Page 114 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
STRANDS
The Grade 11 compulsory courses of the English curriculum are organized in four strands, or broad areas of learning: Oral Communication, Reading and Literature Studies, Writing, and Media Studies. In “English: Understanding Contemporary First Nations, Métis, and Inuit Voices” these four strands are preceded by strand A: First Nations, Métis, and Inuit Perspectives and Text Forms in Canada. Although strand A is presented separately from the areas of learning presented in strands B–E, in practice students constantly apply the knowledge and approaches included in strand A as they work to achieve the expectations in all areas of learning.
The knowledge and skills described in strands B–E are interdependent and complement- ary. Teachers plan activities that blend expectations from the strands in order to provide students with the kinds of experiences that promote meaningful learning and that help them recognize how literacy skills in the four areas reinforce and strengthen one another.
A. First Nations, Métis, and Inuit Perspectives and Text Forms in Canada
Identities, relationships, and self-determination, sovereignty, and self-governance are key concepts in First Nations, Métis, and Inuit cultures. As students explore texts emerging from and/or related to diverse Indigenous cultures, they learn to identify and analyse these concepts, formulating questions and comparing perspectives to stimulate a well- reasoned exchange of ideas. Through reading, listening, discussing, and writing about text forms in Canada, students also deepen their understanding of how textual represen- tations of First Nations, Métis, and Inuit individuals, communities, and cultures are influenced by perspectives related to or shaped by historical period, cultural background, and social and political conditions and events, including perspectives related to gender and the role of women.
It is critically important that students learn to appreciate the responsibility that the creators of text forms in Canada have to affirm and acknowledge First Nations, Métis, and Inuit cultures, world views, and diversity through authentic and complete representations of Indigenous lives.
B. Oral Communication
Oral language is a fundamental means of communication with others and the cornerstone of learning in all areas. Through talk, students not only communicate information but also explore and come to understand ideas and concepts; identify and solve problems; organize their experience and knowledge; and express and clarify their thoughts, feelings,
and opinions. When they converse about information and ideas, they become aware not only of the various perspectives of other speakers and writers but also of the language structures and conventions they use. As students work towards achieving the expecta- tions for this strand, they will improve their ability to explore and communicate ideas in both classroom and formal speaking situations.
To develop their oral communication skills, students need numerous opportunities to lis- ten and to talk about a range of subjects, including personal interests, cultural knowledge, school work, and current affairs. Students should be provided with opportunities to en- gage in various thought-provoking oral activities in connection with expectations in all the strands – for example, brainstorming to identify what they know about the topic of a new text they are about to read, discussing strategies for solving a problem in a writing
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