Scope and Sequence in Action

As we prepare students for the world around them and help develop the skills for them to be strong global citizens and critical thinkers, it is important that we continually review and update our course content and teaching practices. We’re doing that very systematically through our ‘Scope and Sequence’, which you can read more about on the preceding page. Here are a few examples of this work:

Early Years and Junior School Programme of Inquiry

In our Primary Years Programme (PYP), we focus on six transdisciplinary themes, which are covered yearly throughout the Programme of Inquiry. This year, Early Years and Junior School faculty teams came together to identify areas where we can incorporate topics and competencies related to our DEIJ Scope and Sequence. As part of this review, we focussed on identity from the perspectives of race, culture, ethnicity, and religion, and examined where we can introduce and learn about sexual orientation and gender identity, physical disabilities, and neurodiversity in age appropriate ways. Furthermore, grade level teams worked to make authentic connections to implement the First People’s Principles of Learning into their Units of Inquiry to help decolonise our curriculum by bringing Indigenous perspectives into our teaching and learning.

From as early as preschool, students begin to explore their own identities. They make connections and explore the similarities and differences with others in their classes. As students progress through the PYP, they are exposed to more complex concepts, such as culture, traditions, and Indigenous history, building upon their previous learning.

As they reach the end of their time in the Junior School, students take part in the PYP Exhibition, which enables students to carry out inquiries into areas they are passionate about.

Over the last school year, groups focussed on themes such as equity in sports, racial equality and how Indigenous Peoples are impacted by nonIndigenous choices.

Life Skills and Character Education

In Grades 6 to 12, students focus on various elements of identity over three lessons throughout the year. They explore the topics of race, culture, ethnicity, gender identity, sexual orientation, age, and ability in a developmentally appropriate way to better understand themselves and others. We examine how the interconnectedness of various identities interacts to make each of us unique and shape our lived experiences of privilege and oppression. Students examine the connection between understanding one’s identity and its impact on our overall wellbeing in promoting self-acceptance, a sense of belonging which enables us to make decisions that are in line with our values and beliefs when presented with challenges and adversity.

Global Citizenship

This Grade 10 course was revamped to enable students to become responsible and active citizens within their diverse communities. The focus is on instilling the importance of being critically thoughtful, empathetic, and informed citizens who value an inclusive, diverse, and equitable society.

Students are encouraged to reflect upon their role as either ally, advocate, and/or activist as they engage with the values of diversity, equity and inclusion in their communities.

Global Citizenship 10 explores historical, social, economic, and political developments and how they impact the lives of individuals, groups, and communities in Canada, including First Nations, Métis, and Inuit People, and globally since 1900. Diversity, equity, and inclusion are examined through five key areas: social injustice, policies that apply to human rights, causes and consequences of conflict, and environmental injustice and the impacts on low income people of colour around the world. As an example, one of the course units includes analysis of the Iranian revolution of 1979 and the consequences and connections to current events such as the protests over Mahsa Amini’s death and Islamophobia.

See pages 29 and 30 for more examples of how we are embedding Indigenous Education into many areas of our teaching and learning, across grade levels.