SCHOOL PROGRAMS

The best starting point depends on your school or board’s existing Indigenous education work, goals, readiness, available time and the kind of engagement you are seeking. Some schools begin with Level 1 to strengthen awareness and preparation, while others may already be ready for virtual relationship-building or a deeper Level 3 experience. Project First Nations will work with you to identify the level and pathway that best fits your needs.

No. Level 1 is designed as a strong entry point, but it is not the starting point for every school. Schools or boards that already have established Indigenous education initiatives, experienced staff, existing relationships, or readiness to engage more meaningfully may be ready to begin at Level 2 or explore one of the Level 3 pathways. A consultation with Project First Nations helps determine the most appropriate starting point.

Yes. The program can be adapted to different school calendars and start dates. A school joining later in the year may follow a modified schedule that focuses on the most appropriate activities for the time available, with the option of continuing or expanding the program in the following school year.

No. Travel is not required to participate in the Project First Nations school program. Schools can take part in awareness programming, student leadership, presentations, cultural learning, virtual connections and relationship-building without travelling. Travel and community immersion become options only within appropriate Level 3 pathways and where the school, community and all required parties are ready and supportive.

The three Level 3 pathways represent increasing depth of engagement. Connect focuses on developing the relationship and preparing participants for deeper involvement. Experience adds more direct experiential learning and, where appropriate, in-person engagement. Immerse represents the fullest expression of the program, with the potential for community immersion, travel, exchange and return-exchange opportunities. The exact structure is developed with the participating school or board and depends on community approval, readiness, safety and logistics.

Where appropriate and available, yes. Project First Nations can help explore connections with Indigenous schools, youth groups, community representatives and communities. These relationships cannot be guaranteed or arranged simply on request. They depend on mutual interest, community readiness, availability, appropriate protocols and whether the connection makes sense for everyone involved.

Schools are welcome to discuss particular interests, existing relationships or geographic preferences with Project First Nations, but a community should never be treated as something that can simply be selected from a list. Relationships are built through mutual interest and respect. Any connection must make sense for both the school and the Indigenous community involved.

Preparation is an important part of the program. Before meaningful virtual or in-person engagement, students may participate in educational sessions addressing Indigenous history, contemporary realities, respectful language, cultural awareness, appropriate questions, conduct, expectations and the purpose of the relationship. The goal is to help students approach the experience with curiosity, respect and an understanding that they are entering a relationship, not simply attending an activity.

No. Indigenous students are welcome to participate in every aspect of the program, but they should never be expected to represent all Indigenous peoples, explain their culture, answer personal questions, share experiences they do not wish to share or carry responsibility for their school’s reconciliation work. Their participation should be voluntary and supported in the same way as that of every other student.

Yes. Project First Nations can work with individual schools, private schools, groups of schools and school boards. Board programs may use a cohort model in which several schools participate within a shared structure. Depending on the program, schools may share learning opportunities, resources, speakers or an Indigenous community relationship while still developing activities appropriate to their own students and school environment.

The level of staff involvement depends on the program selected. Participating schools will normally identify a Staff Advisor and an administrative contact who work with Project First Nations and support student participation. Level 1 generally requires less ongoing involvement, while Levels 2 and 3 involve more planning, communication, student leadership and coordination. PFN provides structure, templates, resources and guidance so that schools are not expected to build the program from the ground up.

Program costs vary depending on the level of engagement, whether the program involves an individual school or a school-board cohort, the number of participants, community involvement, travel, exchange requirements and any additional activities or services. Rather than using a one-size-fits-all price, Project First Nations first discusses the school or board’s goals and then provides an appropriate program proposal and scope. Contact us to discuss your school or board and receive program information.