Page 62 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
potential risks must be identified and procedures developed to prevent or minimize incidents and injuries. In a safe learning environment, the teacher will:
• be aware of up-to-date safety information;
• plan activities with safety as a primary consideration;
• observe students to ensure that safe practices are being followed; • have a plan in case of emergency;
• show foresight;
• act quickly.
It is also important to be aware of such issues as food allergies or sensitivities when eating in restaurants or attending cultural events or festivals.
Health and safety issues not usually associated with education in classical studies and international languages may be important when the learning involves field trips and other out-of-school events, such as student exchange programs. Such excursions can provide an exciting and authentic dimension to students’ learning experiences, but they also take the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan these activities carefully to protect students’ health and safety.
ETHICS IN THE CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES PROGRAM
The classical studies and international languages curriculum provides students with real-life situations that require them to develop an understanding of ethical issues, such as intellectual ownership, the use of copyrighted material, the appropriate and inappropriate uses of websites and electronic devices, and the importance of preserving material culture in its original state.
Teachers should ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which we have easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the conse- quences of plagiarism should be clearly discussed before students engage in research and writing. It is important to discuss not only the more “blatant” forms of plagiarism, but also more nuanced instances that can occur. Students often struggle to find a balance between writing in their own voice and acknowledging the work of others. Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one’s own voice, while appropriately acknowledging the work of others, must be explicitly taught to all students in classical studies and international languages classes.
Opportunities to address these issues arise, for example, in the Critical Thinking and Literacy Skills strand of the Grade 12 Classical Civilization course. The overall expectation dedicated to research requires that students formulate questions, analyse information, evaluate evidence, and cite sources. Using accepted forms of documentation to acknowledge sources is a specific expectation within the strand. However, it is crucial that teachers provide support and supervision to students throughout the research process, ensuring that students engaged in research are aware of potential ethical concerns and address them in acceptable ways.
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