Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit
A leader supports the school community in acquiring and applying foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
Staff and Student Learning
Our Truth and Reconciliation Commission has issued many calls to action for all of us as Canadians. As teachers and instructional leaders, we have an important role in changing the foundational knowledge of our students. This knowledge will filter out to our community and have a larger societal impact. This privilege carries a heavy responsibility and a hope of a better future.
Our school has used the Seven Sacred Teachings to frame our learning. In planning for professional leaning days, I schedule time for our First Nations, Metis, and Inuit Coordinator. This year she gathered literature and resources, along with our librarian and presented to staff to facilitate the integration of the Seven Sacred Teachings in the classroom.
Our school has used the Seven Sacred Teachings to frame our learning. In planning for professional leaning days, I schedule time for our First Nations, Metis, and Inuit Coordinator. This year she gathered literature and resources, along with our librarian and presented to staff to facilitate the integration of the Seven Sacred Teachings in the classroom.
We are fortunate to have a First Nations, Metis, and Inuit Student Success Coordinator in our division office. Through the coordinator, I have been able to book presentations for our students. She also arranges and facilitates bringing elders to our school every two weeks to meet with students. During the Elder Connect time, the elders and students meet in a variety of locations, the favourite location is in the forested area behind our school. Last year I was able to secure a grant to install benches and create an outdoor classroom.
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In 2019-2020, I worked with our Music specialist to bring Music Alive to our school. We were able to secure funding for Walter MacDonald White Bear to come and work with our students. He presented to our whole school; sharing his passion for music. He then worked with grades 4, 5, and 6 for the remainder of the day.
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(After you begin to play the video you can click to enlarge video to full screen.)
At Terrace Ridge School, our First Nations, Metis, and Inuit representative brings teaching to each staff meeting and provides staff with resources and support.
In 2017, at IRIC, we invited one staff member to lead us in our learning. She attended regular meetings at our district office as part of the First Nations, Metis, and Inuit Learning Cohort. She has facilitated regular sessions during our staff meetings. These sessions have helped all of our staff progress in their knowledge. She has also successfully applied for grant money through Family and Community Support Services. These funds have facilitated an author presentation from Corky Larsen-Jonasson, author of The Sharing Circle and community Elder, and the purchase of First Nations, Metis, and Inuit literature for the school library.
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Grade 4 Project Based Learning
Our Grade 4 team decided to make the learning about the Aboriginal People of Alberta the focus of their spring Project Based Learning (PBL). They asked the big question, "How can we foster a deeper understanding of Aboriginal Peoples in Alberta, celebrate the cultural traditions, and honor their inherent contributions to Alberta’s identity?" They launched their project by inviting performers form Big Horn Chiniki First Nation to come and share their culture.
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At the end of the project, students shared their learning with parents and the community during the school Celebration of Learning. While this PBL was a grade 4 learning focus, the entire school community benefited.
