Today, in recognition of National Indigenous History Month and National Indigenous Peoples Day, we are reflecting on and celebrating the learning and actions that support our school's commitment to Truth and Reconciliation. Call to Action 62.3: Utilize Indigenous knowledges, languages, and teaching methods in classrooms, including inviting Indigenous community members to share knowledge with students.
As a school community, we are committed to creating a welcoming, inclusive, and respectful environment where all students feel valued and belong. Part of this commitment includes learning about the histories, cultures, contributions, and experiences of First Nations, Métis, and Inuit Peoples, while recognizing the ongoing impacts of colonization and the importance of reconciliation.
Throughout the year, staff have intentionally embedded Indigenous perspectives, histories, and ways of knowing across subject areas and learning experiences. This has included learning alongside Indigenous guest speakers, engaging with Indigenous authors and artists, exploring Indigenous literature, and incorporating First Peoples Principles of Learning into classroom practice.
Students have played an active role in this learning journey. Through stories, land-based learning, cultural experiences, artistic expression, discussions, and inquiry, they have deepened their understanding of Truth and Reconciliation and contributed to our school's commitment to meaningful action. The highlights below showcase some of the ways each grade team has engaged in this important work throughout the year.
2026 Evergreen School TRC Commitment
Kindergarten
Our Kindergarten students explored Indigenous perspectives through stories, songs, nature walks, and land-based learning. Read-alouds such as Sometimes I Feel Like a Fox, Brave Like the Buffalo, and Smile So Big introduced students to the Seven Grandfather Teachings and the importance of community, resilience, self-acceptance, and connection to the land. Students also participated in nature walks and sit spots, helping them develop mindfulness and a deeper appreciation for the natural world.
Grade 1
Grade 1 students learned about the Seven Grandfather Teachings through Elder Hazel's teachings and videos. They explored the Medicine Wheel through literature and discovered connections between life stages, seasons, directions, and the natural elements. Students also learned about Indigenous landmarks and stories connected to the land, including Napi and the Rock, and demonstrated their understanding through creative loose-parts activities. Regular sit spot experiences encouraged observation, reflection, and respect for the environment.
Grade 2
Through Social Studies and literacy, Grade 2 students learned about the Indigenous Peoples who helped shape Alberta, including the Blackfoot and Métis peoples. They explored the purpose of Treaties, learned about traditional ways of life, and created Métis sashes using traditional finger-weaving techniques. Students also studied the Seven Sacred Teachings and Indigenous oral storytelling traditions, discovering how stories pass knowledge and values from one generation to the next.
Grade 3
Grade 3 students explored Indigenous perspectives through their Social Studies curriculum, learning about Indigenous communities, traditions, and contributions to Alberta. Through discussions, storytelling, and inquiry-based learning, students developed a greater understanding of Indigenous histories, cultures, and the importance of respect, relationship, and community.
Grade 4
Throughout the year, Grade 4 students engaged in learning opportunities that deepened their understanding of Indigenous cultures, perspectives, and histories. Through classroom discussions, literature, and curricular connections, students explored the importance of relationships, respect for the land, and the contributions of Indigenous Peoples to Canada.
Grade 5
Grade 5 students engaged in rich cross-curricular learning connected to Truth and Reconciliation. Through a novel study of Fatty Legs, students examined the impacts of residential schools and explored themes of resilience, truth, and reconciliation. Learning extended beyond the classroom through visits to Fish Creek Provincial Park, where students learned Indigenous stories connected to Chinook winds and participated in reflective sit spot activities. Students also explored the significance of circles, tipis, and medicine wheels and connected their learning to mathematics through the creation of symmetrical Métis-inspired dot art.
EES Program
Students in the EES program learned about the significance of land acknowledgements through resources developed by the Calgary Public Library in collaboration with the Elders' Guidance Circle. After viewing and discussing land acknowledgement videos, students created a collaborative art display inspired by Indigenous teachings and perspectives. Throughout the year, Indigenous stories, songs, and read-alouds were woven into classroom learning to build understanding, respect, and connection.
Music
In Music, students explored Indigenous stories written by Indigenous authors and examined how music, storytelling, culture, and community are interconnected. Students learned about contemporary Indigenous artists and musical genres, including powwow-step through DJ Shub's Calling All Dancers. Through songs, movement, instruments, and discussion, students developed an appreciation for Indigenous artistic expression and the ways traditions continue to evolve today.
Physical Education
Students participated in a two-week lacrosse residency led by Elev8 Lacrosse. As Canada's National Summer Sport and a game created by Indigenous Peoples, lacrosse provided students with opportunities to learn both the history and cultural significance of the sport. Through gameplay and skill development, students explored the spiritual, mental, emotional, and physical aspects of wellness while practicing teamwork, perseverance, problem-solving, and respect.
This year, these experiences helped bring our school's Truth and Reconciliation commitment to life by creating meaningful opportunities for students to learn from Indigenous perspectives, connect with the land, and build understanding, respect, and appreciation for Indigenous cultures and ways of knowing.
Sincerely,
Angela McPhee
Principal
Evergreen School