Page 48 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
The courses in classical studies and international languages offer many opportunities
for accomplishing these goals. For example, in international language courses, students might explore how the natural environment has influenced the celebrations, forms of artistic expression, and cuisine of various cultural groups that speak the target language. Or students might listen to a news broadcast or read an article in the target language regarding a concern related to the environment, such as air and water quality or a natural disaster linked to development or climate change. Doing so encourages students to consider different perspectives and make connections between Canada and the rest
of the world.
Courses in classical studies and international languages can also be powerful vehicles for students to explore and identify the social, historical, and political impacts of issues related to the environment. For example, in the Grade 12 Classical Civilization course, students might explore how the urbanization methods of classical societies affected the environment and vice versa, as well as how the natural world influenced mythology and religion in the classical era.
A resource document – The Ontario Curriculum, Grades 9–12: Environmental Education, Scope and Sequence of Expectations – has been prepared to assist teachers in planning lessons that integrate environmental education with other subject areas. It identifies curriculum expectations and related examples and prompts in disciplines across the Ontario curriculum that provide opportunities for student learning “in, about, and/or for” the environment. Teachers can use this document to plan lessons that relate explicitly to the environment, or they can draw on it for opportunities to use the environment as the context for learning. The document can also be used to make curriculum connections to school-wide environmental initiatives. This publication is available on the Ministry of Education’s website, at www.edu.gov.on.ca/eng/teachers/enviroed/publications.html.
HEALTHY RELATIONSHIPS AND CLASSICAL STUDIES AND INTERNATIONAL
LANGUAGES
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environ- ments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the school community.
Several provincial policies, programs, and initiatives, including Foundations for a Healthy School, the Equity and Inclusive Education strategy, and the Safe Schools strategy, are designed to foster caring and safe learning environments in the context of healthy and inclusive schools. These policies and initiatives promote positive learning and teaching environments that support the development of healthy relationships, encourage academic achievement, and help all students reach their full potential.
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