Accessing the immense and expanding knowledge base in science is as easy as a few finger swipes in our digital world, but today’s science student needs to learn more than “facts” in the classroom. Much like a plant needing to develop a strong root system in order to successfully grow, it is important that we help students develop a strong understanding of fundamental concepts in order to open their minds for deeper learning. At any stage of learning, it takes practice and patience, and it often takes the form of trial and error. Some science students find concepts easy to understand and are ready for the next challenge, while other students need more time to digest ideas and additional tools needed to aid them along. One only needs to visit academic assistance in the science department to see the hustle and bustle of students being supported along their journey to understanding. We take pride in the support we offer students in order to help them succeed, but we also know when it is time to gradually reduce assistance so they can develop the independence needed to think critically.
Science teachers are happy to be back in the classroom, in-person with students and look forward to the return of all remaining students soon. The last two years have certainly presented challenges to our normal science program as we faced extended online periods and limitations to the usual lab-based activities that are needed to reinforce concepts and build the necessary lab skills that are part of the scientific process. However, we also gained a variety of new technological skills and found creative ways to assess students that will continue to be applied to our teaching practice in order to enhance the learning experience for our science students.
Prior to the pandemic, the science department had developed a curriculum map from Grades 9 to 12 that focused on skill development in various areas such as data analysis, experimental design, scientific writing and research skills. We recognize that students have faced disruptions to their learning and missed some experiences that allow for continuity and growth of these key skills in science. As a department, we are discussing how to address this in the short-term and how to recalibrate in the long-term so that science students leaving TCS are confident in their lab-based skills, as well as their critical-thinking and problem-solving skills.
Conversations about course selections continue; there have been many options to consider in science and a few notable changes to science programming going forward. The Ministry of Education has introduced de-streamed Grade 9 Science (new course code SNC1W), although we do not anticipate much change in the program we offer at TCS based on the information thus provided. We are introducing a new environmental science course at the Grade 11 level (SVN3M) to replace AP Environmental Science in order to open access to more students given the value that TCS places on environmental education and its sustainability goals. Lastly, we are suspending our Enriched Grade 10 program which was the pathway we used in past years to better prepare students for the transition to AP science courses in Grade 11. This decision came after much reflection in the department as we place our attention on strengthening core skills in our junior science classes as a primary goal in September 2022. This said, we encourage all Grade 10 students to talk to their science teachers about their readiness for AP science courses which factors in their current achievement, learning skills and overall course load given the notable challenge of AP science classes.
We are especially grateful to all the parents, staff and alumni who supported fundraising efforts to support our science program over the last few years, including the Science of Wine gala that was held in 2019 that raised more than $125,000. After a delay in the renovation schedule due to the pandemic, we came back in September to a refurbished chemistry classroom. Room 705 is now a more functional and engaging learning space for students.
- By Vincenza Pontieri, head of science
