Page 60 - 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
HEALTH AND SAFETY IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES
PROGRAM
As part of every course, students must be made aware that health and safety are everyone’s responsibility – at home, at school, and in the workplace. Students must be able to dem- onstrate knowledge of the equipment being used and the procedures necessary for its safe use. Teachers must model safe practices at all times and communicate safety require- ments to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.
Concern for safety should be an integral part of instructional planning and implementa- tion. Teachers should follow board safety guidelines to ensure that students have the knowledge and skills needed for safe participation in all learning activities. Wherever possible, potential risks must be identified and procedures developed to prevent or minimize incidents and injuries. In a safe learning environment, the teacher will:
• be aware of up-to-date safety information;
• plan activities with safety as a primary consideration;
• observe students to ensure that safe practices are being followed; • have a plan in case of emergency;
• show foresight;
• act quickly.
Health and safety issues not usually associated with First Nations, Métis, and Inuit studies education may be important when the learning involves field trips. Out-of-school field trips can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.
ETHICS IN THE FIRST NATIONS, MÉTIS, AND INUIT STUDIES PROGRAM
The First Nations, Métis, and Inuit studies curriculum provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. Students may make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students determine which factors they should consider when making such judgements. It is crucial that
teachers provide support and supervision to students throughout the research and inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and that they address such concerns in acceptable ways. Teachers may supervise students’ use of surveys and/or interviews, for example, to confirm that their planned activities will respect the dignity, privacy, and confidentiality of their partici- pants. When students’ activities involve Indigenous communities and/or individuals, teachers need to ensure the appropriate use and protection of Indigenous knowledge. Teachers also supervise the choice of the research topics to prevent students from being inadvertently exposed to information and/or perspectives for which they are not emo- tionally or intellectually prepared, such as an investigation using personal interviews that could lead to the disclosure of abuse or other sensitive topics.
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