Grants

Search or browse below to see past Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.

A Rocha Canada

Cultivating Holistic Education in Surrey Schoolyards

In partnership with the Surrey School District (SSD), Cultivating Holistic Education in Surrey Schoolyards will initiate three schoolyard farms in inner city secondary and/or elementary schools, and facilitate food literacy learning in five elementary schools over the next three years. Cultivating Holistic Education In Surrey Schoolyards will: 1) address root causes of social, economic and ecological inequity, by promoting food sovereignty, including access to and control over ones food sources, 2) offer hands-on sustainable agriculture education (the schoolyard farms will be tools for teachers to teach English, Math, Health and Science to all students, as well as to facilitate learning specifically for Aboriginal and Special Education programs), and 3) provide spaces for community celebration, cross-cultural connection and relationship building. Alongside A Rocha staff and SSD teachers, SSD children will grow food, learn new skills, be empowered to take ownership of the food they grow and become passionate about what they eat, as well as to celebrate the fruits of their labour.
$45,000.00
2014

Abbotsford Restorative Justice and Advocacy Association

Proactive Comprehensive Anti-Bullying Program for Middle Schools

We recognize that there is no shortage of approaches and data on responding to bullying issues in schools. However, there is a shortage of people implementing practical programs based on their local contexts. What makes this project different is that we seek to understand our local context using school based surveys and THEN to use existing tools and empirically supported resources to address our needs and realities. After analyzing these surveys we will work together with BC Centre for Safe Schools (BCSSC) to compile a manual of best practices in dealing with bullying in Abbotsford middle schools. We are not reinventing the wheel; we are simply using existing research to create a tailor-made approach for Abbotsford. This program will address bullying behaviour by creating an inclusive, empathic, and responsive school culture, develop a program of classroom circles to promote healthy relationships, develop emotionally honest and open communication, training of staff, supervisors, and parents to recognize and help address bullying behaviour,and mediating bullying incidents.
$40,000.00
2012

Ashoka Canada

Changemakers Competition on First Nations, Metis and Inuit Education

Changemakers is a community of action where individuals around the world collaborate on solutions to solve the world’s most pressing social problems. Our online platform brings together 130,000 contributors from around the globe. Participants submit ideas, collectively identify the best social solutions, and then collaborate to refine, enrich, and implement those solutions. With the McConnell Foundation, we identified a Changemakers competition as a way to find innovations in the field of education, as well as to make meaningful connections between grassroots innovators and the philanthropic sector in Canada. Ashoka Canada is launching reRooting Education: Inspired Approaches to First Nations, Métis and Inuit Learning. We are looking to find, map and generate innovative ideas and strategies to improve First Nations, Métis and Inuit students’ engagement and success in education. Top entries will be recognized with prizes, which will be awarded at a closing summit. Additional prizes will acknowledge outstanding entries from specific geographic regions or thematic topics.
$50,000.00
2011

Canadian Institute of Reading Recovery

Targeted Early Intervention for Literacy - A Vancouver Training Institute

Reading Recovery is an evidenced-based effective 12-20 week intervention that changes the life trajectory of the students. It is based on the understanding that for children who are struggling to learn to read, the best investment is a highly trained teacher. The RR Network for professional development is three-tiered. Teachers in schools receive an additional year's training and ongoing mentoring from a Teacher Leader. The teachers then support the 15 - 25% of grade one students who are struggling to read with expert one-on-one teaching. The Teacher Leaders are trained for a year by Regional Trainers. BC does not currently have a resident Regional Trainer and candidates have to travel to Winnipeg or Toronto for a full year to receive the training. This project aims to establish a Centre in Vancouver to support the Teacher Leaders in the Region and to meet the training demands created as the program expands throughout the Region. Working with the Vancouver School District and others in the Region, the CIRR will train and support Teacher Leaders for RR.
$41,450.00
2013

Chilliwack Community Services

Gateway Family Literacy Programs

Chilliwack Community Services (CCS)delivers two dynamic adult upgrading programs in partnership with the University of the Fraser Valley (UFV). While parents pursue grade 9, 10 & 11 math and English upgrading courses their infant/toddler and preschool children receive free childcare in a high quality, literacy rich environment. Participant demographics include marginalized families, families living in poverty and “at risk” situations, First Nations, and immigrants. CCS has over 20 years experience in operating these family literacy programs. The agency’s Strategic Plan includes a goal of expanding both family literacy programs to operate 10 months a year, and a new and very exciting initiative to extend the program to include workplace essential skills. This expansion addresses the root causes of social and economic inequality by providing practical work place, pre-employment skills as well as one on one employment counseling. Participants may now register for 10 months wrap-around programming offering free upgrading with a UFV instructor, parenting instruction, workplace.
$40,000.00
2014

Department of Curriculum and Pedagogy

Southlands Elementary International Baccalaureate Primary Years Program

This three-year evaluation research process will illuminate the impact of a new International Baccalaureate (IB) program on the Aboriginal and non-Aboriginal students who attend Southlands Elementary, a public Vancouver school in which a significant proportion of the student population is Aboriginal. The school is implementing the Primary Years Program (PYP) of IB and including Musqueam culture in its program, which is a new aspect of IB programming. This study will discover the degree to which the efforts to transform the public elementary school succeed and whether the local Musqueam First Nation community finds the new school programming an effective model of schooling for their children. In addition, the IB, Southlands School and VSD are highly interested the results of this innovative program. Two additional outcomes include (1) the plausibility of extending the IB PYP/Aboriginal approach to other public schools in the Vancouver School District and British Columbia; and (2) applying the evaluation model and tools developed for this project to other school sites.
$50,000.00
2011

Heiltsuk Tribal Council

Bridge to Learning

The Bridge to Learning Program will support adult learners who have not been in the education system for 15 years or more. It will provide the following activities: 1. Adult Learning Educational preparation and Learning Plans - Assessment testing, Learning plans, Program placement 2. Lifeskills Program - Time management, Organizational skills, Essential Skills Program - are needed for work, learning and life; are the foundation for learning all other skills; help people evolve with their jobs and adapt to workplace change. 5. Heiltsuk Cultural Traditional Learning 6. Art and Cultural Program - Students will participate in a traditional art class where they will make a drum and will also participate in traditional food gathering depending on season. 7. Bridging the gap - reconnection to the community elders - Elders will be invited into the classroom to support the adult learners.
$41,000.00
2012

Indian Residential School Survivors Society

Residential Schools - Truth and Learning

Partner to develop engaging educational resources for students within the school system that will supplement current Social Studies curriculums. These will describe and illustrate the history of Indian Residential Schools (IRS), the role of Churches and Government, and the impact the schools have had on First Nation’s people & non-natives. Create mobile exhibits to be rotated among schools, colleges, universities etc. and in the lobbies of participating corporations with the goal of educating employees about IRS & to create funding, scholarships & job mentoring opportunities. Develop a proposed permanent education and research centre at UBC to supplement the First Nation’s Studies Program, House of Learning, Museum of Anthropology, Long House, First Nations Library etc. By creating interactive, multi-media displays that bring the experience of Residential Schools to life, the exhibits will assist educators by enhancing the resources of their in-class curriculum and generate additional interest in the subject with native & non-native people.
$40,000.00
2011

Musqueam Indian Band

Exchanging Musqueam's Cultural Teachings

The Musqueam have always lived in the area from Howe Sound through the Fraser River estuary. Vancouver area schools have few resources to help teach their students about the language, culture, and history of the local First Nations’ Musqueam. First Nations are culturally diverse, even among neighbours, so it is important to maintain community-specific teaching resources. We propose creating a kit to help teachers educate their students about Musqueam cultural heritage, and help the Musqueam community reach out to the public to respectfully share traditional knowledge. This teaching kit will be housed at Musqueam’s new Cultural Education Resource Centre and will be available for teachers to sign out on Musqueam’s website. The kit will include resources about the village of cesna?em – a key archaeological site in Canada, and the centre of a recent public discussion of Aboriginal rights. We hope to reach many schools within Musqueam Traditional Territory, beginning with local schools attended by Musqueam children to bridge cultural gaps between First Nation students and their peers.
$40,000.00
2013

Okanagan College Foundation

Aboriginal Access and Service Project

This pilot project is a culturally relevant, proactive program of support for first year Aboriginal students enrolled in university-level courses. It is a multidimensional support system that seeks to maintain cultural integrity to enhance Aboriginal student success. The program aims to provide individualized support, recreate the family dynamic, and monitor student progress. It is based on existing research and best practice examples. Aboriginal students voluntarily register for the program. Once registered, they are engaged one-on-one in order to co-create a program of support tailored to their needs, otherwise known as an Achievement Plan. This allows the learner to take ownership of their learning. Support is monitored and provided in a holistic fashion ensuring that physical, intellectual, emotional, and spiritual supports are available as needed. Each student uses a Passport to Achievement to record their interactions as per their Achievement Plan. Upon completion, students will have their passport evaluated to ensure they are eligible for the completion bursary.
$40,400.00
2013

Royal Roads University

Growing Our Futures: Community Training in Native Plant Landscaping for Adult Indigenous Students

This social innovation project will deliver an eight week community-based, culturally sensitive, hands-on training program in native plant landscaping and restoration to 16 students on the Scia'new First Nation. The training program will provide participants with the knowledge, skills and confidence needed to take advantage of employment opportunities in their community. These opportunities are especially strong given the partnership between the Scia'new Nation and Spirit Bay Developments on a 10 year plan to build a 500 + unit sustainable housing development. The project will influence systemic change towards increasing employment opportunities through incorporating Indigenous culture and traditions into education and employment training, an important element for increasing Indigenous participation in the labour market. The project will also create change through enabling community members to play a full role in a development occurring within their community. Similar developments often involve developers leasing property from First Nations and undertaking the development themselves. At Spirit Bay, ownership of the development is shared by the Trust for Sustainable Development (49%) and the Scia’new First Nation (51%) with the intention that the community meaningfully participates in the long term revenues and benefits generated. This project will provide community members with the skills to meaningfully participate in economic development on their own reserve.
$48,675.00
2016

School District #36 - Surrey

Parents As Literacy Supporters in Aboriginal Communities (APALS)

The "Parents As Literacy Supporters in Aboriginal Communities"; program, herein after referred to as "PALS", will be delivered in the common rooms of 5 Kekinow Native Housing Complexes and in 5 elementary schools (with highest Aboriginal populations) to increase participation levels of Aboriginal parents and their children (0-6) in mainstream Early Childhood Programs; promote positive home to school transitions; and ensure Aboriginal children are ready for school. An Aboriginal Early Childhood Educator and an Aboriginal Elder will engage approximately 300 Aboriginal children (100 per year), aged 0 - 6, and their families in APALS sessions throughout the course of three school years. Each session will consist of a wide range of fun, educational, and culturally appropriate early childhood development activities, such as: storytelling, singing, drumming, "Make and Take" cultural craft activities, circle time, group reading, group discussions, and literacy/numeracy activities. Families will also receive a culturally appropriate Aboriginal book at each session to take home and keep.
$45,000.00
2011

School District #67 - Okanagan Skaha

Through a Different Lens

The two components of our project will be to expand the number of teachers allowing students to use their preferred method of demonstrating their learning and to build the capacity of these teachers to assess the intended learning outcomes regardless of the methods students choose. Each of these components will require four steps: 1) The introduction of teaching and assessment strategies to allow for alternate demonstrations of understanding in regular classroom practice. 2) The actual implementation of new instructional and assessment methods. This stage will involve coaching by the mentor teachers as well as side-by-side teaching as these strategies are incorporated into actual classrooms. 3) The evaluation of the implementation process. 4) The re-adjusting of instruction and assessments. After the evaluation and reflection, adjustments will be made before similar strategies are implemented in the future. Our project will be implemented with groups of teachers from six schools: 2 elementary schools (K-5), 2 middle schools (6-8) and 2 Secondary Schools (9-12).
$50,000.00
2011

Science Fair Foundation of BC

Quest for Science Fair Champions

This is the second year of a multi-year program, Quest for Science Fair Champions (Quest), designed to equip the science teachers of BC, from K-12, with the tools to implement inquiry-based instruction in their classrooms. In year one of the program, we recruited 20 teachers from 7 of the 14 Science Fair regions to 4 Smarter Science workshops held in Vancouver that provided these teachers with the skills to train their colleagues in inquiry-based science teaching. In turn, they provided shorter workshops to more than 500 additional teachers & are continuing this work. In year two, we expect to complete our coverage of the Province by holding the Smarter Science workshop component of the Quest program in Kelowna, Prince George & Fort St. John. As well, in partnership with the Office of Indigenous Education, Faculty of Education, Simon Fraser University (SFU), we will make a concerted effort to recruit teachers from areas with large concentrations of Aboriginal students, throughout the Province, in order to increase the participation rate of these students in the Science Fair program.
$45,000.00
2013

Snuneymuxw First Nations

Snuneymuxw First Nation's House of Learning (in the Snuneymuxw community)

In September 2006, this Vancouver Island First Nation had 56 per cent unemployment. They conducted a community literacy survey and discovered that 64 per cent of their adult members were reading at a Grade 7 level or below. They created the House of Learning to address this issue. Vancouver Island University instructors teach day (literacy up to Grade 10) and evening classes (Grades 11 and 12) to approximately 25 adult students over three semesters. This creates a bridge for higher education, and an environment that is respectful and supportive.
$40,000.00
2010

Spo7ez Cultural Centre and Community Society

Aboriginal Youth Ambassador - 2010 Curriculum Formalization Project

Aboriginal youth ages 17 to 30 will have the opportunity to receive industry-recognized training, exposure to the post-secondary education environment, and meaningful work experience at high-traffic tourism venues. This proven model is designed to create opportunities for high-risk Aboriginal youth, who primarily live on reservations and face poverty and low literacy. It strengthens cultural connections by working with elders and indigenous cultural experts from the Squamish and Lil’wat Nations and assists in developing successful work and education patterns. This highly successful model, designed to create opportunities for high risk aboriginal youth, who primarily live on reservations and face multiple barriers (e.g. poverty, low literacy levels), strengthens cultural connections by working with elders and other indigenous cultural experts from a range of Squamish and Lil'wat Nation aboriginal communities and assists in developing successful work and education patterns. Funding provided by the Vancouver Foundation for this project will enable the formalization of the program and provide for 3.0 credit. This credit will create a bridge to further education and increase opportunities for participants.
$50,000.00
2010

Sunshine Coast Community Services

Improving socio-economic outcomes for adults living with mental illness

This project will bring together the Food Bank and Arrowhead Club House to test a volunteer and employment training initiative for adults living with mental illness. A key component will be the implementation of organizational change in the structure of the Food Bank to incorporate a capacity building training component for ADLMI that could lead to employment in the community and will incorporate long term sustainable employment in the food bank for adults living with mental illness. The results of this pilot will provide ongoing support to potential employers building our communities capacity to support this population and shift the communities perception of the abilities and positive contributions ADLMI can make to the health and well being of the community. Participants will have an increased sense of self worth, increased income, references for other employment and will have the skills and support to seek employment. Local employers, support services and adults living with mental illness will be engaged in workshops and dialogues to discuss the barriers and benefits of employing this population. These activities will shift their perception of ADLMI and increase their ability to support this population. In addition the new volunteers and employees will increase the Food Banks capacity to serve the community and to better serve users of the Food Bank who have Mental illness.
$49,040.00
2017

UBC - Faculty of Land and Food Systems

Building Resiliency: Growing Food and Farmers

Four-Season Food Literacy: Hands-On Training for Farmers & Eaters (FSFL) will provide season extension education & training for aspiring & established farmers, gardeners, urban farmers and the general public. By modeling 4 methods of protected agriculture (hoophouses, high & low tunnels, and cold frames) we will provide the basis for hands-on workshops on season extension for all growers. The curriculum of our Practicum in Sustainable Agriculture (PSA) will be diversified to include season extension practices and we will expand the physical space used for farmer training. The increased scope of the PSA will help us provide aspiring agriculturalists with high-quality, hands-on, experiential training in ecologically based growing methods that will prepare them to meet today’s farming challenges. We willl present workshops to the general public that will equip Vancouverites with the necessary skills to eat locally year-round. FSFL has the overarching goal of creating a more food & farming literate population that can grow & eat more food year-round, increasing local food system resiliency.
$40,000.00
2012

UBC - Okanagan

Aboriginal Mentorship Program

Some Aboriginal students face challenges when returning to their communities. Both communities and students often feel that students’ new skills and knowledge were not developed through an indigenous lens. This project identifies and mitigates breakdown points, and helps students share what they’ve learned with their community. Using a structured, three-month mentorship model, students develop, deliver, manage and evaluate a community development program while building relationships with their community.
$50,000.00
2010

WSÁNEC School Board

STÁ,SEN TTE SENCOTEN- Language Revitalization and Sustainability Plan

This project will facilitate the revitalization and sustainability of the Sençoïen language at their band-operated school. Their five-year mission is to establish immersion programming from pre-school to Grade 3. They have hired six language apprentices to work with a language team, including three current language instructors who will soon retire. They seek on-going funding for their master/apprentice relationships between their 15 remaining fluent elders and their dedicated young adult apprentices.
$50,000.00
2010