Page 16 - 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
Principals
The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, prin- cipals ensure that the Ontario curriculum is being properly implemented in all classrooms and learning environments using a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including First Nations, Métis, and Inuit studies, principals promote learning teams and work with teachers to facilitate their participation in professional development activities. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in their plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.
Principals are responsible for ensuring that up-to-date copies of the outlines of all of the courses of study for courses offered at the school are retained on file. These outlines must be available for parents and students to examine. Parents of students under the age of eighteen are entitled to information on course content since they are required to approve their child’s choice of courses, and adult students need this information to help them choose their courses.
Community Partners
Community partners can be an important resource for a school’s First Nations, Métis, and Inuit studies program. They can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. Relationships with Indigenous organizations, community recreation facilities, universities and colleges, businesses, service groups, and other community organizations can provide valuable support and enrichment for student learning. These organizations can provide expertise, skills, materials, and programs that are not available through the school or that supple- ment those that are. Partnerships with such organizations benefit not only the students but also the life of the community.
Schools and school boards can play a role by coordinating efforts with community partners. They can engage various First Nations, Métis, and Inuit leaders and organizations in sup- porting learning related to course expectations and in promoting a focus on issues related to First Nations, Métis, and Inuit studies inside and outside the school (see the section “Indigenous Expertise and Protocols”, p. 39) . For example, schools could develop a visiting leaders program with links to First Nations, Métis, and Inuit community organiz- ations such as arts, culture, and/or language centres, legal clinics, health centres, business
service networks, and women’s organizations. First Nations, Métis, and Inuit community partners can also be included in events held in the school, such as skills competitions, information events, career days, and special days of recognition. Schools and boards can collaborate with leaders of existing community-based programs for youth, including programs offered in public libraries and community centres. Local museums, cultural centres, heritage sites, conservation lands, parks, and neighbourhoods can provide rich environments for field studies and for exploration of the local community and its resources. Where the opportunity presents itself, schools and boards may also extend their partner- ship with international communities and programs.
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