Aboriginal Studies

Value of Integrating Aboriginal Studies

• First Nations values and beliefs are durable and relevant today.
• There is a need to validate and substantiate First Nations identity.
• First Nations peoples have strong, dynamic, and evolving cultures that have adapted to changing world events and trends.
• There is a need to understand similarities and differences among cultures to create tolerance, acceptance, and mutual respect.
• There is a need for informed, reasonable discussion and decision making regarding First Nations issues, based on accurate information (for example, as modern treaties are negotiated by Canada, British Columbia, and First Nations).

• demonstrate an understanding and appreciation for the values, customs, and traditions of First Nations peoples
• demonstrate an understanding of and appreciation for unique First Nations communications systems
• demonstrate a recognition of the importance of the relationship between First Nations peoples and the natural world
• recognize dimensions of First Nations art as a total cultural expression
• give examples of the diversity and functioning of the social, economic, and political systems of First Nations peoples in traditional and contemporary contexts
• describe the evolution of human rights and freedoms as they pertain to First Nations peoples

Visual Arts­comparing the artistic styles of two or more First Nations cultures

English Language Arts­analysing portrayals and images of First Nations peoples in various works of literature

Home Economics­identifying forms of food, clothing, and shelter in past and contemporary First Nations cultures

Technology Education­describing the sophistication of traditional First Nations technologies (e.g., bentwood or kerfed boxes, weaving, fishing gear)

Physical Education­participating in and developing an appreciation for First Nations games and dances

This summary is derived from First Nations Studies: Curriculum Assessment Framework (Primary Through Graduation),  Aboriginal Education Branch, 1992, and B.C. First Nations Studies 12 Curriculum,  Aboriginal Education Branch, 1994.

Gender Equity

Principles of Gender Equity in Education

• All students have the right to a learning environment that is gender equitable.
• All education programs and career decisions should be based on a student's interest and ability, regardless of gender.
• Gender equity incorporates a consideration of social class, culture, ethnicity, religion, sexual orientation, and age.
• Gender equity requires sensitivity, determination, commitment, and vigilance over time.
• The foundation of gender equity is co­operation and collaboration among students, educators, education organizations, families, and members of communities.

• Be committed to learning about and practising equitable teaching.
• Use gender­specific terms to market opportunities­for example, if a technology fair has been designed to appeal to girls, mention girls clearly and specifically. Many girls assume that gender­neutral language in non­traditional fields means boys.
• Modify content, teaching style, and assessment practices to make non­traditional subjects more relevant and interesting for female and male students.
• Highlight the social aspects and usefulness of activities, skills, and knowledge.
• Comments received from female students suggest that they particularly enjoy integrative thinking; understanding context as well as facts; and exploring social, moral, and environmental impacts of decisions.
• When establishing relevance of material, consider the different interests and life experiences that girls and boys may have.
• Choose a variety of instructional strategies such as co­operative and collaborative work in small groups, opportunities for safe risk taking, hands­on work, and opportunities to integrate knowledge and skills (e.g., science and communication).
• Provide specific strategies, special opportunities, and resources to encourage students to excel in areas of study in which they are typically under­represented.
• Design lessons to explore many perspectives and to use different sources of information; refer to female and male experts.
• Manage competitiveness in the classroom, particularly in areas where male students typically excel.
• Watch for biasses (e.g., in behaviour or learning resources) and teach students strategies to recognize and work to eliminate inequities they observe.
• Be aware of accepted gender­bias practices in physical activity (e.g., in team sport, funding for athletes, and choices in physical education programs).
• Do not assume that all students are heterosexual.
• Share information and build a network of colleagues with a strong commitment to equity.
• Model non­biassed behaviour: use inclusive, parallel, or gender­sensitive language; question and coach male and female students with the same frequency, specificity, and depth; allow quiet students sufficient time to respond to questions.
• Have colleagues familiar with common gender biasses observe your teaching and discuss any potential bias they may observe.
• Be consistent over time.

This summary is derived from the preliminary Report of the Gender Equity Advisory Committee,  received by the Ministry of Education in February 1994, and from a review of related material.

Information Technology

Value of Integrating Information Technology

As Canada moves from an agricultural and industrial economy to the information age, students must develop new knowledge, skills, and attitudes. The information technology curriculum has been developed to be integrated into all new curricula to ensure that students know how to use computers and gain the technological literacy demanded in the workplace.

In learning about information technology, students acquire skills in information analysis and evaluation, word processing, database analysis, information management, graphics, and multimedia applications. Students also identify ethical and social issues arising from the use of information technology.

With information technology integrated into the curriculum, students will be expected to:

• demonstrate basic skills in handling information technology tools
• demonstrate an understanding of information technology structure and concepts
• relate information technology to personal and social issues
• define a problem and develop strategies for solving it
• apply search criteria to locate or send information
• transfer information from external sources
• evaluate information for authenticity and relevance
• arrange information in different patterns to create new meaning
• modify, revise, and transform information
• apply principles of design affecting the appearance of information
• deliver a message to an audience using information technology

• Foundations­provides the basic physical skills and intellectual and personal understanding required to use information technology, as well as self­directed learning skills and socially responsible attitudes
• Process­allows students to select, organize, and modify information to solve problems
• Presentation­provides students with an understanding of how to communicate ideas effectively using a variety of information technology tools

Media Education

Value of Integrating Media Education

Popular music, TV, film, radio, magazines, computer games, and information services­all supplying media messages­are pervasive in the lives of students today. Media education develops students' abilities to think critically and independently about issues that affect them. Media education encourages students to identify and examine the values contained in media messages. It also cultivates the understanding that these messages are produced by others to inform, persuade, and entertain for a variety of purposes. Media education helps students understand the distortions that may result from the use of particular media practices and techniques.

All curriculum areas provide learning opportunities for media education. It is not taught as a separate curriculum.

The key themes of media education are:

• media products (purpose, values, representation, codes, conventions, characteristics, production)
• audience interpretation and influence (interpretation, influence of media on audience, influence of audience on media)
• media and society (control, scope)

English Language Arts­critiquing advertising and examining viewpoints

Visual Arts­analysing the appeal of an image by age, gender, status, and other characteristics of the target audience

Personal Planning­examining the influence of the media on body concepts and healthy lifestyle choices

Drama­critically viewing professional and amateur theatre productions, dramatic films, and television programs to identify purpose

Social Studies­comparing the depiction of First Nations in the media over time

This summary is derived from A Cross­Curricular Planning Guide for Media Education,  prepared by the Canadian Association for Media Education for the Curriculum Branch in 1994.

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