Skip to main content
Cedar RootsCommunity School

Outdoor & land-based learning

The classroom reaches the shoreline and the forest

At Cedar Roots, time outdoors is not a reward or a special event. It is a regular part of how students learn science, mathematics, language, art and physical education.
Explore programs

Why learn outside?

Real places make learning stick

When students measure a real stream, map a real forest plot or grow food they will cook, abstract ideas gain weight. They see why precision matters, why evidence matters and why their work matters to someone else.

Time outdoors also supports wellbeing, attention and physical activity — and builds a lasting sense of connection to the places students call home.

Every grade at Cedar Roots would have a weekly field-studies block, and many courses would include outdoor units. Activities are planned so that students of every ability can take part.

The broad, fluted trunk of an ancient western redcedar rising through the forest
Forested hillsides sloping down to the calm water of Indian Arm
Lily pads on the surface of Sasamat Lake with evergreen forest along the far shore
Looking up at the tall trunks of old-growth trees in a shaded BC forest

Proposed programs

Shoreline, forest, garden and community

Filter by setting, then open a program to see what students would actually do and which subjects it supports.

Showing 9 of 9 programs.

  • A rocky, tree-covered point on Indian Arm with mountains behind and clear blue water in front
    • Shoreline

    Coastal ecology

    Studying the intertidal zone, tides and the creatures that depend on a healthy inlet.

  • The broad, fluted trunk of an ancient western redcedar rising through the forest
    • Forest

    Forest ecosystems

    Learning how coastal temperate rainforests work, from soil fungi to the canopy.

  • A fast-flowing stream, blurred white by a long exposure, running beneath a wooden trestle in a mossy forest
    • Shoreline
    • Forest

    Water quality investigations

    Testing streams and shoreline water, and sharing the data publicly.

  • Thick, sunlit moss and low shrubs covering the forest floor
    • Shoreline
    • Forest
    • Community

    Environmental stewardship

    Practical, ongoing care for local places — done with, and guided by, the people who look after them.

  • Raised garden beds full of vegetables and flowers in a city community garden
    • Garden
    • Community

    Community gardening

    A working school garden shared with neighbours, families and younger students.

  • View from the Belcarra lookout over evergreen forest toward the inlet and the shoreline communities beyond
    • Forest
    • Shoreline

    Outdoor leadership

    Senior students learn to plan, lead and keep others safe outdoors.

  • A gravel trail winding between tall, straight conifers and bright green understorey
    • Forest

    Hiking and navigation

    Map, compass and trail skills that build confidence and independence.

  • Lily pads on the surface of Sasamat Lake with evergreen forest along the far shore
    • Forest
    • Shoreline
    • Community

    Conservation projects

    Multi-year projects where students contribute real data and real work.

  • An open grassy picnic area with a covered shelter, surrounded by tall trees
    • Garden
    • Community

    Sustainable food systems

    Following food from seed to plate — and asking who has access to it.

Cross-curricular learning

One investigation, many subjects

Outdoor learning works best when it is woven across subjects. Choose an example to see how a single investigation connects science, mathematics, storytelling, art and physical education.

Grade 10 students adopt a short stretch of a nearby stream for a term.

  • Science

    Test water chemistry and sample invertebrates to assess stream health.

  • Mathematics

    Calculate flow rates, graph results over time and look for trends.

  • Storytelling

    Research the stream's history and write about how it has changed.

  • Art

    Create field sketches and a public exhibit of the stream through the seasons.

  • Physical Education

    Plan and complete the hikes needed to reach each sampling site.

Learning with care

Indigenous knowledge and perspectives

Land-based learning in British Columbia takes place on the territories of First Nations who have cared for these lands and waters since time immemorial. BC's curriculum asks every school to include Indigenous perspectives — and doing that well requires humility, time and relationships.

Cedar Roots does not claim to teach Indigenous knowledge on its own authority. Any such learning would happen with genuine relationships, appropriate permissions and guidance from the relevant local Nations.

  • Relationships come first

    Any learning that involves Indigenous knowledge would grow from genuine, long-term relationships with the local Nations — not from a curriculum unit planned in advance.

  • Guidance and permission

    Cultural knowledge, stories, language and protocols belong to the Nations and their knowledge holders. The school would seek guidance and appropriate permission before sharing or teaching them.

  • Fair recognition

    Knowledge Keepers and community members who share their time and expertise would be invited respectfully, acknowledged properly and fairly compensated.

  • No appropriation

    We will not invent or borrow Indigenous terms, teachings, ceremonies or artwork. Where we do not have permission, we do not proceed.

Buntzen Lake in spring, with steep forested mountainsides reflected in still water

Safe and accessible

Outdoors for everyone

Families need to trust that outdoor learning is safe, inclusive and well organized. Our approach would include:
  • Written risk assessments and trip plans for every outing, following district policy
  • Trained staff, appropriate supervision ratios and first aid on every trip
  • Weather and tide checks, with alternatives ready for unsafe conditions
  • Informed consent and clear communication with families
  • Accessible routes and adapted activities so every student can take part
  • A gear library so cost is never a barrier to going outside