Page 259 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. SELFANDOTHERS OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Progressing From Adolescence to Adulthood: demonstrate an understanding of the personal qualities and skills necessary to make the transition from adolescence to adulthood;
B2. Planning for Employment: describe the elements of successful planning for employment;
B3. Communicating Effectively: demonstrate an understanding of effective communication skills and their role in building the healthy relationships that support independent living.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 compare the roles of adolescents and adults, and identify responsibilities they themselves will assume and personal qualities they will require as they take on adult roles
Teacher prompt: “How are expectations for an adult’s behaviour different from those for an adolescent?”
B1.2 identify their personal short-term and long-term goals and the essential skills and knowledge needed to achieve them
B1.3 explain the importance of initiative, persistence, and motivation in achieving personal goals
B1.4 explain how pursuing opportunities for ongoing learning (e.g., taking additional courses such as First Aid, CPR, computer applications) can help them achieve their personal goals and contribute to future success
Teacher prompt: “How might CPR or First Aid certification help in gaining employment?”
B1.5 explain the importance of building a network of human resources to support independent living (e.g., friends, mentors, community organizations)
Teacher prompts: “Why is it important to have supports outside the family when living on one’s own?” “Why would someone outside the family be best to turn to for legal assistance?”
B2. Planning for Employment
By the end of this course, students will:
B2.1 identify occupations available in fields related to their personal skills, interests, values, and attributes
B2.2 summarize the steps required for obtaining desirable employment (e.g., recording their own work experience to build a portfolio/résumé; identi­ fying skills, interests, and educational achievements; preparing or revising a résumé and letter of applica­ tion; collecting references)
B3. Communicating Effectively
By the end of this course, students will:
B3.1 identify the components of verbal and non­ verbal communication (e.g., choice of vocabulary and level of language, tone of voice, body language and manner of self-presentation, physical distance, appropriate physical contact, choice and use of written/electronic media)
B3.2 describe different styles of communication (e.g., passive, aggressive, passive aggressive, assertive), and identify their strengths and weaknesses
Teacher prompt: “How would you make a consumer complaint using an aggressive communication style? An assertive style? How might the outcome differ depending on the style you adopted?”
SELF AND OTHERS
B1. Progressing From Adolescence to Adulthood
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