Page 49 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy Relationships, the Safe Schools Action Team confirmed “that the most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum” (p. 11). Teachers can promote this learning in a variety of ways. For example, by giving students opportunities to apply critical thinking and problem-solving strategies and to address issues through group discussions, role play, case study analysis, and other means, they can help them develop and practise the skills they need for building healthy relationships. Co-curricular activities such as clubs and intramural and interschool sports provide additional opportunities for the kind of interaction that helps students build healthy relationships. Teachers can also have a positive influence on students by modelling the behaviours, values, and skills that are needed to develop and sustain healthy relationships, and by taking advantage of “teachable moments” to address immediate relationship issues that may arise among students.
Relationship skills are developed as part of the classical studies and international languages curriculum, and students have many opportunities to develop healthy relationships in the classroom. For example, when students work collaboratively (in pairs, small groups, or whole-class situations) to develop their skills in the language of study, teachers can support them in simultaneously developing their skills in communication, empathy, and teamwork, appreciating the value of each other’s contributions, and supporting each other in these experiences. In addition, teachers can encourage students to participate in or attend exchange programs, community groups, cultural events, language immersion opportunities, volunteer opportunities (e.g., at museums, art galleries, community centres), or other such opportunities to connect with others and practise their relationship skills outside the school.
EQUITY AND INCLUSIVE EDUCATION IN THE CLASSICAL STUDIES AND
INTERNATIONAL LANGUAGES PROGRAM
The Ontario Equity and Inclusive Education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important and integral component of the strategy.
In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orien- tation, socio-economic status, or other factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.
The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high levels of achievement, affirms the worth of all students, and helps students strengthen their
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES
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