BOARD AUTHORIZED COURSE PROPOSAL
District Name:
School District #67, Okanagan Skaha
Originally Developed By:
David Perry & Dave Stigant
Date Developed:
1996
School Name:
Penticton Secondary & Princess Margaret Secondary
Principals’ Name:
Pete Corcoran & Bruce Johnson
Course Name:
First Nations Futures
Grade Level:
12
Hours of Instruction:
120 hours
Credits:
4 credits
Prerequisite:
N/A
Equipment Required:
Journals, access to computer lab, VCR, DVD, CD, TV,
Digital Camera, Video equipment, editing software
Course Synopsis:
First Nations Futures 12 is a self-directed learning experience modeled on the Navigator
Program, coming out of Simon Fraser University in the middle 1990’s. One of the central
goals of the program is the “creation of greater curricular coherence and student
engagement”. The ‘Navigator Tutorial’ which is the position that First Nations Futures
has in the Navigator model, is the glue that binds the students grade 11 and 12 program
together and enhances meaning and relevance.
Rationale:
The intent of Futures 12 is to build on the self-directed learning skills acquired in Futures
11. This course was developed to create a greater degree of relevance for our First
Nations students attempting to graduate from grade 12. Linked to the ‘Walkabout
Concept’ which has its roots in experiential learning it is more closely connected to
Aboriginal learning styles. The Tutorial exposes the student to five key competencies and
with the assistance of self directed learning contracts the student must demonstrate
proficiency in each area. In addition much like the new ‘Planning’ curriculum with
emphasis on Portfolio development, First Nations Futures serves as a vital gathering
point for Aboriginal students as they prepare for their graduation.
2.
Organizational Structure:
Unit/Topic
Competency
Time
1.
Introduction
10
2.
Health and Wellness
20
3.
Education
20
4.
Participation
20
5.
Vocation
20
6.
Recreation
20
7.
Demonstration/Celebration
10
3.
Topic Descriptions:
Topic 1:
Introduction
10 Hours
Students will be guided through the Self Directed Learning process and the necessary
steps in transition to taking responsibility for ones learning path. Students will complete
their Student Learning Plan, create their Portfolio and initiate their Journal writing as key
elements in the completion of the course.
Student Learning Plan: It is expected that students will:






complete and understand the difference between short-term and long term goals.
complete the Education Planner for Grade 9 and 10 courses completed.
complete credits for Graduation Years - Foundation Studies
complete credits for Graduations Years – Selected Studies
identify Strengths, Interests and Accomplishments.
Sign form and have parent or guardian sign form.
Portfolio:It is expected Students will:



identify what a portfolio is and what goes into it.
personally decorate their portfolio with their own logos.
initiate a ‘portfolio check list’ for recording entries.
Journal:It is expected that students will:




secure a personal Journal either their own or supplied by the program.
understand the difference between personal and public journal entries.
provide term evidence of personal journal work.
provide term evidence of public journal work based on the Instructors entries.
4
Topic 2: Personal Health and Wellness
20 Hours
Students will identify an area of relevance or ‘passion’ to them under the Personal
Health and Wellness competency, develop a Self Directed Learning Contract around the
topic and complete the contract by term end.
Note: Levels of challenge can be identified as “Acts, Projects or Ventures” depending
upon the degree of interest or involvement on the part of the student. In order to complete
credit for the course the student could elect to complete one Venture that would combine
together all competency areas or three Projects with two smaller Acts. In addition
students are encouraged, as Self Directed Learners, to weave elements of their foundation
or selected studies into their projects in order to create a string of relevance to their final
High School years.
Please see Appendices for detailed descriptions of sample works.
Suggested areas of choice:
1. Mental Wellness
2. Family-Life
3. Child Abuse Prevention
4. Substance Abuse
5. Safety & Injury
6. Healthy Living
Discovery Wheel:
It is expected that students will:



read and complete the Discovery Guide
fill in the Discovery Wheel
complete the Discovery Statements
Personal Life Plan:
It is expected that students will:

complete the 5 elements of the Personal Life Plan
- Taking Stock of Myself
- Thinking About the Life I plan to leave
- Planning to Pursue a Career
- Translating into Steps now
- My Map of My Future
Journal Entries:
It is expected that students will:

complete Journal entries as outlined by the instructor.
5.
Topic 3: Education
20 Hours
Students will identify an area of relevance or ‘passion’ to them under the Education
competency, develop a Self Directed Learning Contract around the topic and complete
the contract by term end.
Note: Levels of challenge can be identified as “Acts, Projects or Ventures” depending
upon the degree of interest or involvement on the part of the student. In order to complete
credit for the course the student could elect to complete one Venture that would combine
together all competency areas or three Projects with two smaller Acts. In addition
students are encouraged, as Self Directed Learners, to weave elements of their foundation
or selected studies into their projects in order to create a string of relevance to their final
High School years.
Please see Appendices for detailed descriptions of sample works.
Suggested Areas of Choice:
1. External Courses – Ministry –accepted
- Music
- Post –Secondary Courses
- Languages
2.
3.
4.
5.
- Sport
- Youth Development Programs
- Industrial, Occupational Programs
First Aid Training – St. John’s Ambulance
Hospital Aid
Internet Research
Other – as approved by the instructor.
The Nine Stages of Self Directed Learning:
It is expected that students will:



review the ‘Nine Stages’ with their teacher.
reflect on what stage they are currently at.
undertake some ‘reflective’ writing in their Journal on how to move forward to
the next stage.
Personal Life Plan:
It is expected that students will:



review and discuss with their ‘Team’ the five steps of the Personal Life Plan.
complete each step in the Life Plan by answering the thought questions posed.
submit the completed Life Plan with a portfolio showing the steps taken towards
fulfillment.
Note: ‘Team’ refers to a smaller group of peers that the student is encouraged to rely on.
6.
Ideal School Exercise:
It is expected that students will:



using the five steps in the Personal Life Plan students will create a vision of a
school designed to empower students to manage their own learning.
discuss their vision with their Team.
shape a vision that will guide their efforts.
Journal Entries:
It is expected that students will:

complete Journal entries as outlined by the instructor.
7.
Topic 4: Participation
20 Hours
Students will identify an area of relevance or ‘passion’ to them under the Participation
competency, develop a Self Directed Learning Contract around the topic and complete
the contract by term end.
Note: Levels of challenge can be identified as “Acts, Projects or Ventures” depending
upon the degree of interest or involvement on the part of the student. In order to complete
credit for the course the student could elect to complete one Venture that would combine
together all competency areas or three Projects with two smaller Acts. In addition
students are encouraged, as Self Directed Learners, to weave elements of their foundation
or selected studies into their projects in order to create a string of relevance to their final
High School years.
Please see Appendices for detailed descriptions of sample works.
Suggested areas of choice:
1.
2.
3.
4.
5.
6.
School Team
School Club
School Event – 10,000 Tonight, tournament volunteer etc.
Community group
Volunteer work
Other
The Working Journal:
It is expected that students will:



develop a ‘working journal’ (which is a step beyond the personal/reflective
journal).
research sample journals kept by artists, writers, scientists, explorers, historians,
politicians, inventors, business people, athletes, educators and architects used to
record their ideas and activities.
follow the guide sheets provided to generate ideas, develop action plans and
reflect on what has been learned.
Journal Entries:
It is expected that students will:

complete Journal entries as outlined by the instructor.
8.
Topic 5:
Vocation
20 Hours
Students will identify an area of relevance or ‘passion’ to them under the Vocation
competency, develop a Self Directed Learning Contract around the topic and complete
the contract by term end.
Note: Levels of challenge can be identified as “Acts, Projects or Ventures” depending
upon the degree of interest or involvement on the part of the student. In order to complete
credit for the course the student could elect to complete one Venture that would combine
together all competency areas or three Projects with two smaller Acts. In addition
students are encouraged, as Self Directed Learners, to weave elements of their foundation
or selected studies into their projects in order to create a string of relevance to their final
High School years.
Please see Appendices for detailed descriptions of sample works.
Suggested Areas of Choice:
1.
2.
3.
4.
5.
6.
Career & personal Planning 12
Work Experience 11
Work Experience 12
Career Preparation Program
Career Preparation School Apprenticeship
Career Technical Centre Programs
The Portfolio:
It is expected that students will:



be encouraged to learn more than subject matter.
learn to use a wide range of skills, apply processes, pursue projects and participate
in service, business, political, social sectors of society as well as other areas.
Add to their Portfolio based on their understanding from the classroom notes on
“What is a Portfolio and what goes into it?”
9.
Student Work-Safe First Nations Program:
It is expected that students will:

work with the teacher and a support team to complete the Work-Safe Program.
OR
Aboriginal Enviro Careers:
It is expected that students will:

work with the teacher and a support team to complete the Discovering and
Exploring Environmental Careers for Aboriginal Youth.
Journal Entries:
It is expected that students will:

complete Journal entries as outlined by the instructor.
10.
Topic 6: Recreation
20 Hours
Students will identify an area of relevance or ‘passion’ to them under the Recreation
competency, develop a Self Directed Learning Contract around the topic and complete
the contract by term end.
Note: Levels of challenge can be identified as “Acts, Projects or Ventures” depending
upon the degree of interest or involvement on the part of the student. In order to complete
credit for the course the student could elect to complete one Venture that would combine
together all competency areas or three Projects with two smaller Acts. In addition
students are encouraged, as Self Directed Learners, to weave elements of their foundation
or selected studies into their projects in order to create a string of relevance to their final
High School years.
Please see Appendices for detailed descriptions of sample works.
Suggested Areas of Choice:
1.
2.
3.
4.
5.
6.
School Team
Girls Physical Education 11
Physical Education 11
Recreational Leadership 11/12
Multi Sport 11
Elite Sport 11
7. Community Sport Program
8. Community Recreation Program
9. Community Fitness Program
10. Private Fitness Program
Demonstrations:
It is expected that students will:




appreciate that the Demonstration is a critical component to the course, sharing
and confirming ones’ achievement.
understand that the Demonstration must be appropriate to the task.. Students
cannot demonstrate proficiency on a musical instrument for example, by writing a
test or an essay. They must demonstrate that they have learned to play it or are
capable of playing it.
understand that the Demonstration is to be shared with either family, the class,
ones’ support group or all of the above.
appreciate that the Celebration of ones’ achievement is just as important as the
achievement itself.
Journal Entries:
It is expected that students will:

complete Journal entries as outlined by the instructor
11.
Topic 7: Demonstration
10 Hours
Students will complete a demonstration of their achievements. This can either be of a
series of Acts, several Projects or a Venture. The Demonstration will either be with
family, the class, the support group or all of the above.
The student is responsible for organizing the Demonstration, coordinating the venue,
sending invitations, assembling any equipment necessary. The student will also
require the witnesses to assist with either a written or oral evaluation of the
demonstration.
In addition, students will provide input into and assist in the organization of a
Celebration of their achievements.
12.
INSTRUCTIONAL COMPONENTS
Self Directed Learning
Direct Instruction
Peer Instruction
Support Team Instruction
Experiential Learning
Indirect Instruction
Modeling
Brainstorming
Group Discussion
Self Evaluation
Peer Feedback
Peer Evaluation
Guest Speakers
ASSESSMENT COMPONENTS
Assessment practices involve both summative and formative assessment. Each term
will consist of the following:
Category
Weighting percentage
Learning Contract
Journal
Portfolio (evidence of accomplishments)
Demonstration (evidence of learning)
Self and Peer Evaluation
Participation
15%
15%
15%
15%
25%
15%
Total/term
100%
LEARNING RESOURCES
Gibbons, Maurice, ‘The Self-Directed Learning Source Book’
Gibbons, Maurice, ‘The Walkabout Papers’
Workman’s Compensation Board, ‘Student WorkSafe Program for First Nations’
Government of Canada, ‘Aboriginal Enviro Careers’
Various First Nations news papers and publications
Various movie video’s that demonstrate ‘Challenge and Experiential Learning’
13.
ADDITIONAL INFORMATION:
Please see the following appendices as examples of the foundation of the course:
1.
2.
3.
4.
5.
6.
7.
First Nations Futures, History of Consultation
The Walkabout Program
The Navigator: Elements of the Program
The Navigator Tutorial: Elements of Personal & Social Competence
The Structure of the Navigator
The Navigator Tutorial
Sample Assessment Materials
a. Self Directed Learning Contract and Assessment
b. Portfolio and Assessment
c. Demonstration and Assessment