Course Overview

Parenting, Grade 11, Open, HPC3O

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Social Sciences and Humanities, 2000.

Course Description

This course focuses on the skills and knowledge needed to promote the positive and healthy nurturing of children, with particular emphasis on the critical importance of the early years to human development. Students will learn how to meet the developmental needs of young children, communicate and discipline effectively, and guide early behaviour. They will have practical experiences with infants, toddlers, and preschoolers, and learn skills in researching and investigating questions relating to parenting.

Considerations of Ontario Catholic School Graduate Expectations

This Course Profile reflects the Ontario Catholic School Graduate Expectations by confirming a commitment to Gospel values, and thereby, providing a deeper purpose for knowledge, skills, and applications as outlined in the curriculum policy document. To ‘love one another’ lies at the centre of the Gospel and the centre of this course as it applies to the care, nurturing, and love of children. As a Catholic educator, the teacher goes beyond imparting skills and knowledge and assumes an additional responsibility, that is, for the moral and religious development of students.

This course is divided into 4 units and all activities are structured to support and reflect Ontario Catholic School Graduate Expectations. Each unit has been designed to infuse Catholic beliefs, values, and Church teachings into the content of the curriculum. A common thread that has been woven throughout this course is the importance of being a caring family member and it is appropriate that each unit encourages the development of this value. The Ontario Catholic School Graduate Expectations are appropriately infused into all units of this course and students have many opportunities to follow these guiding principles as they develop and mature into responsible, active members of the Catholic community.

Course Notes

In developing this course, the writers from the Catholic School Board and the Public School Board collaborated on the number of units, sequencing of units, and the general organization of the overall and specific expectations. The units are presented in a logical, sequential manner and they provide opportunities for students to build a framework of essential knowledge and skills regarding early childhood development and societal influences on the family unit. Catholic values can be easily infused throughout all units through journal writing/reflection, discussion of ethical issues, and by the teacher, as a role model. Rubrics should be designed, with the involvement of students, as clear assessment tools to ensure established goals, content presentation, and expected levels of achievement are reached. A culminating task should be the focus for the latter part of the course and will provide opportunities for students to demonstrate his/her acquired level of achievement.

Careful consideration of the available physical facilities and resources must also be addressed when planning delivery of this course. This would include access to a TV/VCR when showing videos, appropriate space for playgroups (if this is part of the program), availability of guest speakers from the community, and access to a Library/Resource Centre for research purposes. Issues involving the use of the Internet must be addressed before the class engages in web searches (school policy, safety, privacy, copyright laws, etc.), and the teacher must show sensitivity to the ethno/cultural diversity within the class when preparing resources.

The teacher must check Board Policy regarding safety/liability issues for a playgroup activity. If it is not possible to host this, an alternative plan must be implemented as a replacement.

The premise used for scoping this course is that the overall expectations were determined and supported by specific expectations. These expectations have been clustered to support development of skills on an ongoing, sequential basis. The material is presented in a natural order: pregnancy, the birth process, and the physical, social, emotional, moral and intellectual development of children from infant to preschooler. Although units build on each other, it is possible to present many topic areas as separate entities. Presentation of course material begins with knowledge and understanding, leads to thinking, inquiry, and problem-solving, and provides a strong base for students to communicate and apply their newly-acquired knowledge.

This Social Science and Humanities: Family Studies course profile is designed to explore a range of perspectives and approaches to parenting by offering many practical applications and hands-on experiences. Opportunities are provided for students to question and interpret societal structures and relationships; to explore societal trends, thought, and culture; and to learn essential knowledge and skills to be used throughout life. Students will learn research and inquiry skills: questioning, collecting, and analysing data; recognizing bias; organizing material and information; and communicating the results of their findings. Students will develop an awareness of the importance of good parenting and an understanding of the healthy family relationships required to support the growth and development of the child. Parenting is an active process requiring strong time management, loving guidance, a lot of energy, and a careful plan to ensure success. This course assists students in developing an understanding of the attitudes and skills required to meet this future goal.

Units: Titles and Time

Unit 1	Personal and Social Responsibility	25 hours
* Unit 2	Self and Others	30 hours
Unit 3	Diversity and Universal Concerns	23 hours
Unit 4	Social and Legal Challenges of Parenthood	32 hours

* This unit is fully developed in this Course Profile.

Unit 1: Personal and Social Responsibilities

Time: 25 hours

Unit Description

The first unit explores the factors and influences affecting the parenting process. Students will learn how to prepare for their role as future parents and develop an awareness of the responsibilities involved in becoming a parent. They will examine the correlation between healthy family relationships and the successful growth and development of a child. This unit is an introduction to one of life’s most challenging, yet satisfying, accomplishments: becoming a parent.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	PRV.01, PRV.03, ISV.01, PR1.01, PR1.02, IS1.01, CGE6b, CGE1d	Knowledge/Understanding Application	Factors to consider when deciding to become a parent
2	PRV.03, ISV.02, IS2.01, IS2.04, IS1.03, PR3.01, PR3.02, CGE1g, CGE1i, CGE1j, CGE2c, CGE5e, CGE5f	Knowledge/Understanding Communication Thinking/Inquiry	Understanding the responsibilities that come with parenthood
3	PRV.03, PR1.01, PR3.01, PR3.02, PR3.04, CGE6c, CGE6d, CGE7a, CGE7d	Knowledge/Understanding Communication Thinking/Inquiry Application	Nature of parenting
4	PRV.02, PRV.03, PR1.02, PR1.03, PR2.01, PR2.02, PR2.03, PR2.04, PR3.02, CGE2a, CGE6d, CGE6a, CGE7b	Communication Knowledge/Understanding Thinking/Inquiry	Learning to communicate with children/parental influences on children
5	PRV.03, ISV.02, ISV.03, PR1.03, PR1.04, PR2.02, PR3.02, PR3.03, IS2.02, IS3.02, CGE3b, CGE3d, CGE4g, CGE6d	Knowledge/Understanding Communication Application	Interaction with children
6	PRV.01, PR1.01, PR1.02, PR3.04, PR3.05, PR3.06, CGE2c, CGE1e	Knowledge/Understanding Application	Readiness for parenting

Unit 2: Self and Others

Time: 30 hours

Unit Description

In this unit students are presented with issues involving pregnancy, birth, child development, and the behaviour of children. Students continue to experience the importance of being a caring family member and are also exposed to problem solving and the need for making responsible decisions with an informed moral conscience as a reflective, creative, and holistic thinker.

Students develop an awareness and understanding of child development from conception and infancy through the end of the preschool years. Care of the mother and the baby, during pregnancy and after birth, are discussed, as are fetal development problems, the biological process of the developing fetus, the stages of labour, and the birth process. Many of the activities focus on the developing child from baby, toddler, and preschooler. Physical, emotional, intellectual, social and moral development issues are examined using as many visual and practical learning strategies as possible. This unit contains important information for all students as they approach adulthood and the decisions they will face as responsible decision-makers and parents.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1. Healthy Child Development	480 min	SOV.01, ISV.03, SO1.02, SO1.03, SO2.02, SO2.03, IS3.04, CGE1f, CGE2a, CGE2e, CGE5e, CGE6b, CGE7b, CGE7d	Knowledge/Understanding Thinking/Inquiry Communication Application	Charting information Vocabulary building Case studies Research Oral report Poster/pamphlet Journal/reflection
2. The Birth Process/Bringing The Baby Home	240 min	SOV.01, ISV.02, SO1.01, SO1.02, SO1.03, SO2.02, SO2.03, IS2.02, CGE1f, CGE4e, CGE4f, CGE4g, CGE6a	Knowledge/Understanding Application Communication Thinking/Inquiry	Vocabulary building Sequence charting Design project Oral report Journal/reflection
3. Child Development: The Infant	300 min	SOV.02, PRV.01, PRV.02, SO2.02, PR1.04, PR2.02, CGE1d, CGE1f, CGE3c, CGE6c, CGE7a	Knowledge/Understanding Communication Thinking/Inquiry Application	Sequence charting Participation in baby simulation experience Journal/reflection
4. Child Development: The Toddler	360 min	SOV.02, SOV.03, ISV.01, ISV.03, SO2.01, SO3.01, SO3.02, IS3.01, IS3.03, CGE1f, CGE7a, CGE3c, CGE1d, CGE4b	Knowledge/Understanding Communication Thinking/Inquiry Application	Sequence charting Observation of toddlers Research paper Oral report Journal/reflection
5. Child Development: The Preschooler	420 min	SOV.02, SOV.03, ISV.03, SO2.01, SO3.02, SO3.03, IS3.03, CGE1f, CGE7a, CGE3c, CGE1d	Knowledge/Understanding Communication Thinking/Inquiry Application	Sequence charting Playgroup planning Host play group session Journal

Unit 3: Diversity and Universal Concerns

Time: 23 hours

Unit Description

The following unit involves cultural, moral and religious beliefs, societal expectations for families, parenting practices, and the changing role of children in our society. The content of this unit encourages and allows for the personal development of discerning believers and responsible citizens. The underlying values associated with being a caring family member are important in all activities.

The information presented and discussed in this unit invites students to think and question parenting issues beyond the practical applications of caring for children. Students explore cultural, moral, traditional, and religious beliefs as they compare different family structures and parenting practices. Societal expectations of families, developing a parenting style, and the changing role of children (historical perspective) round out the content of this unit.

These topics lend themselves well to a culminating task such as a written report/essay and an oral presentation. An assessment rubric for these possible activities can be located in the Appendices Section at the end of Unit 2.

Unit Overview Chart

Cluster	Learning Expectations	Assessment	Focus
1	UCV.01, UC1.01, CGE6c, CGE6a	Knowledge/Understanding	The contemporary family unit
2	UCV.02, UC1.02, UC1.04, CGE7a, CGE4a	Knowledge/Understanding Communication Application	Family influences
3	UCV.01, UCV.02, U CV.03, UC1.03, UC1.04, UC3.01, UC3.03, UC3.04, CGE1d, CGE2a, CGE7f, CGE7g, CGE7a	Knowledge/Understanding Communication Application Thinking/Inquiry	Parenting influences (religious, cultural, traditional, societal, etc.)
4	UCV.02, UC1.02, UC2.02, CGE7e, CGE5c	Knowledge/Understanding Communication	Societal expectations for parents
5	UCV.01, UCV.02, UC2.01, UC2.02, UC2.03, CGE3e, CGE4b, CGE5b	Knowledge/Understanding Application Communication	Personal parenting plan
6	UCV.02, UC1.03, UC1.04, UC3.02, CGE7g, CGE6e	Knowledge/Understanding Thinking/Inquiry Communication	Children through the ages

Unit 4: Social and Legal Challenges of Parenthood

Time: 32 hours

Unit Description

This final unit contains activities pertaining to the ‘Social and Legal Challenges of Parenthood.’ The content of this section involves the rights of children, parenting challenges, and influences of societal agents on the developing child. Students have the opportunity to become a collaborative contributor, a responsible citizen, and a caring family member.

The material contained in this unit also lends itself well to a culminating task such as a research report/essay and an oral presentation. The challenges of parenting well, the balancing of work and family, child poverty, the rights of children, the influences of society on children, child abuse, and violence in families are some of the issues discussed and researched in depth.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	LCV.01, LCV.02, ISV.01, LC1.02, LC1.03, LC2.02, LC2.04, LC3.03, LC3.05, IS1.02, CGE1d, CGE1e, CGE3c, CGE4d, CGE4e, CGE4g, CGE5d	Knowledge/Understanding Communication Application Thinking/Inquiry	Challenges in parenting
2	LCV.02, ISV.01, LC1.01, LC2.03, LC3.04, IS1.01, IS1.02, IS1.03, CGE7h, CGE7e	Knowledge/Understanding Thinking/Inquiry Communication	Laws governing children
3	LCV.02, LC2.01, CGE7i, CGE7e	Knowledge/Understanding Thinking/Inquiry	Society and children
4	LCV.03, ISV.01, ISV.02, ISV.03, LC2.03, LC3.01, LC3.02, LC3.04, LC3.05, IS1.01, IS1.02, IS1.03, IS2.01, IS2.02, IS2.03, IS2.04, IS3.01, IS3.02, IS3.03, IS3.04, CGE2b, CGE2d, CGE7b, CGE7c, CGE7d	Knowledge/Understanding Communication Application Thinking/Inquiry	Current issues in parenting

Teaching/Learning Strategies

The teacher should provide a variety of Teaching/Learning Strategies for students that will enable them to demonstrate their knowledge and understanding of the course content and assist them in meeting the expectations as outlined in the Achievement Chart of the Ontario Curriculum. These strategies should be adjusted to meet the needs of ESL/ELD students and identified students as outlined in their Individual Education Plans (IEPs). Some of the possible Teaching/Learning Strategies are listed below:

Instructional Strategies

· Socratic lesson

· Brainstorming

· Think/Pair/Share

· Activity-based experiences

· Computer-assisted research

· Community-assisted learning/guest speakers

· Record-keeping – Sequence charting

· Oral presentations

· Integrate/apply Gospel values

· Report writing

· Role playing/Case studies

· Journal writing

· Instructional videos

· Group work

· Demonstration

· Discussion

· Practical/hands-on experiences

Assessment & Evaluation of Student Achievement

Students’ achievement will be evaluated through a variety of assessment tools that measure success in meeting the expectations for the activity. A variety of assessment opportunities should be used to ensure learning styles of all students are considered. Awareness of a student’s IEP is essential in providing appropriate assessment for that student.

Students must 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.

Methods of evaluating student achievement are as follows:

· Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful.

· Formative: occurs during learning; there is ongoing feedback to the teacher and student about quality of learning and the effectiveness of instruction.

· Summative: is usually carried out at the end of a learning process and may include feedback and/or evaluation.

Assessment Strategies and Tools

Diagnostic

· Teacher/student conferencing	· Observation
· Anecdotal comments from teacher	· Quiz

Formative

· Observation	· Checklist
· Personal reflection – journal writing	· Rating Scale
· Worksheets	· Anecdotal comments

Summative

· Oral report rubric

· Written report rubric Poster/pamphlet

· Pencil-and-paper tests

· Marking Scheme

· Rating Scales

A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course in Grades 9–12 will be determined as follows:

· Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

· Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Social Sciences and Humanities Achievement Chart

Term Assessment Tasks	Culminating Assessment
Knowledge/Understanding Thinking/Inquiry Communication Application	Culminating Task Independent Study or Exam (or combination)
Total: 70%	Total: 30%
Final Mark: 70% + 30% = /100%

Accommodations

The teacher should be aware of any recommendations in an exceptional student’s IEP and adapt activities to address the needs of all identified students. He/she should also show sensitivity to cultural concerns/differences and the needs of ESL/ELD students and show an awareness of the heterogeneous nature of the group. Equipment must be adapted, if necessary, to meet the needs of special students such as providing barrier-free access to kitchen facilities for preschoolers’ snack preparation and playgroup area suitable for participation by physically challenged students. A variety of teaching strategies should be used to meet the needs of all students. Some suggested accommodations are:

· Adapt activities to address needs of identified students:

· allow extra time, if required, for identified students to complete tasks (supply simplified chart/vocabulary if appropriate);

· photocopy notes/provide written copy of assignment when indicated in IEP;

· arrange peer helpers for in-class support/pair identified student with capable student to support learning experience;

· provide an alternative to written instructions (instructions on tape/student interpreter);

· preferential seating when needed for students who are easily distracted or have special needs;

· show sensitivity to cultural concerns/differences by using a variety of visual examples.

· Provide a variety of teaching strategies to meet the needs of all students:

· show sensitivity to needs of ESL and ELD students by giving them simplified notes/vocabulary in advance/provide pictures when appropriate;

· implement strategies recommended in an exceptional student’s IEP if different from above;

· conference with students if an enrichment activity is appropriate (see each activity for suggestions);

· adapt course activities and timelines if working with adult learners;

· plan varied learning opportunities allowing students to demonstrate what they have learned;

· use a combination of visual, tactile, oral, and kinesthetic strategies to support the student’s learning style;

· provide an alternative to written tests (oral conference, etc.) to measure achievement of expectations.

Resources

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.

Suggested Text and Support Materials for this course

The following resource is a comprehensive support program for parenting.

Brisbane, Holly E. The Developing Child: Understanding Children and Parenting. California: Glencoe Publishing Company, 1994.

ISBN 0-02-669190-0 (Student Text)

ISBN 0-02-675910-1 (Teacher’s Annotated Edition)

ISBN 0-02668210-9 (Teacher’s Resource Book)

ISBN 0-02-668200-1 (Student Workbook)

ISBN 0-02-675900-4 (Testmaker)

Video Modules: Beginnings of Life; Infancy; Meeting the Needs of Children; Toddlerhood/Preschoolers; Significant Areas of Development

Books

The following is a sample of the books available on the topic of parenting and related issues. It should be noted that more resources can be found at public libraries, board media centres, and book stores.

Bailey, Cindy. Start-Up Multiculturalism: Integrate the Canadian Cultural Reality in Your Classroom. Markham: Pembroke Publishers, 1991. ISBN 1-921217-63-3 (ESL Resource)

Baker, Maureen. An Introduction to Families in Canadian Society. Toronto: McGraw-Hill, 1989.

Benson, Peter L., Judy Galbraith, and Pamela Espeland. What Kids Need to Succeed: Practical Ways to Raise Good Kids. Minneapolis: Free Spirit Press, 1998.

Canadian Medical Association. Complete Book of Mother and Baby Care. Montreal, Reader’s Digest Association (Canada) Ltd., 1997. ISBN 0-88850-544-2

Chud, Gyda and Ruth Fahlman. An ESL Handbook for Educators. Vancouver: Pacific Educational Press, 1992. ISBN 0-88865-047-7 (ESL Resource)

Cobb Anderson, Vienna. Prayers of Our Hearts. New York: Crossroads Publishing, 1992.

Conway, John F. The Canadian Family in Crisis. Toronto: James Lorimer and Company, 1997.

Cowan, Beverly. Parenting: Shaping the Future. Toronto: McClelland and Stewart, 1985.

Decker, Celia Anita. Children: The Early Years. Toronto: Irwin Publishing Company, 1995.

Dodson, Dr. Fitzhugh. How to Parent. New York: New American Library, 1970.

Doyle, Patricia and David Behrens. The Child in Crisis. New York: McGraw-Hill, 1986.

Eisenberg, Arlene, Heidi E. Murkoff, and Sandee E. Hathaway. What To Expect When You’re Expecting. New York: Workman Publishing Company Inc., 1996. ISBN 0-89-480-829-X

Grasso Fitzpatrick, Jean. Something More: Nurturing Your Child’s Growth. Toronto: Penguin Books, 1992.

Herr, Judy. Working With Young Children. Toronto: Irwin Publishing Company, 1998.
ISBN 1-56637-3905

Hildebrand, Verna. Parenting Rewards and Responsibilities, 6th ed. Peoria, Illinois: Glencoe McGraw-Hill, 2000. ISBN 0-02-647385-2

Johnson, Leona. Strengthening Family and Self. Toronto: Irwin Publishing Company, 1998.

Kehoe, John. A Handbook for Enhancing Multicultural Climate of the School. Vancouver: Pacific Educational Press, 1984. ISBN 0-88865-025-6 (ESL Resource)

Kitzinger, Sheila and Vicky Bailey. Pregnancy Day By Day. New York: Alfred A. Knopf, 1996.
ISBN 0-394-58751-0

Marrocco, Nancy. Growing in the Dark. Ottawa: St. Paul University, 1998. ISBN 2-89088-856-8

Marrocco, Nancy. Homemade Christians: A Guide for Parents of Young Children. Ottawa:
St. Paul University, 1992.

Ontario College of Catholic Bishops. Turning Points: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997.

Rosser, Caroline Spang. Planning Activities for Child Care. Toronto: Irwin Publishing Company, 1998.

Ryder, Verdene. Parents and Their Children. Toronto: Irwin Publishing Company, 1995.

Stoppard, Dr. Miriam. Pregnancy and Birth Book. New York: Ballantyne Books, 1987.
ISBN 0-345-31908-7

Svoboda, Melanie. Peeling Back Eggshells: Make Me Feel Important. Mystic, CT. 1994.
ISBN 0-89622-613-1

Wylie, Betty Jane. All in the Family: A Survival Guide for Family Living and Loving in a Changing World. Toronto: Key Porter Books, 1988.

Videos

A Child Grows. “The First Year.” Illinois: The Learning Seed, 1998. 25 min.

A Child Grows. “The Second Year of Life.” Illinois: The Learning Seed, 1998. 26 min.

A Child Grows. “Preschoolers: How Three and Four-Year-Olds Develop.” Illinois: The Learning Seed, 1998. 25 min.

By Way of the Family. Ontario Conference of Catholic Bishops. 1994.

Child Abuse. “Breaking the Cycle.” Westport: Sunburst Communications, 1983. 39 min.

Disciplining Kids: Without Screaming or Scolding. Illinois: The Learning Seed, 1996. 20 min.

Everybody’s Ethnic: Your Invisible Culture. “Discover Yourself by Exploring Other Cultures.” Illinois: The Learning Seed, 1999. 21 min.

First Days Home. “Keeping your Baby Healthy and Happy.” Illinois: The Learning Seed, 1997. 23 min.

Gender Communication. “She Talks, He Talks.” Illinois: The Learning Seed, 1994. 22 min.

Knowing The Unborn. “Emotional Bonding With the Unborn to Make Better Babies.” Elora: Directional Learning, 1990. 29 min.

Parenting Children With Learning Differences: LD, ADD, AD/HD. Fort Erie: Houghton Mifflin Co., Sunburst Division, 2000. 45 min.

Raising Responsible Children. Fort Erie: Houghton Mifflin Co., Sunburst Division, 2000. 47 min.

Safe Seating in the Kid Zone. Ottawa: Transport Canada, 1999. 23 min.

Shaking, Hitting, Spanking. “What to do Instead!” Illinois: The Learning Seed, 1995. 23 min

Strong Kids, Safe Kids. “A Family Guide to Street Proofing Kids.” California: Paramount Pictures, 1984. 43 min.

Styles of Parenting. Illinois: The Learning Seed, 1996. 20 min.

Working Parents. “Balancing Kids and Careers.” Illinois: The Learning Seed, 1992. 25 min.

Websites

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.

- www.abcparenting.com – Parenting concerns, issues, and information.
A comprehensive site with many links to other relevant sites.

- www.occb.ca – Ontario College of Catholic Bishops website contains relevant material and press releases on families, relationships, and sexuality. Reaching Out and Turning Points are two excellent publications that include a wide variety of stories, poems, and articles that will capture the interest and imagination of students. Student texts and teacher manuals for lesson enhancement are available.

- www.films.com Films for the Humanities and Social Sciences.
A Canadian site featuring current films on parenting and family issues.

- www.glencoe.com – Family and Consumer Science Resources Catalogue.
Available books and resources on parenting and related issues.

- www.nemours.org – The Nemours Foundation
A non-profit organization devoted to children’s health issues (specializing in pediatric issues).

- www.publications.gov.on.ca – Ontario publications
Some resources on child services, agencies, and publications regarding families in Ontario.

- www.vatican.va – The following papers are good resources for the Catholic educator:

· Charter of the Rights of the Family. Summarizes the Church’s teachings as related to family.

· Educational Guidance in Human Love: Outlines for Sex Education. Discusses various aspects of education related to family and sexuality. Affirms the role of the school in providing children with ‘educational guidance in human love.’

· The Truth and Meaning of Human Sexuality. Discusses the challenges that parents face when educating their children in matters related to sexuality.

· Familiaris Consortio. Early writings by John Paul II outline the Church’s understanding of the importance of the Christian family. Themes include marriage, family as a community of persons, and participation in the development of society.

· Twelve Tough Issues. Outlines the Church’s teachings on a variety of topics including abortion, artificial conception, and contraception.

· Children, Springtime of the Family and Society. Recent statement - Pope John Paul II creates a good forum for discussion on many contemporary topics.

- www.vifamily.ca – Vanier Institute of the Family.
Information, pamphlets, resources on issues regarding Canadian families.

Publications

Many publications are available but two, in particular, can be used as a source of charted information.

For the Love of Kids. A ‘Brighter Futures’ initiative of the Government of Canada (Children’s Bureau) in partnership with Canadian Living and McDonald’s Restaurants. This booklet is 48 pages.

Health Watch for Children. Series of pamphlets developed for Shopper’s Drug Mart in collaboration with the Canadian Paediatric Society and The Hospital for Sick Children. Titles include Baby Basics, Fever, Ear Infections, Breast-feeding, Infectious Diseases, and Pregnancy, etc.

Parenting in a Culturally Diverse Society: A Manual for Facilitators. Ottawa: Parent Resource Centre

Ministry of Education Policy Documents

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.

OSS Considerations

Parenting is an open course and can be used as an additional compulsory credit (Social Sciences and Humanities) or an optional credit. This course is suitable for all students interested in increasing their general knowledge base or those interested in pursuing a career in the child-care field. Many practical experiences are offered to support the various learning styles of students. This course is also suitable for adult learners.

All school boards are required to provide exceptional students with special education programs and services appropriate to their needs – this policy must be considered when planning delivery of this parenting course. Teachers must be aware of a student’s IEP and ensure the recommendations outlined are being implemented to meet the student’s needs.

Technology plays an instrumental role in helping students develop their research and inquiry skills. Students continue to develop communication skills by using word processing software and graphics programs to enhance presentations and continue developing their ability to communicate effectively the results of their research by writing drafts, organizing information, revising their work, formatting, and transmitting the final document electronically

ESL (English as a Second Language) and ELD (English Literacy Development) students should be considered when planning activities and presenting information. Social Sciences and Humanities courses lend themselves well in supporting these students because the information studied is a part of every culture’s universal experience (societal expectations, cultural diversity, family issues, etc.) Written, clear instructions, simplified vocabulary and many visual resources should be provided to support the learning needs of these two groups.

A direct link should be established with Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. Many skills developed in this parenting course, such as research and inquiry, problem-solving, communication, and conflict resolution, are invaluable when seeking employment. Students are exposed to the possibilities and options of careers linked to a child care course such as day care service, child and family services, health of children, social work profession, early childhood education, etc.

There are many workplace experiences that support and enhance skills developed in a parenting course: day care experiences, play school assistants, private home care workers for disabled children, support at a home for single mothers, etc. A co-op placement provides a meaningful way for students interested in this field to accumulate additional high school credits while benefiting from the real-world experience these placements offer. It is essential that all safety requirements are met and procedures are followed whenever students are involved in practical, hands-on activities. Students must be made aware of health and safety hazards and trained to use equipment/supplies safely and appropriately (e.g., fire extinguishers, stoves, baby equipment, food handling). Schools must provide pre-placement health and safety instructions before students begin their work placements and employers are expected to provide health and safety training as part of a student’s training plan.

Coded Expectations, Parenting, Grade 11, Open, HPC3O

Self and Others

Overall Expectations

SOV.01 · describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;

SOV.02 · explain patterns in the social, emotional, intellectual, moral, and physical development of children;

SOV.03 · evaluate their own practical experiences involving children.

Specific Expectations

Pregnancy, Birth, and Postnatal Care

SO1.01 – outline the stages in the biological process of conception, pregnancy, and birth;

SO1.02 – demonstrate an understanding of how new parents can become capable and confident in making choices that are in the best interests of their children before and during birth, and in the first few months after birth;

SO1.03 – evaluate prenatal and postnatal care/support programs available for parents in the community (e.g., prenatal classes; breast-feeding clinics; Healthy Babies, Healthy Children Program).

Stages of Growth and Development

SO2.01 – identify, through practical experiences in a classroom or community setting, the changes in social, emotional, intellectual, and physical development that take place in young children;

SO2.02 – explain how development from conception to three years of age affects and is crucial for development later in life;

SO2.03 – analyse behaviours, conditions, and environments that influence positive or negative growth and development of the foetus, infant, and young child (e.g., breast-feeding, bonding, infant stimulation; violence, addictions, neglect).

Experiences With Children

SO3.01 – identify and describe the capabilities and behaviours of young children of different ages in a variety of settings (e.g., play school, day care, nursery school, family, babysitting);

SO3.02 – explain the differences in capabilities and behaviours observed in children in classroom and community settings;

SO3.03 – demonstrate an understanding of what is involved in planning, organizing, and carrying out age-appropriate activities for preschoolers in classroom or community settings.

Personal and Social Responsibilities

Overall Expectations

PRV.01 · demonstrate an understanding of the need for preparation to become a parent;

PRV.02 · demonstrate an understanding of the responsibility parents have for ensuring quality communication in their family;

PRV.03 · describe the nature of and the responsibilities involved in parenting.

Specific Expectations

Preparation for Parenthood

PR1.01 – identify the factors involved in deciding whether or not to become a parent (e.g., social pressures, cultural influences, personal maturity and values, economic stability);

PR1.02 – identify what parents bring to their role from their own family background and past experiences;

PR1.03 – conduct and summarize the results of a survey of parents of young children to determine the personal qualities, skills, and experience they perceive as necessary for parenting;

PR1.04 – demonstrate an understanding of an infant’s needs and schedules by participating in a baby-simulation experience.

Communication With Young Children

PR2.01 – explain how communication influences parent–child relationships (e.g., promotes attachment, fosters mutual respect);

PR2.02 – demonstrate an understanding of age-appropriate communication practices (e.g., patticake and rhyming for infants);

PR2.03 – identify elements of and skills involved in communication (e.g., eye contact, active listening, “I messages”, encouragement);

PR2.04 – demonstrate an understanding of positive verbal and non-verbal interactions with young children, based on their own interactions with children in real-life settings.

Parenthood

PR3.01 – explain why parenting is a lifelong commitment in our society;

PR3.02 – demonstrate an understanding of factors that influence the parenting process (e.g., delayed parenthood, strong parenting partnerships, a love and understanding of children);

PR3.03 – identify and describe the responsibilities parents have for children of different ages (e.g., meeting their needs, teaching them skills, encouraging their independence);

PR3.04 – summarize the lifestyle and relationship changes that parents experience when raising children;

PR3.05 – compare the changing roles of parents and children as both grow older (e.g., from care-giver and nurturer to mentor to dependent adult);

PR3.06 – identify and describe career opportunities related to families at all stages of the life cycle.

Diversity and Universal Concerns

Overall Expectations

UCV.01 · identify social and cultural variations in family forms and parenting approaches;

UCV.02 · identify and evaluate various child-rearing practices and beliefs, and parenting techniques;

UCV.03 · demonstrate an understanding of the common experiences of young children across cultures.

Specific Expectations

Family Variations

UC1.01 – describe the various possible configurations of family (e.g., nuclear, step, extended, blended, lone-parent, foster, adoptive);

UC1.02 – explain the role of parents and family members in teaching children socially acceptable behaviour;

UC1.03 – describe how fathers, mothers, and grandparents transmit their cultural and religious heritage to infants, toddlers, and preschoolers (e.g., through storytelling, visual arts, children’s festivals, religious and other rituals associated with childhood);

UC1.04 – report on the role of culture and family tradition in child-rearing practices (e.g., name selection, touch and physical contact, rules, discipline, guidance).

Parenting Practices

UC2.01 – compare the impact of different styles of parenting (e.g., permissive, authoritarian, democratic) on young children, based on observations made in real-life settings;

UC2.02 – describe the advantages and disadvantages of parenting techniques advocated by current authorities on parenting (e.g., T. Barry Brazelton, Barbara Coloroso, Dr. Fraser Mustard);

UC2.03 – demonstrate, in practical settings, the appropriate use of a variety of techniques for parenting and disciplining young children (e.g., setting limits, establishing routines, offering choices, encouraging independence, helping children understand the logical consequences of behaviours, fostering mutual respect).

Universality of Childhood

UC3.01 – demonstrate an understanding of the universal belief in the importance of play in the lives of children (e.g., the presence in all cultures of traditional games involving balls and sticks, games modelled on “tag”, variations of “playing house”), based in part on observations and interactions in practical settings;

UC3.02 – identify and classify the ways in which children are perceived in the folklore and by the media of a society (e.g., as “little adults”, “helpless beings”, “the country’s future”);

UC3.03 – compare and contrast cultural expectations for male and female children;

UC3.04 – identify ways in which families manage early-childhood trauma (e.g., physical exceptionalities, illness, disease).

Social and Legal Challenges of Parenthood

Overall Expectations

LCV.01 · demonstrate an understanding of the challenges facing parents throughout the early-childhood years;

LCV.02 · describe the role society plays in the lives of children and families;

LCV.03 · demonstrate an understanding of child abuse and family violence, and outline strategies to secure a safe, non-violent environment for all children.

Specific Expectations

Parenting Challenges in the Early Years

LC1.01 – describe the legal and social responsibilities of parents and guardians (e.g., providing adequate food, shelter, care, education);

LC1.02 – demonstrate an understanding of the challenges faced by parents of young children in today’s rapidly changing society (e.g., balancing work and family, finding quality child care, divorce, poverty);

LC1.03 – explain how parents of very young children can support them during the grief process (e.g., after the loss of a family member, friend, or pet).

The Role of Society in the Lives of Children and Families

LC2.01 – identify the role of societal agents (e.g., schools, the media, the local community, the religious community) in teaching young children how to live in society (e.g., the importance of rules, social values, acceptable conduct);

LC2.02 – demonstrate an understanding of various social concerns that parents face as their children approach school age (e.g., relating to personal safety, independence, respect for self and others);

LC2.03 – identify the laws that regulate children and parents in society (e.g., legislation governing child protection, child care, school attendance, child labour);

LC2.04 – analyse the problems associated with teenage parenthood and lone-parenting of young children (e.g., poverty, alienation, lack of gender-role modelling, stress, dependence on social agencies).

Child Abuse, Neglect, and Family Violence

LC3.01 – describe the indicators of child abuse (e.g., unexplained fear, unusual or repeated injuries), neglect (e.g., malnutrition), and family violence (e.g., insecurity, lack of trust);

LC3.02 – explain the strategies and support needed for a child to survive abuse, neglect, or family violence;

LC3.03 – describe the skills and attitudes that can be developed to secure a safe and peaceful family, community, and social environment;

LC3.04 – explain the social importance of laws related to child abuse and children’s rights (e.g., responsibility of community for children’s welfare, reporting child abuse);

LC3.05 – identify community social programs and agencies that provide family support (e.g., YMCA/YWCA, Big Brothers/Sisters, LifeSpin, Crimestoppers, Child Help Line) and identify some of the barriers parents face in accessing that support (e.g., language, culture, literacy, education levels).

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of a wide range of issues that concern parents of young children;

ISV.02 · use appropriate methods for organizing and analysing data collected;

ISV.03 · compile and present the results of their research effectively.

Specific Expectations

Using Research Methodology

IS1.01 – demonstrate an understanding of social science research methods (e.g., observation, participatory observation, action research, personal interviews, collecting life stories);

IS1.02 – use social science inquiry skills effectively to explore a variety of issues affecting parents with young children (e.g., balancing of work and family, child-care decisions, poverty, alcoholism, death in the family, lone-parenting);

IS1.03 – identify effective methods for collecting information from a variety of sources (e.g., textbooks, “how to” books, magazines, electronic sources, everyday experience).

Organizing and Analysing Information

IS2.01 – pose appropriate research questions to frame their inquiries;

IS2.02 – summarize the main points of information gathered from various reliable sources;

IS2.03 – effectively use headings and subheadings to organize information, following guidelines established for social science research;

IS2.04 – distinguish between fact and opinion in research information on the parenting of young children.

Communicating Results

IS3.01 – demonstrate an understanding of the techniques used for recording information and key ideas from research;

IS3.02 – document information sources accurately, using correct forms of citation;

IS3.03 – prepare reports on interactions with and observations of infants, toddlers, and preschoolers;

IS3.04 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., written reports, seminars, visual or multimedia presentations, group presentations).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 2 | Course Profiles Main Menu

Acknowledgments

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

Considerations of Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit 1: Personal and Social Responsibilities

Unit 2: Self and Others

Unit 3: Diversity and Universal Concerns

Unit 4: Social and Legal Challenges of Parenthood

Teaching/Learning Strategies

Instructional Strategies

Assessment & Evaluation of Student Achievement

Assessment Strategies and Tools

Accommodations

Resources

Suggested Text and Support Materials for this course

Books

Videos

Websites

Publications

Ministry of Education Policy Documents

OSS Considerations

Self and Others

Overall Expectations

Specific Expectations

Personal and Social Responsibilities

Overall Expectations

Specific Expectations

Diversity and Universal Concerns

Overall Expectations

Specific Expectations

Social and Legal Challenges of Parenthood

Overall Expectations

Specific Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations