Les Ressources

Recherche :
Catégories de ressources :

Issue #153
août 2022

Updates on COVID-19

Source: National Collaborating Centre for Indigenous Health

The National Collaborating Centre for Indigenous Health (NCCIH) will be updating both this resource page as well as social media channels to provide reliable and timely information in response to the evolving global pandemic.

These updates will relate to official public health guidelines and COVID-19 information, resources and tools specific to First Nations, Inuit, and Métis Peoples and communities.

Access official public health guidelinesNCCIH COVID-19 resourcesemerging topics in COVID-19, and resources produced by fellow NCCs by scrolling down or clicking on the quick links.


Source: Le Centre de collaboration national de la santé autochtone

Le Centre de collaboration national de la santé autochtone (CCNSA) met régulièrement à jour cette page et ses médias sociaux afin de fournir des informations fiables et actualisées en réponse à la pandémie. Ces mises à jour portent sur les lignes directrices officielles en matière de santé publique et sur toute information propre aux peuples et aux communautés des Premières Nations, des Inuits, et des Métis.

Faites défiler vers le bas ou encore cliquez sur les liens rapides pour en savoir davantage sur les directives officielles de santé publique, les ressources sur la COVID-19 du CCNSA, sur les sujets émergents ou encore sur les ressources des CCNSP.

What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and Engagement

Source: People for Education

Summary: Dr. Pamela Toulouse explores an Indigenous approach to quality learning environments and the Measuring What Matters competencies and skills. The paper draws out the research, concepts and themes from Measuring What Matters that align with Indigenous determinants of educational success. It expands on this work by offering perspectives and insights that are Indigenous and authentic in nature.

The Great Bear Sea

Source: Great Bear Sea

Focus: Grades 4-7

Summary: The elementary resource has been designed for Grades 4-7, using a hands-on, inquiry-based approach exploring themes of Indigenous Knowledge, collaborative research, marine planning, collaborative decision-making, careers, and stewardship. It focuses specifically on Science and Social Studies, but can be used cross-curricular as certain activities are Mathematics, English Language Arts, Career Education, and Arts Education based. The key subjects have been identified at the beginning of each lesson plan addressing a variety of Big Ideas, content, and curricular competencies in the area of learning. The lesson plans, film clips, and resources provide a framework for educators to facilitate a unit of study. The lessons have learning outcomes and concepts that build upon each other. However, activities have been designed to allow for customization or differentiation as you move through the unit to suit the needs of your environment or learners. This unit can be tailored to suit students’  interests and curiosity as you explore the Great Bear Sea.

The resources have been divided into sections to guide the classroom teacher. For each lesson teachers will find required materials, lesson context, and learning outcomes, step-by-step instructions for suggested activities, extensions, and assessment ideas as well as black line masters. A Teacher Background section is also included for each lesson, highlighting additional background content for educators.

15 Strategies for Teachers of Aboriginal Students

Source: Indigenous Corporate Training Inc.

Summary: This is an interesting junction in Canadian history as non-Aboriginal Canadians wake up to the harsh reality of the residential schools, as shown by the Truth and Reconciliation Commission (TRC) report. This new awareness could well be the catalyst for real, fundamental change, and where more effective than in the classroom.

Teachers (and school districts) with Indigenous students have the opportunity to provide transformative change, not just in the Indigenous students, but in the entire student body and the families of the student body. The ripple effect will eventually reach out into the community and beyond.

New report released about how Indigenous students access an education at SFU

Source: Simon Fraser University (SFU)

Summary: The report takes up a central plank of the work of the SFU-Aboriginal Reconciliation Council (SFU-ARC) Walk This Path With Us report, specifically Call to Action 15, and builds a road map for implementation.

The report is a comprehensive review and set of recommendations for pathways for Indigenous students to and through Simon Fraser University. More specifically the report asks:

1.    What are Canadian higher education institutions doing to address issues of access and inclusion for Indigenous students? How does SFU compare with respect to the programs and services it offers to support the admission, access, and retention of Indigenous students?

2.    What are the identified educational visions and needs of local Indigenous communities and organizations?

3.    How can SFU work with local Indigenous people to support their educational visions and needs?

The report provides a thorough literature review, a national landscape on Indigenous access, transition and retention across Canadian universities, and perhaps most importantly, the voices of more than 200 knowledge holders who shared their thoughts through interviews or sharing circles.

What Works. The Work Program: CORE ISSUES 5

Source: Australian Government, Department of Education, Science and Training

Summary: Student Engagement: Attendance, Participation and Belonging 

Three of these four terms — engagement, attendance, and participation — have a high profile in discussions of improving educational outcomes for Indigenous students. They sometimes have indistinct boundaries with attendance being used as a synonym for participation for example, and engagement ranging in people’s minds from meaning concentrated effort in the classroom to a description of very broad types of involvement.

At ground level, participation probably means things like joining in a sports carnival or providing an item at a concert, whereas from a technical perspective it is often related to grade retention and suspension statistics. Belonging brings a different flavour to the discussion and is included here for reasons explained overleaf. But taken together they provide a description of how we want our students to be — immersed constructively and enthusiastically in the developmental experiences and products that schooling provides.

Inscrivez vous pour recevoir l’info lettre mensuelle des Pratiques exemplaires en Éducation Autochtone :