“Over the past three years, relationships with school boards; schools; parents; teachers; and
First Nation, Métis and Inuit communities and organizations have become stronger. Activities
have enhanced targeted supports for students and educators. Knowledge and awareness of
First Nation, Métis and Inuit histories, cultures and perspectives have increased throughout the
provincial education system. Through additional supports, including classroom resources and
professional development opportunities, teachers are also better equipped to embed
Aboriginal perspectives into the classroom.”

"11.4 respond to a variety of materials that have been read aloud to them (e.g., paint, draw, or construct models of characters or settings)
Saying: “My grandpa and I collected rocks, and we made an Inuksuk like the one in the
painting.”
21.2 dramatize rhymes, stories, legends and folk tales from various cultures and communities"

"Developing a sense of place and an awareness of our role and responsibility in caring for the planet and understanding our impact on the places where we live, work, and play are consistent with the following fundamental principles of Indigenous education:
1. Learning ultimately supports the well-being of the self, the family,
the community, the land, the spirits, and the ancestors.
2. Learning is holistic, reflexive, reflective, experiential, and relational
(focused on connectedness, on reciprocal relationships, and a sense
of place).
3. Learning involves recognizing the consequences of one’s actions.
(First Nations Education Steering Committee, n.d.)

Educators who bring Indigenous peoples’ environmental traditions into the classroom as contemporary ways of connecting with place, rather than as something from the past, enable children to develop relationships with the natural world that can enhance their sense of belonging and contributing" (Ministry of Education, 2016, p. 49-50).

“demonstrate respect and consideration for individual differences and alternative points of view (e.g., help a friend who speaks another language)” (Ministry of Education, 2016, p. 7). 

“6.2 investigate the benefits of nutritious foods (e.g., nutritious snacks, healthy meals, foods from various cultures) and explore ways of ensuring healthy eating (e.g., choosing nutritious food for meals and snacks, avoiding foods to which they are allergic)” (Ministry of Education, 2016, p. 8). 

“Responding: An educator invites children’s family members into the classroom to share stories of important family events, and then invites the children to talk about those events. Challenging: The family explains that this represents the story of an eagle that the Elders tell. The educators invite an Elder to the classroom to share the story with the children” (Ministry of Education, 2016, p. 8). 

"Schools need to meaningfully represent and include Aboriginal people’s
contributions, innovations and inventions. Aboriginal students require a learning
environment that honours who they are and where they have come from. These
strategies nurture the self-esteem – the positive interconnection between the
physical, emotional-mental, intellectual and spiritual realms of Aboriginal
students" (Dion et. al., 2010, p.1).