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Walking Together First Nations, Métis and Inuit Perspectives in Curriculum

Walking Together First Nations, Métis and Inuit Perspectives in Curriculum. A Professional Development Resource. Walking Together First Nations, Métis and Inuit Perspectives in Curriculum Backgrounder. The Focus. What?. How?. Why?. Who?. Why understanding our.

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Walking Together First Nations, Métis and Inuit Perspectives in Curriculum

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  1. Walking TogetherFirst Nations, Métis and Inuit Perspectives in Curriculum A Professional Development Resource

  2. Walking TogetherFirst Nations, Métis and Inuit Perspectives in CurriculumBackgrounder

  3. The Focus What? How? Why? Who?

  4. Why understanding our FNMI STUDENT POPULATION MATTERS

  5. 3X

  6. Growing (3X) 50% < 25

  7. Growing (3X) • Young (<25) Urban(+)

  8. Mobile • Growing (3X) • Young (<25) • Urban (+)

  9. Alberta High School Completion Rate

  10. Education Business Plan 2011-2014 Goal Three: Success for First Nations, Métis and Inuit students The outcomes expected for Goal Three are that First Nations, Métis and Inuit (FNMI) students are engaged in learning and that the achievement gap between FNMI and non-FNMI students is eliminated. Priority Initiatives: 3.1 Implement priorities and strategies identified in the FNMI Education Partnership Council Action Plan. 3.2 Implement the commitments identified in the Memorandum of Understanding for First Nations’ education in Alberta. 3.3 Attract and retain increased numbers of FNMI professionals in the education workforce.

  11. Education Ministry Students Teachers Jurisdiction School

  12. Who is THE INTENDED LEARNING AUDIENCE

  13. TheIntent • Increase appreciation and understanding of FNMI diversity • Strengthen confidence in the infusion of FNMI content & perspectives • Encourage & support Indigenous pedagogy Administrators Parents/Guardians Teachers Education Stakeholders Community members

  14. Talking about Aboriginal culture is equivalent to talking about Asian, European or African culture. Each of these broad categories contains countless cultures, and each displays an incredible variety of customs, traditions, languages and perspectives.

  15. How is this resource ACCURATE, AUTHENTIC, AND APPROPRIATE?

  16. Stage 5: Verification The draft resource is shared with FNMI community members and contributors for review of authenticity and accuracy. Stage 6: Maintenance Consultation with FNMI community members continues in order to ensure that resource content is culturally authentic and historically accurate. ConsultationCycle Stage 1: Initiation FNMI community representatives suggest the establishment of a culturally authentic and historically accurate resource to help educators understand FNMI perspectives. Stage 4: Development Collaborative development of the resource proceeds with contributions from FNMI community members. Stage 3: Planning A program plan is presented to the FNMI Advisory Committee for feedback and suggestions. Stage 2: Research Consultation with FNMI community representatives across Alberta results in development of topic areas and gathering of resource content.

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