Kindergarten to Grade 4 Curriculum

Anti-Oppression in Early Education

Together We Thrive is the first B.C. designed curriculum that offers intersectional social justice education in the early years. Literacy is the foundation of this curriculum. Eight timeless picture books anchor ready-to-teach lesson plans that address the intersectional nature of systemic oppression. Through storytelling, place based learning, and design thinking, teachers and students will grow together in their critical awareness and practice of equity.

For educators, this curriculum offers accessible entry points to teaching, learning, and practicing intersectional anti-oppression in the early years. For students, this curriculum encourages and validates varied learning styles, and multicultural perspectives. For the community, this curriculum promises a multi-generational impact, through entraining a worldview that integrates the collective wisdom of historically and presently marginalized people, values, and ways of living. This includes people of all ages who are Black Indigenous, Asian and Pacific Islanders, 2SLGBTQIA+, neurodiverse and disabled.

Access the Curriculum
Free
✓ 21 Anti-Oppression Learning Objectives including anti-racism
✓ 8 Modules with Lesson Plans, activities and extensions
✓ Worksheets to support activities and extensions throughout
✓ Evaluation tools
✓ Plus more!

Looking for Grades 5 to 12?

The next phases of Together We Thrive are currently in development. Join our mailing list to be the first to know when the Grade 5 to Grade 8 component launches.

quotes.jpg
quotes2.jpg
quotes3.jpg

ENTRY POINTS FOR EDUCATORS AND STUDENTS

  1. Truth and Reconciliation in the Classroom

  2. 21 Anti-Oppression learning objectives including anti-racism

  3. 8 Modules with multiple Lesson Plans with multiple activities and extensions

  4. BC Curriculum learning outcomes matched to each Lesson Plan and grade level (Big Ideas, Core Competencies, Curricular Competencies, and Content)

  5. Glossary of relevant terms

  6. Worksheets to support activities and extensions throughout the curriculum.

  7. Each Lesson Plan includes further reading recommendations for teachers and students

  8. Each Module begins with an introduction to an ancestor whose legacy speaks to their history of activism and educational praxis

  9. Learning beyond the classroom

  10. Place based learning

  11. Evaluation tools

Anti-Oppression Relationship Foundations

Land

Self

Family

Community

Aisha Kiani

Curriculum Author

They/She

Photographer: Inder Nirwan

Aisha is a DEI consultant, literary curator, education designer, and the founder of I Dream Library.

Their personal practice as a DEI consultant supports publishers, teachers, schools, districts, government, community projects, public and nonprofit organizations.

Their lived experience and career as an entrepreneur, writer, activist and parent inform their work.

What Our Collaborators Have To Say

  • Celebrating our uniqueness and differences creates a stronger society. Deepening respect and value for all provides the groundwork for recognizing and understanding the systemic societal structures that need to be changed to eliminate racism, oppression and injustice. The literature in the curriculum is rich and highlights concepts of acceptance, consent, equity and unconditional love of others which young learners easily champion. I believe this curriculum will allow every child to be bold, and express their authentic selves with acceptance, appreciation and in celebration.

    Linda Bailey
    Teacher Librarian (retired)
    School District #78, Fraser-Cascade

  • I learned a lot about myself, my beliefs, my biases and my strengths. I am proud to have been a part of this project and am anxious and excited to be able to share it with educators and others. I hope you learn as much as I did, from this document.

    Marla Rosenberg
    Teacher
    School District #78, Fraser-Cascade

  • The curriculum uses pictures books as a way to begin conversations rooted in anti-oppression and its intersections. These conversations aim to explore the student’s understanding in terms of their awareness of their relationship to themselves, to the land, and to others.

    Tara Taggart
    Municipal Community Health Specialist
    District of Kent, Harrison Hot Springs, and Hope

  • As a retired educator and currently a school trustee, I loved being part of this whole process, learning and expanding my own knowledge and understanding.

    Linda Kerr
    Board Chairperson
    School District #78 Fraser-Cascade

  • It is my hope that these lessons will help children to recognize how racism and other forms of oppression impact their fellow students and themselves.

    Peter Bailey
    Director
    Free Rein Associates Training Ltd.

Questions?