OCTE CONFERENCE 2009 “UNPACKING THE NEW CURRICULUM” HEALTH CARE BY MAVIS PYPER (RETIRED) – TDSB

OCTE CONFERENCE 2009  Welcome  Our time together: Comparison of the current document with the revised document Comparison of the current document with the revised document Benefits of the revised document Benefits of the revised document Activities Activities Sharing of resources Sharing of resources

Health care The current curriculum: For grades 9 – 12 For grades 9 – 12 Health and Personal Services Health and Personal Services College only College only Multiple credits from grade 10 to 12 Multiple credits from grade 10 to 12 The revised curriculum: For grades 9 – 12 Health Care College, College/university Workplace Multiple credits 10 – 12 Grade 9 – exploring technologies, no emphasis or multiple credits Emphasis courses New and improved strands

Health Care …. Current curriculum:  Societal and environmental implications  health and safety  career opportunities  10 technological concepts Revised curriculum:  Societal and environmental implications  health and safety  career opportunities  13 technological concepts

Course Code Format (Proposed) 5

Multiple Credit Courses  Allowed in grades 10, 11, and 12  May be up to three credits (330 hours)  Appropriate for focused programs: OYAP OYAP SHSM SHSM Dual Credit Dual Credit  First credit must follow BBT philosophy  Subsequent credits (2 nd, 3 rd ) are for the practice and refinement of skills and knowledge 6

BBT Emphasis Option  Why offer an emphasis course? Excellent option for focused credit bundles Excellent option for focused credit bundles Meets a community need Meets a community need Aligns with staff expertise Aligns with staff expertise Identifies what you are actually delivering Identifies what you are actually delivering  Note: any grade 11 BBT or emphasis course within a subject area serves as a prerequisite for any grade 12 BBT or emphasis course within that same subject area  Emphasis course codes provided for grades

Major Changes  Manufacturing Technology now has grade 11 and 12 university/college preparation courses  Transportation Technology grade 11 workplace preparation has been changed to open  Emphasis subjects are now predefined with their own designated course codes  There is now a direct correlation between the overall and the specific expectations  Essential Skills and Work Habits content added (per Ontario Skills Passport) 8

Strand Organization  Overall expectations must be evaluated Overall Expectation #1 Overall Expectation #2 Overall Expectation #3 Section 1 Section 3 Specific Expectations Section 2  Specific expectations must be addressed 9

Health care - strands Current curriculum:  Theory & Foundation  Skills & Processes  Impact & consequences Revised curriculum:  Health Care Fundamentals  Clinical Skills  Environmental Stewardship, sustainability & societal implications  Professional practice & Career opportunities

Health Care, Gr. 10, Open, TPJ2O Health Care Fundamentals (this strand could have as many as 6 O/E) By the end of this course, students will: O/E 1. Describe the scope and diversity of services in the health care industry available to children & adolescents 2. Investigate the public health resources and services available in their community 3. Explore factors that affect personal health

Health Care, Gr.10, Open, TPJ2O S/E Health Care Services 1.1describe the role and responsibilities of various health care providers (e.g. family physician, medical specialists, R.N, RPN, PSW, etc.) and facilities (e.g. acute care, long term care, mental health, family practices & community outreach facilities) in your community 1.2describe community resources that support inclusion of children & adolescents with special needs (e.g. school for hard of hearing, centres for visually impaired), aquatic programs for children with Cerebral Palsy

Health Care, Gr. 10, Open, TPJ2O S/E’s continued Community Health 2.1describe the health services available in your community (e.g. sexual health clinics, St. John Ambulance, crises centres substance abuse centre and support groups, public health family programs) 2.2demonstrate an understanding (e.g. through role play) of Basic First Aid procedures (e.g. emergency scene management control of bleeding and treatment of sprains, fractures, burns, loss of consciousness, anaphylactic shock and choking) 2.3identify opportunities for volunteering in the health care field and demonstrate an awareness of the responsibilities required (e.g. immunization and TB testing, police checks, orientation programs for specific organizations)

Health Care, Gr. 10, Open, TPJ2O Personal Health (this section could have as many as 4 – 6 specific expectations) 3.1describe factors that affect personal health and wellbeing (e.g. diet, exercise, rest, adequate shelter, recreation, work/life balance stress) for children & adolescents 3.2demonstrate and understanding of the nutritional value of different kinds of foods and of the nutritional needs of children and adolescents using appropriate resources (e.g. CFG, Eating well with CFG including Food Guide for First Nations, Inuit and Métis; cultural adaptations for CFG

Health Care, Gr. 11, TPJ3C Health Care Fundamentals: O/E 1 Use health care terminology correctly 2 Demonstrate a basic understanding of human anatomy & physiology 3 Demonstrate a basic understanding of homeostasis 4 Describe the relationship between lifestyle choices and personal health & wellbeing

Health Care, Gr. 11, TPJ3C Specific expectations: Sections on: 1 Terminology 2 Anatomy & physiology (could have as many as 6 s/e) 3 Homeostasis (minimum 2) 4 Lifestyle choices (minimum 2)

Health Care, Gr. 11, TPJ3C Other strands are: Health Care Skills with the appropriate overall expectations and specific expectations Specific expectations would include:  Instruments, equipment and materials  Vital signs  Skills and techniques

Health Care, Gr. 11, TPJ3C Other strands continued: Environmental and Societal implications S/E would include  Societal implications  Environment implications Professional Practice and Career Opportunities  Health & safety  Career opportunities  Workplace professionalism & Standards of Practice

Standardized strands  The strands in the revised Technological Education subjects have been standardized.

Child Development & Gerontology Grade 12, College This course is fully loaded with the standard strands and overall expectations The specific expectation sections will cover:  Development stages  Diseases and illness prevention  Immunization  Community Health and Social Services  Impact of Loss

Child Development & Gerontology Grade 12, College The specific expectation sections cont’d …  Nutrition  Physical Activity  Techniques and Practices  Abuse  Needs of the child and older adult  Environmental Implications  Societal Responsibilities

Child Development & Gerontology Grade 12, College The specific expectation sections cont’d …  Health & Safety  Career Opportunities

Health Care What’s so great about the revised curriculum?  There’s a course for everyone whether College, University or workplace bound  The Grade 10 curriculum introduces the student to health & wellness for the child and adolescent – health promotion and disease prevention

Health Care What’s so great about the revised curriculum? Review process was very intense as many checks were carried out  Environmental check  Fact check  Bias check  English/French alignment  Inclusivity check

Health Care When will the new curriculum be released?  Grade 9 & 10 complete & on the OCTE website  Grade 11, 12 & workplace on the OCTE website in draft form Mandatory implementation in September 09

Standardized strands  The strands in the revised Technological Education subjects have been standardized.

What is evaluated?  Overall expectations are evaluated  Specific expectations must be addressed

Health Care IF, FOR EXAMPLE, THERE ARE 4 OVERALL EXPECTATIONS THEN THERE SHOULD BE THE SAME NUMBER OF SECTIONS IN THE SPECIFIC EXPECTIONS, WITH A MINIMUM OF 2 S/E IN EACH SECTION

Health Care Always continue to reinforce Literacy, Mathematical Literacy, and Inquiry/Research Skills  Think of some student activities in your subject area that reinforce literacy, mathematical literacy or inquiry/research skills.

The Ontario Skills Passport and Essential Skills  How can you make better use of the Ontario Skills Passport (OSP) and incorporate the Essential Skills and work habits into your subject area. skillsandworkhabits.jsp skillsandworkhabits.jsp

PATHWAYS – Open, College, University/College, Workplace WITH THE EXCEPTION OF “OPEN” the grade 11 course is the prerequisite for grade 12.

SCAFFOLDING OF SKILLS Grade 10 Grade 12, C/M WORKPLACE Child development & Gerontology Grade 11, C/M

Health Care 33 Be sure to work with your community partners to offer: Cooperative Education Experiences Job Shadowing experiences

POSTSECONDARY – WHAT HAPPENS NOW? College University Workplace E.C.E. E.C.E.A. Gerontology Health Care PSW Nursing Medical Dental Assistant Activation Therapist Recreational Therapist Lab Assistant

Thank you and good luck with the New & revised curriculum Live your life each day as you would climb a mountain An occasional glance towards the summit keeps the goal in mind Many beautiful scenes are to be observed from each new vantage point