Pages - ​​Indigenous Education and Equity - Learning, Teaching & Assessment
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​​Indigenous Education and Equity - Learning, Teaching & Assessment
​​Indigenous Education and Equity - Learning, Teaching & Assessment
Learning, Teaching and Assessment Icon
Learning, teaching and assessment involve practices that are reflective and responsive to students’ social identities and employs Culturally Responsive and Relevant Pedagogy. Such practices must intentionally interrupt barriers to learning and well-being​ while fostering inclusivity, accessibility and equitable outcomes for all students including English language learners and students with disabilities.


System Actions

  • Consult with Indigenous communities to develop and implement age-appropriate cross-curricular resources on the legacy of residential schools, the impact of Treaties and Indigenous peoples’ historical and contemporary contributions to Canada
  • Develop a framework to support educators in reflecting on their assessment practices to identify and address biases that have created barriers
  • Design tools (e.g., criteria checklist) that assess learning resources to ensure they are accessible and reflect diverse social identities and that they identify and address oppressive representations or teachings  
  • Develop criteria and training to ensure students’ pathway choices are supported through a renewed approach to academic and applied course selections
  • Develop guidelines for the system and for schools in order to make all gender spaces available (e.g., all gender washrooms, changerooms)
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School Actions

  • Develop an understanding of how to use the Ontario curriculum and YRDSB resources to respond to and support students’ social identities, e Indigenous education and engage in social justice learning 

  • Implement the renewed approach to academic and applied course selections to ensure students’ pathway choices are supported

  • Ensure the implementation of faith-based program accommodations across the school (e.g., spiritual expression including traditional tobacco, attire, spaces, school processes, events, field trips)

  • Apply Culturally Responsive and Relevant Pedagogy (CRRP) to inform school culture, practices and the allocation of resources
  • Ensure the implementation of accommodations for gender identity (e.g., all gender washrooms, gender safe changerooms) and ability-based accommodations across the school (e.g., field trips, Policy 407.0 Accessibility​​ compliant resources and wheelchair accessibility)

Classroom Actions

  • Use knowledge of the social identities and lived experiences of the learners to create a classroom environment that is physically, socially, spiritually and academically inclusive and accessible to all
  • Make connections between Indigenous worldviews and the Ontario curriculum in order to foster relationships to the land and nature​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​
  • Design learning that integrates students’ social identities and experiences across subject areas and grades in an anti-oppressive manner
  • Provide equitable and inclusive student leadership opportunities to all students, particularly to those with social identities that have been historically marginalized​


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