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: Personal Services Health
Type: College Prep and Open
Grade: 10 and 11
Course Code: TPJ2O & TPJ 3C
Prerequisites: None
Co-requisites: None
Units of Study
1
2
3
4
5
Careers and Professional
Practice
Anatomy and Physiology
Disease and Homeostasis
Health Care Skills and Practice
Environment and Society
25 hours
30 hours
20 hours
25 hours
15 hours
Unit One: Careers and Professional Practice
D1. Demonstrate an understanding of and comply with safe working practices and the laws and
regulations governing the health and safety of workers in the health care industry
D2. Demonstrate an understanding of legal and ethical standards governing the practice of health
care;
D3. Describe career opportunities in the health care field and related educational requirements
Activity
Name
Career
Research
Assignment
Careers
Field Trip
Ethical
Scenarios
Overall
Categories
Focus
Expectations
D3
K,U,T, I
Students will pick to health 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.
D1, D2, D3
KU
Students will take a field trip to different
health care facilities with in the
community to help them determine
where they would like to volunteer.
D2
TI
Students are exposed to different moral
and ethical situations in a health care job
and determine what action they would
Marks Out
Of:
25% of
Unit
10% of
Unit
10% of
Unit
take based on job requirements, job
descriptions, ethical standards and
personal beliefs.
Occupational D1
Health and
Safety Act/
WSIB
Assignment
Portfolio
D1
App
Role play activity
10% of
Unit
K
On going throughout the semester
Unit Test
All
Test comprised of the above categories
10% of
Unit/course
35% of
Unit
D1, D2, D3
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: Anatomy and Physiology
A1. Demonstrate an understanding of health care terminology and its correct usage
A2. Demonstrate a basic understanding of human anatomy and physiology
Activity
Overall
Categories
Name
Expectations
Health Care A1
KU
Terminology
Weight
A1, A2
App
Room Lab
Heart and
Lungs Craft
Body
Systems
A2
KU
A2
All
Focus
Body Planes, Anatomical location,
Anatomical movements
Using our muscular system to perform
anatomical movements in different body
planes.
Students will construct and label the parts of
a heart and lungs with craft supplies
Students will research one of the following,
bones, muscular, respiratory, circulatory,
Marks
Out Of:
5% of
Unit
10% of
Unit
25% of
Unit
25% of
Unit
Project
Mini
Quizzes
Unit Test
A1, A2
KUTI
nervous or digestive systems
Terminology, Bones, Muscular system
A1, A2
All
Test is comprised of the above categories
10% of
Unit
25% 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: Disease and Homeostasis
A3. Demonstrate a basic understanding of homeostasis and its relationship to personal health;
A4. Describe the relationship between lifestyle choices and personal health and well-being;
A5. Compare conventional and complementary methods of disease prevention and treatment.
Activity
Name
Homeostasis
and
Measurement
of Vital Signs
Disease
Treatment
Disease
Research
Assignment
Unit Test
Overall
Categories
Focus
Expectations
A3, B1, B2,
All
Activities involving measurement of vital
B3, B4
signs and application of students
understanding of h
Marks
Out Of:
25 % of
unit
A5
KU
A4, A5
All
20% of
Unit
25% of
Unit
All
Definitions of conventional and alternative
therapies
Comparison of conventional and
complementary methods of prevention and
treatment for mental health disorder and
sharing of this order with other students
Test is comprised of the above categories
30% 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
Unit Four: Health Care Skills and Practice
B1. Use health care instruments, equipment, and materials safely and correctly;
B2. Demonstrate the ability to use vital signs to determine a client’s health status;
B3. Demonstrate the ability to apply health care skills and techniques safely and to industry
standards;
B4. Demonstrate the ability to apply a variety of techniques for communicating with clients and
collecting client information.
Activity
Overall
Categories
Name
Expectations
Daily
A4
TI
Nutrition
/Physical
activity
Assignment
Case
A4, A5, B5
All
Studies
Focus
Weekly nutrition log compared to Canada’s
food guide
Fist Aide
B1, B2, B3
All
Students examine how unhealthy choices can
affect overall well-being and how to
implement positive changes
First Aide Certification/ Practice
Unit Test
B1, B2, B3,
B5, A4, A5
All
Test is comprised of the above categories
Marks
Out Of:
20% of
unit
40% of
Unit
10% of
Unit
30% 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 Five: Environment and Society
C1. Describe the impact of health care industry activities on the environment and identify ways of
minimizing their harmful consequences;
C2. Describe the impact of current social patterns and trends on personal health and the delivery
of health care.
Activity
Name
Industry
Impact on
Environment
Research
Project
Unit Test
Overall
Categories
Focus
Expectations
C1
All
Brainstorming, class discussion, ways of
improvement
Marks
Out Of:
35% of
Unit
C1, C2
All
C1, C2
All
35% of
Unit
30% of
Unit
Home care and community health care
services
Test is comprised of the above categories
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