GNS Students Connect Global Issues, Local Ecosystems, and Indigenous Knowledge in Tofino

This fall, a group of Grade 11 and 12 students from Glenlyon Norfolk School travelled to Tofino for a multi-disciplinary field experience that brought together the IB Diploma Programme courses Global Politics and Environmental Systems and Societies (ESS), as well our GNS Outdoor Education program.

Now in its third year, the experiential learning trip, organised in partnership with Redd Fish Restoration Society, embodied the International Baccalaureate’s emphasis on global-mindedness, inquiry and action. Over the trip, students explored the intersection of environmental science, Indigenous knowledge, and political activism while engaging directly with the people and landscapes shaping these issues on the west coast of Vancouver Island.

The IB curriculum encourages students to make connections across disciplines and to view local challenges as reflections of global systems. This trip offered the opportunity to do just that.

In Tofino, students examined the political, ecological and ethical dimensions of environmental management through fieldwork and community engagement. A presentation by Clayoquot Action, a local advocacy group, introduced them to the history of environmental activism in the area. They also met with Redd Fish Restoration Society, a community-based non-state actor that is working to restore local salmon habitats.

Students were able to connect these real-world examples to concepts studied in both Global Politics (such as governance, stakeholder participation and nonviolent protests) and ESS (such as ecosystem dynamics, resource management and sustainability). By studying the salmon life cycle and removing invasive species from the dunes of Pacific Rim National Park Reserve, students explored how species, habitats and human activity are intricately interconnected.

A core focus of the experience was learning from the local First Nations whose traditional territories the students were visiting. During an Ancient Cedar Walk, students were welcomed to the land by Wes, Savannah and Dennis, representatives of the Tla-o-qui-aht, Yuułuʔiłʔatḥ, and Toquaht Nations.

Through stories and guided exploration, students learned about culturally modified trees, the spiritual and ecological significance of old-growth forests, and how Indigenous stewardship practices sustain biodiversity. Many students reflected that hearing Indigenous voices directly deepened their understanding of environmental and cultural preservation, key themes in both Global Politics and ESS.

Students noted how these teachings challenged them to see conservation not only as an environmental goal but as a moral and cultural responsibility, one that requires listening, respect and shared stewardship.

Throughout the trip, students applied critical thinking to analyze the complex relationships within ecosystems and human societies. They explored how the decline of salmon populations affects not only marine life but also forests, wildlife and local communities, recognizing the interconnectedness of environmental and social systems.

By engaging in restoration work—including removing 73 buckets of invasive horsetail from the dunes—students experienced how small-scale local actions contribute to larger environmental goals. Many also reflected on how collaboration among state actors, Indigenous governments, NGOs and citizens is essential to solving environmental challenges.

These insights align closely with the IB Learner Profile, encouraging students to become knowledgeable, caring and reflective thinkers who act with integrity and global awareness.

For some students, this trip marked their first time camping—an adventure that added teamwork, resilience and personal reflection to their learning. Through shared challenges and group discussions, they developed leadership and problem-solving skills that extend beyond the classroom. This highlights the importance of outdoor education and why it is so valued at GNS. 

Students described learning about the salmon’s role in transferring nutrients from the ocean to the forest and seeing firsthand how the health of one species affects the entire ecosystem. Others found that understanding the cultural and historical importance of old-growth forests helped them appreciate the need to balance environmental, economic and social priorities.

The Tofino experience represents the essence of IB education at GNS: connecting academic inquiry with action and reflection. By engaging with real-world environmental issues and diverse perspectives, students not only reinforced their course learning outcomes but also strengthened their sense of responsibility as global citizens.

As the program continues to grow, it stands as a model for how interdisciplinary, experiential learning can transform understanding, linking theory to practice, and knowledge to care for the world we share.