Page 5 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

This document replaces The Ontario Curriculum, Grades 11 and 12: Science, 2000. Beginning in September 2009, all science programs for Grades 11 and 12 will be based on the expecta- tions outlined in this document.
SECONDARy SCHOOLS FOR THE TWENTy-FIRST CENTURy
The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.
THE PLACE OF SCIENCE IN THE CURRICULUM
During the twentieth century, science played an increasingly important role in the lives of all Canadians. It underpins much of what we now take for granted, from life-saving pharma- ceuticals to clean water, the places we live and work in, computers and other information technologies, and how we communicate with others. The impact of science on our lives will continue to grow as the twenty-first century unfolds. Consequently, scientific literacy for all has become a goal of science education throughout the world and has been given expression in Canada in the Common Framework of Science Learning Outcomes, K to 12: Pan-Canadian Protocol for Collaboration on School Curriculum (Council of Ministers of Education, Canada, 1997). Scientific literacy can be defined as possession of the scientific knowledge, skills, and habits of mind required to thrive in the science-based world of the twenty-first century.
A scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities regarding issues that involve science and technology.
Science Co-ordinators’ and Consultants’ Association of Ontario (SCCAO) and Science Teachers’ Association of Ontario (STAO/APSO), “Position Paper: The Nature of Science” (2006), p. 1
Achieving a high level of scientific literacy is not the same as becoming a scientist. The notion of thriving in a science-based world applies as much to a small-business person, a lawyer, a construction worker, a car mechanic, or a travel agent as it does to a doctor, an engineer, or a research scientist. While the specific knowledge and skills required for each of these occupations vary, the basic goal of thriving in a science-based world remains the same. Science courses have been designed for a wide variety of students, taking into account their interests and possible postsecondary destinations. Some courses have been designed to serve as preparation for specialist studies in science-related fields; others

IntRoDUCtIon