SD 62 Sooke

Aboriginal Education Department
- C̸ENEṈITEL CULTURAL AWARENESS FRAMEWORK
- Role Model Program
- Grade One/Two Read Aloud Program
- Principles of Learning, grade 5,
sooke elementary school
-
NA’TSA’MAHT 2016-2021 Aboriginal
Enhancement Agreement, school
District No. 62 (Sooke)
Territorial Acknowledgement
• We are honoured to be meeting on the traditional territories of
the Coast Salish, specifically Esquimalt Nation, Songhees
Nation, and acknowledge the three nations SD62 works with
directly in our schools: Scia’new Nation, Coast Salish, and
T’Sou-ke Nation; including the West Coast Pacheedaht Nation,
Nuu-chah-nulth.
• (words gifted by the three nations sd62 works with
SD62 Sooke Context
• Five Municipalities outside of Victoria
• Colwood, Langford, Highlands, Metchosin, Juan de Fuca
Regional District, Port Renfrew
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Approximately 9500 students
Growing at about 250-300 new students per year
1200 students identify as from aboriginal ancestry
17 elementary schools
Four Middle schools
Three Secondary schools
One K-8 single track French Immersion school (650)
Two new high schools (one requiring an addition)
Need to build two elementary, one middle schools immediately
C̸ENEṈITELCULTURAL AWARENESS FRAMEWORK OVERVIEW
• In 2014, in collaboration with Coast Salish peoples and the T’Sou-­ke Nation, the Aboriginal Education Department had created a local cultural awareness program named C̸ENEṈITEL identifying the values of T’Sou-­ke Nation as well as Scia’new Nation.
• C̸ENEṈITEL provides a framework of experiential learning through a role model mentor program with learning of the land, language, history, oral stories, traditional foods and feasting.
C̸ENEṈITELCULTURAL AWARENESS FRAMEWORK OVERVIEW (cont’d)
The above graphic outlines the areas of learning: Who we are;; How we live;; How we know;; How we speak;; How we teach;; How we celebrate. In addition, the program includes numerous opportunities to learn in community from local people and resources outside the classroom.
Role Model Program
• The Role Model Program was created in 2011 by the Aboriginal Education Department with a goal of improving the success for Aboriginal students in School District No. 62 (Sooke). • The Aboriginal Education Department creates and maintains the Elementary and Middle to Secondary Role Model binders, providing each school with a copy. Teachers find a Role Model based on subject area and grade level. Teachers send honourarium application forms to the Aboriginal Education Department two weeks before the presentation for processing for payment and the Role Models are presented the honourarium cheques directly after their presentations. Role Model Program (cont’d)
• Role Model presentations include: various plants and cultural uses, learning series (pit cooks), Elders in Residence, Douglas Treaties, Indian
Act and Residential Schools, oral legend story-­
telling, art lessons, Métis Enhancement Series.
Bertha Landrie, Role Model,
Métis Nation of Greater Victoria
• The 2015-­2016 Role Model program reached 978
presentations by mid-­April, which was one month early (program runs from beginning October to end of May). Since it’s inception in 2011 the program has increased from 181 presentations to 978 presentations in 2015 -­2016.
ROLE
MODEL
TALLY
Spencer
John Muir
SBO
Journey
Westshore
Dunsmuir
John Stubbs
Belmont
Poirier
Sooke
EMCS
Happy Valley
Hans
Helgesen
Sangster
David
Cameron
Saseenos
Wishart
Total
176
36
176
75
46
32
13
46
4
94
28
43
8
4
55
34
6
Port Renfrew
11
Ruth King
Willway
Millstream
Colwood
Lakewood
Crystal View
Savory
25
2
15
5
2
30
12
Role Model Program –
2015 – 2016 Role Model Tally by Schools
12
Savory
Crystal View
Lakewood
Colwood
Millstream
Willway
Ruth King
Port Renfrew
Wishart
Saseenos
David Cameron
Sangster
Hans Helgesen
Happy Valley
EMCS
Sooke
Poirier
Belmont
John Stubbs
Dunsmuir
Westshore
Journey
SBO
John Muir
Spencer
2
5
15
2
6
4
30
11
25
34
8
55
43
28
94
4
13
46
32
46
75
176
36
0
20
40
176
60
80
Total
100
120
140
160
180
200
Grade One/Two Read Aloud Program
What is the Aboriginal Literacy Read-­Aloud Program?
Aboriginal Literacy Teachers will visit various grade 1 and 2 classrooms to read Aboriginal themed picture books and lead whole class literacy activities. The lessons will take approximately 45 minutes.
The program will run for 8 weeks and feature a wide variety of stories reflecting different Aboriginal cultures in Canada. Cultural groups include Coast Salish, Northwest Coast Nations, Inuit, Cree, Métis, and Ojibwe.
Participating teachers will receive a schedule including the dates of the Read-­Aloud sessions, book titles and authors, regions of focus, and corresponding First Peoples Principles of Learning connections.
Grade One/Two Read Aloud Program (cont’d)
Teachers will also be provided copies of BC’s Ministry of Education 2015 Grade 1 & 2 ELA Curriculum demonstrating how the Read-­Aloud Program targets a specific learning standard.
In addition, teachers will be given copies of the First Peoples Principles of Learning poster and supplemental First Peoples Principles of Learning document to read at their leisure. French Immersion classes explore similar cultural areas and themes using the other book selections in French.
Grade One/Two Read Aloud Program (cont’d)
What are the goals of the Aboriginal Literacy Program?
To align with the local Aboriginal Education Enhancement Agreement and the provincial Grade 1-­2 ELA Curriculum to enhance regular classroom English Language Arts learning by using Aboriginal picture books and various strategies and activities to promote oral language skills to show how story in First Peoples’ cultures connects people to family and community to demonstrate that Aboriginal content is relevant, engaging, and meaningful for students.
Grade One/Two Read Aloud Program (cont’d)
Principles of Learning, Grade Five, Sooke Elementary •
In 2015/16 the grade five class pilot was based on the First Peoples Principles of Learning. Framing the curriculum on experiential learning is a large component of the program and includes sharing knowledge with Elders, our community and the local T’Sou’ke Nation. •
Students, both Aboriginal and non-­Aboriginal, engage in hands on learning activities, in and outside of the classroom, to connect them with their local environment and community. Activities include visiting the local museum, UVic, Camp Barnard, Pacheedaht Nation, as well as collaborating with other classes and schools. •
We use the Coast Salish Lunar calendar and salmon to guide content selection. Community is key. Principles of Learning, Grade Five, Sooke Elementary (cont’d)
• The teachers have partnered with Elders/Knowledge Keepers from the surrounding area to expose our students to First Nations culture and knowledge. • The students have learned about local indigenous plants, animals, music, stories, canoe building, sustainable gardens/energy and much more. The class utilizes resources in our community to enhance our land based experiential learning. Principles of Learning, Grade Five, Sooke Elementary (cont’d)
NA’TSA’MAHT 2016-­2021 Aboriginal Enhancement Agreement, School District No. 62 (Sooke)
ONE MIND GOAL
To continue to build the intellectual, emotional,
physical and spiritual strengths of Aboriginal students from their early years, leading to a Dogwood Diploma, and preparing them for post-­secondary education, by providing safe, flexible, and culturally responsive learning environments.
ONE SPIRIT GOAL
To continue to develop awareness and knowledge of local First Nations, Métis, and
Inuit: languages, cultures, histories and contemporary practices created through Community collaboration and authentic Resources founded on the First Peoples’
Principles of Learning.
NA’TSA’MAHT 2016-­2021 Aboriginal Enhancement Agreement, School District No. 62 (Sooke)
• Lead by Jon Carr, Aboriginal Education Enhancement Coordinator, with input and guidance from the Aboriginal Education Council, First Nations Advisory
Team, First Nations communities (T’Sou-­ke Nation, Pacheedaht Nation and Scia’new Nation), Métis Nation, Sooke School District, Kathleen King-­Hunt,
District Principal, students and Elders, the 2016-­2021
NA’TSA’MAHT Enhancement Agreement (E.A.) has
reached fruition and is ready for final approval and a
cultural Signing Ceremony. NA’TSA’MAHT 2016-­2021 Aboriginal Enhancement Agreement, School District No. 62 (Sooke) (cont’d)
• In the developmental stages of the E.A. community input identified that the goals set out in the first E.A. should continue in the 2016-­2021 E.A. The goals in the previous E.A. were: “Sense of Belonging”;; “Language”;; “Aboriginal Ways of Knowing”;; and “Achievement”. The new goals: “One Mind” and “One Spirit” intertwine with the previous goals giving us the tools to continue working toward the success of Aboriginal students in our school district.
NA’TSA’MAHT 2016-­2021 Aboriginal Enhancement Agreement, School District No. 62 (Sooke) (cont’d)
• The “Invitation Only Signing Ceremony” is scheduled for Wednesday, September 14, 2016 from 11:00 am to 1:00 pm, held at the T’Sou-­ke Band Hall and is hosted by T’Sou-­ke Nation and the Sooke School District. • For more information on the NA’TSA’MAHT 2016 – 2021 Aboriginal Enhancement Agreement, SD62, please visit: http://www.sd62.bc.ca/about/aboriginal-­
enhancement-­agreement/
Hych’ka or HÍSW̱ḴE
Kleco Kleco or ƛ̓ekoo ƛ̓ekoo!
Gilakas'la
Marsee