Our Land Acknowledgement shows recognition of and respect for Indigenous peoples from the past and the present. We acknowledge that the property of Richland Academy is situated upon traditional territories of the Anishinabek, the Haudenosaunee Confederacy, Mississaugas of the Credit, Mississauga and the Wendat peoples.
Recognizing this land is an expression of gratitude and appreciation to those whose territory you reside on, and a way of honouring the Indigenous people who have been living and working on the land from time immemorial.
The Reggio Emilia approach is based on the philosophy of “an image of a child”. All children are viewed as full of potential, with an innate sense of curiosity and endless imagination. They are creative, capable of constructing their own learning and they have a natural interest to explore. While they follow their own interests, they always stay connected with others. Adults nurture their learning by providing a rich environment and support.
When we have this image of the child, we also need to give them the right to construct their own learning experience. When students are genuinely curious about something they are more inclined to want to learn more about it. This is where provocations come into play.
What are provocations? They are simply activities or stimuli set up to provoke curiosity, thought, and discussion. They should be open-ended and provide a means for a child to express their own ideas.
When learning provocations are offered, children will be absorbed in their explorations and learning. Their enthusiasm for school and learning grows. They become more confident in sharing their thinking.
As an IB school, provocations are inextricably linked to the “big ideas” that form the units of inquiry in the IB program. The students are given open-ended questions, the provocations, on which to explore and come to their own conclusions.
