Page 20 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Schools and school boards can play a role by coordinating efforts with community partners. They can, for example, set up visits to art galleries, theatres, museums, and concert venues (where available), which provide rich environments for field trips and for exploration of both classical and modern cultures. Alternatively, local members of the community who speak the target language or local artists, musicians, or dancers who are familiar with the arts of a target-language community may be invited into the school. An increasing number of partnership programs – such as the Ontario Arts Council’s Artists in Education program – can assist teachers in more fully integrating arts and cultural programming related to the language of study into the classroom. In locales where there are few artists or guest speakers, technology can be used to provide a wealth of opportunities for students to see performances, archaeological sites, and material culture, and to contact artists.
Nurturing partnerships with other schools and between school boards can be a valuable way of applying learning within the context of safe, healthy, and accepting school environments. Neighbouring schools and boards may share resources or facilities when developing and sharing professional development opportunities for staff, and they can collaborate in developing special events such as community fairs and information evenings. From time to time, opportunities may present themselves for schools and school boards to work with local researchers to complete studies that will help educators make informed decisions based on solid evidence, local needs, and current best practices.
In choosing community partners, schools should build on existing links with their local communities and create new partnerships in conjunction with ministry and school board policies. These links are especially beneficial when they have direct connections to the curriculum. Teachers may find opportunities for their students to participate in community events, especially events that support the students’ learning in the classroom, are designed for educational purposes, and provide descriptive feedback to student participants. Community volunteers and guest speakers can help support instruction and promote
the target language inside and outside the school. Provincial and national target-language organizations can also provide valuable resources and provide information about camps, exchanges, and community-based programs.
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