agenda instructional programs/curriculum committee - june 12, 2019.pdf · june, in anticipation of...

Peel District • School Board '-"'

AGENDA

Instructional Programs/Curriculum Committee

Wednesday, June 12, 2019 6:00p.m.

Brampton Room

PEEL DISTRICT SCHOOL BOARD

Instructional Programs/Curriculum Committee

Agenda June 12, 2019 - 6:00 p.m.

Open Session

1. Call to Order Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

June 12,2019

3.1 Minutes of the Instructional Programs/Curriculum Committee Meeting held on 2019-oS-15

4. Chair•s Request for Written Questions from Committee Members

5. Notices of Motion and Petitions

6. Special Section for Receipt

6.1 Celebrating Faith and Culture Backgrounder- July, 2019

6.2 Celebrating Faith and Culture Backgrounder- August, 2019

6.3 Celebrating Faith and Culture Backgrounder - September, 2019

7. Delegations

8. Old Business

9. New Business

10. Reports from Officials and Staff

10.1 Smudging Guidelines

10.2 We Rise Together Year Two Update - to be distributed

1 0.3 Report of the Regional Learning Choices Programs (RLCP) Committee

11. Communications- For Action or Receipt

12. Special Section for Receipt

13. Reports from Representatives on Councils/Associations

14. Questions asked of and by Committee Members

15. Public Question Period

16. Further Business

17. Adjournment

1 May 15, 2019 Instructional Programs/Curriculum Committee:ma

PEEL DISTRICT SCHOOL BOARD

Minutes of a meeting of the Instructional Programs I Curriculum Committee of the Peel District School Board, held at the We Welcome the World Centre, 100 Elm Drive West, Mississauga, Ontario on Wednesday, May 15, 2019 at 18:15 hours.

Members present:

Kathy McDonald, Chair Susan Benjamin (18:25) Robert Crocker BalbirSohi

Member absent: (apologies received)

Will Davies

Administration:

Member present electronically:

Nokha Dakroub

Adrian Graham, Superintendent, Curriculum and Instruction Support Services (Executive Member)

3.1

Jeffrey Blackwell, Acting Associate Director of Instructional and Equity Support Services

Marina Am in, Board Reporter

1. Approval of Agenda

IP-13, moved by Robert Crocker, that the agenda be approved.

. ............. carried

2. Conflict of Interest

There were no declarations of conflict of interest.

3. Minutes of the Instructional Programs I Curriculum Committee Meeting, March 27, 2019

IP-14, moved by Balbir Sohi that the Minutes of the Instructional Programs I Curriculum Committee Meeting, held March 27, 2019, be approved.

. .. ... .... .. .. carried

2 May 15, 2019 Instructional Programs/Curriculum Committee: ma

4. Celebrating Faith and Culture Backgrounder- June 2019

I P-15, moved by Nokha Dakroub, that the Celebrating Faith and Culture Backgrounder for June 2019, be received.

.. ............ carried

5. Instructional Programs/Curriculum Committee Meeting Dates 2019-2020

IP-16, moved by Robert Crocker that the Instructional Programs/Curriculum Committee Meeting Dates 2019 - 2020, be received.

.. ............ carried

6. We Welcome the World Centres

Superintendent of Curriculum and Instruction Support Services, Adrian Graham, introduced Louise Clayton, Coordinator, We Welcome the Wor1d Centres, and Carol Suhay, Coordinating Principal, Curriculum and Instruction, and he thanked staff for making the premises available.

With a slide presentation, Louise Clayton provided an overview of the services provided at the Board's Centres at Brampton, Malton and Mississauga. She stated that the orientation process for new entrants into Canada involves registration, assessment of language and mathematics skills, guidance to access required resources, settlement support, connections to Multicultural Settlement and Educational Partnerships (MSEP), and Settlement Workers in schools. Reviewing statistical data, Louise Clayton, noted increased student registrations from 1,749 in 2009 to 7,929 students in 2018, and the rising number of secondary and elementary student assessments. She commented that students with refugee claim status, or families with work permits but without jobs, belong to a transient population which is difficult to support, and she underlined the need for additional resources to manage the changing dynamics.

Louise Clayton invited Acting Supervisor, Olga Vigii-Letang, School Settlement Response Workers, Nora Hachemi, Jenia Zhang, Rayhana Sadaat, and Resource Teachers. Melanie Middel, Gila Gaur, and Lesley Urbano, to describe their job functions and the work being done at the Welcome Centre. The presenters provided detailed information on: process of registration and assessment; recommendations to various needs-based programs within the Board that support student teaming and success; supports to enhance language and mathematical skills; summer programs for additional teaming and to acquire the necessary credits to graduate, and navigate different educational pathways; itinerant services. It was noted that a Settlement Plan is developed for each family which includes referrals to various agencies and services, and follow-up is maintained to ensure families are settling in. With support from community partnerships, families can access dental screening, and several prioritized needs are met through donations.

3 May 15,2019 Instructional Programs/Curriculum Committee:ma

6. We Welcome the World Centres (Continued)

The WOW (World of Welcome) Program which is a federally funded orientation initiative organized by secondary schools on a single day in summer, was described. Louise Clayton indicated that each school receives $375 for this program.

Trustee Dakroub retired from the meeting. (18:55 hours)

Staff responded to several questions of clarification, and positive comments were expressed by trustees about the excellent work and services provided at the Centres. In regard to trauma counselling, the process of connecting individuals to support services was outlined and it was noted that, in the case of students, a settlement worker would connect with the school to ensure the required assistance is provided. Staff clarified that the iForward21 Program is an English as a Second Language (ESL) /English Literacy Development (ELD) support program for 18 - 21 year old students.

IP-17, moved by Susan Benjamin, that the report re We Welcome the World Centres, be received.

. ............ . carried

7. Tour of the We Welcome the World Centre, Elm Drive

Instructional Programs/Curriculum Committee members were given a tour of the Welcome Centre and the Donation Portable.

8. Question Period

There were no questions.

9. Public Question Period

There were no public questions.

10. Further Business

1. Next Meeting

Superintendent Graham stated that, although there is normally no meeting in the month of June, in anticipation of an agenda, the Instructional Programs/Curriculum Committee will meet on June 12, 2019, before the end of the current school year.

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May 15, 2019 Instructional Programs/Curriculum Committee:ma

11. Adjournment

IP-18, moved by Robert Crocker, that the meeting adjourn (20: 15 hours).

carried

. . . . . . . . . . . . .. .. . . . .. .. . . . .. .. . . . .. . .. . .. .. . . . .. .. .. . . . . Chair . .. ... . .. .. .. .. . .. .. .. .. .. .. . .. . .. . .. . .. . .. . .. .. ... .. Secretary

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PEEL DISTRICT SCHOOL BOARD 6.1 Instructional Programs/Curriculum Committee June 12, 2019

Celebrating Faith and Culture Backgrounder- July, 2019

Recommendation

It is recommended that this report be received.

Background

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. Recognizing that faith is a part of the lives of many of our students, the Board committed to provide resources to help schools increase their connections to communities and better acknowledge faith and culture events of students and staff.

The Celebrating Faith and Culture Backgrounder, July 2019 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Ashley Sigda, Community Relations Officer

Submitted by:

Carla Pereira, Director of Communications and Community Relations Support Services

Adrian Graham, Superintendent of Curriculum and Instruction Support Services

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Celebrating Faith and Culture Backgrounder July 2019

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes the special faith and culture days of our communities. July 2019 has several special faith and culture days to celebrate and remember.

July -Raspberry Moon in Indigenous Worldview (First Nations)

The seventh moon of Creation is called Raspberry Moon by the Anishinaabe people. It is believed that this period is one of many changes. The communities learn about raising families from the berry picking experiences of avoiding the thorns and handling families with kindness and gentleness.

July 1- canada Day in canada

On July 1, Canada will celebrate its 152"d year since Confederation. Canada Day celebrates the events that occurred on July 1, 1867, when the British North America (BNA) Act created the Canadian federal government. The BNA Act proclaimed "one Dominion under the name of Canada," hence the original title of the holiday, "Dominion Day." Dominion Day was officially renamed "Canada Day" by an Act of Parliament on October 27, 1982.

June 29 to July 3- Ghambar Maldyoshem in Zoroastrianism

Ghambar Maidyoshem, also known as the mid-summer feast, celebrates the creation of water, the sowing of the summer crop and the harvesting of grain.

July 5-7- Jalsa Salana in Islam

Jalsa Salana is an annual religious observation practised by the Ahmadiyya Muslims. The community gathers at a convention to reaffirm their faith beliefs, enhance their religious knowledge as well as promote harmony and solidarity.

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July 10 • Martyrdom of the Bab in Bah~'i

This Baha'i holy day commemorates the events surrounding the death of the Bab by a firing squad in Persia at noon on July 10, 1850. To commemorate this day, Baha'I followers read special prayers at noon and suspend work for the day.

July 11 • lmamat Day in Islam

On this day, lsmaili Shia followers of Islam commemorate the anniversary of the succession of their present Imam, the Aga Khan, who ascended the throne of religious leadership on July 11, 1957.

July 13 to August 1 -the month of Kalimat in Baha'i

In the Baha'I calendar, there are 19 months of 19 days each. Each month represents an attribute of God. July 13 is the beginning of Kalimat, the seventh month of the Baha'i calendar, signifying "words."

The Baha'i day starts and ends at sunset. The first day of each month is known as a Feast Day.

July 16 • Vassa in Buddhism

Celebrated on the full moon, Vassa marks the beginning of the three-month Rains Retreat for Buddhist monks and nuns in the Theravada tradition. Monks are prohibited from leaving the temple during the retreat.

July 16- Guru Purnlma in Hinduism and Jalnism

Guru Purnima also known as Vyas Purnima, is celebrated on the full moon day in the month of Ashadh (July or August). It commemorates Ved Vyas, the sage who Is considered the original guru (one who helps dispel darkness) by Hindus. He classified the Vedas and wrote the Puranans and the Mahabharata, the significant Hindu scriptures. Adherents of both faiths offer puja (worship) and read their scriptures on this day.

July 18 (QC)- Navroze in Zoroastrianism

Noruz (also known as Pateti or Navroze) is New Year's Day for Zoroastrians who follow the Qadmi calendar. It will be the year 1387 VZ for adherents. Temple-worship, feasting and

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community interaction are central to Noruz celebrations. Auspicious symbols adorn doorways of homes. On the traditional Noruz table believers display: • a copy of the Gathas • a lit lamp • an afrigan • a bowl of water containing live fish • a shallow earthenware plate with sprouted wheat or beans for prosperity • flowers for colour • a silver coin for wealth • painted eggs for productivity • sweets and rosewater in bowls for sweetness and happiness • seven foods beginning with 'sh' and's' to symbolise creation

"Sal Mubarak," meaning Happy New Year, is the greeting offered.

July 21- Avalokltesvara Bodhisattva's Enlightenment in Buddhism

Mahayana Buddhists offer prayers to Avalokitesvara Bodhisattva, who embodies the compassion of all Buddhas on this day. Adherents reflect on his Day of Enlightenment and practice his taught path to achieving enlightenment (spiritual realization and attainment) by chanting mantras, reading sutras and meditating. This day commemorates Avalokitesvara's ordination in the path of the Buddha and practice of the Bodhisattva.

July 23 (QC)- Khordad Saal in Zoroastrianism

Zarathushtra (Zoroaster in Greek; Zarthosht in India and Persia) is the founder of Zoroastrianism. Historians and religious scholars generally date his life sometime between 1500 and 1200 BCE. His birth anniversary, Khordad Saal, is recognised by members of the Zoroastrian faith following Qadmi calendar on this day.

July 30- Oh-harai-taisai in Shinto

The Shinto Grand Purification Ceremony is observed twice a year to obtain purification from sins and offences committed during the proceeding half year. As part of the ceremonies, Japanese worshippers typically walk through a large ring of woven grass upon entering the shrines for observances.

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Ideas for celebrating special faith and cultural days In your school

If you have a colleague who celebrates one of these days, don't forget to offer them best wishes! If you have students in your school who are followers of any ofthe listed religions:

- Make sure the dates are included on your school calendar - Have your principal announce the day over the PA system - Hold an assembly to talk with students about the importance of these days -Include a mention of these days in your school newsletter - Include information on your school website - Display student artwork announcing these days or depicting their ideas about these days -Invite a member of a local faith group to come in and discuss the significance ofthis day with

students - Have class discussions about these days -Ask some of your students who celebrate certain holidays to write a short essay on how they

celebrate this day at home. Have them read it to the class to share this celebration with the other students.

- Have parents offer a cultural session

Questions? If you would like any more information on how to celebrate these days, please call Ashley Bigda, Community Relations Officer at 905-890-1010, ext. 2573 or e-mail her Ash [email protected].

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Celebrating Faith and Culture July 2019

DATE

July

Julyl June 29 to July 3

July5to7 • July 10 July 11• July 13 to August 1 July 16 July 16 July 18 (QC) • July 21

July 23 (QC) • July 30

CELEBRATION

Rasberry Moon

Canada Day Ghambar Maidyoshem Jalsa Salana Martyrdom of the Bab lmamat Day the month of Kalimat Vas sa Guru Purnlma Navroze Avalokitesvara Bodhisattva's Enlightenment Khordad Saal Oh-harai-talsai

FAITH AND CULTURE

Indigenous Worldview (First Nations) Canada Zoroastrianism Islam Baha'r Islam Baha'I Buddhism Hinduism and Jalnism Zoroastrianism Buddhism

Zoroastrianism Shinto

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PEEL DISTRICT SCHOOL BOARD 6.2 Instructional Programs/Curriculum Committee June 12,2019

Celebrating Faith and Culture Backgrounder -August, 2019

Recommendation


Background


The Celebrating Faith and Culture Backgrounder, August 2019 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Ashley Bigda, Community Relations Officer

Submitted by:



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Celebrating Faith and Culture Backgrounder Ausust2019

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes the special faith and culture days of our communities. August 2019 has several special faith and culture days to celebrate and remember.

August - Thlmbleberry Moon in lndisenous Worldvlew (First Nations)

The eighth moon of Creation is called Thimbleberry or Blackberry Moon by the Anishinaabe people. This period recognizes nature's abundance giving of fruits that sustains communities.

August 1 to 19 - The month of Kam~l in Bah~'f

In the Baha'i calendar, there are 19 months of 19 days each. Each month represents an attribute of God. August lis the beginning of Kamal, the eighth month of the Baha'i calendar, signifying "perfection."

The Baha'i day starts and ends at sunset. The first day of each month is known as a Feast Day.

August 1 or 2 - Lughnasadh/lammas in Wicca

Lam mas, also known as lughnassadh, is the first of three harvest festivals celebration. Many followers consider it the beginning of the fall season. Spring fruits and seeds are reaped at this time. Baking bread, especially made of corn -first of the harvested cropis very sacred to this Sabbat. Lugh, the Sun God, begins to lose his strength at this time and eventually dies at winter solstice.

August 5 (QC) - Farvardesan in Zoroastrianism

Farvardegan or Muktad days are annual ten days prayer ceremonies that followers of the faith undertake for the fravashi of their departed relatives. Fravashis are everpresent spiritual essences in the world. Zoroastrian followers of the Qadmi calendar begin the observance from this day. They observe cleanliness and purity at the highest level during these days.

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August 5 - Civic Holiday in Canada

Civic Holiday also known as Simcoe Day in honour of the first Lieutenant-Governor of Upper Canada, John Graves Simcoe, is celebrated on the first Monday of August. In Ontario it is one of two provincial public holidays.

August 6 and 19(J)- Transfiguration in Christianity

Transfiguration is the feast celebrating the transfiguration of Jesus in the presence of his three apostles- Peter, John and James while praying on Mount Tabor. The Eastern tradition of Christianity celebrates Transfiguration on the 19th.

August 10 - Waqfatu' Arafat in Islam

On the ninth day of Dhul' Hijjah (the month of pilgrimage) is Waqfatu' Arafat, also known as the Day of Arafat. Muslim pilgrims on Hajj (one ofthe five pillars of Islam) visit the Plains of Arafat on this day to commemorate the last revelation received by Prophet Mohammed on Mount Arafat. Pilgrims attend the Hajj service and pray.

Sunset of August 10 to August 11- Tlshah B'Av in Judaism

Tishah B'Av is a major fast day for followers of Judaism. The fast commemorates the destruction of the First Temple built by King Solomon by Babylonians and the Second Temple by Romans 656 years apart forcing Jewish people into exile.

August 11 - Eid-ui-Adha in Islam

This is the Festival of Sacrifice in the Islamic faith and is celebrated at the end of the pilgrimage or Hajj. Eid-ui-Adha is celebrated to honour Abraham's willingness to sacrifice his son Ishmael to God. To commemorate this sacrifice, Muslims sacrifice a sheep or goat and donate the meat, or its equivalent value in cash, to charity. This is the minimum requirement for those who can afford it.

August 14 or 15- Raksha Bandhan in Hinduism

Raksha Bandhan or Rakhi festival is celebrated on the full moon day in the month of Shravan -tenth month of Hindu calendar. The day commemorates the relationship and bond between brothers and sisters. On this day, sisters tie Rakhi (a bracelet made/woven from silk or cotton thread) on their brothers' wrist for protection and also as a blessing.

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August 15-Dharma Day/UIIambana in Buddhism

Ullambana festival chiefly reinforces the concept of filial piety. It signifies the importance of performing "good deeds" to accumulate spiritual merit. Most significant is to share the merit with the departed souls. Most believers pray to their departed relatives and their living parents and elders on this day.

August 15 - Buddhist Joy Day in Buddhism

The Fifteenth day of the seventh month in Chinese Lunar calendar is celebrated as Buddhist Joy Day also called Avalokitesvara Bodhisattva's Pravrajya. On this day, followers of the faith reflect on their behaviour, ask for forgiveness and renew their faith and practice of Buddha's teachings. Buddhist monks celebrate this festival on the last day of summer retreat.

August 17 (SC) - Navroze in Zoroastrianism

Noruz (also known as Pateti or Navroze) is New Year's Day for Zoroastrians who follow the Shenshahi calendar. It will be the year 1387 VZ for adherents. Temple-worship, feasting and community interaction are central to Noruz celebrations. Auspicious symbols adorn doorways of homes. On the traditional Noruz table believers display: • a copy of the Gathas (scriptures) • a lit lamp • an afrigan • a bowl of water containing live fish • a shallow earthenware plate with sprouted wheat or beans for prosperity • flowers for colour • a silver coin for wealth • painted eggs for productivity • sweets and rosewater in bowls for sweetness and happiness • seven foods beginning with 'sh' and 's' to symbolise creation

"Sal Mubarak," meaning Happy New Year, is the greeting offered.

August 20 to September 7- The month of Asm4' in Bah'''

In the Baha'I calendar, there are 19 months of 19 days each. Each month represents an attribute of God. August 20 is the beginning of Asma', the ninth month of the Baha'f calendar, signifying "names."

The Baha'r day starts and ends at sunset. The first day of each month is known as a Feast Day.

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August 22 or 23 - Sri Krishna Janmaashtami in Hinduism

Sri Krishna Jayanti, also called Gokulashtami or Janmashtami, commemorates the birth of Krishna. This festival is a two-day celebration. The main celebrations in temples are held at midnight- the time of his birth on the first day. Followers fast on this day. Processions or rathyatras are taken out by devotees for communal prayers and celebrations. Pooja on the first day lead into festivities on the second including feasts and raas, a dance with two sticks in a circle.

August 22 (SC) - Khordad Saal in Zoroastrianism

Zarathushtra (Zoroaster in Greek; Zarthosht in India and Persia) is the founder of Zoroastrianism. Historians and religious scholars generally date his life sometime between 1500 and 1200 BCE. His birth anniversary, Khordad Saal, is recognised on this day by members of the Zoroastrian faith who follow the Shenshahi calendar.

August 28 - Paryushan Parva in Jalnlsm

Paryushan celebrates spiritual awareness and practice. It is the most important festival for followers of Jain ism. Shwetambar Jains celebrate it for eight days, and Digambar Jains celebrate it for 10 days. It is the period of repentance for the acts of the previous year and of austerities where Jains remember and practice the doctrines of their faith, including non-violence, a non-attachment to the material world, and a belief that every living thing has a soul and spirit. Many fast for the whole week and practice abstinence.

August 31- New Year (Hijra) and Muharram in Islam

The Muslims have their own calendar (Hijri) which is based on the cycles of the moon. The calendar consists of twelve months but, only has 354 days. All celebrations are based on sighting of the new moon. The most important part of the New Year is telling of the story of the migration of Prophet Muhammad from Mecca to Medina and praying.

Muharram is the first month in the Islamic calendar (Islamic year 1438). The first day of Muharram marks the Hijra (migration) in 622 AD when the Prophet Muhammad and his followers moved from Mecca to Medina, and set up the first Islamic state. Muslim years are dated from this time and are termed AH (After the Hijra). Muharram is of special significance to Shia followers of Islam who observe the month by mourning. Followers of Islam commemorate the battle of Karbala (680 CE) during the month.

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Ideas far celebrating special faith and cultural days In your school

If you have a colleague who celebrates one of these days, do not forget to offer them best wishes! If you have students in your school who are followers of any of the listed religions:

- Make sure the dates are included on your school calendar - Have your principal announce the day over the PA system - Hold an assembly to talk with students about the importance of these days - Include a mention of these days in your school newsletter - Include information on your school website - Display student artwork announcing these days or depicting their ideas about these days - Invite a member of a local faith group to come In and discuss the significance of this

day with students -Have class discussions about these days -Ask some of your students who celebrate certain holidays to write a short essay on

how they celebrate this day at home. Have them read it to the class to share this celebration with the other students.

-Have parents offer a cultural session

Questions?

If you would like any more information on how to celebrate these days, please call Ashley Sigda, Community Relations Officer at 905-890-1010, ext. 2573 or e-mail her [email protected].

20

Celebrating Faith and Culture August 2019

DATE

August

August 1 to August 19 August 1 or2 August 5 (QC) August 5 August 6 and 19 (J) August 10 Sunset of August 10 to 11 August 11• August 14 or 15 August 15 August 15 August 17 (SC) • August 20 to September 7 August 22 or 23 • August 22 (SC) • August 28 August 31

CELEBRATION

Thimbleberry Moon

The month of Kamal Lughnasadh/Lammas Farvardegan Civic Holiday Transfiguration Waqfatu' Arafat Tishah B'Av Eid-ui-Adha Raksha Bandhan Dharma Day/UIIambana Buddhist Joy Day Navroze The month of Asma' Sri Krishna Janmaashtami Khordad Saal Paryushan Parva New Year (Hijra) and Muharram

FAITH AND CULTURE

Indigenous Worldview (First Nations) Baha'I Wicca Zoroastrianism Canada Christianity Islam Judaism Islam Hinduism Buddhism Buddhism Zoroastrianism Baha'i Hinduism Zoroastrianism Jain ism Islam

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Celebrating Faith and Culture Backgrounder -September, 2019

Recommendation


Background


The Celebrating Faith and Culture Backgrounder, September 2019 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Ashley Sigda, Community Relations Officer

Submitted by:



Celebrating Faith and Culture September 2019

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The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes the special faith and culture days of our communities. September 2019 has several special faith and culture days to celebrate and remember.

September - Corn Moon in lndl&enous Worldvlew (First Nations)

The ninth moon of Creation is called the Corn Moon by the Anishinaabe people. It is believed that this period offers learning about life cycle through each of the corn cob with its thirteen rows of seeds representing the waiting spirits to walk the earth.

September 1 or 2 - Ganesh Chaturthi/VInayak Chauth in Hinduism

This ten days festival commemorates Lord Ganesh- the remover of obstacles and success granter. Birthday of Ganesh is celebrated on the first day. It is an important festival for Maharashtrians, from India. The celebrations range from simple home ceremonies and prayers to large communal festivities. He is remembered first in all Hindu prayers. Ganesh Chaturthi is a festival inspiring devotees to inculcate redemptive virtues in their lives.

September 1-lnstallatlon of Guru Granth Sahib in Sikhism

Fifth Sikh guru Arjan Dev compiled the holy scriptures of Guru Granth Sahib and then installed it in Harmandir Sahib (the Golden Temple) in 1604. This scripture, also called Adi Granth, contains the compositions of the first five gurus, the ninth guru, fifteen bhagats (holy men or saints) and eleven bhattas (poets). This scripture Is the timeless guru for followers ofthe faith. This day is celebrated in memory ofthat installation.

September 2 - Labour Day in canada

Labour Day acknowledges and celebrates the workers and their movement to unite for better working conditions. This day was declared a holiday by the Canadian Parliament on July 23, 1894. The celebrations include parades, marches and festivals. This solidarity movement now celebrated all over the world, originated in Toronto, Canada. Labour Day is celebrated on the first Monday in September.

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September 3- Samvatsarl in Jalnlsm

Samvatsari festival is celebrated annually with an emphasis on penance and prayers. The day falls on the last day of Paryushan. Jains practice the annual Pratikramanareflection on past year and renewal of faith for the coming year.

September 4 (SC)- Farvardegan in Zoroastrianism

Zoroastrians who follow the Shahenshahi calendar celebrate the 10-day Farvardingan festival honouring the dead. Followers of the faith believe that guardian angels of humans and spirits of departed souls (fravashis) return to earth during this period and accept the hospitality of relatives.

September 8 to 26- the month of ' lzzat in Bah,'i

In the Baha'i calendar, there are 19 months of 19 days each. Each month represents an attribute of God. September 8 is the beginning of 'lzzat, the tenth month of the Baha'I calendar, signifying "might."

The Bah a'{ day starts and ends at sunset. The first day of each month is known as a Feast Day.

September 10 or 11 - Ashura in Islam

This is the lOth and most sacred day in the month of Muharram, especially for followers of the Shia faith, and a day of fasting. Ashura commemorates the martyrdom of Hussain (Prophet Muhammad's grandson) in 680 CE. Muslims observe 10 days of mourning from the first of the month. Ashura is also associated with the safe landing of Noah's Ark on Mount Arafat.

September 11 (J) - Nayrouz in Christianity

Christian followers of the Coptic Church celebrate New Year on this feast. It is generally celebrated in mid- September when the waters of the Nile river rise. On this feast, readings of the first of Tute are read in churches and by adherents. Joyful hymn singing and remembering the martyrs is part of the feast celebration.

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September 12 to 16 - Ghambar Paitishahem in Zoroastrianism

Ghambar Paitlshahem is an early autumn feast that celebrates the bringing in of the harvest.

September 12 or 13- Anant Chaturdashl in Hinduism (12) and Jalnlsm (13)

Ananta Chaturdashi is especially celebrated by women in Bengal. On this day they fast and pray for the long life of their spouses. This day ends the Ganesh pooja begun on Ganesh Chaturthi Day ten days ago and many families Immerse the Ganesh that they bring into the home for the observance period. It is also a day of atonement for Jains and the last day of Samvatsari.

September 12 - Kshamavani and Daslakshan Parva ends in Jalnism

Kshamavani is an annual forbearance day. On this sacred day every member of Jain community approaches his or her kith and kin, neighbour, colleague and co-worker irrespective of his/her caste, creed and clan and begs their pardon for all faults or mistakes committed knowingly or unknowingly. This activity is a first step on the path to attain liberation or salvation for Jains. This day marks the end of Daslakshan Parva, the festival observing the ten virtues of the Jain Dharma.

September 19- Powley Day in Indigenous Worldvlew (Metis)

Powley Day commemorates the establishment of Metis rights in the province of Ontario as affirmed by the Supreme Court of Canada. On this day, the Metis honour the efforts and success of Steve Powley on behalf of all Metis of Canada and especially of Ontario for recognizing Metis heritage and rights under Section 35 of the Canadian Charter of Rights and Freedoms.

September 22 - Shuki-Sorei-Sai in Shinto

Shuki-Sorei-Sai also called Shubun-no-hi is an autumn memorial Service for ancestors that have passed on. It is observed on the Autumn Equinox day. Mostly services for ancestors are held on altars in the home. Gravesites are visited, cleaned and purified with offerings made to Kami.

September 23 - Mabon/Harvestlde in Wfcca

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Mabon is one of eight sabbats and this second harvest festival is celebrated on autumn equinox. It is also known as wine harvest. Celebrations include giving thanks for abundance of grain and fruit before winter.

September 27 to October 15- the month of Mashl•yyat in Baha•r

In the Baha•r calendar, there are 19 months of 19 days each. Each month represents an attribute of God. September 27 is the beginning of Mashi•yyat, the eleventh month of the Baha'i calendar, signifying "will."

The Baha'I day starts and ends at sunset. The first day of each month is known as a Feast Day.

September 29- Sharad Navratrl in Hinduism

Sharad Navratri begins from this day. This festival is observed twice a year, in the month of Aswayuja (beginning of winter) and then ln Chaitra (beginning of summer). It lasts for nine days in honour of the nine manifestations of Goddess Durga. During Navratri (the word literally means "nine nights"), Hindu devotees observe a fast and perform religious ceremonies. The eighth day, Durgashtami, is important and dedicated to the Goddess Durga. It will be observed on October 51h this year.

Sunset of September 29 to October 1- Rosh Hashanah in Judaism

Rosh Hashanah is the Jewish spiritual New Year celebration and it occurs on the first and second day of the seventh month (Tishrei) of Jewish calendar. One of the important observances of this holiday is hearing the sounding of the shofar in the synagogue. Days of Awe (Yamim Noraim) or the ten days of repentance begin from this festival. Followers abstain from work on these festival days.

"Shana Tovah" meaning Happy New Year is the greeting offered.

Ideas for celebrating special faith and cultural days In your school

If you have a colleague who celebrates one of these days, don't forget to offer them best wishes! If you have students in your school who are followers of any of the listed religions :

- Make sure the dates are included on your school calendar

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- Have your principal announce the day over the PA system - Hold an assembly to talk with students about the importance of these days - Include a mention of these days In your school newsletter -Include information on your school website - Display student artwork announcing these days or depicting their ideas about these days - Invite a member of a local faith group to come in and discuss the significance of this

day with students - Have class discussions about these days - Ask some of your students who celebrate certain holidays to write a short essay on

how they celebrate this day at home. Have them read it to the class to share this celebration with the other students.

-Have parents offer a cultural session

Questions?

If you would like any more information on how to celebrate these days, please call Ashley Bigda, Community Relations Officer at 905-89o-1010, ext. 2573 or e-mail her [email protected].

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Celebrating Faith and Culture September 2019

DATE

September

September 1 or 2 • September 1

September 2 September 3 • September 4 (SC) September 8 to 26

September 10 or 11 • September 11 (J) September 12 to 16 September 12 or 13

September 12 •

September 19

September 22 September 23 • September 27 to October 15 September 29 Sunset of September 29 to October 1 •

CELEBRATION

Corn Moon

Ganesh Chaturthi/Vinayak Chauth Installation of Holy Scriptures of Guru Granth Sahib Labour Day Samvatsari Farvardegan the month of 'lzzat In Baha'i Ashura Nayrouz Ghambar Paitishahem Anant Chaturdashl

Kshamavani and Daslakshan Parva ends Powley Day

Shuki-Sorei-Sal Mabon/Harvestide

the month of Mashi'yyat

Sharad Navratri Rosh Hashanah

FAITH AND CULTURE

Indigenous Worldview

(First Nations) Hinduism

Sikhism

Canada Jainism

Zoroastrianism Baha'i

Islam Christianity

Zoroastrianism Hinduism (12) and Jainism (13) Jain ism

Indigenous Worldview (Metis)

Shinto Wicca Baha'i

Hinduism Judaism

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Smudging Guidelines

Recommendation


Background

Smudging, a tradition common to many First Nations, involves the burning of one or more medicines gathered from the Earth as a form of cleansing or purification. The four sacred medicines used in smudging ceremonies are leaves from traditional plants including sage, cedar, sweet grass, and tobacco. The most common medicines used in a smudge are sweet grass, sage, and cedar.

Many First Nations share the concept of "living a good life." Implicit in this understanding is that all life is a ceremony; that the sacred and the secular are parts of the whole; that people are whole beings (body, mind, spirit, emotion), and "living the good life" is achieved by taking care of all aspects of one's self. School Boards are working to share this perspective with their staffs, students, and community to foster an atmosphere of respect, understanding, and inclusivity. Many school boards, including the Peel District School Board, offer learning experiences about First Nation, Metis, and Inuit cultures. One of the most commonly shared experiences is the First Nation tradition of smudging.

The guidelines provide direction to school and board locations regarding the practice of smudging and ope rationalize the conditions under which smudging can occur. They provide background information about the purpose of a smudge, how it is done, and how the practice might be accommodated both indoors and outside in school environments.

Prepared by:

Crissa Hill, Coordinating Principal of Indigenous Education and Equity Cheryl Payne, Instructional Coordinator for Indigenous Education

Submitted by:

Adrian Graham, Superintendent of Curriculum and Instruction

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Peel District School Board

Smudging Guidelines

Draft June 2019

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TABLE OF CONTENTS

Background 1

Purposes of Smudging 2

How to Smudge 3

What Does Smudging Look like in a School or Workplace Environment? 3

Guidelines for School and Workplaces 3-4

Use and Benefits of The Four Sacred Medicines 4-5

Care of Medicines 6

Procedure for Establishing a Permanent Indoor Smudging Location 6

Procedure for Occasional Smudging Indoors 6-7

Procedure for Smudging Outside 7

Other Related Policy Statements 7-8

References 8

Appendix A: Smudging Location Notice 9

Appendix B: Smudging Parental Permission Form 10

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SMUDGING PROTOCOL AND GUIDELINES

BACKGROUND

Many First Nations share the concept of "living a good Life." Implicit in this understanding is that all life is a ceremony; that the sacred and the secular are parts of the whole; that people are whole beings (body, mind, spirit, emotion); and "living the good life" is achieved by taking care of all aspects of one's self. School Boards are working to share this perspective with their staffs, students and community to foster an atmosphere of respect, understanding and inclusivity. Many school boards offer learning experiences about First Nation, Metis and Inuit cultures. One of the most commonly shared experiences is the First Nation tradition of smudging.

Under the Smoke Free Ontario Act, Section 13 (3) a, b, smudging ceremonies are permitted if the activity is carried out with an Indigenous person and for traditional Indigenous cultural and spiritual purposes.

In 2007, the Ontario government released The Ontario First Nation, Metis, and Inuit Education Policy Framework intended to provide school boards, in collaboration with the Ministry of Education and Indi~enous co~unity partners? directi~n t~Ol',i!pg.ro~g!~elcademic achievement of Firs~ Nation~, Metts, and lnUJt students attendmg provm~uallyiffip.~ed .. e.Jeme_ntary and secondary schools m Ontario. A number of subsequent documents were developed to further support this initiative: Building Bridges for Success (2007); Solid Foundations for the Road Ahead (2009); A Solid Foundation (2013); and The Ontario First Nation, Metis, and Inuit Education Policy Framework Implementation Plan (2014). In the 20 14 Implementation Plan, four areas were highlighted for boards to consider in the development of Board Improvement Plan for Student Achievement goals for First Nations, Metis, and Inuit students:

• using data to make informed decisions for First Nations, Metis, and Inuit student support, and in the monitoring of academic achievement progress (e.g., meeting provincial standards on provincial assessments; increasing graduation rates);

• developing school and classroom practices that support successful transitions for First Nations, Metis, and Inuit students, and the development of programs and services proven to be effective for transitions;

• supporting educator awareness and capacity in applying culturally appropriate pedagogy (e.g., professional development to identify resources and learning materials and practices that help improve the engagement, learning, achievement, and well-being of First Nations, Metis, and Inuit students); and

• building engagement and partnerships (e.g., increasing parental involvement and community collaboration).

First Nation, Metis and Inuit Education is a priority in Ontario. The Peel District School Board is working diligently to help First Nation, Metis and Inuit students succeed in all areas and to ensure that all students have an opportunity to learn about the important role First Nation, Metis and Inuit peoples have in the past, present and future of Canada.

Peel has taken steps to ensure that schools are inclusive and culturally responsive by integrating First Nation, Metis and Inuit perspectives in school planning and programming in partnership with the school community. This includes welcoming all students to learn about First Nation, Metis and Inuit traditions.

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PURPOSES OF SMUDGING:

Smudging, which is known as ''smudging" or "purification," is a tradition common to many First Nations, and involves the burning of one or more medicines gathered from the Earth. 1be four sacred medicines used in smudging ceremonies are leaves from traditional plants including tobacco, sage, cedar and sweet grass. The most common medicines used in a smudge are sweet grass, sage and cedar. However, traditional tobacco is used as a form of giving thanks and as a communication link to the Creator.

Smudging has been passed down from generation to generation. There are many ways and variations on how a smudge is done. Historically, not all people smudged; however, today many people incorporate smudging into their lives.

Under the 1994 Smoke Free Ontario Act, Section 13(3)a, b, traditional use oftraditional tobacco by Indigenous persons; smudging ceremonies are permitted if the activity is carried out with an Indigenous person and for traditional Indigenous cultural and spiritual purposes.

The steps and rationale for this cleansing process we call smudge are:

• We smudge to clear the air around . R A F • We smudge to clean our minds so that we will have good thoughts of others. • We smudge our eyes so that we will only see the good in others. • We smudge our ears so that we will only listen to positive things about others. • We smudge our mouths so that we will only speak of well of others. • We smudge our whole being, so we will portray only the good part of our self through our actions.

Smudging allows people to stop, slow down, become mindful and centred. It also allows people to remember, connect and be grounded in the event, task or purpose at hand. Smudging also allows people to let go of something negative. Letting go of things that inhibit a person from being balanced and focused comes from the feeling of being calm and safe while smudging. The forms of smudging will vary from nation to nation but are considered by all to be a way of cleansing oneself. Smudging is part of "the way things are done" and is part of living a good life.

Smudging is always voluntary. People should never be forced or pressured to smudge. It is completely acceptable for a person to indicate that he/she does not want to smudge and that person may choose to stay in the room and refrain or leave the room during a smudge. Respect for all is the guiding principle in any Indigenous tradition.

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HOW TO SMUDGE

The act of clearing the air, mind, spirit and emotions may be accomplished in a variety of ways.

• A smudge must be led by a person who has an understanding of what a smudge is and why it is done

• That person may be an Elder, knowledge keeper or cultural teacher who has been invited into the school;

• Smudging can also be done by an Indigenous staff member; parent/guardian; and/or it can be a student.

• Smudging should never be simulated for the purposes of awareness.

Classes are encouraged to invite an Elder, knowledge keeper, or cultural teacher to share the cultural teachings of a smudge. The medicine is placed in a smudg~ ~tainer. The container may be a shell, a treated ceramic or stone bowl. The medicilf;l lit with a ~atcb. Once the medicine is lit, the smoke may be pushed forward with a feather or a fan. The person wao lihtts the smudge is first under staff supervision or last based on the leader's tradition.

The commonly used medicine in schools is sage. A "smudge" is created mainly from the leaf of the plant, for burning. It is important to understand that this particular medicine can create a significant billow of smoke. It is not necessary to create enough smoke to fill the entire space where a group is smudging. Only a small stream of smoke for the person who is smudging is required. Therefore, it is important for the helpers who create the smudge to keep it relatively small.

When smudging: draw the smoke with your hands as if you were washing your hands. Put the smoke over heads, eyes, ears, mouths, heart and bodies. There is no right or wrong way to draw the smudge towards oneself. lllese actions remind participants to think good thoughts, see good actions, hear good sounds, speak good words and show the good of who we are.

WHAT DOES SMUDGING LOOK LIKE IN A SCHOOL ENVIRONMENT?

Many schools are making the tradition of smudging a part of their practice during particular events or as part of the school day.

GUIDELINES FOR SCHOOL:

Clarity around when and how broadly to communicate this:

1. When introducing the tradition of smudging, include an Elder, knowledge keeper, or cultural teacher who can explain smudging, the medicines, the teachings and the protocols.

2. Communicate with parents/guardians, staff and students about what smudging is, why people smudge, and when and where smudging will be taking place. Continue to educate and inform throughout the school year. Embrace and encourage dialogue within the school community.

3. All parents/guardians, staff and students should be given advanced notice that a smudge will be lit

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on a particular day, time and place. Parents/guardians and staff should feel free to ask questions and express any concerns they may have about the process. Decisions need to be made regarding when and where smudging will be allowed. Posting signs to indicate that smudging occurs at the school may be helpful in letting community know that it happens as part of the school function. Smudging may be part of a learning experience in a classroom, part of a course, during an event or a regular part of the school day. It may be done in a classroom, a gym or outdoors, depending on the guidance from the person who is leading the smudge. The most important thing is that when a smudge is lit, it is done with respect of those who choose not to be involved, as well as those who choose to be involved. The school community should remember that at one time, First Nations, Metis, and Inuit cultural traditions were illegal and smudging was a practice that had to be done in secret. Those who choose to smudge need to feel welcome and respected in learning environments.

Some schools and community organizations have posted signage in their facilities such as:

• •

This is a smudging environ'rll.l. Smudging occurs in this rod'm)

ging curs regularly in this facility.

• Smudging is part of the school and classroom junction. All are welcome to participate as a matter of choice.

See Appendix A

4. Ensure that smudging does not pose a health risk to students, particularly students with severe asthma and respiratory issues. Communicating with staff, parents and students prior to holding a smudge in a well-ventilated room or outdoors can help to accommodate such concerns. Ensure students who are smudging have written permission from parents/guardians to do so. See the Permission Form in Appendix B. Note: The Scent-Free I No-Scents practice in The Peel District School Board is a guideline. Site managers should accommodate students and staff with health risks in recognition of this guideline.

5. It is recommended to use sage to smudge because all people can be smudged with sage during anytime of the month. This is particularly important for the young women in the class or school especially when they are on their moon time (menstrual cycle). During this time, women can only use sage as a way to smudge. As students Jearn more about smudging, they can be introduced to the other medicines as well.

USE AND BENEFITS OF MEDICINES CTHE FOUR SACRED MEDICINES):

TRADITIONAL TOBACCO

• Traditional tobacco is often smoked in a sacred pipe during certain ceremonies.

• Traditional tobacco acts as a communication link between the people and the Creator.

• Traditional tobacco is used as a form of prayer. When traditional tobacco is smoked from a pipe or burned as an offering, all thoughts, feelings and prayers are carried in the traditional tobacco smoke

4

• •

• •

•

•

•

•

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directly to the creator.

Traditional tobacco is not always burned. It is also used as a means of giving thanks .

Before and after killing an animal such as deer, a hunter will often say a prayer while holding the

traditional tobacco in his left hand to give thanks to the Creator and the animal for giving up its life

so that the hunter can feed his family.

All medicines are held in the left hand because it is the hand closest to the heart .

Indigenous people will also place traditional tobacco on the ground and say a prayer as an offering

when picking medicines to give thanks to Mother Earth.

Traditional tobacco is also used as a gift. As traditional practice, First Nations people who seek

assistance from another person such as an Elder, will often give that person some traditional tobacco as a gift in exchange for their help.

Despite the prohibition from smoking in an enclosed workplace or enclosed public places, First

Nations can use it for cultural or spiritual purposes.

Two types of traditional tobacco - l;raditional and~omrnercial ~ Commercial traditional tobacco

have over 4,ooo different chemical~J K .A r I Traditional tobacco is the medicine of the spirit and promotes strength and courage .

SAGE

• It is used to cleanse any negative energy, feelings and influences.

• Sage is used to prepare people for ceremonies and teachings. Because it is more medicinal and

stronger than sweet grass, it tends to be used more often in ceremonies.

SWEETGRASS

• Sweet grass is braided. It represents the hair of Mother Earth.

• Each strand of the braid represents the balance of the body, mind and spirit.

• This medicine is used to bring in good influences.

• Sweet grass is used for healing. It has a calming effect.

• Like sage and cedar, sweet grass is used for smudging and purification.

CEDAR

• Like sage and sweet grass, cedar is used to purify the home.

• It also has many restorative medicinal uses. Cedar baths are healing.

• When cedar is put into the ftre with tobacco, it crackles. This is done to make an offer to the

ancestors.

• Cedar is used in fasting and sweat lodge ceremonies as a form of protection. Cedar branches cover the floor of the sweat lodge and a circle of cedar surrounds the faster's lodge.

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CARE OF MEDICINES

These medicines should be kept in a dry place. They can be stored in paper bags or wooden boxes or tied in a cloth bundle. If you have been using alcohol or drugs, Healers say you should wait four to seven days before touching the medicines.

PROCEDURE FOR ESTABLISIDNG A PERMANENT INDOOR SMUDGING LOCATION:

1. The site manager/administrator will consult with the Building Lead Hand/Head Custodian regarding smudging activities taking place on site.

2. Installation of an exhaust fan (where required) will be as per specifications established within the Ontario Building Code (Part 6 and the ANSIIASHRAE Standard). The exhaust fan will be of sufficient size to accommodate the amount of smoke produced during the smudging activities.

3. A fire extinguisher must be perman · y B t E the room.

4. There can be no flammable materials or large quantities of combustible materials located in the designated room during the smudging ceremony.

5. The smudge bowl must rest in an area with non-combustible materials. The smudge bowl used must be capable of withstanding the heat of the smudge bundles.

6. The site manager/administrator shall communicate the specific smudging room number to all staff. A sign (Appendix A) must be posted on the designated room door.

7. The room must be supervised by program staff(teacher, administrator, board staff) during the smudging ceremony.

8. When choosing/designating a permanent smudging room, educational awareness sessions should be delivered to encourage building greater understanding among school staff members and students.

Note: Contents of the container are to be returned to Mother Earth as is traditional custom once the risk of fire has been eliminated. The person who is smudging will do this, however if it is an elementary student, adult supervision is necessary. The contents should not be discarded into the garbage, as they are sacred.

PROCEDURE FOR OCCASIONAL SMUDGING INDOORS:

I. Prior to any smudging, ensure that the Building Lead Hand I Head Custodian is advised of the date, time and exact location.

2. A frre extinguisher must be located in the smudging area or a portable extinguisher should be in close proximity.

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3. There can be no flammable or large quantities of combustible materials located in the designated

area during the smudging ceremony.

4. The smudge bowl must rest in an area with non-combustible materials.

5. The area must be supervised by program staff (teacher, administrator, board staff) during the

smudging ceremony.

Note: Contents of the container are to be returned to Mother Earth as is traditional custom once the risk of fire has been eliminated. The person who is smudging will do this, however if it is an elementary student,

adult supervision is necessary. The contents should not be discarded into the garbage, as they are sacred.

PROCEDURE FOR SMUDGING OUTSIDE:

1. All smudging must occur at least Ut\of\"Picture.

2. The site manager/administrator will ensure that the ground conditions are suitable to performing

the smudging ceremony; e.g. in extremely dry conditions, smudging should be moved indoors or

to paved areas.

3. The smudge bowl must rest in an area with non-combustible materials. The smudge bowl used must be capable of withstanding the heat of the smudge bundles.

4. The area must be supervised by program (teacher, administrator, board staff) staff during the

smudging ceremony.

Note: Contents of the container are to be returned to Mother Earth as is traditional custom once the risk of fire has been eliminated. The person who is smudging will do this, however if it is an elementary student, adult supervision is necessary. The contents should not be discarded into the garbage, as they are sacred.

OTHER RELATED POLICY STATEMENTS:

• The Peel District School Board is committed to the principles of equity through inclusive

programs, curriculum, services, and operations, in accordance with the Canadian Charter of

Rights and Freedoms, the Ontario Human Rights Code and the Education Act.

• Smoke Free Ontario Act, Section 13 (3) a, b (1994) No provision of an Act, regulation or municipal by-law that prohibits smoking in a place, including section 9 of this Act,

a. Prohibits an Indigenous person from smoking traditional tobacco or holding lighted traditional tobacco there, if the activity is carried out for traditional Indigenous cultural or spiritual purposes;

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b. Prohibits a non-Indigenous person from smoking traditional tobacco or holding lighted traditional tobacco there, if the activity is carried out with an Indigenous person and for traditional Indigenous cultural and spiritual purposes. 1994, c. 10, s. 13(3)

REFERENCES: • Smoke Free Ontario Act ( 1994) • Smudging Protocol and Guidelines from Manitoba Education and Advanced Learning • Hamilton-Wentworth Catholic District School Board Education and Advanced

Learning Smudging Protocol Document and Guidelines for School Divisions • Collaboration with Halton Catholic District School Board

DRAFT

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APPENDIX A

SMUDGING LOCATION

THIS ROOM WILL BE USED AS A TRADITIONAL SMUDGING LOCATION

TIME: ___ · (Enter the time the room will be used for smudging)

BACKGROUND: DRAFT

Smudging is an Indigenous ceremonial tradition that involves the burning of sacred traditional medicines and plants (i.e. sage, sweet grass, cedar, and/or traditional tobacco). A ceremonial smudge is burned mainly as a purification and cleansing ceremony to help create harmony and balance. Sage and sweet grass produce distinct aromas and smoke.

Under the Smoke Free Ontario Act, Section 13 (3) a, b, smudging ceremonies are permitted if the activity is carried out with an Indigenous person, and for traditional Indigenous cultural and spiritual purposes.

For more information, please contact the School Administrator I Site Manager, or Building Lead/Head Custodian.

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APPENDIXB

[Date]

Dear Parent/Guardian

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SMUDGING PERMISSION FORM (on the Letterhead of the School)

Please note that on [Date], at [School], your child will have an opportunity to experience a Smudging Ceremony. {Insert paragraph about how smudging is connected to learning and the curriculum].

Smudging is an Indigenous ceremonial tradition that involves the burning of sacred traditional medicines and plants (i.e. sage, sweet grass, cedar, andlor traditionahobfcco). A ceremonial smudge is burned mainly as a purification and cleansing cenbonttt Jletp create harmony and balance. Sage and sweet grass produce distinct aromas and smoke.

Please sign the consent form below if you allow your child to participate in these activities.

If you have any questions, please contact me at [school#)

Sincerely,

Name of Principal Principal

4 . . ...... .......... . ... . .. ....... .. ~ .. ............. ~ .. ... ~ .. . .. ... . .... . . .... .. ... . . . ... 0 . .. . .. ... . ....... . .. . .... .. . ... .. . . ..... . ...... . ... . ....... .

Ywe __________________ __________________________________________ __

(Guardian's Name)

0 Agree to have my/our daughter/son [Student Name} _______________ participate in the Smudging Ceremony.

Guardian's Signature Date

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PEEL DISTRICT SCHOOL BOARD 10.3 Instructional Programs/Curriculum Committee June 12, 2019

Report of the Regional Learning Choices Programs {RLCP) Committee

Recommendation


Background

Judith Nyman Secondary School will begin to offer a Regional Learning Choices Program for Skilled Trades, with the proposed catchment: North of 407 to 41 0 and north of 401 east of the 410, beginning September 2020. This program is similar to the Regional Learning Choices Skilled Trades Program at West Credit Secondary School.

Note: The boundary changes for the proposed Regional Learning Choices Program will be presented to the Physical Planning and Building Committee meeting in September 2019.

Prepared by:

Michelle Stubbings, Superintendent of Education, RLCP Chair

Submitted by:

Adrian Graham, Superintendent of Curriculum and Instruction

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.

l-

-

Recommended Regional Skilled Trades Program Boundary Change - September 2020 Judith Nyman S.S. (9-12)- New Regional Skined Trades Program VVest Credit S.S. (9-12)- Boundary Change

k is recommended that. beginning September 2020. the shaded area be directed to Judith Nyman S.S. for the Regional Skilled Tredes Program.

lo 1 2 4 M Kilometers

Prepared by Peel Dlstnct SChool Board Planning & Accommodation

Map data courtesy of the Region of Peel Planning Department the Peel District SChool Board Planning Department. tne City of ' Brampton. the City of M ssissauga and lhe Town of Caledon

May. 2019

agenda instructional programs/curriculum committee - june 12, 2019.pdf · june, in anticipation of...

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