about how when we change the context of learning, connections to curriculum become more meaningful for students. Taking the learning outside oſten increases engagement, regardless of the content, she writes. By hon- ouring the questions, comments and experi- ences students have while exploring nature, we honour the land itself. Trough these experiences, the children
also call us to reflect on our responsibilities as educators – responsibilities that align closely with the Calls to Action from the Truth and Reconciliation Commission – urging us to embed truth, respect and reconciliation into all aspects of our teaching. Queensville Public School students and
staff are working to put the 94 Calls to Ac- tion into practice, with a particular focus on number 14, which focuses on the need to preserve and revitalize Indigenous lan- guages, and number 92, which emphasizes respectful relationships with Indigenous Peoples and their lands and resources. For educators, this means helping stu-
dents understand that land is not just a re- source, it’s a living relationship. Outdoor learning can model this by teaching students to care for the land, notice its giſts and act re- sponsibly within it; these are values long held in Indigenous worldviews. When we take students outside to observe, listen and care, we are beginning to practice what reconcili- ation looks like on the land through respect, reciprocity and relationship. At Queensville, language has become a
powerful thread of learning, offering new possibilities to invite families to share words in their home language, and create opportu- nities for collaboration with local First Na- tions to support language revitalization with our students. Te star-nosed mole became a powerful spark for learning, connecting our students, many of whom are new Canadi- ans, to the land and to one another through shared curiosity and wonder. As part of the National Day for Truth
and Reconciliation, students began their learning in the classroom, but it wasn’t until they stepped outside that the Calls to Ac- tion came alive in meaningful ways. Te learning became organic; students began to notice the world around them, reflecting on their relationship to the land and to Indig- enous partners. Tey took initiative to share what they were learning by creating signs in their home languages, including Farsi and Russian, helping them understand how their voices and actions can bring commu- nities together and create change.
14 ETFO VOICE | WINTER 2025
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