Curriculum Connections

Inuit Stages in the Learning Continuum Summary:

Information from Elders on stages of learning has been aligned with current educational

theory to define the following five stages. In any learning situation, learners will be

working at several different stages depending on the topic or project and their personal

strengths and interests. However, these five transition points are like snapshots of the

profile of the learner’s path along the Learning Continuum. Stages include:

• Qaujilisaaqtuq: The Emergent Learner

• Tukisiliqtuq: The Transitional Learner

• Tukisinaqsiliqtuq: The Communicative Learner

• Pinasugunnaqsijuq: The Confident Learner

• Pijunnaqsijuq: The Proficient Learner

Ontario Curriculum Summary:

The categories represent four broad areas of knowledge and skills within which the

expectations for any given subject or course can be organized. The four categories

should be considered as interrelated, reflecting the wholeness and

interconnectedness of learning.

The categories help teachers focus not only on students’ acquisition of knowledge

but also on their development of the skills of thinking, communication, and application.

The categories of knowledge and skills are as follows:

-Knowledge and Understanding. Subject-specific content acquired in each grade or course
(knowledge), and the comprehension of its meaning and significance (understanding).
-Thinking. The use of critical and creative thinking skills and/or processes.
-Communication. The conveying of meaning and expression through various forms.
-Application. The use of knowledge and skills to make connections within and between

various contexts.

Here I will expand:

-Knowledge and Understanding: At this stage, students acquire foundational knowledge

and understanding of the subject matter. They learn key concepts, facts, and principles

related to the topic. This stage focuses on building a solid base of knowledge.

-Application: In the application stage, students begin to apply their knowledge and

understanding to real-world situations. They develop skills in using the acquired

knowledge to solve problems analyze information, and make connections between

different concepts. This stage emphasizes the practical application of knowledge.

-Critical Thinking and Inquiry: In this stage, students engage in higher-order thinking

skills. They analyze, evaluate, and synthesize information to develop a deeper

understanding of the subject matter. Students are encouraged to ask questions,

think critically, and explore different perspectives. This stage promotes

independent thinking and inquiry-based learning.
-Creation and Innovation: The final stage of the learning continuum focuses on

students' ability to create and innovate. They apply their knowledge and critical

thinking skills to generate new ideas, design solutions, and express their

understanding in creative ways. This stage encourages students to be innovative,

collaborative, and reflective in their learning.

*It's important to note that these stages are not strictly linear, and students may

move back and forth between them as they deepen their understanding and skills. 

From what I know about using the current Ontario curriculum, students are

assessed on their ability to acquire knowledge and develop the skills of thinking,

communication, and application.  Students in my school board are given a grade

that dictates where these students sit relative to the grade expectations and their

demonstrated abilities.  Looking at the Inuit Qaujimajatuqangit Education Framework,

I can see that there is a difference in how students are assessed.  The language used

in the IQ Educational Framework is much friendlier and supportive to the student learner. 

The assessment classification appears more fluid, and less rigid and judgemental

when compared to the Ontario curriculum.

Sources:

https://www.gov.nu.ca/sites/default/files/publications/2024-01/Inuit%20Qaujimajatuqangit%20ENG.pdf

https://www.dcp.edu.gov.on.ca/en/assessment-evaluation/categories-of-knowledge-and-skills

Media Literacy

Media literacy is embedded into the language curriculum at any grade level in elementary

school. Integrating Indigenous themes and knowledge into media literacy can be a

wonderful way to promote cultural understanding and inclusivity. Here are a few

opportunities to do so:

- Analyzing Indigenous Representation: I can encourage students to critically analyze how

Indigenous peoples are portrayed in various forms of media, such as films, TV shows, and

advertisements. This can help students understand stereotypes and biases, and promote

discussions on accurate representation.

-Creating Indigenous Media: I can guide students in creating their own media projects that

highlight Indigenous themes and stories. This could include short films, podcasts, or even

social media campaigns. By giving students the opportunity to express themselves

creatively, they can learn about Indigenous cultures and perspectives firsthand.

-Exploring Indigenous Digital Storytelling: I can introduce students to Indigenous

digital storytelling platforms, such as interactive websites or virtual reality experiences.

This allows students to engage with Indigenous narratives in an immersive and interactive

way, fostering empathy and understanding.

-Collaborating with Indigenous Communities: I can invite Indigenous guest speakers or

artists to share their experiences and knowledge with students. This can provide authentic

perspectives and create opportunities for dialogue and learning.

-Incorporating Indigenous Media into Curriculum: I can include Indigenous films,

documentaries, or literature in their media literacy curriculum. This exposes students to

diverse Indigenous voices and narratives, helping them develop a more comprehensive

understanding of media representation.

Sources:

https://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf

https://mediasmarts.ca/digital-media-literacy/media-issues/diversity-media/indigenous-

people/development-indigenous-media-canada

https://firstnationspedagogy.ca/storytelling.html

https://subjectguides.uwaterloo.ca/IndigenousResearch/news

Métis Connections - Métis Historic Timeline

Timelines are a great way to help students understand the chronological order of events

and how they relate to each other. Here are a few ways you can incorporate timeline activities:

• History: In history classes, students can create timelines to visualize the sequence of important events. They can research and place key historical events, such as the signing of the Canadian Confederation or significant battles, in the correct order. This helps students develop a better understanding of historical context.

• Science: Timelines can also be used in science classes to explore the history of scientific discoveries or the development of scientific theories. Students can create timelines that highlight major scientific breakthroughs or the evolution of scientific thought over time.

• Literature: In English classes, timelines can be used to map out the sequence of events in a novel or play. Students can identify key plot points, character developments, and themes, helping them analyze the text more effectively.

• Personal Development: Timelines can also be used for personal development activities. Students can create timelines of their own lives, highlighting important milestones, achievements, and personal growth. This can help them reflect on their journey and set goals for the future.

For this activity, I am focusing on its use in Literature, specifically, the grade 7 language curriculum.  

D1. Developing Ideas and Organizing Content: plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics

How?

I would begin by explaining that a timeline is a visual representation of events arranged in chronological order; emphasizing that timelines help us understand the sequence of events and how they relate to each other. I would then use the resource of the Métis Historic Timeline for students to explore.  I would have students note what components they noticed in the resource.  I would be sure to discuss the elements of a timeline: such as the horizontal line representing time, labeled with dates or time periods. Point out that events are placed along the line, with earlier events on the left and later events on the right.  

Students would then create a timeline for their life in which they would have to gather information and organize the content into a timeline of their own.

Resources:

https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/grades/grade-1/strands#d

https://www.metisnation.org/programs-and-services/education-training/k-12-education-support/k-12-metis-education-kit/