octe conference 2009 “unpacking the new curriculum” health care by mavis pyper (retired) –...

OCTE CONFERENCE 2009OCTE CONFERENCE 2009

““UNPACKING THE NEW CURRICULUM”UNPACKING THE NEW CURRICULUM”

HEALTH CAREHEALTH CARE

BYBY

MAVIS PYPER (RETIRED) – TDSBMAVIS PYPER (RETIRED) – TDSB

[email protected]@rogers.com

OCTE CONFERENCE 2009OCTE CONFERENCE 2009

WelcomeWelcome Our time together:Our time together:

Comparison of the current document with the Comparison of the current document with the revised documentrevised document

Benefits of the revised documentBenefits of the revised document ActivitiesActivities Sharing of resourcesSharing of resources

Health care Health care

The current curriculum:The current curriculum: For grades 9 – 12For grades 9 – 12 Health and Personal Health and Personal

ServicesServices College onlyCollege only Multiple credits from grade Multiple credits from grade

10 to 1210 to 12

The revised curriculum:The revised curriculum: For grades 9 – 12For grades 9 – 12 Health Care Health Care College, College/universityCollege, College/university Workplace Workplace Multiple credits 10 – 12Multiple credits 10 – 12 Grade 9 – exploring Grade 9 – exploring

technologies, no emphasis technologies, no emphasis or multiple credits or multiple credits

Emphasis coursesEmphasis courses New and improved strands New and improved strands

Health Care ….Health Care ….

Current curriculum:Current curriculum: Societal and Societal and

environmental environmental implicationsimplications

health and safetyhealth and safety career opportunitiescareer opportunities 10 technological 10 technological

conceptsconcepts

Revised curriculum:Revised curriculum: Societal and Societal and

environmental environmental implicationsimplications

health and safetyhealth and safety career opportunitiescareer opportunities 13 technological 13 technological

conceptsconcepts

Course Code Format (Proposed)Course Code Format (Proposed)

5

Multiple Credit CoursesMultiple Credit Courses

Allowed in grades 10, 11, and 12Allowed in grades 10, 11, and 12 May be up to three credits (330 hours)May be up to three credits (330 hours) Appropriate for focused programs:Appropriate for focused programs:

OYAPOYAP SHSMSHSM Dual CreditDual Credit

First credit First credit mustmust follow BBT philosophy follow BBT philosophy Subsequent credits (2Subsequent credits (2ndnd, 3, 3rdrd) are for the practice ) are for the practice

and refinement of skills and knowledgeand refinement of skills and knowledge

6

BBT Emphasis Option BBT Emphasis Option Why offer an emphasis course?Why offer an emphasis course?

Excellent option for focused credit bundlesExcellent option for focused credit bundles Meets a community needMeets a community need Aligns with staff expertiseAligns with staff expertise Identifies what you are Identifies what you are actuallyactually delivering delivering

Note: any grade 11 BBT or emphasis course within Note: any grade 11 BBT or emphasis course within a subject area serves as a prerequisite for a subject area serves as a prerequisite for anyany grade 12 BBT or emphasis course within that grade 12 BBT or emphasis course within that same subject areasame subject area

Emphasis course codes provided for grades 11-12Emphasis course codes provided for grades 11-12

7

Major ChangesMajor Changes

Manufacturing Technology now has grade 11 Manufacturing Technology now has grade 11 and 12 university/college preparation coursesand 12 university/college preparation courses

Transportation Technology grade 11 workplace Transportation Technology grade 11 workplace preparation has been changed to openpreparation has been changed to open

Emphasis subjects are now predefined with their Emphasis subjects are now predefined with their own designated course codes own designated course codes

There is now a direct correlation between the There is now a direct correlation between the overall and the specific expectationsoverall and the specific expectations

Essential Skills and Work Habits content added Essential Skills and Work Habits content added (per Ontario Skills Passport)(per Ontario Skills Passport)

8

Strand OrganizationStrand Organization Overall expectations Overall expectations

must be must be evaluatedevaluatedOverall Expectation #1

Overall Expectation #2

Overall Expectation #3

Section 1

Section 3

Specific Expectations



Section 2

Specific expectations Specific expectations must be must be addressedaddressed

9

Health care - strandsHealth care - strands

Current curriculum:Current curriculum: Theory & FoundationTheory & Foundation Skills & ProcessesSkills & Processes Impact & Impact &

consequencesconsequences

Revised curriculum:Revised curriculum: Health Care Health Care

FundamentalsFundamentals Clinical SkillsClinical Skills Environmental Environmental

Stewardship, Stewardship, sustainability & societal sustainability & societal implicationsimplications

Professional practice & Professional practice & Career opportunitiesCareer opportunities

Health Care, Gr. 10, Open, TPJ2OHealth Care, Gr. 10, Open, TPJ2O

Health Care Fundamentals (this strand could have Health Care Fundamentals (this strand could have as many as 6 O/E)as many as 6 O/E)

By the end of this course, students will:By the end of this course, students will:O/E O/E 1.1. Describe the scope and diversity of services in Describe the scope and diversity of services in

the health care industry available to children & the health care industry available to children & adolescentsadolescents

2.2. Investigate the public health resources and Investigate the public health resources and services available in their communityservices available in their community

3.3. Explore factors that affect personal healthExplore factors that affect personal health

Health Care, Gr.10, Open, TPJ2OHealth Care, Gr.10, Open, TPJ2OS/ES/EHealth Care ServicesHealth Care Services

1.11.1 describe the role and responsibilities of various describe the role and responsibilities of various health care providers (e.g. family physician, medical health care providers (e.g. family physician, medical specialists, R.N, RPN, PSW, etc.) and facilities (e.g. acute specialists, R.N, RPN, PSW, etc.) and facilities (e.g. acute care, long term care, mental health, family practices & care, long term care, mental health, family practices & community outreach facilities) in your communitycommunity outreach facilities) in your community

1.21.2 describe community resources that support describe community resources that support inclusion of children & adolescents with special needs (e.g. inclusion of children & adolescents with special needs (e.g. school for hard of hearing, centres for visually impaired), school for hard of hearing, centres for visually impaired), aquatic programs for children with Cerebral Palsyaquatic programs for children with Cerebral Palsy

Health Care, Gr. 10, Open, TPJ2OHealth Care, Gr. 10, Open, TPJ2OS/E’s continuedS/E’s continuedCommunity HealthCommunity Health2.12.1 describe the health services available in your describe the health services available in your

community (e.g. sexual health clinics, St. John community (e.g. sexual health clinics, St. John Ambulance, crises centres substance abuse centre and Ambulance, crises centres substance abuse centre and support groups, public health family programs)support groups, public health family programs)

2.22.2 demonstrate an understanding (e.g. through role demonstrate an understanding (e.g. through role play) of Basic First Aid procedures (e.g. emergency play) of Basic First Aid procedures (e.g. emergency scene management control of bleeding and treatment of scene management control of bleeding and treatment of sprains, fractures, burns, loss of consciousness, sprains, fractures, burns, loss of consciousness, anaphylactic shock and choking)anaphylactic shock and choking)

2.32.3 identify opportunities for volunteering in the health identify opportunities for volunteering in the health care field and demonstrate an awareness of the care field and demonstrate an awareness of the responsibilities required (e.g. immunization and TB responsibilities required (e.g. immunization and TB testing, police checks, orientation programs for specific testing, police checks, orientation programs for specific organizations)organizations)

Health Care, Gr. 10, Open, TPJ2OHealth Care, Gr. 10, Open, TPJ2O

Personal Health (this section could have as many as 4 Personal Health (this section could have as many as 4 – 6 specific expectations)– 6 specific expectations)

3.13.1 describe factors that affect personal health and describe factors that affect personal health and wellbeing (e.g. diet, exercise, rest, adequate shelter, wellbeing (e.g. diet, exercise, rest, adequate shelter, recreation, work/life balance stress) for children & recreation, work/life balance stress) for children & adolescentsadolescents

3.23.2 demonstrate and understanding of the demonstrate and understanding of the nutritional value of different kinds of foods and of the nutritional value of different kinds of foods and of the nutritional needs of children and adolescents using nutritional needs of children and adolescents using appropriate resources (e.g. CFG, Eating well with appropriate resources (e.g. CFG, Eating well with CFG including Food Guide for First Nations, Inuit CFG including Food Guide for First Nations, Inuit and Métis; cultural adaptations for CFG and Métis; cultural adaptations for CFG

Health Care, Gr. 11, TPJ3CHealth Care, Gr. 11, TPJ3C

Health Care Fundamentals:Health Care Fundamentals:

O/EO/E

11 Use health care terminology correctlyUse health care terminology correctly

22 Demonstrate a basic understanding of human Demonstrate a basic understanding of human anatomy & physiologyanatomy & physiology

33 Demonstrate a basic understanding of Demonstrate a basic understanding of homeostasishomeostasis

44 Describe the relationship between lifestyle Describe the relationship between lifestyle choices and personal health & wellbeing choices and personal health & wellbeing


Specific expectations:Specific expectations:

Sections on:Sections on:

11 TerminologyTerminology

22 Anatomy & physiology (could have as Anatomy & physiology (could have as many as 6 s/e)many as 6 s/e)

33 Homeostasis (minimum 2)Homeostasis (minimum 2)

44 Lifestyle choices (minimum 2) Lifestyle choices (minimum 2)


Other strands are:Other strands are:

Health Care Skills with the appropriate Health Care Skills with the appropriate overall expectations and specific overall expectations and specific expectations expectations

Specific expectations would include:Specific expectations would include: Instruments, equipment and materialsInstruments, equipment and materials Vital signsVital signs Skills and techniques Skills and techniques


Other strands continued:Other strands continued:Environmental and Societal implications Environmental and Societal implications S/E would includeS/E would include Societal implicationsSocietal implications Environment implications Environment implications Professional Practice and Career OpportunitiesProfessional Practice and Career Opportunities Health & safetyHealth & safety Career opportunitiesCareer opportunities Workplace professionalism & Standards of Workplace professionalism & Standards of

PracticePractice

Standardized strandsStandardized strands

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

Child Development & GerontologyChild Development & GerontologyGrade 12, CollegeGrade 12, College

This course is fully loaded with the standard This course is fully loaded with the standard strands and overall expectationsstrands and overall expectations

The specific expectation sections will cover:The specific expectation sections will cover: Development stagesDevelopment stages Diseases and illness preventionDiseases and illness prevention ImmunizationImmunization Community Health and Social ServicesCommunity Health and Social Services Impact of LossImpact of Loss


The specific expectation sections cont’d …The specific expectation sections cont’d … NutritionNutrition Physical ActivityPhysical Activity Techniques and PracticesTechniques and Practices AbuseAbuse Needs of the child and older adultNeeds of the child and older adult Environmental ImplicationsEnvironmental Implications Societal ResponsibilitiesSocietal Responsibilities


The specific expectation sections cont’d …The specific expectation sections cont’d … Health & SafetyHealth & Safety

Career OpportunitiesCareer Opportunities

Health Care Health Care

What’s so great about the revised What’s so great about the revised curriculum?curriculum?

There’s a course for everyone whether There’s a course for everyone whether College, University or workplace boundCollege, University or workplace bound

The Grade 10 curriculum introduces the The Grade 10 curriculum introduces the student to health & wellness for the child student to health & wellness for the child and adolescent – health promotion and and adolescent – health promotion and disease preventiondisease prevention

Health CareHealth Care

What’s so great about the revised curriculum?What’s so great about the revised curriculum?

Review process was very intense as many checks Review process was very intense as many checks were carried out were carried out

Environmental checkEnvironmental check Fact checkFact check Bias checkBias check English/French alignmentEnglish/French alignment Inclusivity checkInclusivity check


When will the new curriculum be released?When will the new curriculum be released?

Grade 9 & 10 complete & on the OCTE Grade 9 & 10 complete & on the OCTE website website

Grade 11, 12 & workplace on the OCTE Grade 11, 12 & workplace on the OCTE website in draft form website in draft form

Mandatory implementation in September 09Mandatory implementation in September 09

Standardized strandsStandardized strands

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

What is evaluated?What is evaluated?

Overall expectations are evaluated Overall expectations are evaluated Specific expectations must be addressedSpecific expectations must be addressed


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


Always continue to reinforce Literacy, Always continue to reinforce Literacy, Mathematical Literacy, and Mathematical Literacy, and Inquiry/Research SkillsInquiry/Research Skills

Think of some student activities in your Think of some student activities in your subject area that reinforce literacy, subject area that reinforce literacy, mathematical literacy or inquiry/research mathematical literacy or inquiry/research skills.skills.

The Ontario Skills Passport and The Ontario Skills Passport and Essential SkillsEssential Skills

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

http://skills.edu.gov.on.ca/OSPWeb/jsp/en/OSPskillsandworkhabits.jsp

PATHWAYS – Open, College, University/College, PATHWAYS – Open, College, University/College, WorkplaceWorkplace

WITH THE EXCEPTION OF “OPEN” the grade 11 course is the prerequisite for grade 12.

SCAFFOLDINGSCAFFOLDING OF SKILLS OF SKILLS

Grade 10

Grade 12, C/M

WORKPLACE

Child development & Gerontology

Grade 11, C/M


33

Be sure to work with your community partners to offer: • Cooperative Education Experiences

•Job Shadowing experiences

POSTSECONDARY – WHAT HAPPENS POSTSECONDARY – WHAT HAPPENS NOW?NOW?

CollegeUniversityWorkplace

E.C.E.E.C.E.A.

Gerontology

Health CarePSW

NursingMedical

Dental AssistantActivation Therapist

Recreational TherapistLab Assistant

Thank you and good luck with the Thank you and good luck with the New & revised curriculumNew & revised curriculum

Live your life each day as you would Live your life each day as you would climb a mountainclimb a mountain

An occasional glance towards the An occasional glance towards the summit keeps the goal in mindsummit keeps the goal in mind

Many beautiful scenes are to be Many beautiful scenes are to be observed from each new vantage observed from each new vantage pointpoint

octe conference 2009 “unpacking the new curriculum” health care by mavis pyper (retired) –...

Documents

health care college

new curriculum health

health care i

tpj2o health care fundamentals

personal services health

current document

revised document benefits

revised document comparison