Curriculum
and programs

Curriculum<br>and programs

The curriculum and programs offered by Kativik Ilisarniliriniq meet the provincial standards set out in the Quebec Education Program (QEP) so that students who graduate are prepared for the local and global job markets.

ETUA SNOWBALL Directeur des Services éducatifs
Curriculum<br>and programs

Programs and courses

Here’s an overview of the courses and programs offered in our schools.

Languages

See below:

  • Inuktitut Language of Instruction
  • French as a Second Language
  • English as a Second Language

KI’s mother tongue and second-language programs support the students’ development of reading, writing, speaking, and listening skills. The programs will provide students with an effective environment in which they can develop their personal, social, and cultural identity, while better connecting with the world around them.

By using both Inuktitut and French or English in a variety of contexts, students learn to communicate clearly, confidently, and effectively. Developing a proficient command of two languages enables students to use their creative and critical thinking skills to acquire, interpret, and construct knowledge. It also helps students to organize their thoughts and empowers them to describe and express their ideas, perceptions, and feelings.

Mathematics, Science and Technology

See below:

  • Science and Technology
  • Cultural, Social, and Technical Mathematics
  • Technical and Scientific Mathematics
  • Inuit Environmental Science (under development)

Mathematics, science and technology broaden the students’ worldview by allowing them to experience different areas of human and environmental activity. This subject area helps them build their identity by contributing to their intellectual development and by strengthening their autonomy, ingenuity, objectivity, and confidence to maximize their potential.

Using systematic and traditional approaches to observation, questioning, experimental and experiential investigation as well as the languages of mathematics, science and technology, students learn to conceptualize the world in which they live so they can better understand and adapt to it, and shape it in the future.

Young people become more empowered by mastering the languages of mathematics, science and technology, which makes it easier to process information and find relationships between different areas of learning. By providing opportunities to interpret, analyze and manage different situations, this subject area allows students to develop their critical judgment and take part in debates on the major issues of the day.

Social Sciences

See below:

  • Social Studies
  • Archaeology, Geography, History and Citizenship
  • Circumpolar World
  • History of Nunavik (under development)

The social studies program contributes to the development of the students’ worldview by offering ways to understand the complexities of social, territorial, and economic phenomena from here and abroad, and from the past and present.

Subjects in social studies foster the development of the students’ ability to reason by giving them methodological and conceptual tools. These tools will help students consider their own opinions and values and those of others, question these opinions, and put them into perspective. By harnessing social and critical literacies, students will acquire the body of knowledge that will prepare them to exercise their role as citizens, in their immediate surroundings and within the broader global community.

Arts Education

See below:

  • Visual Arts
  • Music

In practicing the arts, students draw on all aspects of the self—body, voice, imagination, and culture—in order to convey their perception of reality and worldview. They make use of a symbolic language that opens up new perspectives of themselves, others, and their environment.

Through the Arts program, students are provided with a variety of models for expression and communication. This enables them to appreciate the richness of different artistic languages, to explore their cultural environment, and to become open to the ongoing discovery of culture in general.

Students are also presented with a range of artistic experiences that speak to them personally, while also prompting them to communicate their mental images and express their worldview.

The practice of an art form also contributes to the students’ personal development. It provides them with a special way of approaching and thinking about moral and ethical issues, social problems, beliefs and values, and helps them to adopt balanced attitudes and habits.

Personal Development

See below:

  • Personal and Social Development
  • Physical Education and Health
  • Ethics and Religious Culture
  • Health and Wellness (under development)

Each subject in the area of Personal Development contributes to the students’ overall development. These courses take the students’ health into account as well as the physical, cognitive, affective, social, environmental, moral, and spiritual dimensions of their growth. The students are also guided toward an awareness of how these dimensions are related and how important they are for their personal development.

These subjects empower students within various contexts and help them develop tools they need to grow and thrive. Finally, they make students more aware of the unique role they will play in improving society.

Career Development

See below:

  • Career & Community Development (Entrepreneurship);
  • Pre-work Training;
  • Semi-Skilled Trades

At the secondary stage of education, students are faced with choices regarding their learning path, electives, educational institution, etc. They have a need to fulfill their potential and they seek opportunities for self-knowledge and self-affirmation. The programs under this subject area focus on career choices and qualifications, and they give students opportunities to develop their personal and occupational identity through culturally responsive teaching approaches.

The different types of activities offered—internships in businesses or workplaces, simulations of work functions, setting up a micro-business, presentations by a professional, visits to a training facility, etc.—enable students to better understand the world of work, the regional or provincial context, and the globalization of trade.

KI’s career programs all aim to develop students’ confidence in their capacity to carry out their undertakings and successfully integrate into society and the job market. They are distinctive in that they provide periods of reflection and action in a very active and often experiential educational setting. By allowing students to explore their future employment and envisage how they will prepare for it, these programs are a significant source of motivation and help students grasp the importance of lifelong learning.

Culture and Land Survival

Land Survival is in direct relationship with the Culture program’s activities: tools, which are made by the students, are used and put into practice. Outdoor survival skills are taught during preparation and on the land while out on excursions.

The Culture program teaches the making of traditional tools and hunting equipment that one must use within a given cultural context and environment. The conditions and environment of every community are not exactly the same, and differences in tools and designs vary from one community to the next. The purpose and designs are explained as the students physically make the tools, guided by their teacher. Over the course of the year, the required tools are made according to the seasons.