CHAOS: Community - Heritage - Adventure - Outdoors - Skills
CHAOS is an experiential program that is offered to Yukon students in grades 10 and 11 and is based at Wood Street School. "CHAOS" stands for Community, Heritage, Adventure, Outdoors and Skills. These programs have been developed in collaboration with the First Nations Programs and Partnerships Unit at the Department of Education.
Goals & Objectives:
CHAOS 10 Courses:
CHAOS 11 Courses:
Class Webpage
Major Expeditions
There will be a number of major expeditions (up to 8 days long) planned for each semester. These expeditions will integrate the students’ academic studies with other program objectives.
CHAOS is an experiential program that is offered to Yukon students in grades 10 and 11 and is based at Wood Street School. "CHAOS" stands for Community, Heritage, Adventure, Outdoors and Skills. These programs have been developed in collaboration with the First Nations Programs and Partnerships Unit at the Department of Education.
Goals & Objectives:
- Giving students an opportunity to learn through experience
- Creating an environment for success and learning
- Providing students with an opportunity for leadership
- Developing understandings and making connections to Yukon First Nations knowledge, traditions, skills, values and beliefs in course content
- Providing a sense of belonging and community relationships
- Program will be developed using a holistic approach: working to balance mental, physical, emotional and spiritual.
- Maintain and enhance the standards of the BC curriculum
- Improved literacy
CHAOS 10 Courses:
- Social Studies 10
- English First Peoples 10
- Physical Education 10
- Ancestral Technology 10
CHAOS 11 Courses:
- Social Studies 11
- English First Peoples 11
- Outdoor Education 11
- Ancestral Technology 11
- Photography 11
Class Webpage
Major Expeditions
There will be a number of major expeditions (up to 8 days long) planned for each semester. These expeditions will integrate the students’ academic studies with other program objectives.
