelling projects:

  • Participation in a professional learning community of project teams
  • Local or remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:
    • 5 iPad Pros (12.9 inch)
    • 5 Smart Keyboards for iPad Pro
    • 5 Apple pencils
    • Projector
    • Art, music, and storytelling apps (TBD)

Place-Based Education – Learning Commons Support (Secondary)

The Place-Based Education – Learning Commons project will support Teacher-Librarians in secondary schools explore the use of technology to support place-based learning activities.

“Place-based education immerses students in local heritage, cultures, landscapes, opportunities, and experiences using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. Place-based education emphasizes learning through participation in service projects for the local school and/or community.”

Promises of Place

Priority will be given to project designs which demonstrate the following:

  • Mutually developed project goals that reflect a partnership between the Teacher-Librarian and one or more classroom teachers in a secondary school setting
  • Project connection to specific curricular areas that support participation in school or community service projects
  • Clear and achievable project outcomes and goals within the stated project timeline
  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • District commitment to provide additional support and resources as needed

Teams will be able to commit to the following:

  • Participation in collaborative action planning in early September 2017 and a mid-year meeting with SET-BC project facilitators
  • Participation in short monthly online project team meetings for sharing of resources, troubleshooting and requested training support
  • Regular contributions to a professional blog for the duration of the project
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31st of the project school year

Community Science – Teacher-Librarian works with science teacher(s) to facilitate students’ exploration of concepts of scientific or environmental interest to better understand a community issue (e.g. disappearing song birds in the area, decrease water availability in summer, need for updated equipment in local hospital, etc). End of project presentations share new student learning and unique solutions that could potentially address the community issue.

Our Library – Teacher-Librarian works with social studies teacher(s) to support students’ development of materials about local history, geography, culture, etc. These materials are published in formats that allow others in the school to access them (viewable in library or as loanable materials). The overall outcome is an increase in library materials that have a local focus.

Our Town – Teacher-Librarian works with communications or media teacher(s) and the local municipality to research and develop information, images, or interactive resources that are incorporated into the local municipal or tourism-based website. Project focus could include town events (e.g. festivals), places to visit (e.g. interactive map), local colour (e.g. people who have made contributions to the community), or other evergreen initiatives.

The following will be available to support the Place-Based Education – Learning Commons Support (Secondary) project:

  • 8 Win 10 Surface Pros OR 8 Macbook Pros with photo/movie editing software
  • 1 Go Pro camera (Session)
  • 1 Go Pro camera (Hero)
  • Camera mounting package

3D Printing to Support Students with Visual Impairments (Teachers of the Visually Impaired)

The 3D Printing project will support a small group of Teachers of the Visually Impaired explore the acquisition, modification, or creation of 3D printed models to support students who have visual impairments. This project is designed to support a provincial collaboration of TVIs interested in working together to both address the needs of the specific students they support but, in partnership with the PRCVI alternate format team, contribute to the provincial collection of 3D model designs.

Priority will be given to project designs which demonstrate the following:

  • One or more district Teachers of the Visually Impaired with a clear vision and specific goals for how 3D printed models can support their students with visual impairments (e.g. in literature studies, science units, math instruction, etc.)
  • Project connection to curricular goals in one or more subject areas
  • Clear and achievable project outcomes and goals within the stated project timeline that include both individual student support and support for the provincial collaboration
  • Description of physical management of 3D printing technology (e.g. secure location identified, outline of file management and sharing, etc)
  • District commitment to provide additional support and resources as needed

Teams will be able to commit to the following:

  • Participation in collaborative action planning in early September 2017 and a mid-year meeting with SET-BC project facilitators
  • Participation in short monthly online project team meetings for sharing of resources, troubleshooting and requested training support
  • Regular contributions to the PRCVI Teachers of the Visually Impaired Yammer Network describing the project progress
  • Contributions of 3D models / files to the PRCVI alternate format collection
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31st of the project school year

Classroom Partners – Teacher of the Visually Impaired partners with secondary teacher who is teaching students skills in 3D modeling to identify specific 3D models that would support one or more students with visual impairments. TVI facilitates a “3D Model Challenge” which would inspire students to develop the most effective models according to stated requirements.

3D Model District Team – Teacher(s) of the Visually Impaired work together with transcribers and other support staff to identify one area of 3D printing for students with visual impairments – tactile maps, braille labeled STEM models, literature support models, etc. Following training on how to acquire, modify or develop new models, the team produces final products and shares model files.

3D Literacy Aids for Primary Classrooms – Teacher of the Visually Impaired works together with one or more primary teachers to develop 3D models which would support the literacy development of a student with visual impairment. These models would focus on the most commonly used picture/story books and would be made available to primary teachers through the district resource centre.

The following will be available to support the 3D Printing to Support Students with Visual Impairments:

  • 1 Tinkerine Ditto Pro 3D printer
  • Filament
  • 1 Macbook Pro OR 1 Win 10 Surface Pro
  • 3D printing / modeling software

Building Bridges to Inclusion – Intensive Intervention Programs (Lower Mainland - Secondary)

For 2017-2018, the Building Bridges to Inclusion (Secondary) project will support Intensive Intervention Program teachers working with one or more classroom teachers in lower mainland secondary schools interested in exploring inclusion of complex students in typical classroom settings. The project is designed to be an inquiry action-based research project exploring the question: How can secondary students attending school in an intensive intervention program be effectively included in a typical classroom setting?

Priority will be given to project designs which demonstrate the following:

  • Mutually developed project goals that reflect a strong partnership between an Intensive Intervention Program teacher and one or more classroom teachers in a secondary school setting
  • Project goals that reflect specific curricular or learning areas that are classroom based but that can also be supported in the intensive intervention program with students with complex and diverse needs
  • Clear and achievable project outcomes and goals within the stated project timeline
  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Intensive Intervention Programs that have adequate individual student technology support in place (e.g. AAC devices)
  • District commitment to provide additional support and resources as needed

Teams will be able to commit to the following:

  • Participation in collaborative action planning in early September 2017 and a mid-year meeting with SET-BC project facilitators
  • Participation in short monthly online project team meetings for sharing of resources, troubleshooting and requested training support
  • Regular contributions to a professional blog for the duration of the project
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31st of the project school year

Parallel to Intersecting – At the beginning of the year, classroom teacher and Intensive Intervention Program teacher co-plan curricular unit so that the students in both typical and support program are using common content to support collective and individual student learning goals. Students in both programs then present their learning in both locations. As the year progresses, the curricular unit development allow for more inclusion of the support program in the classroom setting and in typical student groups as classroom teacher becomes more familiar and comfortable including students with complex needs in typical curricular activities.

Reconnecting with Friends – Students in a Grade 8 Intensive Intervention Program invite their friends from elementary school to their classroom to play, create, and do research on topics of mutual interest. All students benefit from reconnecting with prior comfortable relationships and are able to demonstrate mutual learning / curricular goal attainment.

Student Peers – Students from a typical classroom are identified to assist the support team in developing curricular based student materials using software / apps available in the support program. These materials support the learning goals of students in the support program and allow typical students to research areas of mutual interest.

The following will be available to support the Building Bridges to Inclusion project:

  • 1 EyeLearn rolling package with Windows laptop (EyeLearn Rolling Package)
  • 2 Laptops (Windows or Macintosh)
  • Clicker 7 software with Cricksoft switch interface and jellybean switches
  • 2 – 2017-2018 SETdirect bundles of team choice (TBD in early fall)
  • Release time for classroom teacher for co-planning and training

Synergy Projects for Classrooms (2017-2018)

The BC curriculum identifies five foundational features of the new curriculum that contribute to deeper learning. These features are made up of the three core competencies; communication, thinking and personal and social competency, plus literacy and math skills. Synergy projects for classrooms have been designed to provide interested classroom teams with the opportunity to explore the use of technology to support student growth in these key skill areas.

Project teams are encouraged to explore each of the five potential stream areas before applying. Each stream area includes descriptions of the skill area from the BC curriculum as well as specific application criteria, illustrations of possible projects and supports available to teams.   Application forms are generic for all projects therefore, please indicate your desired stream on the application form by using the tick boxes provided near the top.

Applications for the 2017-2018 Synergy (Classrooms) projects have now closed. Thanks to the many teams across the province who applied!

Communication Skills

As part of this stream, project teams will be exploring innovative ways to support:

  • Communication – “The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.”

Priority will be given to project designs which demonstrate the following:

  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Curricular connection to the specific project stream and the other content areas
  • District commitment to provide additional support and resources as needed
  • Classroom readiness for SET-BC provided technology implementation
  • Clear and achievable project outcomes and goals within the stated project time line

Teams will be able to commit to the following:

  • Participation in collaborative action planning  in June 2017 and a mid-school year meeting with the SET-BC project facilitators
  • Participation in 8-10 project team meetings held in an on-line environment
  • Regular contributions to a professional blog
  • Creation of 3 or more resources made publicly available through the SET-BC website
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31 of the project school year

The following vignettes are brief illustrations of potential Communication Skills projects.

Sportscaster – A class explores the world of journalism and digital communication by documenting physical education and extracurricular activities at their school.   Products are initially shared within the class but eventually become part of the school website.

Connected Learning – A class connects with a group of students in a different county to share their stories and experiences through synchronous and asynchronous on-line interactions.  Students journal throughout the year to record and reflect on how their lives are the same and different from the pen-pal class.

Learning Log – Students demonstrate their understanding of ideas and concepts that are introduced throughout the year by creating a digital learning log.  The log is a multi-media record that demonstrated their understanding and learning in context.

The following will be available to support the Communication projects:

  • Participation in a professional learning community of project teams
  • Remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:

Thinking Skills

As part of this stream, project teams will be exploring innovative ways to support:

  • Thinking – “The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.”

Priority will be given to project designs which demonstrate the following:

  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Curricular connection to the specific project stream and the other content areas
  • District commitment to provide additional support and resources as needed
  • Classroom readiness for SET-BC provided technology implementation
  • Clear and achievable project outcomes and goals within the stated project time line

Teams will be able to commit to the following:

  • Participation in collaborative action planning  in June 2017 and a mid-school year meeting with the SET-BC project facilitators
  • Participation in 8-10 project team meetings held in an on-line environment
  • Regular contributions to a professional blog
  • Creation of 3 or more resources made publicly available through the SET-BC website
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31 of the project school year

The following vignettes are brief illustrations of potential Thinking Skills projects.

Creative Coding – Students use SCRATCH or other tools based on computational thinking as a medium for creative story writing.  Students begin by illustrating known stories and move towards creating their own.

Interactive Learning Fair – Students create ‘Interactive Exhibits’ where users are encouraged to touch, interact with and connect with ideas around sustainability.  Like a modern museum, a digital guide offers extra information and visitors are able to interact with exhibits in unique ways that help build understanding of global issues.

Simulation Science – Students use coding and Scratch to create science simulations to show what they know: watch hydrogen and oxygen molecules come together to form water, use the arrow keys to shift tectonic plates, share the mouse to explore the non-linear Richter scale.

The following will be available to support the Thinking projects:

  • Participation in a professional learning community of project teams
  • Remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:
    • 10 laptops (win/mac)
    • SCRATCH offline installed
    • 1 Camera
    • 10 Makey Makey

Personal and Social Skills

As part of this stream, project teams will be exploring innovative ways to support:

  • Personal and Social – “Personal and social competency is the set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.”

Priority will be given to project designs which demonstrate the following:

  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Curricular connection to the specific project stream and the other content areas
  • District commitment to provide additional support and resources as needed
  • Classroom readiness for SET-BC provided technology implementation
  • Clear and achievable project outcomes and goals within the stated project time line

Teams will be able to commit to the following:

  • Participation in collaborative action planning  in June 2017 and a mid-school year meeting with the SET-BC project facilitators
  • Participation in 8-10 project team meetings held in an on-line environment
  • Regular contributions to a professional blog
  • Creation of 3 or more resources made publicly available through the SET-BC website
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31 of the project school year

The following vignettes are brief illustrations of potential Personal and Social Skills projects.

Buddy Group Resources – Older students create personalized learning objects using technology for younger buddy classmates (Specific Consonant blends, a new Skip Counting song based on an interest inventory from the class, action break videos) based on real learning needs.

Storytelling – Students use a variety of digital tools to explore and express the relationship between their own, their family and their community’s diverse stories.  A project celebration in late spring includes a digital story telling fair open to the community.

Personal Responsibility – In response to literature (e.g. “Waiting is not easy” by Mo Willems) students use digital tools to set goals, demonstrate and reflect on their ability to increase their feelings of wellbeing and their ability to manage feelings.

The following will be available to support the Personal and Social skills projects:

  • Participation in a professional learning community of project teams
  • Remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:
    • 10 iPads
    • 10 Pictello app
    • 10 Classic Explain everything app
    • 1 Projector

Literacy Skills

French Literacy will be the focus of the literacy skills stream during the 2017-18 school year.  French as a Second Language, French Immersion or French Language School classrooms contain students with diverse learning needs that benefit from increased access to technology to support French Literacy skill development.  As part of this stream, project teams will be exploring innovative ways to support:

  • Literacy – “Literacy is the ability to understand, critically analyze, and create a variety of forms of communication, including oral, written, visual, digital, and multimedia, to accomplish one’s goals. Literacy helps students apply reading, writing, speaking and listening skills across a variety of subject areas.”

La littératie française sera au centre du flux de compétences en littératie pendant l’année scolaire 2017-18.  Les classes de français langue seconde, de l’immersion ou du programme francophone contiennent des étudiants ayant des besoins d’apprentissage variés.  Ces étudiants peuvent profiter de l’accès à la technologie pour soutenir le développement des compétences en littératie française.  Comme partie de ce flux, les équipes de ce projet exploreront la technologie innovante pour soutenir :

  • La littératie – La littératie est la capacité de comprendre, d’analyser de manière critique et de créer diverses formes de communication, y compris orale, écrite, visuelle, numérique et multimédia, pour atteindre ses objectifs. La littératie aide les élèves à appliquer les compétences de lecture, d’écriture, de parole et d’écoute dans une variété de domaines.

Priority will be given to project designs which demonstrate the following:

  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Curricular connection to the specific project stream and the other content areas
  • District commitment to provide additional support and resources as needed
  • Classroom readiness for SET-BC provided technology implementation
  • Clear and achievable project outcomes and goals within the stated project time line

Teams will be able to commit to the following:

  • Participation in collaborative action planning  in June 2017 and a mid-school year meeting with the SET-BC project facilitators
  • Participation in 8-10 project team meetings held in an on-line environment
  • Regular contributions to a professional blog
  • Creation of 3 or more resources made publicly available through the SET-BC website
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31 of the project school year

La priorité sera accordée aux projets qui démontrent ce qui suit:

  • L’engagement à explorer des moyens innovants de soutenir une population diversifiée qui comprend un ou plusieurs élèves ayant des besoins complexes
  • La connexion du programme d’études au flux du projet spécifique et aux autres domaines de contenuL’engagement du district à soutenir du projet et de fournir des ressources supplémentaires au besoin
  • La préparation de la classe pour recevoir la mise en œuvre de la technologie
  • Des résultats et des objectifs clairs et réalisables dans le cadre du projet
  • Les équipes pourront s’engager à:
  • La participation à une réunion de plan d’action collaborative en juin 2017 et à une réunion au milieu de l’année 2017-18 avec les facilitateurs du projet SET-BC
  • La participation à 8-10 réunions d’équipe du projet dans un environnement en ligne
  • Des contributions régulières à un blog professionnel
  • La création d’au moins 3 ressources qui seront publiées sur le site Internet de SET-BC
  • Les autorisations appropriées pour afficher les résultats du projet, y compris les images des élèves et de leur travail, sur le site SET-BC
  • Un résumé des résultats du projet : Date limite : le 31 mai, 2018.

The following vignettes are brief illustrations of potential Literacy Skills projects.

Story Sharing – Students use digital story-telling apps to express themselves creatively, writing their own fairy tales with original characters, setting, plot and moral.  Students demonstrate understanding of typical opening lines, characters, conflicts, fantasy, typical closing lines, moral.

Partager les contes de fées – Les élèves utilisent des applications de récits numériques pour s’exprimer d’une façon créative en écrivant leurs propres contes de fées avec personnages, mise en scène, intrigue et morale originaux.  Les  élèves démontrent une connaissance de phrases introductives, personnages, conflits, fantaisie, phrases finales, morale.

Multicultural Fair – Students research and create stories about similar aged children growing up in another country.  Students’ chapter novels may contain sections around population, location, climate, foods, family roles, school, religions, sports and pastimes (among many more).  Project may culminate in multicultural fair where students present books, wear costumes, bring in artifacts and national food.

Salon Multicuturel – Les élèves font de recherches et racontent des histoires à propos des enfants qui grandissent dans un pays étranger.  Les petits romans des élèves peuvent contenir des chapîtres sur la population, le locale, le climat, la nourriture, la famille, l’école,  la religion, les sports et les passe-temps (parmi d’autres).  A la fin, on peut célébrer en présentant les romans, en portant des costumes traditionnels, en apportant des artefacts et de la nourriture nationale.

Memory Lane – Students write memoirs of their lives for their projected grandchildren of 2075.  They describe their lives and experiences as if they had already lived them, the lessons they have learned and wish to pass on, the things that they may have done differently.  Students might dress up as their future selves and present skit to class on life lessons.

L’annuaire de l’avenir – Les élèves écrivent des mémoires pour leurs petits enfants de l’avenir <2075>.  Ils décrivent leurs vies et leurs expériences comme s’ils les ont déjà vécues, les leçons qu’ils ont déjà apprises et veulent partager, les choses qu’ils auront dû refaire.  Les élèves peuvent se déguiser comme leur personnage de l’avenir et présenter leurs scènes à la classe.

The following will be available to supported Literacy skills projects:

  • Participation in a professional learning community of project teams
  • Remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:
    • 10 iPads
    • 10 Book Creator app
    • 10 Pictello
    • 10 Classic Explain Everything

Ce qui suit sera disponible pour les projets de compétences en littératie :

  • La participation à une communauté d’apprentissage professionnel
  • L’aide à distance d’un consultant de SET-BC
  • L’accès à Edublog premium
  • Le prêt de technologie de SET-BC suivant:
    • 10 iPads
    • 10 applications Book Creator
    • 10 applications Pictello
    • 10 applications Explain Everything (Classic)

Math Skills / Numeracy

As part of this stream, project teams will be exploring innovative ways to support:

  • Math skills, or numeracy – “Is the ability to understand and apply mathematical concepts, processes, and skills to solve problems and make decisions in a variety of situations, including real-life scenarios. Numeracy assessment looks at learning which has taken place throughout the student’s education, not only in mathematics, but across various subjects.”

Priority will be given to project designs which demonstrate the following:

  • Commitment to exploring innovative ways to support a diverse student population that includes one or more students with complex needs
  • Curricular connection to the specific project stream and the other content areas
  • District commitment to provide additional support and resources as needed
  • Classroom readiness for SET-BC provided technology implementation
  • Clear and achievable project outcomes and goals within the stated project time line

Teams will be able to commit to the following:

  • Participation in collaborative action planning  in June 2017 and a mid-school year meeting with the SET-BC project facilitators
  • Participation in 8-10 project team meetings held in an on-line environment
  • Regular contributions to a professional blog
  • Creation of 3 or more resources made publicly available through the SET-BC website
  • Appropriate permissions to display project outcomes, including images of students and their work, on the SET-BC website
  • Summary of the project outcomes by May 31 of the project school year

The following vignettes are brief illustrations of potential Math / Numeracy Skills.

Simulated Construction – Students design livable, sustainable structures using math skills and technology.  Using design concepts and process groups create plans and models that are shared out during a school wide celebration of learning.

School Gardeners – Class groups create proposals for an upcoming installation of a school garden.  Using math skills and technology, they budget (short and long term), design and create planting schedules that are presented to the school PAC.

Math Storybook – Students demonstrate their understanding of math concepts that are introduced throughout the year by creating a digital learning storybook.  The book is a multi-media record that demonstrated their growing understanding of numbers and how they interact in real and theoretical contexts.

The following will be available to supported Math skills projects:

  • Participation in a professional learning community of project teams
  • Remote SET-BC consultant assistance
  • Access to a premium Edublog
  • SET-BC provided technology loan:
    • 5 Chromebooks
    • 5 iPads
    • 5 Classic Explain everything app
    • Class license (1 year) EquatIO