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ACEE has been invited to contribute to a provincial discussion that will shape recommendations for the creation of a new Ministerial Order for the provision of basic education. This is ACEE’s preliminary response to that invitation.
ACEE has been involved in the Action on Education process since its inception and has been an advocate and supporter of Alberta Education’s work on transforming education. The following document is based on:
- Framework for Student Learning document published by Alberta Education in September 2011
- The proceedings of the May 2010 Creating a Legacy Together symposium, that captured the vision for environmental education and global citizenship in Alberta of over 250 teachers, students and agency professionals
- Government of Ontario’s 2009 Acting Today, Shaping Tomorrow: a Policy Framework for Environmental Education in Ontario’s Schools
In September 2011 ACEE consulted with the environmental education community, including university, government, teachers, and non-profit stakeholders. The following captures the community’s comments on the Student Learning Outcomes as listed in the 1998 ‘Goals and Standards applicable to the Provision of Basic Education in Alberta’:
Students are expected to develop the knowledge, skills and attitudes that will prepare them for life after high school. A basic education will allow students to:
| Current Student Learning Outcomes | Comment from ACEE, or revised text | |
| a) | read for information, understanding and enjoyment | No revision |
| b) | write and speak clearly, accurately and appropriately for the context | Organize thoughts and compose ideas for a variety of audiences, using a range of communication tools and techniques |
| c) | use mathematics to solve problems in business, science and daily-life situations | No revision |
| d) | understand the physical world, ecology and the diversity of life | Understand their fundamental connection to the natural world and its ecosystems through food, water, energy, air and land, and their interaction with all living things |
| e) | understand the scientific method, the nature of science and technology, and their application to daily life | Understand the scientific method, the nature and limitations of science and technology, and their application to daily life |
| f) | know the history and geography of Canada and have a general understanding of world history and geography | No revision |
| g) | understand Canada’s political, social, and economic systems within a global context | Understand Canada’s political, social, ecological and economic systems within a global context |
| h) | respect the cultural diversity and common values of Canada | Respect other perspectives or cultural differences and be prepared to modify their ideas and beliefs when appropriate |
| i) | demonstrate desirable personal characteristics such as respect, responsibility, fairness, honesty, caring, loyalty, and commitment to democratic ideals | Acquire and demonstrate the knowledge, skills, perspectives and action skills they need to participate as responsible citizens at the local, national and global level, caring for each other and all living things |
| j) | recognize the importance of personal well-being and appreciate how family and others contribute to that well-being | Make personal lifestyle choices that contribute to their personal well-being, the well-being of others and of all living things |
| k) | know the basic requirements of an active, healthful lifestyle | Have a positive relationship with nature and the natural world through experiential learning that offers meaningful experiences outdoors and in their community |
| l) | understand and appreciate literature, the arts and the creative process | Understand and appreciate the creative process, the pleasure and challenges of artistic expression and the role and value of aesthetics – including fine arts, the natural world and the built environment in nurturing the human spirit |
| m) | research an issue thoroughly and evaluate the credibility and reliability of information sources | Present points of view backed by evidence, and modify, defend or argue their positions in response to opposing points of view |
| n) | demonstrate critical and creative thinking skills in problem solving and decision making | Understand the interdisciplinary nature of knowledge and apply critical, analytical, creative and systems thinking skills in order to recognize and solve problems and make decisions |
| o) | demonstrate competence in using information technologies | Enrich their learning by using information technology to access resources, connect with others and create online communities |
| p) | know how to work independently and as part of a team | No revisions |
| q) | manage time and other resources needed to complete a task | No revisions |
| r) | demonstrate initiative, leadership, flexibility, and persistence | Learn by doing, demonstrating leadership by engaging in collaborative project-based, action learning that is guided by student interest |
| s) | evaluate their own endeavours and continually strive to improve | Evaluate and reflect on their leadership and collaborative efforts, and use this learning to guide future endeavours |
| t) | have the desire and realize the need for life-long learning. | Continually seek opportunities to advance their learning |
| PROPOSED NEW STUDENT LEARNING OUTCOME |
| Understand that humans impact the natural ecosystems upon which we depend, and can act as stewards to protect and sustain these ecosystems and our natural heritage |
| Generate original solutions to an existing issue that negatively impacts the environment or local/global community, and identify and deliver on strategies to implement this solution to create a more sustainable future |
| Demonstrate a deep understanding and care for the world around them by taking action to make the world a better place |
| Demonstrate an understanding of ‘systems thinking’ for both human constructed and natural systems |
| Understand and demonstrate competence in the citizenship skills required to participate in a variety of real-world democratic processes |
| Demonstrate an understanding of the science and social studies concepts that ensure that their citizenship activities are well-informed |
| Use reasoning and logic to recognize and apply abstract patterns, to identify connections and relationships between ideas and issues, and test ideas against new information and against personal experience and beliefs |
**Environmental education has many definitions. One definition found in the Acting Today, Shaping Tomorrow policy framework for environmental education in Ontario schools is:
Environmental education enables students to develop the knowledge and skills they need to be environmentally active and responsible citizens and to apply their knowledge and skills cooperatively to effect long-term change.
