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=**Northern Studies 10-20-30**=
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__**Northern Studies Revision **__

The anticipated development of a Northern Studies stream of courses is an attempt to address some of the long-standing issues facing education in the North: namely An inquiry-based stream of courses is being considered, where Northern Studies will strive to engage students interested in creating their own education experience. By shifting the emphasis of these courses from content delivery to inquiry based learning, we also propose to change the role and learning of our Northern teachers. The Northern Studies stream is a journey for both teacher and student; a new trail through our cultures, our past and into our future. The Northern Studies stream will also give students a chance to use the skills and cultural knowledge they acquired in Dene Kede and apply it to their lived experiences. Opportunities will be made to include on-the-land and community oriented learning opportunities.
 *  the challenge to create an education experience which resonates with students struggling in a traditional academic courses while maintaining academic excellence
 *  the creation of a group of teachers familiar and committed to teaching the culture, history and evolution of the North and, finally
 *  the attempt to explicitly develop the next generation of Northern leaders.

__**Where we're at... **__

In the spring of 2011, a Guiding Committee of Wise People, and a Northern Studies Teachers' Advisory Committee were formed. The Guiding Committee worked at defining the overall goals and objectives that Northern Studies should reflect and strive for. The two committees worked together to identify some of the challenges and possibilities that a broader range of courses could offer northern students. Out of these meetings some guidance and priorities were developed.



The Teachers' Advisory Committee then worked on some of the connections, similarities and differences between existing high school Social Studies and Northern Studies courses, and what kinds of articulation and resources there might be between these courses. The questions guiding this effort surrounded


 * What does Northern Studies currently carry?
 * What northern examples and what learning resources might strengthen Social Studies as those courses exist?
 * What content can move from Northern Studies to Social Studies to free up space/time in the NS course?'
 * what issues and approached need to be part of Northern Studies course(s) to best meet the vision we have for our students?'

A variety of content topics and approaches to learning were identified through this process. ECE has been working over the summer to identify different models or ways that these could be incorporated into Northern Studies and Social Studies courses. We have also been working to identify and initiate the development of quality resources that would address some of the areas that have been identified as crucial to the complete education of northern students. Models and resource development initiatives are found in some of the pages that you can click on on the left side of this page. In September, 2011, a small working group was formed (made up of some members from the 2 larger committees) to begin shaping the goals, themes, learning outcomes, learning approaches, articulation with Social Studies and other important components of this project.

Some of the areas we will be looking at during the 2011-12 school year are found on the menu bar on the left hand side of this page. The 'Meeting Agenda and Nortes' page will give you some sense of what is being discussed, how to prepare for upcoming meetings, and some of the project that are already underway as part of the Northern Studies revisions.