Whether you are new to the profession or a seasoned professional, teachers in BC are called to consider how they might incorporate the First Peoples Principles of Learning (FPPL) into their classrooms and schools.
Why?
The Truth and Reconciliation Commission Calls to Action and the BC curriculum requires teachers to consider and incorporate Indigenous voice, issues, resources and perspectives in our teaching. Jo Chrona provides a background of FPPL and Current Contexts on her blog:
In 2006/2007, The BC Ministry of Education partnered with the First Nations Education Steering Committee (FNESC) to create the English 12 First Peoples course. The development of this curriculum included significant input from Indigenous knowledge-keepers and educators from BC….to ensure that the course was able to authentically embody aspects of First Peoples’ values around teaching and learning.
These were voices previously left out and systemically excluded from the current educational experience. Included in this process of course creation was the development of the FPPL so that First Peoples’ experiences, values, beliefs, and lived realities could be more authentically reflected in the course.
Since then, the BC Ministry of Education has made an increased commitment to including Indigenous perspectives in education. According to Chrona, the initial integration of First Peoples’ content was first intended to support Indigenous learners “as the province and country continues on the path toward Reconciliation.” Now, more educators “are recognizing that the [FPPL] promote educational practices that are also powerfully effective for non-Indigenous learners…. that is replacing the post-industrial model of education” ; this is teaching that is “more responsive to the contexts and needs of learners, and the explicit inclusion of what are termed ‘Core Competencies’” (Chrona, 2024).
Let’s explore a few opportunities!
Chrona explains that “an inherent interconnectedness exists between all the principles. While they are described discretely, they operate in concert with each other in a robust and healthy learning environment and education system.”
Teacher Disposition
Chrona suggests that incorporating the FPPL has as much to do with an educator’s philosophy and disposition as it has to do with curricular content. Some of us will see our own values already reflected in the FPPL, and others of us will be challenged by them. Look closely at the FPPL and think about where you see them in your own life.
- When do you make time for your own elders, grandparents and mentors? How do you use their guidance to understand the world?
- How do you develop quality relationships with the people in your life so that you have a strong foundation to withstand conflict and stress?
Now how do those values help you manage your class culture?
Connections to Core Competencies
In order to thrive, all children need the opportunity to be in schools and communities that cultivate belonging, mastery, independence, and generosity. We know about Maslow’s Hierarchy of Needs, but do you know about Martin Brokenleg’s Circle of Courage? In “The Science of Raising Courageous Kids,” Brokenleg and Van Bockern explain this model that integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence, and generosity. 
Instead of a class discussion, explore having a class circle. Talking/sharing/class circles are also a great way to invite relationality into your classroom. Carolyn Roberts offers a great exploration of this in her blogpost: Circle work: Being together as a relation.
Context and Perspectives
For teachers exploring the FPPL, “It’s not a set of lesson or unit plans” nor “a detailed list of criteria and specific content to match up with grades and/or subject areas.”
Consider how you can plan your lessons to:
- Highlight silent voices- use one of Harvard’s Project Zero Thinking Routines, like the Tug of War, to create a culture where quieter or silent voices are heard
- Bring to light issues or explore tensions of truth with the HTR, Tug for Truth.
- Relate the learning to the specific spaces and places you occupy
Resources
The choices you make as a teacher matter. When you use a celebrity as an example, do you look for Indigenous or BIPOC people? Choosing Indigenous authors and poets and musicians to discuss in class gives everyone an opportunity to look for connections to the FPPL.
A deep understanding of the FPPL reflected in our disposition will guide the decisions we make about what students should learn and how they experience it.
Delta SD 37: Weaving Indigenous Perspectives into the Curriculum: 10 Ways of Weaving Document 
First Nations Education Steering Committee (FNESC): Learning First Peoples Classroom Resources
For more subject specific ideas and resources, see other Sandbox Blogposts:
Resources for Indigenizing and Decolonizing Education
UBC Booklists:
The UBC Education Library booklists are available for educators and teacher candidates, offering an abundance of resources ranging from picture books to use in the classroom to lesson-planning guides. The library offers multiple booklists regarding Indigenous culture and history. These booklists cover topics such as residential schools, storytelling resources and literature written by Indigenous authors.
Post by Greta Bartsch, Learning Design Manager & Program Manager (Practicum- Secondary), 2024; editing & contributions by Yvonne Dawydiak
References
Chrona, J. (2024, April 10) Background of FPPL and Current Contexts. https://firstpeoplesprinciplesoflearning.wordpress.com/background-and-current-context/
Brokenleg, M., Van Bockern, S. (2003). The Science of Raising Courageous Kids. https://martinbrokenleg.com/wp-content/uploads/2016/02/12_1_Brokenleg_Van_Bockern.pdf
