TPJ 20/3C Course of Study Outline
Ministry of Education Policy Document: The Ontario Curriculum Guide
Upper Grand District School Board – College Heights Secondary School
Department: Technological Studies
Dept Head: Lori Furfaro & Carol Beatson
Developed by: Nigelle Lagerwerf
Date: Sept 2010- Jan 2011
Course Title: Child Development and Gerontology
Type: College Prep
Course Code: TOJ4C
Grade: 12
Prerequisites: None
Co-requisites: None
Units of Study
1
2
3
4
Development Stages and
Needs of Children
Activities and Programs
Pertaining to Children
Development Stages and
Needs of Older Adults
Activities and Programs
Pertaining to Older Adults
30 hours
30 hours
30 hours
25 hours
Curriculum Expectations
Child Development and Gerontology Fundamentals
A1. Demonstrate an understanding of the stages of child development and of the aging process
in older adults;
A2. Identify common diseases and illnesses that affect children and older adults, and explain how
their occurrence or transmission can be prevented;
A3. Demonstrate an understanding of factors that contribute to the overall health and well-being of
children and older adults;
A4. Describe various community health and social services for children and older adults;
A5. Describe the final stages of life, grieving, and the ways in which children and older adults may
experience loss;
A6. Identify various forms of abuse to which children and older adults may be subjected, and
describe how society tries to prevent abuse and protect its victims.
Child Development and Gerontology Skills
B1. Create appropriate meal plans to enhance the well-being of children and older adults;
B2. Design appropriate physical activity programs to enhance the well-being of children and
older adults;
B3. Devise approaches to meet the social-emotional and cognitive needs of children and older
adults;
B4. Demonstrate appropriate use of techniques and practices required to assess and meet the
physical needs of children and older adults;
B5. Demonstrate the ability to communicate effectively with children at various stages of
development and with older adults when providing health care and/or social services.
Health Care, The Environment and Society
C1. Analyze how environmental factors affect children and older adults, and how products and
services related to the care of these groups may affect the environment;
C2. Analyze the role of society in caring for children and the elderly.
Professional Practice and Career Opportunities
D1. Demonstrate an understanding of and comply with laws, regulations, and guidelines related to
the health, safety, and care of children and older adults;
D2. Describe careers in child care, geriatric care, and related fields, as well as the education and/or
training requirements for them.
Unit One: Development Stages and Needs of Children
Activity Name
Overall
Expectations
Developmental A1
Theories
Categories
KU
Physical,
Emotional,
Social,
intellectual
Development
A1, B2, B3, B4,
B5
KUTI
Healthy Snack
Taste test
B1
TI, App
Immunizations
and Disease
prevention
Birth Defect
Research
Assignment
Journal
A2, A3,
KUTI
A2, A3
KU
Unit Test
A1,A2,A3,A4,
TI, App
B1,B2,B3,B4,B5
All
Focus
Students will discover different
development theories (Freud,
Erikson and Piaget) through group
work, assignments and media.
Students will discover physical,
social, intellectual and emotional
development of infants, toddlers, preschool, school-age and adolescents
through research and other age
groups in groups activities.
According to Canada’s food guide,
students will find and make a snack
healthy snack for toddlers, pre-school
or school-age children
Marks
Out Of:
15% of
Unit
25% of
Unit
10% of
Unit
Jigsaw: students will become experts
on immunization and teach the rest
of the class.
Students will pick a birth defect they
are interested in and research it.
10% of
Unit
Students will relate unit material to
their own life experiences and
opinions.
Test comprised of the above
categories
10% of
Unit
10% of
Unit
20% of
Unit
Accommodations
• Repeat instructions and frequently monitor progress, providing feedback frequently through
suggestions, comments or questions about work
•
•
•
Provide a variety of modes of instruction (verbal, written, demonstration, small group, peer
tutoring or one-on-one conferencing)
Use drafts proofreading, conferencing, outlines, diagrams and word lists
Provide an atmosphere that encourages students to participate and ask questions for
information and clarification
Formative Assessment
• Formal/informal observation with appropriate feedback
• Reflection
• Self/peer assessment
Assessment Tools
• Checklists
• Rubrics
• Anecdotal comments with suggestions for improvement
Unit Two: Activities and Programs Pertaining to Children
Activity
Name
Child Care
Facilities
Scrapbook
Regulations
and Health
&Safety
Society and
Children
True Stories
of Abuse
Overall
Categories
Expectations
A4, B1, C1
KUTI, App
Focus
Students will develop their own childcare
facility and present it in a scrapbook format.
Marks
Out Of:
25% of
Unit
D1
KU
Government regulations for childcare.
10% of
Unit
C2
TI
A6
TI
10% of
Unit
10% of
Unit
Careers
Research
Assignment
D2
KU
Journal
A4, A6, B1,
C1, C2, D1,
D2
A4, A6, B1,
C1, C2, D1,
D2
TI, App
Societies views on children pertaining to
laws, religious and morals.
Students will discover laws protecting
children and programs of protection. They
will use this knowledge to discuss and
debate different true child abuse stories.
Students will pick 2 child care careers they
are interested in and research both jobs.
They will answer questions caring and
contrasting the two careers and decide
which one interests them the most.
Students will relate unit material to their own
life experiences and opinions.
Test is comprised of the above categories.
20% of
Unit
Unit Test
All
15% of
Unit
10% of
Unit
Accommodations
• Repeat instructions and frequently monitor progress, providing feedback frequently through
suggestions, comments or questions about work
• Provide a variety of modes of instruction (verbal, written, demonstration, small group, peer
tutoring or one-on-one conferencing)
• Use drafts proofreading, conferencing, outlines, diagrams and word lists
•
Provide an atmosphere that encourages students to participate and ask questions for
information and clarification
Formative Assessment
• Formal/informal observation with appropriate feedback
• Reflection
• Self/peer assessment
Assessment Tools
• Checklists
• Rubrics
• Anecdotal comments with suggestions for improvement
Unit Three: Development Stages and Needs of Older Adults
Activity Name
Physical,
Emotional,
Social,
intellectual
Development
Nutrition and
Physical
Activity
Illness and
Disease
Research and
Presentation
Dying and
Dealing with
Loss
Journal
Unit Test
Overall
Categories
Focus
Expectations
A1, B2, B3,
KUTI
Students will discover physical, social,
B4, B5
intellectual and emotional development of
young adult, adult and old age through
research and other age groups in group’s
activities.
B1, B4
TI, App
According to Canada’s food and physical
guide, students will find and make a snack
healthy snack for aging adults and develop
a physical activity plan for a person with a
chronic health problem.
Marks
Out Of:
25% of
Unit
A3, B5, C2
KUTI
Students will become experts on a chronic
disease and teach the rest of the class.
15% of
Unit
A5
KU
Discuss the stages of emotions people go
through when dealing with a loss.
10% of
Unit
A1, A3, A5
B1, B2, B3,
B4, B5, C2,
A1, A3, A5
B1, B2, B3,
B4, B5, C2,
TI, All
Students will relate unit material to their
own life experiences and opinions.
10% of
Unit
All
Test comprised of the above categories
25% of
Unit
15% of
Unit
Accommodations
• Repeat instructions and frequently monitor progress, providing feedback frequently through
suggestions, comments or questions about work
• Provide a variety of modes of instruction (verbal, written, demonstration, small group, peer
tutoring or one-on-one conferencing)
• Use drafts proofreading, conferencing, outlines, diagrams and word lists
•
Provide an atmosphere that encourages students to participate and ask questions for
information and clarification
Formative Assessment
• Formal/informal observation with appropriate feedback
• Reflection
• Self/peer assessment
Assessment Tools
• Checklists
• Rubrics
• Anecdotal comments with suggestions for improvement
Unit Four: Activities and Programs Pertaining to Older Adults
Activity
Name
Adult Care
Facilities
Regulations
and Health
&Safety
Society and
Children
True
Stories of
Abuse
Overall
Categories
Focus
Marks
Expectations
Out Of:
A4, B1, C1
KUTI
Field trip to different adult and long term care 25% of
facilities.
Unit
D1
KU
Government regulations for adult care.
10% of
Unit
C2
TI
A6
TI
Careers
D2
Research
Assignment
KU
Journal
TI, App
Unit Test
A4, A6, B1,
C1, C2, D1,
D2
A4, A6, B1,
C1, C2, D1,
D2
All
Society’s views on the elderly pertaining to
laws, religious and morals.
Students will discover laws protecting the
elderly and programs of protection. They will
use this knowledge to discuss and debate
different true elderly abuse stories.
Students will pick 2 adult care careers they
are interested in and research both jobs.
They will answer questions comparing and
contrasting the two careers and decide
which one interests them the most.
Students will relate unit material to their own
life experiences and opinions.
10% of
Unit
10% of
Unit
Test is comprised of the above categories.
20% of
Unit
15% of
Unit
10% of
Unit
Accommodations
• Repeat instructions and frequently monitor progress, providing feedback frequently through
suggestions, comments or questions about work
• Provide a variety of modes of instruction (verbal, written, demonstration, small group, peer
tutoring or one-on-one conferencing)
• Use drafts proofreading, conferencing, outlines, diagrams and word lists
•
Provide an atmosphere that encourages students to participate and ask questions for
information and clarification
Formative Assessment
• Formal/informal observation with appropriate feedback
• Reflection
• Self/peer assessment
Assessment Tools
• Checklists
• Rubrics
• Anecdotal comments with suggestions for improvement
Final Evaluation
Exam: 30% of final Grade
Category-based evaluation of learning of overall course expectations