My first experience of archaeology education began with a day-long field trip to Sainte Marie-among-the-Hurons, a recreated 17th-century Jesuit mission in Ontario, Canada. Originally, I thought of the visit as a reward for diligent students in my ‘Ancient Civilisations’ secondary school course. Fortunately, it turned out to be an ideal opportunity for us to learn outside the walls of the traditional classroom. From that humble beginning evolved a completely revised, fully accredited high school course in archaeology and, most recently, a board-wide programme in archaeology for elementary school students. It would not have happened without developing powerful partnerships. This case study of that high school credit course serves to illustrate to archaeologists how to develop and maintain those partnerships with educators that facilitate public participation in archaeology.

The high school archaeology course is rich in critical thinking opportunities. It transforms the student by changing a young person's relationship with, and understanding of, the past. Over one hundred graduates from my secondary school course have gone on to major in archaeology as university undergraduates. Four of these graduates work with me in their capacity as professional archaeologists and as mentors to current students, and several have undertaken postgraduate studies in archaeology.