3. Cultural Journeys
Outdoor
Project-based
Experiential
Relevant

4. PHYSICAL EMOTIONAL Caring teachers: those who want Self Determining
to be there and really get to know the students.
Cultural safety and Cultural depth
no racism or ignorance of colonial legacies, alongside many opportunities to enrich cultural knowledges.
On-going commitment to transformational education
By parents, community and SD#48
Welcoming and respectful environment
Where students feel wanted and encouraged
INTELLECTUAL
rely on traditional knowledge keepers
have elders and knowledge keepers teach
Grounded in Aborigianl knowledges don't just put an Aboriginal label on Western methods
Innovative Curricula
Use eperintial lesson plans, intergeneration learning and interdeciplinary prgramming.
Decolonized: emphasize critical thinking
High Expectations Same as mainstream,
if not highter
SPIRITUAL
Ceremonies: host ceremonies for students and or families.
Opportunities for healing: offer ceremonies, learning opportunities, Elders and counsellors to facilitate healing.
Else-awareness: connect students to the land, the ceremonies the language, each other, elders, ancestors and the metaphysical bigger picture.
Rites of Passage: celebrate students lives
by honoring transition points
PHYSICAL
Self Determining
Community partnership with the SD#48, adapting and careating relevent policies
Comprehensive School Services
offer support services, programming for parents, community room, and childcare.
Have Community feeling
where students have real connections and can rely on one another and teachers
Excellent Teachers
The most experienced and knowledgable

5. Guiding Principles
Understanding our relationship with Language, Land, and Culture
Learning from Place: outdoor, experiential learning
Multi-aged learning: students, parents, community, Elders
Balance and success in all students’ learning: physical, emotional, spiritual, and intellectual

6. We want students to
Belong
Engage
Inquire
Reflect

7. Through All My Relations Community Ownership "i7xw ten sekw'i7tl"
Empowerment
Community
"i7xw ten sekw'i7tl"
Through
All My Relations

8. Learning Rigor: Nurturing student: academically challenging
Project-Based Learning
focused on Competencies
Culture of Inquiry
Nurturing student:
engagement
self-regulation
ownership
choice

9. Science: New K-9 Curriculum

10. Multi-aged Big Ideas Science: New K-9 Curriculum
The basic needs of plants are observable 1
Living things have features and behaviours that help them survive 2
Wind and water change the shape of the landscape 3
Water is a vital resource that cycles through the environment 4
Rocks, minerals and soils are formed by processes that occur over time

11. Cross-Curricular Learning K-6
Language Arts
Responding to and creating text develops and deepens our understanding of language and literacy, while developing our abilities to think critically and reflectively.
Engaging with story and text, shapes and reflects our identity and develops our understanding of self and others.
Art Education
Each art form has its own language for creating and communicating meaning.

12. Curricular Competencies What Assessments Do We Still Need?
Area of Focus:
Science, Arts, Language Arts
Big Ideas:
Multi-aged, Cross Curricular, New K-9 BC Curriculum
SD 48 – Student Competencies
Create and Innovate
Think Critically
Contribute
Collaborate
Learn
Pathways to Learning: Strategies
Collaboration
Engagement
Play and Exploration
Purpose and Authenticity
Curricular Competencies
What Assessments Do We
Currently Have?
Learning Tasks /
Essential Questions
Notes / Resources
Concepts and Content
What Assessments Do We Still Need?
Ways of
Expressing Learning

13. Assessment and Reporting
Following Provincial guidelines: 3 formal and 2 informal reports
Using SD48 K-12 Assessment Plan
Assessment as, for, and of learning using co-created learning criteria
Learning as a Foundation: EDI, ELP, PM and Intermediate Benchmarks

14. Assessment and Reporting
Learning as a Process:
self
teacher
parent feedback
surveys
personalized learning plans
progress Folios, e-Folios
presentations and celebrations of learning: oral, story, dance, written, video, building, creating, designing

15. A day in your child’s journey…

16. Program Of Choice – A Day the Life, March 16, 2015
9:00 – Gathering:
Students
Organize day-plan of activities
Connect with their learning community
Choose an activity to focus their learning
9:30 – Preparation:
Prepare their backpacks: lunch, change of clothes, school supplies, etc.
Connect with big buddy
Board bus for today’s outdoor learning
10:00 – Arrival at Shuk Shu Kuun (Mamquam) Riverbed: (Wild Spirit Place – where people went to gather and harvest medicinal plants)
Squamish Nation Cultural/Language Worker
Greet us to the Territory
Tell us the story of this land/place, using the Skwxwu7mesh language names and legends to help us learn the plants, animals and elements
Students will break out into learning teams
Teams are multi-aged, multi-generational consisting of learners from all ages: students, teachers, Aboriginal Support Workers (ASW’s), parents, community members
Teams have chosen a pre-planned inquiry, with co-created criteria to assess day’s learning
Work cooperatively, listening to each other respectfully and demonstrate commitment to their team by engaging in the learning activities.
Possible Inquiry topics at Riverbed:
Each team member would have an age appropriate task to do/monitor and to report back to the learning team.

17. Possible Inquiry questions:
What plants can I eat in the forest by the riverbed?
Where did the rocks in the riverbed come from and what were they used for?
Where does the water go in the Mumxwem Stakw?
Has the riverbed changed over the last 500 years? How and Why?

18. Spiral of Inquiry

19. Who can attend and registration
All students K-6
District Program of Choice, open boundaries
Completion of registration form, family interview
Parent involvement welcomed and encouraged

20. Staffing Staffing based on student numbers
Preference will be given to teachers with Aboriginal ancestry and support staff with strong cultural understandings and teachings

21. Cultural Journeys