 Or Sandy, like First Nation? Coordinator. Coordinator? Yes. What do you say? It's Education Coordinator. It's Education Coordinator, OK. And so maybe if you just want to describe what your role is as the Education Coordinator. My role is I look after the Learning Center and the Christian School and elementary school. And the elders and the anti-bullying workers. So I have all those people that I look after. And I'm involved with emergental, cultural learning. So that's what I'm doing. From I look after the elementary K-4 to grade 6, both for the English courses, what is required for in Ontario. That's what it's combined with kindergarten to grade 6 at elementary. And then we have K-4 to grade 5 emergent classes. So what is the age range for the students that go to the school? From four-year-olds to 12, I would say, with the elementary school. And for that, what's kind of the aim of the programming at the elementary school? So what do you want the youth to leave with as they enter junior high? Well, they offer the junk math program and the literacy program. And plus we have that introduction to their identity with who they are. So when you're talking about programming for youth identity, what kind of programs do you have for that that are happening at the elementary? For their identity? Yeah, or just like for cultures. We have stuff that they do. Like we have the cultural land-based learning where they go on the land. They either go ice fishing, rabbit snaring, just to go walk around the trails near the school just to see what kind of animals are there and all that. What they do, and plus we have elders that give the guidance for the teachers and the students there. If they have any questions, they can ask an elder regarding land-based learning. Yeah. Does the elders go out with them? Yeah, they do. Yeah, they go fishing too, shoreline fishing, and ice fishing. And over the Christmas coming up, they have like, well, we have our Christmas parade too. And then we have a variety of sports that we do here too. They have hockey and they look forward to going to Dryden too in February. So that's part of their learning too that we find. And then, so you're mentioning there's the language immersion from K to 5. How's that going? What's their favorite part of that program? Oh, that they have different resources that they can use. And they have their Slavic chart that they go by and it helps the children learn, you know, words that they can say like, mother, you know, and then a father and it's displayed on the walls. So like if you go to the elementary school, you'll see it in the classrooms. And we have one wing all immersion, grade one, two, three. And then there's the other classes. But this one wing is all immersion. Yeah. Now, what do you think the importance is of having the land-based learning and the language to come together at all when they're in use? Yeah, yeah, I find that it helps. Because when you're out on the land and then you have an elder there with you and then the elder talks in their native language. And then it brings that interaction and to get in touch with their learning with their native language. And you know, it is who they are. It has that root, that foundation for their language. And then their culture is stronger than I find. In any First Nations, that's how I feel about their native language. And how long has the language program and the land-based program stuff been happening in the school since it started? No, before immersion started, there was already land-based training. And then we had a teacher that would come in and out of the classrooms to teach native language. Did you see the difference that you saw in the students? Yeah, there was a difference after the immersion came out. More interaction and more students learning about their language. And students can sing to O Canada in their native language. Which is pretty awesome, I think. Yeah. And then have you seen, throughout the programming, have you seen community members get involved and families get more involved with the programming and that it reflects the culture a little bit more? Yeah. Over the summer, we had adults coming into the learning center, or even young people, to continue on with their involvement with native language. Even the nurses were joining in the classroom. Yeah, they had fun learning about the native language, the native language, by our local nurses that come here. So everybody is learning and enjoying. So from your perspective, what is indigenous education? Well, to me, it all started from way back with our grandparents, our parents. Like, some of them were taken to go to residential school. But from that, I guess, we learned that education does play a role in our lives like we need it. I mean, everybody needs education. And then part of being indigenous is it reflects who you are. It reflects us as First Nations, what we bring in to our young people. And that I think is very important to be role models and for the benefit of our young people, our children. It's to continue on with the education and plus learning about who they are too, having that language and that knowledge of who they are, that it makes a big impact of being a First Nations. So that's what I think. So where do you see indigenous education in the next 10 years, maybe in the community itself, but then also kind of on the bigger picture, it's kind of a two-part one. I guess this is where we need our elders and our resources to make our native language and cultural to be continued, I guess, by our young people. Just to pass along, I guess, from what we learned and then what they can carry on for the next 10 years or the next 20 years so that they can pass it along to their children too. And if you think about indigenous education, maybe in the movement of just keeping it going, what would you say to people who are thinking about starting an indigenous education in their school or something like that? Well, we need a lot of storytelling too. We need storytellers. We need our elders to get more involved. We do have our elders that are involved in the education here, but the more we have, it would make an impact on the young people. And they'll see that it is really important of who they are as part of their learning.