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Course Profile
Managing Personal and Family Resources, Grade 11, College Preparation,
Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
District School Board Writing Team – Managing Personal and Family Resources
Course
Developers
Jennifer Puhakka, Hamilton District School Board
Michelyn Putignano, Hamilton District School Board
Project
Managers
Eva Meriorg, Toronto District School Board
Beverly Murray, Waterloo District School Board, Retired
Course Overview
Managing Personal and Family Resources, Grade 11, College Preparation, HIR3C
Social Sciences and Humanities, 2000
This
course explores how to use human, material and community resources effectively.
The course also examines how to make informed choices with respect to clothing
purchases, finance, food and nutrition, housing, and transportation. Students
will learn about the dynamics of human interaction; how to make responsible
choices in their transition to post secondary education and careers; and
strategies to enable them to manage time, talent, and money effectively. This
course introduces students to skills used in researching and investigating
resource management.
In
writing this course the writers for the Public School Board and the writers for
the Catholic School Board collaborated on the organization and the clustering
of the overall and specific expectations.
Managing
Personal and Family Resources is a College Preparation course. It is designed
to equip students with the knowledge and skills necessary to meet the entrance
requirements for college programs. This course prepares students for most
college programs and related careers. Teaching and learning strategies
emphasize concrete applications of the theoretical material covered in the
course, and also emphasize the development of critical-thinking and
problem-solving skills. It emphasizes the development of both social science
research and independent learning skills. This course has been designed to meet
the immediate and future needs of the students enrolled in this course. The
course begins by examining the stage of the life cycle that students are
currently experiencing and also the adulthood stage. It also addresses the
transition from self, to community, and to the world and gives students a
picture of where they are and where they will be in the future.
Social
science skills are introduced in the unit where they are first applied, but are
used throughout the course. Overall expectations are listed in each unit and
for an activity in which there is a corresponding specific expectation.
Specific expectations are listed each time they are taught.
The
course deals with sensitive, but important issues and the student’s reactions
to these issues must be respected. Teachers should be prepared for potential
disclosures and work with school counsellors who will have outside agency
contacts.
Teachers
should be sensitive to the variety of cultural, ethnic and religious beliefs
and customs which students have and make accommodations to Teaching/Learning
Strategies so as to respect and build on these variations. Similarly, teachers
should be sensitive to the variety of socio-economic levels and family
structures of students and be prepared to make accommodations to learning
experiences and resources, as needed.
Safe
use of equipment and materials will be taught prior to any activities requiring
safe practices. It is essential that students are fully aware of the means in
which to operate the specialized equipment available for use in this course.
The activities take into account the variety of
students’ abilities, backgrounds, interests and learning styles. Expectations
may be modified in accordance with the strategies for teaching and evaluation
recommended in students’ IEPs, in assisting students to learn to live
independently in the community. In this course students will learn how to work
effectively with others, developing team skills, effective communication
skills, research and analytical skills, all of which can be transferred to many
occupations.
The Internet has become a valuable teaching
tool. Both teachers and students may access information on a wide variety of
topics. Throughout the course many websites are listed as student and teacher
resources. While all websites have been thoroughly investigated, and were
current to the time of publication, teachers should preview sites before
student use.
The
suggested hours for units and activities are guidelines; teachers may wish to
adjust the timelines to meet student, school, and community needs.
Although
written for adolescents in Grade 11, this course could be adapted for adult
students. While the learning skills may be similar, the content would need to
be adjusted and revised to be relevant to adult learners.
|
Unit 1 |
The
Transition from Adolescence to Adulthood: Personal Development and
Relationships |
15
hours |
|
Unit 2 |
Young
Adults: Relationships and Development |
15
hours |
|
Unit 3 |
Adolescence:
Career Exploration |
20
hours |
|
Unit 4 |
Young
Adults: Financial Decision Making |
20
hours |
|
* Unit
5 |
Family
Relationships and Economic Stresses |
25
hours |
|
Unit 6 |
Becoming
a Family - The Global Economy and Resource Management |
15
hours |
* This
unit is fully developed in this Course Profile.
Personal Development and
Relationships
Time: 15 hours
Unit
Description
Students
develop an understanding of the complexities in the transition from adolescence
to adulthood. In so doing, they learn to identify a variety of interactions,
and investigate and put into practice theories of communication. Students
analyse their own strengths and weaknesses in order to improve the quality of
their relationships and empower them to plan for the future.
Unit Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 3 hours |
SOV.01,
SO1.01, SO1.02 |
Knowledge/Understanding |
The
Case for Independence |
|
2 3 hours |
SOV.02,
ISV.03, SO2.01, ISI.02 |
Knowledge/Understanding |
Interacting
with Others: Our Many Hats |
|
3 4 hours |
SOV.03,
SO3.01, SO3.02, SO3.03, SO3.04, SO3.05 |
Knowledge/Understanding |
Theory
of Communication |
|
4 5 hours |
SOV.01,
SO1.03 |
Thinking/Inquiry |
Personal
Skills Assessment |
Time: 15 hours
Unit
Description
Students
expand their knowledge about developing strong interpersonal relationships as
young adults. Through case study analysis and role-play, students learn to
problem solve issues involved in forming relationships. Research skills develop
while investigating the challenges involved in personal interactions and
conflict resolution. Students develop an understanding of peer mediation and
its application in both their personal and work life.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 2 hours |
SOV.02,
SO2.03 |
Knowledge/ |
Identifying
Strong Interpersonal Relationships |
|
2 2 hours |
SOV.02,
SO2.02 |
Knowledge/ |
Case
Study Analysis of Relationships |
|
3 3 hours |
SOV.03,
SO4.01 |
Thinking/Inquiry |
Conflict
and its Effects |
|
4 4 hours |
SOV.03,
ISV.01, ISV.02, SO4.02, IS1.03, IS2.03, IS2.04 |
Thinking/Inquiry |
Investigation
of a Challenging Personal Interaction |
|
5 4 hours |
SOV.03,
SO4.02, SO4.03, SO4.04 |
Thinking/Inquiry |
Conflict
Resolution and Peer Mediation |
Time: 20 hours
Unit
Description
This unit
provides students with the opportunity to examine the school-to-work
transition. Following an assessment of their skills and strengths as potential
employees, students use decision-making models to make career choices. They use
research skills to investigate and define their own career paths including
choices in post-secondary education. There is an opportunity for students to
become knowledgeable concerning the rights and responsibilities of employees
and employers. They investigate the impact of government involvement in the
workplace. Students also identify and explain the resources available to allow
them to achieve their career goals. Then, they examine how they can use and develop
the skills they have to maintain employment.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 4 hours |
SOV.01,
PRV.02, CFV.01, SO1.04, PR2.02, CF1.01 |
Thinking/Inquiry |
Assessment
of Personal Skills and Strengths |
|
2 4 hours |
PRV.01,
ISV.02, PR1.01, PR1.02, IS2.02 |
Thinking/Inquiry |
Deciding
on a Career |
|
3 4 hours |
CFV.01, CF1.02, CF1.03 |
Thinking/Inquiry |
Mapping a Career Path |
|
4 5 hours |
SOV.01,
CFV.02, SSV.04, SO1.04, SO1.05, CF2.03, SS4.01, SS4.02, SS4.03 |
Knowledge/ |
You and
the Workplace |
|
5 3 hours |
PRV.02,
SSV.01, PR2.01, PR2.02, SS1.03 |
Knowledge/ |
Resource
Availability to Achieve Career Goals |
Time: 20 hours
Unit
Description
Students
gain an understanding of the importance of the financial decisions young adults
face in society. They analyse advertising influences and investigate consumer
products using responsible decision-making skills. Students use various tools
to help plan for a major purchase. They identify the financial services
available to young adults, and plan and predict the costs of life events that
occur in young adulthood.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 5 hours |
PRV.03,
ISV.01, ISV.02, PR3.01, PR3.02, PR3.04, IS1.04, IS2.01 |
Knowledge/ |
Responsible
Consumerism—Making Wise Decisions |
|
2 6 hours |
PRV.02,
PRV.03, ISV.02, ISV.04, PR2.03, PR3.03, PR3.05, IS2.02, IS2.04, IS3.02 |
Knowledge/
Understanding |
Planning
Purchases |
|
3 9 hours |
SSV.01,
SSV.03, SS1.01, SS1.04, SS3.02 |
Knowledge/ |
Money
Management Skills and Services |
Time: 25 hours
Unit
Description
Students
conduct research on types of families to determine how different lifestyles
affect spending patterns. They demonstrate an understanding of the advantages
and disadvantages of building and using credit by planning family purchases.
Students explore different lifestyles by planning, preparing, and serving
balanced family meals within time, money, or equipment constraints. They
investigate the implications that non-traditional forms of work have on the
family. Through the examination of case studies, students identify the impact
of various employment-related trends on the family. They should investigate
community resources that are available to help families in financial distress.
Unit
Overview Chart
|
Cluster |
Title |
Time |
Expectations |
Assessment |
Tasks |
|
1 |
The
Importance of Money |
6 hours |
SSV.01,
SSV.02, ISV.01, ISV.04, SS1.02, SS2.05, IS1.01, IS3.01, IS3.02 |
Thinking/Inquiry |
Graphs |
|
2 |
Family
Budgeting |
5 hours |
PRV.02,
SSV.01, SSV.02, PR2.05, SS1.02, SS2.06 |
Thinking/Inquiry |
Credit
Terminology |
|
3 |
Managing
Family Resources |
4 hours |
PRV.02,
SSV.01, PR2.05, SS1.02 |
Thinking/Inquiry |
Food
Lab |
|
4 |
Types
of Work The Costs and Implications of Non-traditional Work |
5 hours |
CFV.02,
CF2.01, CF2.02, CF2.04 |
Knowledge/
Understanding |
Class
Discussion |
|
5 |
Employment-related
trends and resources |
2 hours |
SSV.02,
SSV.03, SS2.02, SS3.01 |
Knowledge/
Understanding |
Family
Employment |
|
6 |
Family
Finances: Success and Stability |
3 hours |
CFV.02,
SSV.01, SSV.02, SSV.03, ISV.04, CF2.01, CF2.02, CF2.04, SS1.02, SS2.02,
SS3.01, IS3.02 |
Knowledge/
Understanding |
Pamphlet |
Time: 15 hours
Unit
Description
Students
focus on how societal issues affect family finances. They identify the ways in
which families cope with the changes they face. Students also look at the place
the Canadian family holds in the global economy by examining how families are
affected by global disparities in wealth and resources. They study the factors
that influence wealth and poverty around the world.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 10 hours |
PRV.02,
SSV.02, ISV.03, PR2.04, SS2.01, SS2.03, SS2.04, IS1.02 |
Knowledge/
Understanding |
Family
Finances in Canada |
|
2 5 hours |
CFV.03,
ISV.03, CF3.01, CF3.02, IS1.02 |
Knowledge/
Understanding |
The
Family in the Global Economy |
It
is strongly recommended that teachers follow the order of units and activities
given in the Course Profile as learning is sequential. This course allows
students to examine personal and family resource management using the
life-cycle approach. The curriculum is designed to allow students to explore
connections with each other, their families, communities, and society as a
whole.
A
variety of strategies involving various sectors of the local community are
recommended throughout the course. Teachers are encouraged to adopt strategies
as recommended in their students’ IEPs. Practical experiences and simulations
related to the real world provide opportunities for exploring and expanding
activities in the area of personal and family resource management. Activities
such as food labs, construction and repair of clothing, comparing cost and
quality of household purchases, and toy purchases for children are ways in
which the teacher can reinforce theoretical learning.
There
are times within the course that the teacher may wish to use practical
activities to reinforce classroom learning. Food labs would be one such
example. Safe use of equipment and materials will need to be taught prior to
any activities requiring such safe practices. It is essential that students are
fully aware of the means in which to operate the specialized equipment
available for use in this course.
A
variety of teaching/learning strategies are encouraged. Some examples of
strategies that could be used in this course include: brainstorming, case
studies, class discussion, collaborative/cooperative learning, computer
assisted learning, discussion, food labs, demonstration, homework, independent
study, issues based analysis, journal writing, learning centres, mind map, note
making, problem-solving strategies and models, role play, report writing,
presentations, social science research, Socratic lesson.
The
teacher may wish to create “family learning activities” for students. Each
student becomes a member of a “family.” Families of various types would be
created by the teacher - dual income, single parent, retired couple, family
with young children, etc. When creating these families, teachers and students
need to be aware of any bias or stereotype, which might be reinforced through
these activities. Families would be maintained for the entire course.
Activities are completed on a weekly or bi-weekly basis. Families are given
activities to complete that allow them to work together to decide upon, plan
and implement resource management techniques. Activities could include creating
a family budget, planning a family vacation, purchasing an appliance, making
holiday gift purchases, buying a car, income tax planning or a home and meal
planning. Family activities would be assessed for both process and final
product.
Student
achievement is the measurement of learning. It must be congruent with the
assessment of the clusters of learning expectations. It must reflect the
balance of the Achievement Chart for Social Sciences and Humanities. The nature
of the expectations in this course allows for more opportunities for students
to apply the knowledge and skills that they gain throughout the course.
Students
may be provided with numerous and varied opportunities to demonstrate the full
extent of their achievement of the curriculum expectations, across all four
categories of the Achievement Chart. Some examples of strategies are:
paper-and-pencil tests, performance assessment, presentations, checklists,
research projects, portfolios, conferencing, log, journal, critique,
formal/informal teacher observation, and reflection. Examples of tools are:
criteria based checklists, criteria referenced marking schemes, quizzes, tests,
rubrics, rating scales, anecdotal comments and suggestions for improvement.
·
Diagnostic:
occurs at the beginning of a term, a unit of study, or whenever information
about prior learning is useful.
·
Formative:
during learning; ongoing feedback to the teacher and student about quality of
learning and the effectiveness of instruction.
·
Summative:
usually carried out at the end of a learning process; may include feedback
and/or evaluation.
As per The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000,
seventy percent of the grade will be based on evaluations conducted throughout
the course and thirty percent of the grade will be based on final evaluation.
The final evaluation may take the form of an examination, performance, and/or
other method of evaluation suitable to the course content and administered
towards the end of the course. The final evaluation could involve one or more
of the following: written examination, oral examination, oral report or
presentation, case study application, social science research project.
Teachers
using this profile should be acquainted with the strategies and evaluations as
recommended in students’ Individual Education Plans (IEPs). For most
exceptional students, the learning expectations will be the same as or similar
to the expectations outlined in the curriculum policy document. Accommodations
such as specialized supports and services may be required to help students meet
the expectations.
Teachers
are encouraged to expand teaching strategies to best meet the needs of all
students, and to accommodate different learning styles.
Some
examples of accommodations are: oral testing, using a scribe for written work,
demonstration of skill, peer tutor, small group work, simplified instructions,
flexible timelines, adapting handouts, instructions and project guidelines, and
enrichment activities. Special education teachers are supports in this area,
and their expertise should be sought.
Adaptation(s)
of the course for ESL students should reflect the knowledge that although most
immigrant students are proficient users of their own languages, many arrive in
Ontario with little or no previous experience with English. Teachers should
select resources that relate to the ESL/ELD Curriculum Policy Document Strands’
expectations: Reading, Writing, Oral and Visual Communication and Social and
Cultural Competence. Teachers should also use a wide variety of print and
illustrative material. ESL/ELD students should be encouraged to use bilingual
dictionaries, if necessary, and to use their first language to plan, organize,
write a first draft of either written or performance product.
No assumption can be made of ESL/ELD
learners’ prior knowledge and skill. Since ESL/ELD learners, like all learners,
have different learning styles, a wide variety of teaching/learning strategies
and assessment/evaluation techniques should be used. Many assessment tools for
ESL/ELD students will be formative, both in the assessment of understanding of
concepts and the acquisition and practice of the specifically identified
language forms necessary to express those concepts. The ESL/ELD learners’ self
esteem and motivation to learn benefits greatly when courses allow expression
of their individual skills, interests. The varied life experiences in the
family, communities, and countries of origin; sensitivity to the diversity of cultural,
ethnic, religious beliefs and customs, socio-economic levels, and family
structures of our newcomer students entails accommodations to the structuring
of learning experiences and resources. (adapted from Course Profile: Canadian
History in the Twentieth Century, Grade 10, Academic, Public).
Note Concerning Permissions
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos. Before reproducing materials for student use from books and magazines, teachers
need to ensure that their board has a Cancopy licence and that resources they
wish to use are covered by this licence. Before screening videos for their
students, teachers need to ensure that their board/school has obtained the
appropriate public performance videocassette licence from an authorized
distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much
of the material on the Internet is protected by copyright. That copyright is
usually owned by the person or organization that created the work. Reproduction
of any work or a substantial part of any work on the Internet is not allowed
without the permission of the owner.
Choices
into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools, 1999.
The
Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Canadian
Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 613-238-8817,
– http://www.chea-acef.ca
Credit
Counselling Services of Toronto. 45 Sheppard Avenue East, Suite 810, Toronto, ON M2N 5W9.
– http://www.creditcanada.com
Family
Services of Ontario,
locate your local agency via the phone book
Ontario
Association of Credit Counselling Services, P.O. Box 189, Grimsby, Ontario L3M 4G5,
Tel: 905 945-5644 Fax: (905) 945-4680
Ontario
Home Economics Association – http://www.ohea.on.ca
Ontario
Women’s Directorate - Your Money, Your Life, Your Way!, Learning for Life, ENO discussion forums –
http://www.enoreo.on.ca/owd_forum/
Baker,
Maureen. Families: Changing Trends in Canada, 3rd ed. McGraw-Hill, 2001.
ISBN 0-07-086415-2
Baker,
M and Janet Dryden. Families in Canadian Society, 2nd ed. McGraw-Hill.
1993.
ISBN 0-07-551366-8
Bird,
Gloria W and Keith Melville. Families and Intimate Relationships.
McGraw-Hill, 1994.
ISBN 0-07-041701-6
Brown,
Kathleen, T. Chambers, and E. Currie. Personal Finance for Canadians,
6th ed. Prentice-Hall Inc., 1999. ISBN 0-013-628694-1. Prentice-Hall website –
www.phcananda.com.
Eubanks,
Sasse, Glosson. Shaping Your Future. McGraw-Hill. 2000. ISBN
0-02-637967-8
Evans
and Leitenberg. Family Issues…From the Senior Issues Collection.
McGraw-Hill. 1995.
ISBN 0-07-551696-9
Johnson,
L. Strengthening Family and Self. Irwin. 1998. ISBN 1-56637-3964
Laurer,
Robert. Marriage and Family: The Quest for Intimacy, 4th ed.
McGraw-Hill, 2000.
ISBN 0-070236163-8
Plue,
Leo, Warren Palmer, and Cheryl Karakokkinos. Careers Today and Tomorrow.
Irwin, 2000.
ISBN 0-7725-2852-7
Riker
and Riker. Married and Single Life, 6th ed. McGraw-Hill. 1997. ISBN
0-02-643000-2
Ryder,
V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Sasse,
C.R. Families Today, 3rd ed. McGraw-Hill. 1997. ISBN 0-02-643278-1
Wehkage,
N. Goals for Living Managing Your Resources. Irwin, 1997. ISBN
1-56637-295X
Resiliency…Beating
the Odds.
McGraw-Hill. ISBN 0-02-637847-7.
Sexual
Harassment: News at Six. McGraw-Hill. ISBN 0-02-637849-3
How
Families Differ,
McGraw-Hill, ISBN 0-02-637712-8
Impacts
of Single Parenting,
McGraw-Hill, ISBN 0-020637713-6
Understanding
Your Parents,
McGraw-Hill, ISBN 0-02-637715-2
Working
Marriage Partners,
McGraw-Hill, 0-02-637717-9
Sexual
Harassment Stop It Now, Magna Systems Inc. Mod 53, 1-800-203-7060
Early
Adulthood 6 part Video Series, 1999. – www.webering.com/magna
·
Physical
Development Mod 201
·
Cognitive
Development Mod 202
·
Special
Problems Mod 203
·
Love,
Marriage and Divorce Mod 204
·
Parenthood
Mod 205
·
The
World of Work Mod 206 1-800-203-7060
The School Company - order a Career catalogue
at 1-800-543-0998 or www.schoolco.com - many excellent video, computer and poster
resources for career planning and work skills
The Changing Family and Its Implications, Films for the Humanities and
Social Sciences, CZW4942, www.films.com
Men
in the Workplace:
Nontraditional Careers, Sunburst, 2951-YG, 1-800-431-1934
Women
in the Workplace,
Sunburst, 2923-YG, 1-800-431-1934
Money
and Values: What Is
Wealth? Learning Seed, Order #25301, 1-800-634-4941,
– http://www.learning seed.com
A Penny Saved: How To Grow Money, Learning Seed, Order #24400,
1-800-634-4941,
– http://www.learning seed.com
Buy
Now, Pay Later: Credit Basics. Learning Seed, Order #19496, 1-800-634-4941,
– http://www.learning seed.com
Credit
Cards, Living With Plastic. Learning Seed, Order #13391, 1-800-634-4941,
– http://www.learning seed.com
User
Friendly Budgeting Learning
Seed, Order #22898, 1-800-634-4941,
– http://www.learning seed.com
Career
Self-Assessment: Where Do You Fit? Learning Seed, Order #15401, 1-800-634-4941,
– http://www.learning seed.com
Gender
and Careers,
Learning Seed, Order #20296, 1-800-634-4941,
– http://www.learning seed.com
Dollars
and Sense, An Interactive Guide to Money Management, Cambridge Educational, CCP0410W-D,
Windows only, 1-800-468-4227, www.cambridgeol.com
Ace
the Interview, The Multimedia Job Interview Guide, Cambridge Educational, CCP0295C-CD,
Windows/MAC, 1-800-468-4227 www.cambridgeol.com
Moving
On Up An Interactive Guide to Finding a Great Job, Cambridge Educational, CCP0322W-CD, Windows,
1-800-468-4227 www.cambridgeol.com
Multimedia
Job Search, Cambridge
Educational, CCP0313C-CD, Windows, 1-800-468-4227 www.cambridgeol.com
Multimedia
Take This Job and Love It, Cambridge Educational, CCP0244CW-CD, Windows/MAC, 1-800-468-4227
www.cambridgeol.com
Adams,
Michael. Better Happy Than Rich? Canadians, Money, and the Meaning of
Life. Penguin Publishing, 2000. ISBN 0-670-88898-2
Chilton,
David. The Wealthy Barber. Irwin. 1995. ISBN 7737-57678
Foot,
D. Boom, Bust and Echo 2000. Irwin. 1999. ISBN 55199-0296
Godfrey,
N.S. A Penny Saved - Teaching Your Children the Values and Life Skills They
Will Need to Live in the Real World. Simon and Shuster, 1995. ISBN
0-0684-82480-9
Mellan,
O. Money Harmony - Resolving Money Conflicts in Your Life and Relationships.
Walker and Company, 1994. ISBN 0-8027-1285-1
Miller,
M.W. The Sensible Saver. McMillian Spectrum. 1996. ISBN 0-02-861288-4
Robertson,
Hugh. The Project Book: An Introduction to Research and Writing. Ottawa:
Piperhill, 1999. ISBN 0-09693068-4-9 To order call 1-800-958-5348
Robertson,
Hugh. Research and Communication Skills. Ottawa: Piperhill, 1999. ISBN
0-09693068-3-0
Staats,
W.F. and E.D. Sledge. How Chuck Taylor Got What He Wanted (and how you can
too!) Credit Counselling Services of Toronto. (available from Credit
Counselling Services of Toronto. 45 Sheppard Avenue East, Suite 810,
Toronto, ON M2N 5W9. http://www.creditcanada.com)
Vaz-Oxlade,
G. A Woman of Independent Means. Stoddart, 1999. ISBN 0-7737-3181-4
Vaz-Oxlade,
G. Divorce- A Canadian Woman’s Guide. Prentice-Hall, 2000. ISBN
0-13-026534-9
Vaz-Oxlade,
G. The Money Tree Myth. Stoddart, 1996. ISBN 0773758178
Vaz-Oxlade,
G. Shopping for Money. Stoddart, 1999. ISBN 0773760202
Visa
Canada. Choices and Decisions – Taking Charge of Your Financial Life.
Phone (613)748-5639
Note: The URLs for the websites have been
verified by the writer prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
Ministry
of Education - Prospects: Ontario Guide to Career Planning
– http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
Canadian
Careers.Com – http://www.canadiancareers.com/index.html
Youth
Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
Young
Worker Awareness Program. – http://www.yworker.com
CIBC
Smartstart – http://www.cibc.com/smartstart/
Better
Business Bureau – http://www.bbb.org/
Street
Cents Online – http://www.halifax.cbc.ca/streetcents/
Consumer
Education for Teens – http://www.wa.gov/ago/youth/
Royal
Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com
The
Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Ministry
of Labour – http://www.gov.on.ca/LAB/main.htm
Canadian
Centre for Occupational Health and Safety – http://www.ccohs.ca
Canadian
Council on Social Development – http://www.ccsd.ca
Ministry
of Consumer and Commercial Relations –
http://www.ccr.gov.on.ca/mccr/english/welcome.htm
Advertising
standards – www.astandards.com
Canadian
Living Magazine – www.canadianliving.com
Chatelaine
Magazine – www.chatelaine.com
Sears
online catalogue – www.sears.ca
Yahoo!
Canada Shopping – http://ca.shopping.yahoo.com
Consumer
Reports Online – http://www.consumerreports.org
Consumer
Digest Online – http://www.consumerdigest.com
Epinions.com
(consumer buying decisions) – http://www.epinions.com
Peachtree
Network (online grocery shopping) – http://www.peachtree.ca
Betty
Crocker.Com – http://www.bettycrocker.com
Canlearn
(career planning website) – http://www.canlearn.ca/English/eng.cfm
Canadian
Living Recipes – http://www.canadianliving.com/recipes/index.html
Organizetips.com
– http://www.organizetips.com
Ministry
of Consumer and Commercial Relations. A Fair Marketplace - When You Pay In
Advance. ISBN 0-7778-8533-6. Available by calling 1-800-268-1142.
Ministry
of Consumer and Commercial Relations. A Fair Marketplace - Guide for
Consumers.
ISBN 0-7778-8510-7. Available by calling 1-800-268-1142.
Ministry
of Consumer and Commercial Relations. A Fair Marketplace Credit - Handle
With Care.
ISBN 0-7778-8531-X. Available by calling 1-800-268-1142.
Human
Resources Development Canada. Focus on Resumes - A Guide to Marketing
Yourself. 1998.
Human
Resources Development Canada. Focus on Interviews - A Guide to Marketing
Yourself. 1998.
Human
Resources Development Canada, Youth Communication Directorate. Looking for a
Job? Catalogue No. MP43-195/2000E. Contact the Youth Info Line at
1-800-935-5555.
The Managing Personal and Family Resource
course is part of the Social Sciences and Humanities curriculum policy
document. It is designated as College Preparation. With reference to the
requirements for the Ontario Secondary School Diploma, students can use the
course as an additional compulsory credit or as one of the twelve optional
credits. The practical aspect of this course provides students with knowledge
and skills needed for further education and work and helps students live
satisfying and productive lives as independent and responsible members of
society.
This course allows students to broaden their
knowledge in managing resources for themselves, their families and the
community in which they live. Through the variety of learning activities students
have many opportunities to further develop their research, critical thinking,
communication, management, interpersonal and practical skills
Career exploration is a component in the course
and is aligned with Choices into Action: Guidance and Career Education
Program Policy for Elementary and Secondary Schools, 1999. Students
will also be given opportunity within this course to further their own
experience within the workforce. This may happen both inside and outside the
classroom. The teacher may choose to invite speakers to the classroom to
discuss career opportunities, safety within the workplace, employee rights and
responsibilities, financial planning, etc. All students enrolled in this course
will have taken the Grade 10 Careers course and be involved in the Teacher
Advisor Program. Many of the issues addressed in this first unit may be similar
to those in the Careers course and TAP at your particular school. Teachers
should take the time to find out how these courses may be similar so that they
can plan accordingly. Many of the students enrolled in the course may be
involved in the cooperative education program within their own school. Again,
teachers should take this opportunity to investigate learning opportunities
within the cooperative education program and plan accordingly.
Within
the course, students have the opportunity to examine their personal
relationships by learning about the components of healthy relationships.
Students examine how to have effective relationships with their family, friends,
school, community, and within the workplace. Issues related to workplace safety
and conflict resolution are examined. Teachers need to be sensitive to students
and their personal situations. School and community resources should be
available, if needed, to assist students.
With the
emphasis on social science research skills, students have the opportunity to
enhance their computer skills. Students need to be familiar with
word-processing, the use of a spreadsheet, and the creation of graphs. Students
may also be given the opportunity to create multi-media presentations. Money
and time management programs and the Internet may be used to allow students to
explore how computers are used to help people manage their daily lives.
In this
course profile, the teacher should try to access community resources that allow
for further student learning. Throughout this course profile many community
resources are identified that can be used. Students identify the types of help
available within their community and how these resources can be accessed to
help them and their families manage their resources more effectively.
SOV.01 · identify the personal resources
necessary to make a smooth transition from adolescence to adulthood;
SOV.02 · demonstrate an understanding of
the dynamics of human interaction and communication with others;
SOV.03 · demonstrate an understanding of
the challenges involved in human interaction.
Making
the Transition to Adulthood
SO1.01 – demonstrate an understanding of
the need for greater responsibility, maturity, and independence as part of the
transition from adolescence to adulthood;
SO1.02 – categorize the knowledge and
skills required for making the transition;
SO1.03 – demonstrate an understanding of
how to apply the required knowledge and skills to build on personal strengths
and address personal areas of weakness during the transition;
SO1.04 – describe skills that are required
in the workplace (e.g., academic, personal resource management, teamwork);
SO1.05 – demonstrate an understanding of
the importance of projecting an appropriate image in their role as adults, and
of the ways in which choice of clothing can project an image suitable to a
particular role or function (e.g., clothes for work, uniforms, clothes for
special occasions).
Interacting
With Others
SO2.01 – identify the various types of
interactions in which they are involved (e.g., peer, parent-child,
intergenerational, employer-employee);
SO2.02 – analyse the characteristics of
healthy relationships (e.g., open communication, trust, empathy, acceptance of
differences) and of various types of interactions (e.g., functional, personal);
SO2.03 – identify ways to improve the
quality of interpersonal relations (e.g., spending time together, listening,
sharing ideas and beliefs).
Communicating
With Others
SO3.01 – identify the components of spoken
communication (e.g., choice of vocabulary, tone of voice, volume, speech
rhythm);
SO3.02 – identify the components of
non-verbal communication (e.g., body language, eye contact, personal space,
image projection);
SO3.03 – describe techniques for
communicating effectively (e.g., active listening, maintaining open body
language, taking turns in conversation, expressing anger appropriately);
SO3.04 – identify instances of the three
basic styles of communication: passive, aggressive, and assertive;
SO3.05 – demonstrate an understanding of
the role of “I messages” in communicating with others.
Understanding
the Challenges in Human Interaction
SO4.01 – analyse what leads to challenging personal
interactions (e.g., jealousy, perceived unfair treatment, bullying) and how
they are manifested in personal relationships, the workplace, and the
marketplace (e.g., name-calling, exclusion, displays of temper);
SO4.02 – analyse the effects of living and working in
a threatening environment;
SO4.03 – demonstrate an understanding and correct use
of techniques for dealing with conflict;
SO4.04 – explain strategies for coping with issues
relating to personal and public safety.
PRV.01 · demonstrate an understanding of
models of formal decision making;
PRV.02 · identify the principles of and
techniques required for effective management of personal and family resources
(e.g., time, money, talent);
PRV.03 · analyse the role that responsible
consumerism plays in independent and family living.
Understanding
Models of Decision Making
PR1.01 – evaluate the effectiveness of
some common approaches to decision making (e.g., acting on impulse, adopting a laissez-faire
attitude, flipping a coin, weighing alternatives);
PR1.02 – evaluate the process of using a
decision-making model to make specific personal choices (e.g., what furniture
to buy, where to live, what occupations to explore in the future).
Managing
Resources
PR2.01 – identify the different types of
resources (e.g., human, material, community) available to individuals and
families;
PR2.02 – analyse how personal goals and
priorities, personal needs and wants, and cultural influences affect the use of
time, talent, and money;
PR2.03 – demonstrate an understanding of
the money-management techniques required for independent living (e.g.,
budgeting and using credit in order to buy a car; covering the cost of
appropriate housing; purchasing food, clothing, and other necessities of life);
PR2.04 – demonstrate an understanding of
the relationship between a family’s income, expenses, cash flow, net worth, and
personal goals, drawing on information from a case study;
PR2.05 – demonstrate an understanding of the
management skills involved in the wise use of family resources (e.g., budgeting
for, planning, preparing, and serving balanced family meals within a given set
of time, money, and equipment constraints).
Becoming
a Responsible Consumer
PR3.01 – analyse how advertising and other
influences affect the individual’s choices in the marketplace;
PR3.02 – explain the process of making
wise consumer decisions (e.g., comparison shopping, reading labels, checking
warranties) for a variety of purposes (e.g., purchasing food and clothing,
choosing housing or modes of transportation);
PR3.03 – use a variety of print and
electronic sources and telecommunications tools as aids in investigating a
specific product or comparing products;
PR3.04 – investigate a variety of retail
shopping opportunities (e.g., telemarketing, home shopping channels, buying
clubs, catalogue shopping, bulk purchasing, outlet shopping, Internet shopping,
shopping for second-hand goods);
PR3.05 – plan for a specific major
purchase (e.g., refrigerator, computer, entertainment system), using wise
consumer techniques.
CFV.01 · identify and describe occupations
for which they are well suited, taking into account their personal resources;
CFV.02 · demonstrate an understanding of
how traditional forms of employment compare with various alternative forms;
CFV.03 · analyse how families are affected
by global disparities in wealth and resources.
Exploring
Occupational Opportunities
CF1.01 – analyse the personal criteria
(e.g., interests, skills, talents) to be considered when selecting educational
and occupational paths;
CF1.02 – outline a career path linked to
their personal occupational aspirations;
CF1.03 – identify occupations related to
personal and family finance (e.g., financial adviser, credit counsellor,
stockbroker, banker).
Comparing
Traditional and Alternative Forms of Employment
CF2.01 – identify the costs associated
with being gainfully employed (e.g., the cost of clothing, safety equipment,
tools, transportation, food, child care, taxes);
CF2.02 – describe various alternatives to
traditional forms of work (e.g., freelancing, working out of the home,
volunteering, temporary work, part-time work, “flex hours”, working at more
than one job);
CF2.03 – summarize the usual benefits that
employers offer (e.g., health insurance, life insurance, pensions, paid
vacations) and the additional financial planning involved for those who choose
self-employment or contract and part-time positions;
CF2.04 – analyse the implications for
individuals and families of non-traditional forms of work (e.g., more
responsibility for time management, overhead costs for equipment and services).
Understanding
Global Resources
CF3.01 – identify resources that influence
the wealth or poverty of communities and nations (e.g., natural resources,
agricultural yield, education);
CF3.02 – explain the impact that the
availability of these resources has on family life.
SSV.01 · identify and describe the major
expenses of individuals and families throughout the stages of life;
SSV.02 · explain the effects of economic
and business trends on the family;
SSV.03 · identify the options and services
available to individuals and families for managing resources;
SSV.04 · demonstrate an understanding of
the rights and responsibilities of employers and employees.
Expenses
Throughout the Life Cycle
SS1.01 – identify the major expenses of individuals
and families throughout the life cycle (e.g., housing, clothing, food,
transportation, education, child care, recreation);
SS1.02 – analyse how different lifestyles (e.g.,
those of single people, childless couples, dual-earner families, single-parent
families, retired people) affect spending patterns;
SS1.03 – explain how being employed affects the
personal resources of teenagers (e.g., time to study; time to spend on family
or extracurricular activities; amount of disposable family income);
SS1.04 – predict, on the basis of a case study, the
costs associated with a specific life event (e.g., getting married, going to
college or university, moving into a place of one’s own).
Economics
and the Family
SS2.01 – analyse the ways in which
economic factors (e.g., interest rates, consumer price index, inflation,
unemployment rates, fluctuations in the value of the dollar) affect the family;
SS2.02 – describe the impact that
employment-related trends and events (e.g., long strikes; layoffs due to
downsizing, plant closures, or out-sourcing; promotions) have on family
finances and family relationships;
SS2.03 – investigate and analyse the
spending patterns of various socio-economic classes as documented by Statistics
Canada;
SS2.04 – determine how demographic changes
(e.g., those associated with the aging of the baby-boomers) affect the
production of goods and services;
SS2.05 – devise, conduct, and analyse the
results of a survey exploring differing attitudes of families towards various
aspects of money management and family finances (e.g., towards buying on
credit, borrowing, saving, investing, owning or renting property);
SS2.06 – evaluate the costs and
implications for families of buying on credit (e.g., credit cards, bank loans,
mortgages) and assess the benefits of alternative approaches.
Resources
in the Community
SS3.01 – investigate community resources
that are available to assist individuals and families (e.g., stress-management
or financial counselling, occupational therapy, community college courses);
SS3.02 – describe the types of financial
services (e.g., savings and chequing accounts, credit, investment) available at
various institutions in the community (e.g., banks, credit unions, finance
companies, trust companies).
Rights
and Responsibilities in the Workplace
SS4.01 – identify some of the rights and
responsibilities of both employers and employees;
SS4.02 – identify factors that contribute
to, and government regulations that control, occupational health and safety
(e.g., employees’ knowledge of safety procedures; employers’ responsibility to
provide safety equipment required under the Occupational Health and Safety
Act);
SS4.03 – identify legislation that governs
labour relations and unions in the workplace.
ISV.01 · use appropriate social science research
methods in the investigation of issues relating to the management of personal
and family resources;
ISV.02 · effectively use a variety of print and
electronic sources and telecommunications tools to research information;
ISV.03 · correctly use terminology associated with
the management of personal and family resources;
ISV.04 · communicate the results of their inquiries
effectively.
Using Research
Methodology
IS1.01 – demonstrate an understanding of the steps
involved in a social science research investigation (e.g., framing a research
question, developing a thesis, preparing a literature review, conducting
primary research, critically analysing all research and evaluating the
results);
IS1.02 – correctly use terminology related
to managing personal and family resources (e.g., resources, interpersonal
communication, decision making, demographics, budgeting, spending patterns,
consumerism);
IS1.03 – demonstrate the effective use of
data- collection skills and methods, including surveys, questionnaires, and
interviews;
IS1.04 – compile information from a
variety of primary research sources (e.g., interviews, personal observations,
statistics, original documents) and secondary sources (e.g., journal articles,
articles on the Internet, CD-ROM reference resources, and documentary videos).
Organizing
and Analysing Information
IS2.01 – distinguish between key and
supporting issues in formulating questions to be researched;
IS2.02 – summarize and interpret articles
on managing personal and family resources found in newspapers, magazines, and
selected print research sources;
IS2.03 – differentiate between research evidence and
opinion;
IS2.04 – evaluate print and electronic
research sources for relevance, bias, accuracy, validity, and authority.
Communicating
Results
IS3.01 – report on information and key ideas
collected in their research, and document the sources accurately, using correct
forms of citation;
IS3.02 – effectively communicate the
results of their inquiries, using a variety of methods and forms (e.g., graphs,
charts, diagrams, oral presentations, written reports, newspaper-style
articles, videos).