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It analyzes curriculum expectations and enrollment data to assess how coverage is distributed across subjects, courses, grades, and course pathways, and whether the curriculum guidance is sufficiently prescriptive. Findings show place-based environmental education lacks separate compulsory courses and is applied unevenly across the compulsory curriculum, contributing to weak elective enrollment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/place-based-environmental-education-in-the-ontario-secondary-school-curriculum/596745/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/place-based-environmental-education-in-the-ontario-secondary-school-curriculum/596745.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"To determine the extent and prescriptiveness of place-based environmental education coverage in Ontario’s compulsory secondary school curriculum, and to provide curriculum and pedagogic recommendations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is place-based environmental education important according to the study?",{"text":117,"@type":113},"Because connecting environmental education to students’ local community and outdoor environment supports engagement, connection, grassroots innovation, and stewardship.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study say about Ontario’s approach to environmental education?",{"text":121,"@type":113},"Environmental education is embedded across subjects rather than delivered through discrete compulsory courses, leading to inconsistent application in the compulsory curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596745,1792209591,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Place-Based Environmental Education in the Ontario Secondary School Curriculum  \nLaila Mnyusiwalla, Toronto District School Board, and Michal Bardecki, Ryerson University  \nAbstract  \nThis study reviews the Ontario secondary school curriculum in light of recommendations made by the 2007 Bondar Report, Shaping Our Schools, Shaping Our Future. It analyzes curriculum expectations and enrollment data for the purpose of reporting upon and providing recommendations for place-based environmental education. The extent and prescriptiveness of the coverage of placebased environmental education by subject, course, grade, and course progression or pathway are presented. Environmental education in Ontario does not have its own discrete compulsory courses and despite having been “embedded” in the curriculum, the important arenas of place-based environmental education are being applied inconsistently across the compulsory curriculum. Poor enrollment in electives shows that the focus of students remains elsewhere, fracturing progression of environmental education in Ontario’s secondary schools.  \nResumé  \nCe travail examine le programme d’études secondaires de l’Ontario à la lumièredes recommandations formulées en 2007 dans le rapport Bondar, Préparons nos élèves – Préparons notre avenir. Nous analysons les attentes définies dans le programme et les taux d’inscription dans le but deformuler des recommandations pour favoriser une éducation à l’environnement axée sur les réalités locales.  \nNous présentons également en fonction des matières, des cours, des niveaux et des différents parcours académiques dans quelle mesure et avec quelle obligation cette approche est appliquée. En Ontario, l’éducation à l’environnement ne fait pas l’objet de cours obligatoires dédiés, et même si elle a été « intégrée » au programme, certains éléments importants sont parfois négligés. Les faibles tauxd’inscription dans les cours à option témoignent d’un intérêt mitigé chez les étudiants, et freinent la progression de l’éducation à l’environnement dans les écoles secondaires de la province.  \nKeywords: place-based environmental education, curriculum, Ontario, secondary school, enrollment, electives, Bondar Report, field study  \nCanadian Journal of Environmental Education, 22, 2017 115  \nIntroduction  \nRooting environmental education (EE) in one’s own community and outdoor environment is key to conceptualizing environmental education. Often referred to as “place-based” environmental education, this aspect of EE fosters student engagement in and connection to their immediate environment, grassroots innovation, and environmental stewardship. In Ontario, the report titled Shaping Our Schools, Shaping Our Future (OME, 2007b) recognized the importance of making opportunities for place-based EE a regular part of the classroom (Borland, 2015) . Furthermore, the provincial Standards for Environmental Education in the Curriculum (OME, 2008), which “help curriculum writers devise and incorporate environmental education expectations and opportunities across the curriculum,”recommend that the curriculum provide students with opportunities to:  \n1. Engage in authentic learning situations and interactions in their local environment (e.g. , natural, built, cultural);  \n2. Explore and appreciate the outdoors, to help develop their understanding of the local environment;  \n3. Develop and communicate a sense of connection with the local and global environments; and  \n4. Demonstrate environmental stewardship by thinking globally and acting locally.  \nThe question still arises as to how rooted place-based EE is in the curriculum in light of these and other changes made following the publication of Shaping Our Schools, Shaping Our Future in 2007. Using the secondary curriculum and environmental policy documents, as well as enrollment data from the Ministry of Education, this research aims to: determine the extent of placed-based EE coverage in the compulsory Ontario secondary school cur","cbCaivG3DbuaFHAm","https://ap.wps.com/l/cbCaivG3DbuaFHAm","pdf",123345,21,"English","# Introduction\n## Purpose and research aims\n# Literature Review\n## History of Environmental Education (EE) Curriculum in Ontario","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To determine the extent and prescriptiveness of place-based environmental education coverage in Ontario’s compulsory secondary school curriculum, and to provide curriculum and pedagogic recommendations.\"},{\"question\":\"Why is place-based environmental education important according to the study?\",\"answer\":\"Because connecting environmental education to students’ local community and outdoor environment supports engagement, connection, grassroots innovation, and stewardship.\"},{\"question\":\"What does the study say about Ontario’s approach to environmental education?\",\"answer\":\"Environmental education is embedded across subjects rather than delivered through discrete compulsory courses, leading to inconsistent application in the compulsory curriculum.\"}]","Place-Based Environmental Education in the Ontario Secondary School Curriculum | PDF",1792083638,53]