Currie's inquiry question:
What is our understanding of reconciliation?
How might we weave First Peoples Principles of Learning and reconciliation into the way we teach, plan, and engage with learners?
What was being noticed about learners?
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Learners are engaged in Sharing Circle and land acknowledgment
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They have a beginning understanding of why we do a land acknowledgement
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Learners are open to participating in new routines and learning experiences (eg. Circle, learning about Coast Salish shapes in art, learning new words in Musqueam language, etc.)
Learnings and Action:
Reconciliation. It's in everything that we do. It was a powerful moment when our team came to a collective understanding that in order to move forward, we must unlearn what we thought we knew, embrace the discomfort, and make space for new perspectives.
As we consider how to weave the First Peoples Principles of Learning into our planning and teaching, we realized that it's not about what we do, but how we do it and our ways of being.
We wondered: How can we bring history to life and connect it to the need for reconciliation?
Over the next few months, we will engage in a book club, grounded by the book "Ensouling our Schools". We hope to gain new understanding and insights through dialogue, which will inform the shift in perspective in teaching and planning.
How has this inquiry made a difference for students?
After spending the year sharing stories and having talking circles together, grade 2/3 students in Division 13 have learned to listen more intently when speaking at the carpet or viewing/reading stories. They have learned that we can share stories to spread intentional messages (of learning or of care) and now actively listen to see if they can identify an author's purpose or the "moral" of a story.
"The Honourable Harvest" - In considering the reciprocal relationships and stories of the land, students spent time in nature throughout the year. After learning "the rule of 7" when harvesting dandelions, Kindergarten students were heard sharing their knowledge with older students at recess.
"You have to count to 7 before picking 1 because that's food for the bees!" - V
When we spend time to get to know the land, we care for it deeply and differently. Students recognize the impact of their actions, and are continuing to learn about the stories of place and land.
Next Steps:
