Senior Years Family Studies. Manitoba Curriculum Framework of Outcomes

Transcription

1 Senior Years Famiy Studies Manitoba Curricuum Framework of Outcomes

2 SENIOR YEARS FAMILY STUDIES Manitoba Curricuum Framework of Outcomes 2004 Manitoba Education, Citizenship and Youth

3 Manitoba Education, Citizenship and Youth Cataoguing in Pubication Data Senior years famiy studies : Manitoba curricuum framework of outcomes. Incudes bibiographica references. ISBN Home economics Curricua. 2. Home economics Study and teaching (Secondary) Manitoba. 3. Famiy Study and teaching (Secondary) Manitoba. I. Manitoba. Manitoba Education, Citizenship and Youth. Copyright 2004, the Crown in Right of Manitoba as represented by the Minister of Education, Citizenship and Youth. Manitoba Education, Citizenship and Youth, Schoo Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9. Every effort has been made to acknowedge origina sources and to compy with copyright aw. If cases are identified where this has not been done, pease inform Manitoba Education, Citizenship and Youth. Errors or omissions wi be corrected in a future edition.

4 Senior Years Famiy Studies Manitoba Education, Citizenship and Youth gratefuy acknowedges the contributions of the foowing individuas in the deveopment of Senior Years Famiy Studies: Manitoba Curricuum Framework of Outcomes. Writer Acknowedgements Susan Wersch West Kidonan Coegiate Institute Seven Oaks Schoo Division Members of the Deveopment Team Goria Fenny Vincent Massey Coegiate Pembina Trais Schoo Division Cindy Joe-O Hara Roseau Vaey Schoo Border Land Schoo Division Vaerie McCaffrey Mapes Coegiate Institute Seven Oaks Schoo Division Bonnie Smith Dakota Coegiate Louis Rie Schoo Division Gina Unger Transcona Coegiate Institute River East Transcona Schoo Division Manitoba Education, Citizenship and Youth Staff Diane Cooey Project Manager Curricuum Unit Program Deveopment Branch Peter Fuer Consutant Program and Poicy Services Unit Program Deveopment Branch Ken Nimchuk Project Leader Program and Poicy Services Unit Program Deveopment Branch Jan Oakey Pubications Editor Production Support Unit Program Deveopment Branch Lindsay Waker Desktop Pubisher Production Support Unit Program Deveopment Branch iii

5 Senior Years Famiy Studies Tabe of Contents Acknowedgements iii Overview 1.1 Introduction 1.1 Rationae of Home Economics Education: Famiy Studies 1.1 Vision of Famiy Studies Education 1.2 Goas 1.2 Beiefs about Learning, Teaching, and Assessing 1.3 Famiy Studies: An Interdiscipinary Approach 1.4 Integrated Knowedge Deveopment 1.4 Integrated Ski Deveopment 1.4 Credit Aocation 1.5 Potentiay Sensitive Content 1.6 Senior Years Learning Outcomes 2.1 Genera Learning Outcomes 2.3 Scope and Sequence Chart 2.4 What Are Learning Outcomes? 2.6 Why Learning Outcomes? 2.6 What Are Genera Learning Outcomes (GLOs)? 2.6 What Are Specific Learning Outcomes (SLOs)? 2.6 What Are the Characteristics of Good Learning Outcomes? 2.6 A Guide to Reading Learning Outcome Numbering 2.7 Senior Years Specific Learning Outcomes 3.1 Senior 1 Specific Learning Outcomes 3.3 Senior 2 Specific Learning Outcomes 3.9 Senior 3 Specific Learning Outcomes 3.15 Senior 4 Specific Learning Outcomes 3.21 Appendices 4.1 Ways of Learning 4.3 Learning Styes 4.3 Thinking Styes 4.3 Mutipe Inteigences 4.4 Instructiona Approaches 4.5 Gossary of Instructiona Approaches 4.6 Direct Instruction 4.6 Indirect Instruction 4.6 Experientia Learning 4.7 Independent Study 4.8 Interactive Instruction 4.8 References 5.1 v

6 Senior Years Famiy Studies Overview Introduction The Senior Years Famiy Studies: Manitoba Curricuum Framework of Outcomes is intended to reshape and restructure Famiy Studies education for Senior 1 to Senior 4 in Manitoba. The foowing process was used in the reshaping of the curricua: Six Genera Learning Outcomes (GLOs) were deveoped (see page 2.3). These outcomes are a common thread in Senior 1 to Senior 4. Concepts were seected for the six Genera Learning Outcomes throughout Senior 1 to Senior 4 (see pages 2.4 to 2.5). Specific Learning Outcomes were deveoped from the concepts (see pages 3.1 to 3.26). This framework repaces the Famiy Studies component of Senior 1 Home Economics Curricuum (1993) and Famiy Studies Curricuum Guide (1988). Rationae of Home Economics Education: Famiy Studies Our economy wi continue to be driven by gobaization, demographic shifts, and technoogica advances. These changes wi create a highy competitive, rapidy changing work environment for the next generation. The socia, economic, and technoogica changes occurring in society have an impact on work as we as persona and socia reationships. Our future as a society is dependent upon youth and their abiity to be successfu not ony in the workpace, but aso in their homes and persona ives. Home Economics curricua integrate the theories and practices of processes invoved in daiy iving in the areas of human reationships, consumerism, food and nutrition, cothing and texties, housing, and aesthetics. Today s Home Economics programs have moved away from teaching manua housekeeping and caregiving skis excusivey, and moved toward a decision-making, management, persona deveopment, and famiy systems deveopment approach. Famiy Studies courses provide skis and knowedge in the areas of parenting, money management, reationships, and the we-being of individuas/famiies. Students have the opportunity to increase their knowedge as to how individuas/famiies function in society during different stages of the ife cyce. Throughout the human ife cyce, peope need to be cared for and to care for themseves and others. Nurturing and caregiving skis are utiized aong with knowedge of human growth and deveopment to anticipate changing persona and famiy needs. Baancing work and famiy responsibiities has become a major preoccupation for many peope. Chidren and adoescents are assuming responsibe roes within their famiies at an eary age. Students are faced with the changing makeup of their present famiy/famiies, and are making decisions about estabishing their own future. Young peope need to gain a better understanding of how to communicate with, and reate to parents and peers, and of techniques to manage stress in today s rapidy changing word. 1.1

7 Senior Years Famiy Studies Vision of Famiy Studies Education Famiy Studies education provides students with an opportunity to gain an understanding of present famiy experience and improve their capabiity as famiy members evauate a variety of socia circumstances such as aternate roe arrangements, demographic shifts, and changing work environments and their infuence on famiy we-being deveop vaues and expectations that wi assist them in estabishing Canada s future famiies deveop technica, communicative, and critica thinking skis that foster a productive work and famiy ife Goas Famiy Studies courses offer a preventative, proactive, and practica approach to support famiies. Young peope have the opportunity to expore issues and experience hands-on earning reated to daiy iving. Many peope reexamine their decisions about famiy throughout the course of their ives, continuay reassessing and reevauating their reationships. The best way to make decisions about our persona ives is to be more knowedgeabe of famiy ife issues. It heps to know something about a of the aternatives. This framework was deveoped to support the foowing goas: understand onesef and one s famiy appreciate the variety and diversity of famiies today acquire knowedge and skis through practice and experientia earning that are integrated into authentic work and home ife situations gain the abiity to make wise decisions throughout ife and recognize the societa infuences that affect those decisions appreciate various ethnic and cutura ifestyes 1.2

8 Senior Years Famiy Studies Beiefs about Learning, Teaching, and Assessing Students earn most effectivey when their studies are rooted in concrete earning experiences, reated to a particuar context or situation, and appied to their word where appropriate. Ideas and understandings that students deveop shoud be progressivey extended and reconstructed as students grow in their experiences and their abiity to conceptuaize. Learning invoves the process of inking newy constructed understandings with prior knowedge and adding new contexts and experiences to current understandings. To achieve the vision of Famiy Studies education, students must become increasingy engaged in the panning, deveopment, and evauation of their own earning experiences. They shoud have the opportunity to work co-operativey with other students, to initiate investigations, to communicate their findings, and to compete projects that demonstrate their earning. When students are aware of expected outcomes, they wi be more focused on the earning and more ikey to assess their own progress. Furthermore, they can participate in creating appropriate assessment and evauation criteria. Assessment methods must be vaid, reiabe, and fair to students. Not art, not books, but ife itsef is the true basis of...education. Johann Heinrich Pestaozzi To assist teachers in panning for instruction, assessment, evauation, and reporting, Manitoba Education, Citizenship and Youth recommends that at the beginning of a bock of instruction, teachers and students identify expected student earning outcomes and estabish performance criteria. It is important that these criteria correspond with the student earning outcomes. This communication between students and teachers heps to identify ceary what needs to be accompished, thereby assisting the earning process. 1.3

9 Senior Years Famiy Studies Famiy Studies: An Interdiscipinary Approach Famiy Studies is an interdiscipinary subject area that integrates socia and physica sciences in the study of topics arising from daiy ife. Socia science and humanities courses study human beings and their word. Students expore themseves, their famiies, and their communities and society as they seek to find meaning in the word around them. knowedge and skis in a practica setting. The integration of cross-curricuar skis, knowedge, and resources is essentia for successfu earning. 2. Integrated Ski Deveopment CO-OPERATIVE & SOCIAL SKILLS PROBLEM-SOLVING SKILLS TECHNICAL SKILLS Famiy Studies courses give students essentia knowedge and transferabe skis that are appicabe in their persona ives, post-secondary studies, and in the word of work. 1. Integrated Knowedge Deveopment READING SKILLS CREATIVITY & LEISURE SKILLS FAMILY & COMMUNITY RESPONSIBILITY SKILLS FAMILY STUDIES CONFLICT RESOLUTION & COMMUNICATION SKILLS SCIENTIFIC & ANALYTICAL RESEARCH SKILLS ORGANIZATIONAL SKILLS DECISION-MAKING SKILLS SOCIAL STUDIES CHEMISTRY PSYCHOLOGY BIOLOGY LANGUAGE ARTS FAMILY STUDIES HEALTH HISTORY MATHEMATICS SOCIOLOGY ECONOMICS Famiy Studies integrates a bend of knowedge in the physica and bioogica sciences, socia sciences, and the arts and humanities with participatory activities that incorporate the four modaities of earning (kinesthetic, tactie, visua, and auditory). Students buid on previous earning, integrate reated knowedge, and appy earning skis across subject areas. They experience a new depth of understanding due to the integration of ART Students are encouraged to strive for persona exceence that wi enhance the quaity of ife for themseves and other individuas in their ives. They are given the opportunity to work independenty and co-operativey with others as they appy decision-making, probemsoving, and critica thinking skis. Additiona skis such as inferring, synthesizing, anayzing, and evauating, as we as a compete range of communication skis, are part of Famiy Studies cassrooms. Famiy Studies incorporates a variety of student activities incuding brainstorming, case studies, demonstrations, discussions, interviews, presentations, tutoring, roe paying, simuation and, above a, hands-on interactive activities. These enriched earning environments offer chaenging and stimuating activities that tantaize the thought process, raise the oxygen eve in the brain, and cause peope to want to be there. 1.4

10 Senior Years Famiy Studies Credit Aocation Code Course Name Grade Credit Vaue Hours 1118 Famiy Studies 10F * 1 credit Famiy Studies 15F *.5 credit Famiy Studies 20F * 1 credit Famiy Studies 25F *.5 credit Famiy Studies 30S * 1 credit Famiy Studies 40S * 1 credit 110 * There are no prerequisites for the courses isted above. 0.5 credit courses in Famiy Studies must incude a seection of Specific Learning Outcomes from the six Genera Learning Outcomes to refect the baance that characterizes the fu course. Famiy Studies courses provide opportunities for students to gain hands-on experience through practicum programs. 1.5

11 Senior Years Famiy Studies Potentiay Sensitive Content Some of the content and issues pertaining to the student earning outcomes may be sensitive for some students and their parents/famiies and/or communities. This sensitivity may be based on famiy, reigious, and/or cutura vaues. Whie the home, peers, church, schoo, and community are primary sources of vaues, the media provide a mixed and confusing array of vaues, beiefs, and choices for chidren, youth, and aduts. The communication age has brought new chaenges to schoos, parents, famiies, and communities as they hep students to dea with contentious issues ocay and/or gobay. As we, a number of significant trends concern parents and educators, incuding teenage sexua activity, teen pregnancy, use and abuse of substances, etc. It is important for schoos, parents, famiies, and communities to work together to ensure students have the knowedge and skis to make informed, responsibe choices, now and for the future. Education shoud be a ifeong process, the forma period serving as a foundation on which ife s structures may rest and rise. Robert H. Jackson For student earning outcomes reated to potentiay sensitive issues, schoos shoud seek parenta invovement and provide a parenta option prior to impementation. There aso are student earning outcomes in this framework that are not considered sensitive but shoud be treated with sensitivity. These specific earning outcomes reate to topics such as oss and grief, and diversity reated to individuas, famiies, and cutures. Teachers are required to foow guideines as deveoped through their schoo division/district panning process on the content that requires sensitive treatment. 1.6

12 Senior Years Learning Outcomes

13 Senior Years Famiy Studies Genera Learning Outcomes GLO 1. Famiy Reationships To examine and anayze the importance of deveoping effective famiy reationships in society Famiy Reationships Persona Decisions and Community Connections Human Deveopment Famiy Studies Diversity in Society Individua Reationships and Communication Caregiving through the Life Cyce GLO 2. Human Deveopment To investigate various theories of deveopment in order to appy appropriate nurturing techniques that enhance human deveopment GLO 3. Caregiving through the Life Cyce To distinguish among present and future factors that wi affect the needs and wants of individuas and famiies GLO 4. Individua Reationships and Communication To expore and appy communication, decision-making, and confict resoution skis to various situations and reationships GLO 5. Persona Decisions and Community Connections To examine various characteristics of persona deveopment that enabe a heathy adut ifestye that contributes to the community and society GLO 6. Diversity in Society To identify and discuss cutures and ifestyes in various situations 2.3

14 Senior Years Famiy Studies Scope and Sequence Chart GLO 1. Famiy Reationships Topics 1.1 History of the Famiy 1.2 Famiy Functions and Forms 1.3 Famiy Life Cyce 1.4 Adut Life Cyce 1.5 Preparing for Parenthood 1.6 Parenting GLO 2. Human Deveopment Topics 2.1 Growth 2.2 Deveopment 2.3 Reproduction 2.4 Contraceptive Options 2.5 Prenata Deveopment 2.6 Labour and Deivery GLO 3. Caregiving through the Life Cyce Topics 3.1 Human Needs 3.2 Caregiving Options 3.3 Nurturing/Caring Environment 3.4 Changing Needs 3.5 Death and Dying Senior 1 Senior 2 Senior 3 Senior 4 Famiy Life Cyce Adoescent Deveopment Sef and Basic Needs Famiy Panning and Parenting Prenata and Infant Deveopment Needs of Infants/Chidren Parenting Chid Deveopment Providing Chid Care Famiy Connections Youth to the Edery The Edery 2.4

15 Senior Years Famiy Studies GLO 4. Individua Reationships and Communication Topics 4.1 Communication 4.2 Nurturing Reationships 4.3 Pay and Routines 4.4 Stress and Lifestye GLO 5. Persona Decisions and Community Connections Topics 5.1 Character Deveopment 5.2 Heath and Safety 5.3 Practicum 5.4 Career Deveopment 5.5 Work and Famiy Life 5.6 Resource Management GLO 6. Diversity in Society Topics 6.1 Community 6.2 Toerance 6.3 Infuences on Deveopment 6.4 Learning Styes 6.5 Specia Needs 6.6 Reationship Trends Senior 1 Senior 2 Senior 3 Senior 4 Friendship Persona Deveopment Persona Differences Interaction with Infants Weness and Prenata Care Uniqueness of Individua Interaction with Chidren and Aduts Career Opportunities Factors that Affect Learning Communication at Home and Work Life Pans and Sef-Management Differences in Reationships 2.5

16 Senior Years Famiy Studies What Are Learning Outcomes? Learning outcomes are statements that indicate what earners wi know or be abe to do as a resut of a earning activity. Learning outcomes are usuay expressed as knowedge, skis, or attitudes. Learning outcomes provide direction in the panning of a earning activity. They hep to focus on the earner s behaviour/action serve as guideines for content, instruction, and assessment identify specificay what shoud be earned convey to earners exacty what is to be accompished Why Learning Outcomes? Learning outcomes are important for the foowing reasons: to enabe students to earn effectivey to enabe teachers to design their materias more effectivey to enabe teachers to seect the teaching strategy for the intended earning outcome to enabe teachers to seect appropriate assessment strategies What Are Genera Learning Outcomes (GLOs)? GLOs identify the broad categories of knowedge, skis, and attitudes that students are expected to know and be abe to do in a subject area or course. What Are Specific Learning Outcomes (SLOs)? SLOs identify the knowedge, skis, and attitudes that contribute to a GLO. What Are the Characteristics of Good Learning Outcomes? Learning outcomes have three distinguishing characteristics. The specific action by the earner must be observabe measurabe obtainabe The SLOs hep teachers focus on particuar aspects of knowedge and skis as they pan earning activities for their students. Many of the SLOs are accompanied by exampes. These exampes are meant to iustrate the specific area and depth of earning for students. They are intended as a guide for teachers rather than as an exhaustive or mandatory ist. 2.6

17 Senior Years Famiy Studies A Guide to Reading Learning Outcome Numbering Scope and Sequence Chart GLO 1.1 Genera Learning Outcome Topic GLO 1. Famiy Reationships Topics 1.1 History of the Famiy 1.2 Famiy Functions and Forms 1.3 Famiy Life Cyce 1.4 Adut Life Cyce 1.5 Preparing for Parenthood 1.6 Parenting GLO 2. Human Deveopment Topics 2.1 Growth Senior 1 Senior 2 Senior 3 Famiy Life Cyce Famiy Panning and Parenting Parenting Adoescent Deveopment Prenata and Infant Deveopment Chid Deveopment Senior 1 Specific Learning Outcomes It is expected that the student wi: GLO 1. Famiy Reationships Famiy Life Cyce GLO 2. Human Deveopment Adoescent Deveopment GLO 3. Caregi Se Leve Genera Learning Outcome S Topic Specific Learning Outcome 1.2 Famiy Functions and Forms S define, describe, and anayze the functions famiies pay in society S identify responsibiities of famiy members to each other and to the famiy unit S identify and describe varieties of famiy forms, e.g., nucear, extended, singe parent, bended, teen parenting, singe never married, divorce, common aw, widowhood, separation, refied nest, 2.1 Growth S identify and describe the stages of physioogica growth and deveopment in adoescents and how each stage can be nurtured S distinguish between puberty and adoescence 3.1 Human Ne S descri needs and how famiies S exami meeting the bas members S identif that infuence hu sibings, grandp 2.7

18 Senior Years Famiy Studies Notes 2.8

19 Senior Years Specific Learning Outcomes

20 Senior 1 Specific Learning Outcomes

21 Senior 1 Famiy Studies It is expected that the student wi: Senior 1 Specific Learning Outcomes GLO 1. Famiy Reationships Famiy Life Cyce 1.2 Famiy Functions and Forms S define, describe, and anayze the functions famiies pay in society S identify responsibiities of famiy members to each other and to the famiy unit S identify and describe varieties of famiy forms, e.g., nucear, extended, singe parent, bended, teen parenting, singe never married, divorce, common aw, widowhood, separation, refied nest, sandwich generation S compare and contrast the strengths and chaenges of different famiy forms S examine the roe of adoescents in famiies in past and present societies GLO 2. Human Deveopment Adoescent Deveopment 2.1 Growth S identify and describe the stages of physioogica growth and deveopment in adoescents and how each stage can be nurtured S distinguish between puberty and adoescence GLO 3. Caregiving through the Life Cyce Sef and Basic Needs 3.1 Human Needs S describe Masow s theory of human needs and how it appies to individuas and famiies S examine the roe of famiy in meeting the basic needs of individua famiy members S identify and discuss externa factors that infuence human needs, e.g., parents, sibings, grandparents, friends, teachers, media S examine the factors that infuence how teenagers meet their needs and wants 2.2 Deveopment S identify and describe the physica, inteectua, emotiona, mora, and socia theories of deveopment during adoescence, e.g., Piaget, Erikson, Masow, Kohberg S anayze infuences that have an impact on growth and deveopment during adoescence, e.g., heredity and environment 3.4

22 Senior 1 Famiy Studies GLO 1. Famiy Reationships Famiy Life Cyce GLO 2. Human Deveopment Adoescent Deveopment 2.3 Reproduction S describe the mae and femae reproductive systems and the process by which fertiization takes pace S evauate the roe of abstinence in reationships, e.g., menta heath, pregnancy prevention, physica heath STIs, emotiona heath 2.4 Contraceptive Options S differentiate between various contraceptive options, e.g., abstinence, mae condom, mae condom pus spermicide, femae condom, birth contro pi, no vagina intercourse, diaphragm and jey, cervica cap, spermicides, IUCD, sponge, Depo-Provera, Norpant, vasectomy, tuba igation, rhythm method GLO 3. Caregiving through the Life Cyce Sef and Basic Needs 3.5

23 Senior 1 Famiy Studies GLO 4. Individua Reationships and Communication Friendship 4.1 Communication S identify, anayze, and demonstrate effective communication skis to create heathy reationships, e.g., sending a cear message, effective istening, barriers to communication, negotiation, decision making S identify and provide exampes of verba, non-verba, and symboic communication S identify and discuss harmfu communication patterns (e.g., buying, verba abuse, harassment) and recommend methods of improving communication GLO 5. Persona Decisions and Community Connections Persona Deveopment 5.1 Character Deveopment S discuss factors that infuence sefconcept S define personaity and personaity traits S identify behaviours that promote heath and weness S define, cassify, and determine persona vaues and goas S examine how decisions affect one s we-being S identify different famiy vaues, activities, and customs/traditions in a variety of cutures, e.g., Christmas, Baptisms, Sage Picking, Weddings, Ramadan, Bar/Bat Mitzvahs S define and discuss perception and its infuence on onesef and others GLO 6. Diversity in Society Persona Differences 6.1 Community S discuss cutura components of near environment, e.g., church, community cub, schoo S expain how individuas can infuence their community S discuss reationship of aduts and youth in the community 3.6

24 Senior 1 Famiy Studies GLO 4. Individua Reationships and Communication Friendship 4.2 Nurturing Reationships S describe and expain reationships with friends S describe the potentia effects of friendship on an individua s we-being S identify, describe, and expain the changing nature of friendships experienced during adoescence S anayze socia issues that affect adoescent reationships, e.g., dating, smoking, drug use, chat rooms, Internet dating S identify and anayze confict/jeaousy situations with sibings and friends that affect reationships 4.4 Stress and Lifestye S identify sources of positive and negative stress for adoescents S anayze and evauate strategies for buiding, maintaining, and ending reationships GLO 5. Persona Decisions and Community Connections Persona Deveopment 5.2 Heath and Safety S anayze information from severa sources to determine society s changing perception of beauty S describe unheathy eating patterns and body-atering substance abuse, e.g., fad dieting, compusive eating, anorexia and buimia, steroids S identify and evauate adoescent menta and physica heath issues, e.g., depression, heath issues STIs, acoho and drug abuse, earning disabiity, physica disabiity, famiy abuse or vioence, persona or famiy iness GLO 6. Diversity in Society Persona Differences 6.2 Toerance S identify issues facing famiies/sef in a muticutura and goba society, e.g., sexua toerance, reigious toerance, racia toerance 3.7

25 Senior 1 Famiy Studies Senior 1 Web Listing (Teacher Resources) 1. Famiy Reationships Famiy Life Cyce Famiy Functions and Forms warepsychoogy/famiy/index.htm 2. Human Deveopment Adoescent Deveopment Buying Caregiving through the Life Cyce Sef and Basic Needs Human Needs masow.htm 4. Individua Reationships and Communication Friendship Nurturing Reationships Stress and Lifestye s/march2001/march_06_2001.htm 5. Persona Decisions and Community Connections Persona Deveopment Heath and Safety defaut.asp 6. Diversity in Society Persona Differences Toerance

26 Senior 2 Specific Learning Outcomes

27 Senior 2 Famiy Studies It is expected that the student wi: Senior 2 Specific Learning Outcomes GLO 1. Famiy Reationships Famiy Panning and Parenting 1.5 Preparing for Parenthood S describe persona, psychoogica, physica, financia, and phiosophica readiness for parenting S anayze the impact of individua choices of choosing to parent or not to parent S evauate the roe of abstinence in reationships, e.g., pregnancy prevention, physica heath STIs, emotiona heath S determine and discuss the issues invoved in teen pregnancy 1.6 Parenting S define a parent or guardian and identify ways of becoming a parent, e.g., birth, adoption, fostering, surrogate parent, stepparent, grandparent S describe and expain the roes and responsibiities of parenting GLO 2. Human Deveopment Prenata and Infant Deveopment 2.1 Growth S identify and describe the stages of physioogica growth and deveopment from conception and infancy through preschoo, and how each stage can be nurtured 2.2 Deveopment S identify the physica, inteectua, emotiona, mora, and socia theories of deveopment during infancy/preschoo and describe appropriate care for each deveopmenta stage, e.g., Piaget, Erikson, Masow, Kohberg S expain the importance of infant bonding on chid deveopment 2.3 Reproduction S describe the mae and femae reproductive systems and the process by which fertiization takes pace GLO 3. Caregiving through the Life Cyce Needs of Infants/Chidren 3.1 Human Needs S identify and examine theories of human needs and examine how they appy to infants and preschoo chidren S identify appropriate and inappropriate caregiving behaviours that infuence growth and deveopment S identify the type of cothing required by infants and preschoo chidren S determine environmenta and economic issues reated to chidren s cothing, e.g., coth vs. disposabe diapers, unisex cothing, second-hand cothing S describe the importance of nutritious foods and estabishing heathy dietary habits eary in a chid s ife S pan and impement a menu that encompasses nutrition and sensory appea 3.3 Nurturing/Caring Environment S describe the care of the mother and newborn with emphasis on feeding, persona care, and initia bonding, e.g., premature infant, ow birth weight, feeding probems, Apgar score, cord care, circumcision decision 3.10

28 Senior 2 Famiy Studies GLO 1. Famiy Reationships Famiy Panning and Parenting GLO 2. Human Deveopment Prenata and Infant Deveopment 2.4 Contraceptive Options S differentiate between various contraceptive options, e.g., abstinence, mae condom, mae condom pus spermicide, femae condom, birth contro pi, no vagina intercourse, diaphragm and jey, cervica cap, spermicides, IUCD, sponge, Depo-Provera, Norpant, vasectomy, tuba igation, rhythm method 2.5 Prenata Deveopment S describe the physica, socia, emotiona, and economic impact of pregnancy, abour, deivery, and postnata care at different materna ages S describe the process of embryonic/ feta deveopment and materna changes during the three trimesters of pregnancy, e.g., emotiona changes, hormona changes, physica changes 2.6 Labour and Deivery S describe the processes of abour and deivery and identify the compications that may arise during pregnancy, abour, and deivery, e.g., pregnancy-induced hypertension (toxemia), diabetic, C-section GLO 3. Caregiving through the Life Cyce Needs of Infants/Chidren S identify possibe compications and the care that may be required for the mother and newborn throughout the postnata period, e.g., depression, hemorrhage, infection, neonata jaundice, faiure to thrive S expain methods of caregiving and nurturing infants/preschoo chidren S identify and evauate caregiving/parenting options avaiabe to meet the needs of infants and preschoo chidren, e.g., stay-at-home parent, extended famiy, daycare centres, home-based daycare, teen parent nurseries S identify the responsibiities of caregivers when providing chid care to infants/preschoo chidren S describe circumstances that ead to vioence toward chidren, e.g., cyces of vioence, famiy history of vioence S describe the roes of service/care providers in reporting and intervening in cases of chid abuse and vioence, e.g., doctors, parents, schoo personne, neighbours, socia agencies, poice S describe the indicators of chid abuse, e.g., unexpained fear, unusua or repeated injuries, negect (manutrition), and famiy vioence, e.g., insecurity, ack of trust S examine the factors that infuence how parents meet the needs and wants of infants/preschoo chidren, e.g., singe parent famiies, teen parent famiies, dua career/job famiies 3.11

29 Senior 2 Famiy Studies GLO 4. Individua Reationships and Communication Interaction with Infants 4.1 Communication S identify and demonstrate effective communication skis to create heathy parenting reationships with chidren, e.g., sending a cear message, effective istening, barriers to communication, decision making S anayze how communication skis and techniques contribute positivey in the parenting reationship with chidren S demonstrate effective communication skis appropriate for resoving parent/chid conficts S identify and describe how the parenting reationship with chidren changes throughout the ife cyce 4.2 Nurturing Reationships S identify caregiving behaviours that promote a heathy and nurturing environment S identify and describe different parenting styes and assess their infuence on famiy dynamics e.g., authoritarian, permissive, democratic, detached S describe how different parenting styes infuence deveoping chidren, e.g., discipine, gender roes, expressing ove and affection, transmitting cuture, traditions, moras, reigious beiefs GLO 5. Persona Decisions and Community Connections Weness and Prenata Care 5.1 Character Deveopment S discuss factors that infuence sefconcept S identify behaviours that promote heath and weness S define, cassify, and determine persona vaues and goas S examine how decisions affect one s we-being 5.2 Heath and Safety S identify genetic ineages to various inherited diseases and predisposition to heath probems, e.g., asthma, aergies, epiepsy, diabetes, sicke-ce anemia, Tay- Sachs disease S examine the technoogy avaiabe for prenata assessment and aternative methods to conception and the controversia choices which they create, e.g., utrasound, surrogate parenting, feta reduction, amniocentesis, in vitro fertiization, abortion, chorionic vii samping, sperm banks GLO 6. Diversity in Society Uniqueness of Individua 6.3 Infuences on Deveopment S research cutura differences regarding eary chidhood deveopment S deveop a persona phiosophy for nurturing and caring for infants/preschoo chidren 3.12

30 Senior 2 Famiy Studies GLO 4. Individua Reationships and Communication Interaction with Infants 4.3 Pay and Routines S define, describe, and expain how pay enhances the deveopment of infants and preschoo chidren S categorize pay activities, toys, and games according to an infant/preschoo chid stage of deveopment S describe the need for routines and boundaries with infants/preschooers and discuss their impact on the deveopmenta process S identify types of pay, e.g., soitary, parae, co-operative, associative GLO 5. Persona Decisions and Community Connections Weness and Prenata Care S identify and evauate ifestye factors that are a source of stress for pregnant women that may affect materna/feta heath, e.g., exercise, workreated impact, nutrition iron/foacin, high fever, diabetes, Rubea, X-rays, caffeine, acoho (FAS/FAE), smoking, prescription and non-prescription drugs GLO 6. Diversity in Society Uniqueness of Individua 5.3 Practicum S appy theoretica aspects to practica experiences and situations with infant/preschoo chidren in a practicum setting, e.g., infant/preschoo caregiving skis, food seection and presentation, seection of safe and appropriate pay activities S anayze the effects of the practicum experience on their own ives through journaing S experience persona, famiy, and workpace dynamics in a variety of rea-word settings 3.13

31 Senior 2 Famiy Studies Senior 2 Web Listing (Teacher Resources) 1. Famiy Reationships Famiy Panning and Parenting Preparing for Parenthood Roes and Responsibiities of Parenting 2. Human Deveopment Prenata and Infant Deveopment Reproduction and Conception reproduction/mae.htm Pregnancy Growth and Deveopment stages.mhtm prenata/ shtm 3. Caregiving through the Life Cyce Needs of Infants/Chidren Human Needs Caring and Nurturing Parenting/Infant_Care/ jhtm dynamics/chid.htm 4. Individua Reationships and Communication Interaction with Infants Communication marriage_communication_5.htm Nurturing Reationships teaching/parenting_styes.htm parenting.htm styes.htm Pay and Routines growth/pschpay.htm 5. Persona Decisions and Community Connections Weness and Prenata Care Character Deveopment ogy_an.htm Heath and Safety Gendisease.htm Diversity in Society Uniqueness of Individua Infuences on Deveopment famiy_roe.htm Dennis1.htm 3.14

32 Senior 3 Specific Learning Outcomes

33 Senior 3 Famiy Studies It is expected that the student wi: Senior 3 Specific Learning Outcomes GLO 1. Famiy Reationships Parenting 1.6 Parenting S identify the rights and responsibiities of parents and caregivers when caring for schoo-aged chidren S expain how to create a safe environment inside and outside the home S discuss the importance of nutritious foods and estabishing heathy dietary habits in a chid s ife S ist strategies to make eating safe and enjoyabe for schoo-aged chidren S describe and demonstrate procedures for preventing accidents and handing emergencies with chidren, e.g., genera first aid (beeding, choking, poisoning, burns, head and bone injuries, foreign objects, bites and stings, bisters, frostbite, hypothermia, fainting, shock, heatstroke, seizures, spinters, sprains, aergic reactions) food aergies and intoerances accessing emergency heath care unusua circumstances GLO 2. Human Deveopment Chid Deveopment 2.1 Growth S identify and describe the physioogica stages of growth and deveopment during chidhood and how each stage can be nurtured GLO 3. Caregiving through the Life Cyce Providing Chid Care 3.1 Human Needs S describe theories of human needs and how they appy to schoo-aged chidren S identify and determine famiy stress issues and how they affect the needs of chidren, e.g., poverty, divorce, sibing rivary, moving, oss of a job, iness, death 3.16

34 Senior 3 Famiy Studies GLO 1. Famiy Reationships Parenting GLO 2. Human Deveopment Chid Deveopment 2.2 Deveopment S identify the physica, inteectua, emotiona, mora, and socia theories of deveopment of schoo-aged chidren and describe appropriate care for each deveopmenta stage, e.g., Piaget, Erikson, Masow, Kohberg GLO 3. Caregiving through the Life Cyce Providing Chid Care 3.2 Caregiving Options S identify and evauate caregiving/ parenting options avaiabe to meet the needs of chidren, e.g., daycare centres, stay-athome parent, after-schoo programs, homebased daycare, atchkey chidren 3.3 Nurturing/Caring Environment S identify appropriate and inappropriate caregiving behaviours that infuence growth and deveopment S compare and contrast a variety of parenting phiosophies and practices, e.g., positive discipine vs. punishment S expain methods to nurture and care for schoo-aged chidren S deveop a persona phiosophy for parenting schoo-aged chidren 3.17

35 Senior 3 Famiy Studies GLO 4. Individua Reationships and Communication Interaction with Chidren and Aduts 4.1 Communication S anayze how communication skis and techniques contribute positivey in reationships with sibings S identify and demonstrate effective communication skis to create a heathy sibing reationship, e.g., sending a cear message, effective istening, barriers to communication, negotiation, decision making S identify confict situations with sibings and demonstrate effective confict resoution strategies 4.2 Nurturing Reationships S identify and describe how the reationships between famiy members change throughout the ife cyce S identify behaviours that promote a heathy and nurturing environment S deveop a persona phiosophy for caring for and nurturing chidren and aduts GLO 5. Persona Decisions and Community Connections Career Opportunities 5.1 Character Deveopment S discuss factors that infuence sefconcept S identify behaviours that promote heath and weness S define, cassify, and determine persona vaues and goas S examine how decisions affect one s we-being 5.3 Practicum S appy theoretica aspects of this course to practica experiences and situations with schoo-aged chidren in a practicum setting, e.g., caregiving skis, food seection and presentation, seection of safe and appropriate pay activities, first aid skis S anayze the effects of the practicum experience on their own ives through journaing S deveop an understanding of persona, famiy, and workpace dynamics through practicum experiences GLO 6. Diversity in Society Factors that Affect Learning 6.4 Learning Styes S identify and anayze modes that describe the different ways of earning, e.g., earning styes, thinking styes, mutipe inteigences 6.5 Specia Needs S identify the physica, menta, and socia deveopment of specia needs chidren, e.g., Autism, Asperger s Syndrome, Tourette s Syndrome, Feta Acoho Syndrome, Feta Acoho Effects, Feta Acoho and Drug Effects, ADHD S describe the needs of chidren in reation to their deveopmenta behaviours 3.18

36 Senior 3 Famiy Studies GLO 4. Individua Reationships and Communication Interaction with Chidren and Aduts 4.3 Pay and Routines S define, describe, and expain how pay enhances the deveopment of chidren S categorize pay activities, toys, and games according to a chid s age and stage of deveopment S describe the need for routines and boundaries with schoo-aged chidren and discuss their impact on the deveopmenta process GLO 5. Persona Decisions and Community Connections Career Opportunities 5.4 Career Deveopment S research careers that provide services for individuas and famiies S profie a career that provides services for individuas and/or famiies incuding duties, education quaifications, empoyment opportunities, saary, benefits, and persona quaifications GLO 6. Diversity in Society Factors that Affect Learning 4.4 Stress and Lifestye S describe the differences among reward, discipine, and punishment S describe the effects of chid abuse S determine resources avaiabe to assist in chid abuse situations, e.g., doctors, parents, schoo personne, neighbours, socia agencies, poice S demonstrate appropriate stress management/probem-soving techniques 3.19

37 Senior 3 Famiy Studies Senior 3 Web Listing (Teacher Resources) 1. Famiy Reationships Parenting Responsibiities Human Deveopment Chid Deveopment Growth Deveopment Community_Vioence.htm part6.htm Caregiving through the Life Cyce Providing Chid Care Human Needs index.htm Nurturing Environment Caregiving Options 4. Individua Reationships and Communication Interaction with Chidren and Aduts Communication ication/index.htm skis.htm Nurturing Reationships index.htm marriage_communication_5.htm Stress and Lifestye index.htm Pay and Routines shtm 5. Persona Decisions and Community Connections Career Opportunities Character Deveopment Careers Diversity in Society Factors that Affect Learning Specia Needs therapy.htm morrissette.htm ca-0001/wefsk7.asp Learning Styes

38 Senior 4 Specific Learning Outcomes

39 Senior 4 Famiy Studies It is expected that the student wi: Senior 4 Specific Learning Outcomes GLO 1. Famiy Reationships Famiy Connections 1.1 History of the Famiy S compare and contrast historica and contemporary famiy functions, e.g., sociaization 1.2 Famiy Functions and Forms S identify and describe the societa changes that infuence variations in famiy forms, e.g., nucear, extended, singe parent, bended, teen parenting, singe never married, divorce, common aw, widowhood, separation, refied nest, sandwich generation S interpret the ways in which societa change infuences variations in famiy forms S anayze the abiity of the individua famiy form to meet the various functions of famiy, e.g., sociaization GLO 2. Human Deveopment Youth to the Edery 2.1 Growth S identify and describe the physioogica stages of growth and deveopment during ate adoescence, aduthood, and through to od age, and how each stage can be nurtured 2.2 Deveopment S identify and describe the physica, inteectua, emotiona, mora, and socia theories of deveopment from ate adoescence to od age, e.g., Piaget, Erikson, Masow, Kohberg S articuate aspects that contribute to maturity, e.g., chronoogica, physica, emotiona, socia, inteectua GLO 3. Caregiving through the Life Cyce The Edery 3.1 Human Needs S describe theories of human needs and how they appy to the aging adut 3.3 Nurturing/Caring Environment S describe the signs and symptoms of chronic medica conditions, e.g., Azheimer s disease, diabetes, osteoporosis, heart conditions, strokes, cardiovascuar conditions S understand the impications of ifestye choices and their reationship to medica conditions S anayze the various caregiving choices and the impact on the quaity of ife for seniors and the famiy S deveop a persona phiosophy regarding the treatment of the edery in society S identify issues reated to eder abuse and negect 3.22

40 Senior 4 Famiy Studies GLO 1. Famiy Reationships Famiy Connections 1.3 Famiy Life Cyce S identify and describe stages in the famiy ife cyce, e.g., young coupe, famiy with young chidren, famiy with adoescent chidren, empty nest, aunching years, ater in ife S anayze how various stages of the adut ife cyce affect the famiy ife cyce, e.g., choosing to have your first chid at mid-ife, newy formed step-famiies having additiona chidren 1.4 Adut Life Cyce S identify and describe stages in the adut ife cyce, e.g., transition to aduthood, provisiona aduthood, transition to 30s, midife transition, rediscovery phase, aging GLO 2. Human Deveopment Youth to the Edery 2.3 Reproduction S describe the mae and femae reproductive systems and the process by which fertiization takes pace S evauate the roe of abstinence in reationships, e.g., menta heath, pregnancy prevention, physica heath STIs, emotiona heath 2.4 Contraceptive Options S differentiate between various contraceptive options, e.g., abstinence, mae condom, mae condom pus spermicide, femae condom, birth contro pi, no vagina intercourse, diaphragm and jey, cervica cap, spermicides, IUCD, sponge, Depo-Provera, Norpant, vasectomy, tuba igation, rhythm method GLO 3. Caregiving through the Life Cyce The Edery 3.4 Changing Needs S identify and describe the physica, psychoogica, and socia changes that occur during the aging process, e.g., physica changes psychoogica changes, e.g., Emotiona: depression, oneiness; Cognitive: dementia, Azheimer s socia changes, e.g., significant other, chidren, grandchidren, extended famiy and friends, contributions seniors make to society S examine the factors that infuence how seniors meet their needs and wants, e.g., housing, nutrition, financia panning, heath care 3.5 Death and Dying S identify and describe preparations, practices, and adjustments that resut from the oss of a famiy member in various cutures, e.g., grieving/mourning, funeras, widowhood, financia/ega arrangements, ethica aspects of death, changing famiy roes, support services, wis 3.23