Vee Whitehorse Kelly Pasloski

School

A Model for Change

Why Culturally Based?

Many Youth

Have experienced a loss oftraditional culture.

Do not speak or have losttheir traditional language

Do not attend school on a regular basis, if at all.

Cannot visualize the importance ofculture within education and their

personal journey to a healthy lifestyle.

CreationStory

The primary advantage of a ‘Culturally Based HorizontalCurriculum’ is the ability to blend traditional teachings,

with present day experiences.

Each youth is exposedto the teachings of the‘Creation Story’ and‘Medicine Wheel’ in

relation to onespersonal life experiences

and wellness.

This maximizes theyouths personal ability

and cultural knowledge base for their personal

journey to a healthy lifestyle.

Not attending school at the commencement of intake – 51%.

All students experience an age/grade discrepancy. The averageis three to six years. Student attendance in previous schoolshas been extremely poor, if not attending for several years.

Initially, students have an extremely poor attitude towardsschool due negative experiences within other schools. This transmits itself into poor self-esteem within a thought processindicating “I am not able to do it”.

An issue of trust is of a concern at the beginning of each intake.

“continued”

Classroom Profile

Classroom Profile (cont’d)

Learning styles vary for each individual student resulting ina numerous teaching methodologies to be employed on a continual basis.

Students are not receptive to individual technological basedinstruction. They definitely prefer personal “one-to-one”instruction.

The attention span for a majority of the students varies, butoverall is extremely short.

Students put very little effort into standardized tests.

For particular students, English is not their first language.

Math

ELA

Science

Nat St

Linguistics

Visual Arts

Math

ELA

Science

Nat

st

Linguistics

Visual

Arts

Horizontal LearningTraditionalInstruction

Traditional InstructionVersus

Horizontal LearningDaily

Schedule

Project Based

Horizontal Learning (Hide Tanning)

Within the conceptual design of the Horizontal Curriculum, a culturally relatedproject is chosen and a timeline determined, dependent upon the activity.

All aims, goals and outcomes are tracked in accordance with Sask LearningCurriculum within the areas of Mathematics, Language Arts, Cree Language

and Visual Arts. (reference Sections C, D, E and F of handout)

Horizontal Learning (Hand Drum Making)

Reference Section B for Lesson Plan for ‘Hand Drum Assembly-Diameter – Radius – Circumference – Area’

and ‘Activity Assessment’

All Hands OnCulturally Based

Activities ReferenceThe Medicine Wheel

Holistic Clinical Counselling

First Nations Language Instruction

Rattle Making

Hand Drum Making

Tepee RaisingTeachings

Feasts

Pipe Ceremonies

Traditional Hide Tanning

Buffalo Hunt

Sweats

Sweat Lodge Construction

Elders Teachings

Pottery

Drumming

Beading

Smudge

Talking Circles

Cutting Wood / Picking RocksFor Sweat

Picking Sweat Grassand Sage

Traditional Medicines

Outdoor Cultural Camps

Volunteer Community Service

Traditional Dances

Teachingof

Protocolfor all

CulturalActivities

Traditional Story Telling

ArcheryCeremonial DancesSundanceGhost DanceChicken DanceHorse Dance

CulturalWorkshops

Name Giving Ceremony

Horizontal CurriculumThemes

Being Developed

Tepee Pole Teachings

Equine Facilitated Therapy

CulturalLand BasedProgram

Obtaining Credits• Leading Thunderbird Lodge School is registered with the Saskatchewan

Department of Education.

• The goals, objectives and outcomes as determined by Saskatchewan LearningCurricular are strictly adhered to and are recorded for each individual studentas educational concepts are achieved in particular subject areas.

• Participation in cultural activities and projects are monitored, with educationaloutcomes determining whether a credit is earned.

• Youth earn subject credits through Holistic Counselling sessions.

• Recreational activities, including horse program, also qualify for additional credits.

• Within the framework of ‘Secondary Credit Offerings’ (Grades 10 – 12) we areable to offer 34 subjects, dependent upon the student.

• All credits are transferable within any province/territory in Canada.

Partners

NNADAP