Name of School: the YMCA Academy

The YMCA Academy 15 Breadalbane Street Toronto, ON M4Y 1C2

Course Outline HPW3C

Name of School: The YMCA Academy Department: Social Sciences and Humanities Development Date: January 2010 Course Developer: Melissa O’Leary Revision Date: January 2012 Course reviser: Nicole Klement Course Title: Living and Working with Children Course Code: HPW3C Course Type: College Grade Level: 11 Credit Value: 1 Developed from: . The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities 2000 . The Ontario Curriculum Grades 9-12: Program Planning and Assessment, 2000 . Cooperative Education and Other Forms of Experimental Learning: Policies and Procedures for Ontario Secondary Schools, 2000. . Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. . “Growing Success” Assessment, evaluation and reporting in Ontario schools, 1st Ed. Covering grades 1-12, 2010 Prerequisite: None

Textbooks: Parenting in Canada; Human Growth and Development Parenting; rewards and Responsibilities, 1st Canadian ed.

My Textbook Number

Materials Essential to this course 2  Agenda or poersonal Calendar  Binder with dividers  Writing materials (pencil, pen, highlighter, paper)  Memory stick or access to Dropbox  Access to the class’ wiki-space with regular sign-ins. 3 Course Description This course focuses on the well-being of children in families and community settings. Students will study child behaviour and child development in the context of relationships with parents and others in the community, and will learn through research and by observing and interacting with children. This course prepares students for further study of children, familiarizes them with occupational opportunities related to working with children, and introduces them to skills used in researching and investigating children’s behaviour in response to others.

Overall Curriculum Expectations A. Children in Society A1 Analyse the historical roles of children in families and society; A2 Identify the various ways in which people interact with children throughout their lives; A3 Demonstrate an understanding of the importance of planning for future parenthood; A4 Demonstrate an understanding of the role parents play in affecting how children form relationships within and outside the family. B. Growth and Development B1 Demonstrate an understanding of the multifaceted nature of and the various influences on child development; B2 Describe various child-development theories and evaluate their relevance; B3 Identify and describe environments provided by families, care-givers, and others that offer positive conditions for child development. C. Socialization of Children C1 Demonstrate the skills and strategies needed to communicate with and about children; C2 Identify a variety of social and cultural differences in child behaviour; C3 Analyse and evaluate a broad range of practices and techniques adopted by parents, care- givers, and others that shape the behaviour of children; C4 Evaluate various global influences on children and families. D. Social Challenges D1 Evaluate society’s expectations of and support for parents, care-givers, and people who work with children; D2 Demonstrate an understanding of issues and challenges that concern parents, care-givers, and others who interact with children in society; D3 Demonstrate an understanding of causes and consequences of violence towards children, and assess its impact on families, care-givers, and those who work with children. E. Research and Inquiry Skills E1 Use appropriate social science research methods in the investigation of issues related to the well-being of children in family and community settings; E2 Organize and analyse data gathered through their research; E3 Correctly use terminology associated with the well-being of children in family and community settings; E4 Correctly use the guidelines provided in recognized style manuals in producing written reports and/or audio-visual presentations and in citing sources; E5 Communicate the results of their inquiries effectively. 4

Outline of Course Content- Learning Strands & Course Units The ministry expectations for HPW3C include 5 strands: A. Children in Our Society B. The Growth and Development of Children C. The Socialization of Children D. The Social Issues and Challenges Facing Children and Caregivers E. Research and Inquiry skills

In this course these five strands will be taught in 4 units: Unit Title Approx time Unit 1 Children in Our Society 23 hours Unit 2 The Growth and Development of Children 33 hours Unit 3 The Socialization of Children & Research and Inquiry skills 24 hours Unit 4 The Social Issues and Challenges Facing Children and Caregivers 20 hours CA Course Culminating activity 10 hours TOTAL 110 hours

Teaching and Learning Strategies The following list describes some of the teaching/learning and assessment strategies that will be used in this course. Experiential learning strategies - active learning through experiences such as projects, field trips, case studies and visits to childcare facilities Brainstorming – group generation of initial ideas expressed without criticism or analysis Buddy System – linking of students for peer support; Case Study & Simulations– investigation of real and simulated issues; Teacher-directed Class Discussion – active participation of students by taking turns while discussing current issues; Collaborative/Cooperative Learning – small group learning providing high levels of student engagement and interdependence; Computer-assisted Learning – learning of new material or review/reinforce material previously learned Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation for success in all learners; Practical experiences- practical interaction with children of varying ages to l enhance student understanding, lead to new connections or apply newly learned concepts; Problem Solving – model for helping students to identify and work through a problem using a prescribed process involving a number of steps; 5 Report/Presentation – oral, visual, and written presentation of researched topic to class or in community; Research – social sciences model of investigation Socratic Lesson – oral presentation of information by the teacher; Exemplars – model or a sample of student work to provide the standard toward which students are aiming. 6 Course Assessment and Evaluation Students are assessed on their achievement of the provincial curriculum expectations. Achievement charts are used to determine student achievement, which is demonstrated in 4 categories of learning: knowledge/understanding, thinking/inquiry, communication, and application.

1. Assessment Strategies & Tools

Strategies  Paper-and-Pencil - ongoing quizzes, rubrics, checklists  Performance Assessment -research projects, assigned exercises, presentations  Skills checklists- application of investigation skills  Personal Communication- conferencing, observations and feedback on group activities  Self/peer assessment- ongoing verbal feedback, critique self/peer  Teacher Observation, formal/informal, reflection, self/peer assessment, portfolio Tools  Quizzes  Rubrics  Checklists  Comments with suggestions for improvement  Project specification sheet

The above mentioned tools will be used as:  Diagnostic Assessment/FOR learning- occurs at the beginning of the term or unit of study, or at any point during the course when information about prior learning is useful;  Formative Assessment/FOR learning – occurs during the learning process and provides ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction;  Summative Assessment/OF learning - usually carried out at the end of a learning process and may include feedback and/or judgment.

2. Components and Weighting of Assessment and Evaluation

70% of the grade will be based on evaluations conducted throughout the course in the form of:  Unit Summative Assignments  Observation in Childcare  Case Studies  Unit Tests

This portion of the grade will reflect the student’s most consistent level of achievement through out the course, although special consideration will be given to more recent evidence of achievement.

30% of the grade is based on a final evaluation. Course Culminating Activity 7

3. Final Grade The final grade is reported as a percentage corresponding to levels of achievement: Level 1 (50-59%), Level 2 (60-69%), Level 3 (70-79%), Level 4 (80-100%).

In calculating the student’s final mark, the following weighting will apply for the 4 categories of learning: knowledge/understanding, thinking/inquiry, communication, and application.

*these weightings are based on suggestions in the TDSB document: “A companion to the Guidelines for Assessment and Evaluation and Reporting – Secondary Category weightings 2003 All Subjects”

Knowledge & Thinking/Inquiry Communication Application Understanding 30 15 15 40

4. Learning Skills and Work Habits Learning skills and work habits are assessed throughout the course and reported in these areas:  Responsibility  Organization  Independent Work  Collaboration  Initiative  Self-Regulation These are reported separately and are not included in the calculation of the percentage mark. The development of these skills is critical to academic achievement and directly affects the final mark 8 OVERALL ASSESSMENT AND EVALUATION PLAN (PROVIDED TO STUDENTS) UNIT EXPECT. ASSESS. EVALUATION WEIGHT LESSONS 1. Children in Diagnostic PARENTING JOB 17.5 Children – Mind Map Society DESCRIPTION Parenting throughout life – Organizer, Discussion Formative Timeline of History of Childhood - Group Childcare in Canada Today – Newspaper Articles – Oral Presentations Ready or Not – Scenarios (discussion and drama) Journal Entry – ECE Guest Speaker Observation / Childcare 2. Growth and Diagnostic INTERVIEW RESEARCH 20 Intro to Social Sciences in Child Development – Dev REPORT Psych / Soc. – What theories do they know already? Research and Intro - Mind Map / Brainstorm – What affects child Inquiry skills development? Formative Parenting Styles and Child Types Child Development Theories/Modern and Feminist Reflection – how first three years affects development Journal - Apply Theorist to ECE Roundtable and Debate / Videos Journal – Reflection on Positive / Age appropriate learning 3. Socialization Diagnostic WRITTEN AND 17.5 Mind Map; How Communication Influences Parent- of Children PRACTICAL TEST Child Relationships. Formative How do Child-Rearing Practices Differ –Discussion Parenting Theories – An overview Moulding Child Behaviour Techniques Choose your Words Carefully What’s Your Response? Positive vs. negative communication Global Influences – Graphic Organizer Research / Inquiry – Comparing Children’s Lives UN Convention o the Rights of Children Journal Entries 4. Social Diagnostic CASE STUDY 15 Mind Map; Challenges RESEARCH PAPER AND Formative Case Studies PRESENTATION Observation debriefs Culminating DEVELOPING A 30% Activity CHILDCARE PROGRAM Designing your own childcare centre 9 Considerations for Program Planning Students at the Academy often have an Individual Education Plans (IEPs) in place. Familiarity with each student’s IEP and their unique learning characteristics is necessary to make appropriate accommodations in the classroom.

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

Teacher/Student Resources Conway, John F. The Canadian Family in Crisis. Toronto: James Lorimer and Company, 1997. ISBN 1550285637 Draper, Henry E, Draper, Wanda, and Leonord Barnes Polk. Observing and Participating: Study of Children, 2nd ed. Mission Hills, California: Glencoe Publishing Comp. Bennett and McKnight Division, 1989. ISBN 0-02-668160-7 Hacker, Diane. A Canadian Pocket Style Manual. Scarborough, Ontario: Nelson Canada, 1995. ISBN 0-17-604879-0 Harper, Mark, et al. Quality Assessment: Fitting the Pieces Together. The Educational Services Committee OSSTF, 1999. ISBN 0-920930-47-6 Klein, Diane, M. and Deborah Chen. Working with Young Children from Culturally Diverse Backgrounds. Scarborough, Ontario: Nelson Thomson Learning (Delmar Publishers), 2001. ISBN 0766821063 Kreidler, William, J. Teaching Conflict Resolution Through Children’s Literature. Toronto: Scholastic Publisher, 1994. ISBN 0590497472 Kurcinka, Mary Sheedy. Raising Your Spirited Child and Power Struggles. New York: Harper Collins, 1992. ISBN 0060923288 Lefrancois, Guy R. Psychology for Teaching, 9th ed. Belmont, California: Wadsworth Publishing Co.,1997. ISBN 0-534-50678-X Schmidt, Fran and Alice Friedman. Creative Conflict Solving for Kids. Miami: Grace Contrino Abrams Peace Education Foundation Inc., 1985. ISBN 1-878227-00-9 Shaffer, David R. Developmental Psychology Childhood and Adolescence, 5th ed. Pacific Grove, California: Brooks/Cole Publishing Co., 1999. ISBN 0-534-35592-7 B. General parenting, early childhood education resources and children’s books C. Local, National and International Newspapers and Periodicals D. Appropriate Internet Sites: Advertising Standards - http://www.astandards.com BC Council on Families - http://www.bccf.bc.ca Canadian Home Economics Association - http://www.chea-acef.ca Canadian Incidence Study of Reported Child Abuse and Neglect (CIS) - http://www.hc-sc.gc.ca/hpb/lcdc/brch/maltreat/cisnews/1098_e.html Canadian Institute of Child Health - http://www.cich.ca Canadian Living: Your Family Magazine - http://www.canadianliving.com Canadian Paediatric Society - http://www.cps.ca 10 Chatelaine Magazine - http://www.chatelaine.com Centres for Families, Work and Well-Being - http://www.uoguelph.ca/cfww Centre for Health Promotion - http://www.utoronto.ca/chp/ Child and Family Canada - http://www.fc~efc.ca/ Child Care Resources and Research - http://www.childcarecanada.org/research/research.html Choosing Quality Child Care - http://www.cafcc.on.ca/choose.htm Dads Can - http://www.dadscan.org Early Years Study (207 pages) - http://www.childsec.gov.on.ca I Am Your Child - http://www.iamyourchild.org Invest in Kids - http://www.investinkids.ca/ McGraw-Hill Ryerson - http://www.mcgrawhill.ca McIntyre Media - http://www.mcintyre.ca Ministry of Community and Social Services - Child Care Programs - http://www.gov.on.ca/CSS Newsweek - http://www.msnbc.com Ontario Children’s Secretariat - http://www.childsec.gov.on.ca/ Ontario Home Economics Association - http://www.ohea.on.ca Parent Resource Centre (Ottawa) - http://parentresource.on.ca/ Scholastic Choices - http://www.scholastic.com Statistics Canada (Canadian Social Trends Magazine) - http://www.statcan.ca Sunburst - http://www.SUNBURST.com Save The Children: Canada - http://www.savethechildren.ca The Canadian Children’s Book Centre - http://www3.sympatico.ca/ccbc/ The Vanier Institute of the Family - http://www.vifamily.ca Time Magazine - http://www.timecanada.com Today’s Parent - http://www.todaysparent.com UNICEF website - http://www.unicef.ca Voices for Children - http://voices4children.org/ E. Appropriate Human Resources F. Appropriate Social, Governmental and Non-Governmental Organizations