As a teacher-librarian, I am in a unique position to come alongside my staff as they implement the new BC Curriculum and the First Peoples Principles of Learning. The Celebration of Land Inquiry Project is designed to elevate the trepidation felt by teachers who are overwhelmed with new pedagogy and curriculum content by providing an interdisciplinary and intergenerational teaching unit that addresses the first principle: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
The Celebration of Land Inquiry Project focuses on providing a holistic learning experience for students (Allison). It is essential that all activities and lessons tap into the students’ natural sense of wonder, curiosity (Jolene), and infinity for play (Emily W). Students learn best when their interests are honored, voices are heard, and identities are respected (Mindy). Strong relationships between the school, families, and community will be forged through invitations to share cultural stories (Jillian) and give input into students’ learning throughout the project (Kimberly). During its implementation, teachers and teacher-librarians will collaborate, facilitate experiences, and reflect upon students’ progression, inquiries, and needs (Henriette; KeriLyn).
The Celebration of Land Inquiry Project integrates social-emotional learning (Allison) with the curriculum’s big ideas and core competencies through experiences with the fine arts (Emily H) and with the wisdom, knowledge, and input provided by our community’s Aboriginal elders (Jacquie; Rhonda). It is hoped that the school community will grow in their appreciation and understanding of the relationship between themselves and the land, and come to the realization that “relationships are at the heart of schooling” (Lombos Wlazlinski & Cummins, 2011, p. 76).
The Celebration of Land Inquiry Project covers the following standards and principles from BC Teachers' Council (n.d.) Professional Standards for BC Educators and FNESC (2015) First Peoples Principles of Learning.
A concept map of the connections between the Celebration of Land inquiry and subjects, big ideas, core competencies, and content from the Grade 3 BC Curriculum.
A list of specific learning outcomes for Science 3, English Language Arts 3, Arts Education 3, and Social Studies 3 that are covered during the Celebration of Land Inquiry Project.
Images of Earth, Quebec, and Seashore were upload from Pixabay
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British Columbia Ministry of Education. (2016). Arts education. Retrieved from https://curriculum.gov.bc.ca/curriculum/arts-education
British Columbia Ministry of Education. (2016). English language arts. Retrieved from https://curriculum.gov.bc.ca/curriculum/english-language-arts
British Columbia Ministry of Education. (2016). Science. Retrieved from https://curriculum.gov.bc.ca/curriculum/science
British Columbia Ministry of Education. (2016). Social studies. Retrieved from https://curriculum.gov.bc.ca/curriculum/social-studies
British Columbia Teachers' Council. (n.d.). Professional standards for BC educators. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/standards-for-educators/edu_standards_faq.pdf
Duckworth, E. (2006). Ch. 12: Teaching as research. “The Having of Wonderful Ideas” and Other Essays on Teaching and Learning, pp. 173-192. New York, NY: Teachers College Press.
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First Nations Education Steering Committee (FNESC). (2015). First Peoples Principles of Learning. Retrieved from http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11x17.pdf
Greene, M. (1993) Diversity & inclusion: Toward a curriculum for human beings. Teachers College Record, 95(2), 211-221. Retrieved from https://maxinegreene.org/uploads/library/diversity_inclusion.pdf
Lombos Wlazlinski, M., & Cummins, J. (2011). Ch. 4: Using family stories to foster parent & preservice teacher relationships. In E. M. Olivos, O. Jiménez-Castellanos & A. M. Ochoa (Eds.), Bicultural Parent Engagement: Advocacy and Empowerment, pp. 58-79. New York, NY: Teachers College Press.
Paley, V. (2015). How can we study the narrative of play when children are given so little time to play? [Video]. USA: Narrative Research Special Interest Group. Retrieved from: https://sites.google.com/site/aeranarrativeresearchsig/home/resources-1
Richert, A. E., & Bove, C. (2010). Ch. 16: Inquiry for equity: Supporting teacher research. In N. Lyons (Ed.), Handbook of Reflection and Reflective Inquiry: Mapping a Way of Knowing for Professional Reflective Inquiry, pp. 319-332. New York, NY: Springer.
White, L. (2015). Ch. 3: The Akwesasne freedom school: An Indigenous model of holistic education. Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School, pp. 78-103. Norman, OK: University of Oklahoma Press.
The Best Part of Me:
Questioning Appearances Exploring Identity
Through the Creation of Self Portraits
Black Self/White Self:
Playing with Ideas of Imagery and Race
Picturing Words from the Language of Home
Memories of Past Centuries:
Performing Histories and Thinking About Everyday Choices