PMGS 6121- Curriculum

Studies in Science
Education
Science Curricula of Ontario,
Canada and New Zealand
Compare and Contrast
By,
Wan Shakiroh bt Wan Omar
PGA 080160
INTRODUCTION
 Introduction - Education
System of Ontario, Canada
 Provinces in Canada have exclusive
jurisdiction in education.
 Each provincial and territorial
legislatures have developed their own
educational structures
 Curriculum Services Canada (CSC) is
the division that responsible in
curriculum development in Ontario,
Canada.
 Introduction - Education
System of Ontario,
Canada
 compulsory education until age of
15
 Education started in preschool –
age 5
 Continue in elementary, secondary
and post secondary
 Language of instruction – English,
France
 Introduction - Education
System of New Zealand
 Primary (Year 1-6), Intermediate
(Year 7-8) and secondary (Year 9-
13)
 compulsory between the ages of
6 and 16
 Language of instruction – English,
Te reo Māori and New Zealand
Sign Language
 CURRICULUM
DEVELOPMENT
Curriculum Development : New Zealand

1 Curriculum development 2 The contractee + a

writing team – meeting
being contracted out by
the Ministry of Education monthly for writing
workshops

3 Between each workshop

– the draft documents
4 Final draft – approved by
the policy advisory &
sent for comment & Minister – distributed to
feedback to a reference every schools for
group (the universities) comments and trial

5 Another contract to
produce the final version
– distributed to schools

Monitored by the Minister Of Education Policy Advisory Group

(Sc) & Ministry of Education’s Science curriculum contract review
group.
 Curriculum Development : Ontario
Canada Information-gathering:
Studying research in the
subject area
•Comparison with other
Implement Review
jurisdictions
•Focus groups comprised of
educators from all Ontario
school boards
•Technical content analysis
conducted by subject experts
•Consultations with:
-Minister's Advisory Council
Develop Recommendations on -Special Education
-Faculties of Education
-Parents
-Students
-Universities, colleges
-Other ministries.
CURRICULUM
DESIGN
 Curriculum Design-New
Zealand
 an outcomes-focused curriculum
designed and interpreted in a three-stages
process – national curriculum, schools curriculum
and classroom curriculum.
 national curriculum - provides the framework and
common direction for schools
 schools curriculum - allow teachers the scope to
make interpretations in response to the particular
needs, interests, and talents of individuals and
groups of students in their classes.
 It is a framework rather than a detailed plan -
schools have considerable flexibility when
 Science Curriculum
The Structure of
Learning Area - New
Zealand
Nature of Achieveme Achieveme
Level 1 science nt Aims nt
Objectives
Level 2 Living Achieveme Achieveme
Level 3 world nt Aims nt
Objectives
Level 4 Planet Achieveme Achieveme
Earth and nt Aims nt
Level 5 beyond Objectives
Level 6
Physical Achieveme Achieveme
Level 7 world nt Aims nt
Level 8 Objectives
Material Achieveme Achieveme
world nt Aims nt
Objectives
 Science Curriculum
Ontario,Canada
Three major goals in the curriculum:
 to relate science and technology to
society and the environment
 to develop the skills, strategies, and

habits of mind required for scientific

inquiry and technological problem
solving
 to understand the basic concepts of

science and technology

Curriculum Expectations -
Ontario,Canada
 TEACHING
STRATEGIES
 Teaching Strategies
Ontario, Canada
 take into account
students’ prior knowledge
 variety ways of learning
 relate every topic with
technology
 inquiry approaches
 use concrete learning tools
New Zealand
make connections to prior
learning and experience
 encourage schools to use
ICT in learning and teaching
 recognise all students as
individuals – different
approaches, different
resources and different goals
 Teaching Strategies
Ontario, Canada New Zealand
 emphasis on 3 skills
area:
- scientific inquiry/
experimentation skills
- scientific inquiry/research
skills
- technological problem
solving skills
 Conclusion
 Science curriculum in both of the countries
are emphasis in the development of the
knowledge, understandings, skills, values
and attitudes of student.
 both countries uses “spiral curriculum”
design
 Science curriculum in both countries take
into account students prior knowledge and
students’ daily life values.