Common use of Strategies Clause in Contracts

Strategies.  Aboriginal culture and history taught at all grade levels with emphasis on local and traditional territories; encourage learning outside  Classroom presentations on multi-cultural (cultural appropriation) racism and internal racism. Anti-racism activities for students and staff. Incorporate into PAC meetings.  Create opportunities to learn about music, including fiddling  Aboriginal student-led projects in classrooms  Youth/Elder learning, connecting children (experiential) with culture, land and story. Increase inclusion of Elders in Classrooms.  Providing guidance and information to Teachers/Administrators re: aboriginal content, resources and ways of knowing  Workshops  Encouragement of students to become involved in cultural extra curricular activities (bring Elders) • Native Dance • Drumming • Art • Culture Camps  Encourage distributed learning courses with Aboriginal Content; connection with COTR courses for secondary students  Increase quantity of cultural resource material available; share resources at District AESW meetings  Establish interactive website database for cultural resources  Encourage Band/ Métis Association involvement and support to increase knowledge of Aboriginal resources, programs and presentations; regular meetings to ensure involvement  Aboriginal focused professional development workshops included on collaboratively planned professional development days annually  Assemblies with cultural focus, i.e., Winter Celebration, Solstice, Orange Shirt Day  Encourage Aboriginal students to include cultural learning in grad transitions documents/presentations  Celebrate and coordinate activities on event days (Orange Shirt, National Aboriginal and Xxxxx Xxxx days/weeks)

Strategies.  ⮚ Aboriginal culture and history taught at all grade levels with emphasis on local and traditional territories; encourage learning outside  ⮚ Classroom presentations on multi-cultural (cultural appropriation) racism and internal racism. Anti-racism activities for students and staff. Incorporate into PAC meetings.  ⮚ Create opportunities to learn about music, including fiddling  ⮚ Aboriginal student-led projects in classrooms  ⮚ Youth/Elder learning, connecting children (experiential) with culture, land and story. Increase inclusion of Elders in Classrooms.  ⮚ Providing guidance and information to Teachers/Administrators re: aboriginal content, resources and ways of knowing  ⮚ Workshops  ⮚ Encouragement of students to become involved in cultural extra curricular activities (bring Elders) • Native Dance • Drumming • Art • Culture Camps  ⮚ Encourage distributed learning courses with Aboriginal Content; connection with COTR courses for secondary students  ⮚ Increase quantity of cultural resource material available; share resources at District AESW meetings  ⮚ Establish interactive website database for cultural resources  ⮚ Encourage Band/ Métis Association involvement and support to increase knowledge of Aboriginal resources, programs and presentations; regular meetings to ensure involvement  ⮚ Aboriginal focused professional development workshops included on collaboratively planned professional development days annually  ⮚ Assemblies with cultural focus, i.e., Winter Celebration, Solstice, Orange Shirt Day  ⮚ Encourage Aboriginal students to include cultural learning in grad transitions documents/presentations  ⮚ Celebrate and coordinate activities on event days (Orange Shirt, National Aboriginal and Xxxxx Xxxx days/weeks)

Strategies.  ➢ Aboriginal culture and history taught at all grade levels with emphasis on local and traditional territories; encourage learning outside  ➢ Classroom presentations on multi-cultural (cultural appropriation) racism and internal racism. Anti-racism activities for students and staff. Incorporate into PAC meetings.  ➢ Create opportunities to learn about music, including fiddling  ➢ Aboriginal student-led projects in classrooms  ➢ Youth/Elder learning, connecting children (experiential) with culture, land and story. Increase inclusion of Elders in Classrooms.  ➢ Providing guidance and information to Teachers/Administrators re: aboriginal content, resources and ways of knowing  ➢ Workshops  ➢ Encouragement of students to become involved in cultural extra curricular activities (bring Elders) • Native Dance • Drumming • Art • Culture Camps  ➢ Encourage distributed learning courses with Aboriginal Content; connection with COTR courses for secondary students  ➢ Increase quantity of cultural resource material available; share resources at District AESW meetings  ➢ Establish interactive website database for cultural resources  ➢ Encourage Band/ Métis Association involvement and support to increase knowledge of Aboriginal resources, programs and presentations; regular meetings to ensure involvement  ➢ Aboriginal focused professional development workshops included on collaboratively planned professional development days annually  ➢ Assemblies with cultural focus, i.e., Winter Celebration, Solstice, Orange Shirt Day  ➢ Encourage Aboriginal students to include cultural learning in grad transitions documents/presentations  ➢ Celebrate and coordinate activities on event days (Orange Shirt, National Aboriginal and Xxxxx Xxxx days/weeks)