Call to Action # 63

We call upon the Council of Ministers of Education Canada to maintain an annual commitment to Aboriginal education issues, including:

  • Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
  • Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
  • Identifying teacher-training needs relating to the above
  • Building student capacity for intercultural understanding, empathy, and mutual respect.

Indigenous Watchdog Status Updates

Current StatusOct. 4, 2021IN PROGRESS
Previous StatusSept. 5, 2021IN PROGRESS

Why “In Progress”?

A poll released by the Canadian Race Relations Foundation, the Assembly of First Nations and Abacus Data on June 15, 2021 shows that the majority of Canadians believe governments are not doing enough to teach students about the legacy of the residential school system.

  • 62 percent of Canadians believe that provincial education curricula do not include nearly enough about residential schools,
  • 65 percent believe the level of education around residential schools should increase.
  • 70 percent of survey respondents say that the framing of residential schools has been downplayed in the education system.

The Council of Ministers of Education, Canada and Canadian Association of School Boards have multiple initiatives underway with concrete commitments to revise K-12 curriculum in every province and territory. The Canadian School Boards Association: “Provincial Education Agreements with First Nations, Métis, Inuit (FNMI) & New Curriculum 2018” has been updated.

Details of Why “In Progress?”

Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.

Council of Ministers of Education

The Council of Ministers of Education, Canada (CMEC) is an intergovernmental body founded in 1967 by ministers of education to serve as: 

  • a forum to discuss policy issues;
  • a mechanism through which to undertake activities, projects, and initiatives in areas of mutual interest;
  • a means by which to consult and cooperate with national education organizations and the federal government; and
  • an instrument to represent the education interests of the provinces and territories internationally.

CMEC provides leadership in education at the pan-Canadian and international levels and contributes to the exercise of the exclusive jurisdiction of provinces and territories over education. All 13 provinces and territories are members

Aboriginal Education Plan 2015 – 2017
The CMEC Aboriginal Education Plan 2015–2017 includes work in the four specific areas listed below:

  • Supporting the professional development of Aboriginal students interested in pursuing teaching as a career: considering teacher-training needs, sharing knowledge, and initiating dialogue among Aboriginal and non-Aboriginal educators. 
  • Developing curriculum and teaching resources focused on Canadian history and the legacy of Indian Residential Schools for use in Bachelor of Education and teacher-education programs across Canada. 
  • Sharing resources and promising practices in Aboriginal education. 
  • Continuing to promote and encourage the development of resources that address the legacy and history of Indian Residential Schools within all K–12 education systems in Canada.

Aboriginal Education Plan 2019 – 2022
CMEC 2019–22 has been designed with a goal to provide a more coordinated, strategic approach for provincial and territorial ministers responsible for education to work together to improve Indigenous education outcomes for all learners.

Priority Area # 1 – Supporting Indigenous student success and well‐being in education

  • Objectives: To engage with the topic of Indigenous student success and well-being to foster innovative and culturally relevant learning environments that focus on inclusive growth and the well-being of Indigenous students
  • Key Actions and Deliverables: Report on developments in the area of mental health and wellness, culturally relevant spaces, or other topics relevant to Indigenous student success

Priority Area # 2 – Mobilizing and disseminating provincial/territorial and international successful practices and proven actions to improve Indigenous education

  • Objectives: To advance the work of reconciliation in Canada for the benefit of both Indigenous and non- Indigenous students, as well as for all education stakeholders, and to support successes in learning outcomes by mobilizing information related to best practices in education, such as policy, curricula, pedagogies, and data.
  • Key Actions and Deliverables: Identify and mobilize information on promising practices, trends, and research in multiple thematic areas of Indigenous education, as identified by provinces and territories Assess the funding of and related governance and landscape for Indigenous postsecondary institutions in Canada Remain abreast of emerging K–12 and PSE Indigenous education initiatives Share responses to the TRCC’s education-related CTA

Priority Area # 3 – Teaching excellence in Indigenous education

  • Objectives: To improve culturally relevant and responsive pedagogical knowledge, practices, and strategies to support learners in accessing and meeting curricular expectations
  • Key Actions and Deliverables: Host a pan-Canadian symposium on Indigenizing education

Priority # 4 – Revitalizing Indigenous languages and strengthening Indigenous culture and identity through education

  • Objectives: To highlight advancements occurring within Indigenous-language revitalization to increase levels of intercultural competency as foundational to the improvement of education outcomes for all
  • Key Actions and Deliverables: Report on Indigenous – language education initiatives Host an event for ministers, deputy ministers, and officials that celebrates and facilitates an awareness for Indigeneity (e.g., place, land, Indigenous issues, and Indigenous knowledge) B.2 CMEC Indigenous Education Plan 2019-22 APP1 EN POSTED 2019.07.15.pd

Canadian School Boards Association (CSBA): Charter of Commitments

The Canadian School Boards Association (CSBA) consists of members from provincial school boards associations that represent just over 300 school boards, serving close to four million elementary and secondary school students across Canada. The CSBA advocates educational success for each and every student and promotes the value of locally elected school boards.  We maximize our advocacy efforts through collaboration and information sharing among all educational partners across the country.

Charter of Commitments – First Nations, Métis and Inuit Education
Adopted by the Board of Directors February 16, 2014


  1. Respectful and Welcoming Learning Environment
  2. Respectful and Inclusive Curriculum and Classroom Programs
  3. Culturally Responsive Pedagogy
  4. Valuing First Nations, Métis and Inuit expertise
  5. Culturally responsive assessment
  6. Affirming, revitalizing the languages of Canada’s First peoples
  7. First Nation, Métis and Inuit representation in staff and leadership
  8. Non-Aboriginal learners – foster commitment to First Nation, Métis and Inuit education
  9. Research

CSBA: Provincial Education Agreements – Cross Country Overview

Published in April 2017, ‘Cross Country Overview” delivers a snapshot of educational initiatives in the provinces and territories. The intent is to share how Indigenous education is structured and supported across Canada, how jurisdictions are responding to the Calls to Action, and to tentatively begin to identify promising practices so that jurisdictions may be able to learn from one another.

See also Addendum 1 of Cross-Country overview of Indigenous Education – CSBA Charter of Commitment to First Nations, Metis and Inuit education

Cross Country Overview Recommendations:

  1. Indigenous Education

That the federal government and Indigenous groups work together to provide up-to-date data on students both inside and outside the provincial education systems and protocols for sharing.

  • Governance/Staffing

That all provinces and territories develop a voluntary self- identification process for trustees, in order to determine how well represented Indigenous communities are in the governance of the education of their students.

  • Indigenous Staff

That all provinces and territories implement a voluntary self- identification process for staff. This would enable jurisdictions with high percentages of Indigenous students to inform their recruitment processes to ensure that Indigenous students have strong Indigenous role models within their schools and school systems.

  • Band Operated Schools

That the CSBA encourage all boards to engage in value added relationships with all Indigenous groups

  • Education Agreements

That a future survey be conducted to determine what is typically in these agreements, how they are funded, and establish a central repository of First Nations Education Agreements across the country

  • Professional Development for School Trustees on Indigenous Education

That boards are encouraged to engage in governance training that includes training on relationships with all Indigenous peoples and supports TRC recommendations.


The CSBA believes that through education we can move towards a Canada where the relationship between Indigenous and non-Indigenous Canadians is founded on mutual respect. Therefore, the CSBA supports the Calls to Action of the Final Report of the Truth and Reconciliation Commission (TRC).

The Focus of our Advocacy and Actions:

  • Advocacy for a curriculum that contains clear expectations that every Canadian student will acquire knowledge and understanding of Treaties and of the historical context that gave rise to residential schools, the impact for Indigenous children and their families, and the ongoing legacy that is the responsibility of all Canadians
  • Commitment to ensuring that the needs and aspirations of Indigenous children and their families are a prominent focus of CSBA’s other key priority areas
  • Respecting the TRC Call to Action regarding retention and revitalization of Indigenous languages, advocacy for the teaching of Indigenous languages in schools by fluent Indigenous speakers
  • Ongoing focus on increased visibility and scope for action to expand capacity of First Nation trustees and increased general understanding by all trustees of Indigenous issues
  • Advocacy that supports action on eliminating inequity at the Federal level in education funding for Indigenous students


The CSBA has implemented different professional development initiatives for all trustees across Canada through the development of the National Trustee Gathering on Aboriginal Education, which holds keynote and plenary sessions by Indigenous leaders across the nation. CSBA Congress, which takes place immediately after the National Trustee Gathering, also holds different keynote and plenary sessions consisting of professional development for all trustees on the topic of Indigenous education.

CSBA: Indigenous Education Structure, Initiatives and Promising Practices – January 2018

Newfoundland and Labrador School Boards Association – 2 School Boards

Department of Education and Early Childhood Education (EECD)

Education Agreements: The EECD is not responsible for agreements that may exist between local school districts and FNMI bands or communities. We are aware of FNMI-school district cooperation as it pertains to the development of cultural resources and teacher professional learning.

Curriculum Development for mandatory Indigenous History and Culture: In collaboration with Aboriginal groups, EECD is developing culturally appropriate resources including a series of Aboriginal themed Graphic Novels to support the provincially prescribed Social Studies curriculum. Resources will be targeted toward Aboriginal and non-Aboriginal learners in all schools in the province. The Department is currently reviewing the Resource “The Secret Path” a graphic novel focused on the legacy of the Residential School System to determine where it can be integrated into the curriculum. EECD has produced Nitassinan Journey: Our Innu Stories, an intermediate resource that brings the stories of the Innu to all students in the province. EECD in collaboration with the Innu Nation, developed 11 books and 4 story books (Uapikan) for use in primary Innu classrooms. These books, developed by Innu, are written in both Innuaimun and English. Through consultation with aboriginal groups, the Department continues to include Aboriginal content in curriculum where applicable and relevant including:

  • Newfoundland Studies 2205, a high school Social Studies course
  • Canadian History 1201
  • Kindergarten health books where particular attention has been given to Aboriginal history and culture. Both Aboriginal and non-Aboriginal learners in the province have the opportunity to learn about Aboriginal heritage, tradition and culture.
  • Social Studies and Religious education programs where particular attention has been given to Aboriginal history and culture. For example, Aboriginal Content makes up 60% of the Grade Five Social Studies Program and the Grade Nine Social Studies Program examines how Aboriginal Groups have worked towards self-determination and self-government. In the Religious Studies Program Aboriginal Content is addressed through topics such as the developing an appreciation to the interconnectedness of all creation and an in- depth examination of Aboriginal beliefs systems, spirituality; symbols and rituals and the relationship between Aboriginal Peoples and the Moravian Missionaries.
  • The topic of the Residential Schools System within Canada is addressed in grade 7 and 9 social studies curriculum.

Teacher Education Programs: The EECD is not responsible for pre-service education programs. Principally, in Newfoundland and Labrador, this responsibility lies with Memorial University of Newfoundland and Labrador (MUN). When requested, the Department will collaborate and provide feedback to the university on programs that address FNMI culture and history.

Nova Scotia School Boards Association – 8 School Boards

Education Agreement: The Nova Scotia Department of Education and Early Childhood Development also has a MOU/ Agreement with Mi’kmawKina’matnewey

Curriculum Development for Indigenous History and Culture: Mandatory Treaty Education starting in Primary. Teacher Education Programs: Varies among Bachelor of Education programs. There is a newly established division at the Ministry that Is revising teacher education programs

New Brunswick School Boards Association – 7 School Boards

Department of Education and Early Childhood Development

Education Agreements: Enhancement – 50% of tuition paid by FN communities for FN students to attend provincial schools is dedicated back to enhanced services for FN students. Plans for the monies is a joint collaboration between Directors of Education from the representative community, principal, and district.

Curriculum Development for mandatory Indigenous History and Culture: All curricula is developed and reviewed with FN educational professionals, Elders, and community members. The Office of First Nation Education will be sending an invitation for Band Operated School teachers to participate in curriculum development at the Department of Education and Early Childhood Development.

Native Studies – complete revision content and curriculum – draft ready Nov 23

Art – K-12 – Wolastoqey and Mi’kmaq content has been added

Music – K-12 – work is ongoing – incorporating Wolastoqey and Mi’kmaq content

Social Studies/History – grades 8 and 9 – grade 9 (7 modules) have been piloted and feedback is now being added – grade 8 final draft (10 modules) will be ready for review Dec 1st.

Literacy – K-12 incorporation of Wolastoqey and Mi’kmaq content (resources were sent to schools and professional learning was offered online)

Language: Wolastoqey and Mi’Kmaq– both online and face- to -face – Intermediate and Introductory have been developed and Advanced is almost complete. Middle School level framework will be developed this fiscal. All resources have been created, both hard copy and online

PEI School Board Association – 2 School Boards

Public Schools Branch

Education Agreements: An “Education MOU” was signed in 2010 by the two First Nation Bands, Federal AANDC, and three Provincial Departments (Education, Innovation and advanced Learning, and Health and Wellness). As a result of this MOU, Tuition Fee Agreements have been established between the DEELC, the First Nation Bands, and the Public Schools Branch (formally English Language School Board).

Curriculum Development for mandatory Indigenous History and Culture: By facilitating collaboration between Indigenous and non‐Indigenous islanders we will move towards the process of reconciliation by exploring the impact of residential schools with students in PEI schools. This requires the Department of Education, Early Learning and Culture to work alongside various Indigenous groups, and UPEI’s Department of Education in planning and

delivering a province wide two‐phase Truth and Reconciliation program beginning in December 2016.

Teacher Education program: UPEI’s Department of Education offers a specialization in Indigenous Education. The Indigenous Education Specialization concludes with a six‐week supervised practicum placement in a Canadian First Nations, Inuit or Metis community, a public school serving Indigenous students, or a Saami community in Northern Sweden or Finland. All graduates from UPEI’s Education Program must complete a course in Indigenous studies in order to receive their degree.

Department of Education in planning and delivering a province wide two‐phase Truth and Reconciliation program beginning in December 2016.

Québec English School Boards Association – 69 School Boards

Education Agreements: There are currently 2 special status boards

Curriculum Development for Indigenous History and Culture: None

Teacher Education Programs: None

Ontario Public School Boards Association – 72 School Boards

Education Agreements: When First Nations students who reside in a First Nations community attend publicly funded schools, a formal, legal and binding agreement must be developed between the First Nation and the Board. It must address the common services that are provided to all students and additional programs and services or equipment to be provided by the board to meet the needs of First Nation students. There are three major areas in which each of the parties must follow the terms of the agreement to ensure successful implementation: Tuition fees and provisions, descriptions of programs and services and reporting and communication requirements.

Curriculum Development for mandatory Indigenous History and Culture: In collaboration with First Nations, Métis and Inuit communities and education partners, the Ministry of Education is developing a comprehensive plan to ensure that the impact of residential schools, the history of colonization and the importance of treaties is incorporated into mandatory learning expectations in Ontario’s public education system curriculum. As of September 2015, Ontario’s Faculties of Education are required to provide mandatory content that includes First Nation, Métis and Inuit histories, cultures, perspectives and ways of knowing. OPSBA’s Indigenous Trustees’ Council has successfully nominated writers to the

curriculum writing teams. They will also have roles in monitoring the work that is produced. Teacher Education Programs: As stated above, as of September 2015, Ontario’s Faculties of Education are required to provide mandatory content that includes First Nation, Métis and Inuit histories, cultures, perspectives and ways of knowing.

Manitoba School Boards Association – 38 School Boards

Education Agreements: As a general framework, all public school boards receive transfer payments from INAC for all FN students who reside on-reserve, but are registered/enrolled in a public school off-reserve. There are three FN communities that have formal legal relationships with boards in neighbouring communities according to provincial regulation and one school board that represents several FN on-reserve communities according to its own provincial regulation.

Curriculum Development for mandatory Indigenous History and Culture: Beginning in 2014, in partnership with the Treaty Relations Commission, treaty education has been introduced in early years’ education on a province-wide basis. The Truth and Reconciliation Commission and Archives have also partnered with the Province to develop important social studies resources and the Department of Education also promotes a speakers bureau (2014-15) so that schools can invite survivors to address students.

In 2015, the Manitoba Métis Federation developed an important historical resource kit for teaching children in early and middle years the history of Manitoba’s first legislative assembly, the Council of Assiniboia. This was the Council led by Louis Riel and the provisional government. We expect that this curriculum will be introduced by the Department of Education on a wider provincial basis starting this year. In Fall, 2015 the Department, in association with Aboriginal Languages Manitoba, introduced our framework for teaching and learning Indigenous languages across the province.

Teacher Education Programs: Starting in 2007, each teacher education program in Manitoba has included a three-credit hour (half year) mandatory course on Aboriginal education. This has been mandated as part of the overall teacher certification requirements in Manitoba. While there is no consistency in terms of content across the faculties of education, typically the course focuses on Aboriginal history, socio-economic and cultural-historical contexts, specialized pedagogies and learning strategies, etc. In the period following release of the TRC report, this course can and will be adapted to feature relevant content concerning the calls to action and importance of teachers to fulfillment of the calls.

Saskatchewan School Boards Association – 28 School

Education Agreements: School divisions and First Nations do enter into partnerships and tuition arrangements in Saskatchewan and it varies in each school division.

Curriculum Development for mandatory Indigenous History and Culture: In 2007, mandatory Treaty Education was introduced in publicly-funded Saskatchewan Schools. The goal is that by the end of Grade 12, students will understand that Treaty relationships are based on a deep understanding of peoples’ identity which encompasses: languages, ceremonies, world-views, and relationship to place and the land.

When curriculum renewal occurs mandatory elements in the learning program in Saskatchewan should include opportunities for exposure to the rich and diverse history of the First Nations and Metis peoples in Canada, their contributions as well as the history and legacy of the Indian Residential School era. In other words, the SSBA is striving to have every Grade 12 Saskatchewan student, upon graduation, to have taken at least one course that explores the history of Canada’s First Peoples.Teacher Education Programs: Since the implementation of mandatory Treaty Education in grades K to 12 in 2007, teachers have had professional development opportunities to become “Treaty Catalysts Teachers” workshops delivered by representatives from the Office of the Treaty Commissioner. In addition, school divisions provide professional development opportunities for “teaching the treaties in the classrooms”, and most recently the University of Regina, Faculty of Education invited Saskatchewan Teachers to their annual “Treaty Ed Camp 2016”.

Alberta School Boards Association – 65 School Boards

Education Agreements: Currently, boards may apply to the Minister to have an appointed FNMI trustee, where they have a tuition agreement with a neighbouring First Nation, Métis, Inuit community who wishes its students to attend a publicly funded school. The new Education Act, passed but yet to be proclaimed by the new government, included provision for educational services agreements and the appointment of First Nation, Métis, Inuit trustees.

Curriculum Development for mandatory Indigenous history and culture The Ministry is just introducing a new Guiding Framework for the Design and Development of Future Kindergarten to Grade 12 Provincial Curriculum which includes a section on First Nations, Metis and Inuit Experiences and Perspectives within Curriculum. Additionally, school boards will consider a policy proposal in November 2016 which, if adopted, would indicate that “the federal government and relevant provincial and territorial governments should provide the necessary supports, including funding, to enable school boards to integrate recommendations specific to education contained in the ‘Truth and Reconciliation Commission of Canada: Call to Action’ report.”Teacher Education Programs: Post-secondary institutions govern their own programs and content

British Columbia School Trustees’ Association – 60 School Boards

Education Agreements: Ministry of Education strongly suggests practice of Indigenous Education Enhancement Agreements. Financial agreements are required where money is shared.

Curriculum Development for mandatory Indigenous history and culture: BC Ministry of Ed. has embedded Aboriginal Education /FNMI learning goals mandated in the new K-12 curriculum in all areas. Boards of Education support the implementation of the new curriculum. Lots of elective courses including numerous language courses. Teacher Education Programs: Post-secondary institutions govern their own programs and content

Yukon School Boards Association – 29 School Boards

Education Agreements: Six Yukon First Nations have entered into education agreements with Government of Yukon.

Curriculum Development for mandatory Indigenous History and Culture: The actions the Department of Education in Yukon is taking in changing curriculum to include mandatory education on FNMI histories and cultures, particularly in response to the report of the TRC is the mandatory implementation of the Grade 10 Indian Residential School Unit. All students enrolled in Social Studies 10 are required to take part in the IRS Unit. It is also mandatory that all teachers teaching the unit participate in a two-day training session facilitated by First Nations Programs and Partnerships prior to teaching the IRS Unit. In the New Year we will have a group of teachers and department personnel working with our Curriculum Working Group (Elders we collaborate with as we work towards Yukon First Nations content in curricula) to create a Science First Peoples Unit for grade 5 to 8 students.

Teacher Education Programs: All teachers new to teaching in Yukon are encouraged to participate in a one-day in-service that focuses on Yukon First Nations history and cultures. New teachers participate in a Blanket Exercise and they learn about traditional territories, cultures, and languages. There are discussions regarding protocol and resource people teachers can connect with in the communities. The one-day session is facilitated by First Nations Programs and Partnerships.

Northwest Territories – 33 School Boards

Education, Culture and Employment

Curriculum Development for mandatory Indigenous History and Culture:

Directive on Aboriginal Language and Cultural Base Education: The 2004 ALCBE Ministerial Directive identified that all NWT educators infuse ALCBE into their daily teaching following either foundation curricula: Dene Kede or Inuuqatigiit. NWT schools incorporate Aboriginal language and culture-based activities to explore the languages, histories, activities, skills, knowledge, traditions and values of Aboriginal peoples

Northern Studies 10: 25 of 125 hours on Residential School/Colonization

Northern Studies 20 draft curriculum being written: Place-based education in Grade 11 Social Studies.

Teacher Education Programs: Since 2011, there has been mandatory teacher training on Residential Schools (done at school board level)

  • New To The North Conference: 3 day optional conference in Yellowknife for approx. 65 new hires to NWT; “a unique opportunity to provide mandated training for all hires regarding History and Legacy of Residential Schooling”

Education Leadership Program: principal training course “]Participants will gain this knowledge and understanding through collaborative work, supportive discussions and training seminars. Indigenous culture is embedded in this  program through on-the-land experience under the guidance of Elders. Learning about culture and language is supported throughout the delivery of the NWT Education Leadership Program.”

Nunavut Department of Education – 27 School Boards

Education Agreements: As there are no local school boards, the Minister of Education works with District Education Authorities, Regional School Operations (RSOs), and education staff within each community to ensure school programs are delivered in accordance with Inuit societal values and with respect for Inuit cultural identity.

Development for Indigenous History and Culture: The legacy of residential schools is taught at the Grade 10 level in schools in Nunavut, and completion of this social studies course is a requirement for graduation.Teacher Education Programs: Specific content is provided as part of the Nunavut Teacher Education Program. Additionally, content is provided as part of the teacher orientation that is conducted at the community level with the participation of local District Education Authorities (DEAs).

Provincial Responses to CMEC K-12 Curriculum Responses


June, 2018 Inspiring Success: First Nations and Métis Pre K-12 Education Policy Framework” replaces “Inspiring Success – Building Towards Student Achievement: First Nations and Métis Education Policy Framework (2009)”.

Inspiring Success supports reconciliation in education through:

  1. meaningful inclusion of Elders and Traditional Knowledge Keepers;
  2. direct engagement with Métis and First Nations education organizations in the development and deployment of the Education Sector Strategic Plan;
  3. development of culturally responsive and affirming curricula, relevant instruction and assessment;
  4. emphasis on the value and importance of teaching Métis and First Nations history, languages, cultures, traditional and contemporary ways of knowing in the classroom; and,
  5. focus on partnerships with Métis and First Nations Elders and education authorities to achieve improved student outcomes.

Policy Goals

  1. First Nations and Métis languages and cultures are valued and supported.
  2. Equitable opportunities and outcomes for First Nations and Métis learners.
  3. Shared management of the provincial education system by ensuring respectful relationships and equitable partnerships with First Nations and Métis peoples at the provincial and local level.
  4. Culturally appropriate and authentic assessment measures that foster improved educational opportunities and outcomes.
  5. All learners demonstrate knowledge and understanding of the worldviews and historical impact of First Nations and the Métis Nation. Success Policy Framework.pdf

Nov. 2, 2018 – In celebration of the 10-year anniversary of the Treaty resource kit, a new Treaty resource is being rolled out for Kindergarten to Grade 9 classrooms across the province.  The new teacher resource builds upon the success of the original Treaty resource kit and was created in collaboration with the Office of the Treaty Commissioner, First Nations Elders and educators.

The new Kindergarten to Grade 9 Treaty Education Learning Resource is easy to use and includes suggestions for integrating Treaty education into a range of subject areas at each grade. It provides sample learning activities and links to related resources and ensures First Nations and Métis content, perspectives and ways of knowing continue to be a priority within Saskatchewan classrooms. The Resource Kit supports the Ministry of Education’s overarching vision of ensuring equitable outcomes and improved student achievement for our First Nations and Métis students.


March 9, 2018 – In response to Truth and Reconciliation Commission’s Calls to Action (#62 and #63), Ontario is investing $15M over 3 years to support the development of resources and educator capacity to enhance the learning and teaching of the history of the residential schools system, the legacy of colonialism and the importance of treaties.

May 21, 2019 – Release of the “optional” new First Nations, Métis, and Inuit Studies, Grades 9 – 12, curriculum comprised of ten secondary courses. These elective courses will provide students with up-to-date learning about First Nations, Métis, and Inuit perspectives, cultures, contributions and contemporary realities in areas such as art, literature, law, humanities, politics and history.


June 19, 2018 – Replacing its Secondary III history textbook for next year with a version that will “better reflect the Indigenous perspective.”

Newfoundland and Labrador

Two focus areas within Indigenous education to enhance educational outcomes. First, improve teaching and learning outcomes for Indigenous students; second, enhance understanding of Indigenous knowledge, history, experiences, culture, and practices for all teachers and students in the province.


Aug. 17, 2018 – The redesigned curriculum is based on British Columbia’s revised school curriculum, with adaptations to fit Yukon’s northern context and embed Yukon First Nations ways of knowing and doing in all grades. Kindergarten to Grade 9 classes started using the new school curriculum last school year and grades 11 and 12 will start using the new curriculum in September 2019, following the same schedule as BC.

Official Federal Government Response: Sept. 5, 2019

The Government of Canada is not the lead on a response for Call to Action 63.

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