What does promoting inclusion and diversity look like at Eric Harvie School? 

We strive to actively demonstrate our school motto, “Building Peaceful Communities Together”, each and every day. The Government of Alberta provides clear guidance on what the expectations are for all schools in the province to provide a Safe and Caring school. This guidance provides the background for how all CBE schools, and Eric Harvie School specifically, work towards making a learning community that helps each child feel supported and ready to learn.

There are a few learning outcomes in the Alberta Education curriculum that have specific connections to the principles of inclusion and diversity. Here is a quick look at some of these at different grade levels in the new Wellness curriculum:

Kindergarten:

Identify how characteristics can be unique or shared.

Identify personal characteristics (strengths, talents, and virtues).

Grade 1 & 2:

Explore how some First Nations, Metis and Inuit view personal characteristics as gifts.

Describe the ways community supports relationships with others.

Identify sources of support with the community to enhance well-being and relationships.

Practice sharing and listening to ideas of others.

Grade 3 & 4:

Identify respectful and positive interactions with others.

Determine a variety of contexts in which experiences can be individual or shared and investigate them.

Discuss the importance of traditional First Nations, Metis, or Inuit events and ceremonies and how they are effective for reconciling relationships.

Some of the best opportunities for developing a welcoming school climate occur outside of a day-to-day lesson. In a grade 3/4 classroom, the learners initiated a language club together with the support of the classroom teacher as a way to learn more about some of the different languages that their peers speak.

We also have a great influence on the perspectives towards diversity and inclusion that learners develop through our choices of stories or learning resources that we use. When learners feel that they can see themselves in the characters of story, it helps them to feel seen and valued in their community and their school. Much like how a “Dick and Jane series” reader from the 1950’s does not really represent Calgary family life in 2024, we seek to gather resources that present diversity and inclusion from the perspectives of today’s youth. Here are a few examples of story books that help to show some of our collection:

We truly appreciate and value the diversity of the Eric Harvie School community, and we appreciate the role that we all play in ensuring we have an inclusive, welcoming and caring climate for all.