Page 64 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education
included, treated fairly, and respected. Diversity is valued when all members of the school community feel safe, welcomed, 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 sense of identity and develop a positive sense of self/spirit. It encourages staff and students alike to value and show respect for diversity in the school and the broader society. Antidiscrimination education promotes equity, 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 racialized communities, and the beliefs and practices of First Nations, Métis, and Inuit communities, 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, and Inuit students, and to make them feel more welcomed in their interactions with the school.
When planning the cooperative education opportunity, teachers must ensure that they know their students and plan with full awareness of their students’ needs (see “Development and Implementation of Courses”, pages 31–36). The cooperative education curriculum provides students with tools for understanding, analysing, and reflecting on legislation and policies that apply to equity and inclusion in the workplace.
Cooperative education experiences must facilitate feelings of safety and inclusion in both the classroom and the community components of the course. Cooperative education must be designed to foster full participation and active engagement for all students while supporting achievement and well-being.
62