53 L I V I N G S P A C E S A N D S H E L T E R , G R A D E 1 1 , O P E N ( H L S 3 O )
Research and Inquiry Skills
Overall Expectations
By the end of this course, students will:
• use appropriate social science research methods in the investigation of issues related to living spaces and shelter;
• correctly use terminology specifically associated with living spaces and shelter; • use appropriate methods for organizing and interpreting data and analysing results; • communicate the results of their inquiries effectively.
Specific Expectations
Using Research Methodology
By the end of this course, students will: – demonstrate an understanding of the
methods used to study living spaces and shelter;
– correctly use terminology related to living spaces and shelter (e.g., principles of design,
barrier-free design, subsidized housing, rooming house );
– locate and access primary and secondary sources of information related to living spaces and shelter.
Organizing and Analysing Information
By the end of this course, students will: – pose appropriate research questions to
frame their inquiries;
– summarize the main points of information gathered from reliable research sources; – demonstrate an understanding of how to
interpret charts, graphs, and statistical data presented in the literature;
– use graphs and charts to organize quanti- tative research effectively;
– organize information, using headings and subheadings, according to the accepted format for social science research; – evaluate the validity and reliability of
information gathered through their research;
– differentiate between research evidence and opinion.
Communicating Results
By the end of this course, students will: – record information and key ideas from
their research, and document sources accurately, using appropriate forms of citation;
– effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, videos).
54
Parenting, Grade 11, Open
(HPC3O)
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 will learn skills in researching and investigating questions relating to parenting.
55 P A R E N T I N G , G R A D E 1 1 , O P E N ( H P C 3 O )
Self and Others
Overall Expectations
By the end of this course, students will:
• describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;
• explain patterns in the social, emotional, intellectual, moral, and physical development of children;
• evaluate their own practical experiences involving children.
Specific Expectations
Pregnancy, Birth, and Postnatal Care
By the end of this course, students will: – outline the stages in the biological process
of conception, pregnancy, and birth; – 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;
– evaluate prenatal and postnatal care/sup- port programs available for parents in the community (e.g., prenatal classes; breast- feeding clinics; Healthy Babies, Healthy Children Program).
Stages of Growth and Development
By the end of this course, students will: – 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;
– explain how development from conception to three years of age affects and is crucial for development later in life;
– analyse behaviours, conditions, and environ- ments 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
By the end of this course, students will: – 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);
– explain the differences in capabilities and behaviours observed in children in class- room and community settings;
– demonstrate an understanding of what is involved in planning, organizing, and carrying out age-appropriate activities for preschoolers in classroom or community settings.
56 T H E O N T A R I O C U R R I C U L U M , G R A D E S 1 1 A N D 1 2 : S O C I A L S C I E N C E S A N D H U M A N I T I E S
Personal and Social Responsibilities
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the need for preparation to become a parent; • demonstrate an understanding of the responsibility parents have for ensuring quality
communication in their family;
• describe the nature of and the responsibilities involved in parenting.
Specific Expectations
Preparation for Parenthood
By the end of this course, students will: – 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);
– identify what parents bring to their role from their own family background and past experiences;
– 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;
– demonstrate an understanding of an infant’s needs and schedules by participat- ing in a baby-simulation experience.
Communication With Young Children
By the end of this course, students will: – explain how communication influences
parent–child relationships (e.g., promotes attachment, fosters mutual respect); – demonstrate an understanding of age-
appropriate communication practices (e.g., patticake and rhyming for infants); – identify elements of and skills involved in
communication (e.g., eye contact, active listening,“I messages”, encouragement); – demonstrate an understanding of positive
verbal and non-verbal interactions with young children, based on their own inter- actions with children in real-life settings.
Parenthood
By the end of this course, students will: – explain why parenting is a lifelong com-
mitment in our society;
– demonstrate an understanding of factors that influence the parenting process (e.g., delayed parenthood, strong parenting partnerships, a love and understanding of children);
– identify and describe the responsibilities parents have for children of different ages (e.g., meeting their needs, teaching them skills, encouraging their independence); – summarize the lifestyle and relationship changes that parents experience when raising children;
– compare the changing roles of parents and children as both grow older (e.g., from care-giver and nurturer to mentor to dependent adult);
– identify and describe career opportunities related to families at all stages of the life cycle.
57 P A R E N T I N G , G R A D E 1 1 , O P E N ( H P C 3 O )