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Course Overview

Health and Personal Services Technology, Grade 10, Open

Identifying Information

Department: Technology

Course Title: Health and Personal Services Technology

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: February 2000

Credit Value: 1

Description/Rationale

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. 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 the 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.

Unit Titles (Time + Sequence)

Unit 1	Safety and Sanitation	12 hours
Unit 2	Health Technologies	30 hours
Unit 3	Cosmetology and Aesthetics	43 hours
Unit 4	Child Care	13 hours
Unit 5	Gerontology	12 hours

Unit Descriptions

Unit 1: Safety and Sanitation

Time: 12 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 and discover how to maintain these conditions in various health and personal service areas.

Unit 2: Health Technologies

Time: 30 hours

Description

In this unit students investigate activities pertinent to different aspects of the health field. They explore career options and requirements for certification and licensing in health-related professions. Students also learn to use diagnostic equipment and instrumentation and engage in practical and theoretical projects and exercises.

Unit 3: Cosmetology and Aesthetics

Time: 43 hours

Description

In this unit students study various areas of cosmetology that are required for a career in hairstyling and aesthetics. Students learn about hair, skin, and nail structure, as well as the care and styling of hair. They use diagnostic equipment in order to design styles and suggest corrective procedures. Students also have the opportunity to learn about cosmetology business practices through volunteer work, group and individual projects, and co-operative education placements.

Unit 4: Child Care

Time: 13 hours

Description

In this unit students learn about caring for toddler- to kindergarten-aged children. The students study the changing requirements caused by the growth and development of the child. They design age-appropriate toys and equipment with the aid of computers and the Internet. Students develop activities using problem-solving strategies. Emphasis is placed upon the well-being of the child throughout group and individual projects and assignments.

Unit 5: Gerontology

Time: 12 hours

Description

In this unit students learn about caring for the elderly and incapacitated. Students are instructed in the function and use of equipment, instruments, and tools that allow the elderly and incapacitated to obtain a less-restricted, healthier lifestyle. They also explore the increasing career opportunities in this field.

Course Notes

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

· In each unit students identify career options and are given insight into 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, etc.

· Throughout the course the teacher addresses safety concerns.

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

· projects in the field 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.

Teaching/Learning Strategies

A variety of teaching and learning strategies are used throughout the course, including:

· classroom lessons;

· brainstorming;

· collaborative and co-operative learning;

· student-teacher conferencing;

· design process;

· independent study.

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

Teaching/Learning Strategies

Teaching strategies include the following:

Brainstorming – group generation of initial ideas expressed without criticism or analysis;

Buddy System – linking of students for peer/cross-age support;

Case Study – investigation of real and simulated issues;

Teacher-directed Class Discussion – active participation of students by taking turns while discussing current issues;

Collaborative/Co-operative 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 to success in all learners;

Problem Solving – model for helping students to identify and work through a problem using a prescribed process involving a number of steps;

Independent Study – exploration and research of a topic of interest to students;

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding or new learning in written form on regular basis;

Report/Presentation – oral, visual, and written presentation of researched topic to class or in community;

Research – model of investigation;

Socratic Lesson – oral presentation of information by the teacher;

Just-on-time Teaching - theoretical material that is presented to the student at the appropriate stage of his/ her project;

Examples - model or a sample of student work to provide the standard toward which students are aiming.

Assessment Strategies

Assessment strategies include the following:

Paper and Pencil Tests

· Ongoing quiz, self/peer rubric

· Final evaluation (rubric, tests)

Performance Assessment

· Research project

· Assigned exercises

· Log/journal entries

· Presentation

· Finished product

Personal Communication

· Conferencing

· Student-teacher

· Teacher-group

Self/peer assessment

· Daily log/journal

· Ongoing verbal feedback

· Critique self/peer

Teacher Observation

· Formal/informal

Reflection

· Self/peer assessment

· Log/journal

Assessment Tools

Assessment tools include:

· Checklists

· Marking schemes

· Project specification sheets

· Rubrics

· Anecdotal comments with suggestions for improvement

Assessment/Evaluation Techniques

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 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 judgement.

Specifically, evaluation techniques may include the following:

· communication through journals and classroom presentations;

· self-assessment rubrics;

· student-teacher conferencing;

· written tests, formal and informal observation;

· performance assessment rubrics;

· reflective learning including self-assessment;

· learning logs;

· peer assessment rubrics.

See the preceding table for additional assessment strategies.

Accommodation

Various accommodations may be made throughout the program to assist students with various physical, developmental, and special needs. Possible program modifications may include:

· one-on-one teaching/conferencing;

· adaptation of handouts;

· small group learning;

· peer tutoring;

· the use of alternative activities, assessment/evaluation techniques, and instructional strategies;

· adaptation of physical structures for physically challenged students;

· make enriched material available for gifted students.

Resources

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

Print

Basic Life Support. First Aid Training Manual (available through Canadian Red Cross).
ISBN 0-8151-1732-9

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

Brand, Richard W. and Donald E. Isselhard. Anatomy of Orofacial Structures. Toronto: Mosby, 1994. ISBN 0-8016-7967-2

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

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

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

Health and Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa, 1992.
ISBN 0-662-19648-1

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

Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Students. Washington DC: 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

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

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

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

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, 5^th Ed. Don Mills, ON: Benjamin/Cummings Publishing Company, Inc., 1995. ISBN 0-8053-8496-0

Vital Link. CPR Training Manual (available through Canadian Red Cross).

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

Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund

Journals and Magazines

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

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

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

Flare (all releases). Toronto.

Modern Salon (all releases). Lincolnshire, IL.

Salon Magazine (all releases). Toronto.

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.

Home Safe. StayCom Productions (available through Canadian Red Cross).

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

St. John Ambulance. First on the Scene. (set of four videos). Ottawa, Ontario: Priory of Canada, 1994. Order Code 6550

Web Sites

Contact Canada
ccinfo@ContactCanada.com

Contact Canada
http://ContactCanada.com

Cross-section of a Tooth
http:webmd.lycos.com.encyclopedia_article_DMK_Article_1459766

Toronto Biotechnology Initiatives
http://www.torontobiotech.org

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 (one credit from Science [Grade 11 or Grade 12] or Technological Education [Grade 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. 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, conflict resolution/violence prevention and community partnerships are addressed in the course. All of these support many of 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 exceptional students are being met.

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.

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.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Safety and Sanitation

Unit 2: Health Technologies

Unit 3: Cosmetology and Aesthetics

Unit 4: Child Care

Unit 5: Gerontology

Course Notes

Teaching/Learning Strategies

Assessment Tools

Assessment/Evaluation Techniques

Accommodation

Resources

Print

Computer Software

Journals and Magazines

Videos

Web Sites

OSS Policy Applications

Course Evaluation

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations