Tuesday marks the return to Yellowknife’s Weledeh Catholic School for the start of the new school year. Some kindergarteners will continue their unique educational journey, engaging in activities such as fish gutting, wood chopping, and outdoor learning experiences.
Last year, Weledeh introduced a land-based junior kindergarten program, which received positive feedback and has now expanded to include a land-based kindergarten program for the current academic year. Principal Paul Kelly noted the significant improvement in students’ confidence and self-determination as a result of the program.
The school’s land-based initiatives feature an outdoor play area with a cabin heated by a wood stove for the winter months. Students across different grades participated in decorating the cabin with the guidance of Tłı̨chǫ artist James Wedzin.
Students spend several hours learning outdoors each week, supported by Indigenous language educators and older peers serving as mentors. Approximately 15 students are enrolled in the land-based junior kindergarten, with an additional 20 expected to join the land-based kindergarten program pending final registrations.
Kelly mentioned that most students from the previous junior kindergarten cohort are transitioning to the new kindergarten program, alongside a few new students. The school aims to extend land-based programs from junior kindergarten to Grade 12 gradually, emphasizing the benefits of outdoor education over traditional classroom settings.
Kelly expressed optimism about the potential expansion of land-based education programs to other schools, as several educators have shown interest. Chloe Grandjambe, co-founder of Bushkids, advocates for integrating on-the-land learning into the Northwest Territories’ school system to promote a balanced approach between Indigenous and Western worldviews.
Grandjambe highlighted the importance of outdoor exploration for children to develop a deeper connection with the land, emphasizing the educational value of spending time in nature. She believes that incorporating land-based programs could help address challenges within the education system, such as high absence rates and grade repetition.
Emphasizing the transformative impact of regular land experiences, Grandjambe underscored the significance of recognizing the inherent connection between land, communities, and individuals.