What is Environmental Education?

Official Definition according to the Working Group on Environmental

Education
Recommends that this definition be adopted by all Ontario schools
Environmental education is education about the environment, for the
environment, and in the environment that promotes an understanding of, rich
and active experience in, and an appreciation for the dynamic interactions of:
the Earths physical and biological systems;
the dependency of our social and economic systems on these natural
systems;
the scientific and human dimensions of environmental issues;
the positive and negative consequences, both intended and unintended, of
the interactions between human created and natural systems.
Shaping Our Schools, Shaping Our Future, p. 6
Incorporates ideas of:

Environmental Literacy
An environmentally literate student will have the knowledge and
perspectives required to understand public issues and place them in a
meaningful environmental context
Education for Sustainability
Effective education for sustainability stresses the need for highly
developed systems thinking and futures thinking
Outdoor Education
Provides experiential learning in the environment to foster a
connection to local places, develop a greater understanding of ecosystems
and provide a unique context for learning
Framework
The environmental education framework addresses the need for a unified and
cohesive approach that will ensure consistent province-wide implementation.
Its development has been guided by the following five key principles:
1. Environmental education is not only about visible environmental issues but
also about their underlying causes, and so places an emphasis on persona
and social values and active stewardship.
2. Student engagement and leadership are central to environmental
education.
3. Leadership by example means integrating elements of environmental
education and responsible environmental practices into all decisions and
actions.
4. Environmental education must be implemented locally so that it is
meaningful and relevant to our diverse communities.
5. Realizing environmental education in Ontario schools is a long-term,
ongoing process that will evolve over time

Environmental educations in a community centred context

o
o

to get students to become aware of our environmental footprint on the

earth and its systems
to allow students to understand that our current lifestyle can have
effects on ecosystems in the future and to promote students to undertake an
environmentally responsible lifestyle
providing successful teaching and learning opportunities for the
elementary and secondary schools throughout the education system
this document will provide the ministry, school boards and schools a
framework guide of skills and knowledge needed to implement environmental
education
this document recognizes that every community is different and allows
the schools and school boards some freedom as to how they would
implement environmental education to their students

specific goals and processes must be defined locally to meet the

differing environmental, social and economic conditions that exist in
Ontario communities

overall agreement on principles and supporting concepts

Believe we need to change the perceptions and beliefs about
environmental issues rather than focusing on things such as air pollution, etc.

rooted in personal and social values and in organizational

structures
believe that environmental education will improve
environmental literacy and will contribute to higher academic achievement
allow students to understand the complexity of environmental
challenges and build their capacity to take appropriate action
Goals and Strategy
Teaching and Learning
Environmental education should allow students to develop the knowledge
and skills that they need to be environmentally active and responsible
citizens. They should be able to apply their knowledge and skills
cooperatively to effect long term change.
Teachers should develop the knowledge skills that will allow them to
effectively teach about environmental issues and present varied points of
views to students. Teachers should also link approaches and content from
various disciplines to help students understand complex environmental issues
and guide them towards environmental literacy.
Goal: Students will acquire knowledge, skills and perspectives that foster
understanding of their fundamental connections to each other, to the world
around them and to all living things
Strategy: Increase student knowledge and develop skills and perspectives
that foster environmental stewardship.
Strategy: Model and teach environmental education through an integrated
approach that promotes collaboration in the development of resources and
activities
Student Engagement and Community Connections

Student engagement involves the active participation of all students in

sustainable environmental practices and involvement in the school and
community in meaningful ways. Focusing on the importance of relationships
between action and reflection, local and global issues and peoples desires
and needs.
Goal: Increase student engagement by fostering active participation in
environmental projects and building links between schools and communities
Strategy: Build student capacity to take action on environmental issues
Strategy: Provide leadership support to enhance student engagement and
community involvement
Environmental Leadership
By system leaders exercising environmental responsibility in their own
operations within the education system it ensures coherence with the
environmental messages conveyed by the curriculum. It also encourages
members of the school community to adopt responsible environmental
behaviour and management practices.
Goal: Increase the capacity of system leaders to implement evidence-based
environmental education programming, practices and operations.
Strategy: Increase the extent to which environmental education is
integrated into school board policies, procedures and strategic plans.
Strategy: Enhance the integration of environmentally responsible practices
into the management of resources, operations, and facilities.
Ontarios education system will prepare students with the knowledge, skills,
perspectives, and practices they need to be environmentally responsible
citizens. Students will understand our fundamental connections to each other
and to the world around us through our relationship to food, water, energy,
air, and land, and our interaction with all living things. The education system
will provide opportunities within the classroom and the community for
students to engage in actions that deepen this understanding.
Shaping Our Schools, Shaping Our Future, p. 4

Equity and Inclusion Bill 14

Framework
Reach Every Student policy doc, the precursor to our Equity and
Inclusion policy doc gives three problem areas that the two docs together
begin to address:
1. Student Achievement
2. Learning Gaps
3. Public Confidence in Education

p2 This policy addresses the need to "embrace diversity and move beyond
tolerance to acceptance and respect" Kathleen Wynne, Minister of
Education.
p7 In 2005 the Supreme Court of Canada stated that racial prejudice against
visible minorities is a social fact.
p7 Cyberbullying and hate on the internet are relatively new problems that
require new solutions to protect students from harm.
p7 The following have shown a documented increase: anti-Black
racism, antisemitism, Islamophobia.
Also, religious intolerance, racism, homophobia and gender-based violence
are still evident in schools.

p.7 2007: suicide rates higher among homosexual students compared to

heterosexual peers.

Ontario Challenges
p9 most diverse province.
p8 In 2006, 2.7 million Ontarians identified as visible minorities. This is half
of Canada's visible minority population. Increased 4x faster than population
in general.
p8 Self-identified same-sex couples increased 40% between 2001-2006
p8 200+ "mother tongue" languages are reported in Ontario. 69.1% report
English as mother tongue.
p9 Effects of rejection and bullying:
Exclusion, estrangement associated with
- behaviour problems in class
- low interest in school
- low student achievement
- high dropout rates
(Osterman, 2000, pp. 323-367)

Problems:
p9 In 2009, only 43 of the 72 boards had an equity policy in place
p9 Only 12/72 school boards have a policy in place relating to religious
accommodation, yet by 2017 1/5 of Ontario's population will be of diverse
faith communities (p8).
Boys have lower literacy rates than girls

Solutions the policy doc proposes (Including Strategies that will

enhance our professional practice)

Ontarios Equity and Inclusive Education Strategy suggests a variety of

important strategies of combating exclusion in the classroom. The document
suggests that school boards and schools make sure that every student feels
comfortable and safe in his/her environment. To achieve this, we must
emphasize the value of a diverse and caring society. According to the
document, in an inclusive education system:
- All students, parents and other members of the school community are
welcomed and respected.
- Every student is supported and inspired to succeed in a culture of high
expectations for learning.
Pages 21-25 of the document outline a 4 year plan of action that Ontario
schools (should) have implemented starting in 2008. Each year outlines
a action plan of both the Ministry of Education and School Boards. For
example, from 2008-2009 the MOE will provide $4 million to school boards
to support and promote equity and inclusive education and school safety, and
to address harassment in schools. Also, school boards will identify a contact
person to liaise with the ministry and other boards to share challenges,
promising practices, and resources. The document provides an in-depth and
specific plan of action until 2012. In 2012, Bill 13 and Bill 14, emending the
Education Act, have encoded many aspects of this policy into law.

Safe and Accepting Schools

Framework
Goal/Motive behind the policy:

To achieve student success, it is essential that ALL schools provide a

safe environment for students to learn, grow, and develop; thus, school
safety is fundamental for student success.
Guiding Principles:
Safe environments are fostered on the premise that students are safe
but also feel safe.
The eight recommendations in the policy are based upon four guiding
principles/notions:
Every student is entitled to learn to the best of his/her ability.
Every student is entitled to a safe and caring learning
environment.
Safety is a precondition for learning.
Safe schools are the responsibility of a community partnership
among government ministries, administrators, trustees, support
staff, students, parents, police, and community partners.
1. Prevention
For a positive school climate, boards need to:
Enhance safety by focusing on prevention and early intervention.
Be inclusive and actively engage all partners.
Reinforce bullying prevention messages by implementing programs
that address discrimination (age, race, sexual orientation, gender, faith,
disability, etc.).
Boards should implement the following strategies and programs:
Healthy lifestyles & relationships
Students leadership
Citizenship development
Conflict resolution
Bullying prevention
Peer mediation & empathy
Intervention programs also need to be put into effect by schools, such as:
Actively involving all students, parents, and the school community (be
inclusive).
Support existing partnerships and establish new ones
Offer opportunities for students to maintain and improve their schools
behaviour management.
2. Progressive Discipline
The ministry needs to provide direction to school boards to clarify the
Progressive Discipline Framework
School Boards should:
Ensure that all members of the school community understand &
support the progressive discipline approach.
Require schools to follow through with this discipline method.
Offer support to victims of bullying and their families.
Develop policies to support and protect victims of bullying & violence
and implement initiatives that help students from encountering these
experiences again.

Ensure that schools have disciplinary alternatives as steps within the

progressive discipline framework.
Schools should:
Put into effect a variety of consequences that are developmentally
appropriate and include ways to learn from mistakes and improve poor
behaviours.
3. Community & Parental Involvement
Ministries, school boards, schools, & community agencies need to review and
improve early identification, treatment, and support for students with mental
health needs.
School Boards should:
Guarantee that partnerships are created through community outreach
(engaging parents, community leaders, local organisations, and service
providers).
Create Safe Schools Advisory Committees to reflect the views of
teachers, parents, students, & the community.
Consult with the Special Education Advisory Committee on systemwide matters regarding the safety of students with special
needs/exceptionalities.
4. Application of the Safe Schools Act
The Ministry needs to revise the Safe Schools Act to:
Increase the list of mitigating factors considered before suspension or
expulsion (i.e. age, grade, etc.).
Have only principals and vice principals implement suspensions.
Contemplate having one-day suspensions served in schools.
The Ministry should revise the act to have only one kind of expulsion, defined
as follows:
The Board expels students
The minimum duration is 21 days
The Board must provide an alternative program to the student which
the student must complete before readmission to a school.
The alternative program should address the academic, behavioural,
and treatment needs of the student.
5. Programs for Suspended/Expelled Students
The Ministry should review the Strict Discipline Programs to assess how these
programs are addressing the needs of students and supporting their re-entry
into schools.
Boards should:
Offer students access to learning and make alternative programs
available to all students who have been expelled/placed on long-term
suspension to facilitate the continuation of their academic career.
Offer reintegration strategies for students that were placed on longterm suspension or expelled.
6. Education & Training
The Ministry and School Boards should offer all school staff training
(concerning the Safe Schools Act), with an emphasis on:
Cultural awareness and the benefits of diversity.

The needs of students experiencing mental health challenged, as well

as those protected by the Child and Family Services Act.
Students with special needs and students who experience violence at
home.
7. Communication
School Boards and Schools should:
Effectively communicate, through the use of common language, with
parents, staff, and students about the Safe Schools Act and the related
processes.
Provide a complete report to parents on student behaviour and
progress, along with prevention and intervention strategies/programs (if they
are being implemented).
Offer parents necessary information on alternate programs and their
availabilities.
8. The Provincial Safe Schools Framework
The Ministry should develop and implement a province-wide Safe Schools
Framework document that includes:
The Safe Schools Act and a Code of Conduct.
An anti-racism and ethnocultural policy
A violence-free schools policy and a police/School Board protocol.
Policy statements and other related documents regarding Progressive
Discipline, Early Intervention/Prevention, and Continuous Learning.
The Ministry should also:
Offer clear guidelines concerning the implementation of the Provincial
Safe Schools Act and create a resource guide to facilitate the application of
the Safe Schools Act (i.e. if a province-wide policy is needed for physical
restraints, since they apply to special needs students).
Instruct Boards to continuously collect and monitor suspension and
expulsion data so that it can be used to measure and meet students needs.
The Ministry and School Boards should review the Police/School Board
Protocols regarding:
Communication protocols with schools and parents.
Information/data collection and sharing.
Effective practices on building positive relationships among all
members of the school community and the police.

Healthy Schools Initiative

Framework
The healthy schools initiative strives to promote the importance of healthy
food, daily physical activity and a healthy environment that supports student
learning and growth, which allows students to reach their full potential both
physically and academically. Students, teachers, principals and parents work
in collaboration to make our schools healthier places for students to learn and
grow. This environment is crucial for student success. They also work towards
learning about the common injuries and allergies amongst children and
adolescents and how they can aid in the prevention of such issues.

What is Daily Physical Activity?

Physical activity is important for the proper growth and development of
children and youth. Ontario government has stated that elementary school
students should be given opportunities to be physically active because this is
a point of their growing phase and physical activity will result in better
physical and mental health. Participating in daily physical activity will have a

positive impact on students achievements, allowing them to be more selfconfident and motivation to succeed in their academics and other aspects of
their lives. It will also increase their readiness to learn as well as providing
them with a chance to release stress or anger from outside sources which
may result in potential mental health issues, such as depression, anxiety, etc.
Physical inactivity has created serious health concerns within the society,
especially at younger ages. There are increased rates of diabetes, high blood
pressure, obesity and eating disorders seen in children, therefore it is
essential that schools create communities that promote healthy eating habits
and daily physical activity.
The Ministry of Education has implemented a bill where school boards must
ensure that all students are participating in some sort of sustained moderate
to vigorous physical activity for 20 minutes every school day during
instructional time. The goal of daily physical activity is to enable all
elementary students to improve or maintain their physical fitness and their
overall health and wellness, and to enhance their learning opportunities.
Daily physical activity may include walking, active games, dance, aquatics,
sports, and fitness other activities.
Anaphylaxis: Sabrinas Law:
Anaphylaxis is a serious allergic reaction that can be life threatening; it
requires both strategies for avoidance as well as means of immediate
response in the event of an emergency. There are various causes of
anaphylaxis ranging from ingestants to insect bites and stings. In turn,
reactions can range from minor to severe - even causing death. Sabrinas Law
stems from one such instance of severe anaphylaxis. In 2003, Sabrina
Shannon suffered a fatal reaction during her first year of high school.
Effective January 1, 2006, Shannons Law mandates that all Ontario school
boards establish and maintain an anaphylaxis policy as well as develop plans
for pupils deemed to be at risk. Said legislation is the first of its kind in the
world. Making schools a safer place for these students is just one way in
which Healthy Schools can better serve all of our students learn and grow.
Concussion Prevention:
Concussions are common sports injuries amongst children and adolescents
and without proper management or intervention techniques there can be
permanent brain damage. Therefore it is important as a teacher, to be well
educated in this area so you can aid students in the prevention, identification,
management and treatments that are available to them.