Page 9 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

ROLES AND RESPONSIBILITIES IN THE SCIENCE PROGRAM
Students
Students have many responsibilities with regard to their learning, and these increase as they advance through secondary school. Students who are willing to make the effort required and who are able to monitor their thinking and learning strategies and apply themselves will soon discover that there is a direct relationship between this effort and their achieve- ment, and will therefore be more motivated to work. Students who develop mental attitudes and ways of behaving that contribute to success in life will benefit as learners.
Successful mastery of scientific concepts and investigation skills requires students to have a sincere commitment to work and to the development of appropriate learning skills. Furthermore, students should actively pursue opportunities outside the classroom to extend and enrich their scientific understanding and skills. For example, students can make an effort to keep up with current events related to local, national, and international scientific discoveries and innovations.
Parents
Studies show that students perform better in school if their parents1 are involved in their education. Parents who are familiar with the curriculum expectations know what is being taught in the courses their children are taking and what their children are expected to learn. This awareness enhances parents’ ability to discuss school work with their chil- dren, to communicate with teachers, and to ask relevant questions about their children’s progress. Knowledge of the expectations in the various courses also helps parents to in- terpret teachers’ comments on student progress and to work with teachers to improve their children’s learning.
Effective ways in which parents can support their children’s learning include the following: attending parent-teacher interviews, participating in parent workshops and school council activities (including becoming a school council member), and encouraging their children to complete their assignments at home.
The science curriculum has the potential to stimulate interest in lifelong learning not only for students but also for their parents and all those with an interest in education. In addition to supporting regular school activities, parents may want to take an active interest in current events and issues in the field of science, and to provide their children with opportunities to question and reflect on the impact of these developments on their immediate lives, the environment, and society. Parents can also provide valuable support by encouraging children to take part in activities that develop responsible citizenship (such as participating in an environmental clean-up program in their neighbourhood) or that further their interest in science (such as volunteering at local science centres or children’s museums).
Throughout the secondary science program, students will have opportunities to interact with living things and to work with a variety of equipment and materials. To help ensure students’ safety, parents should inform teachers of any allergies that their children may have. Parents should also encourage their children to arrive at school prepared to partici- pate safely in activities. Simple precautions such as wearing closed-toe shoes, tying back long hair, and removing loose jewellery (or taping it down in the case of Medic Alert bracelets) contribute to a safe environment when working within science classrooms.
1. In this document, parent(s) is used to refer to parents and guardians.
INTRODUCTION