Work Samples

Field Trip Experience - UBC Museum of Anthropology

This field trip to the UBC Museum of Anthropology was designed to deepen students’ understanding of Indigenous cultures, Canadian history, and diverse worldviews through experiential learning. By engaging directly with artifacts, students practiced inquiry and critical thinking while making meaningful connections between curriculum content and real-world contexts. The experience supported respectful engagement with Indigenous knowledge and reinforced the value of place-based learning. 

History That Matters to You: Student-Selected Presentations 

This student-centered presentation project encouraged learners to explore topics from 20th Century World History that resonated with their personal interests, cultural backgrounds, or global concerns. By allowing students to select their own topics, the activity fostered ownership of learning, deeper engagement, and meaningful connections to historical events.

Students researched, analyzed, and presented their chosen topics to the class, developing critical thinking, communication, and inquiry skills. The presentations created opportunities for peer learning and respectful discussion, as students shared diverse perspectives and interpretations of history. This approach supported inclusive learning by valuing student voice and recognizing that history becomes most powerful when learners see its relevance to their own lives and identities.

Anti-Racism Awareness Program: Supporting Indigenous Students

This initiative was designed to address and challenge racism faced by Indigenous students in schools by building overall awareness of racism affecting First Peoples. Through an inclusive, school-wide approach, the program aimed to educate students about historical and contemporary forms of racism while promoting respect, empathy, and equity.

The awareness campaign included student-created posters, classroom presentations, and open discussions that encouraged reflection and dialogue. By engaging students in meaningful learning experiences, the program fostered greater understanding of Indigenous identities, histories, and lived experiences, reinforcing the importance of creating safe, respectful, and inclusive learning environments for all students

 Orange Shirt Day /National Truth and Reconciliation Day Assembly Project

This project was designed to honour Orange Shirt Day and the National Day for Truth and Reconciliation by building awareness, empathy, and understanding within the school community. Through a student-led, whole-school approach, we focused on educating peers about the history and ongoing impacts of residential schools while emphasizing respect, remembrance, and reconciliation.

Students actively participated in an awareness campaign that included visiting classrooms, creating and displaying informational posters, distributing leaflets, and sharing stories rooted in Indigenous experiences. Storytelling played a central role in helping students connect emotionally with the history, encouraging reflection, dialogue, and a deeper understanding of Indigenous voices and perspectives.

This project extended learning beyond a single event, fostering meaningful conversations across the school and reinforcing the importance of truth, respect, and reconciliation as shared responsibilities within our learning community.

 Social Studies - Textbook Writing Project  at Lyceum International Schools Network , Sri Lanka 

As part of my commitment to meaningful and accessible education, I authored three Social Studies textbooks designed to support young learners within the Lyceum International School Network in building foundational historical, geographical, and civic understanding. These textbooks were developed under the guidance of Lyceum management, with a strong focus on age-appropriate skill development, conceptual clarity, and inclusive perspectives, ensuring that complex ideas were presented in ways students could relate to their own lives and communities.

Each book was carefully structured to encourage inquiry-based learning, critical thinking, and curiosity about the world. Lessons integrated storytelling, visuals, guiding questions, and practical activities that promoted discussion and reflection, allowing students to actively engage with content rather than passively consume information. Particular attention was given to diverse cultures, global awareness, and social responsibility, aligning with modern Social Studies pedagogy.

This project strengthened my skills in curriculum design, sequencing learning outcomes, and aligning content with learning objectives, while also deepening my understanding of how well-designed resources can support both teachers and learners. Writing these textbooks reinforced my belief that thoughtfully created educational materials play a vital role in shaping students’ understanding of society, identity, and citizenship.

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