Pirurvik Preschool

Pirurvik Preschool ᓯᕈᓰᓚᓕᕆᓂᕐᒥᑦ ᐃᓕᓐᓂᐊᖅᓂᖅ.
ᐃᓄᐃᑦ ᕐᑲᐅᔨᒪᔭᑐᕐᑲᖕᒐ ᐊᒻᒪᓗ ᒫᓐᑕᓱᕆ. Early Childhood Education. Inuit Qaujimajatuqangit & Montessori. Pond Inlet, Nunavut

09/24/2026

Leah Kippomee is an early childhood educator from Mittimatalik (Pond Inlet), Nunavut, and a longtime leader with the Inuit-led Pirurvik Preschool Society. As an Inuk educator, Leah has spent many years caring for young children in her community. Today, she continues that work by opening Pirurvik's doors each morning to the community's youngest learners, where Inuktitut language, Inuit culture, relationships, and a deep sense of belonging are woven into everyday life.

A graduate of the Early Childhood Education program at Nunavut Arctic College, Leah is passionate about ensuring children grow up surrounded by their language, culture, and community. Alongside colleagues, Elders, and families, she has helped shape the ongoing evolution of IQ-Montessori and has shared the Pirurvik journey with educators, researchers, and policymakers across Canada and internationally, including through the Arctic Council.

Leah's leadership has been recognized through the Prime Minister's Award for Excellence in Early Childhood Education, as well as the Arctic Inspiration Prize and the Governor General's History Award as part of the Pirurvik Preschool Society team. She is honoured to join this gathering and looks forward to sharing the Pirurvik journey through the stories of the children, families, and community who inspire her every day.

Register for our event using the link below:
https://www.eventbrite.com/e/10th-annual-native-language-symposium-registration-1985146426400

“ᑎᑎᕋᐅᓯᖅ ᐱᒋᐊᓚᐅᖅᑎᓐᓇᒍᑦ ᑲᓇᑕᒥ ᐅᑭᐅᖅᑕᖅᑐᒥᑦ, ᐅᓂᑳᕐᓂᖅ ᒥᑭᑦᑑᒐᓗᐊᕐᒥᒃ ᓴᐳᔾᔭᐅᓯᒪᓚᐅᖅᐳᖅ. ᐃᓐᓇᑯᓗᐃᑦ ᐊᕐᓇᐃᑦ ᑕᐃᒪᐃᑦᑐᓂᒃ ᐃᓄᐃᑦ ᐅᓂᒃᑳᖏᓐᓂᑦ ᐅᓂᒃᑳ...
09/08/2026

“ᑎᑎᕋᐅᓯᖅ ᐱᒋᐊᓚᐅᖅᑎᓐᓇᒍᑦ ᑲᓇᑕᒥ ᐅᑭᐅᖅᑕᖅᑐᒥᑦ, ᐅᓂᑳᕐᓂᖅ ᒥᑭᑦᑑᒐᓗᐊᕐᒥᒃ ᓴᐳᔾᔭᐅᓯᒪᓚᐅᖅᐳᖅ. ᐃᓐᓇᑯᓗᐃᑦ ᐊᕐᓇᐃᑦ ᑕᐃᒪᐃᑦᑐᓂᒃ ᐃᓄᐃᑦ ᐅᓂᒃᑳᖏᓐᓂᑦ ᐅᓂᒃᑳᕈᓐᓇᕐᓂᖏᓐᓄᑦ ᖃᐅᔨᒪᔭᐅᕙᓚᐅᖅᑐᑦ ᐊᒡᓛ ᐃᓄᒃ ᐃᒻᒥᓂᒃ ᐅᓂᒃᑳᒥ ᐃᓚᐅᔪᖅᑎᑐᑦ ᐃᓱᒪᓕᖅᑎᑦᑎᕙᓚᐅᖅᑐᖅ. ᐃᓄᐃᑦ ᐅᓂᒃᑳᖏᑦ, ᐊᓯᖏᑦ ᐅᓂᒃᑳᑦ ᐃᓚᖓᑎᑐᑦ, ᐱᓯᒪᔭᐅᕙᓚᐅᖅᐳᑦ ᐃᓕᓐᓂᐊᕈᑕᐅᓪᓗᑎᒃ ᐅᕝᕙᓘᓂ ᐱᐅᓯᕐᓗᐊᕆᔭᐅᓪᓗᑎᑦ ᐃᖃᐅᒪᒃᓯᓂᕐᒧᑦ, ᐊᒻᒪᓗ ᐅᒃᐱᕆᔭᕋ ᐱᐅᓂᖃᕐᓂᖅᐹᖑᕗᖅ ᐃᓅᖃᑎᑦᑎᓐᓄᑦ.”

- ᒫᒃ ᑲᓪᓗᐊᒃ, ᐅᖃᖅᑕ, ᑎᓯᐱᕆ 1985

::::

“Before the writing system was introduced in the Canadian Arctic, story telling was one way in which a small portion of our history was preserved. The elder women were especially noted for their ability to recite Inuit legends in a way that made a person feel as though he were part of that story. Inuit legends, like any other stories, carry with them a lesson or principle to remember, and I believe that this why they were quite important to our people.”

Mark Kalluak, Uqaqta, Dec 1985

"ᐃᓚᖓᑦ ᑐᙵᕕᒋᔭᐅᔪᖅ ᐃᓄᐃᑦ ᐃᓅᓯᖏᓐᓄᑦ ᓇᓂᔭᐅᔪᓐᓇᖅᐳᖅ ᖃᑕᙳᑎᒌᑦ ᓴᙱᓂᖏᓐᓂᒃ ᐃᒃᐱᒍᓱᑦᑎᐊᕐᓂᕐᒥᒃ ᐅᐱᒋᔭᖃᕐᓂᕐᒥᒡᓗ ᐊᖓᔪᒃᖠᕐᓂᒃ ᑕᒪᐃᓐᓂᒃ ᖃᑕᙳᑎᒌᓂᒃ ᐊᒻᒪ ᓄᓇᖅᑲᑎᒌᓂᒃ. ᐃᓄ...
08/25/2026

"ᐃᓚᖓᑦ ᑐᙵᕕᒋᔭᐅᔪᖅ ᐃᓄᐃᑦ ᐃᓅᓯᖏᓐᓄᑦ ᓇᓂᔭᐅᔪᓐᓇᖅᐳᖅ ᖃᑕᙳᑎᒌᑦ ᓴᙱᓂᖏᓐᓂᒃ ᐃᒃᐱᒍᓱᑦᑎᐊᕐᓂᕐᒥᒃ ᐅᐱᒋᔭᖃᕐᓂᕐᒥᒡᓗ ᐊᖓᔪᒃᖠᕐᓂᒃ ᑕᒪᐃᓐᓂᒃ ᖃᑕᙳᑎᒌᓂᒃ ᐊᒻᒪ ᓄᓇᖅᑲᑎᒌᓂᒃ. ᐃᓄᐃᑦ ᐱᖅᑯᓯᑐᖃᒃᑯᑦ ᓵᙵᖃᑦᑕᖅᓯᒪᕗᑦ ᐃᓐᓇᕐᓂᒃ ᐊᔪᕆᖅᓱᖅᑕᐅᔪᒪᓪᓗᑎᒃ ᓯᓚᑐᓂᕐᒥᒡᓗ; ᑐᑭᒧᐊᒍᑎᒃᓴᒥᒃ ᐃᒃᐱᒍᓱᖕᓂᕐᒥᒃ ᐊᒻᒪᓗ ᑭᖑᓂᑦᑎᓐᓂ ᐃᒃᐱᒍᓱᖕᓂᕐᒥᒃ.”

ᐊᔪᕐᓇᖏᒻᒪᑦ, 1981, ICI

::::

“One of the foundations of Inuit life is found in the strength of a family in the respect and esteem for the older members of both the family and the community as a whole. Inuit have traditionally looked to the elders for guidance and wisdom; for the sense of direction as well as a sense of the past.”

Ajurnanngimmat, 1981, ICI

“ᖁᓱᖏᓂᖃᖅᑎᓪᓗᒋᑦ, ᓴᖏᓂᖃᕐᓂᖅᓴᐅᕗᑦ ᐅᖃᐅᓯᖏᓐᓂᑦ ᐅᕝᕙᓗᓃᑦ ᐃᓕᑦᑎᔪᒪᓂᖃᕐᓂᖅᓴᐅᕗᑦ ᐅᑲᐅᓯᖏᓐᓂᑦ. ᐱᓕᕆᐊᖃᕈᓐᓇᕐᓗᑎᒡᓗ ᐊᔾᔨᒌᖏᑦᑐᓂᑦ ᐃᓱᒪᒋᔭᖏᓐᓂᑦ ᐊᒻᒪᓗ ᐱᔪᓐ...
08/17/2026

“ᖁᓱᖏᓂᖃᖅᑎᓪᓗᒋᑦ, ᓴᖏᓂᖃᕐᓂᖅᓴᐅᕗᑦ ᐅᖃᐅᓯᖏᓐᓂᑦ ᐅᕝᕙᓗᓃᑦ ᐃᓕᑦᑎᔪᒪᓂᖃᕐᓂᖅᓴᐅᕗᑦ ᐅᑲᐅᓯᖏᓐᓂᑦ. ᐱᓕᕆᐊᖃᕈᓐᓇᕐᓗᑎᒡᓗ ᐊᔾᔨᒌᖏᑦᑐᓂᑦ ᐃᓱᒪᒋᔭᖏᓐᓂᑦ ᐊᒻᒪᓗ ᐱᔪᓐᓇᖅᓯᕚᓕᕐᓗᑎᒡᓗ ᐱᔭᕆᐊᓕᖕᓂ ᓄᓇᓕᖏᓐᓄᑦ. ᖃᐅᔨᒪᓗᑎᒃ ᑭᓪᓕᖃᕆᐊᖃᕐᓂᕐᒥᒃ ᐊᒻᒪᓗ ᓴᖏᔫᓂᖏᓐᓂᒃ, ᖃᐅᔨᒪᓗᑎᒡᓗ ᑐᓗᖅᑕᕈᑎᖏᓐᓂ ᐊᒻᒪᓗ ᐱᐅᔪᓂᑦ ᑐᑭᓯᒋᐊᑦᑎᐊᕈᓐᓇᕐᓗᑎᒃ. ᐊᖓᔪᖄᕆᔭᐅᔪᑦ ᐱᔪᒪᔭᖃᕐᐳᑦ ᑕᒪᒃᑯᓂᖓ ᕿᑐᕐᖓᖏᓐᓄᑦ.”

ᐃᓅᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ, ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

::::

With confidence, they will begin to string in their language or have the desire to learn their language. They will be able to work through different ideas and gain skills that are important to their community. They will know their limits and strengths, know how to deal with conflicts and how to make good decisions. This is what all parents wish for their children.

Inuuqatigiit Curriculum, The Curriculum From the Inuit Perspective, Northwest Territories Education, Culture and Employment, 1996

“ᖃᐅᔨᒪᔭᑐᖃᖏᑎᒍᑦ, ᐃᓕᓐᓂᐊᖅᑎᑕᐅᕙᓪᓕᐊᖃᑦᑕᓕᓵᕈᑎ ᓄᑕᕋᓛᓄᑦ ᓯᕗᓪᓕᕐᒥᑦ ᑕᐅᑐᒃᑎᒃᐸᒡᓗᒋᑦ ᐱᓕᕆᔭᐅᔪᓂᒃ ᐱᔭᕆᖅᓯᔪᑦ. ᓈᒻᒪᒃᓯᐅᔾᔨᒃᐸ ᖃᐅᔨᓴᖅᑎᑕᐅᓪᓗᑎᒃ ᓇᖕᒥᓂᖅ ᐱ...
08/11/2026

“ᖃᐅᔨᒪᔭᑐᖃᖏᑎᒍᑦ, ᐃᓕᓐᓂᐊᖅᑎᑕᐅᕙᓪᓕᐊᖃᑦᑕᓕᓵᕈᑎ ᓄᑕᕋᓛᓄᑦ ᓯᕗᓪᓕᕐᒥᑦ ᑕᐅᑐᒃᑎᒃᐸᒡᓗᒋᑦ ᐱᓕᕆᔭᐅᔪᓂᒃ ᐱᔭᕆᖅᓯᔪᑦ. ᓈᒻᒪᒃᓯᐅᔾᔨᒃᐸ ᖃᐅᔨᓴᖅᑎᑕᐅᓪᓗᑎᒃ ᓇᖕᒥᓂᖅ ᐱᓕᕆᑎᑕᐅᓪᓗᑎᒃ, ᐱᓕᕆᑎᑕᐅᖄᐸᒃᑐᑦ ᐱᓕᕆᐊᑭᓐᓂᖅᓴᓂᑦ. ᓂᕕᐊᖅᓵᑯᓗᐃᑦ ᐊᖑᓚᑎᑕᐅᓗᑎᒃ ᑲᒥᖑᐊᕋᓛᓕᐅᖅᐸᓚᐅᖅᑐᑦ ᐊᒻᒪᓗ ᓄᑲᑉᐱᐊᑦ ᓴᓇᕐᕈᑎᖑᐊᓕᐅᖅᐸᑭᓪᓗᑎᒃ ᐊᑐᕐᓂᐊᑕᒥᓂᑦ. ᓱᕈᓰᑦ ᐸᕿᑎᑕᐅᕙᓚᐅᕆᕗᑦ ᓄᑲᖏᓐᓂᑦ ᐃᓕᓐᓂᐊᖅᑎᑕᐅᓪᓗᑎᒃ ᐸᕿᔭᕆᐊᖃᕐᓂᕐᒥᑦ. ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᖅ ᐃᓚᓕᐅᑎᓯᒪᓚᐅᖅᐳᖅ ᐱᖑᐊᕐᓂᑯᑦ. ᓇᐅᑭᐊᕐᓯᖑᐊᖅᑐᑦ, ᐱᓯᒃᓯᖑᐊᖅᑐᑦ ᐊᒻᒪᓗ ᐃᓄᒐᖑᐊᖅᑐᑦ ᐃᓕᓐᓂᐊᕈᑎᒋᔭᐅᕙᓚᐅᖅᑐᑦ ᓯᕗᓂᒃᓴᖏᓐᓄᑦ ᐱᓕᕆᐊᒃᓴᖏᓐᓄᑦ.”

ᐃᓅᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ, ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

::::

“Traditionally, the instruction of the child began by first having them simply observe a task being done. When the time came for them to try it themselves, the job would be done in small tasks. For instance, girls would chew and make miniature kamiit and boys made and used miniature tools. Children would be given responsibility for looking after a younger brother of sister in learning about child care. Learning was also incorporated into play. Games of spear throwing or playing with dolls were early experiences of adult work.”

Inuuqatigiit Curriculum, The Curriculum From the Inuit Perspective, Northwest Territories Education, Culture and Employment, 1996

“ᐱᔪᓐᓇᖅᓯᕙᓪᓕᐊᓕᖅᑎᓗᒋᑦ, ᓱᕈᓰᑦ ᐊᔪᕈᓐᓃᖅᐹᓪᓕᖅᐸᓚᐅᐳᑦ ᐊᒻᒪᓗ ᐸᕿᔪᓐᓇᖅᓯᓪᓗᑎᒃ. ᐊᓃᕋᔭᖃᑎᖃᑎᓪᓗᒋᑦ ᐃᑦᑐᕐᒥᓂᒃ/ᐊᑖᑕᑦᑎᐊᕐᒥᓂᒃ ᐃᓕᓐᓂᐊᕈᑎᑦᑎᐊᕙᐅᕙᓚᐅᖅᐳᖅ ᑖᑯᓄᖓ...
07/27/2026

“ᐱᔪᓐᓇᖅᓯᕙᓪᓕᐊᓕᖅᑎᓗᒋᑦ, ᓱᕈᓰᑦ ᐊᔪᕈᓐᓃᖅᐹᓪᓕᖅᐸᓚᐅᐳᑦ ᐊᒻᒪᓗ ᐸᕿᔪᓐᓇᖅᓯᓪᓗᑎᒃ. ᐊᓃᕋᔭᖃᑎᖃᑎᓪᓗᒋᑦ ᐃᑦᑐᕐᒥᓂᒃ/ᐊᑖᑕᑦᑎᐊᕐᒥᓂᒃ ᐃᓕᓐᓂᐊᕈᑎᑦᑎᐊᕙᐅᕙᓚᐅᖅᐳᖅ ᑖᑯᓄᖓ ᓱᕈᓯᕐᓄᑦ. ᓯᕗᓂᐊᒍᑦ ᑖᒃᑯᐊ ᐸᕿᔨᐅᓕᖅᐸᓚᐅᑐᑦ ᓄᓇᓕᖏᓐᓄᑦ.”

- ᔭᐃᒥᓯ ᒪᒃᐸ, ᐊᔪᕐᓇᕐᒪᑦ, 1976, ICI

::::

“Little by little, the children became more capable and began taking more responsibility. Being outside with their grandfather proved a good education for these children. Later they would become responsible members of the community.”

James Muckpah, Ajurnarmat, 1976, ICI

“ᓱᕈᓰᑦ ᐃᓪᓕᓐᓂᐊᖅᑎᑕᐅᖄᖅᓯᒪᕗᑦ ᖃᓂᒋᔭᒥᓐᓄᑦ ᐃᓄᖕᓄᑦ. ᐃᓚᒌᕈᔪᖕᓄᑦ ᐊᖏᕈᑕᐅᓯᒪᔪᖅ ᐱᓕᕆᐊᒃᓴᐅᔪᑦ ᐊᔾᔨᒌᖏᑐᓂᑦ ᐱᖁᓯᓖᑦ ᓱᕈᓯᐅᑉ ᐃᓕᓐᓂᐊᕈᑎᖏᑦ. ᓱᕈᓰᑦ ᐊᒻᒪᓗ...
07/20/2026

“ᓱᕈᓰᑦ ᐃᓪᓕᓐᓂᐊᖅᑎᑕᐅᖄᖅᓯᒪᕗᑦ ᖃᓂᒋᔭᒥᓐᓄᑦ ᐃᓄᖕᓄᑦ. ᐃᓚᒌᕈᔪᖕᓄᑦ ᐊᖏᕈᑕᐅᓯᒪᔪᖅ ᐱᓕᕆᐊᒃᓴᐅᔪᑦ ᐊᔾᔨᒌᖏᑐᓂᑦ ᐱᖁᓯᓖᑦ ᓱᕈᓯᐅᑉ ᐃᓕᓐᓂᐊᕈᑎᖏᑦ. ᓱᕈᓰᑦ ᐊᒻᒪᓗ ᒪᒃᑯᒃᑐᑦ ᑖᒃᑯᐊ ᐱᓕᕆᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᓗᑎᒃ ᐱᔭᕆᐊᖃᖅᐳᑦ ᓄᓇᕐᔪᐊᓕᒫᒧᑦ ᐃᒻᒪᖄ ᑕᐅᑐᒃᑕᒥᑎᒍ ᐃᓐᓇᕐᓂ ᐊᒻᒪᓗ ᐊᒥᖄᖃᑎᖃᕐᓂᕐᒥᒃ ᐃᓐᓇᕐᓂᒃ ᐱᓕᕆᐊᖏᓐᓂᒃ. ᐃᓇᑯᓗᐃᑦ, ᐊᖓᔪᖄᕆᔭᐅᔪᑦ ᐊᒻᒪᓗ ᐃᓄᖕᓄᑦ ᐊᓯᖏᓐᓄ ᐃᓕᓐᓂᐊᖅᑎᑎᓯᒪᕗᑦ ᐱᖅᑯᓯᕐᒧ ᐊᑑᑎᓕᖕᓂᑦ ᐊᒻᒪᓗ ᐱᔾᔪᓯᑐᖃᕆᔭᐅᔪᓂᑦ - ᐅᓂᒃᑲᐅᓯᒃᑯᑦ ᐊᒻᒪᓗ ᐅᖃᐅᓯᑐᖃᒃᑯᑦ ᑐᓂᔭᐅᕙᓪᓕᐊᔪᑦ ᓄᑕᖅᑲᓄᑦ.”

ᐃᓕᓐᓂᑎᖁᑎᕗᑦ, ᓯᕗᓂᒃᓴᕗᑦ ᐃᓕᓐᓂᐊᕐᓂᐅᑉ ᑐᖓᕕᖓ. ᐃᓕᓐᓂᐊᖅᑐᓕᕆᔨᒃᑯᑦ, ᐱᖁᓯᖅ ᐊᒻᒪᓗ ᐱᓕᕆᐊᖃᕐᓂᖅ

::::

“Children were educated by the people closest to them. Various family members accepted responsibility for different aspects of children’s education. Children and young people learn the skills necessary for the world in which they lived by observing adults and by sharing directly in adult activities. Elders, parents and others taught the values and traditions of the group- often through stories and myths passed orally from generation to generation.”

Our Students, Our Future, an Educational Framework. Department of Education, Culture and Employment

07/13/2026

“ᐃᓚᓕᐅᖅᓗᒋᑦ ᐃᓕᓐᓂᐊᕈᑎᓕᒫᑦ ᐃᓅᖃᑎᒌᑦᑐᓂᑦ ᐊᑐᕐᓗᑎᒃ ᐃᓕᓐᓂᐊᕐᕕᐅᑉ ᖁᑦᑎᓐᓂᖏᓐᓂ ᑕᒪᕐᒥᒃ ᐱᒻᒪᕆᐅᕗᖅ ᐱᒋᐊᕐᓂᖓᓂᑦ. ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᕐᒥᒃ ᐃᓚᓕᐅᑎᖃᕐᓗᑎᒃ ᐅᑯᓂᖓ ᐃᓄᐃᑦ ᐃᓱᒪᓕᕆᓂᖓᓄᑦ ᐃᓱᒪᒋᔭᖃᕐᓂᕐᒥᒃ ᑭᓯᐊᓂ ᐊᒻᒪᓗ ᐃᓕᓐᓂᐊᕐᓗᑎᒃ ᐊᑐᕐᓗᑎᑦ ᐃᓄᐃᑦ ᐅᖃᐅᓯᖏᓐᓂᑦ ᐊᒻᒪᓗ ᐃᓄᐃᑦ ᐱᖁᓯᖏᓐᓂᑦ. ᐃᓕᓐᓂᐊᕐᕕᓕᒫ, ᐃᓕᓐᓂᐊᕐᕕᐅᑉ ᐃᓪᓗᕈᓯᓕᒫᖏᑦ ᐃᓐᓇᖃᖁᔪᒥᓇᖅᑐᖅ ᐃᓅᓯᕐᒥᒃ ᖃᐅᔨᒪᔭᖏᓐᓂᑦ ᐊᒻᒪᓗ ᐱᓕᕆᓯᒪᔭᖏᓐᓂᒃ, ᐃᓕᓐᓂᐊᖅᓯᒪᔭᖏᓐᓂᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓗᑎᒃ ᓱᕈᓯᕐᓄᑦ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ.”

ᐃᓅᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ, ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

:::::

"Integrating all school subjects with Inuuqatigiit at all grade levels is an important start. Instruction must incorporate not only a sensitivity to the Inuit perspective, but actual learning experience in Inuit language and culture. Every school, ideally every classroom, should have elders adding their living wisdom and skills to our children’s education."

Inuuqatigiit Curriculum, The Curriculum From the Inuit Perspective, Northwest Territories Education, Culture and Employment, 1996

“ᓱᕈᓰᑦ ᑲᔪᖏᖅᓴᖅᑕᐅᓚᐅᖅᐳᑦ ᐊᔪᕈᓐᓃᖅᓴᖁᔭᐅᓪᓗᑎᒃ ᐃᓕᑦᑎᕙᓪᓕᐊᖁᔭᐅᓪᓗᑎᒡᓗ ᐃᒃᐱᖕᓂᐊᔾᔪᑎᓕᒫᖏᑦᑎᒍᑦ. ᐅᔾᔨᕈᓱᓕᖅᑎᑦᑎᓚᐅᖅᐳᖅ ᐃᓕᑦᑎᕙᓪᓕᐊᓂᖅ ᑎᒥᓕᒫᒧᑦ ᑐᕌᖓᓂᖓᓂᒃ. ᑕᐃᒪᐃᓕᐅᒃ...
07/08/2026

“ᓱᕈᓰᑦ ᑲᔪᖏᖅᓴᖅᑕᐅᓚᐅᖅᐳᑦ ᐊᔪᕈᓐᓃᖅᓴᖁᔭᐅᓪᓗᑎᒃ ᐃᓕᑦᑎᕙᓪᓕᐊᖁᔭᐅᓪᓗᑎᒡᓗ ᐃᒃᐱᖕᓂᐊᔾᔪᑎᓕᒫᖏᑦᑎᒍᑦ. ᐅᔾᔨᕈᓱᓕᖅᑎᑦᑎᓚᐅᖅᐳᖅ ᐃᓕᑦᑎᕙᓪᓕᐊᓂᖅ ᑎᒥᓕᒫᒧᑦ ᑐᕌᖓᓂᖓᓂᒃ. ᑕᐃᒪᐃᓕᐅᒃᑲᓐᓂᖅᐸᒃᖢᑎᒃ, ᐊᔪᕈᓐᓃᖅᓴᖅᐸᒃᖢᑎᒃ, ᐱᕚᓪᓕᖅᐸᒃᖢᑎᒡᓗ, ᐊᔪᕈᓐᓃᖅᓴᖅᑎᑕᐅᕙᒃᖢᑎᒃ ᓇᓗᖅᑯᑎᙱᖦᖢᑎᒃ, ᐃᒃᐱᒋᔭᖃᓕᖅᐸᒃᖢᑎᒃ ᐊᓂᒍᐃᓂᕐᒥᒃ ᐱᒃᑯᒋᔭᖃᕐᓂᕐᒥᒡᓗ ᐊᔪᙱᓐᓂᕆᔭᒥᓂᒃ. ᑭᖑᓂᐊᒍᑦ, ᓄᑕᕋᖅ ᐱᔭᕇᖅᓯᔪᓐᓇᓚᐅᖅᐳᖅ ᐱᓕᕆᐊᒃᓴᓕᒫᒥᓂᒃ ᐱᒋᐊᕐᓂᖓᓂ ᐃᓱᐊᓄᑦ.”

ᐃᓅᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ, ᐃᓕᓐᓂᐊᕈᑎᒃᓴᑦ ᐃᓄᐃᑦ ᑕᐅᑐᒃᑕᖓᒍᑦ, ᓄᓇᑦᓯᐊᕐᒥ ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐃᓕᖅᑯᓯᓕᕆᓂᖅ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔭᖅᑐᓕᕆᓂᖅ, 1996

::::

“Children were encouraged to practice and learn with all of their sense. It made them aware that leaning involves the whole body. With repetition, practice and progression, the instruction built their confidence, giving them a sense of accomplishment and pride in their abilities. Eventually, the child was able to do the whole task from beginning to end.”

Inuuqatigiit Curriculum, The Curriculum from the Inuit Perspective, Northwest Territories Education, Culture and Employment, 1996

Qujannamiik Inuit Nunaat Fund. We are immensely honoured, appreciative and grateful for your support and partnership as ...
07/02/2026

Qujannamiik Inuit Nunaat Fund. We are immensely honoured, appreciative and grateful for your support and partnership as we are are deeply committed to this heart-led, and essential work. 🧡

Address

Pond Inlet, NU

Website

Alerts

Be the first to know and let us send you an email when Pirurvik Preschool posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Contact The School

Send a message to Pirurvik Preschool:

Shortcuts

Share

Category