Page 20 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
Principals
The principal works in partnership with teachers and parents to ensure that each student has access to the best possible educational experience. To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms using a variety of instructional approaches. They also ensure that appropriate resources are made available for teachers and students. To enhance teaching and learning in all subjects, including Canadian and world studies, principals promote learning teams and work with teachers to facilitate their participation in professional development activities. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in their plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored.
Principals are responsible for ensuring that up-to-date copies of the outlines of all of the courses of study for courses offered at the school are retained on file. These outlines must be available for parents and students to examine. Parents of students under the age of eighteen are entitled to information on course content since they are required to approve their child’s choice of courses, and adult students need this information to help them choose their courses.
Community Partners
Community partners can be an important resource for schools and students. They can be models of how the knowledge and skills acquired through the study of the curriculum relate to life beyond school. Partnerships with community organizations can enrich not only the educational experience of students but also the life of the community.
Schools and school boards can play a role by coordinating efforts with community partners. They can involve various community members in supporting learning related to the course expectations and in promoting a focus on issues related to Canadian and world studies inside and outside the school. Community partners can be included in events held in the school, such as skills competitions, ceremonies, information events, career days, and special days of recognition. Schools and boards can collaborate with leaders
of existing community-based programs for youth, including programs offered in public libraries and community centres. Local museums, heritage sites, conservation lands, parks, and neighbourhoods can provide rich environments for field studies and for exploration of the local community and its resources. Where the opportunity presents itself, schools and boards may also extend their partnership with international communities and programs.
In choosing community partners, schools should build on existing links with their local communities and create new partnerships in conjunction with ministry and school board policies. These links are especially beneficial when they have direct connections to the curriculum. Teachers may find opportunities for their students to participate in community events, especially events that support the students’ learning in the classroom, are designed for educational purposes, and provide descriptive feedback to student participants. Community partnerships can help the student make direct connections between their learning and the “real” world.
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