I. General Information
School Name: Randerson Ridge Elementary
School District: SD#68 Nanaimo-Ladysmith
Inquiry Team Members: Linda Baldwin: linda.baldwin@sd68.bc.ca
Derek Snowden: dsnowden@sd68.bc.ca
Megan Barritt-Flatt: Megan.Barritt-Flatt@sd68.bc.ca
Kaylee Robbins kaylee.robbins@sd68.bc.ca
Holly.Shelton Holly.Shelton@sd68.bc.ca
Ingrid Williams iwilliams@sd68.bc.ca
Inquiry Team Contact Email: Linda.Baldwin@sd68.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Physical & Health Education, Science, Social Studies
Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Literacy, Land, Nature or Place-based learning
In one sentence, what was your focus for the year? Continue to grow our knowledge and understandings of Indigenous Worldviews & Perspectives and specifically learn more about our local land & Indigenous Nations: Snuneymuxw, Snaw-Naw-As and Stz’uminus Peoples. We want to be able to authentically integrate our knowledge throughout the curriculum in relevant and meaningful ways to promote a growing understanding that will contribute to the development of educated citizens who reflect on and support reconciliation.
III. Spirals of Inquiry Details
Scanning: As part of our scanning process, we surveyed 374 students, asking: “Can you name two adults in this school who believe you will be a success in life?” The fact that 344 students could name two adults gave us encouraging insight into the sense of belonging in our school, while also helping us identify students who may need more support in forming meaningful connections. This data helped guide our school-wide goal of strengthening relationships and also informed our inquiry into learning from the land and incorporating Indigenous Worldviews. We saw a natural link between belonging and place-based learning grounded in community.
Our process was shaped by key OECD Principles of Learning, including:
• Learners at the Centre – student voice guided our direction;
• The Social Nature of Learning – strong relationships are central to meaningful learning;
• Emotions are Integral to Learning – we recognized that connection fosters engagement and well-being.
We also drew on the First Peoples Principles of Learning, especially:
• Learning is holistic and relational – our focus on relationships and land-based learning reflects this;
• Learning supports well-being – we aim to nurture both individual and community wellness;
• Learning requires exploration of identity – connecting with land and Indigenous knowledge supports this journey.
By grounding our scan in these principles, we designed next steps rooted in care, connection, and a deeper sense of place and belonging for all learners.
Focus: We selected this focus to build on the strong foundation of belonging and connection already present in our school and to deepen student engagement with Indigenous knowledge and land-based learning. With the continued presence of Tsumqwatun, our Hul’q’umi’num language and cultural knowledge keeper, we’ve seen high levels of student interest, respect, and curiosity. These authentic experiences have shown us the power of oral storytelling, cultural teachings, and relational learning.
Our goal is to grow our confidence as educators in embedding Indigenous understandings across the curriculum, supported by the Syeyutsus Reconciliation Policy & Framework. We hope to strengthen student identity, cultural responsiveness, and connection to place by expanding land-based learning opportunities—through our developing outdoor classroom, local trails and parks, and a possible school-wide learning day with Elders and knowledge keepers.
Hunch: We continue to believe that authentic, land-based learning experiences are among the most powerful ways to engage students and support meaningful learning. While classroom-based instruction is more familiar and often more manageable, we recognize that it can limit opportunities for experiential learning rooted in Indigenous perspectives. Having Tsumqwatun in our school again this year has reinforced our belief in the importance of relational and cultural learning. His presence has allowed students to regularly engage with the Hul’q’umi’num language, stories, and worldview in a meaningful way.
Our hunch is that by extending this learning onto the land—through our soon to be built outdoor classroom, use of local parks and trails, and potential school-wide experiences with Elders and knowledge keepers—we can deepen student understanding and connection. We’ve seen high levels of engagement and respect when students interact with Indigenous knowledge in authentic contexts, and we believe that creating more of these experiences will help students build stronger identities, a greater sense of belonging, and the foundations to become advocates for Truth and Reconciliation and caretakers of the land.
New Professional Learning: This year, our professional learning focused on deepening our understanding of Indigenous perspectives, local land-based knowledge, and our role in supporting reconciliation. A significant part of this growth came from learning alongside our students, guided by the teachings of local Knowledge Keepers—especially our school’s culture and language teacher. Through these relationships, we strengthened our understanding of local stories, language, and cultural practices.
Members of our team participated in professional learning opportunities such as Curriculum Implementation Day and engaged actively in a district planning committee dedicated to deepening understanding of the Syeyutsus Reconciliation Policy & Framework and local Learning Principles. This work informed and guided our approaches to planning, instruction, and relationship-building.
We used a range of professional and classroom resources to support this learning:
– Hul’q’umi’num language materials, including handouts and “word of the week” posters with QR codes, which helped integrate oral language learning across classrooms.
– The Pearson Inquiring Minds series (Our Ancestors, Our Families; The Land is Our Home; Our Words, Our Stories; Honouring Our Ways), which supported teacher and student inquiry into Indigenous knowledge, family structures, and worldviews.
– Indigenous-themed children’s picture books and professional resources that expanded literacy practices to include stories centered on land, identity, and Indigenous ways of knowing.
– The Qualicum First Nations Culture Kits, providing hands-on, experiential learning about cultural artifacts, art forms, and traditional knowledge.
– Local land-based stories and traditional place names, including Mount Benson, Departure Bay, and the Nanaimo Estuary. The resource “Sacred Gathering of Freshwater and Saltwater” deepened our awareness of the cultural and ecological significance of these places.
Professional learning also took place through collaboration and co-teaching, where team members explored interdisciplinary approaches to embedding Indigenous perspectives in science, social studies, and literacy. Workshops on Métis finger weaving, Coast Salish art (such as spindle whorls), and learning songs like the Equality Song by Patrick Aleck offered meaningful ways to connect with Indigenous traditions through music and the arts.
Overall, our professional learning was rooted in community, collaboration, and a shared commitment to integrating Indigenous knowledge with care and respect. We recognize this as an ongoing journey and remain committed to continuing this work together.
Taking Action: This year, our team focused on deepening land-based learning and integrating Indigenous perspectives in meaningful, authentic ways across grade levels. Grounded in the First Peoples Principles of Learning—particularly the importance of relational, holistic, and place-based learning—we aimed to connect students more deeply to land, community, and culture, while also building our own confidence in weaving Indigenous worldviews into everyday practice.
A key part of this work was our ongoing partnership with Tsumqwatun, our Hul’q’umi’num language and cultural knowledge keeper. Through regular sessions, students engaged in storytelling, drumming, dancing, and language learning. To support classroom integration, we introduced a “word of the week” with QR codes for pronunciation, making the oral language more accessible across grades and helping to strengthen connections to local language and culture.
We also prioritized outdoor learning, regularly visiting local parks, forests, and beaches such as Morrell Sanctuary, Linley Valley, and Departure Bay. These excursions allowed students to explore seasonal changes, observe local plants and animals, and learn about traditional ecological knowledge. Using tools like the Coast Salish Plant Cards, students discovered the historical and healing uses of local plants and reflected on our responsibilities to care for these natural spaces.
To further support cultural learning, classes explored First Nations Culture Kits from Qualicum First Nation. These kits provided hands-on opportunities to learn about bentwood boxes, petroglyphs, and the coastal environment. Visits from Indigenous community members helped students connect deeply with stories, artifacts, and traditional practices.
In classrooms, a wide range of resources supported learning, including Indigenous picture books, literature, and the Equality Song by Patrick Aleck. Students explored Coast Salish art forms such as spindle whorls and learned Métis finger weaving. These experiences offered important windows into Indigenous traditions, creativity, and resilience.
One teaching team led a year-long inquiry titled “How does where we live impact how we live?” Through this lens, students explored the physical regions of Canada and how land shapes ecosystems and Indigenous ways of life. They connected this national learning to local stories, place names, and landmarks like Mount Benson and Departure Bay, as well as public art murals at the Beban Social Centre. Viewing the documentary Totem: The Return of the G’psgolox Pole helped students engage in deeper discussions around land, cultural identity, and the impacts of colonization.
Together, these strategies reflect a school-wide commitment to creating culturally respectful, land-connected learning experiences that honour Indigenous knowledge systems. By learning alongside our students, we are building a stronger foundation for understanding, reconciliation, and stewardship.
Checking: While we had hoped to organize a school-wide day of learning with Elders and knowledge keepers, we were not able to bring this event to life this year. Despite our best intentions, time and capacity were challenges, especially with the absence of our Indigenous support worker at various points during the year. This impacted our ability to coordinate such a large-scale event. However, we do feel that meaningful progress was made. Through the work of the teachers involved in our NOIIE inquiry, both staff and students engaged in a wide range of authentic, land-based, and culturally responsive learning experiences. We noticed strong student engagement, genuine curiosity, and increased respect when interacting with Indigenous perspectives and place-based learning.
As educators, we feel that our own knowledge and confidence in integrating Indigenous worldviews has grown. We shared our learning at staff meetings and on school-based curriculum days, which sparked curiosity among colleagues and helped build momentum across the school. These conversations emphasized that it’s not just what we teach, but how we teach—that designing learning experiences grounded in Indigenous pedagogy is just as important as the content itself.
Although our original goal wasn’t fully realized, we feel satisfied with the direction of our work and excited by the foundation we’ve laid. Our hope is to continue this journey—deepening our understanding, supporting one another, and creating more space for Indigenous voices, stories, and ways of knowing in our school.
Reflections/Advice: This inquiry affirmed for us the power of authentic, land-based, and culturally grounded learning. We saw firsthand how deeply students connect when learning is relational, experiential, and rooted in place and story. Working with our knowledge keeper, exploring local landforms and ecosystems, incorporating Indigenous language and oral traditions, and embedding these experiences meaningfully across subject areas helped bring Indigenous worldviews to life in our classrooms.
One key learning was the importance of how we design and deliver these experiences—not just focusing on content, but on pedagogy that reflects Indigenous ways of knowing. We found that when learning is guided by values such as respect, relationality, and curiosity, it becomes more meaningful for everyone involved. We also realized that staff need time and space to grow confidence in this work. Sharing our learning at staff meetings and on school-based curriculum days helped spark curiosity and build capacity across the team.
Looking ahead, we are excited to continue deepening our connection to place-based learning and Indigenous understandings. We look forward to using our new outdoor classroom, currently under construction on our school grounds, as a dedicated space for land-based learning. While we weren’t able to organize the school-wide learning day with Elders and knowledge keepers this year, it remains a goal for the future—one we believe can further enrich our learning community.
Our advice to other schools would be: start small, stay grounded in relationships, and be patient. Build with what you already have—local parks, stories, language, books, and community members. Look for opportunities to learn alongside your students, and don’t wait to feel like an expert. This work is ongoing, layered, and deeply rewarding. Progress comes not only through big events, but through consistent, thoughtful, and respectful practice.