Page 48 - 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
stewardship, both in the school and in the community. The third stresses the importance of having organizations and individuals within the education system provide leadership by implementing and promoting responsible environmental practices throughout the system so that staff, parents, community members, and students become dedicated to living more sustainably.
The First Nations, Métis, and Inuit studies curriculum offers many opportunities for accomplishing these goals. In all subjects of the program, students can be encouraged
to explore a range of environmental issues. In Expressions of First Nations, Métis, and Inuit Cultures (NAC1O), for example, students explore various ways in which Indigenous artists analyse the relationship between humanity and the natural environment and reclaim a personal connection to the land through their art. In First Nations, Métis, and Inuit in Canada (NAC2O), students may investigate how First Nations communities
put the principles of environmental sustainability and stewardship into practice, and make connections between environmental protection and responsible use of the natural environment. In English: Understanding Contemporary First Nations, Métis and Inuit Voices (NBE3U, NBE3C, and NBE3E), students explore various perspectives on the role of humanity within the natural world, as expressed in oral, written, and media texts.
A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education, Scope and Sequence of Expectations, 2017 – has been prepared to assist teachers in planning lessons that integrate environmental education with other subject areas. It identifies cur- riculum expectations and related examples and prompts in disciplines across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the environment. Teachers can use this document to plan lessons that relate explicitly to
the environment, or they can draw on it for opportunities to use the environment as the context for learning. The document can also be used to make curriculum connections to school-wide environmental initiatives. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/teachers/enviroed/publications.html.
HEALTHY RELATIONSHIPS AND FIRST NATIONS, MÉTIS, AND INUIT STUDIES
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environ- ments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust,
and dignity, and thrive in an environment in which diversity is honoured and accepted.
Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the school community.
Several provincial policies, programs, and initiatives, including Foundations for a Healthy School, the Equity and Inclusive Education strategy, and the Safe Schools strategy, are designed to foster caring and safe learning environments in the context of healthy and inclusive schools. These policies and initiatives promote positive learning and teaching environments that support the development of healthy relationships, encourage academic achievement, and help all students reach their full potential.
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