This course explores common challenges faced by both individuals and families: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Throughout this course, students will explore the diverse ways various families function within society as they learn to develop the interpersonal, decision-making and practical everyday skills necessary to transition into adulthood. Students will acquire the knowledge and skills that are needed to make the transition to adulthood.
|Unit Titles and Descriptions||Time Allocated|
|Enhancing Personal Skills|
In this unit students will analyse various aspects of self and interpersonal skills in terms of human growth and development in adolescence. Students will demonstrate effective interpersonal skills using a variety of problem solving and decision making tools. Team work and collaborative group processes will be emphasized throughout..
|Understanding Personal Issues |
Students will investigate strategies needed to develop and maintain effective family and social relationships. Social Science Research methods will be used to obtain information from various sources. They will analyse the information obtained in order to examine various aspects of individual and family living. Students will effectively communicate the results of research in both written and oral reporting formats
|Individuals and Families|
By applying practical skills for daily living tasks students will increase their awareness of their responsibility to help meet the needs of themselves as they increase their independence and of their families in making a responsible contribution to their families. By increasing their competencies in managing their own lives and contributing to the success of their families, students will examine strategies for managing resources, and apply skills in using various household technologies.
|Families in the Community|
Students will gain competencies in helping their families live safely, provide for the necessities of life (food, clothing, housing) and support its financial needs. Knowledge and skills that increase consumer awareness for the benefit of the family in interacting with the larger community and society will be enhanced.
|Family Ties to Society|
Students will gain greater understanding of how their own families function by examining how families function in general and the diversity of families and lifestyles in Canadian society, other cultures and various historical periods. The impact of how changes in society affect individuals and families will be analysed. The impact of the institutions of the larger society (government, non-governmental organizations, non-profit, business organizations and the economy) on the functioning of families will be examined within the parameters of the local community.
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
- Microsoft Excel or substitute
- Microsoft Word or substitute
- Microsoft PowerPoint or substitute
- Microsoft Access or substitute
- Microsoft Publisher or substitute
All students registered for the online program will have access to all course content on the online course homepage
*Students registered for the in class program will be provided with all the resources required for the class
Overall Curriculum Expectations
|A. Research and Inquiry Skills|
|A1||Exploring: explore topics related to human development, and formulate questions to guide their research;|
|A2||Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;|
|A3||Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;|
|A4||Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.|
|B. Theoretical Perspectives on Development|
|B1||Individual Development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development;|
|B2||The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships;|
|B3||The Development of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on the development of family and parent-child relationships.|
|C. The Impact of Norms, Roles, and Institutions|
|C1||The Effects on Individuals: demonstrate an understanding of the impact of norms, roles, and social institutions on individuals throughout the lifespan;|
|C2||The Effects on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships;|
|C3||The Effects on Family and Parent-Child Relationships: demonstrate an understanding of factors that can affect decisions about whether to have and how to care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships.|
|D. Trends, Issues, and Challenges|
|D1||Trends and Challenges for Individuals: demonstrate an understanding of demographic trends related to the lives of individuals and of the impact of social issues and challenges on individual development;|
|D2||Trends and Challenges in Intimate Relationships: demonstrate an understanding of demographic and social trends and issues related to intimate relationships and of strategies for responding to challenges in those relationships;|
|D3||Trends and Challenges in the Family and in Parent-Child Relationships: demonstrate an understanding of demographic trends related to the family and to parent-child relationships and of the impact of social issues and challenges on family development.|
Teaching and Learning Strategies:
The over-riding aim of this course is to help students use the language of mathematics skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. The following mathematical processes will form the heart of the teaching and learning strategies used:
- Communicating: This course offers students many opportunities to share their understanding both in oral as well as written form. Students will discuss concepts they have learned through discussion boards, write reports which relate concepts taught to real-world applications, and create presentations to demonstrate understanding of some concepts.
- Problem solving: This course scaffolds student learning by building on prior knowledge and skills. Students will have the opportunity to review prior concepts and will be presented with problems that require them to apply their skills in new ways to solve problems related to real-world applications.
- Reflecting: This course models the reflective process. Through the use of examples and practice exercises, the course demonstrates proper communication to explain intermediate steps and reflect on solutions to determine if they make sense in the given context.
- Selecting Tools and Computational Strategies: This course models the use of graphing software to help solve problems and to familiarize students with technologies that can help make solving problems faster and more accurate.
- Connecting: Students will connect the concepts taught in the course to real-world applications (e.g. concepts related to polynomial functions will be connected to applications in engineering). Students will have opportunities to connect previous concepts to new concepts through posed problems, investigations, and enrichment activities.
- Self-Assessment: Through the use of interactive activities (e.g. multiple choice quizzes, and drag-and-drop activities) students receive instantaneous feedback and are able to self-assess their understanding of concepts.
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
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