Guiding Values & Principles

Introduction

The Ottawa Catholic School Board (OCSB) is committed to environmental education through its Eco-Framework, responding to "Acting Today, Shaping Tomorrow." Underpinning this initiative are Pope Francis' Laudato Si,  the UN Sustainable Development Goals and the Anishnaabe teachings of living in reciprocity with the Earth, we integrate sustainable practices across our educational environment. We aim to cultivate a culture of respect and environmental responsibility, nurturing a sustainable future for generations to come. Student voice is paramount in affirming their role as Collaborative Contributors and Responsible Citizens in environmental action, ensuring that our initiatives are driven by those directly impacted. Many schools are already engaging in environmental and outdoor initiatives that support and connect with the framework's goals, showcasing their commitment to sustainability and ecological education. 

The framework focuses on three goals: Environmental Leadership, Teaching, Learning and Engagement, and Resource Management. It outlines objectives for both the school board and individual schools, spanning a three-year period from 2025 to 2028. During this time, both entities can choose to deepen existing goals or set new ones.

Vision

OCSB envisions a sustainable environment where every individual feels a meaningful connection to Creation. Our pedagogical approach fosters a deep understanding of ecosystems, promoting sustainability in both curriculum and operations. The goals of our Eco-Framework provide a structured approach with suggested strategies and examples that the schools and board can apply to guide and support Educators. Rooted in our Catholic faith and guided by Indigenous knowledge, the OCSB seeks to empower the community to engage in climate action, creating an inclusive and ecologically responsible community that reflects the rich diversity of our system.

Care for Creation

“Everyone’s talents and involvement are needed… All of us can cooperate as instruments of God for the care of creation.” - Laudato Si' 

Pope Francis, in Laudato Si', calls for a sustainable and just approach to caring for our planet. We engage in the environmental movement and foster dialogue within the Catholic community, continually exploring how to contribute to a healthier planet.

At the Ottawa Catholic School Board, we draw on our faith, tradition, and social teaching, as well as the Religious & Family Life Education curriculum, to protect dignity and promote the common good. This curriculum, scaffolded across each grade, embeds the call to be stewards of creation throughout, encouraging discussions and actions on environmental challenges and seeking solutions that support the vulnerable. Our Spiritual Theme invites us to recognize the divine in creation and work together each day to care for our common home.

‘Akìwan’ [It is the Earth]

‘Akìwan’ is an Anishnaabe Algonquin term that refers to the Earth and the interconnectedness of all living beings, a worldview that is integral to Anishnaabe culture. This term has been suggested by a member of the Algonquin community of Kitigan Zibi, Jay Odjick.

Through Etuaptmumk, we aim to unlearn the colonial mindset to create holistic spaces for an approach that centres ‘Akìwan’ in Environmental Education. By integrating ‘Akìwan’ in partnership with members of the Algonquin Nation, we aim to reimagine our understanding of environmental stewardship and develop a deeper connection with the natural world. It’s about living in reciprocity and relation with Turtle Island and the Earth. 

“Knowing that you love the earth changes you, activates you to defend and protect and celebrate. But when you feel that the earth loves you in return, that feeling transforms the relationship from a one-way street to a sacred bond.” -Robin Wall Kimmerer

Health and Well-Being

Our goal is to help students and educators understand the interconnectedness of physical and mental health through connecting to nature. As referenced in the Foundations for a Healthy School framework, “healthy students are better prepared to learn.” Engaging in environmental activities, we benefit from increased physical activity, improved social-emotional regulation, cognitive development and enhanced spirituality. Under the supportive care of educators, students are encouraged to adopt collaborative leadership roles to take on well-being initiatives related to the environment.

When communicating about climate (including daily weather), be mindful that one’s remarks can adversely affect a child’s understanding and feelings about the climate. Educators must reflect on their own thoughts about environmental conditions and how they may impact students’ relationship with the environment. We strive to nurture this relationship so that students develop a balanced, resilient mindset and a strong connection with the Earth as responsible, environmentally conscious individuals.

Justice, Equity, Diversity and Inclusion

Incorporating justice, equity, diversity, and inclusion into environmental education is essential for ensuring every student can fully engage with environmental and outdoor learning experiences. Rooted in the Gospel value of justice and guided by the OCSB’s EDI Framework, we are committed to dismantling systemic barriers that have historically hindered marginalized groups—including Black, racialized, LGBTQ2+ students, those from low-income households, and learners with diverse support needs—from participating in our programs. By fostering culturally relevant and accessible environments, and inspired by UNESCO’s Youth Climate Justice Survey 2021, we empower every young person to forge a deep connection with nature and contribute actively to the common good.

Curriculum and Climate Action 

“If we want children to flourish, to become truly empowered, then let’s allow them to love the earth before we ask them to save it.” - David Sobel

Environmental education has been supported through all Ontario curriculum, ICE (Institute for Catholic Education) curriculum and Ministry policies (see resources). By linking environmental education to all subject areas, we work towards a more comprehensive understanding of environmental issues. This includes climate change, taught at an age/culturally-appropriate level, in a way that inspires hope. Students are equipped with knowledge about the causes of these issues, potential solutions, and how to make environmentally and morally responsible decisions. This is clearly outlined in the Ontario Curriculum Resource Guides, Environmental Education Scope and Sequence of Expectations for Grades 1-8 (and The Kindergarten Program) and Grades 9-12.

In alignment with Dr. Michael Fullan’s Deep Learning Framework, educators are tasked with being activators of learning, designing real-life problem-solving experiences that inspire students to think critically and contribute to a sustainable future. For example, partnering with EcoSchools Canada and leveraging the Laudato Si’ Action Platform, can nurture environmental leadership that will extend beyond the classroom.

Outdoor Education

The OCSB is dedicated to fostering a passion for outdoor learning, offering students transformative experiences that nurture a deep connection to nature and inspire lifelong curiosity. By integrating outdoor learning into daily routines, environmental reciprocity and sustainable practices will be instilled, preparing students to become responsible global citizens. 

By naturalizing schoolyards and reimagining their potential (ex. Outdoor Learning Spaces project), we can provide opportunities for experiential learning across all seasons. This begins in Kindergarten by teaching young learners to ‘be well’ and engage with their local, natural environment, and continues throughout the grades.