Thank you, Mr. Speaker. Mr. Speaker, as a department, we're certainly committed to the plain language approach. I think it's critical that the members of our public in the Northwest Territories have the ability to read and interpret this information.

Right now, currently, each of the annual reports for the last five years has a preface that is a summary in a plain language format. It's a short, plain language summary. We are also -- we've already produced plain language materials that explain the priority, risk, and opportunities facing the territory when it comes to climate change risk, and we've also added areas within this plan that are depicted graphically to help to enhance and engage the public generally on the understanding and to stimulate more discussion. Thank you, Mr. Speaker.

Thank you, Minister of Environment and Climate Change. Final supplementary. Member from Yellowknife North.

Thank you, Mr. Speaker. So my final question is how will ordinary residents, and particularly young people, be able to be involved in the actions that the government is taking as part of this climate change action plan, or is the plan designed to be carried out exclusively by government employees? Thank you, Mr. Speaker.

Thank you, Mr. Speaker. Mr. Speaker, the NWT Climate Change Strategic Framework describes an overarching climate change goals for the territory and was developed in partnership with our partners across the territory as well as through engagement with the general public and the public at large. Much of this work certainly involves, you know, engaging with the NWT climate change council, NWT climate change advisory groups, NWT climate echange youth steering committee, and other collaborative mechanisms. You know, for the students, I think continuing their advocacy which they showed, you know, within their schools through their green teams, you know, when I was there, it was like question period. You know, they asked some really tough questions of me. So if they continue down that road, I think it's important that they will certainly get to where we need to get to.

While lots of things are harder in the North, the students notice that some things are easier, Mr. Speaker. We're such a small population that we can use our connections to organize ourselves and get things done. Let's follow the lead of those young people and bring more action into our climate change action plan. Thank you, Mr. Speaker.

Thank you, Minister of Environment and Climate Change. Oral questions. Member from Range Lake.

Thank you, Mr. Speaker. Mr. Speaker, going back to my line of questioning with the Premier, when the executive does this work of revising its policies -- or sorry, when will that work happen? Thank you.

Thank you, Member from Range Lake. Mr. Premier.

Thank you, Mr. Speaker. The work will be starting in the spring. Thank you.

Thank you, Mr. Speaker. Can the Premier commit to including the SPCA or representatives from the SPCA in this work? Thank you.

Thank you. I'd be happy to. Thank you.

Thank you, Mr. Premier. Final supplementary. Oral questions. Member from Yellowknife Centre.

Thank you, Member from Yellowknife Centre. Minister of Municipal and Community Affairs.

Thank you, Mr. Speaker. I am not -- the Department of MACA is not the department for land transfers. But we do do part of the work with the communities -- or community governments for their community planning and stuff like that. So might be for another Minister. Thank you.

Let's see, can't change the Minister. Has to stay on the question line. I'm old school. I forgot that the land -- Mr. Speaker, with respect to community -- I'm going to waive the question. Thank you.

Thank you, Member from Yellowknife Centre. Oral questions. Member from Yellowknife North.

Thank you, Mr. Speaker. So my questions now are for the Minister of Education, Culture and Employment. On a similar theme, so the students we spoke with yesterday noted that in the new BC curriculum, there's no specific course about climate change and its impacts on northern environments or northern people. It's left to individual teachers to find their own resources or partner with non-profits like Ecology North to incorporate that into the curriculum. So that means some NWT students might get to learn about it and some won't. Has the department of education looked at creating a made-in-the North course or curriculum about climate change similar to what we've done with the northern studies curriculum? Thank you, Mr. Speaker.

Thank you, Member from Yellowknife North. Minister of Education, Culture and Employment.

Thank you very much, Mr. Speaker. So, Mr. Speaker, it's an important distinction that while we are adapting the BC -- or sorry, while we are migrating to the BC curriculum, we are doing adaptations to that curriculum to reflect the Northwest Territories, so it's an NWT adapted BC curriculum. Within that curriculum, there are a number of climate education that intentionally reflect the Northwest Territories that are being implemented. And so first off, Mr. Speaker, there's the new northern studies 30 course that -- it was developed here in the Northwest Territories in partnership with Indigenous government, and that directly addresses climate change. It addresses it through a unique and culturally relevant lens that examines not only climate change but also, of course, impact to the land, fostering deeper understanding not only here in the Northwest Territories but also globally. In addition to that, Mr. Speaker, some of the new courses that will be offered in the NWT will be earth sciences 11, environmental sciences 11, science for citizens 11, and environmental science 12. And those will all have a focus on climate change as well. Thank you.

Thank you, Mr. Speaker. So can the Minister clarify whether the content around climate change in those courses has been developed by the department and then distributed to schools or to what extent it's left up to teachers to sort of fill in the blanks or make it relevant to the local context? Thank you, Mr. Speaker.

Thank you, Mr. Speaker. So, Mr. Speaker, in the context of northern studies 30, that course was a made-in-the-NWT course. It was developed in relationship and partnership with Indigenous governments. In regards to the other courses and the adaptation of them from a BC curriculum to an NWT curriculum, so that would be the final ones that I listed off there, you know, environmental science or earth sciences and the science for citizens, those courses there, it has a team of teachers from education bodies across the territory that work on adapting it. And so I've had the opportunity to walk through the halls over at education, culture and employment while they're in the building as they're doing that work and just happen to walk by at the right time. And so they are spending a significant amount of time on it. But there certainly would be opportunity for teachers then to take that work and make it their own and make it relevant to the interests of students in the particular community that they're in, and I think that's one of the special things about this curriculum too, is the ability for it to be flexible. Thank you.

Thank you, Minister of Education, Culture and Employment. Final supplementary. Member from Yellowknife North.

Thank you, Mr. Speaker. I'm wondering if the department has tried to engage or partner with non-profits, such as Ecology North, to try to incorporate -- incorporate more northern resources into curriculums, you know, for all the different grades. I know Ecology North doesn't have the resources to create a whole curriculum, but they might be able to add or support and work with communities. Has the department tried to work creatively with non-profits in that way? Thank you, Mr. Speaker.

Thank you very much, Mr. Speaker. So, Mr. Speaker, the department certainly is a group of very enthusiastic and creative people. A lot of them used to actually be in the classroom and wanted to move to the department to hold different roles within education in the territory. So certainly creative, certainly looking for other ways. Whether or not they have partnered specifically with Ecology North, I couldn't say. I can say that as a student in the Northwest Territories, had the opportunity to have Ecology North be within our school system in certain ways and other NGOs across the territory.

What I can say, Mr. Speaker, is that there are a lot of partnerships within all of our communities that I would encourage any teacher to take advantage of because I think it also breeds community involvement which is really important. But I hear the Member, and I'm always happy to have conversations about how we work together. Thank you.