myPATH North

Objective: The primary objective of this program is to enrich the existing educational framework at ADCS by incorporating Indigenous perspectives into Physical Education, Health and Wellness, Art, and Music courses.  Additionally, the program outlines a visionary transition to a community-run school to empower local community  members in shaping the educational journey of our students.

Rationale: This program is driven by a commitment to academic excellence and community involvement. By integrating Indigenous knowledge and cultural elements into the curriculum, we are responding to the expressed needs of staff, Elders, and students for stronger community connections and a more culturally  enriching educational experience. 

Morning Sessions: Consist of Core Academic courses as well as Cultural Language instruction.

MyPath North presents a spectrum of educational pathways designed to cater to the diverse interests of our  students. Below are distinctive options aimed at fostering holistic development: 

1. STEM with a Concentration in Robotics and 3D Printing: Offer students the opportunity to delve into  cutting-edge STEM education with a specific focus on robotics and 3D printing. Develop technical proficiencies  that align with future industry demands. 
2. Outdoor Education: Implement an outdoor classroom in the school's backyard, providing an immersive  learning space. This unique environment will be facilitated by elders, knowledge keepers, and certified outdoor  education staff, enhancing experiential learning opportunities. 
3. Cultural Fashion and Beading: Provide students with the chance to explore their cultural heritage, including  Dene, Cree, and Metis traditions. This pathway includes cultural fashion and beading, allowing students to  express creativity while fostering a deeper connection to ancestral practices. 
4. Foods: Introduce a pathway centered around Fort Chipewyan Culture, emphasizing cultural foods,  preservation techniques, and traditional teachings on healthy culinary choices. This option promotes a  comprehensive understanding of the community's culinary traditions. 
5. Art: Create an avenue for students to express themselves through cultural art, drama, and storytelling. This  artistic pathway incorporates a variety of mediums, drawing inspiration from traditional methods used by the Dene, Cree, and Metis communities, providing a rich exploration of cultural expression. 
6. Music: Establish a drumming/singing program that not only teaches students to play but also encompasses  the art of drum building and maintenance. This musical option encourages students to immerse themselves in  the rhythmic traditions of the community, fostering an appreciation for cultural significance through music.

Cultural Enrichment: Students enrolled in the Indigenous-focused afternoon programming will experience a  profound cultural enrichment that goes beyond traditional academic boundaries. The curriculum's integration of  Indigenous perspectives into Physical Education, Health and Wellness, Art, and Music courses will provide  students with a deeper understanding and appreciation for Indigenous cultures. Indigenous students, in  particular, will cultivate a sense of pride and connection to their heritage through engaging activities led by  community members, with the invaluable support of dedicated teachers. 

Holistic Well-being: The incorporation of traditional practices in the curriculum is designed to contribute  significantly to the holistic health and well-being of students. Beyond academic growth, this initiative aims to  foster a positive and supportive school culture where students feel valued and supported in their journey  towards overall well-being. By emphasizing cultural teachings related to physical and mental health, the  program addresses the broader aspects of student development, promoting a more holistic approach to  education. 

Community Empowerment: The proposed transition to a community-run school is a pivotal aspect of this  initiative, empowering local community members to actively participate in shaping the educational experience.  This collaborative model allows community members to directly engage with students, sharing their knowledge  and teachings while benefiting from the resources and support provided by ADCS. This transition will not only  build a stronger sense of community ownership but will also instill a collective responsibility for the school's  success. The envisioned school will become a hub where students and the community converge to learn,  teach, and grow together. 

In essence, this initiative goes beyond conventional educational approaches, embracing a holistic and  community-oriented model that not only benefits the students but also contributes to the cultural fabric and  vitality of Fort Chipewyan. As we look forward to the positive outcomes that will undoubtedly emerge, it is clear  that this initiative marks a significant step towards creating an inclusive, culturally rich, and engaging  educational environment for all involved.

The ADCS team is committed to having regularly scheduled meetings to discuss the issues that are important to students, parents and community members in Fort Chipewyan. In particular, the Team focus is on issues around making curriculum connections and programs related to Indigenous education while celebrating student learning, achievements and culture. Indigenous Education topics include:

Sharing cultural practice and traditions

Culture & Identity

• Language understanding
• Elder relations
• Guests speakers
• Teachable Moment
• Land Base teachings and acknowledgement
• Increasing Indigenous graduation 

• Grade 12 Graduation Celebration (Cultural gift from the Nations) TBD

Land-Based Learning

• What does it look like in the community of Fort Chipewyan?
• Why is it important for all students?
• How do we create and embed this in our schools?

Allyship

• Gathering Together
• Cultural Learning Series with community members
• Voyageur Canoe Program
• First Nation & Metis Community Partnership
• Good Relations Agreements with local business and Industry

Balance

• Academic success and community membership 
• Curriculum Connections with the growth of our Community
• Curriculum tied & lived experience = transformation
• Ways of Being