one:
To make learning enjoyable and engaging by removing students from the confines of the traditional classroom and integrating outdoor activities as tools for learning.
Through the promotion of stimulating, changeable and diverse learning environments, students are exposed to variety in terms of landscapes, physical settings, social situations and challenges that among others, motivates discovery, reflection and enthusiasm.
two:
To utilize a variety of activities to develop a heightened awareness and dedication to health and physical fitness while encouraging the development of an adventurous spirit.
Activities:
•Cross country running, build up to the Peskaii run (15km )
•Back country
•Telemark skiing
•Daily cycling weather pending to outdoor sites
•Backpacking
•Day hiking
•Lake, river, ocean kayaking
•Orienteering
•Rock climbing
•Yoga
•First aid
•Nutrition
three:
To develop personal growth, leadership and accountability through multiple activities and expeditions.
The demands of the activities in Earthuqest aid in the development of leadership and personal growth while promoting the need to work cooperatively with others and being sensitive to their needs and well-being. Sharing, empathy, tolerance and exuding responsibility are not only paramount, but are expected parts of Earthquest behavior and are embraced by working together in cooperative situations. Adopting a group mentality while hiking and skiing, working together as a group practicing kayak or beacon rescues, packing a doubles kayak, teaming up with a partner to perform your first wet exit, belaying your classmate as they rock climb and preparing a nutritious meal together for peers are just a few examples of activities that encourage this objective.
Leadership includes being responsible in expedition preparation and planning, leading work groups, assuming various roles during expeditions and group meetings, facilitating discussion and demonstrating responsible behavior throughout the entire program The activities introduced during a students time in Earthquest aid in the development of self-esteem, self-confidence, and self-discipline. These, in turn, enable an individuals ability to encourage others and offer support and guidance to those in their cohort as an empathic leader and role model.
four:
To develop a responsible attitude towards learning and problem solving by exposing students to problem solving activities and evaluation skills.
These become an integral part of the Program as it encourages students to take responsibility for their actions and to recognize the importance of how each not only affects themselves, but also how it may influence those around them and in society. Earthquest encourages students to become active, aware, informed and critically thinking citizens through such activities as discussion with Earthquest instructors in determining the safety of a slope while back country skiing or the best navigational route while sea kayaking, determining the appropriate foods and portions for expeditions, the impacts of certain behaviors on the environment, the role of a student and leader in the public domain and general communication between peers in regards to emotional experiences and growth. The expeditions in Earthquest involve a transfer of knowledge into real life situations that reinforce positive behaviors, skills and qualities appreciated in everyday situations and both social and academic environments .
five:
To Develop a basic knowledge and appreciation for the outdoor environment and its various landscapes and biomes by implementing outdoor pursuits.
Students are taught to be considerate consumers of the outdoor environment. All components of the Program involve examining the wildlife, flora, weather and geology of their surroundings and how the interrelations between each are critical in natural development and co-evolution. In conjunction with this environmental understanding, students appreciate the natural world and behave accordingly.
Examples of outdoor pursuits that promote knowledge and appreciation for natural landscapes include, but are not limited to:
•Site selection
•Low impact camping
•Stove use and fire lighting
•Sanitation and waste disposal
•Food selection, packing, rations
•Clothing and equipment selection use and care
•Route finding and navigation
•Ecosystem studies
•Wilderness ethics
•Shelter set-up /construction and consideration
six:
To promote growth in communication and listening skills.
Because listening skills are absolutely essential in outdoor education for ones success, safety and comfort, The Earthquest Program emphasizes every opportunity to reinforce the importance of listening on a daily basis. Various activities including the rites of passage reflection, daily journals, letters written home to parents, oral presentations, the talking feather circle discussions, campfire reflections, environmental simulation discussions, and elementary school visitations all contribute to the development of communication on both a written and oral level.
seven:
To develop and incorporate the use of effective time management skills.
Project activities are intensive and time consuming, several of which require over 40 hours of time to complete while in the Earthquest Program. Students must learn to schedule, prioritize and be accountable for their time in order to be successful as an individual and member of a group that relies ones organization and commitment to being responsible. Earthquest offers a non-traditional educational experience that encourages students to make effective decisions and manage their time which will allow them to be successful in their future employment and post-secondary educations.
eight:
To develop an understanding and appreciation for British Columbia and her First Nations culture.
Coastal expeditions offer an opportunity to spend time and possibly reside within ancient First Nations villages. Here, students have the privilege of interacting with First Nations elders and peoples within similar age groups. These provide students with the unique experience of interacting with people who have different perspectives, experiences, practices and possible ideologies. Though experiencing these, students cannot only reflect on the lives of those in which they have visited, but also on their own lives and lifestyles in relation to others in British Columbia. Various expeditions expose students to British Columbias diverse ecological zones, each of which is studied under the consideration of land stewardship and appropriate usage.
