Outcome Chart - Ontario - Working With School-Age Children and Adolescents 12 HPD4C

Growth and Development

Overall Expectations

Patterns of Development: demonstrate an understanding of patterns of social, emotional, cognitive, and physical development in school-age children and adolescents;

Positive Environments for Development: demonstrate an understanding of how developmentally appropriate environments and experiences promote healthy development.

Specific Expectations

Students will:

  • explain the benefits of healthy eating for the learning, growth, and development of school-age children and adolescents (e.g., increased ability to concentrate, maintenance of healthy body weight)
  • describe patterns in male and female sexual development and explain how sexual development affects physical, social, and emotional development
    • Teacher prompt: “How might sexual development affect body image in males? In females?”
  • describe strategies for teaching values and building character in school-age children and adolescents (e.g., use of bullying-prevention programs, peer mediation, leadership training courses, cultural literacy programs)

Lessons that meet Grade 12 expectations

I heard it ‘round the Internet: Sexual health education and authenticating online information

Image Gap

Introduction to Ethics: Avatars and Identity

Junk Food Jungle

Looks Good Enough to Eat

Put Downs

Prejudice and Body Image

Scientific Detectives

Stereotyping and Bias

You’ve Gotta Have a Gimmick

Educational Games

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Addressing Social Challenges

Overall Expectations

Issues and Challenges: demonstrate an understanding of a variety of strategies for helping school-age children and adolescents deal with issues and challenges;

Social and Cultural Variations: demonstrate an understanding of how a variety of social and cultural factors affect school-age children and adolescents.

Specific Expectations

Students will:

  • demonstrate an understanding of the positive and negative effects of media on children and adolescents (e.g., positive effects such as enhancing awareness of current events, facilitating social connection through social networking; negative effects such as legitimizing violence, pressuring viewers to purchase fad items, increasing opportunities for cyber-bullying)
  • describe strategies and activities that can be used in formal and informal settings to ensure that environments for children and adolescents are free from bias and respectful of diversity

 

Lessons that meet Grade 12 expectations

Girls and Boys on Television

Introduction to Ethics: Avatars and Identity

Put Downs

Stereotyping and Bias

Taking Charge of TV Violence

Violence in Sports

Educational Games

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Research and Inquiry Skills

Overall Expectations
Exploring: explore topics related to school-age children and adolescents, and formulate questions to guide their research

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Specific Expectations
Students will:

 

explore a variety of topics related to school-age children and adolescents (e.g., effects of vigorous physical exercise on school-age children; strategies for developing inclusive and diverse after-school care programs) to
identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

analyse and interpret research information

synthesize findings and formulate conclusions

demonstrate academic honesty by documenting the sources of all information generated through research

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Secondary expectations

Deconstructing Web Pages

Hate or Debate

I heard it ‘round the Internet: Sexual health education and authenticating online information

Taming the Wild Wiki

Student Tutorials (Licensed Resource)
MyWorld