Course Profile   Health and Personal Services Technology, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – Health and Personal Services Technology

Alice Gregoire

Joe Graziano

Barbara Naykalyk-Hunt

Suzanne Robertson

 

 

Course Overview

Health and Personal Services Technology, Grade 10, Open

Identifying Information

Course Developers:  Alice Gregoire, Joe Graziano, Barbara Naykalyk-Hunt, Suzanne Robertson

Course Title:  Health and Personal Services

Grade:  10

Course Type:  Open

Ministry Course Code:  TPJ2O

Secondary Policy Document:  The Ontario Curriculum, Grades 9 and 10, Technological Education, 1999.

Publication Date:  April 2000

Development Date:  March 2000

Credit Value:  1

Description

This course emphasizes technological applications in the areas of health care and personal services. Students learn to describe and evaluate professional practices and principles, to select and use technical resources to solve problems, and to use materials, tools, and equipment safely. Students identify their God-given talents and research career opportunities in the Health and Personal Services field. They learn to respect faith traditions, and the life journey of people. They also acquire transferable skills for changing work environments, personal management skills, and knowledge of entry requirements for careers in this area. This course provides students with a broad educational base that will prepare them for their specialized studies in Grades 11 and 12, and for productive participation in society.

How This Document Supports the Ontario Catholic School Graduation Expectations

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  Safety and Sanitation

Time:  15 hours

Description

Students learn how to recognize and maintain safe conditions in the work environment. Students develop knowledge of accident prevention and chemical hazards using WHMIS [Workplace Hazardous Material Information System] guidelines. Through theoretical and practical sessions, students learn about sanitation and sterilization procedures, and discover how to maintain these conditions in various health and personal service areas.

Unit 2:  Health Technologies

Time:  20 hours

Description

Through investigative activities in the health field, students find meaning, dignity, and fulfillment in work. Students learn to use diagnostic equipment and instrumentation. They engage in practical and theoretical projects and exercises through testing blood pressure and practising preliminary First Aid. Students are introduced to Canada’s Food Guide to promote a healthy living and to the implications associated with a healthy life style. Students explore careers in Health Technologies. Students will have the opportunity to research Catholic and/or Canadian contributors to the medical health professions.

Unit 3:  Cosmetology

Time:  46 hours

Description

In this unit students are introduced to hairstyling and aesthetic techniques. Students engage in activities that employ the skills of problem solving, research, communication, and teamwork. Students learn to develop a confident and positive sense of respect for the dignity and welfare of others through practical and theoretical applications of hairstyling and skin care. Students are introduced to the scientific principles of the hair, the nail, and the skin. Career opportunities and educational requirements are studied in this unit.

Unit 4:  Child Care

Time:  15 hours

Description

Students engage in activities that teach them about caring for toddler to kindergarten-aged children. They study how a child’s growth and developmental needs change with age. Students use problem-solving strategies to plan activities for specific age groups. Toys and equipment that are currently available are evaluated to see if they meet safety standards. Students design a toy or piece of equipment that meets industry standards and has appropriate educational value for use in a child-care setting. All group and individual projects and assignments must emphasize the well being of the child. Further emphasis will be placed on relating to family members in a loving, compassionate, and respectful manner. Topics covered in this unit require knowledge and skills from Unit 1: Safety and Sanitation and Unit 2: Health Technologies.

Unit 5:  Gerontology

Time:  14 hours

Description

In this unit, students engage in activities pertaining to caring for the elderly and the incapacitated. They explore various career options and requirements for certification, registration, and licensing in gerontology-related professions. Students engage in activities that employ problem solving techniques, research skills, communication skills, computer-research skills, and on-site learning. Students learn about the physiological and psychological effects of aging on lifestyle. Students learn to communicate with an elderly person. Discrimination and age-bias issues are addressed within the framework and context of Catholic teachings.

Course Notes

·       Expectations that relate to practical and theoretical skills are assessed throughout the course, allowing students to improve skills on an ongoing basis.

·       In each unit, students identify career options and skills required for a variety of related professions in the health and personal services field. Students also gain knowledge of careers in this area through volunteer work, co-operative education, and job-shadowing.

·       Throughout the course the teacher addresses safety concerns.

·       The activities provide opportunities for students to engage in both practical activities and research.

·       Projects are an integral component of student learning in the fields of health and personal services.

·       The teacher uses a wide range of teaching/learning strategies and provisions in order to accommodate the needs of exceptional students.

·       Community involvement: field trips to local facilities, guest speakers, trade shows, and professional associations.

·       The activities provide opportunities for students to engage in both practical activities and research projects in the field of health and personal services.

The following chart describes additional teaching/learning and assessment strategies.

Assessment and Evaluation

Students are assessed using the following strategies:

Diagnostic – 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 – occurs during the learning process and provides ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction;

Summative – usually carried out at the end of a learning process and may include feedback and/or evaluation.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaulation in the form of an examination, performance, essay, and/or other method of evaluation.

*   K/U    – knowledge and understanding

T/I     – thinking and inquiry

C       – communication

A       – application

Accommodations

·       Be familiar with students Individual Education Plans (IEPs) for legislated accommodations and consult with the appropriate staff in order to be aware of and implement prescribed modifications and accommodations.

·       Maintain the principles of Catholic social teaching with regard to the Dignity of the Human Person, by making accommodations so students do not lose dignity because of disability, poverty, lack of success, linguistic diversity, or race. Teachers foster a positive atmosphere accepting of individual's uniqueness, values, and needs.

·       Include the following support for students who may require it: having class rules, procedures and expectations for work, behaviour, and homework explicit and posted in clear view of students.

·       Provide a variety of modes of instruction (verbal, written, demonstration, or small group).

·       Repeat instructions and frequently monitor progress, providing feedback frequently through suggestions, comments, or questions about work.

·       Provide generated hardcopies of instructions and handouts that are well spaced, clear, have readable font, and suitable font size.

·       Use drafts, proofreading, conferencing, outlines, diagrams, and word lists.

·       Use organizers for the following purposes: outlines, new vocabulary, recording of dates, required due dates, and homework, etc.

·       Allow the finished product/project/assignments to be presented in a variety of formats: accept oral contributions, point form rather than essay, one-on-one conferencing.

·       Simplify materials on individual assignments and allow extra time for completion.

·       Consider process rather than product as an aspect of work.

·       Use class time for discussion through questioning and examples rather than lecturing.

·       Provide an atmosphere that encourages students to ask questions for information gathering and for clarification.

·       Use audio visual aids, and/or group work with peer-mentors.

·       Provide a glossary of new terms, and definitions, and diagrams/sketches with labels.

·       Use demonstrations and hands-on experience to further develop understanding of a new concept.

·       Check with Administration, Academic Resource Department personnel, and Guidance Counsellor to make certain that all aids, environmental issues, and safety precautions are addressed. Discuss accommodations and make certain that the surroundings will meet the needs of the students in order to experience success in the program.

·       Provide a list of topics and suggestions for an enrichment program.

·       Provide appropriate modifications to teaching, learning, and evaluation strategies to help ESL students gain proficiency in English. Check with Administration, Academic Resource Department personnel, and Guidance Counsellor for assistance in making the accommodations.

·       Allow for extra time for writing tests, quizzes, and exams (see the Special Education staff for assistance).

·       Modify tests and quizzes by utilizing multiple choice/true-false/fill-in-the-blank test questions with a word list in place of essay type questions, or reduce the number of questions.

·       Provide oral testing where appropriate.

Resources

Various resources used throughout the course include textbooks, trade journals and magazines, web sites, fashion magazines, guest speakers, and videos.

Printed Materials

Bigan, Tammy. Milady’s Nail Art and Design. New York: Milady Publishing, 1994.
ISBN 1-56253-200-6

The Body Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s Guide. Ontario Ministry of Health, Canada: Desktop Publishing, 1997.

Canadian Institute for Environmental Law and Policy. The Citizen’s Guide to Biotechnology. Toronto,
1995. ISBN 0-9690534-9-5. E-mail: CIELAP@web.apc.org

Caplovitz Barrett, Karen, Kenneth Kallio, Ruth Moffatt McBride, Concetta M. Moore, and Mary Ann Wilson. Child Development. Glencoe-McGraw-Hill Ryerson Ltd., 1995. ISBN 0-02-801 359-X

Decker, Celia Anita. Children The Early Years. The Goodheart-Willcox Company Inc., 1995.
ISBN 1-556637-107-4

Grace, Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996. ISBN 1-895579-45-7

Harris, Brian. Discovery – An Introduction to Career Planning. Burlington: Canadian Guidance Services,
1999. ISBN 0-929079-02-7

Harris Brian. Explorations – A Guide to Educational and Career Planning. Burlington: Canadian Guidance Services 1995. ISBN 0-929079-00-0

Harvey, Margaret. Help Yourself! Hints from Persons with Disabilities. Canada: Minister of Supply and Services, 1994. ISBN 0-662-22748-4

Health and Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa, 1995.
ISBN 0-662-19648-1

Health Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN 0-662-19649-X

Herr, Judy. Working with Young Children. The Goodheart-Willcox Company Inc., 1998.
ISBN 1-56637-387-5

Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Teachers. Washington D.C.: ASM Press Inc., 1996. ISBN 1-55581-101-9

Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Students. Washington D.C.: ASM Press Inc., 1996. ISBN 1-55581-110-8

McTeer, Maureen A. Tough Choices: Living and Dying in the Twenty-First Century. Toronto: Irwin-Law, 1999. ISBN 1-55221-040-5

Milady Publishing. Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-56253- 466-1

Minister of Supply and Services Canada. Aids to Independent Living. Catalogue No. MP80-2/3-1995E 0

Reed, Gretchen Mayo and Vincent Sheppard. Basic Structures of the Head and Neck. Toronto: W.B. Saunders, 1976. ISBN 0-7216-7516-6

Rossback, Catherine. Milady’s Art and Science of Nail Technology. New York: Milady Publishing, 1992.
ISBN 1-56253-3266

Siebert, Myrtle and Evelyn Kerr. Food for Life. Canada: McGraw-Hill Ryerson Ltd., 1994.
ISBN 0-07-551544-X

Sorrentino, Sheila and Bernie Gorek. Long Term Care Assistants. Missouri: Von Hoffman Press 1999.
ISBN 0-323-00709-0

Spang Rosser, Caroline. Planning Activities for Child Care-A Curriculum Guide for Early Childhood Education. The Goodheart-Willcox Company Inc., 1998. ISBN 1-56637-428-6 –6

St. John’s Ambulance. First on the Scene Manual. Ottawa, Ontario: Priory of Canada, 1998.
Order Code 6504

Stephens, Karen. The Childcare Professional. Glencoe: McGraw-Hill Ryerson Ltd., 1999.
ISBN 0-02-642878-4

Torres, Hazel O., Ann Ehrlich, Doni Bird, and Ellen Dietz. Modern Dental Assisting. Toronto: W.B. Saunders, 1995. ISBN 0-7216-5053-8

Tortora, Gerard J, Berdell R. Funke, and Christine L. Case. Microbiology: An Introduction, 5th Ed. Don Mills, Ont.: Benjamin/Cummings Publishing Company, Inc., 1995. ISBN 0-8053-8496-0

Wernig, Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto: Harcourt Canada,
1989. ISBN 0-8016-5390-8

Zucker, Elana. Being A Homemaker/Home Health Aide. New Jersey: Brady Prentice Hall, 1996.
ISBN 0- 9303-018-X

Computer Software

Career Cruising CD, OESS – Ministry of Education

Corel Draw™

Corel Presentation™

Cosmopolitan Virtual Makeover 2 Deluxe, Broderbund

Word Perfect™

Journals and Magazines

Bennett, Holly. “I’m Not Hungry!” Today’s Parent, (February 1998)

Canadian Hairdresser, (all releases). HAR-CO CO. Toronto, ON

Flare, (all releases). Toronto, Ontario, Canada

Greey, Madeleine “Slim Pickins” Today’s Parent, (July 1999)

Modern Salon, (all releases). Lincolnshire, IL

Salon Magazine, (all releases). Toronto

Tant, Lisa. "Face the Future." Chatelaine, Volume 72, Issues 9 (September 1999): 130-134.

Walker, Tanya. "Do-it-yourself 5 Step facial." Modern Woman Magazine, Volume 6 (May 1998): 22-23.

Videos

Art and Science of Nail Technology Video Series – Basic Manicure. (Tape 1) New York: North Point Group, 1992. ISBN 1-56256-409-2

Art and Science of Nail Technology Video Series – Nail Art and Design. (Tape 6) New York: North Point Group, 1992. ISBN 1-56253-414-9

Biotechnology. Washington DC: National Geographic Society, 1995. ISBN 0-7922-2935-5

Color in Everyday Life. Lake Zurich, IL: The Learning Seed, 1993. 25 minutes

Eye for Design. Lake Zurich, IL: The Learning Seed, 1991. 22 minutes

Med Com Trainex. Nursing Assistant Techniques - Measuring Pulse, Respirations and Blood Pressure. Elora, Ontario: Directional Learning, 1993.

St. John Ambulance. First on the Scene. (set of 4 videos). Ottawa, Ontario: Priory of Canada, 1994.

Scriptures

Video Resources

Future Vision. Toronto: International Tele-Film, 21 programs/5 minutes: 1/50 minutes

Other

Archbishop Duke of Vancouver B.C. 1931 Founder of the Holy Childhood – Child Advocacy

Bridges Ideas In Action (Community Based Career Counselling Projects) – Ministry of Education and Training

Canadian hairdresser, Newspapers, Books and Photographs

Co-operative Education department

Co-op placements, job-shadowing, speakers, local businesses, Municipal, Provincial, and Federal Government Agencies

Guest speakers: local professionals, academic teachers, professional career recruiters, Chaplains, religion teachers, local parish priests

Local Industry

Local/national newspapers

Nursing Associations

School Library/Resource Centre

Student Resource Centre

Web Sites

Amnesty International – http://www.amnesty.org/

Canada Safety Council: Children’s Safety – http://www.safety-council.org/quiz/kidq/htm

Canada Safety Council: Safer Playgrounds – http://www.safety-council.org/

The Canadian Toy Testing Council – http://www.toy-testing.org/contents/goldstar/200files/nta2000.htm

Child and Family Canada Cooking and Learning Together – http://www.safety-council.org/

Child and Family Canada: Toy Safety – http://www.cfc-efc.ca/docs/00000040.htm

Convention on the Rights of the Child – http://www.unicef.org/voy/meeting/rig/convent.html

Health Canada CFGHE-Focus on Preschoolers Background for Educators and Communicators
http://www.hc-sc.gc.ca/hppb/nutrition/pube/preschoolers/howpres.htm

Ministry of Community and Social Services Child Care Options-Child Care Centres
http://www.gov.on.ca/css/page/brochure/ccentres.html

Ministry of Community and Social Services Child Care Options-Homes
http://www.gov.on.ca/css/page/brochure/cchome/html

Ministry of Community and Social Services Recognizing Quality in Child Care
http://www.gov.on.ca/css/page/brochure/ccqualit.html

Ministry of Community and Social Services Licensing and Child Care Centres
http://www.gov.on.ca/css/page/brochure/ccattpar.html

Scholastic-Toddler Activities – http://www.scholastic.com/parentandchild/activity/toddler99/ll.htm

Scholastic-Preschool Activities – http://www.scholastic.com/parentandchild/activity/preschool00/01.htm

Today’s Parent: Childproofing – http://205.150.151.151/steps.and.stages/ages.1.to.2/childproofing.html

Today’s Parent – http://205.150.151.151/cheerios/hungry.html

Today’s Parent – http://205.150.151.151/cheerios/pickings.html

Today’s Parent: Top Toys – http://205.150.151/toy.text.html

Unicef – http://www.unicef.org/crc.

Catholic Web Sites Unit 2 – Appendix 2.4.3

Canada WorkinfoNet – job listings – http://www.workinfonet.ca

Canlearn Interactive – http://www.canlearn.ca
Exploration of resources and information to explore education opportunities and research occupations.

Catholic Social Teaching – http://www.coc.org/coc/cst.html
Educating for justice, current issues and social teaching principals.

Centre for the Study of Ethics in the Professions – http://www.iit.edu/departments/csep/
Research needs for persons concerned with the study and practice of ethics in professions.

College of Nurses of Ontario – http://www.cno.org
Regulatory body of Ontario nurses professional standards.

Contact Canada – http://ContactCanada.com
Comprehensive life science industry and suppliers guide.

Human Resource Development Canada – http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml
Job opportunities and training.

Registered Nurses Association of Ontario – http://www.rnao.org
Professional association articles

The Toronto Star Newspaper - http://www.thestar.com/
Past and current articles

The Toronto Sun Newspaper –http://www.canoe.ca?TorontoSun/home.html
Past and current articles

OSS Policy Applications

The Grade 10 Health and Personal Services Technology Course is designated as a technological education program. All courses offered in technological education (Grade 10) are open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9-12]), or as an optional credit. This course is designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12, and for productive participation in society.

Students are introduced to practical aspects of health and personal services technology within the Catholic context. The curriculum provides opportunities for students to undertake hands-on practical activities, as well as to conduct research and analysis. There is a wide range of teaching/learning strategies and accommodation to meet the needs of all students. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, and community partnerships are addressed in the course, which are supported in the Ontario Secondary School Policies.

Career exploration throughout all units will be made available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers, students, and parents assess the course on an ongoing basis to determine that:

·       expectations are being met;

·       the learning styles of all students are being met through teaching strategies;

·       assessment/evaluation strategies measure student expectations in a reliable and accurate manner;

·       parents are informed of student performance on a regular basis;

·       a variety of assessment/evaluation tools are used;

·       a variety of teaching/learning strategies are used;

·       individual requirements of students are being met.

Appendix A

Principles of Catholic Social Teaching

 

The following six principles highlight some of the major themes from Catholic social teaching documents.

 

Dignity of the Human Person

All people are sacred, and made in the image and likeness of God. People do not lose dignity because of disability, poverty, age, lack of success, or race. This emphasizes people over things, being over having.

 

Community and the Common Good

The human person is both sacred and social. We realize our dignity in relationship with others in the community. "We are one body; when one suffers, we all suffer." We are called to respect all of God's gifts of creation, to be good stewards of the earth and each other.

 

Rights and Responsibilities

People have a fundamental right to life, food, shelter, health care, education, and employment. All people have a right to participate in decisions that affect their lives. Corresponding to these rights are duties and responsibilities to respect the rights of others in the wider society and to work for the common good.

 

Options for the Poor

The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of the poor.

 

Dignity of Work

People have the right to decent and productive work, fair wages, private property, and economic initiative. The economy exists to serve people, not the other way around.

 

Solidarity

We are one human family. Our responsibilities to each other cross national, racial, economic, and ideological differences. We are called to work globally for justice.

 

Appendix B

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good.

Appendix C

Coded Expectations, Health and Personal Services Technology, TPJ2O

Theory and Foundation

Overall Expectations

TFV.01P

– describe the scope of the health care industry;

TFV.02P

– describe the scope of the personal services industry;

TFV.03P

– describe appropriate software applications;

TFV.04P

– identify and describe specialized tools and equipment.

Specific Expectations

TF1.01P

– describe the role of the health care industry locally, provincially, and nationally;

TF1.02P

– describe the role of the personal services industry locally, provincially, and nationally;

TF1.03P

– identify and use software appropriate to client or patient needs;

TF1.04P

– describe industry standards for various working environments;

TF1.05P

– demonstrate understanding of the uses of tools and equipment.

Skills and Processes

Overall Expectations

SPV.01P

– demonstrate understanding of professional practices and principles;

SPV.02P

– demonstrate understanding of the importance of interpersonal and time-management skills;

SPV.03P

– find solutions to specified problems;

SPV.04P

– demonstrate research and communication skills;

SPV.05P

– demonstrate understanding of community resources.

Appendix C  (Continued)

 

Specific Expectations

SP1.01P

– identify legal and ethical standards of health care and personal services;

SP1.02P

– demonstrate a range of personal and teamwork techniques in the classroom;

SP1.03P

– apply a variety of problem-solving methods to workplace challenges;

SP1.04P

– select and use information technology to prepare and present reports;

SP1.05P

– communicate effectively with clients and patients;

SP1.06P

– describe the personal and health services available in the community.

Impact and Consequences

Overall Expectations

ICV.01P

– demonstrate understanding of the environmental and societal issues related to health care and personal services;

ICV.02P

– identify career opportunities in health care and personal services;

ICV.03P

– describe industry standards for the use of materials, tools, and equipment.

Specific Expectations

IC1.01P

– explain the environmental effects of different products;

IC1.02P

– demonstrate understanding of the implications of advances in biotechnology;

IC1.03P

– identify apprenticeship, certification, and postsecondary entry requirements related to health and personal services careers;

IC1.04P

– describe the education and training required to achieve career goals;

IC1.05P

– identify laws and regulations that relate to health issues;

IC1.06P

– apply personal, health, and workplace safety regulations in handling materials, tools, and equipment.

 

Appendix D

Group Process

Groups must have a clear concept of true teamwork as well as what it means to be an effective team member.

Co-operative teamwork is a positive experience, enhancing the individual's sense of worth and dignity.

The most critical point of group work is how decisions are made. There is the tendency in group-work to rush decisions that affect the whole group. Nothing turns off a group member faster than the feeling that one or two people have rushed (or forced) their ideas into acceptance. The group should participate in accepting or rejecting ideas.

Successful group work does not happen by good luck or by accident.

 

What A Good Group Is Not:

A committee in which individuals try to manipulate the group, to get their own way.

A situation in which an authoritarian leader is chosen. He or she then makes all the important decisions which the follower carry out. This is poor strategy and gives little satisfaction to the followers.

 

What A Good Group Is:

A group with a lot of ideas.

A group that makes sure that everyone has been heard before making a decision.

A group that is informal, yet respectful of each other, often encouraging one another.

A group where members share leadership functions. Nobody in the group dominates.

A group where no one is offended if their idea is not accepted.

A group where nobody is put down as a person.

 

Rules to follow while in a group:

Always support each other.

Everything is done for the sake of the group.

Group members shall share leadership responsibilities equally.

There must be equality of commitment and effort to develop mutual respect among team members.

Encourage and reinforce creative thinking. Do not put down ideas. Be receptive to ideas.

Avoid negative criticism and personal put-downs. Criticism should be directed at the idea not the person.

Clique-forming and behind-the-scenes lobbying are unacceptable.

Honour the individualism of each member, but act in the best interest of the group.

All decisions are made in such a way that everyone has equal input.

Appendix E

Group Reflection Instructions

 

It is important to think about your experiences within your group. Discuss your experiences in completing the projects. To help get the discussions started, ask yourselves the following questions. Be sure to have someone in your group record the group’s answers to the questions below. Submit this along with the group evaluation and your final report.

 

Select a spokesperson for your group. This person must be ready to present the results of your group discussions.

 

1.  Were all group members on task and on topic each and every day you worked on the assignment?

 

2.  Were all members involved in making decisions?

 

3.  Did the group get along? Were members pleasant with one another?

 

4.  Did the group prioritize and organize their work?

 

5.  Did the group meet often and refer back to flow charts and assignment criteria and constraints?

 

6.  Did all members contribute equally to the discussions and the final report?

 

7.  Did all members complete their portion of the assignment on time? If not, discuss why.

 

8.  Discuss any difficulties your group experiences. How can you prevent these difficulties from happening again?

 

9.  If your group were given the opportunity to do an assignment all over again, what would you do differently?

 

10. Describe how you have grown spiritually through these experiences. Consider your beliefs, values, responsibilities, goals, etc.

 

 

Note:  If, as an individual, you have any other comments or concerns regarding your experiences with the group, please discuss them with your group at this time.

 

Appendix F

Sample Rubric of Group Work

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Appendix G

Work Habits/Homework

 

 

Teachers should put a checkmark in the space that most appropriately applies to the student.

Adapted from Simcoe County DSB

 

Appendix H

Sample Rubric Evaluation of Career Opportunities Assignment

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

 

 

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