We live out our vision and values in the design of our learning programs at our school by integrating Sakaw ways into a practice known as "Universal Design for Learning" 

1. Multiple Means of Engagement:

   • Spark Interest & Motivation: Design learning experiences that connect to the land, community events, cultural stories, and personal interests of students.

   • Choice and Autonomy: Offer options for how students engage with content (e.g., through projects, presentations, artistic expression) and provide choices within tasks to enhance a sense of ownership.

   • Collaboration: Facilitate group learning and peer mentorship that aligns with community values.

2. Multiple Means of Representation:

   • Diverse Formats: Offer information through oral storytelling, traditional texts, videos, images, hands-on experiences, and time on the land.

   • Emphasize Language: Support understanding of both the Sakaw Cree language and English through vocabulary instruction, visuals, and translation.

   • Cultural Context: Embed concepts within Sakaw Cree stories, traditions, and knowledge systems to make learning relevant and meaningful.

3. Multiple Means of Action & Expression:

   • Varied Responses: Allow students to demonstrate their knowledge through storytelling, art, performances, building projects, traditional skills, or written work.

   • Scaffolding: Provide varying levels of support (graphic organizers, modeling by Elders, peer assistance) depending on student needs.

   • Self-reflection and Goal Setting: Incorporate Indigenous practices of self-reflection to track progress and promote future growth.

Additional Considerations Guided by Sakaw Values:

• Learning on the Land: Outdoor lessons, land-based skills, and knowledge gained directly from Elders are integral to the curriculum.

• Experiential Learning: Prioritize hands-on projects, apprenticeships, and participation in traditional practices that promote deep understanding.

• Intergenerational Learning: Foster learning opportunities where students and Elders share knowledge.

• Assessment: Utilize observation, portfolios, and demonstrations of skills that reflect the holistic and cultural approach.

To successfully implement this framework, focus on professional development that provides educators with training on UDL principles and Sakaw Cree pedagogy. Encourage collaborative design where teams of educators, Elders, and community members work together to create culturally responsive curriculum pathways.  Additionally, adapt learning environments to ensure flexibility, accommodating different learning modalities. This means including both indoor and outdoor spaces and areas that can support group work and individual focus. Our school's design supports this model.