Indigenous Education- Deep Learning

Indigenous Education -Deep Learning

Our Indigenous Education Journey started in August when my teaching partner and I decided to team teach 48 grade 6 students. We designed our room around a central "Community Circle". Our vision was to have a sacred area in the classroom where the students could engage in the sacred ritual of circle as well as a nearby prayer table to represent our liturgical season.




The year started off with the students driven by many wonderings; The meanings behind  Dream Catchers and the reasons behind Restorative Circles. Using the design process the students researched as well as created their own dreamcatcher that representes who they are.

The Grade 6 students took an excursion to Mosaïc Canada in early fall to support their French Social Studies Program. The gardens provoked their thinking of Canadian Identity which includes Indigenous culture. The students were engaged in the opportunity to build their knowledge about local community and indigenous history, culture, music and sport. They explored the experiences and perspectives of the Botanical Sculptures that represented the communities within Canada. They examined how all First Nations contributed to the development of Canadian Identity.

As the children continued to learn about Indigenous Peoples in Canada their inquiry led them to Residential Schools.  "I Am Not a Number" by Jenny Kay Dupuis and Kathy Kacer is a picture book based on a true story about a young First Nations girl who was sent to a residential school. After the classroom read aloud the students journaled about the story and reflected upon how they felt after learning about this part of our history and how the truth was hidden from us.



This led to research about the Truth and Reconciliation between Indigenous Peoples of Canada and Canadians. The grade 6 students were connecting Point of Views to Canadian residential schools. Their activation question was; Whose point of View could they consider during this tragic part of Canada's history?

Through the Seven Grandfather Teachings our Collaborative Inquiry discovered the wisdom of community partnerships by inviting our School Board (OCSB)  First Nations, Metis and Inuit Learning Partner; Daphane Sandre.

Her knowledge of restorative practices,
seven teachings and the links to our Catholic Virtues supported the students learning and actively engaged
them in Indigenous Education.


The students participated in a powerful Blanket Exercise that immersed the children through pre-contact, treaty-making, colonization and resistance of the indigenous peoples of Canada. The goal was to educate empathy for the Indigenous peoples.

Students continued their Indigenous Education through other disciplines in French: Social Studies, Visual Arts, Science and Music.

Students were first introduced to Gord Downie's The Secret Path as part of the Social Studies curriculum. We watched the parts of the animation portion only - pausing and discussing the imagery and making connections to their introduction of Indigenous education and reconciliation.


The imagery and animation of The Secret Path captivated and triggered students' emotions.