model with the four pillars that link local, community-based action projects with the natural world and Indigenous prin- ciples because we were inspired by models of Indigenous pedagogy. We looked at the issue by applying two-eyed see- ing — non-Indigenous, Western education training that was placed alongside the careful guidance of and collaboration with Indigenous educators from our district. LEAF is the result.
From LEAF pedagogy to LEAF projects Once an educator adopts the four aspects of LEAF peda-
gogy into their practice, it transforms lesson structure and creates space for learning outdoors and inclusion of Indig- enous perspectives. One question that has been posed to me by pre-service and new teachers is how to do a LEAF Project or inquiry-based project work outdoors with second- ary school students when there is so much content to get through. In a traditional high school, the blocks can be very restrictive. It is not possible to do this work all the time, so I suggest one inquiry-based project per term or semester that connects learning back to the land and has the framework of the First People’s Principles as a starting point. It is through practice and the transformative process of praxis that we find the way forward. As noted above, the LEAF Certificate at Lord Byng is
earned by completing an inquiry-based project through the Capstone program that develops leadership capac- ity, addresses the environment, culminates in action, and is informed by First People’s Principles. A student might begin this project through their CLE (Career Life Educa- tion) or CLC (Career Life Connections) blocks in Grades 10 or 11 while these programs are implemented and become more well established in our secondary schools. Capstone is an open-ended, non-enrolling class that creates space for inquiry-based learning.
A Capstone project for LEAF certification is interdisci-
plinary, forcing students to make meaningful connections across subject matter. A Grade 12 student identifies an issue or line of inquiry to inform their Capstone project. A teacher mentor helps them identify the subject-area teachers or men- tors who might best support their learning. For example, a student who is concerned about water quality changes in a stream in Pacific Spirit Park might be directed to the senior Chemistry and Biology teachers to guide their research.) The LEAF Certificate is awarded upon successful com-
pletion of a Capstone project that meets all of the specific LEAF criteria. We have been building connections and relationships with community partners, industry, and local universities to help guide the criteria, and recognize the acquisition of a LEAF Certificate as a meaningful, real-world achievement.
LEAF projects and student experience During the 2020-2021 school year, we had 12 students con-
sider doing a LEAF project for their Capstone 12 require- ment. Four students completed the task. The image above shows a school community art show. The theme was “explore your relationship with the environment.” There is a large sculpture on the left by Indigenous artist and educator Dave Robinson. On the right is a collaborative mural created by my Art 10 class featuring plants they drew from life in Camosun Bog near our school. In the foreground is a woven dress which is another LEAF project by two students who collaborated and worked under the mentorship of Dr. Joc- elyn Robinson, an Indigenous artist and educator. The Ad:dress Project was a far-reaching legacy art proj-
ect that emerged over time. The two students began con- sulting with me and other LEAF educators in their Grade 11 year when they had worked on a carving project with Dave Robinson. Both students are non-Indigenous, but they
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