Page 50 - 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
gender, sexual orientation, socio-economic status, or other factors – are welcomed, included, treated fairly, and respected. Diversity is valued when all members of the school commu- nity 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 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 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 com- municate 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 child care 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 welcomed in their interactions with the school.
The valuing of equity and inclusiveness is an element of the vision for all First Nations, Métis, and Inuit studies courses, and encouraging students to understand and value the diversity of Indigenous peoples, communities, and nations is therefore an important focus. The course expectations provide numerous opportunities for students to break through stereotypes to learn how the diverse beliefs, values, and traditions of Indigenous peoples are reflected in the community. Students also investigate various injustices and inequities experienced by Indigenous individuals, communities, and nations, but not through the lens of victimization. Rather, they examine ways in which individuals act or have acted as agents of change, and how they can serve as role models for responsible, active citizenship.
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