1 Welcome to the Session While you are waiting for the others to join the session, please work on...
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1 Welcome to the Session While you are waiting for the others to join the session, please work on the following activity: Please read one or more of the following sections of the Introduction to the Revised Science and Technology Curriculum document: The Nature of Science and Technology, pages 4-5 Roles and Responsibilities, pages 7-9 The Achievement Chart for Science and Technology, page 23 - 27 and note: - Shifts and/or emphases that you notice - Things you are glad to see -Things you do not understand
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Transcript of 1 Welcome to the Session While you are waiting for the others to join the session, please work on...
1
Welcome to the SessionWhile you are waiting for the others to join the session, please work on the following activity:Please read one or more of the following sections of the Introduction to the Revised Science and Technology Curriculum document:
The Nature of Science and Technology, pages 4-5
Roles and Responsibilities, pages 7-9
The Achievement Chart for Science and Technology, page 23 - 27
and note:
- Shifts and/or emphases that you notice
- Things you are glad to see
-Things you do not understand
2
The Ontario Curriculum, Grades 1-8:
Science and Technology
Spring, 2008
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Jill Snider, Education Officer, Science and Technology Grades 1-8
Maureen Callan, Education Officer, Science, Grades 9-12
Joanie Causarano, Education Officer. Assessment and Evaluation
Paul Walsh, Education Officer, Assessment and Evaluation
Introductions
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•To review the curriculum review process
•To become familiar with key changes in the 2007 revised Science and Technology curriculum policy document
•To review key messages about Assessment and Evaluation
GOALS
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Agenda
Curriculum Review Context / Process / Findings
Areas of Change Introduction / Strands / Overall
Expectations/ Specific Expectations / Format
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Role of A Policy Document
A curriculum policy document mandates the “what” of the curriculum through the expectations
It, along with the Guide to the Provincial Report Card, establish the Assessment and Evaluation policy - the “how well” of the curriculum
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Role of A Policy Document
It provides implementation suggestions the “how” of curriculum through the examples, sample guiding questions, sample problems and issues, and sample prompts.
It provides a philosophical and pedagogical rationale in the introduction
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Curriculum Review Pilot:
Social Studies, History and Geography, Canadian and World Studies
Year 1: Mathematics, Business Studies,
Guidance and Career Education
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Curriculum Review Year 2:
Kindergarten, English as a Second Language/English Literacy Development, Language/English
Year 3: Science and Technology,
Science, Technological Education
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Curriculum Review Year 4:
The Arts
Year 5Social Sciences and
Humanities, Health and Physical Education
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Curriculum Review Year 6
French as a Second Language, Native Languages, Classical and International Languages
Year 7: Native StudiesInterdisciplinary StudiesSocial Studies/ History/ Geography,
Canadian and World Studies
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Curriculum Review Process
Technical Analysis Focus Groups Stakeholder consultations Research Benchmarking Synthesis Report – Recommendations for
revisions Summer writing
Year 1
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Curriculum Review Process
Feedback consultation session
Feedback Survey
Revisions based on feedback
Ongoing revision consultations with educators
Year 2
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Curriculum Review Process
Editing
Fact Check, Antidiscrimination Check, Environmental Education Check
Applying the draft EE standards
Posting, Publishing and Distribution
Year 3 (Year 4)
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CURRICULUM REVIEWFindings
Strengths of the Curriculum
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Strengths Common structure Consistent organization Strong relationship to the Pan-Canadian Inclusion of literacy and numeracy skills Scope/diversity, continuity and
sequence of topics
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Strengths Examples Skills Inquiry-based learning Relating Science and Technology to
Society and the Environment (STSE) The Achievement Chart
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Strengthso Spiralling
o Clear and concise
o Importance of safety
o Developmentally appropriate
o Achievable
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What You Asked For
FORMAT
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What You Asked ForRevise STSE expectations to enhance and emphasize stewardship and sustainability
o STSE expectations are placed first, to set a context for developing related skills and conceptual knowledge.
o They focus on developing realistic perceptions about the connections between science, technology, society and the environment.
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What You Asked ForRevise STSE expectations to enhance and emphasize stewardship and sustainabilityo Empower students to propose
and/or take action on environmental issues
o Flexible enough to enable a local emphasis and promote student engagement.
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What You Asked For
Re-organize expectations by grade
o Strands and topics are now organized by grade.
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What You Asked For
Strands and Topics
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What You Asked For
Reduce content
o Number of strands has been reduced to 4 from 5.
o Number of topics per grade has been reduced to 4 from 5.
o Result is approximately a 20% reduction in content.
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What You Asked ForImprove developmental appropriateness
o Grade 8 Optics now in grade 10.
o Concepts have been carefully mapped out through the grades to ensure development appropriateness and reduction in overlap (e.g., Human Body Systems (Grade 5)---Cells (Grade 8) ---Tissues, Organs, and Systems (Grade 10)
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What You Asked For
Overall Expectations
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What You Asked For
Align OE’s, SE’s, and Achievement Chart
o The overall expectations are numbered to provide clear links to the specific expectations.
o Clusters of SE’s are labelled to make alignment to achievement chart clearer
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What You Asked For
Fundamental ConceptsBig Ideas
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What You Asked For
Incorporate Fundamental Concepts
o The fundamental concepts that are addressed in the curricula for scienceand technology in Grades 1 to 8 and for science in Grades 9 to 12 are matter, energy, systems and interactions, structure and function, sustainability and stewardship, and change and continuity.
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What You Asked For
Link Fundamental Concepts to Overalls
o Big ideas define which aspects of the fundamental concepts should be addressed at each grade.
o The big ideas are linked to the overall expectations.
o The overall expectations are numbered to provide clear links to the specific expectations.
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What You Asked For
Specific Expectations
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What You Asked For
Reduce content
o Lessen the amount of content through reduction of specific expectations
o Removed a strand/topic per grade
o Remaining expectations addressed in greater depth for greater understanding
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What You Asked For
oSpecifics are more precise, concise, and easily understood
Eliminate overlap, redundancy, ambiguity
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What You Asked ForUpdate and add examples
o Provide a clearer picture of the depth of learning and level of complexity of the expectation.
o Examples are more relevant and current
o Sample issues, questions, problems, and prompts.
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What You Asked For
o Some need to be repeated in context to reinforce the development of skills of scientific inquiry, technological problem solving and communication.
Eliminate overlap, redundancy, ambiguity…however….
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What You Asked For
Skills
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What You Asked For
o Clear articulation of the Investigation skills: scientific inquiry/experimentation, scientific inquiry/research, and technological problem solving.
Add or enhance sections to improve knowledge and understanding of teachers
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What You Asked ForCreate skills continua to help teachers know the depth and breadth of the skills
o Continua for scientific inquiry/ experimentation skills, scientific inquiry /research skills, and technological problem solving skills
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What You Asked For
Introduction
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What You Asked For
o Clear articulation of the nature of science and technology.
o Clear articulation of what scientific and technological literacy look like.
Add or enhance sections to improve knowledge and understanding of teachers
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What You Asked For
Enhance topic chart
o Two topics charts now show how topics are developed through elementary and into secondary in science and technological education.
o Change in order of strands
o Change in names of strands
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What You Asked For
o Sections on developing critical thinking, critical literacy, literacy and numeracy through science and technology
Add or enhance sections to improve knowledge and understanding of teachers
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What You Asked For
o Addressed more prominently in the Introduction.
o Addressed in overviews for topics.
o Specific expectation in each topic.
o Safety addressed in the achievement chart
Safety
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What You Asked For
o Enhanced sections on Role of Parents/Guardians, Students, Teachers, Principals, Community Members
Add or enhance sections to improve knowledge and understanding of teachers
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What You Asked For
o Expanded glossary, more terms, clearer explanations.
Add or enhance sections to improve knowledge and understanding of teachers
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What You Asked For
Assessment and Evaluation
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What You Asked For
Achievement Chart
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What You Asked ForRename “Thinking” category to “Thinking and Investigation”
o“Thinking and Investigation” to more closely reflect the unique skills in science and technology
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What You Asked For
o Safety addressed in the achievement chart
Safety
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What You Asked For
o Transfer of knowledge and skills (e.g., …..) to unfamiliar contexts
Application
