Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
Course Profile Issues in Human Growth and Development
(HHG4M), Grade 12, University/College Preparation, Catholic
Course Overview
Prerequisite: Any University, University/College, or College Preparation course in
Social
Science and Humanities, English, or Canadian and World Studies
This
course offers a multidisciplinary approach to the study of human development
throughout the life cycle, with particular emphasis on enhancing growth and
development. Students will examine how early brain and child development are
linked to lifelong learning, health, and well-being, and will develop
child-care and human-relationship skills through practical experience in a
community setting. This course also refines students’ skills in researching and
investigating issues related to human growth and development.
This
Course Profile has been designed to infuse Catholic beliefs, values, and Church
teachings into the curriculum. Being concerned, informed, and productive are
qualities that are highly valued by society in general and the Catholic Church
in particular. Students develop a respect for humanity based upon the study of
issues presented in this course. Learning to respect and understand human
relationships according to the teachings of Christ is a key component of social
behaviour. Students are given the opportunity to become aware of and resist
forces that are considered destructive to human growth and development.
Students acquire and refine skills that promote life long learning. The
development of a respect for social institutions, such as the family and the
Catholic Church and the related moral and ethical values inherent in these
institutions, is also included in this Course Profile.
The
learning expectations within this Course Profile have been clustered to create
seven units of study that focus on research and theories, human growth and
development, and environmental impacts on human growth and development. The
units have been arranged in a logical and sequential pattern consistent with
the stages of real-life human growth and development. This course begins with a
review of social science research methods and an introduction to some of the
classic social science theories in the area of human growth and development.
From there, the course examines issues in stages of human growth and
development from infancy to adulthood. Finally, the course investigates the
impact of the family, media, and school on socialization and places human
growth and development in a local, national, and global context.
Teachers
should be aware that students who have taken the Grade 11 Introduction to
Anthropology, Psychology, and Sociology course (not a prerequisite) should have
a substantial knowledge base of social science research methods. If the
majority of students have studied research methods, time may be spent more
wisely reviewing social science research methods and further developing and
applying these research skills. Teachers should remind students that their
research may touch on sensitive issues and that they need to ensure complete
privacy/security of any materials collected in the course of research. Students
must be instructed to accept “no comment” as a valid answer to any questions,
and to respect that people may choose not to respond at all to questionnaires
and/or surveys.
Teachers should be sensitive to the
personal nature of the experience, and support students in avoiding disclosure
and discussion of sensitive issues in the classroom context. Teachers should be
prepared for potential disclosures that require the notification of school
counsellors who will be able to provide referrals to the appropriate
professionals or services within their community. Teachers should also be aware
of various cultural differences regarding isspues covered in this course.
Attention should be directed to English As a Second Language (ESL) and English
Literacy Development (ELD) students to ensure that the terminology associated
with this course is adequately understood within its proper context.
Finally,
this Course Profile involves real-life applications of theories studied in this
course. It is important that students are fully aware of what is expected of
them while observing or teaching young children. Proper observation techniques,
behaviour management skills and protocol for handling issues of confidentiality
should be taught prior to the students being involved in any practical
components of this course. Students also need to be aware that there are
certain situations, due to policy and legislation, where they will not be able
to maintain confidentiality, e.g., disclosures of physical abuse. When students
are working with young children, teachers must supervise the students at all
times. In addition, approval should always be obtained from children’s parents
before students are allowed to teach or supervise children.
|
* Unit 1 |
Research, Theories and Human Development |
29 hours |
|
Unit 2 |
Early Years of Brain Development |
17 hours |
|
Unit 3 |
Infant Bonding and Attachment |
6 hours |
|
Unit 4 |
Parenthood |
20 hours |
|
Unit 5 |
Family |
20 hours |
|
Unit 6 |
Media Influence |
8 hours |
|
Unit 7 |
School Influence |
10 hours |
* This
unit is fully developed in this Course Profile.
Time: 29 hours
Unit
Description
This unit
examines human growth and development throughout the life cycle focusing on the
classic developmental theories of Freud, Piaget, Erikson and Kohlberg. These
theories provide an historical foundation to begin an investigation of human
growth and development. An evaluation of their relevance to contemporary
society can then be made. An examination of the various types of social science
research methods and ethical considerations is presented. A determination of
the usefulness and ethics of studies, such as those of Watson, Ainsworth, and
Bandura can be made through a comparison of contemporary ethical guidelines and
research methods. Students learn how to collect, evaluate, organize, and source
data on issues related to human growth and development. A wide variety of
methods including information technologies, interviews, questionnaires,
historical records, etc. are assessed and their usefulness in contemporary
research identified. Appropriate methods of citation, and presentation of
research such as the American Psychological Association (APA) format are
presented (through an examination of current research articles). The unit
culminates with students demonstrating their abilities to collect, analyse,
interpret, and present their research on the developmental milestones of human
growth and the development of a particular age group. The presentation may take
the form of a short essay, a class presentation, or a webpage.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
HDV.04, ISV.02, HD3.01, IS1.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine classic theories of human development, e.g., developmental theories of Freud, Erkison, and Piaget. |
|
2 |
GCV.01, GC1.01, GC1.02, GC1.03, GC1.08 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Determine how socially unacceptable behaviour is defined and addressed in various societies. - Examine theories of morality development and evidence for possible gender and/or cultural differences, e.g., development theories of Kohlberg, Turiel, Gilligan, Schweder, Mahapatra, and Miller. - Explain, through critical analysis, the ways in which personal values and standards evolve, vary, and change with time. |
|
3 |
ISV.01, ISV.02, IS1.01, IS1.02 CGE2a, CGE2b, CGE3b, CGE3d |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Explore scientific/inquiry model, various research designs, and the ethical considerations involved in conducting research. |
|
4 |
ISV.03, IS2.01, IS2.02, IS2.03, IS3.01, IS3.02, IS3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Explore methods of data collection and presentation. - Design and implement a questionnaire/survey and an interview |
|
5 |
HDV.04, ISV.02, ISV.03, ISV.04, HD3.02, HD3.03, IS1.02,
IS1.03, IS2.01, IS2.02, IS3.01, IS3.02, IS3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Write a two-page essay response to teacher selected articles on a human development issue in APA style. - Apply research skills in an exploration of the milestones of human growth and development. (Appendix A provides an essay marking scheme) |
Time: 17 hours
Unit
Description
This unit examines the classic
learning theories and the relationship between maternal health and well-being
and brain development in the child from the neonatal period to age three. The
significance of neuroscience and theories of brain development during critical
periods in early childhood is evaluated. Students gain an understanding of the
effects that economic, political, and social factors can have on human
development. They identify and evaluate ways to prevent these factors from
negatively affecting human growth and development. Students also study the
long-term effects of inadequate nurturing and environmental deprivation, and
demonstrate an understanding of the ways in which babies acquire language and develop
intelligence. This unit culminates with students designing, implementing, and
evaluating a play-based, problem-solving activity that illustrates brain
development.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
HDV.02, HD2.01, HD2.04, GC2.03, GC2.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine classic and current learning theories, e.g., learning theories of Watson, Skinner, Bandura. - Examine the impact of maternal health and the effects that various economic, political, and social factors on neonate-toddler brain development. - Identify and evaluate methods to prevent negative affects on brain development. - Review Early Years Study by McCain and Mustard and Developmental Health and the Wealth of Nations by Keating and Hertzman. |
|
2 |
HDV.02, HDV.03, HD2.02, HD2.05 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Determine the consequences of environmental deprivation on brain development, e.g., Harlow experiments, isolate children. |
|
3 |
HDV.02, SOV.03, CGV.01, HD2.03, SO3.01, GC1.04 |
Knowledge/ Understanding Thinking/Inquiry Communication |
- Examine the acquisition of language and intelligence as children develop, paying attention to the role of verbal communication, and cultural diversity. - Debate the influence of nature versus nurture on language acquisition. |
|
4 |
HDV.02, HDV.03, ISV.01, ISV.03, ISV.04, HD2.06, HD2.07,
IS2.01, IS2.03, IS3.01 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Assess the impact of play-based, problem-solving activities on brain development. - Design, implement, and evaluate an enriching play-based activity in a real-life setting, such as a primary class or day-care centre taking health and safety issues into consideration. |
Time: 6 hours
Unit
Description
This unit
focuses on the parent-child relationship and determines the impact of this
relationship on the physical and emotional well-being of the infant. Emphasis
is placed on theories of bonding and attachment, and the consequences of environmental
deprivation. Students are encouraged to apply theories learned in this unit to
real-life situations such as in their own family, the family of close relatives
or friends, or observations of families in a public place like a shopping mall
or a restaurant.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HDV.01, HDV.03, SOV.01, ISV.02, HD1.01, HD1.02,
SO1.01, SO1.03, IS1.02 |
Knowledge/ Understanding Thinking/Inquiry Communication |
- Examine the factors contributing to the bonding, attachment, and well-being of newborns. - Invite a guest speaker, such as a public health nurse, or teen counsellor, where available. |
|
2 |
HDV.01, ISV.02, ISV.04, HD1.03, HD1.04, IS1.02,
IS2.01, IS3.01 |
Knowledge/ Understanding Communication Application |
- Investigate theories relating to the development of parent-infant relationships and present findings, e.g., development theories of Ainsworth, Bartholomew, and Offord. - Apply attachment and bonding theories in natural observations of infant-mother relationships in a real-life setting, such as a playground, community centre, or restaurant. |
Time: 20 hours
Unit
Description
This unit
begins with a discussion on how the transition to parenthood changes a couple’s
relationship. An understanding of the stages of parenting is developed to
enable students to evaluate the changing role of the primary caregiver as a
teacher in a child’s life. Students describe different theories of parenting
and compare children’s responses to different parenting styles in real-life
settings. Special attention is given to how parents deal with an exceptional
child. Students are then asked to recommend, implement, and evaluate strategies
for dealing with an exceptional child in a real-life setting. Both positive and
maladjusted parent-child relationships are identified and analysed. Finally,
students explain, from both a historical and a social perspective, how
education for parents has evolved over time and investigate emerging
initiatives promoting shared responsibility between parents and society.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SOV.02, SO2.01 |
Knowledge/ Understanding Communication |
- Describe how the transition to parenthood changes a couple’s relationship, e.g., as described by Jay Belsky and John Kelly. |
|
2 |
SOV.01, SO1.02 |
Knowledge/ Understanding Thinking/Inquiry Communication |
- Describe the stages of parenting and a parent’s changing role (Galinsky’s model). |
|
3 |
SHV.01, SH1.05 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine various theories of parenting and parenting styles, e.g., parenting theory of Baumrind. - Through observation compare children’s responses to different parenting styles in real-life settings, e.g., restaurant, playgrounds, sporting events, etc. |
|
4 |
SOV.01, SO1.01, SO1.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Evaluate the impact of temperament in parent-child relationships. |
|
5 |
SOV.01, GCV.01, SO1.01, GC1.06 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Demonstrate an understanding of parental/ caregiver influence. - Experience the challenge of living with exceptional children through a field trip to a Children’s Rehabilitation Centre or work with the special needs department of the school. |
|
6 |
SOV.01, SO1.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Demonstrate an understanding of the causes and effects of healthy and maladjusted parent-child relationships. |
|
7 |
GCV.01, GCV.02, GC2.01 |
Knowledge/ Understanding Communication |
- Examine the history of parenting programs. |
|
8 |
GCV.01, GVC.02, GC2.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Describe emerging parenting initiatives. - Create a parenting program model in groups and present it to the class. |
Time: 20 hours
Unit
Description
Students
analyse and compare the many relationships that are part of human development.
These include, but are not restricted to, a variety of family models, such as
the nuclear family, single parent family, or alternative family groups, and the
ways in which children relate in a family. After examining the relationships
within the family, students develop an understanding of the role that the
family plays in the socialization of its members and how this impacts on human
growth and development. An examination of current social issues and personal
challenges that families face is made. Students conduct their own research
(both through the generation of data and an examination of current research and
theory) on the impact of religion and culture on child-rearing practices.
Students identify various school and community programs designed to assist
parents in creating positive home environments that foster optimum human
development. Finally, students are asked to demonstrate an understanding of the
long-term benefits of early child development and parenting programs on the
economic health and well being of a nation.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SOV.02, SO2.02 |
Knowledge/ Understanding Thinking/Inquiry Communication |
- Analyse a variety of family models and compare the relationships. |
|
2 |
SOV.02, SO2.03 |
Knowledge/ Understanding Thinking/Inquiry Communication |
- Examine theories/issues regarding the way children relate in the family (birth order, etc.). - Students reflect personally on their own birth order placement to determine to what extent they currently accept such theories in a journal entry. |
|
3 |
GCV.01, GC1.05 |
Knowledge/ Understanding Communication Application |
- Research the impact of culture and religion on the roles within the family. |
|
4 |
GCV.01, ISV.03, ISV.04, GC1.07, IS1.03, IS2.01, IS2.02,
IS3.01, IS3.02, IS3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Write an essay or report comparing child-rearing practices in a variety of societies in APA style (Appendix 1.5.2 provides an essay marking scheme). |
|
5 |
SHV.01, SH1.01, SH1.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine the positive impact of parent and family on human growth and development. |
|
6 |
SHV.01, SH1.01, SH1.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine the negative impact of parent and family on human growth and development, e.g., Durrant and Rose study - Examine Krasnor study on corporal punishment. - Evaluate problem behaviour situations and propose positive discipline techniques. |
|
7 |
SHV.01, GCV.02, ISV.03, SH1.04 GC2.05, GC2.06, IS2.02,
IS3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Identify, compare, and evaluate community programs to help parents. - Profile community programs and invite guest speakers to the class. |
Time: 8 hours
Unit
Description
Students
identify and analyse the various ways in which the media can be seen as agents
of socialization. Students demonstrate an understanding of how the media
influence people’s lives. In particular students analyse media representations
of the family to identify the inherent values and ideologies and evaluate the
effectiveness of media censorship. This unit culminates with students designing
a set of guidelines for the media that encourages healthy socialization by
accessing, organizing, analysing, and evaluating information.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SHV.03, ISV.03, SH3.01, IS2.01 CGE2e, CGE3e |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Analyse a variety of media representations of family to identify the inherent values, ideologies, and evidence of bias. |
|
2 |
SHV.03, SH3.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Determine how the media influences people’s lives and evaluate the effectiveness of media censorship. |
|
3 |
SHV03, SH3.03 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Cooperatively develop a set of guidelines for media that encourages healthy socialization and present rationales for these guidelines. |
Time: 10 hours
Unit
Description
Students
investigate and interpret the contributions that schools make to the
socialization of individuals. They describe the diverse ways in which aspects
of the school environment contribute to social interactions. Students identify
through research and critical analysis, the social issues that schools face in educating
individuals and evaluate strategies for dealing with these issues. They also
demonstrate an understanding of the impact that parental involvement in the
schools can have on a child’s growth and development.
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SHV.02, SOV.03, SH2.01, SO3.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Examine how the school environment helps to socialize individuals and evaluate the connection between children’s communication skills and the quality of social interactions. |
|
2 |
SOV.03, ISV.04, SO3.03,
SO3.04, IS3.01 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Identify and apply problem-solving strategies relating to communication and conflict resolution. |
|
3 |
SHV.02, GCV.01, SH2.02, GC1.06 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Research and analyse issues facing schools. - Write a newspaper article or editorial on an issue facing schools and possible solutions to the issue. |
|
4 |
SHV.02, SH2.03, SH2.04 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
- Develop plans for getting parents involved in schools to further child development. - Present plans to principal and parent advisory councils. |
This
course lends itself to a variety of teaching strategies and learning styles,
with emphasis on practical activities and community involvement. These
strategies encourage students to think critically, work cooperatively, conduct
ethical research, discuss complex social issues, and make informed decisions
for themselves and society. When students are presented with a variety of
learning situations, they can extract knowledge and develop skills that are
meaningful to themselves and that may be useful throughout life. Students can
then apply these skills to real-life situations. This course is ideally suited
to conduct independent study units to develop research skills, critical
thinking skills, and encourage students to become life-long learners.
The
teacher is encouraged to develop learning strategies that meet the needs of
students with a wide variety of learning styles and abilities. Suggested
learning strategies include research and data collection, observations of
children, interviews with caregivers, role playing, simulations, collaborative
learning, brainstorming, mind mapping, independent study units/projects,
seminar presentations, personal reflection, Socratic lessons, guest speakers,
and discussion. The teacher should acquire and/or develop a wide range of
classroom resources, many of which are available from government and
non-government organizations.
Where
possible, the teacher should make maximum use of computer-mediated
communication (CMC). This includes assisting students to create webpages,
research using search engines by providing interactive learning modules for the
students (some are available commercially based upon subject matter), and to
use computers to generate reports and assignments. Since many of the course
materials used and the skills being developed rely upon the use of computers,
arrangements must be made so that students without home access to computers and
the Internet can utilize school equipment. Teachers should check with their
local school boards and schools for Internet policies and guidelines. Students
should be given a copy of these policies and reminded of the ethical use of
computers at school. All websites should be checked by the teacher prior to use
in the classroom to determine whether or not the URL address has changed, and
to assess the suitability of the site for education purposes.
Teachers
should employ student-teacher conferences in order to more accurately assess
the process portion of the formal assessment in this course. These conferences
can be useful in assessing weaknesses in student progress and provide an
opportunity for the student and teacher to know and understand each other
better.
Opportunity should be provided for
the critical analysis of articles, films, and/or news reports from the
perspective of the scientific research/inquiry model studied in this course. In
addition, students should be introduced to current research journals in the
area of social sciences in order to enhance their research skills and to
familiarize them with APA stylistic writing.
Students
should be given every opportunity to reflect and present materials in an APA
style report/essay form. Note making and report/essay writing should be given
priority. Students need to carry this knowledge on into university and college
so they should be given ample practice opportunities.
Language
development and the expression of concepts require both written and oral tasks.
All learners, especially those with difficulties, benefit greatly if guidelines
for oral and written tasks are initially provided.
Assessment
and evaluation in this course are based upon the assessment and evaluation
principles outlined in The Ontario Curriculum, Grades 9-12, Program,
Planning, and Assessment pp. 13-16, and the Achievement Chart in The
Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities pp.
142-145. The four categories identified are: Knowledge/Understanding,
Thinking/Inquiry, Communication, and Application. The provincial standard for
student achievement is Level 3.
The
improvement of student learning is the primary purpose of assessment and
evaluation. Assessment is the ongoing process of collecting and analysing data
on student performance. Evaluation is using the data collected to make an
informed judgment about the knowledge, skills, and attitudes that are a part of
the student’s learning experience after a specific period of time. Some
suggestions for assessment and evaluation techniques for this course include:
·
Provide
students with models of skills the teacher expects the students to master,
e.g., developing inquiry questions, conducting an interview.
·
Provide
students with a clear articulation of assessment and evaluation tools, e.g.,
checklists, marking schemes, rating scales, and rubrics as well as developing
such criteria with the students.
·
Use
assessment tools that are appropriate for the expectations being addressed and
relate to the categories on the Achievement Chart.
·
Performance
tasks involving group work should build in positive interdependence and individual
accountability. Evaluation must focus on individual demonstration of
expectations.
Effective classroom instruction is supported and driven by
ongoing assessment and must answer the following questions:
·
Why do
I assess?
·
When
do I assess?
·
What
do I assess?
·
How do
I assess?
Assessment provides the information teachers
need to design optimal programs for class instruction, individual learning, and
group enrichment. Assessment instruments vary and have very different purposes:
Diagnostic
assessment is used
to monitor an individual to determine how to remediate or deepen their
understanding of skills and concepts. It can include quizzes, cloze work,
applying miscue analysis, rephrasing from written and oral work, and applying
assessment scales to identify the desired diagnosis. This type of assessment
should never be used as a part of the student’s mark.
Formative
assessment is an
ongoing process and measures how well an expectation is being met. It is used
to ensure that the student is on track in the learning process and includes
such assessment strategies as conferences, in-class discussions,
self-assessment, peer assessment, work sheets, and journals.
Summative evaluation is applied at the end of an
activity, a unit of study, or course. It is used to measure the student’s work
against a standard and includes portfolio assessment, unit tests, project work,
oral interviews, presentations, critiques, application of scoring scales, and
work examples or exemplars.
A
comprehensive assessment plan:
·
relies
on a variety of strategies to measure achievement in order to make judgments
about progress and performance, and create a comprehensive profile of the
student learner;
·
uses
methods that reflect classroom practice;
·
reflects
the needs, goals, and/or expectations of stakeholders: students,
parents/guardians, and teachers;
·
ensures
that the methods, expectations, and timelines are understood by the student;
·
generates
performance indicators to support the expectation statements;
·
includes
ongoing cumulative format, such as writing folders and portfolios;
·
includes
student self-assessment, goal setting, and re-assessment;
·
uses
assessment methods that are inclusive and unbiased in terms of ethnicity and
gender;
·
values
process and product;
·
makes
meta-cognition a key component (how the student learned).
Seventy per cent of the grade will be based on
assessments and evaluations conducted throughout the course. Thirty per cent of
the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other methods of evaluation. The remaining seventy
percent of the final grade can be based on tests/quizzes, assignments and a
major research project/essay. Students should become able researchers and
writers practising and demonstrating their skills in a variety of written and
verbal communication tasks.
The
teacher should make any necessary adaptations and accommodations, where
available, in order to help students achieve success in this course. Individual
Education Plans (IEPs) provide the teacher with specific learning and
assessment strategies that work best with individual students. Teachers should
read individual student IEPs for specific direction on accommodation. The
teacher should provide opportunities for the enrichment of gifted students
throughout the course.
In
addition, consideration for students learning English as a second language is
necessary. The teacher should be familiar with The Ontario Curriculum,
Grades 9 to 12, English As a Second Language and English Literacy Development.
Some ESL/ELD students, it should be realized, may have had little or no formal
education in their first language. Intensive support may still be required for
such students, as a result.
To provide accommodation for students, the teacher may
consider the following, where appropriate:
·
provide
a structured overview of the lesson prior to beginning instruction;
·
use
visual aids, demonstrations, simulations and manipulatives to ensure that
students understand concepts presented;
·
enable
the student to demonstrate understanding using a variety of media including
oral presentations, audio or videotaped assignments, bulletin board displays,
dramatizations, and demonstrations;
·
provide
models of completed tasks so the student can visualize a completed project;
·
break
down large tasks into small tasks. Large tasks can quickly overwhelm the
student, and provide reinforcement as each part is completed;
·
allow
extra time to complete tasks/tests;
·
incorporate
opportunities for use of higher level thinking skills.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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 reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Andrews,
Jac and Judy Lupart. The Inclusive Classroom: Educating Exceptional
Children. Scarborough: Nelson Canada, 1993. ISBN 0-17-603497-9
Bee,
Helen. The Developing Child. Needham Heights, MA: Allyn & Bacon,
2000. ISBN 0321047095
Bee,
Helen. The Developing Child: Study Guide. Needham Heights, MA: Allyn
& Bacon, 2000.
ISBN 0321047109
Berger,
Kathleen. The Developing Person: Through Childhood and Adolescence. New
York: Worth Publishers, 2000. ISBN 1572594179
Bruce-Grey-Owen
Sound Interagency Committee. Let’s Grow, With your Child: Healthy Growth and
Development of Our Community’s Children. Windsor-Essex County Health Unit
(1-800-265-5822)
Case,
Roland and Penney Clark. The Canadian Anthology of Social Studies: Issues
and Strategies for Teachers. Vancouver Canada: Pacific Educational Press,
1999. ISBN 1-895766-39-7
Catechism
of the Catholic Church. Toronto: Image/Doubleday, 1995. ISBN 0-385-47967-0
Coates,
Erik. Classic and Contemporary Readings in Social Psychology. Prentice
Hall, 1998.
ISBN 0137439075
Craig,
Grace. Human Development. Prentice Hall, 2002. ISBN 0130334413
Demetriou.
Life-Span Developmental Psychology. John Wiley & Sons, 1998. ISBN
0471970786
Eichler,
Margrit and Mary Bullen. Families in Canada: An Introducation. Toronto:
OISE Press, 1986. ISBN 0-7744-0301-2
Feldman,
Robert. Development Across the Life-Span. Prentice Hall, 2000. ISBN
0130878669
Feldman,
Robert. Development Across the Life-Span (Study Guide). Prentice Hall,
2000.
ISBN 0130841781
Frankfort-Nachmias,
Chava and David Nachmias. Research Methods in the Social Sciences. Worth
Publishers, 2000. ISBN 1572599294
Frankfort-Nachmias,
Chava and David Nachmias. Research Methods in the Social Sciences (Study
Guide). Worth Publishers, 2000. ISBN 1572599081
Gerrig,
Richard and Phillip Zimbardo. Psychology and Life. Allyn & Bacon, Incorporated,
2002.
ISBN 020533511X
Gerrig,
Richard and Phillip Zimbardo. Psychology and Life (Study Guide). Allyn
& Bacon, Incorporated, 2002. ISBN 0205344569
Handbooks,
Manuals, etc. Publication Manual of the American Psychological Association.
Washington, DC: American Psychological Association, 1999. ISBN 1-55798-243-0
Hardman,
M., C. Drew, and M. Egan. Human Exceptionality: Society, School, and Family.
Needham Heights, MA: Allyn and Bacon, 2002. ISBN 0205337503
Hawkes,
Charles, Marc Keirstead, Reg Hawes, Dick Holland, and Dennis Gerrard. Images
of Society: Introduction to Anthropology, Psychology, and Sociology. Toronto:
McGraw-Hill Ryerson, 2001.
ISBN 0-07-088032-8
Keppel,
G. and Z. Sheldon. Data Analysis for Research Designs. New York: W. H.
Freeman, 1989.
ISBN 0-7167-1991-6
Lerner,
Richard. Concepts and Theories of Human Development. Lawrence Erlbaum
Associates, 2002. ISBN 0805827986
Lourenco,
O. and A. Machado (1996). “In Defense of Piaget’s Theory: A Reply to 10 Common
Criticisms.” Psychological Review, V. 103(1): 143-164.
Osborne,
Richard and Borin Van Loon. Introducing Sociology. New York: Totem
Books, 1999. Original publishing company - www.iconbooks.co.uk.
Rudinow,
Joel and Vincent Barry. Invitation to Critical Thinking. Harcourt Press,
1999.
ISBN 0155055623
Santrock,
John, W. Adolescence. New York: McGraw-Hill, 2001. ISBN 0072420065
Santrock,
John, W. Adolescence (Student Study Guide). New York: McGraw-Hill, 2001.
ISBN 0072323507
Santrock,
John, W. Children. New York: McGraw-Hill, 2000. ISBN 069736447X
Shaffer,
David. Developmental Psychology: Childhood and Adolescence. Belmont, CA:
Wadsworth/Thomson Learning, 2002. ISBN 0534572146
Sherman,
William. Behavior Modification. New York: Harper & Row, 1990. ISBN
0-06046105-5
Smith,
D., R. Luckasson, and C. Crealock. Introduction to Special Education in
Canada. Scarborough: Allyn & Bacon Canada, 1995. ISBN 0-205-17226-1
Sproule,
W. Our Social World: An Introduction to Anthropology, Psychology and
Sociology. Toronto: Prentice Hall, 2001. ISBN 0-13-041068-3
Stevens-Long,
Judith. Adult Life: Developmental Processes. California: Mayfield
Publishing Company, 1992. ISBN 1559340827
Thomas,
R. Murray. Recent Theories of Human Development. London: Sage
publications, 2001.
ISBN 0-7619-2247-4
Towson,
Shelagh. Educational Psychology: Readings for the Canadian Context.
Peterborough, Ontario: Broadview Press, 1992. ISBN 0-921149-21-2
Valsiner,
Joan. Culture and Human Development. Sage Publications, 2000. ISBN
0761956840
Westen,
D. Psychology: Mind, Brain, and Culture. New York: John Wiley, 2002.
ISBN 0471387541
Westen,
D. Psychology: Mind, Brain, and Culture (Study Guide). New York: John
Wiley, 2002.
ISBN 0471415979
Westen,
D. Psychology: Mind, Brain, and Culture (Lab Manual). New York: John
Wiley, 2002.
ISBN 0471415960
A
Child Grows: The First Year. Learning Seed Production, 1992. 25 min. (Outlines the landmarks of a
baby’s first year)
Ellen’s
Story. NFB,
Telefilm Canada, 1992. 48 min
Ethics
and Scientific Progress: Maxine Singer. Films for the Humanities, 1994. 30 min.
Fetal
Alcohol Syndrome and Other Drug Use During Pregnancy. Films for the Humanities, 1995.
19 min.
Giving
Birth to Your Baby.
Canadian Learning Company Inc., 1995. 42 min.
Have
A Healthy Baby.
VEC/Criterion Video, 1987. 23 min.
In
the Womb. Visual
Education Centre, 1994. 25 min.
Labour
and Delivery For Teens. Churchill Media, 1993. 28 min.
Teen
Dads. Marlin Motion
Pictures, 1996. 18 min.
The
Agony and The Ecstasy. Multiple Choices Series, 1995. 33 min.
The
Breakfast Club.
USA: Universal City Studios, 1985. 92min.
The
Human Brain.
Canadian Learning Company, 1992. 14 min.
The
Secret Life of the Brain. David Grubin Production, 2002. 300min. A five part series
The
Parent’s License.
Pyramid Film, International Tele Film, Arnold Shapiro Productions, 1993. 15
min. “Secret of the Wild Child.” Nova, 1994.
Sophie’s
Choice. USA:
Universal Pictures, 1982.150min.
Parenting. TVO, 1992. 15 min. segments
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
A
Brief Guide to Questionnaire Development –
http://www.ericae.net/ft/tamu/vpiques3.htm
APA
Online: Research Ethics and Animal Research –
http://www.apa.org/science/research.html
This site provides links to various publications on the code of ethics in
research from the American Psychological Association.
Attachment
Theory – http://www.personalityresearch.org/attachment.html
The
Attachment Theory Website – http://psyche.tvu.ac.uk/attachment/
This site provides links to the major attachment studies.
Awesome
Library Problem Solving
–
http://www.awesomelibrary.org/Classroom/Science/Problem_Solving/Problem_Solving.html
This site provides links to resources on critical thinking, research methods,
and rubrics.
Baumrind’s
Parenting – http://spruce.flint.umich.edu/~debrae/lnparent/
A web presentation.
Biography:
Mary D. Salter-Ainsworth – http://www.dushkin.com/connectext/psy/ch03/ainsworth.mhtml
Bright
Futures in Practice: Physical Activity
– http://www.brightfutures.org/physicalactivity/if/overview.html
This site provides information on growth and development from infancy to
adolescence.
Canadian
Psychological Association – http://www.cpa.ca/
Canadian
Psychological Association Code of Ethics
– http://www.uwinnipeg.ca/~clark/research/cpaethics.html
Child
Development Institute: Information For Parents –
http://childdevelopmentinfo.com/index.htm
This site provides searches, resources, and online information on: child
development, parenting, child psychology, teenagers, health, safety and
learning disabilities including attention deficit disorder and dyslexia.
Cognitive
Development and Intelligence – http://classweb.gmu.edu/awinsler/ordp/cogdev.html
This site provides links focusing on cognitive development and intelligence.
ECE
Web Guide – http://www.ecewebguide.com/
This site provides childcare professionals with the most up-to-date Internet
resources.
Family
Literacy Special Collections: Ideas for Parents
– http://literacy.kent.edu/Midwest/FamilyLit/parentideas.html
This site provides a narrated list of links for parents in order to promote the
healthy development of children from the prenatal stage to adolescence.
Freud’s
Five Lectures on Psychoanalysis
– http://www.stolaf.edu/people/huff/classes/handbook/Freud.html
This site provides information on the following theorists: Freud, Skinner,
Gilligan, Milgram, Ward et al, and Andreasen.
Hints
for Designing Effective Questionnaires – http://www.ericae.net/edo/ED410233.htm
Human
Development Program – http://fcis.oise.utoronto.ca/~dkeating/
This site provides a chapter-by-chapter synopsis of the publication: Children
of the Information Age: Developmental Health as the Wealth of Nations.
Internet
Movie Database (IMDb) – http://us.imdb.com/
This site allows you to search for movies and provides a synopsis of each film.
Jean
Piaget’s Theory of Development
– http://snycorva.cortland.edu/~ANDERSMD/piaget/PIAGET.HTML
This site provides links to a tutorial on the stages of Piaget’s theory of
cognitive development.
Key
Concepts of Early Childhood Development –
http://www.worldbank.org/children/what/
This site provides links to information on the stages of child development from
birth to eight years of age.
Language
Development in Children
– http://childdevelopmentinfo.com/development/language_development.shtml
This site provides a chart on language development and links to research. A
jump menu linking to other areas of development studied in this course is
provided at the bottom of the site.
Mama
Teach Me How To Talk – http://www.facstaff.bucknell.edu/rbeard/acquisition.html
Mary
Ainsworth: Studies of Infant-Mother Interaction
– http://socrates.berkeley.edu/~psyc100a/Main%20part%202.pdf
This site details the studies of Mary Ainsworth in large print.
Moral
Development and Moral Education: An Overview
– http://tigger.uic.edu/~lnucci/MoralEd/overview.html
Ontario
Ministry of Community and Social Services: Read the Early Years Study
– http://www.childsec.gov.on.ca/3_resources/early_years_study/early_years.html
Parent
Center: Welcome to the Early Childhood Development Center
– http://www.wholefamily.com/aboutyourkids/bridge_pages/early_childhood_2.html
This site provides information on child development and parenting.
Parenting
Style and its Correlates –
http://www.athealth.com/Practitioner/ceduc/parentingstyles.html
This Digest by Nancy Darling defines parenting style, explores four types, and
discusses the consequences of the different styles for children.
Parenting
Today: Child Development Institute – http://parentnewsnet.com/
This is an online magazine that provides information and searches on child
development and parenting.
Parents
Brainwonders – http://www.zerotothree.org/brainwonders/parents.html
This site provides information on brain development and language acquisition
between the ages of zero and three.
Psychological
Self-Help written
by Clayton E. Tucker-Ladd – http://mhnet.org/psyhelp/
This electronic book has numerous chapters relating to psychological
development across the life span.
Psychological Self-Help Chapter 3: Values and Morals:
Guidelines for Living
– http://mhnet.org/psyhelp/chap3/
This site provides information on morals and values. It examines Kohlberg’s
theory of moral development and ponders the question of whether or not men and
women have different values.
Rubistar
– http://rubistar.4teachers.org/
This site assists in the creation of rubrics for your project-based activities.
Statistics
Canada – http://www.statcan.ca
This site provides background information on statistics, their use and methods
of anlaysis.
Strategy
List: 35 Dimensions of Critical Thought
– http://www.criticalthinking.org/K12/k12class/strat/stratall.html
This site provides 35 hyper-linked dimensions of critical thought.
Teaching
with Electronic Technology – http://www.wam.umd.edu/~mlhall/teaching.html
This site provides links to a variety of resources, such as journals,
libraries, archives, etc., for computing and related forms of electronic
technology in teaching.
The
Canadian Conference of Catholic Bishops – http://www.cccb.ca/
The
Catechism of the Catholic Church –
http://www.vatican.va/archive/catechism/ccc_toc.htm
The
Media and Communications Studies Site – http://www.aber.ac.uk/media/Functions/mcs.html
This site provides a variety of scholarly resources connected to the study of
the media.
The
Secret Life of the Brain – http://www.pbs.org/wnet/brain/about.html
This site provides detailed information on the brain.
The
Vanier Institue of the Family – http://www.vifamily.ca/
The
Vatican – http://www.vatican.va
This Course Profile is designed to aid the
teacher in developing and delivering the course Issues in Human Growth and
Development, Grade 12 (HHG4M), University/College preparation based on
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities,
pp.75-82. This course would fulfill the requirement for an additional credit in
social sciences and the humanities within the 18 compulsory credits required
for an Ontario Secondary School Diploma in section 3.1.1 (p. 9) and Appendix 5
(p. 72) of Ontario Secondary Schools, Grades 9 to12, Program and Diploma
Requirements, 1999. Expectations for accommodations and modifications are
outlined in section 7.12 (pp. 56-58) and appendix 6 (pp. 74-75). The basis for
assessment, evaluation and reporting practices are outlined on pp.13-16 of The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
The Ministry of Education is committed to the
integration of computer technology into the curriculum for the purpose of
providing learners with enriched learning experiences, individualized
instruction, and the acquisition of skills that will allow them to use the
technology effectively and with confidence. Teachers should provide students,
whenever possible, with opportunities to use computers in a variety of
activities, such as resource allocation, essay writing, web page development,
and computer mediated communications.
Some of
the activities suggested in this Course Profile require practical applications
of knowledge in real-life settings. Teachers should be aware of student safety
requirements and preparation when engaging in experiential learning as outlined
in the Cooperative Education and Other Forms of Experiential Learning:
Policies and procedures for Ontario Secondary Schools.
Appendix A
|
Student |
Course: |
Grade |
|
|
Topic: |
Date: |
|
|
|
Format (5) |
Title Page (1) |
|
|
|
|
Page Numbering (1) |
|
|
|
|
Margins/Borders (1) |
|
|
|
|
Line Spacing (1) |
|
|
|
|
Appendices/Graphs (1) |
|
|
|
Introduction (5) |
Creation of reader interest (1) |
|
|
|
|
Movement from the general topic to specific topic (2) |
|
|
|
|
Clearly stated theme or thesis (2) |
|
|
|
Content (40) |
Clarity of information (8) |
|
|
|
|
Quality and coherence of the argument (8) |
|
|
|
|
Quality and depth of analysis (supporting facts and details) (8) |
|
|
|
|
Relationship of each paragraph to theme (8) |
|
|
|
|
Depth of research (8) |
|
|
|
Organization (15) |
Sentence and paragraph structure (3) |
|
|
|
|
Coherence of the entire essay (3) |
|
|
|
|
Transition and coherence of ideas in paragraphs (3) |
|
|
|
|
Clarity of topic sentences (3) |
|
|
|
|
Variety of sentence structure (3) |
|
|
|
Style (10) |
Appropriate level of vocabulary (2) |
|
|
|
|
Consistency of point of view (3) |
|
|
|
|
Consistency of tense (3) |
|
|
|
|
Clarity and freshness of style (2) |
|
|
|
Mechanics (10) |
Sentences structure (5) |
|
|
|
|
Spelling, grammar, and punctuation (5) |
|
|
|
Documentation (10) |
Correct reference/source format (3) |
|
|
|
|
Quality of sources (3) |
|
|
|
|
Correct bibliography/references (4) |
|
|
|
Conclusion (5) |
Summary of thesis or theme |
|
|
|
|
Synthesis of arguments and ideas |
|
|
|
General Comments |
|
|
|
Coded
Expectations, Issues in Human Growth and Development, Grade 12,
University/College Preparation, HHG4M
HDV.01 · demonstrate an understanding of established
theories of bonding and attachment;
HDV.02 · evaluate the significance of
neuroscience and theories of brain development during critical periods in early
childhood;
HDV.03 · demonstrate an understanding of
the consequences of environmental deprivation during early childhood;
HDV.04 · analyse changes in human
development throughout the life cycle, including early childhood, adolescence,
mid-life, and aging.
Infant
Bonding and Attachment
HD1.01 – analyse and evaluate factors that
contribute to the emotional and physical well-being of a newborn (e.g.,
nurturing, breast-feeding, security, trust);
HD1.02 – demonstrate an understanding of
issues related to infant bonding and attachment, and investigate the effects of
lack of bonding (e.g., failure to thrive, inability to establish meaningful
relationships in later life);
HD1.03 – investigate theories related to
the causes and effects of healthy and unhealthy parent–infant relationships
(e.g., Freud’s, Offord’s), and summarize their findings;
HD1.04 – demonstrate an understanding of
what constitutes an effective relationship of care-giver and child by applying
attachment and bonding theories in a real-life setting.
Brain
Development in the Early Years
HD2.01 – explain the relationship between
maternal health and well-being and brain development in the child from the
neonatal period to age three;
HD2.02 – demonstrate an understanding of
the concept of “environmental deprivation” (e.g., lack of visual stimulation,
limited exposure to language, minimal physical contact);
HD2.03 – demonstrate an understanding of
the ways in which babies acquire language and develop intelligence;
HD2.04 – analyse and evaluate how an
individual’s ability to cope with stress relates to early brain development
(e.g., as discussed by McCain and Mustard in the Early Years Study and
by Keating and Hertzman in Developmental Health and the Wealth of Nations);
HD2.05 – investigate the long-term effects
of inadequate nurturing and environmental deprivation (e.g., behavioural
problems, criminal behaviour), and summarize their findings;
HD2.06 – explain and evaluate how
play-based problem-solving activities can facilitate brain development in
children;
HD2.07 – evaluate the effectiveness of an
enriching play-based activity of their own design, implemented in a real-life
setting.
Changes
Throughout the Life Cycle
HD3.01 – identify the major theories of
child development (e.g., Freud’s, Piaget’s, Erikson’s) and evaluate their
relevance for today’s society;
HD3.02 – describe and interpret
age-appropriate behaviour for the phases of middle childhood (ages four to
eight and nine to twelve);
HD3.03 – describe the physical, intellectual,
psychological, social, and emotional changes that take place during adolescence
and throughout the remaining stages in the life cycle (e.g., development of
identity, capacity for abstract thinking, awareness of aging).
SHV.01 · demonstrate an understanding of
the critical role that a family plays in the socialization of its members;
SHV.02 · investigate and interpret the
contributions that schools make to the socialization of individuals across the
life span;
SHV.03 · identify and evaluate the various
ways in which the media can be seen as agents of socialization.
The
Family as an Agent of Socialization
SH1.01 – explain how the current social
issues and personal challenges that families face (e.g., divorce, unemployment,
poverty, dual/single income, stress) affect the socialization of family
members;
SH1.02 – describe the role that the family
can play in the positive socialization of its members and how that
socialization affects human growth and development (e.g., encourages the formation
of meaningful relationships and the development of language and literacy,
confidence, and competence);
SH1.03 – demonstrate an understanding of
the impact that negative socialization patterns can have on human growth and
development (e.g., family violence, addictions);
SH1.04 – identify the various school and
community programs and projects designed to assist parents in creating positive
home environments that foster optimum human development (e.g., family resource
centres; parenting centres; Healthy Babies, Healthy Children Program;
family-life education programs);
SH1.05 – describe different theories of
parenting (e.g., Baumrind’s) and compare children’s responses to different
parenting styles in one or more real-life settings.
The
School as an Agent of Socialization
SH2.01 – describe the diverse ways in
which aspects of the school environment (e.g., teachers, volunteers, peer
relationships, play, curriculum, adult-education programs, and extracurricular
activities) contribute to the socialization of individuals at various stages of
the life cycle;
SH2.02 – identify through research and
critical analysis the social issues that schools face in educating individuals
across the life span (e.g., safety, defiance of authority), and evaluate
strategies for dealing with these issues;
SH2.03 – demonstrate an understanding of
the impact that parental involvement in the schools can have on a child’s
growth and development (e.g., with respect to academic performance, confidence,
attendance);
SH2.04 – describe creative approaches to
fostering parental involvement in schools.
The
Media as Agents of Socialization
SH3.01 – analyse media representations of
the family (e.g., in TV sitcoms, advertising, movies, music videos; on the
Internet) to identify the inherent values and ideologies;
SH3.02 – demonstrate an understanding of
how the media influence people’s lives (e.g., making lifestyle changes,
stereotyping), and evaluate the effectiveness of media censorship;
SH3.03 – design a set of guidelines for
the media that encourages healthy socialization.
SOV.01 · demonstrate an understanding of
the critical nurturing and teaching roles of parents and care-givers;
SOV.02 · analyse the many relationships
that are a part of human development;
SOV.03 · demonstrate an understanding of
the ways in which communication and problem-solving skills are essential to
human development.
Parent/Care-giver
as Teacher
SO1.01 – demonstrate an understanding of
how parents and care-givers can play a key role in ensuring that children are
healthy, secure, and confident (e.g., by nurturing, having a positive attitude,
demonstrating empathy);
SO1.02 – identify and evaluate the stages
of parenting (e.g., Galinsky’s model) and the changing role of the primary
care-giver as a teacher in a child’s life;
SO1.03 – analyse the role that temperament
plays in the parent–child relationship;
SO1.04 – identify and analyse the causes
and effects of positive and maladjusted parent–child relationships.
Relationships
With Others
SO2.01 – describe how the transition to
parenthood changes a couple’s relationship (e.g., as described by Jay Belsky
and John Kelly);
SO2.02 – analyse and compare the
relationships in a variety of family models (e.g., nuclear families,
alternative family groupings);
SO2.03 – identify the issues that affect
the ways in which children relate in a family (e.g., being a single child; a
sibling; or an older, middle, or younger child).
Communication
and Problem Solving
SO3.01 – demonstrate an understanding of
the relationship between verbal communication and cognitive development in
children, from infancy to late adolescence;
SO3.02 – analyse and evaluate the
connection between children’s communication skills and the quality of their
social interactions (e.g., with peers, parents, other adults);
SO3.03 – identify problem-solving
strategies (e.g., active listening, negotiation, “I messages”) and evaluate
their effectiveness as builders of confidence;
SO3.04 – apply communication and conflict-
resolution skills to work effectively as part of a team in a real-life setting.
GCV.01 · demonstrate an understanding of
the diverse influences that shape human growth and development;
GCV.02 · explain why social challenges
need to be understood within an integrated framework.
Diversity
and Human Development
GC1.01 – evaluate and compare various theories of
male/female morality (e.g., Kohlberg’s model) in relation to gender differences
in moral development (e.g., Gilligan’s model);
GC1.02 – explain how different societies have
developed a sense of morality;
GC1.03 – describe different forms of
socially unacceptable behaviour (e.g., thwarting authority, criminal behaviour,
anarchy) and predict their short- and long-term effects in various societies;
GC1.04 – demonstrate an understanding of
the diverse ways in which societies value various aspects of intelligence
(e.g., spatial skills in societies that engage in hunting and trapping;
linguistic and mathematical skills in modern urban societies);
GC1.05 – describe how cultural and
religious differences affect the roles and responsibilities of parents,
children, and others (e.g., of parents as authority figures; of couples in
arranged marriages; of men and women in families and in society);
GC1.06 – recommend, implement, and
evaluate strategies for dealing with a special-needs child in a real-life
setting;
GC1.07 – compare child-rearing practices
in various contexts (e.g., on a kibbutz, in a nuclear family);
GC1.08 – explain, through critical
analysis, the ways in which personal values and standards evolve, vary, and
change with time and circumstance (e.g., from family to family, from situation
to situation, across the life cycle).
Social
Challenges in an Integrated Framework
GC2.01 – explain, from both a historical
and a social perspective, how education for parents has evolved over time;
GC2.02 – describe emerging initiatives
promoting shared responsibility between parents and society (e.g., developing
caring communities, extending maternity/parental leave, encouraging
family-friendly workplaces), and evaluate their effectiveness;
GC2.03 – demonstrate an understanding of
the effects that various economic, political, and social factors (e.g., poor
nutrition, low birth weight, illiteracy, technological change) can have on
human development;
GC2.04 – identify and evaluate ways to
prevent these factors from negatively affecting human growth and development;
GC2.05 – demonstrate an understanding of
the long-term benefits of early child development and parenting programs on the
economic health and well-being of a nation (e.g., as discussed by Keating and
Hertzman in Developmental Health and the Wealth of Nations and by McCain
and Mustard in the Early Years Study);
GC2.06 – identify various
human-development initiatives that will assist countries in preparing
themselves to meet new global challenges (e.g., as outlined by Keating and Hertzman,
and by McCain and Mustard).
ISV.01 · use appropriate social science
research methods in the investigation of issues related to human growth and
development;
ISV.02 · use appropriate psychological and
sociological terminology relating to human growth and development;
ISV.03 · demonstrate an understanding of
how to access, organize, analyse, and evaluate information for research
purposes;
ISV.04 · communicate the results of their
inquiries effectively.
Using
Research Methodology
IS1.01 – demonstrate an understanding of social
science research methods (e.g., case study, ethnographic study, narrative
inquiry);
IS1.02 – correctly use psychological terms
(e.g., bonding, attachment) and socio-economic terms (e.g., poverty,
social status) associated with human growth and development;
IS1.03 – use appropriate research and
inquiry skills to investigate topics related to human growth and development.
Organizing
and Analysing Information
IS2.01 – demonstrate effective
data-collection skills, including the ability to gather and select relevant
information from a variety of primary and secondary sources (e.g., interviews,
questionnaires, Internet sites);
IS2.02 – use information technology effectively
to access and organize the information and data collected;
IS2.03 – organize, analyse, and evaluate
the quality of the information gathered through research on a particular aspect
of human growth and development.
Communicating
Results
IS3.01 – communicate the results of their
investigations effectively in oral presentations and written reports and
essays, using an appropriate format for social science research (e.g.,
introduction/background, statement of purpose, description of method(s), data
collection, analysis, discussion of results, conclusion);
IS3.02 – effectively use computer
technology to produce and present the results of research inquiries;
IS3.03 – document sources accurately,
using correct forms of citation.
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.