Course Description

This course focuses on the well-being of children in families and community settings. Students study child behaviour and child development, in the context of relationships with parents and others in the community, and learn through research and by observing and interacting with children. This course prepares students for further study of children and familiarizes them with occupational opportunities related to working with children. It introduces them to skills used in researching and investigating children’s behaviour in response to others.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Christian vision regarding the value of the human person and his/her journey is passed on through family and through community. The Christian understanding of the human person is rooted in Jesus Christ, the human person who fully lives the dignity of God. Therefore, every person has been created and loved by God and is deserving of respect. The ideal Catholic family is the Holy Family and the Catholic Church is the spiritual home of all Catholics. Students are encouraged to apply Catholic values and beliefs about family, community, and social justice to their daily activities. This course is designed to allow students to become discerning believers; effective communicators; reflective, creative, and holistic thinkers; self-directed, responsible, lifelong learners; collaborative contributors; caring family members; and responsible citizens who give witness to the Catholic social teaching. The profile concentrates on a select number of expectations that are appropriate and meaningful to the curriculum area and that reinforce the value of the child and the family. Students recognize and develop their personal and social responsibilities within their families, their schools, and their local and global communities in order to develop as witnesses to the Gospel values.

Overall Expectations

By the end of this course, students will:

Children in Society

• analyse the historical roles of children in families and society;

• identify the various ways in which people interact with children throughout their lives;

• demonstrate an understanding of the importance of planning for future parenthood;

• demonstrate an understanding of the role parents play in affecting how children form relationships within and outside the family.

Strand: Growth and Development

• demonstrate an understanding of the multifaceted nature of and the various influences on child development;

• describe various child-development theories and evaluate their relevance;

• identify and describe environments provided by families, care-givers, and others that offer positive conditions for child development.

Socialization of Children

• demonstrate the skills and strategies needed to communicate with and about children;

• identify a variety of social and cultural differences in child behaviour;

• analyse and evaluate a broad range of practices and techniques adopted by parents, caregivers, and others that shape the behaviour of children;

• evaluate various global influences on children and families.

Social Challenges

• evaluate society’s expectations of and support for parents, care-givers, and people who work with children;

• demonstrate an understanding of issues and challenges that concern parents, care-givers, and others who interact with children in society;

• 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.

Units: Titles and Times

Unit 1	Children in Society	29 hours
Unit 2	Growth and Development	27 hours
Unit 3	Socialization of Children	27 hours
Unit 4	Social Challenges	27 hours

EVALAUTION POLICY

Students will be assessed and evaluated according to the work they have produced and skills they have displayed. Methods of providing feedback will include assessing completed assignments, tests, co-operative learning activities, simulations and presentations. Student marks will be determined by assessing and evaluating process and product according to the Achievement Level Chart given below.

Grade Range	Achievement Level	Achievement Level Description
80–100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70–79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60–69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50–59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
Below 50%		Insufficient achievement of curriculum expectations. A credit will not be granted.

EVALUATION STRUCTURE

Student work will be assessed and evaluated according to the four achievement categories defined in the curriculum document (Ontario Curriculum, Social Sciences and Humanities, 1999).

Category and Description
Knowledge and Understanding: Includes content acquired throughout the course and comprehension of its meaning and significance.	25%
Thinking: Deals with the use of critical and creative thinking skills and or processes.	25%
Communication: Is conveying meaning through various forms.	25%
Application: Includes the use of knowledge and skills to make connections within and between various contexts.	25%

FINAL GRADES

The four assessment and evaluation categories are reflected in day-to-day activities, quizzes, unit tests, culminating activities, and on the final examination.

The final grade in this course will be based on:

HFN1O1	Grade Distribution
Term Work	70%
Course Culminating Activity	10%
Examination	20%

RESOURCES

Stephens, K. The Child Care Professional. New York, New York; Glencoe/McGraw-Hill. 1999.

REPLACEMENT COST AND DAMAGE

The replacement cost for a lost, stolen, or damaged textbook which is beyond repair is $75. 00. The cost of repairing a damaged textbook will be paid by the student.

OTHER EVALUATION ISSUES

Cooking Experiences: Students will be “in the kitchen” for food labs. Lab Fees are $20!

Please refer to the Student Agenda Handbook (2009/2010) for school policies on late assignments, incomplete assignments, missed tests and examinations, plagiarism, absences, school suspensions and other related issues.