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Section Three: Recommendations-New Curriculum Directions

3.7 What subjects/courses should be included within the science guidelines?

a) Current configuration
At present all students must take Grade 9 science and one additional science credit. The current configuration is as follows:

A small minority of students at the general and advanced levels also take environmental science in Grades 1O, 11, or 12.

b) Recommended new configuration

Our proposed new configuration for science courses is presented in Figure 1. We recommend that all students take integrated science in each of Grades 9, 1 0, I 1, and possibly 12. Each course should have an STSE focus with a heavy emphasis on skills, as well as content, and real-life applications. These courses should enable all students to acquire the science literacy-the knowledge, skills, and attitudes listed in subsection 2.2.

In addition, students should be offered topic-specific electives in biology, chemistry, physics, and earth science, as well as integrated or multi disciplinary topics including biotechnology and science and society. These electives should have fractional credits. For example, in physics there could be a series of electives in kinematics and dynamics; waves, fight, and sound; electricity and magnetism; thermodynamics and hydraulics; and modem physics. The Pan-Canadian framework should be a major resource in developing course profiles.

Comments

1. All students should be given the opportunity to achieve the vision of science literacy in subsection 2.2 and in the Pan-Canadian framework.

2. Students should be attracted to science courses by the STSE focus and real-life applications.

3. Students should have maximum choice, selecting optional units within Science 9-1 2 courses, as well as elective courses.

4. Students should select fractional credit electives In a variety of ways, with guidance, to meet Individual needs and postsecondary requirements. (e.g., a student going on to college or university engineering could take 4 or 5 physics electives and 2 or 3 chemistry electives). Sufficient electives could replace Science 1 1 and 12. Fractionalcredit electives may Involve other subjects such as technology and mathematics.

5. A student program might include science co-ops.

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Fractional Credit, Subject Specific Electives in Grades 11 and 12

To prepare students for science related post secondary destinations such as university, college, trades, and the workplace, course outlines should be developed with representatives from these sectors. Students could take these electives In almost any sequence and combination in Grades 11 and 12. Electives should have an STSE focus and emphasize skills and real-life applications.

Our model is flexible and student driven. It allows students to take electives in Grades 11 and 12 in addition to or instead of Science 11 and 12 and to choose almost any sequence or combination or quantity of electives. For example, a student who wanted to pursue kinesiology might select mechanics and robotics from the physics stream but not necessarily waves and modem physics. Simflarly, someone with an interest in recording technology, a trade, or apprenticeship rnight choose the waves or electricity and magnetism electives. Postsecondary science faculty and representatives from science-related industries should be consulted about the development of the elective courses and the determination of which electives would be required for which postsecondary destinations.

Choosing fractional credit electives would allow students to custonfize their programs according to their career aspirafions and interests and to avoid science units of no relevance to them.

c) Possibilities for reduction in number of course offerings, including elimination of some current courses/course material

Course guidelines and profiles yet to be written should eliminate some unnecessary duplication.