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Is climate change part of the Ontario curriculum?
Is climate change part of the Ontario curriculum?
Yes!
The topic of climate change is specifically addressed in several curriculum documents for the province of Ontario, particularly in science and social studies. These curricula provide an easy entry point for teachers to address climate change and solutions with their students, through inquiry and action, aligned with this guide.
The Ontario Curriculum documents for subject areas such as languages, arts, math, physical education and technical studies may not address climate action specifically, but a closer look at the overall expectations for a course will reveal numerous opportunities for climate learning and even for taking action. For example in Grade 9 English, teachers could easily incorporate climate learning into tasks related to reading, writing, communication and media studies.
Does the TDSB encourage Climate Change Learning and Action?
Does the TDSB encourage Climate Change Learning and Action?
Yes!
The TDSB’s Environmental Policy was approved by the Board in 2010 and includes a commitment to promoting climate change mitigation, adaptation and education that is more relevant than ever today.:
“The Environment Policy commits the Board to an ongoing alignment between teaching and learning and the operation of schools to develop whole school ecologically literate communities whose goal is building a healthy, sustainable society. Special emphasis is given to climate change, its mitigation and adaptation”
In line with this policy, the EcoSchools program at the TDSB provides support for and encourages climate action in schools, including curriculum-linked climate learning, inquiry and action, as well as youth-led climate action as part of extra-curricular clubs. The EcoSchools program also provides workshops for teachers on climate change as well as opportunities for students to gain leadership skills for climate action.
In 2021, the Annual Report 2021: Climate Action was presented to Board, and specifically addressed Climate Change Education and Engagement, and encouraged youth action.
What does effective climate change education look like?
What does effective climate change education look like?
Research shows that effective climate change education should include diverse learning dimensions including cognitive, socio-emotional, action-oriented and justice-focused. Effective climate change education should be age appropriate and can connect to any subject. More than just scientific or technical solutions, addressing climate change will require social and political analysis and action. (SEPN Responding to Climate Change: A Primer for K-12 Education)
Alberta Council for Environmental Education compiled insights from over 140 peer-reviewed, refereed academic articles, non-academic publications from governments, NGO’s, and practitioner best practices to answer the question “What is excellent climate change education?”
Here are some of their findings:
What is Excellent Climate Change Education?
Focus on the ‘solution’ space versus the ‘problem’ space of climate change.
Responsible climate change education helps students learn HOW to think, not what to think.
‘No tragedies before Grade Four’ - programs should be developmentally appropriate.
Always avoid fear.
Make climate change 'us, here and now' not 'them, there and then'.
Build a narrative that leads to a positive resolution – describe the world we want to see.
Climate change is a matter of social - but not scientific - controversy.
Climate change education includes student learning in energy, conservation, and the outdoors.
Learners act because of how they feel, not what they know.
Action on climate change must be both personal and public.
Make education place-based. Get outdoors.
Climate change is different from other environmental issues, so be prepared.
Connect to curriculum – and competencies.
Encourage systems thinking.
Connect the dots between climate change mitigation, adaptation, and resilience.
What does climate change education look like for K-3 learners?
What does climate change education look like for K-3 learners?
For young learners, foster a love for their world by building on their curiosity and wonder first. Dr. David Sobel said:
“No tragedies before Grade 4… If we want children to flourish, we need to give them time to connect with nature and love the Earth before we ask them to save it.”
Noticing, appreciating and celebrating the seasons and inquiring about the living things that thrive in their community will help students learn how Earth’s natural systems work. As they learn more about their community and begin to connect cause and effect, they can demonstrate respect and care for other living things.
Children learn through doing, so planting seeds, caring for animals and plants, or cleaning up and restoring natural spaces help them understand the positive impact they can have. Keep it positive by bringing their attention to solutions happening all over the world and involving them in designing their own innovations for local school or community problems.
Lastly, remind them that adults also care about their future and the planet and together they can take the actions to protect both.
To explore what education for sustainability looks like for young learners, check out Education for Sustainability in Early Childhood Education and other resources from the Sustainable Schools Project, www.sustainableschoolsproject.org.
How does climate change education connect to TDSB global competencies?
How does climate change education connect to TDSB global competencies?
The TDSB encourages all educators to work towards helping students develop Global Competencies. These competencies align with climate learning, inquiry and action. Here is an example of how a TDSB teacher developed a curriculum unit on climate action that is in alignment with the Global Competencies: Lesson example by David Ast
Global Competencies also align with the UN Sustainable Development Goals (the SDG’s). The SDGs are a call for all members of the United Nations to promote prosperity while protecting the planet. The SDGs recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, and job opportunities, while tackling climate change and environmental protection. Several of the SDGs are related to climate change, including affordable and clean energy (# 7), sustainable cities and communities (# 11), and explicitly climate action (# 13).
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