Course Requirements with Respect to Beliefs

The study of science concepts in Forests 11 and 12 may lead to issues and questions that go beyond traditional curricula. For example, biological knowledge is an important factor in the area of natural resources management, but it is only one of the factors that decision makers must consider. The technological application of scientific principles in areas such as engineering and reproduction raises questions of ethics and values that teachers must handle sensitively. Because these questions grow out of the study of science, they should be addressed in the classroom, but it should be made clear to students that science only provides the background for informed personal and social decisions.

Some students and parents may express concern because some modern scientific concepts conflict with personal religious beliefs. Teachers should respect these religious beliefs. However, because religious beliefs and views flowing from those beliefs are not derived from science, teachers should refrain from providing instruction in or requiring discussions on these beliefs. Under no circumstances may a teacher as part of a science course provide instruction in a religious dogma or religious belief system.

While respecting the personal beliefs of students, teachers are only to provide instruction in classroom activities in accordance with the scientific purpose and scope of the prescribed learning outcomes set out in this curriculum guide. These prescribed learning outcomes do not include any instruction based on an interpretation of religious scriptures or writings nor on beliefs or viewpoints commonly characterized as creationism, theory of divine creation, intelligent design theory, or other theories based on religious beliefs.

Similarly, in the choice and use of learning resources to support the learning outcomes of the science curriculum, school boards, administrative officers, and teachers should ensure that no religious dogma or religious belief system is advocated or presented as part of the discipline of science.

Revised: January 27, 1999

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