SNC1W (2022) |
SNC1D/SNC1P (2008) |
Key Changes |
Curriculum Context |
Curriculum Context |
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- Introduction
- Preface
- Vision and Goals of the Grade 9 Science Course
- The Importance of STEM Education
- Curiosity and Wonder in Science
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- Introduction
- Secondary Schools for the 21st Century
- The Place of Science in the Curriculum
- The Goals of the Science Program
- The Nature of Science
- Roles and Responsibilities in the Science Program
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- A focus on the importance of STEM education and fostering curiosity and wonder in science
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- The Program in Science
- Overview
- Courses in Science, Grades 9 to 12
- Curriculum Expectations
- Fundamental Concepts and “Big Ideas” in Science
- The Strands and Topics in the Grade 9 Science Course
- Scientific and Engineering Design Processes
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- The Program in Science
- Overview of the Program
- Curriculum Expectations
- Strands in the Grade 9 and 10 Science Curriculum
- Skills of Scientific Investigation (Inquiry and Research)
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- Investigation in science using scientific research and experimentation processes, and engineering design process
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- Program Planning and Cross-Curricular and Integrated Learning in Science
- Instructional Approaches in Science
- Health and Safety in Science Education
- Coding and the Impact of Emerging Technologies
- Skilled Trades
- Climate Change
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- Some Considerations for Program Planning
- Instructional Approaches
- Health and Safety in Science
- Planning Science Programs for Students with Special Education Needs
- Program Considerations for English Language Learners
- Environmental Education
- Antidiscrimination Education
- Critical Thinking and Critical Literacy in Science
- Literacy, Mathematical Literacy, and Investigation (Inquiry/Research) Skills
- The Role of Information and Communications Technology in Science
- The Ontario Skills Passport and Essential
- Career Education
- Cooperative Education and Other Forms of Experiential
- Planning Program Pathways and Programs Leading to a Specialist High Skills Major
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- Supporting new learning on coding, the impacts of emerging technology, skilled trades, and climate change
- In addition to the considerations outlined in the curriculum context, all of the general “Program Planning” sections on the Curriculum and Resources website apply to this course, including:
- Environmental Education
- Experiential Learning
- Human Rights, Equity, and Inclusive Education
- Indigenous Education
- Planning for English Language Learners
- Planning for Students with Special Education Needs
- Transferable Skills
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- Assessment and Evaluation of Student Achievement
- Culturally Responsive and Relevant Assessment and Evaluation in Science
- The Achievement Chart for Grade 9 Science
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- Assessment and Evaluation of Student Achievement
- Basic considerations
- The Achievement Chart for Science
- Evaluation and Reporting of Student Achievement
- Reporting on Demonstrated Learning Skills
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- Supports educators in designing and implementing culturally responsive and relevant assessment and evaluation strategies
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The Goals of the Science Course |
The Goals of the Science Program |
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The three goals of the science program are as follows:
- to develop the skills and make the connections needed for scientific investigation
- to relate science to our changing world, including technology, society, the economy, and the environment
- to investigate and understand scientific concepts
Achieving these three goals will enable students to develop a high degree of scientific literacy.
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The three goals of the science program are as follows:
- to relate science to technology, society, and the environment
- to develop the skills, strategies, and habits of mind required for scientific inquiry
- to understand the basic concepts of science
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- A focus on connecting science to a changing world including the economy, in addition to connecting to technology, society, and the environment
- Integrated approach to developing scientific literacy
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