Indigenous Education
In British Columbia, we have just started using a brand new curriculum, called the BC-Ed plan. For the most part, I like it. There are still some kinks being worked out, as there always is when a new program is introduced. Something I like about it is that it gives educators freedom to teach the big ideas through the vehicle, or unit of study, of their choosing. For instance, if it says I need to teach about plants and animals, I can choose how to go about this.
In Kindergarten, we touch on plants in our Harvest unit, as well as in our farm unit. Likewise, we learn about animals both in our Farm unit and our Africa unit. Embedded throughout our entire curriculum is conversation and teaching about the First Peoples of Canada, and when possible or accessible, specific education on the Indigenous People of our southern BC region - the Sto:lo Nation.
I have the honour of serving on the Indigenous Education Support Team at my school and we are learning more each time we meet. Our focus is to help the teachers in our school to access appropriate and current resources to better serve their teaching needs. Over the past couple months, my team has highlighted the parts of the K-5 Curriculum maps that target First Peoples (also known as Indigenous or Aboriginal) education. We are working on a document that we hope will support teachers and give resource suggestions that will aid in creating relevant and respectful lessons about the First Peoples.
Our school does not have a high Indigenous population, but this is a focus that the BC government has taken and it is important to give students an understanding of the history of First Peoples in BC. In K, I can focus on how First Peoples use the land and plants, as well as the importance they put on animals.
During my unit on trees in the Fall, I was able to share with my students some of the ways that First Peoples use trees, and how a cedar tree is considered sacred because of how many special things the cedar tree provides, from clothing to houses to medicine, and more. They are grateful to God for trees, and all creation, and traditionally show respect and thanks for all the things they are able to use in nature. In the coming months, I'm looking forward to teaching more about how Indigenous people use plants (both currently and in the past) and incorporating colour dyes and other uses of berries into our art projects, as well as our Farm unit.
In early December, I was able to take part in a two-day conference offered by FNESC, the First Nations Education Steering Committee. The conference took place in Vancouver and, once we got through the traffic to get there, my colleague and I really enjoyed the conference and learned a lot while we were there. The food was beyond incredible and we met so many wonderful people. We heard from several speakers and took part in four break-out workshops. The First Peoples stress the importance of Storytelling, and learning through stories that are passed down from generation to generation. As a K teacher, I use a lot of stories in my teaching, and this is one key way that my students will be able to relate to Indigenous people and their way of life.
Here are a few photo highlights from the two days...
Carving a piece of red cedar. We were told to collect the shavings and return them to the earth, or save them if we wanted something to remember the conference with.
In Kindergarten, we touch on plants in our Harvest unit, as well as in our farm unit. Likewise, we learn about animals both in our Farm unit and our Africa unit. Embedded throughout our entire curriculum is conversation and teaching about the First Peoples of Canada, and when possible or accessible, specific education on the Indigenous People of our southern BC region - the Sto:lo Nation.
I have the honour of serving on the Indigenous Education Support Team at my school and we are learning more each time we meet. Our focus is to help the teachers in our school to access appropriate and current resources to better serve their teaching needs. Over the past couple months, my team has highlighted the parts of the K-5 Curriculum maps that target First Peoples (also known as Indigenous or Aboriginal) education. We are working on a document that we hope will support teachers and give resource suggestions that will aid in creating relevant and respectful lessons about the First Peoples.
Our school does not have a high Indigenous population, but this is a focus that the BC government has taken and it is important to give students an understanding of the history of First Peoples in BC. In K, I can focus on how First Peoples use the land and plants, as well as the importance they put on animals.
During my unit on trees in the Fall, I was able to share with my students some of the ways that First Peoples use trees, and how a cedar tree is considered sacred because of how many special things the cedar tree provides, from clothing to houses to medicine, and more. They are grateful to God for trees, and all creation, and traditionally show respect and thanks for all the things they are able to use in nature. In the coming months, I'm looking forward to teaching more about how Indigenous people use plants (both currently and in the past) and incorporating colour dyes and other uses of berries into our art projects, as well as our Farm unit.
In early December, I was able to take part in a two-day conference offered by FNESC, the First Nations Education Steering Committee. The conference took place in Vancouver and, once we got through the traffic to get there, my colleague and I really enjoyed the conference and learned a lot while we were there. The food was beyond incredible and we met so many wonderful people. We heard from several speakers and took part in four break-out workshops. The First Peoples stress the importance of Storytelling, and learning through stories that are passed down from generation to generation. As a K teacher, I use a lot of stories in my teaching, and this is one key way that my students will be able to relate to Indigenous people and their way of life.
Here are a few photo highlights from the two days...
Carving a piece of red cedar. We were told to collect the shavings and return them to the earth, or save them if we wanted something to remember the conference with.
At our table, there was a lady named Joy. True to her name, she was a delight! She encouraged our carving, which was very elementary, and said that we should not be discouraged with how difficult it was for us to get through the cedar. Joy said she is a carver, and comes from a long line of carvers. In her family they typically use yellow cedar for their carving since it is easier to create out of yellow cedar. Above: my started piece - my first carving attempt! Below: Joy's beautiful eagle. She really made it look easy!
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