Role Model Program. All schools are entitled to utilizing a role model program throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level events. The total of role model events was 181in total. This is an increase of 139 role model presentations in schools. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the honorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, Journeys of the Heart, and A Place to Play. At Journeys of the Heart, Xxx Xxxxxxxx performed to 27 participants. Port Renfrew RSL had numerous events and one featured Xx Xxxxxxxxxx with excellent turn out from the community. New this year ‘A Place to Play’, Scia’new Nation featured author Xxxxxxx Xxxxxxx with 18 participants’ children and adults. Aboriginal Ways of Knowing ‘New’ Survey Aboriginal students or 33% elementary students comment they learn ‘a lot’ about their culture at school. Aboriginal students or 62% middle and secondary students comment they learn about their culture at school. Approximately, 333 Aboriginal students K to 12 completed the survey with an Aboriginal Education staff member. Twenty schools participated. This year the Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is a base line data. Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Target Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. 333 students participated. Baseline Data Elementary: I am learning about Aboriginal people in my school. 107 responses 25% (27/107) Elementary: I understand and have knowledge about my Aboriginal heritage. 119 responses 33% (39/119) Secondary: I am learning about Aboriginal people in my school. 195 responses 47% (92/195) Secondary: I understand and have knowledge about my Aboriginal heritage. 198 responses 63% (124/198) Aboriginal Ways of Knowing Goal: (continued) BC First Nations Studies 12 & First Peoples English 10/11/12 BCFNS 12 number students BCFNS12 % C+ or better FPE 10/11/12 number students FPE 10/11/12 C+ or better Linear (BCFNS 12 number students) 60 20 0 2009-10 2010-11 2011-12 2012-13 2013-14 Figure 9- Increase enrolment and completion at secondary level not met Initiatives to increase secondary participation and completion rates. 2009-10 two teachers attended the First People English Institute; 2010-11 three teachers will attend the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ picture book lessons Increase the number of Aboriginal content resources at the middle school level The district developed an Achievement Contract Aboriginal goal Métis Pilot Project 2010-2011 – Grade four student and teacher feedback “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Sash and the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria.
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Samples: www.sd62.bc.ca
Role Model Program. All schools are entitled to utilizing a role model program throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level events. The total of role model events was 181in total. This is an increase of 139 role model presentations in schools. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the honorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, Journeys of the Heart, and A Place to Play. At Journeys of the Heart, Xxx Xxxxxxxx performed to 27 participants. Port Renfrew RSL had numerous events and one featured Xx Xxxxxxxxxx with excellent turn out from the community. New this year ‘A Place to Play’, Scia’new Nation featured author Xxxxxxx Xxxxxxx with 18 participants’ children and adults. Aboriginal Ways of Knowing ‘New’ Survey Aboriginal students or 33% elementary students comment they learn ‘a lot’ about their culture at school. Aboriginal students or 62% middle and secondary students comment they learn about their culture at school. Approximately, 333 Aboriginal students K to 12 completed the survey with an Aboriginal Education staff member. Twenty schools participated. This year the Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is a base line data. Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Target Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. 333 students participated. Baseline Data Elementary: I am learning about Aboriginal people in my school. 107 responses 25% (27/107) Elementary: I understand and have knowledge about my Aboriginal heritage. 119 responses 33% (39/119) Secondary: I am learning about Aboriginal people in my school. 195 responses 47% (92/195) Secondary: I understand and have knowledge about my Aboriginal heritage. 198 responses 63% (124/198) Aboriginal Ways of Knowing Goal: (continued) BC First first Nations Studies 12 1£ & First first Peoples English 10/11/12 BCFNS 12 10/11/1£ BCfNS 1£ number students BCFNS12 BCfNS1£ % C+ or better FPE 10/11/12 fPE 10/11/1£ number students FPE 10/11/12 fPE 10/11/1£ C+ or better Linear (BCFNS 12 BCfNS 1£ number students) 60 20 £0 20090 £009-10 2010£010-11 2011£011-12 2012-13 20131£ £01£-13 £013-14 Figure 9- Increase enrolment and completion at secondary level not met Initiatives to increase secondary participation and completion rates. 2009-10 two teachers attended the First People English Institute; 2010-11 three teachers will attend the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ picture book lessons Increase the number of Aboriginal content resources at the middle school level The district developed an Achievement Contract Aboriginal goal Métis Pilot Project 2010-2011 – Grade four student and teacher feedback “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Sash and the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria.. Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Increase school role models from 37 to 50 role model presentations Aboriginal Education Department 181 role model presentation Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 16 students decrease by 2 students No Offer FPE 10/11/12 at larger secondary schools or all four 1 of 4 secondary schools one offers FPE101112 15 students at WS Annex No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 44% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Halq'emeylem − fO word or more Sencoten − f5 words or more Ditidaht − 8 words or more Halq'emeylem − 25 words or more Ditidaht − 2O words or more Aboriginal Languages 300 £00 100 0 £009- £010- £011- £01£- £013-
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Samples: www.llbc.leg.bc.ca
Role Model Program. All schools are entitled to utilizing a role model program throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level events. The total of role model events was 181in total2010-11 and 235 in 2011-12. This is an increase of 139 54 role model presentations in schools. There was a decrease in school initiated events from 166 functions to 95 for this reporting year. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the honorarium. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, Journeys of the Heart, and A Place to Play. At Xxxxxxx Elementary, Journeys of the Heart, Xxx Xxxxxxxx performed to 60 participants up from 27 participantsparticipants the previous year. Port Renfrew RSL had numerous events and one featured Xx Xxxxxxxxxx Xxxxx Xxxxxxxx with excellent turn out from the community. New this year ‘A Place to Play’, Scia’new Nation featured author Xxxxxxx Xxxxxxx with 18 participants’ were nine book bag collections for pre-schooler children and adultsto use at home. Aboriginal Ways of Knowing ‘New’ Survey Aboriginal students or 33% at the elementary results decreased for the question related to students comment commenting they learn ‘a lot’ about their culture at school. Aboriginal students or 62% at the middle and secondary students percentage decreased regarding the comment they (students) learn about their culture at school. Approximately, Year one: 333 Aboriginal students K to 12 completed the survey with an Aboriginal Education staff membersurvey. Twenty schools participatedYear two: 327 students completed the survey. This year the The Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is a base line datanow completed on-line. Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Target Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. 333 students participated. to 327 participants year two Baseline Data No Elementary: I am learning about Aboriginal people in my school. 107 responses to 180 25% (27/107) to 22.2% (40/180) No Elementary: I understand and have knowledge about my Aboriginal heritage. 119 responses to 180 33% (39/119) to 23.9% (43/180) No Secondary: I am learning about Aboriginal people in my school. 195 responses to 146 47% (92/195) to 27% (40/146) No Secondary: I understand and have knowledge about my Aboriginal heritage. 198 responses to 147 63% (124/198) to 44% (64/147) No Aboriginal Ways of Knowing Goal: (continued) BC First Nations Studies 12 & First Peoples English 10/11/12 BCFNS 12 number students BCFNS12 % C+ or better FPE 10/11/12 number students FPE 10/11/12 C+ or better Linear (BCFNS 12 number students) 60 50 40 30 20 10 0 2009-10 2010-11 2011-12 2012-13 2013-14 Figure 9- 7- Increase enrolment and completion at secondary level not met Initiatives to increase secondary participation and completion rates. 2009-10 two teachers attended the First People English Institute; 2010-11 three teachers will attend attended the institute; flyer information was distributed widely ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ picture book lessons and classroom strategies Increase the number of Aboriginal content resources at the middle school level The district developed an Achievement Contract Aboriginal goal Métis Pilot Xxxxx Xxxxxxxxxxx Project 2010-2011 Year Two – Grade four student and teacher feedback “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Sash and the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Year One: Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes. Feedback: Absolutely amazing, interactive, educational, creative ☺ Our presenter was warm and engaging. Thank-you so much. On the scale the presentations ‘exceeds’ expectations. Xxxxx Xxxxxxx Teacher, 2011-12 Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 23 students in 10/12 No Offer FPE 10/11/12 at larger secondary schools or all four 1 of 4 secondary schools one offers FPE10/11/12 15 students at WS Annex for second year No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 48% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Aboriginal Languages Halq'emeylem - 10 word or more Sencoten - 15 words or more Ditidaht - 8 words or more Halq'emeylem - 25 words or more Ditidaht - 20 words or more 350 300 250 200 150 100 50 0 2009-10 2010-11 2011-12 2012-13 2013-14 Figure 8- Target met to increase language awareness to 25 words Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the second year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12. On-line Aboriginal Language Sites: Port Renfrew and T’Sou-ke Nation utilize First Peoples Voices as a source for words and language awareness for Ditidaht Language and Sencoten Language. One school currently uses FirstVoices Kids. T’Sou-ke Nation Elder program T’Sou-ke Nation provides curriculum at the early learning program Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-five Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. At the end of the year, parents requested a Sencoten resource to use at home. Aboriginal Education department will continue to support the program in three elementary schools as agreed by an elder. Goal: to increase knowledge of Aboriginal language by Aboriginal and non-Aboriginal students.
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Samples: www.sd62.bc.ca
Role Model Program. All schools are entitled to utilizing a role model program throughout the year. Secondary provided 25 role model sessions in classrooms; middle provided 20; and, elementary offered 58. The district organized 78 role model sessions for various district level eventsprogram. The total of role model events was 181in total2010- 11; 235 in 2011-12; 465 in 2012-13. This is an increase of 139 role model presentations School initiated initiatives 2012-13 were 249 in schoolsaddition. The Victoria Native Friendship Centre offered a program titled ‘Box of Treasures’ in which many schools provided school funds for the honorariumdonation. Numerous schools received extra funds from school P.A.C.s to support cultural events. This year we surveyed the number of school initiated event in which schools completed 161 events featuring Aboriginal Role Models. Two school’s AESW completed 60 of the 161 school initiated events demonstrating monthly art lessons at Xxxx Xxxxxxxx and Willway. Ready, Set, Learn funds were provided for Port Renfrew Elementary, Zone events at SeaParc and the Westshore Mall, and Journeys of the Heart, and A Place to PlayXxxxxxx assembly. At Xxxxxxx Elementary, Journeys of the Heart, Xxx Xxxxxxxx Heart children and Cree musician Xx Xxxxxxxxxx performed to 27 participantsthe school. Port Renfrew RSL had numerous events and one featured Xx Xxxxxxxxxx Dididaht Cultural dancers with excellent turn out from the community. New this For a second year ‘A Place to Play’, Scia’new Nation received nine book bag collections for pre-schoolchildren to use at home- building home libraries. At the larger zone RSL events Aboriginal featured author Xxxxxxx Xxxxxxx with 18 participants’ children elders, music, Aboriginal themed book give away, interactive activities and adultscultural displays. Aboriginal Ways of Knowing ‘New’ Survey Aboriginal students or 33% at the elementary results were consistent to the question related to students comment commenting they learn ‘a lot’ about their culture at school. Aboriginal students or 62% at the middle and secondary students percentage was consistent regarding the comment they (students) learn about their culture at school. Approximately, Year one: 333 Aboriginal students K to 12 completed the survey with an Aboriginal Education staff membersurvey. Twenty schools participatedYear two: 327 students completed the survey. This year Year three: 314 students completed the survey. The Aboriginal Education staff assisted on the development of the questions and decided as a group to do a paper copy process. Next year, training will be provided for staff to administer on an on-line survey.This year the survey is a base line datanow completed on-line. Results for many questions ‘I feel that Aboriginal heritage is honoured, respected and valued at my school’ results were 55 % elementary and 75% middle/secondary. And, ‘I am willing to be open in learning about my own Aboriginal cultures as well as other cultures’ results were 49% elementary and 74% middle/secondary. Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Target Participant Indicator Result 2010-11 Met Increase the number of students participating in survey by 50 students. 333 Year one: 333; year two: 327; Year three 314 19 less students participatedparticipating over three years. Baseline Data Elementary: I am learning about Aboriginal people in my school. Year one: 107 responses Year two: 180; Year three: 129 Year one: 25% (27/107) Year two: 22.2% (40/180) Year three: 21% (27/129) Elementary: I understand and have knowledge about my Aboriginal heritage. Year one: 119 responses Year two: 180; Year three: 129 Year one: 33% (39/119); Year two: 23.9% (43/180); Year three: 26% (34/130) Secondary: I am learning about Aboriginal people in my school. 195 responses Year one: 195; Year two: 146; Year three: 189 Year one: 47% (92/195) ; Year two: 27% (40/146); Year three: 43% (82/189) Secondary: I understand and have knowledge about my Aboriginal heritage. 198 responses Year one: 198; Year two:147; Year Three:189 Year one: 63% (124/198) Aboriginal Ways of Knowing Goal); Year two: 44% (continued64/147); Year three: 54% (101/189) BC First Nations Studies 12 & First Peoples English 10/11/12 BCFNS 12 number students BCFNS12 % C+ or better FPE 10/11/12 number students FPE 10/11/12 C+ or better Linear (BCFNS 12 number students) 60 50 40 30 20 10 0 2009-10 2010-11 2011-12 2012-13 2013-14 Figure 9- 7- Increase enrolment and completion at secondary level not met Initiatives to increase secondary participation and completion rates. 2009-10 two teachers attended Aboriginal Education supported workshops at the First People English Institute; 2010-11 three teachers will attend the institute; flyer information was distributed widely Victoria, Circle of Courage for a second year ESD teacher increase to address literacy at the middle and secondary level; maintain ESD teacher role at elementary level; provide inclusive classroom strategies using Aboriginal Education ‘Oral Language’ in-house development of picture book lessons and classroom strategies; completed in- house secondary ESD strategy resource for teachers Aboriginal Education teachers attended UBC Math symposium year two; and participated in a two day workshop: PATH: Planning Alternative Tomorrows with Hope hosted by Support Services Added Aboriginal workshops in the curriculum’s departments ‘Learning Opportunities’ for teachers; Xxxxxxx XxxXxxx, 18th Annual Aboriginal Conference, Inquiry projects, Moe the Mouse Increase the number of Aboriginal content resources at the middle school level The district developed an a new Achievement Contract Aboriginal goal Métis Pilot Enhancement Project 2010-2011 Year Three – Grade four student and teacher feedback “It was well received by all of the students. The dancers were excellent!” “Great artefacts.” “Great presentation” “Historical and cultural background was very (thorough) good and had most students engaged – perfect for Grade 3 – 6”. “I really like Xxxxxxxxx – She was organized and informative.” “I like the progression of her presentation and I also enjoyed the student involvement.” “She was also very open to my ideas”. “I liked the second workshop”. “I got to try the jig”. “I love the dancing because of how fast Xxxxx could move her feet”. “I like participating in the jig”. “I like the first workshop because we got touch the furs and play with the jigman”. “I liked both workshops because they were fun to watch”. “I like making the Métis Sash and the canoes”. “I thought it was fabulous and I learned a lot”. “I like the information we learned”. “I thought it was fun watching Xxxxx wear the sash and carry a load in it”. “I loved all of the facts I learned”. “I loved the soft beaver fur”. “I liked how Xxxxxxxxx brought in all of the stuff for us to look at”. Year One: Xxxxxxx, Happy Valley, Saseenos, Port Renfrew, Willway participated in a two part Métis grade four curriculum project prepared by Metis Nation of Greater Victoria. Year Two: Ecole Xxxxxxx, Xxxx Xxxx, Xxxxx Xxxxxxx, Xxxx Xxxxxx participated in year two. Year Three: Xxxx Xxxx, Xxxx Xxxxxxxx, Xxxx Xxxxxx, Xxxxx, Xxxx Xxxx Elementary. MEEP will be expanded to include additional lessons at the secondary level targeting grade 10/11/12 humanity classes at EMCS, Belmont, MTC, and WS FN Grad. Figure 6 Figure 7 FFiigguurree8 8 Goal: Aboriginal Ways of Knowing: to increase awareness and understanding of Aboriginal Ways of Knowing in both Aboriginal and non- Aboriginal students. Increase school role models from 37 in 2009-10 to 50 role model presentations Aboriginal Education Department 2010-11 : 181 2011-12 : 235 2012-13 : 465 Yes Increase BCFNS12 participants from 18 students to 25 students How Are We Doing Report 17 students in 11/12 No Offer FPE 10/11/12 at larger secondary schools or all four 2 of 4 secondary schools FPE10/11/12; increased from 15 to 42 students enrolled Belmont- 16 ‘new’ Westshore- 26 No Increase BCFNS12 C+ or better from 50% to 61% How are We Doing Report 35% C+ or better No Language Goal: To increase knowledge of Aboriginal languages by Aboriginal and non- Aboriginal students. Aboriginal Languages Halq'emeylem - 10 word or more Sencoten - 15 words or more Ditidaht - 8 words or more Halq'emeylem - 25 words or more Ditidaht - 20 words or more 200 150 100 50 0 2009-10 2010-11 2011-12 2012-13 2013-14 Figure 9- Target met to increase language awareness to 25 words Scia’new First Nation elder has worked for numerous years teaching school children basic words in Halq’emeylem Language. Xxxx’xxxxxxx Language lessons were taught before school to elementary, and now for the third year in the regular classroom to students at Xxxx Xxxxxxxx. Xxxxxx Xxxxxxx has two students that have surpassed her language curriculum. The program has been expanded to FN Grad Program 2011-12 and 2012-13. On-line Aboriginal Language Sites: Port Renfrew Elementary and T’Sou-ke Nation utilize First Peoples Voices as awareness for Ditidaht Language and Sencoten Language. One additional school currently uses FirstVoices Kids. T’Sou-ke Nation Elder program T’Sou-ke Nation provides curriculum from Sum-SHA-Thut-Lellum for FDK classrooms in three Sooke Elementary Schools starting in 2010-11. Eighty-two Kindergarten schoolchildren participated in Thursday Elder Project in five Full Day Kindergarten classrooms. Kindergarten students surpassed expectations with Sencoten language. Aboriginal Education department will continue to support the program in three elementary schools as agreed by the nation. Goal: to increase knowledge of Aboriginal language by Aboriginal and non-Aboriginal students.
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Samples: www.sd62.bc.ca
