Page 50 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the broader society. Antidiscrimination education promotes fairness, healthy relationships, and active, responsible citizenship.
Teachers can give students a variety of opportunities to learn about diversity and diverse perspectives. By drawing attention to the contributions of women, the perspectives of various ethnocultural, religious, and racial communities, and the beliefs and practices
of First Nations, Métis, and Inuit peoples, teachers enable students from a wide range
of backgrounds to see themselves reflected in the curriculum. It is essential that learning activities and materials used to support the curriculum reflect the diversity of Ontario society. In addition, teachers should differentiate instruction and assessment strategies
to take into account the background and experiences, as well as the interests, aptitudes, and learning needs, of all students.
Interactions between the school and the community should reflect the diversity of both the local community and the broader society. A variety of strategies can be used to communicate with and engage parents and members of diverse communities, and to encourage their participation in and support for school activities, programs, and events. Family and community members should be invited to take part in teacher interviews, the school council, and the parent involvement committee, and to attend and support activities such as plays, concerts, co-curricular activities and events, and various special events at the school. Schools may consider offering assistance with childcare or making alternative scheduling arrangements in order to help caregivers participate. Students can also help by encouraging and accompanying their families, who may be unfamiliar with the Ontario school system. Special outreach strategies and encouragement may be needed to draw in the parents of English language learners and First Nations, Métis, or Inuit students, and to make them feel more comfortable in their interactions with the school.
In a classical studies and international languages program that is aligned with inclusive education policies, learning resources and materials presented for classroom use reflect the broad range of students’ interests, backgrounds, cultures, and experiences. Teachers should routinely use materials that reflect the diversity of Canadian and world cultures, including Ontario’s diaspora communities, particularly those that speak the target language. Teachers should ensure that students have access to relevant material from such communities. As students read and reflect on a rich variety of texts, they develop a deeper understanding of themselves and others and of the world around them. If students see both themselves and a variety of others in the texts they study, they will be more engaged in learning and they will also come to appreciate the nature and value of a diverse, multicultural society. In general, the study of the language conventions, linguistic elements, cultural contexts, and historical references should be inclusive and representative of diverse cultures, and should provide opportunities for students to explore issues relating to their identity.
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