About the course
This course introduces students to personal health promotion, child and adolescent health concerns, and a variety of medical services, treatments, and technologies. Students will become familiar with various instruments and equipment and will learn about human anatomy, organs, and body chemistry, as well as the effects that lifestyle choices can have on personal well-being. They will plan recreational activities for youth, perform a dietary analysis, and evaluate health care practices. Students will develop an awareness of environmental and societal issues related to health care, and will explore secondary and postsecondary pathways leading to careers in the field.
Health Care 10
My Learning Oasis
Department Head & Contact Information
Ravi Sharma (email@example.com)
Course Development Date
June 10th, 2021
Health Care Fundamentals
In this unit students will be familiarized with the roles and responsibilities of healthcare professionals. They will also look at the roles of healthcare facilities within the community. They will be introduced to community resources that provide support to children and adolescents with special needs. They will also explore health services available in their community. Students will explore factors that affect one's general health, especially children and adolescents. Such factors may include but are not limited to environment, diet, food safety, exercise, adequate shelter, adequate rest, recreational opportunities, work/life balance, and stress. They will explore the effect of poor nutrition (diabetes, obesity, retarded growth, reduced mental and physical efficiency). They will look at the impact of regular exercise (and various kinds of exercise), medical checkups, and updated immunization. Students will examine the situations in which someone ought to get immediate medical attention, for instance, allergic reactions, any illness with prolonged vomiting and diarrhea. Students will be introduced to mental health disorders that may affect adolescence such as depression, bipolar disorder, eating disorders, schizophrenia, anxiety disorders, attention deficit disorder, and other disorders that are common in certain cultures. Students will be introduced to basic anatomy and chemistry and the understanding of the organs functions. They will look at how lifestyle and choices can impact individuals health and well-being, such choices are not limited to alcohol, meat, and smoking. They will examine the scope and diversity of health care services that are available in the community.
Students will examine the effects of sexually transmitted diseases and how such transmissions can be prevented. The students will then go through a metacognitive process to evaluate their own misconceptions of healthy living and develop a healthy lifestyle plan. They will compare conventional approaches to health care. Students will then explore forms of physical, emotional, verbal, and sexual abuse (e.g., hitting, bullying, name calling and put-downs, date rape, cyberbullying) and identify signs of abuse (e.g., withdrawal, isolation, aggression, sudden changes in behaviour).
Expected Hours of Instruction: 40 Hours
Health Care Skills
In this unit students will explore proper hygiene protocols. They will be introduced to various health care instruments and equipment and their uses. They will explore ways to safely store foods and prepare foods to eliminate contaminants. Students will prepare an age appropriate, safe, and fun activity for an adolescent or a child that promotes health, fitness, and socialization. They will evaluate the hazards of play space and how to mitigate them. Students will also develop a game that promotes multiculturalism. Students will be introduced to the Canada’s Food Guide; Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis; cultural adaptations of Canada’s Food Guide available from the Ontario Public Health Association. They will use these to analyze and suggest changes to eating habits. They will be introduced to various appropriate healthcare terminologies and steps in offering first aid. Students will design a healthy menu for an age group of their choice. Students will explore the importance of both verbal and non-verbal communication. They will look at appropriate cultural communication between individuals and explore ways to communicate with someone who doesn’t speak your language. They will be introduced to some emergency scene management and how to perform CPR and interventions for choking and anaphylactic shock. They will examine ways to control bleeding and treat cuts, abrasions, sprains, fractures, burns, and loss of consciousness.
Expected Hours of Instruction: 40 Hours
Healthcare, The Environment, and Society
In this unit students will explore the impact that the environment has on the health of humans and the impact that humans have on the health of the environment. They will explore ways in which they can develop a healthy lifestyle while doing no harm to the environment. For instance, walk to your friend's house if it is not too far, do not drive! For slightly longer distances, ride a bicycle, do not drive! They will look at the serious health implications that a poor environment can pose: poor air quality associated with respiratory disease; poor water quality is tied to gastrointestinal problems; toxic substances are tied to cancer and birth defects. They will explore healthy choices in eating habits: eating more locally produced fruits and vegetables and less meat and processed food. Students will be introduced to current child and adolescent health issues caused by lack of exercise, poor diet, and child obesity; adult alcoholism and fetal alcohol syndrome; poverty and malnourishment. They will explore current issues with the Canadian health care system. They will look at health issues in children and adolescents in other countries and identify the probable causes.
Expected Hours of Instruction: 21 Hours
Professional Practice And Career Opportunities
This unit explores relevant industry practices, safety practices, and their legalities. They will explore techniques to enhance workplace safety. They will also look at the importance of securing data. Students will evaluate the necessary skills to be successfully employed in this industry and how to keep their portfolio current. They will explore efficient ways to go about job hunting and how to carry out an interview in this field.
Expected Hours of Instruction: 7 hours
This is a proctored exam worth 30% of the final grade in this course.
Expected Hours of Instruction: 2 hours
Total Hours 110
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Understanding Computers
A1 describe the functions of different types of hardware components, and assess the hardware needs of users
A2 describe the different types of software products, and assess the software needs of users
A3 use the basic functions of an operating system correctly
A4 demonstrate an understanding of home computer networking concepts
A5 explain the importance of software updates and system maintenance to manage the performance and increase the security of a computer.
B.Introduction to Programming
B1 describe fundamental programming concepts and constructs;
B2 plan and write simple programs using fundamental programming concepts;
B3 apply basic code maintenance techniques when writing programs
C. Computers and Society
C1 describe key aspects of the impact of computers and related technologies on society
C2 describe computer use policies that promote environmental stewardship and sustainability;
C3 describe legal and ethical issues related to the use of computing devices;
C4 describe postsecondary education and career prospects related to computer studies.
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009; Date of extraction: date: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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