As is often the case with change, some people welcome the opportunity while others are wary of making things worse. For B.C. teachers, changes to the B.C. curriculum drafts in the areas of science and environmental education might be a cause to be wary. While the general decision to revise the B.C. curriculum may be rooted in good intentions, some teachers are concerned this shift provides an opportunity to cut vital learning objectives from public education.
Recently, B.C. teacher Lenny Ross expressed concern about the implications of these curriculum changes. His essay, “Concerns With the Transformation of the B.C. Curriculum,” which was sent to colleagues and educators province-wide, highlights his dismay with the proposed changes, which have nearly eliminated environmental education from B.C. curriculum.
Ross, who has a Master's in environmental education from the University of Victoria, is a grade 4/5 teacher in the Greater Victoria School District. In his essay, he points out that the current curriculum includes a consistent environment sciences framework, which is built up from K-12 to develop eco-literacy. The latest draft revision dismantles this specifically structured environmental curriculum.