Page 13 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Social sciences and humanities can play a key role in shaping students’ views about
life and learning. By developing an understanding of the contextualized nature of their ideas, values, and ways of life, students come to appreciate and honour, rather than fear, the diversity with which they are surrounded. It is the teacher’s responsibility to help students see the connections between the knowledge and skills they develop in the social sciences and humanities classroom and their lived realities. Teachers should also encourage students to understand the importance of, and to use the transferable skills they develop in, this discipline. Although many students may choose not to pursue careers that are directly related to the social sciences and humanities, through these courses they develop directly applicable, vocationally relevant skills, including critical-thinking, problem-solving, research, and communication skills.
As part of effective teaching practice, teachers communicate with parents about what their children are learning. This communication occurs through the sharing of course outlines, ongoing formal and informal conversations, curriculum events, and other means of regular communication, such as newsletters, website postings, and blogs. Communication enables parents to work in partnership with the school, promoting discussion, follow-up at home, and student learning in a family context. Stronger connections between the home and the school support student learning and achievement.
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, prin­ cipals 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 social sciences and humanities, 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 his or her 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.
INTRODUCTION
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