The Bioregional Forest School is a blended learning opportunity for K-7 students in Victoria. Students spend two days a week outdoors in the beautiful forest of Mount Douglas Park and three days a week learning at home. This new program will run Thursdays and Fridays rain or shine throughout the school year as part of our Hands-On Home-Learning program. Students will have weekly opportunities to connect deeply with nature and learn and practice bushcraft skills, while meeting BC curriculum standards through experiential learning, inquiry and nature games.
Food harvesting, both wild and cultivated
Stalking and Awareness
Art and crafting - Making things from the environment
Art - Dancing, Making things from the environment
Sharing knowledge and experiences
High energy play, more unstructured than fall and winter
Planting, nurturing new growth
Explanation of the life cycle, how death and regression in the fall makes the spring renewal possible
High energy play, more unstructured than fall and winter
Create an understanding of the contrast between active and passive relationships with the natural world, and model how an active relationship can be beneficial.
Encourage an appreciation for all life and educate students on the interconnectedness of all things.
Build a knowledge and awareness of different environments (Ocean, Forest, Riparian, Meadow), while building a skill-set to interact with those different environments and encourage responsible action.
Embed natural teachings in the seasonal changes that affect the environment and our relationship with it.
Learn about the local First nations' relationships with the land and the history of local places.
Develop a relationship with a specific place.
Community Focused Learning
Students learn together as a community of their peers and teachers, building self respect and confidence in communal situations, and respect and strong working relationships with their peers.
Introduce students to members of the larger community that have skills and experience living close to nature.
Build a relationship with the natural world in a way that the students see non human life as part of their community.
Build a relationship with local First Nations and learn about their traditional ways of living in community.
Find ways to engage student's own excitement and enthusiasm for different topics in ways that encourage them to take ownership of their own learning.
Encourage students' imaginations in learning and teachers' imaginations in teaching to make knowledge in the curriculum vivid and meaningful.
Use different modes of expression including storytelling, dancing, singing, and roleplay to expose student to multiple creative ways of sharing knowledge and expressing oneself.
Diverse students are active participants in developing their own projects and curriculum.
The program is inclusive of knowledge from many different cultures and times.
Knowledge, opinions, and ideas of students, parents, and teachers are all encouraged and respected.
Play - Learning through social and imaginative play and exploration
Learn - Exploring place and finding out what each day brings
Know - Natural history, community heritage, aboriginal awareness, and science of place
Share - Hearing, seeing and experiencing each other's interests and passions
Discover - Traditional skills and survival skills, discovering what we can do and what we cannot
Tinker - Creating with natural materials, which are returned to the land with minimal impact
Come Together - Building our own community
Give - Helping the wider community, through invasive species removal, clean-ups, and planting native species
Visit - Field trips to learn about our local places
- features and adaptations of living things in the local environment
- common objects and local patterns in events that occur on Earth and in the sky
- water sources, the water cycle, and local watersheds
- biodiversity in the local environment
- observable changes in the local environment
- how organisms in ecosystems sense and respond to their environment
- diverse cultures, backgrounds, and perspectives within the local and other communities
- key events and developments in the local community, and in local First Peoples communities
- natural and human-made features of the local environment and the relationships between a community and its environment
how people's needs and wants are met in communities
- cultural characteristics and ways of life of local First Peoples and global indigenous peoples
- aspects of life shared by and common to peoples and cultures
- interconnections of cultural and technological innovations of global and local indigenous peoples
- governance and social organization in local and global indigenous societies
- oral history, traditional stories, and artifacts as evidence about past First Peoples cultures
- the history of the local community and of local First Peoples communities
- Aboriginal knowledge of the sky and landscape, life cycles, and ecosystems
- traditional and contemporary Aboriginal arts and arts-making processes
Physical and Health Education
- proper technique for fundamental movement skills and different types of physical activities
- relationships between food, hydration, and health and effects of different activities on the body
- practices that promote health and well-being, including those relating to physical activity, nutrition, and illness prevention
- caring behaviours in groups and families. emotions and their causes and effects, and managing and expressing emotions
- ways to monitor physical exertion levels and benefits of physical activity and exercise
- hazards and potentially unsafe situations, and strategies and skills to use in potentially hazardous, unsafe, or abusive situations
- risk taking and its role in self-exploration
- cultural and social awareness
- roles and responsibilities at home, at school, and in the local community
- elements in the arts, including dance, drama, music and visual arts
- processes, materials, movements, technologies, tools, and techniques to support arts activities
- symbolism as a means of expressing specific meaning
- personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment
Fees are paid in 3 instalments throughout the year, September, December and March.
While we understand that this is a significant cost for a family, it is necessary in order to provide quality programming with a low student-teacher ratio.