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Vee Whitehorse Kelly Pasloski
School
A Model for Change
Why Culturally Based?
Many Youth
Have experienced a loss of
traditional culture.
Do not speak or have lost
their tradition...
Creation
Story
The primary advantage of a ‘Culturally Based Horizontal
Curriculum’ is the ability to blend traditional tea...
Not attending school at the commencement of intake – 51%.
All students experience an age/grade discrepancy. The average
is...
Classroom Profile (cont’d)
Learning styles vary for each individual student resulting in
a numerous teaching methodologies...
Math
ELA
Science
Nat St
Linguistics
Visual Arts
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L
A
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V
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l
A
...
Horizontal Learning (Hide Tanning)
Within the conceptual design of the Horizontal Curriculum, a culturally related
project...
Horizontal Learning (Hand Drum Making)
Reference Section B for Lesson Plan for ‘Hand Drum Assembly-
Diameter – Radius – Ci...
All Hands On
Culturally Based
Activities Reference
The Medicine Wheel
Holistic Clinical Counselling
First Nations Language...
Horizontal Curriculum
Themes
Being Developed
Tepee Pole Teachings
Equine Facilitated Therapy
Cultural
Land Based
Program
Obtaining Credits
• Leading Thunderbird Lodge School is registered with the Saskatchewan
Department of Education.
• The go...
Partners
NNADAP
Culturally baseed horizontal curriculum
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Culturally baseed horizontal curriculum

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Culturally baseed horizontal curriculum

  1. 1. Vee Whitehorse Kelly Pasloski
  2. 2. School A Model for Change
  3. 3. Why Culturally Based? Many Youth Have experienced a loss of traditional culture. Do not speak or have lost their traditional language Do not attend school on a regular basis, if at all. Cannot visualize the importance of culture within education and their personal journey to a healthy lifestyle.
  4. 4. Creation Story The primary advantage of a ‘Culturally Based Horizontal Curriculum’ is the ability to blend traditional teachings, with present day experiences. Each youth is exposed to the teachings of the ‘Creation Story’ and ‘Medicine Wheel’ in relation to ones personal life experiences and wellness. This maximizes the youths personal ability and cultural knowledge base for their personal journey to a healthy lifestyle.
  5. 5. Not attending school at the commencement of intake – 51%. All students experience an age/grade discrepancy. The average is three to six years. Student attendance in previous schools has been extremely poor, if not attending for several years. Initially, students have an extremely poor attitude towards school due negative experiences within other schools. This transmits itself into poor self-esteem within a thought process indicating “I am not able to do it”. An issue of trust is of a concern at the beginning of each intake. “continued” Classroom Profile
  6. 6. Classroom Profile (cont’d) Learning styles vary for each individual student resulting in a numerous teaching methodologies to be employed on a continual basis. Students are not receptive to individual technological based instruction. They definitely prefer personal “one-to-one” instruction. The attention span for a majority of the students varies, but overall is extremely short. Students put very little effort into standardized tests. For particular students, English is not their first language.
  7. 7. Math ELA Science Nat St Linguistics Visual Arts M a t h E L A S c i e n c e N a t s t L i n g u i s t i c s V i s u a l A r t s Horizontal LearningTraditional Instruction Traditional Instruction Versus Horizontal Learning Daily Schedule Project Based
  8. 8. Horizontal Learning (Hide Tanning) Within the conceptual design of the Horizontal Curriculum, a culturally related project is chosen and a timeline determined, dependent upon the activity. All aims, goals and outcomes are tracked in accordance with Sask Learning Curriculum within the areas of Mathematics, Language Arts, Cree Language and Visual Arts. (reference Sections C, D, E and F of handout)
  9. 9. Horizontal Learning (Hand Drum Making) Reference Section B for Lesson Plan for ‘Hand Drum Assembly- Diameter – Radius – Circumference – Area’ and ‘Activity Assessment’
  10. 10. All Hands On Culturally Based Activities Reference The Medicine Wheel Holistic Clinical Counselling First Nations Language Instruction Rattle Making Hand Drum Making Tepee Raising Teachings Feasts Pipe Ceremonies Traditional Hide Tanning Buffalo Hunt Sweats Sweat Lodge Construction Elders Teachings Pottery Drumming Beading Smudge Talking Circles Cutting Wood / Picking Rocks For Sweat Picking Sweat Grass and Sage Traditional Medicines Outdoor Cultural Camps Volunteer Community Service Traditional Dances Teaching of Protocol for all Cultural Activities Traditional Story Telling ArcheryCeremonial Dances Sundance Ghost Dance Chicken Dance Horse Dance Cultural Workshops Name Giving Ceremony
  11. 11. Horizontal Curriculum Themes Being Developed Tepee Pole Teachings Equine Facilitated Therapy
  12. 12. Cultural Land Based Program
  13. 13. Obtaining Credits • Leading Thunderbird Lodge School is registered with the Saskatchewan Department of Education. • The goals, objectives and outcomes as determined by Saskatchewan Learning Curricular are strictly adhered to and are recorded for each individual student as educational concepts are achieved in particular subject areas. • Participation in cultural activities and projects are monitored, with educational outcomes 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 are able to offer 34 subjects, dependent upon the student. • All credits are transferable within any province/territory in Canada.
  14. 14. Partners NNADAP

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