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
- Prejudice and Body Image
- Scientific Detectives
- Stereotyping and Bias
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
- Stereotyping and Bias
- Taking Charge of TV Violence
- Violence in Sports
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