KAIROS Winds of Change: Education for Reconciliation Report Card Summary - KAIROS Canada
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KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
This report card assesses the progress Since the release of the TRC’s 94 Calls
made by provincial and territorial to Action, KAIROS Canada has graded
governments in achieving reconciliation Canadian provinces and territories on their
through education in schools across public commitment to and implementation
Canada between the Fall of 2017 and of Call to Action 62.i. This document is called
Spring of 2018. Winds of Change: Education for Reconciliation
A Report Card of Provincial & Territorial School
In June 2015, the Truth and Reconciliation Curriculum concerning Indigenous Peoples in
Commission of Canada (TRC) called on Canada. In 2018, KAIROS updated the report
governments in Canada, “in consultation card to reflect the progress of each province
and collaboration with Survivors, and territory.
Aboriginal peoples, and educators, to
make age appropriate curriculum on KAIROS recognizes and thanks the
residential schools, Treaties, and Aboriginal volunteers who have advocated for the
peoples’ historical and contemporary full implementation of Call 62.i and who
contributions to Canada a mandatory continue to do so, by collecting petition
education requirement for Kindergarten to signatures, contacting their elected officials
Grade Twelve students.” (Call to Action 62.i) and meeting with education ministries. To
This is the basis upon which each province date, petitions have been presented in the
and territory has been assessed. KAIROS legislatures in Nova Scotia, Ontario, and
acknowledges that significant progress has Alberta, with more to come.
been made in the majority of territories
and provinces and wants to commend KAIROS will update the report card as
the efforts of all those who have worked progress is made towards achieving
so hard to bring about these curriculum this goal.
changes. It has created momentum across
the country upon which all of us can build.KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
About the Grading System to Action. Next steps generally involve
The KAIROS grading system rates both the undertaking the consultation necessary
province’s or territory’s Public Commitment to develop a coherent plan to realize the
to, Call to Action 62.i, as reflected in Call to Action.
public statements and reporting, and its
Implementation of the Call. The report card Overall provincial and territorial grades
assesses how the curriculum is advancing are accompanied by a breakdown of the
to realize the five sub-categories of this advances made in each sub-category
Call to Action: Consultation with Aboriginal of the Call to Action, a brief analysis of
Peoples, Mandatory Education from K-12, their advancement towards realizing the
Treaties, Residential Schools, and the Call to Action, as well as suggestions for
Historical and Contemporary Contributions appropriate Next Steps.
of Aboriginal Peoples. The ratings: Excellent,
Good, Needs Improvement and Significant Methodology:
Work Required are described as: KAIROS acknowledges the following:
Excellent: • The researchers drew heavily on the
There is significant evidence that the curriculum outlines on government
provincial or territorial curriculum is websites. Indigenous communities
advancing consistently towards realizing were also contacted to gain their
the Call to Action. Next steps generally perspective on the inclusion of
involve strengthening and expanding the Indigenous content in the education
educational framework. system.
Good: • The researchers critically reviewed
There is evidence that the provincial or Anglophone curriculum only. A review
territorial curriculum is advancing towards of Francophone curriculum is planned.
realizing the Call to Action, yet some
• Additional Indigenous curriculum that
aspects are unclear or inconsistent. Next
is not mentioned in Call to Action 62.i is
steps generally involve addressing key
highlighted. Examples include
elements of the educational framework.
Indigenous language courses, teacher
Needs Improvement: resources, and education agreements.
Evidence is missing or unclear as to
• Curriculum continues to develop and
whether or not the curriculum is advancing
evolve in every province and territory
towards realizing the Call to Action. Next
and KAIROS will update the Report Card
steps generally involve developing and/
as new information becomes available.
or implementing a consistent action plan
across the province or territory.
Significant Work Required:
Evidence points to a current lack of
advancement towards realizing the Call
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 2KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Overview of Findings: • It was difficult to find Indigenous
• Some regional curricula focus more on content in Kindergarten, where the
certain Indigenous groups to the curriculum is focused on basic skills.
exclusion of others. In several provinces,
• While some regions come close, few
Métis and Inuit are given comparatively
regions attain the mandatory from K-12
little mention. In the territories, the
element of the call, although
focus on Inuit culture far outweighs
Indigenous content is offered in some
mention of First Nations or Métis.
or most grades.
• Provinces and territories received
the highest marks in the categories • In all provinces and territories, the
of: Residential Schools, Treaties, and successful implementation of
Consultation between teachers and Indigenous content in the curriculum
Indigenous Peoples. Almost all regions will benefit from the increased
included Residential Schools in their participation of Indigenous teachers
curriculum. and administrators in the education
system, cultural competence training
• A common area where improvement is for all non-Indigenous teachers and
needed is in regard to the inclusion staff, and guides to teaching Indigenous
of the Historical and Contemporary curriculum.
Contributions of Indigenous Peoples.
• While many regional resources have
been created in collaboration with
Indigenous Peoples, issues with dated
curriculum remain.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 3KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Alberta
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Good + Excellent
Implementation Good + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Alberta has made numerous declarations Next Steps
of support for Call to Action 62.i, elements • Develop consistent training, standards
of which are present in most grades. The and support for delivery of Indigenous
province plans to revamp its curriculum for content
grades K to 4 in 2018 to include Indigenous
history and culture in all subjects. • Ensure that the curriculum specifically
addresses the contributions of
Alberta has implemented specific Indigenous Peoples
Aboriginal Studies courses for students as
well as training modules for educators on • Ensure that the teaching of Indigenous
the delivery of Indigenous content. These curriculum is done in a way that
have been developed in consultation with respects Indigenous pedagogies.
Indigenous Peoples. There is a funding
commitment to equip teachers to deliver
this content more effectively. Teachers
have expressed reluctance in presenting
the material, and there is need for support
to teach Indigenous content in appropriate
and respectful ways.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 4KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
British Columbia
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Good = Good
Implementation Needs Improvement + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
British Columbia’s Minister of Education Next Steps
has publicly recognized the importance of • Ensure that the historical contributions
the TRC Calls to Action and the province of Indigenous Peoples and Treaties are
has undertaken to implement the Tripartite addressed in the K-8 curriculum
Education Agreement along with the First
Nations Education Steering Committee • Include mandatory Indigenous content
(FNESC) and the federal government. for grades 9-12 beyond the optional
courses
The Indian Residential School and
Reconciliation Teachers Resource Guide was • Address concerns regarding
created in consultation with FNESC and implementation
is used by teachers in multiple grades.
First Peoples Social Studies (grade 11)
and Contemporary Indigenous Studies
(grade 12) are specifically dedicated to the
historical or contemporary texts created
by or with First Peoples, the Residential
School system and its legacy, and the
Treaty process.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 5KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Manitoba
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Good + Excellent
Implementation Needs Improvement + Excellent
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Manitoba has taken a significant Next Steps
step forward in committing to and • Implement the revised curriculum
implementing Call to Action 62.i. The
province has legislated support for • Continue to sustain and improve
Indigenous learners and the inclusion of support for delivery of Indigenous
mandatory Indigenous content in schools. content by educators
Social Studies, now mandatory from grades
1 to 11, covers Treaties, Residential Schools,
and the Contributions of Aboriginal
Peoples. Curriculum has been developed
in consultation with Aboriginal Peoples via
the First Nations, Métis and Inuit Education
Policy Framework.
The province has instituted multiple
training programs and teaching guides
for educators to enhance accurate delivery
of Indigenous content. Some
of these are mandatory, while others are
optional. Enhanced learning resources for
students include the Legislative Assembly
of Assiniboia Game Project, which allows
students to participate in a historical
simulation of the Red River Settlement
and its legacy in Canadian society.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 6KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
New Brunswick
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement + Good
Implementation Significant Work Required + Needs Improvement
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
New Brunswick has made improvements of Residential Schools, the history and
on its commitment to Call to Action 62.i culture of First Nations Peoples, Crown and
as illustrated by a ten-year education First Nations relationships, the legal and
plan with sweeping recommendations, constitutional position of First Nations in
including major revisions to the inclusion New Brunswick, Aboriginal rights and the
of mandatory Indigenous content, in United Nations’ Declaration on the Rights of
consultation with Indigenous People. This Indigenous Peoples.
plan is still in its infancy, and there are
currently major gaps in the comprehensive Next Steps
teaching of Treaties, Residential Schools, • Develop and implement
and the Contributions of Aboriginal comprehensive mandatory content
Peoples from K-12, with very little from K-12 on Residential Schools,
mandatory content and only passing Treaties, and the Contributions of
mention of some of these subjects. Few Aboriginal Peoples, as per the ten-year
teacher resources exist for the effective education plan
delivery of Indigenous content.
• In collaboration with Indigenous
Despite the current lack of Indigenous peoples, develop and implement
content in the curriculum, the future looks mandatory teacher guides & training
promising. More training for teachers to support the appropriate delivery of
is available, and the government is Indigenous content by educators across
working more closely with Indigenous the province
communities. Consultation with the Three
Nations Education Group has resulted in a
memorandum to develop curriculum on
the Peace and Friendship Treaties, the legacy
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 7KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Newfoundland and Labrador
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement + Good
Implementation Needs Improvement + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
In 2017, Newfoundland and Labrador Next Steps
released the Premier’s Task Force on • Implement the recommendations
Improving Educational Outcomes Report. of the Premier’s Task Force report
This report includes the recognition
that it is essential for the Department • Expand mandatory content from K-12
of Education and Early Childhood to comprehensively address Residential
Development, in collaboration with the Schools
Aboriginal Education Advisory Committee,
to develop a framework document on • Increase references to the
Indigenous Education to be completed Contemporary Contributions of
by June 2019. The document cites Call Aboriginal Peoples
to Action 62.i. Also, Indigenous groups
have collaborated with the Department
to develop and produce relevant teaching
and learning resources for classrooms.
Newfoundland and Labrador has made
improvements in the implementation of
Call to Action 62.i, but more needs to
be done. The province’s Social Studies
curriculum includes Indigenous content
from grades 1 to 9, yet the content is sparse
and offers little to no coverage of current
Indigenous issues and no comprehensive
study of Residential Schools. Some
grades address Treaties and Historical
Contributions of Aboriginal peoples.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 8KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Northwest Territories
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement + Excellent
Implementation Needs Improvement + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Northwest Territories is making important would increase the likelihood of this
strides towards realizing Call to Action being done effectively or at all. The recent
62.i. It is actively working to update reduction in classroom hours raises the
the curriculum from grades K to 12 to question of what content will be cut.
include more on the history and legacy of
Residential Schools. Next Steps
Social Studies in grades 1 to 9 focus on the • Increase reference to and study of
historical and contemporary contributions Treaties and Residential Schools across
of Indigenous Peoples. The Dene Kede and all grades
the Inuuqatigiit, curriculum documents
• Implement mandatory training and
on local Indigenous identity, were written
standards for the delivery of Indigenous
in consultation with Elders and other
content
knowledge keepers. Teachers are asked
to utilize these resources to integrate • Ensure the sustained increase in the
Indigenous content into subjects in all provision of Indigenous content
grades. Other innovative programs include
land-based learning initiatives such as
the On the Land Collaborative as well as
intergenerational learning through the
Elders in Schools Program.
There is little evidence of the study of
Treaties in most grades, and while teachers
are expected to enhance Indigenous
content across all subjects, consistent
training and standards for its delivery
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 9KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Nova Scotia
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement + Good
Implementation Significant Work Required + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Nova Scotia’s Tripartite Education mandatory component from K-12,
Agreement recognizes the legislative its implementation remains to be
authority of First Nations on curriculum. evaluated and there are significant gaps
Provincial curriculum is undergoing in the old material.
significant changes in consultation with
Mi’kmaw Elders, Mi’kmaw knowledge Next Steps
holders, and both Mi’kmaw Kina’matnewey • Continue to develop curriculum
and public school teachers. The Treaty to address all subsections of Call to
Education Framework for Curriculum Action 62.i, in particular resources on
Development is to include far more Residential Schools and the historical
Indigenous content in various aspects and contemporary contributions of
of the educational system, from daily land Indigenous Peoples.
acknowledgements to Treaty education,
Residential Schools, reconciliation, and • Ensure the consistent implementation
the importance of Mi’kmaw culture, as well of new and revised curriculum
as that of Acadians, African Nova Scotians,
and Gaels.
Teachers across the province utilize the
Edu-Kits provided by Legacy of Hope to
guide their delivery of Indigenous content
in the classroom, and a number of other
resources exist to address subjects such
as the history and legacy of Residential
Schools. While the new curriculum is
intended to make Indigenous content a
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 10KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Nunavut
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement = Good
Implementation Needs Improvement = Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Nunavut is a member of The Western Next Steps
and Northern Canadian Protocol (WNCP). • Increase opportunities for
Its Social Studies curriculum has been intergenerational learning with Elders
adapted from Alberta’s curriculum for and knowledge-keepers
grades 1-12. In September 2016, the
Ministers of Alberta, Nunavut, and • Develop and implement mandatory
the Northwest Territories agreed to Indigenous content from K-12
reconstruct the Indigenous curriculum
from kindergarten to grade 12. Testimonies • Support educators with consistent
have been shared to train teachers to teach training and standards to deliver
the most problematic of Canada’s history, Indigenous content
including Residential Schools.
• Include more information about
The Foundation Documents for Inuit Treaties and Residential Schools.
Schools puts emphasis on preserving
and encouraging the teachings of Inuit
Qaujimajatuqangit, knowledge of how to
act in accordance with Inuit culture. The
Government of Nunavut is committed to
developing Inuit-centred curriculum, yet
this is still in the process of creation, and
the current teaching of Indigenous content
appears to be discretionary across many
grade levels. Some students, teachers
and principals have acknowledged the
importance of teaching from culturally
relevant standpoints.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 11KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Ontario
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Good + Excellent
Implementation Significant Work Required + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Ontario has made significant * As of the summer of 2018, Ontario’s new government
improvements in relation to Call to Action made a public commitment to continue with the updated
62.i since the last report card. In November curriculum. However, efforts to tweak the lesson plan will
2017, Ontario’s Ministry of Education, in be scaled back.
collaboration with Residential School
survivors, First Nations, Métis and Inuit Next Steps
partners, revised the Social Studies • Implement the revised curriculum
and History curriculum from grades 1
to 10. The new mandatory curriculum • Create culturally relevant guides
includes Treaties, Residential School and for teachers to teach culturally and
Indigenous achievements, and is to be fully respectfully throughout history and
implemented by September 2018.* contemporary issues
Ontario offers Native Studies in grades 11 • Sustain support for the teaching of
and 12, which includes conflicts between Indigenous content throughout the
Indigenous peoples and the Canadian education system
Government, the Oka Crisis, Alkali Lake, the
Jay Treaty of 1794, the Two Row Wampum
Belt teaching, Indigenous achievements,
and Residential Schools.
The province makes available to teachers
culturally appropriate resources including
Aboriginal Perspectives - A Guide to the
Teacher Tool Kit and First Nations, Métis, and
Inuit Connections Scope and Sequence of
Expectations, which cover K to 12.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 12KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Prince Edward Island
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Significant Work Required + Good
Implementation Significant Work Required + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Prince Edward Island is making progress results of this intensive model of learning
regarding Call to Action 62.i. The province could provide useful insights for future
has made a public commitment to include curriculum development.
mandatory Indigenous curriculum from
K to 12. The design of this curriculum is Next Steps
being undertaken in collaboration with the • Implement new and revised curriculum
Mi’kmaq Confederacy of P.E.I. and covers on Residential Schools, Treaties and
Treaties in grade 7, Residential Schools in historical and contemporary
grade 9, and Contributions of Aboriginal contributions of Indigenous peoples
Peoples in grades 5 and 8. The Confederacy
also provides teaching resources and • Create guide of culturally sensitive and
expertise on Indigenous content, as well as respectful models of delivering
Indigenous guest speakers in classrooms. Indigenous content and working with
Indigenous peoples
Most schools do not have a mandatory
Indigenous Studies class but students in • Expand mandatory Indigenous content
grades K through 10 are taught about throughout grades K-12
Indigenous history through English,
French, Geography, History, and Social
Studies classes. There is an expressed
commitment to decolonization and
recognition of Indigenous-Settler relations.
P.E.I. is taking a distinct approach to the
study of Residential Schools through a
daily 45-minute class over six to eight
weeks. A thorough evaluation of the
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 13KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Québec
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Significant Work Required + Needs Improvement
Implementation Significant Work Required = Significant Work Required
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
While Québec has publicly expressed consultation with Indigenous communities
some commitment to including in its development.
Indigenous content in the school system,
significant work is still required to fully Next Steps
implement Call to Action 62.i, even after • Establish partnerships for Indigenous
decades of appeals from Indigenous collaboration on curriculum
Peoples to include Indigenous content development
in the curriculum.
• Develop mandatory content and
Québec recently revised its curriculum. teacher training on Treaties, Residential
While it mentions Residential Schools, the Schools and Contributions of Aboriginal
province did not consult with Indigenous Peoples from K-12 in consultation with
people in its inclusion and there is concern Indigenous partners
about bias and inaccuracies. Treaties and
the Contributions of Aboriginal Peoples • Create a guide for culturally sensitive
are conspicuously absent, as well as key and respectful ways to deliver
historical processes that are relevant Indigenous content and work with
Indigenous peoples.
to Indigenous peoples in the province.
Parents and teachers have publicly
committed to including more Indigenous
content and have submitted an online
petition demanding change in the
province’s history curriculum.
A primary concern among critics of
Québec’s curriculum is the lack of
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 14KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Saskatchewan
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Good = Good
Implementation Good = Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
Mandatory Treaty Education has been Next Steps
part of Saskatchewan’s curriculum since • Expand education on Historical and
2007, and the subject is systematically Contemporary Contributions of
addressed in age-appropriate steps from Aboriginal Peoples
K-9, along with other issues such as the
intergenerational impacts of Residential • Develop mandatory Indigenous
Schools. Optional Social Studies and Native content from grades 10-12.
Studies classes exist in grades 10-12.
• Develop teacher’s guide for culturally
Consultation with Aboriginal Peoples sensitive delivery of Indigenous content
includes a co-management agreement and working with Indigenous peoples
regarding education between the Flying
Dust First Nation and the Meadow Lake
School Division, recognizing the authority
of First Nations jurisdiction over education.
The province has also developed resources
for Indigenous language instruction from
grades K-12, and Elders are engaged to
support learning for Indigenous and non-
Indigenous students.
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 15KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
Yukon
Inclusion of Call Previous Report (2016) Change Current Report (2018)
to Action 62.i in (average grade across all categories) (average grade across all categories)
Provincial Curriculum
Public Commitment Needs Improvement + Good
Implementation Needs Improvement + Good
Call to Action 62.i Subcategories:
Consultation with Aboriginal Peoples Mandatory Content from K–12 Treaties
Residential Schools Historical Contemporary Contributions of Aboriginal Peoples
The Yukon utilizes British Columbia’s teaching Indigenous content appropriately,
curriculum, with an additional twenty per respectfully and accurately.
cent of class time focusing on local culture.
The territory has also made a financial Next Steps
commitment of $500,000 to update the • Explore approaches to delivering
curriculum, including the integration of Indigenous content that responds to
Yukon First Nations’ worldviews into grades parental concerns
K through 12.
• Highlight the Historical and
Yukon’s Umbrella Final Agreement with Contemporary Contributions of
The Council for Yukon Indians and the Aboriginal Peoples
Federal Government includes recognition
of Indigenous-led schools as an important • Create a teacher’s guide on culturally
process of self-determination and sensitive and respectful delivery of
content and how to work with
has signed agreements with multiple
Indigenous peoples
First Nations for the development of
Indigenous-led curriculum and educational
programming.
The territory has also developed resources
and training for educators on subjects
such as Residential Schools, as well as a
mandatory cultural competency program
for current and new teachers. There is
ongoing dialogue, and debate, among
parents and educators on approaches to
KAIROS Winds of Change: Education for Reconciliation Report Card Summary 16KAIROS Winds of Change:
Education for Reconciliation
Report Card Summary
About the Logo About KAIROS Canada
The logo for the Winds of Change KAIROS is a faith-based social justice
campaign is meant to be seen as both a organization of ten Canadian churches
dragonfly and a small sprout blooming into and religious organizations. We focus on
a flower. The flower is a symbol of growth Indigenous rights, international human
and flourishing, beauty and perseverance, rights, and ecological and gender justice.
patience and anticipation. The dragonfly We deliberate on issues of common
represents transformation and is concern, advocate for social change and
recognised as such in several Indigenous join with people of faith and goodwill in
cultures. action for social transformation. Learn
more: kairoscanada.org.
At its core, the Winds of Change campaign
is advocating for changed behaviours TORONTO OFFICE
and attitudes towards Indigenous People 310 Dupont St. Suite 200
in Canada. The transformation comes Toronto, ON
from starting with one perception or M5R 1V9
attitude and ending up with another. The Tel: 416-463-5312
dragonfly’s ability to move in all directions
demonstrates a flexibility that allows for a OTTAWA OFFICE
smoother transition during this process of 211 Bronson Ave, Suite 306
transformation. Ottawa, ON
K1R 6H5
Our continued growth on the path of Tel: 613-235-9956
reconciliation, as individuals and as
Peoples, is represented by the sprout KAIROS acknowledges that the Toronto
blooming into a flower. The colours of office is on the traditional territory of the
the flower petals and dragonfly wings Huron-Wendat, Seneca and Mississaugas
represent the four directions: white is of the New Credit Indigenous Peoples. The
north, red is south, yellow is east, and Ottawa office is on the unceded traditional
black is west. A group of dragonflies is territory of the Algonquin Peoples.
called a ‘flight’ and represents the lifting
of one’s spirit into heightened awareness.
Physically a dragonfly has big eyes that let
this awareness in.
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