Awarded Grants

Search or browse below to see past awarded 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.

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.

Canadian Centre For Policy Alternatives

Building Climate Justice Education in British Columbia

The Canadian Centre for Policy Alternatives (CCPA), through its Climate Justice Project (CJP), will develop an education strategy to share current research findings about climate change and inequality with schools and the broader public. Since 2009, the CJP has generated a body of research that explores such areas as transportation policy, food security, resource and forestry policy, employment and green jobs, energy policy and carbon pricing strategies in the BC context and through an equity lens. This research serves as building blocks of an integrated and equitable climate strategy, and a bold vision of how BC can move forward in a zero-emissions future. This project is an engagement and education strategy that will translate the CJP's findings and research into educational materials that can be used by teachers and schools, along with community groups and other popular education efforts, with a focus on curriculum resources and professional development for teachers. This project will enhance young peoples' understanding of salient issues around climate change and climate action.

Canadian Society Promoting Environmental Conservation (SPEC)

The School Gardens Project Outreach and Expansion

Experienced SPEC facilitators assist teachers in the implementation and maintenance of an organic vegetable garden on school grounds. They facilitate lessons both outdoors and in the classroom which train teachers in an innovative, project-based method of meeting curriculum expectations in science, health and many other areas. This solutions-focused project engages students in an enjoyable and memorable experience which fosters citizenship and volunteerism in partnership with the community. In 2009 the Vancouver Foundation supported the piloting of this project in 2 Vancouver schools. SPEC has supported its expansion to 5 additional schools including locations with high cultural diversity and socioeconomic barriers. In 2012-2013 SPEC seeks to conduct outreach throughout Vancouver to support schools seeking to begin similar projects through the finalizing of SPEC's manual, school-based assistance and Pro-D opportunities. It also seeks to expand upon the current waste reduction element of the project and connect students and the project increasingly with the surrounding community.

Coast Foundation Society (1974)

Let's Get Cooking

Coast Mental Health has approached Inner City Youth and Vancouver Community College to form a partnership which would develop and present an educational cooking program for street and at risk of homelessness youth with mental illness. Vancouver Community College will design a cooking program especially for this population and their learning needs. Beginning in January 2013, Let’s Get Cooking will develop the youths’ food preparation and technical cooking skills and enhance their confidence and social skills. It will be a low barrier program so that the youth with mental illness can participate when they are able. Inner City Youth and Coast Mental Health social workers and psychiatrists will work with the youth to encourage their participation, support them in their recovery and in developing acceptable work behaviors. The youth with mental illness will be supported by the Coast Coordinator and Peers (people with lived experience of mental illness) to succeed in the college course, to seek employment, and to move from the street or transitional housing to permanent housing.

DRS Dialogue and Resolution Services Society


To redevelop our existing school-based programs into one program for developing conflict management & communication skills for elementary schools with an emphasis on cultural inclusion and competency for the whole school community. This program is based on extensive targeted, thematic research in anti-bullying, conflict management education, and programming for newcomer children. It will include expansion of existing curriculum to include grades K-5 (currently aimed at grades 3 & 4), development of materials for families and school staff, development and inclusion of formative and summative evaluations and training for facilitators. We will work in partnership with at least one pilot school and will maintain our strong relationship with School District 61 leadership. We will move away from a 'pull out' model for working with newcomers and towards a more diversity-inclusive group model. There will be a strong emphasis on the links between thinking and behaviour.

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.

Kwantlen Polytechnic University Foundation

Phoenix Kwantlen Learning Centre (PKLC) Aboriginal Evening Program

The Phoenix Kwantlen Learning Centre (PKLC) is a unique adult literacy program designed to reach marginalized and multi-barrier learners. Operating since 2006 through an innovative partnership between Phoenix Drug and Alcohol Recovery and Education Society and Kwantlen Polytechnic University, PKLC is able to engage and assist learners by virtue of its location within a special integrated addiction services environment in the Whalley area of Surrey. An evening program expansion is needed for young and older Aboriginal adult learners who need to improve their basic academic skills in order to pursue new career and employment paths. Kwantlen faculty members will offer tuition-free Adult Basic Education (ABE) and assessment four evenings a week on-site at the PKLC for up to 68 learners. The program would be designed to teach basic skills through specialized curricula based on Aboriginal content, concepts, history and spirituality, involving Elders and activities in the community.

North Shore Multicultural Society


NEONOLOGY 2.0 emerged from the success of the NEONOLOGY Initiative. Under the direction of NSWAC (NS immigrant planning table - 17 orgs), NSMS developed NEONOLOGY as a model of best practices in diversity and anti-oppression education. NEONOLOGY has engaged more than 3000 grade 10 students in workshops exploring power, privilege, stereotypes, and the underlying causes of discrimination. Over 80% of these students indicated that the workshops increased their understanding of discrimination and its impact on the community. Students and teachers urged NSMS staff to offer a similar workshop to younger students, saying that students need to understand issues of diversity before entering high school. Research confirmed discrimination and isolation as risk factors for NS children preparing for high school1. In response to this need NSMS will deliver NEONOLOGY 2.0, a program engaging grade 6/7 students in developmentally appropriate anti-oppression and anti-bullying themed workshops in their classrooms. Students in grades 10-12 will be trained to provide mentorship to the grade 6/7 student.

Okanagan Indian Educational Resources Society

Syilx Indigenous Land-based Learning Project

This project proposes to create land-based learning experiences that incorporate Syilx (Okanagan) aboriginal perspectives to deliver enhanced K-12 curriculum for all learners in priority classes in public and band-operated schools throughout the Okanagan region. This 1-year proposal covers Phases 1-2 of this multi-phase project, including: - creation of at least 15 site-specific outdoor learning experiences that deliver enhanced K-12 curriculum in sustainability, life sciences, arts, social studies, social justice, leadership, and aboriginal culture and language. Teaching units will be co-created through professional development workshops and collaborative processes involving school staff, Syilx knowledge keepers, elders, and students; - a completed budget, schedule, and evaluation plan for subsequent multi-year delivery and evaluation of teaching units (Phases 3-4) to be delivered at ECOmmunity Place: an 82 acre living classroom bordering the City of Penticton. Completion of Phases 1-2 is required before a multi-year proposal for delivery of Phases 3-4 can be developed.

Old Massett Village Council

Saving the Haida Language one hour at a time

The main goal of this project is to improve the Haida language capacity on Haida Gwaii to ensure our endangered Haida language survives. 10 adult language learners who already have some basic language skills and who are teachers in some capacity will take part in a master-apprentice program with 4-6 fluent elders all over the age of 80. The Apprentices will learn from the elders once/day. The Apprentices will also volunteer to create resources and to study another hour/day and teach others. We will create our own Master-Apprentice monitoring and evaluation forms for all learners and elders to use based on Leanne Hinton's resources. We will host a Master-Apprentice workshop to teach people how to use the Haida language even if not fluent. The Total Physical Response, TPR will show learners and elders how to stay in the language when trying to learn. Lastly, we will record the Elders for future educational projects and then create a Lesson-Learned video to share our project with others.

Partnership Afghanistan

British Columbia's Young Afghans (BCYA)

BCYA is committed to provide guidance to at-risk youth on how to reach their personal and academic goals through tutoring, mentoring or holding academic workshops. In line with BCYA's purpose to further the education of immigrant youth in the Lower Mainland, BCYA launched Afghan Free Tutoring and Open Workshops, or 'AFTOW' in early 2011. The project aims to support at-risk immigrant high schools students to achieve their academic goals. High school students are provided with a common study area every Sunday from 12pm to 4pm at the Burnaby Youth Hub. Volunteer tutors are available to provide one-on-one support to students with specific homework related questions. Tutors are available to help in a variety of high school subjects including Math, Physics, Biology, Chemistry, Social Studies, History and English. In addition to tutoring services, students also have the option to attend weekly workshops on topics such as, "How to Set and Achieve Goals" and "How to Prepare for and Excel on your Exams'

School District #37 - Delta

Enhancing Aboriginal Learning and Connections: Student Led Inquiries in BC

Over the last 12 years, the Networks have been successful in developing the capacity of BC educators to deliver quality and equity education for BC students. Drawing on this successful educator leadership model, we would now like to extend our focus to student leadership and connectedness to the school community. The current Networks employ teacher-led inquiry projects to further their own professional learning and the learning outcomes of their students. This new project will be built around student-led inquiry projects that involve students, educators, and school communities, particularly through the Aboriginal Schools Enhancement Network. We seek funding to support the following activities: student-led inquiry-based projects in 40 school communities in BC, involving the school community (i.e. families, Elders, community partners); adaptive learning for educators to enable them to carry out this model with success and confidence; and pre- and- post analysis of students’ learning and connectedness to school/community.

School District #62 - Sooke

Nature Kindergarten

Sooke School District intends to offer a Nature Kindergarten program, beginning in September 2012, that provides Kindergarten students with outdoor learning every morning regardless of the weather. In natural, outdoor settings, the students will engage in increased physical activity and develop strong connections to the natural world and the Aboriginal Ways of Knowing. This model was inspired by forest preschools, which were started in northern Europe almost fifty years ago, and can now be found throughout Europe, Australia, and New Zealand. The Nature Kindergarten will be taught by both a Kindergarten teacher and an early childhood educator (ECE). This teaching model and program are unique within the B.C. public school system. Nature Kindergarten aims to address a growing need for young children to spend more time outdoors connecting to nature. University research partners will study the academic, personal and social benefits of this model. This is a two-year 'proof of concept' pilot, that, if successful is hoped to be replicated in school districts across B.C. and beyond.

School District #67 - Okanagan Skaha

Through A Different Lens

The two components of our project are to expand the number of teachers using innovative teaching and assessment practices which are 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 require four steps: 1) the introduction of teaching and assessment strategies to allow for alternate demonstrations of understanding in regular classroom practice, 2) The implementation of new instructional and assessment methods, which will involve coaching by the lead teachers as well as side-by-side teaching, 3) the evalution of the implementation process, and 4) the readjusting of instruction and assessments. Our project is currently being implemented with groups of teachers from 6 schools: 2 elementary (k-5), 2 middle (6-8) and 2 secondary (9-12). In Year 2, we would like to increase the number of teachers involved at each of these six schools, and if possible increase the number of schools.

School District #70 - Alberni

Grade 9 Aboriginal Awareness Event

The project came about as a result of an assignment that was given to students in our Social Justice 11/12 class. They were asked the questions, "Is there racism at ADSS and what does it look like"? The students identified that there was racism and in some cases described what it looked like. School District 70 and Alberni District Secondary School have been aware of racism and have addressed it in individual cases. We needed a plan that would reach a greater number of people Plan of action: *Look at what we already have in place *Grade 9 students would be the target group *Committee of grade 9 teachers, administration and First Nation Youth Care worker to work on plan *work with teachers and First Nations Resource experts to create units that would fit into each subject's curriculum. There will be 5 components 1. Curriculum implementation. 2. Lunch time activities. 3. Cultural performance. 4. Windup activity. 5. Celebration luncheon.

School District #75 - Mission

Super Science Club

Super Science Club is an innovative after-school program that provides science and technology educational activities to students in Grades 1-6 attending designated schools. The primary goal with this program is to inspire at-risk children to be inquisitive about the world around them, and to develop a long-term interest in science and technology. The schools chosen have a high population of aboriginal students and a lower socio-economic demographic. Each term of the Super Science Club involves nine weekly visits to the school facilitated in partnership with UFV and a presentation by Science World during the final week. During each visit, a 75-minute session is held for groups of Grades 1-3 students (primary level) and for Grades 4-6 students (intermediate level). Students from the local high school, parents and elders are invited to participate and provide leadership in the sessions and healthy snacks are provided. Teachers are invited to a 'chat and chew' where they can acquire science knowledge and resources to develop continuity in the classroom.

School District #83 - North Okanagan- Shuswap

Student Engagement Project

Our goal is to improve student engagement and increase High School completion rates in our school district. Our project will enable 15 self-selected teachers to improve their instructional practices with the aim of increasing student engagement and overall student satisfaction at the Middle and High School level. We would like to narrow the gap between current research on student engagement and teaching practices. An important focus for this project is improving the current graduation rates for Aboriginal students in our district. The district graduation rate for students of Aboriginal ancestry is 61.0%, while the non-Aboriginal graduation rate is 78.6%. Specific strategies to engage aboriginal learners will be a focus throughout this project. We have two primary objectives (1.) increase the number of teachers using innovative teaching and assessment practices to enable students to use their preferred method of demonstrating their learning; and (2.) to build the capacity of these teachers to assess the intended learning outcomes regardless of the methods students choose.

Science Fair Foundation of BC

Quest for Science Fair Champions

Development & implementation of a multi-year program for better outcomes & greater impact responding to needs for Teacher Recruitment/Training & a Recognition Program - providing tools to strengthen classroom teachers. SFF BC works with the volunteer Regional Science Fair (RSF) committees to increase awareness/interest in the importance of science & to address the issues facing the province in building science capacity. We support science education through supporting the classroom teacher & thus the students. SFF BC’s involvement in the Provincial Government’s successful Year of Science (YoS) project provided information & impetus for this project-identifying the following needs if student participation is to be maintained and grown: • Recruitment of teachers to replace those retiring; • Expansion of the program in underserved areas of the province; • Training for new teacher ‘champions’ to enable them to incorporate Science Fair activities into the curriculum; • Provision of a recognition/incentive program to recognize the significant volunteer contribution made by teachers.

SFU - Centre for Dialogue

CityStudio Vancouver

Cities around the world will need to spend trillions of dollars in the next decade in response to the complex demands of population, energy, resource depletion and climate change. Our students want to help change the world AND they want to earn a living. As the key project within Vancouver's Campus City Collaborative (C3) CityStudio Vancouver is an energetic hub of learning and leadership where students design and implement Vancouver's Greenest City goals. CityStudio is a collaboration of the City of Vancouver and 6 colleges and universities to engage students in the following ways: 1. Greenest City Solutions. CityStudio directly involves students in designing solutions for Vancouver's Greenest City 2020 goals 2. Student Leadership towards a Green Economy. Course work emphasizes mentoring and training for emerging sustainability leaders to identify and develop opportunities in the green economy. 3. Energetic Hub of Learning. In year one, CityStudio involved over 480 students and 18 instructors contributing over 20,000 hours of action learning towards the Greenest City Goals.

Sierra Club of British Columbia Foundation

Going Wild!

The Going Wild! school program was created in partnership with Coastal First Nations community stakeholders to reconnect youth with their environment and their cultures, and to revitalize rural economic development in sustainable and culturally-appropriate ways. Now moving beyond a First Nations audience, the curriculum is being used to engages grade 4-7 students throughout BC in hands-on activities that teach about wild products , or non-timber forest products (NTFPs), of the coastal temperate rainforest. Classroom activities delivered by our Educators (or by teachers using our guidebook as a resource), help students gain knowledge of wild products, traditional First Nations values, ecosystem dynamics, stewardship of the forest, human relationships with nature, economy, consumption patterns and entrepreneurship. All lessons are directly linked to BC Ministry of Education prescribed learning outcomes (PLOs) for Science, Social Studies and Physical Education. Funding will support program delivery, teacher professional development, action projects, and program evaluation.

Smithers Community Services Association

Youth Media Literacy

Fifteen First Nations youth from the Youth Empowerment Program (YEP) centres (Smithers, Hazelton, Moricetown and Houston) will create Digital Stories that will be developed from recorded interviews conducted by the youth with First Nations elders in the community. The project engages a number of community groups including the Bulkley Valley Museum, the Smithers Public Library, School District #54, First Nations groups, and CICK 93.9FM Youth Outreach Workers from the YEP centres have identified that many First Nations youth they serve suffer from a lack of cultural esteem that affects educational success and that perpetuates a cycle of marginalization. Provincial statistics demonstrate that only 51% of First Nations students are completing highschool graduation. Youth participants will have the opportunity to engage in inter-generational learning, learn about critical analysis of media, develop interview coaching skills, and create digital stories, gain critical thinking skills and will be eligible to obtain credit for Applied Skills Grade 11.

Tides Canada Initiatives


Only 50% of First Nations and Aboriginal youth in BC graduate high school. This project will produce a multi-part journalism series that aims to promote academic success among First Nations and Aboriginal youth by identifying new and innovative policies, practices and achievable solutions for improving educational outcomes. Interviews with 'trailblazers' - First Nations and Aboriginal individuals with advanced degrees – will shed light on the hurdles which almost thwarted their achievements, providing a gateway for identifying policies that can help ensure these obstacles are not insurmountable for future generations. Trailblazer profiles will serve as a starting point for further discussion with educators and administrators to explore, analyze and identify potential new policies and approaches that can promote educational success. The project will not only serve policy makers and educators, but will provide Aboriginal and First Nations youth with inspirational success stories to encourage higher education aspirations and promote self-appreciation of their culture and identity.

The People, Land & Ocean

The project builds language and leadership skills amongst young people on Haida Gwaii by developing a training program that uses music for Haida and other youth to learn and celebrate their traditions and language. The nexus consists of two Haida-English songs, one for pre-school/primary children, the second for intermediate/high school students. Stage 1: ART works with teachers at Tahayghen and Chief Matthews schools to develop activities in language arts, science, social studies and other subjects that are linked to the song lyrics and fulfill prescribed learning outcomes. Stage 2: teachers use the songs in the classroom to help students learn lyrics, and enliven cross-curricular learning. Stage 3: An Artist In Residence program trains students to perform the Haida-English songs, as well as other songs with eco-themes, and develop spoken introductions. Stage 4: Students perform in a professional concert that shares program results with the public, and builds self esteem and pride by sharing and celebrating their learning with the community.

The Writers' Exchange "Who Am I?" project

During the "Who Am I?" project, the Writers' Exchange will work in schools, with teachers and community partners, to run a year-long project that will culminate in twelve classes producing publications of student writing on the topic of "Who Am I?". The project originated when inner-city teachers and administrators expressed to the Writers' Exchange the need for creative literacy programming and one-on-one attention for their students in their classrooms to help increase literacy levels. o During the project, students will write and create with one-on-one help from volunteer tutors. o Each student will play a part in producing a class publication. From rough drafts to cover art, the students will create a professionally printed and bound publication that they will be able to take home, take pride in and share with their caregivers. o The Writers' Exchange will work with each teacher to tailor the "Who Am I?" project to the classroom's needs, the Ministry of Education's curriculum goals and the grade's prescribed learning outcomes.

Tsawout SNEPENEKS Cultural Society

Building Community through Digital Story (BCDS)

Building on a successful pilot project - where participants worked through the composition of story, collected photo & video to support their stories, & explored creative ways to enhance story using technology & multi-media equipment and software– this new Building Community through Digital Story (BCDS) project puts the development & power of storytelling in the hands of our community and youth, and offers educational and professional-level training. Upon completion participants will receive a certificate of completion. Through a partnership with Royal Roads University and with in-kind support from additional partners, Tsawout's Snepeneks Cultural Society is building opportunities in education by offering this multidisciplinary course that will provide: 1) Opportunities for youth and elders to work together in the preservation of language and culture, 2) opportunities for an exchange of skills and knowledge, youth using media, and elders and traditional knowledge, and 3) Opportunities to re-engage youth in education, , cultural practices, community events, and training.