This document is designed to provide support for teachers of English First Peoples (EFP) 10-12. It has been developed by the First Nations Education Steering Committee, as a part of the curriculum development process for English First Peoples 10, 11, and 12. The original development process was undertaken pursuant to a jurisdictional agreement between the Province of British Columbia and the First Nations Education Steering Committee. This distinctive development process is intended to ensure that: teaching and learning with respect to First Peoples in British Columbia’s school system is based on authentic knowledge and understanding, as articulated by Elders, educators, and other content experts from within British Columbia’s First Nations and Métis communities; decisions affecting teaching and learning with respect to First Peoples in British Columbia’s school system take appropriate account of the advice and opinion of community leaders from within the province’s First Nations and Métis communities; there is representation of diverse First Peoples’ cultures from across BC. Goals of this guide: to contribute to reconciliation for all by building greater understanding of the skills, knowledge, and perspectives of First Peoples for all students; to ensure the inclusion of First Peoples knowledge and perspectives is done respectfully and without appropriating First Peoples knowledge; to encourage and support the respectful development of local teaching and learning resources; to provide support for the implementation of the BC English First Peoples 10-12 provincially prescribed curriculum.

Electronic reproduction.

Planning for Instruction -- About This Teacher Resource Guide -- About English First Peoples -- Teacher Professional Learning and Reflection-- Learning About and Using First Peoples Pedagogy -- Themes and Topics -- Interconnectedness -- Connection to Place and Land -- First Peoples Languages -- The Power of Story -- Definition of Key Terms and Terminology -- Inclusion of Local Community Resources -- Communicating with Parents -- Establishing a Positive Classroom Climate -- Dealing with Sensitive Topics -- Encouraging Inquiry-Based Learning -- Literature Circles -- Text Recommendations: Selection and Use of Learning Resources -- Authentic First Peoples Texts -- Recommended Resources -- Instruction and Assessment Units Overview -- Grades 10-12: Introduction to English First Peoples -- Grades 10-11: Challenges with Representation -- Grades 11-12: In Search of Authentic First Peoples’ voice -- Grades 10-12: First Peoples’ Oral Traditions -- 10: Childhood through the Eyes of Indigenous Writers -- Grade 10: First Peoples’ Story --Grades 11-12: We Are Our Stories -- Grades 10-11: Beats and Bytes -- Grades 10-12: Place-Conscious Learning û Exploring Text through Local Landscape -- Grade 10: Identity -- Grades 10-11: Understanding Character -- Grades 10-11: How Do We Define Ourselves? -- Grades 11-12: The Politics of Identity -- Grade 10: Belonging -- Grades 11-12: What Creates Family? -- Grade 10: First Steps û Exploring Residential Schools and Reconciliation through Children’s Literature -- Grades 11-12: Further Steps toward Reconciliation û Understanding Residential Schools through Text -- Grades 10-11: Relationships û Families, Friendships, Communities, and the Land -- Grades 11-12: Lost People -- Grades 11-12: “You Want Me to Write a What?” û The Literary Essay -- Grades 11-12: Yes, There Is Funny Stuff û Humour in First Peoples Literature -- Grades 10-11: The Trickster û A Recurring Presence in First Peoples Literature -- Grades 11-12: The Trickster û A Hard Character to Pin Down -- Grade 12: Digital Trickster û The Complex Interaction of New Media and First Peoples -- Index: Instructional Approaches and Content Themes & Topics -- Indexed Themes and Topics -- Indexed Instructional Approaches.