To use Indigenous literature (graphic novels) written by Indigenous authors with my Gr. 8 English class as they worked on an inquiry/research question.
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On improving and maintaining the Forest Classroom environment, as well as students becoming leaders in environmental stewardship and Indigenous forestry practices.
Focus: Utilizing Indigenous literature written by Indigenous authors with my Gr. 8 English students, as they work with different graphic novels.
Focus: Connecting Aboriginal understandings and oral storytelling practices through experiential, applied design, skills & technology practices, based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: Awareness of Coast Salish culture through the diverse respectful meanings of Coast Salish art.
Focus: To weave Indigenous culture throughout my Gr. 7 and Gr. 8 English classes to enhance students’ knowledge and understanding of Indigenous ways of knowing, being and doing using several resources.
Focus: Connecting Aboriginal understandings and oral storytelling practices through experiential, applied design, and skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: To weave Indigenous culture throughout my semester classes to enhance students’ knowledge and understanding of Indigenous ways of knowing, being and doing, using a variety of literacy resources.
Focus: For the whole school to inquire about ‘The Sacred Teaching of Humility” – a whole school project.
Focus: Connecting Aboriginal understandings and oral story telling practices through experiential, applied design, skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: Connecting aboriginal understandings and oral story telling practices through experiential, applied design, skills & technology practices.
Focus: To include all students and staff members in a whole school inquiry focused on ‘The Sacred Teaching of Respect’.
Focus: Studying the evolution of reciprocity in our school community with the notion of hands back, hands forward.
Focus: ‘The Seven Sacred Teachings’ with specific inquiry into ‘The Sacred Teaching of Love’.
Focus: To see if students are learning more about First Peoples of Canada through the incorporation of Aboriginal Liaisons and Halq’emeylem Teachers.