The framework has been developed to assist curriculum developers by identifying learning outcomes for science from kindergarten to grade 12. These outcomes outline what students should know and be able to do, and they identify attitudes that students should be encouraged to develop.
The outcomes have been organized so as to provide a broad view of student learning for four grade groupings, as well as a more specific view of student learning at each grade. The framework consists of the following elements.
General learning outcomes
General learning outcomes are broad statements of what students are expected to learn and be able to do. General learning outcomes for STSE, skills, and knowledge are set out for the end of grades 3, 6, 9, and 12.
Since attitudes are not acquired in the same way as skills and knowledge, general outcome statements for attitudes are written for a range of grade levels in a given grade grouping, rather than for the end of grades 3, 6, 9, or 12. These outcome statements are meant to guide curriculum developers in creating a learning environment that fosters positive attitudes.
Specific learning outcomes
Specific learning outcomes for STSE, skills, and knowledge identify what students are expected to know and be able to do for each grade, from kindergarten to grade 10. For grades 11 and 12, the specific learning outcomes are only stated for the end of grade 12.
Numbering of the learning outcomes
The number attached to each learning outcome links the foundation statement, the general learning outcomes, and the specific learning outcomes. The numbering system is not meant to infer order of importance. Rather, it is a means of identifying each learning outcome within a given foundation.
The general learning outcomes are numbered sequentially. Each specific learning outcome is numbered in reference to its respective general learning outcome. The foundation statement is represented by the following numeric place value:
Please note that for kindergarten to grade 3, the general and specific learning outcomes for STSE and knowledge are combined under one heading: STSE/knowledge.
All general learning outcomes are presented in section 6 of the framework.
Attitudes indicators
Indicators are listed for each attitudes general learning outcome. Though the indicator lists are not exhaustive, they provide examples of student behaviour that, when observed regularly, indicate a desire to act in certain ways. These behaviours can be considered evidence of attitude development. Attitudes indicators are not intended to be used for formal evaluation.
Illustrative examples
Illustrative examples are intended to show the richness, breadth, and depth of a selection of learning outcomes, particularly as they relate to higher-order thinking, applied learning, real-life applications, and problem solving. Each illustrative example has the following format: an introductory paragraph that provides a context for the illustrative example; an exploration section that describes some potential activities that could be used as motivators and activators of prior knowledge; focusing questions that could be raised by the students following the exploration section; a development section, which formally engages students in their learning; an application section, which engages students in applying their learnings in other contexts; and a final section, which illustrates possible linkages among a selection of learning outcomes that may be attained through the illustrative example.
The illustrative examples are not meant to be an exhaustive representation of potential instruction activities for a science program, but rather a sampling of potential activities that could occur within the context of the given outcomes. Many of the illustrative examples attempt to present a unifying concept or an STSE emphasis.
The learning outcomes in the framework are presented in sections 7 and 8 in the following two formats:
Learning outcomes presented by grade grouping
This section presents all of the framework's learning outcomes by grade grouping (K to 3, 4 to 6, 7 to 9, 10 to 12), without reference to any particular grade.
For each grade grouping, the learning outcomes appear by foundation, in the following order: STSE, skills, knowledge, attitudes. There is one exception: for K to 3, the STSE and knowledge foundations have been combined as one. Also, within some foundations, sub-categories are used to organize the learning outcomes. Each of the general learning outcomes within a foundation is typically displayed with its associated specific learning outcomes. The general learning outcomes are always presented with a shaded background.
Learning outcomes presented by grade
This section presents all of the learning outcomes in a manner that conveys the student expectations for each grade.
General learning outcomes are given for each grade grouping: K to 3, 4 to 6, 7 to 9, 10 to 12. In order that the general learning outcomes can be easily identified, they always appear with a shaded background. For each of the sub-categories of general learning outcomes for attitudes, sample indicators are also listed for a range of grades.
The specific learning outcomes are presented in four clusters at each grade. Each cluster contains specific learning outcomes pertaining to the STSE, skills, and knowledge foundations (in K to 3, STSE and knowledge are combined as STSE/knowledge). The specific learning outcomes within a cluster are always displayed on two juxtaposed pages. The clusters are designed to show a strong STSE focus and to allow for reinforced relationships among the STSE, skills, knowledge, and attitudes foundations. Illustrative examples are provided to complement each of the clusters, and to provide a sample of how the cluster might utilize the four foundation statements within the instructional environment.
Certain specific learning outcomes for STSE and skills may appear in more than one cluster within each grade, as appropriate. The selection of these specific learning outcomes is meant to be representative rather than exhaustive or exclusionary. Short examples (shown as italicized "e.g." in parentheses) are provided for each of the specific learning outcomes, in order to provide a context for the outcome and further reinforce potential links among foundations within a cluster for grades 11 and 12 only, the clusters are organized according to each of the four following science disciplines, to reflect current practice in many jurisdictions: life science, chemistry, physics, Earth and space science. As well, for grades 11 and 12 the specific learning outcomes are presented on a continuum rather than for each particular grade.