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ENGLISH FIRST PEOPLES

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The English Language Arts curriculum presents knowledge that students are to know to smoothly progress through other subjects. English Language Arts is one of the fundamental subjects, starting in kindergarten until graduation.

         English First Peoples is a branch off the standard ELA that delves deeper into the Canadian indigenous peoples, whilst maintaining the standard English studies. The English First Peoples lesson is one of the mandatory courses for graduation, ensuring all students are thoroughly educated on the locals’ ways of living, learning, and relaxing.

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The English First People course has a similar, but extended ideas compared to the mainstream English lessons, sharing the same course architecture, Big Ideas, CC, and Content.​​

The Big Ideas of EFP are rich, including deeply rooted ideas on both the indigenous and the English language.

         The exploration of text and story, the construction of texts, the power of the voice, ideas around first people’s texts and stories, self-representation through authentic first people’s text, and the role of first people texts & voices within the process of Reconciliation

Curricular Competencies

Content

         The Contents are what students are expected to know at the end of the course.

  • A variety of BC, Canadian, and global indigenous texts,

  • Reconciliation in Canada,

  • First Peoples oral traditions

    • Includes the legal status of First Peoples oral traditions

    • Purposes of oral texts

  • Protocols regarding first peoples

    • Protocols related to the use of First Peoples texts

    • Acknowledgement of First Peoples territory

    • Expectations when engaging with First Peoples communities.

  • Text Features and Structures

  • Strategies and processes

  • Language Features, Structures, and Conventions

Curricular Competencies

Students are expected to do the following through oral, written, visual, and digital textual means:

Comprehend and connect, including skills like

  • Analyzing how first people’s languages affect culture,

  • Analyzing how different forms, formats, structures, and features of texts reflect on different purposes and audiences,

  • Identifying personal, social, and cultural aspects in texts,

  • Demonstrating understandings of the role of stories and oral traditions for the first peoples,

  • Assessing the authenticity of first people’s texts,

  • Identifying bias, contradictions, distortions, and omissions, etc.

Creating and communicating, including:

  • Respectfully exchanging ideas and viewpoints,

  • Demonstrating speaking and listening skills,

  • Expression and supporting with evidence

  • Using processes to create engaging texts for audiences

  • Assessing and refining texts

  • Experimenting with different genres, forms, styles of texts

  • Use of the conventions of first peoples and other Canadian spellings, syntaxes, and dictions.

Goals and Rationale

The English Language arts (including EFP) is a foundational curriculum that gears students with skills needed for success in their future, including school, community, career, and life. It provides students opportunities to become effective communicators, and to develop and analyze ideas themselves

         Students are expected to develop a lifelong interest in reading and writing, and an appreciation for the English language through the study of said language. Students are also expected to expand their understanding of real and fictional worlds, to gain insight into their individual lives, and that of others.

         The ELA curriculum is built to cultivate students that are thoughtful, ethical, and responsible members of society. The influences shaping the Canadian society and the unique contribution of the First Peoples to our heritage is also a key point through the students’ lessons.

         The English First Peoples courses interact with more opportunities for students, engaging with ideas that

  • Supports the rethinking of Canada’s foundation, and provides a unique POV that helps students further understand the country

  • Challenges historical and contemporary stereotypes of Canadian First Peoples

  • Contributes to Reconciliation

  • Enables students to learn the diverse contributions that the First Peoples have brought to the Canadian society.

The BC English First Peoples curriculum shares similar educational goals as the mainstream English Language arts, which includes the expectations that students can:

  • Become proficient and knowledgeable users of language, in all its forms, to achieve their personal, social, and career aspirations

  • Appreciate language and learning as lifelong sources of joy, curiosity, and passion

  • Think creatively, critically, and reflectively about language and texts as part of constructing and communicating personal meaning

  • Become critical and ethical users of digital media, capable of adapting to new modes and tools of language use

  • Strengthen their understanding of themselves, diverse cultures, and multiple perspectives through the exploration of First Peoples’ and other Canadian and international texts

  • Contribute to Reconciliation by building greater understanding of the knowledge and perspectives of First Peoples

  • Appreciate the power, beauty, and artistry of language and texts and their impact on personal, social, and cultural life

  • Use language to design and share information interpersonally, interculturally, and globally

​INTERVIEW WITH MS. LUCCOCK

Interview with Ms Luccock
00:00 / 07:14

  1. What is the key curriculum of this course?

  2. What are students expected to learn in this course?

  3. What assignments and projects will the students do in this course?

  4. What are some examples of literature students are analyzing in this course?

  5. How is the First Peoples aspect integrated in the English class?

  6. How does the First Peoples aspects of this course make it stand out?

  7. Does this course contain more oral and media learning compared to traditional English Literature classes?

  8. What is the most interesting topic that is covered in this course?

  9. What is your usual teaching style while teaching this course?

  10. Now that there is a new requirement for credits in Indigenous focused and English 12 courses, is there an influx of students taking this course?

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