Course Overview

Health Care, Grade 11, College Preparation, TPA3C

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological

Education, 2000.

Course Description

This course offers students an opportunity to investigate various disciplines of the health care industry through theoretical classroom learning, career exploration, portfolio development, and practical applications and experiences. Theoretical classroom learning focuses on lifestyle and personal health, disease prevention, alternative therapies, anatomy and physiology, the health care industry, and the equipment utilized. As well, students are exposed to the health/safety, the environmental impact, and the societal impact of biotechnology.

Students gain hands-on experiences through both job shadowing initiatives and practical applications in the classroom. Students become increasingly cognisant of career options, develop research skills and learn to comprehend and use medical terminology throughout the course. These transferable skills enable students to make informed career choices. Health and safety and proper use of equipment are addressed and applied within each unit. Throughout this course students are reminded of the Catholic perspective related to the health care industry and develop a sense of dignity for self and others. Students are expected to be mindful of the gift of life and recognize that we all have God given talents that are to be applied as the creator intended.

Course Notes

· In each unit students identify career options and are given insight into skills required for a variety of related professions in the health care industry. Students also gain knowledge of careers in this area through volunteer work, cooperative education, and job shadowing.

· Throughout the course the teacher addresses health and safety concerns as they pertain to the health care industry. Guest speakers from WHMIS, St. John Ambulance, and/or Regional Health centres may be invited to teach or reinforce safety and/or first aid.

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

· The expectations are assessed in accordance with the four areas identified in the Achievement Chart.

· The teacher introduces the course by reviewing the course outline, the course expectations, and assessment activities with the students.

Units: Titles and Time

Unit 1	Introduction to Course, Health Care Industry, and Careers	5 hours
Unit 2	Anatomy and Physiology	30 hours
*Unit 3	Lifestyle and Personal Health for Disease Prevention	20 hours
Unit 4	Disease Prevention Utilizing Conventional and Alternative Therapies	25 hours
Unit 5	Health/Safety and Socioenvironmental Impact	30 hours

* This unit is fully developed in this Course Profile.

Unit Descriptions

Unit 1: Introduction to Course, Health Care Industry and Careers

Time: 5 hours

Unit Description

Through an explanation of Expectations and Assessment strategies, students become aware of the parameters of this course and the criteria for success. Students develop an understanding of the health care industry by researching careers and local and regional health care facilities. Students develop and maintain a portfolio on health care, facilities, careers, and current articles on health and health care, all of which enable the student to begin to formulate a sense of respect for the dignity and welfare of self and others.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.04, TF4.01 CGE2a,b, CGE3f, CGE5e, CGE7g	Knowledge/Understanding	- overview of health care industry
2	ICV.03, IC3.01, IC3.02 SPV.01, SPV.02 CGE2b,c,d,e, CGE3c, CGE4f,g, CGE5b,g	Knowledge/Understanding Thinking/Inquiry Communication Application	- career opportunities in health care
3	ICV.03, IC3.01, IC3.02 CGE2b,c,d, CGE3c,f, CGE4e,f,g, CGE5b,c,d,g	Knowledge/Understanding Thinking/Inquiry Communication Application	- portfolio development

Unit 2: Anatomy and Physiology

Time: 30 hours

Unit Description

Students learn about the structure and function of body systems, i.e., digestive, respiratory, skin, nervous, endocrine, skeletal, and cardiovascular. Students learn to respect and promote and maintain the sacredness of life as one of God’s many gifts.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

TFV.01, TF1.01, TF1.02

CGE2a,b,c,d,e, CGE4f, CGE7d

Knowledge/Understanding

Thinking/Inquiry

Application

- structure and function of body systems

Unit 3: Lifestyle and Personal Health for Disease Prevention

Time: 20 hours

Unit Description

This unit assists students to make connections between present personal lifestyles choices and future health and longevity. Students make decisions in light of gospel values with an informed moral conscience. Students realize the importance of nutrition, physical fitness and exercise, and the impact of each on their own well-being and the well-being of others. The use of prescription and non-prescription drugs is discussed in the context of life style choices. The Catholic perspective that recognizes human intimacy and sexuality as God given gifts to be used as the creator intended are adhered to.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.02, TF2.05, TF2.09 SPV.02, SP2.03 CGE2a,b,c,d,e, CGE3b,c,f, CGE4f,g, CGE5a,g, CGE7i	Knowledge/Understanding Thinking/Inquiry Communication Application	- nutrition for health
2	TFV.02, TF2.06, TF2.07, TF2.09 IC2.01, IC2.04 CGE2b,c,d, CGE4h	Knowledge/Understanding Thinking/Inquiry Communication Application	- exercise and physical fitness
3	TFV.02, TF2.02, TF2.04, TF2.09 CGE3d, CGE7a,b,d	Knowledge/Understanding Thinking/Inquiry Communication Application	- prescription and non-prescription drugs
4	TFV.02, TF2.08 CGE3c, CGE6b, CGE7d	Knowledge/Understanding	- Catholic view of sexual practices
5	TFV.02, TF2.01, TF2.02, TF2.03, TF2.04, TF2.09 CGE1d, CGE2a,b,c,d,e, CGE3b,c,e,f, CGE4a,e,f,g, CGE5a, CGE7d	Knowledge/Understanding Thinking/Inquiry Communication Application	- impact on longevity

Unit 4: Disease Prevention Utilizing Conventional and Alternative Therapies

Time: 25 hours

Unit Description

Through individual and group research, students gain knowledge of the difference between conventional and alternative medicine and understand the role of these therapies in the health care industry. Based on previous knowledge from Unit 3: Life Style and Personal Health, they expand their knowledge of disease prevention and treatment through homeopathic remedies such as therapeutic touch, massage therapy, acupuncture, reflexology, stress management, etc. Students are made aware of the home care and community services available for both conventional and alternative therapies. Learning of conventional and alternative therapies promotes a holistic approach to life that is consistent with Catholic teachings.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.03 CGE2a,b,d, CGE3b,c,d,e, CGE5e	Knowledge/Understanding Communication	- definitions of conventional and alternative therapies
2	TFV.03, TF3.01 CGE2b,c,d,e, CGE3f, CGE4b, CGE5a,g	Knowledge/Understanding	- types of alternative therapies
3	TFV.03, TFV.05, TF2.10, TF3.01 SPV.02, SP1.13, SP1.14, SP2.04 CGE1d, CGE2b,c,d,e	Knowledge/Understanding Thinking/Inquiry Communication Application	- treatment and prevention of disease
4	TFV.04, TF3.02 CGE2a,b,e, CGE4b	Knowledge/Understanding Thinking/Inquiry Communication	- home care and community health care services

Unit 5: Health/Safety and Socio-environmental Impact

Time: 30 hours

Unit Description

Through the study and application of WHMIS, safe body mechanics, infection control, fire safety and bio-hazardous waste management students are prepared to function safely in health services work places. These activities are applied for the benefit of self, others and the environment to help create a safer workplace and society. Students find meaning, dignity and fulfillment in safe practices, which contribute to the common good and well being of humankind.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	TFV.05, TF4.02 ICV.02, IC2.02, IC2.03, IC2.04 CGE3c, CGE5a,b,e, CGE7a,b,i	Knowledge/Understanding Application	- WHMIS
2	TFV.05 SPV.01, SP1.02, SP1.04, SP1.05, SP1.10, SP1.11, SP1.12 ICV.02, IC2.01 CGE3c, CGE5a,b,e, CGE7b,i	Knowledge/Understanding Application	- using safe body mechanics in health care techniques and skills
3	TFV.05, TF1.02, TF4.02 SPV.01, SP1.01, SP1.05, SP1.06, SP1.07, SP1.08, SP1.09, SP2.04 CGE3c, CGE5g,h, CGE7i,j	Knowledge/Understanding Application	- infection control and bio-hazardous waste
4	TFV.05 SPV.01 ICV.02, IC2.02, IC2.03, IC2.04 CGE7a,b,d,i,j	Knowledge/Understanding Application	- fire safety
5	TFV.05, TF4.02 ICV.01, IC1.01, IC1.02, IC1.03 CGE1d,i, CGE2e, CGE3d, CGE7d	Knowledge/Understanding Thinking/Inquiry Application	- biotechnology

Teaching/Learning Strategies

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

· demonstrations;

· practical applications;

· portfolio development;

· design process.

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

Teaching/Learning Strategies

Assessment Strategies

Teaching strategies include:

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/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;

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 a 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.

Paper-and-Pencil Tests

· Ongoing quiz, self/peer rubric

· Final evaluation of unit (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/portfolio

Assessment Tools

· Checklists

· Marking schemes

· Project specification sheets

· Rubrics

· Anecdotal comments with suggestions for improvement

Assessment/Evaluation of Student Achievement

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 evaluation in the form of an examination, performance, essay, and/or other method of 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 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 judgment.

Specifically, evaluation techniques may include:

· 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;

· check lists for practical work;

· peer evaluation.

Accommodations

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

· Be familiar with Individual Education Plans (IEPs) for legislated accommodations and consult with the appropriate staff in order to 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, small group, peer tutoring or one-on-one conferencing).

· 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 legible 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.

· Allow the finished product/project/assignment to be presented in a variety of formats: oral presentation; 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 audiovisual 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 the 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 physical surroundings will meet the needs of the students.

· Provide a list of topics and suggestions for students requiring challenge.

· Provide appropriate modifications to teaching, learning, and evaluation strategies to help students gain proficiency in English. Check with administration, academic resource department personnel, and guidance counsellor for assistance in making these modifications.

· Allow extra time for test writing. See 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 number of questions).

· Provide verbal testing where appropriate.

Resources

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

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Print

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

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

Berry, Gordon and David Lynn. Biology of Ourselves. Toronto: John Wiley and Sons, 1990.
ISBN 0-471-79526-7

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

Glanze, Walter (ed.). The Signet Mosby Medical Encyclopedia. Toronto: Penguin Books Canada Ltd., 1996. ISBN 0-451-18409-2

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

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

Merki, Mary Bronson and Don Merki. Health - A Guide to Wellness. New York, New York: Glencoe Macmillan/McGraw-Hill, 1993. ISBN 0-02-652479-1

Miller-Keane. Encyclopedia and Dictionary of Medicine, Nursing and Allied Health. Toronto: W.B. Saunders Company, 1992. ISBN 0-7216-3456-7

Potter and Perry, Canadian Fundamentals of Nursing. Toronto: Mosby-Yearbook, INC., 1997.
ISBN 0-8151-8901-X

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

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

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

Sorrentino, Sheila and Bernice Gorek. Long Term Care Assistance. Toronto: Mosby, Inc., 1999.
ISBN 0-323-007-09-0

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, 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

Catholic Course Profile - Grade 9 Support Document; Sexuality: Simcoe-Muskoka Catholic District School Board, Huron-Perth Catholic District School Board, Grey-Bruce Catholic District School Board, July 1999.

Computer Software

OESS: The Ultimate Human Body 2.0

Videos

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

Websites

Alternative therapies – therapeutic touch
http://therapeutictouchnetwk.com

Catholic Healthcare West – health risk assessments, wellness overviews, links to other health site
http://your.chwhealth.org/centres

Contact Canada
http://ccinfo@ContactCanada.com

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

Diabetes division of Population and Health Branch of Health Canada – Diabetes facts
http://www.hc-sc.gc.ca/hpb/lcdc/bcrdd/diabetes/index.html

Directory for health topics specific to Canada
http://www.canadian-health-network.ca/customtools/search

Directory for health issues specific to teens – drugs, alcohol, fitness and nutrition
http://directory.google.com/Top/Health/Teen_Health

Fitness and Active Living website – links to Canada’s Physical Activity Guide for Older Adults and other fitness sites
http://www.hc-sc.gc.ca/hppb/fitness

Health Canada – Canada’s Food Guide to healthy eating, Healthy Eating checklist and scorecard, links to factors affecting diet and nutritional impact on long-term health
http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid/foodguide.html

Health Canada and Canadian Society for Exercise Physiology website – physical activity guide and quiz
http://www.paguide.com

Health Canada online – index and links to nutrition and healthy living, drug information, jobs, sexuality, smoking, physical activity guide, disease information, home care, educator’s page, WHMIS, trends in health of Canadian youth
http://www.hc-sc.gc.ca/english/index.htm

Health Canada site – Population and Health Branch – Cancer Bureau – Facts and information, links
http://www.hc-sc.gc.ca/hppb/fitness/home_family.html#home_family

Improving fitness and exercise habits
http://www.hc-sc.gc.ca/hppb/fitness/home_family.html#home_family

Pharmacology information
http://www.pharmacology2000.com

Search engine – health topics
http://directory.google.com/Top/Society/Issues/Drugs

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

The Toronto Star newspaper
http://www.thestar.com

OSS Considerations

The course is designated as a Technological Education program. Three types of courses offered in Technological Education at the Grade 11 level and are offered as one full course, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses.) Students may 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 could be part of a school-work transition program (see Cooperative Education and Other Forms of Experimental Learning: Policies and Procedures for Ontario Secondary Schools, 2000.

Students are introduced to theoretical and practical aspects of Health Care 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 used to accommodate and meet the needs of all students. This course will also address social issues such as anti-discrimination education, equity/social justice issues, career goals/cooperative education, conflict resolution/violence prevention, and community partnerships.

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.

Coded Expectations, Health Care, Grade 11, College Preparation, TPA3C

Theory and Foundation

Overall Expectations

TFV.01 · demonstrate an understanding of human anatomy, physiology, and medical terminology;

TFV.02 · explain the relationship between lifestyle choices and personal health;

TFV.03 · compare conventional and alternative methods of disease prevention and treatment;

TFV.04 · identify patterns and trends in the health care industry;

TFV.05 · describe types and functions of instruments, equipment, and materials used in the health care industry.

Specific Expectations

Human Anatomy, Physiology, and Medical Terminology

TF1.01 – demonstrate an understanding of human anatomy and physiology, including the functioning of body systems;

TF1.02 – correctly use basic terminology related to health care.

Lifestyle and Personal Health

TF2.01 – explain the relationship among body systems and how they affect personal health (e.g., not taking in sufficient fluids may lead to digestive or urinary problems);

TF2.02 – identify relationships between lifestyle and the health of individuals of various ages;

TF2.03 – describe significant changes in the body during the life cycle;

TF2.04 – explain how lifestyle choices can have great impact on an individual’s health and well-being (e.g., sleep, dietary and exercise habits, the use of tobacco, alcohol, and other drugs);

TF2.05 – assess a client’s dietary strengths and weaknesses and make appropriate suggestions regarding client needs in terms of Canada’s Food Guide and the nutritional value of foods;

TF2.06 – describe the benefits of different types of exercise and how physical fitness programs and equipment can promote health;

TF2.07 – demonstrate an understanding of factors relating to physical fitness by suggesting ways an exercise regimen could be improved;

TF2.08 – describe how sexual practices (e.g., unprotected sex) can have an impact on health;

TF2.09 – identify healthier personal lifestyles for themselves by evaluating their own lifestyle choices and habits;

TF2.10 – describe the organ donation program and its benefits.

Disease Prevention and Treatment

TF3.01 – describe conventional and alternative (e.g., homeopathic remedies, acupuncture, therapeutic touch) methods of preventing and treating disease;

TF3.02 – analyse various types of home care available in the community in relation to specific patients’ needs.

The Health Care Industry

TF4.01 – identify and describe patterns and trends in the health care industry based on demographic information and changes in lifestyle;

TF4.02 – identify and determine the purpose of common instruments, equipment, and materials used for client care in the health care industry.

Skills and Processes

Overall Expectations

SPV.01 · use correct techniques and skills that meet industry standards in the health care field and explain the rationale for each technique;

SPV.02 · demonstrate effective communication, interpersonal, and teamwork skills.

Specific Expectations

Professional Techniques and Skills

SP1.01 – perform proper hand-washing techniques at appropriate times;

SP1.02 – make beds (unoccupied and occupied) and give bed baths, completing each operation in the correct sequence;

SP1.03 – demonstrate safe feeding, toileting, turning, lifting, or transferring techniques;

SP1.04 – weigh a client correctly;

SP1.05 – describe appropriate techniques for dental and denture care;

SP1.06 – identify conditions requiring sterile procedures;

SP1.07 – explain what a decubitus ulcer and a contracture are and describe methods to prevent their occurrence;

SP1.08 – explain the difference between medical and surgical aseptic procedures;

SP1.09 – describe body substance precautions and other methods to decrease the spread of infection;

SP1.10 – explain the four types of vital signs and normal values for each;

SP1.11 – assess vital signs, such as temperature (e.g., by oral, axillary, and tympanic routes); pulse rate, rhythm, and strength (e.g., by apical and radial routes); respiration rate, rhythm, and depth; and blood pressure;

SP1.12 – explain how vital signs can be an overall reflection of an individual’s health status;

SP1.13 – document case studies to produce client profiles;

SP1.14 – research and report on various health care procedures in nursing, medicine, and dentistry.

Communication, Interpersonal, and Teamwork Skills

SP2.01 – demonstrate effective communication, organization, teamwork, and personal management skills;

SP2.02 – use appropriate techniques of therapeutic communication;

SP2.03 – demonstrate effective interviewing skills and an ability to communicate client progress;

SP2.04 – describe professional decorum that is appropriate to specific health care situations (e.g., discrete handling of situations that might be embarrassing to the patient, treating information provided by patients confidentially);

SP2.05 – explain how to gather health data and the rules of confidentiality.

Impact and Consequences

Overall Expectations

ICV.01 · describe the role and impact of biotechnology on Canadian society, the environment, and the global economy;

ICV.02 · describe health and safety procedures and their application to health care;

ICV.03 · identify educational requirements for careers in health care.

Specific Expectations

Effects of Biotechnology

IC1.01 – describe the impact of biotechnology, pharmaceuticals, and health care on the economy, the role of government, and public opinion;

IC1.02 – explain how the health care industry is changing as a result of recent developments in technology;

IC1.03 – identify products designed to compensate for changes in the environment (e.g., sunscreen, air filtering systems, water purifiers).

Health and Safety Procedures

IC2.01 – describe health and safety procedures, such as the use of proper body mechanics (e.g., being careful to bend with the knees instead of the back, having a wide base of support when lifting, or turning the full body instead of twisting the upper half of the body), and their application to health care;

IC2.02 – identify problems in health care caused by potentially unhealthy or unsafe conditions related to equipment, instruments, or materials;

IC2.03 – describe safe methods for the handling, storage, and disposal of waste, biohazardous materials and equipment, and outdated medication;

IC2.04 – operate health care and fitness equipment, tools, and materials safely.

Education, Training, and Career Opportunities

IC3.01 – identify present health care career opportunities and those anticipated in the near future;

IC3.02 – identify education or training requirements for careers in health care.

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.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Time

Unit Descriptions

Unit 1: Introduction to Course, Health Care Industry and Careers

Unit 2: Anatomy and Physiology

Unit 3: Lifestyle and Personal Health for Disease Prevention

Unit 4: Disease Prevention Utilizing Conventional and Alternative Therapies

Unit 5: Health/Safety and Socio-environmental Impact

Teaching/Learning Strategies

Assessment/Evaluation of Student Achievement

Accommodations

Resources

Print

Computer Software

Videos

Websites

OSS Considerations

Theory and Foundation

Overall Expectations

Specific Expectations

Skills and Processes

Overall Expectations

Specific Expectations

Impact and Consequences

Overall Expectations

Specific Expectations