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Teaching and Learning:  To support student learning, teachers are encouraged to develop the knowledge, skills, and perspectives that will enable them to teach confidently about environmental issues and expose students to varied points of view. 

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Teaching and Learning:  To support student learning, teachers are encouraged to develop the knowledge, skills, and perspectives that will enable them to teach confidently about environmental issues and expose students to varied points of view. 

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Overall Goal: By the end of Grade 12, 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.

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Overall Goal: By the end of Grade 12, 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.

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STRATEGY 1.1 Increase student knowledge and develop skills and perspectives that foster environmental stewardship STRATEGY 1.2 Model and teach environmental education through an integrated approach that promotes collaboration in the development of resources and activities.

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STRATEGY 1.1 Increase student knowledge and develop skills and perspectives that foster environmental stewardship STRATEGY 1.2 Model and teach environmental education through an integrated approach that promotes collaboration in the development of resources and activities.

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Student Engagement and Community Connections Goal:  Increase student engagement by fostering active participation in environmental projects and building links between schools and communities. STRATEGY 2.1 Build student capacity to take action on environmental issues.                   STRATEGY 2.2 Provide leadership support to enhance student engagement and community involvement. 

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Student Engagement and Community Connections Goal:  Increase student engagement by fostering active participation in environmental projects and building links between schools and communities. STRATEGY 2.1 Build student capacity to take action on environmental issues.                   STRATEGY 2.2 Provide leadership support to enhance student engagement and community involvement. 

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Environmental Leadership Goal:  Increase the capacity of system leaders to implement evidence-based environmental education programming, practices, and operations.   STRATEGY 3.1 Increase the extent to which environmental education is integrated into school board policies, procedures, and strategic plans.    STRATEGY 3.2 Enhance the integration of environmentally responsible practices into the management of resources, operations, and facilities. 

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Environmental Leadership Goal:  Increase the capacity of system leaders to implement evidence-based environmental education programming, practices, and operations.   STRATEGY 3.1 Increase the extent to which environmental education is integrated into school board policies, procedures, and strategic plans.    STRATEGY 3.2 Enhance the integration of environmentally responsible practices into the management of resources, operations, and facilities. 

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Think locally to globally.
Environmental responsibility enhances critical thinking and problem solving.
"Think critically, feel deeply, and act wisely."

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Measuring Progress:  Status indicators tell you where you are at the beginning of the process. They provide the baseline information against which future progress can be measured. Facilitative indicators tell you about the supportive context and processes already in place that can facilitate implementation. They can be divided into context indicators, which describe the general supportive context, and process indicators, which describe the level of engagement of the ministry, the school board, the school, and other stakeholders in the process.Effect indicators measure short-term, mid-term, and long-term results and are usually known as output, outcome, and impact indicators, respectively.

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Measuring Progress:  Status indicators tell you where you are at the beginning of the process. They provide the baseline information against which future progress can be measured. Facilitative indicators tell you about the supportive context and processes already in place that can facilitate implementation. They can be divided into context indicators, which describe the general supportive context, and process indicators, which describe the level of engagement of the ministry, the school board, the school, and other stakeholders in the process.Effect indicators measure short-term, mid-term, and long-term results and are usually known as output, outcome, and impact indicators, respectively.

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The policy seeks to move beyond symptoms and encompass the underlying causes of environmental stresses and promote change in personal behaviour and organizational practices that will minimize our ecological footprint.

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The policy seeks to move beyond symptoms and encompass the underlying causes of environmental stresses and promote change in personal behaviour and organizational practices that will minimize our ecological footprint.

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Conclusion:  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 personal 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.

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Conclusion:  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 personal 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.

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Final Thoughts:  Environmental education will be a part of every child's learning, and the policy framework seeks to move beyond a focus on symptoms to underlying causes.

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Final Thoughts:  Environmental education will be a part of every child's learning, and the policy framework seeks to move beyond a focus on symptoms to underlying causes.

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"environmental
education is a shared responsibility and that all of us have roles to play as
learners, teachers, leaders, and community members"