A major overhaul of Ontario’s science curriculum is being greeted with cautious optimism as questions remain about how teachers will learn it and who was consulted before its release, observers say.
A major overhaul of Ontario’s science curriculum is being greeted with cautious optimism as questions remain about how teachers will learn it and who was consulted before its release, observers say.
“I’m very much in support of it,” said Bill Tucker, past director of Thames Valley District school board. “Education is notoriously slow at keeping current, so it is extremely important to adapt to today’s technological innovations and advances in personal and environmental health.”
The new curriculum, which is to take effect in September, will feature a universal Grade 9 science course that highlights careers in science, technology, engineering and math (STEM), as well as reskilled trades. It includes coding skills and will inspire “curiosity and wonder” in science and technology, according to the Ministry of Education.
But critics say climate change and Indigenous knowledge are left out.
Isha Decoito led a team that informed research for the curriculum and is co-ordinator of the STEM specialty focus in teacher education at Western University. Decoito believes “Indigenous knowledge should be integrated across all curricula” in Canada and elsewhere.
“I am not satisfied I’ve seen it (in the new curriculum) to the extent it should be,” she said. “The other extremely disappointing thing is climate change, because we pushed for integration of environment and sustainability.”
Decoito also is concerned about teachers learning the new curriculum.
“Teachers are going to need professional development to build capacity to teach it,” she said. “A lot of teachers have not ever taught coding. You can’t put it in place and have the cart before the horse and have teachers struggle.
“There is a big disconnect there.”
Education critic Marit Stiles, (NDP – Davenport) shares Decoito’s concerns.
“I do have some concerns that there are some folks who were not adequately consulted. . . in particular Indigenous and First Nations groups,” said. Stiles said the curriculum does not use the word “climate change” until pupils are in Grade 5.
“I will be looking more closely at some of that, to try to understand where that may have gone sideways,” she said. “There should be no disagreement on the issue of climate change.”
Tucker agreed: “Professional development will be a key factor in its implementation” across Ontario.
“It’s going to take more than a one-day PD (professional development) day to have teachers comfortable with its content and delivery,” Tucker said. “There will have to be effective professional development for educators as schools move into a new approach for curriculum delivery.”
Officials with Ontario’s education ministry did not immediately respond to a request for comment.