Indigenous Education - District Office

Vision for Indigenous Students

We envision a school setting where our children are knowledgeable of our traditional way of life and are supported in the pursuit of this knowledge so that they will have a sense of belonging within the school setting and within their ethnic communities. This will be achieved by acquiring the skills for learning made possible through our places of learning: home, community and school. With the gift and skill of reading our children will have doors opened for their futures, they will learn of their ancestors and heritage and they will acquire the skills and knowledge of contemporary teachings.

Seasonal Curriculum Framework – Teaching with the Land: Ideas based on the Ka’yu:’k’t’h’/Che:k:tles7et’h” Seasonal Round. Developed by Daisy Hanson and Monique Comeau with ideas shared by Mindy Ogden.

Enhancement Agreement

School District 84 Enhancement Agreement (2015-2020)

Important Considerations for Pathways Lessons:

Each school has a Nuu-chah-nulth Education Worker (NEW). You should always consult with your NEW before making any significant changes to any of the Pathways lessons.

It is also very important to involve community members in all aspects of education. A strong and active Indigenous presence is needed for Indigenous learners to feel valued and welcomed and for all learners to recognize the important role of Traditional Knowledge Keepers. Your school’s NEW can help identify and involve Traditional Knowledge Keepers and other community members.

Pathways lessons are just samples and as such, in consultation with NEWs and Traditional Knowledge Keepers, can be adapted and extended to meet the needs of all learners.