Page 295 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C. EMPLOYMENTOPPORTUNITIES AND REQUIREMENTS
OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Career Pathways: identify various postsecondary education and/or training opportunities, workplaces, and professional development options related to working with school-age children and adolescents;
C2. Workplace Expectations: explain the legal and social workplace expectations related to working with school-age children and adolescents in Ontario;
C3. Essential Skills and Personal Qualities: describe the essential skills, personal qualities, and work habits necessary for success in working with school-age children and adolescents.
SPECIFIC EXPECTATIONS
C1. Career Pathways
By the end of this course, students will:
C1.1 identify postsecondary pathways to occupations that involve working with school- age children and adolescents
C1.2 describe and compare a variety of work­ place destinations that involve working with school-age children and adolescents (e.g., before- school and after-school programs, summer camps, parks and recreation programs, treatment centres)
Teacher prompt: “In what ways do after-school programs for school-age children differ from programs for adolescents?”
C1.3 demonstrate an understanding of the importance of professional development for people who work with school-age children and adolescents
C2. Workplace Expectations
By the end of this course, students will:
C2.1 demonstrate an understanding of the respon­ sibilities of people who work with school-age children and adolescents as outlined in various local, provincial, federal, and international codes (e.g., school board policies, daycare policies, Ontario’s Equity and Inclusive Education Strategy, the Ontario Human Rights Code, the Canadian Charter of Rights
and Freedoms, the United Nations Convention on the Rights of the Child)
C2.2 describe the legal expectations for ensuring physically safe environments for school-age children and adolescents (e.g., fire-safety regula­ tions, food-safety regulations, WHMIS regulations, the Day Nurseries Act)
Teacher prompt: “What food-safety guidelines should be followed in an after-school program when preparing snacks?”
C2.3 describe the rules and regulations governing schooling that parents and professional care­ givers are required to observe (e.g., truancy regulations, provisions of Ontario’s Safe Schools Act and Child and Family Services Act, Learning to 18 regulations, requirements for a vulnerable sector criminal check)
Teacher prompt: “What provisions of Ontario’s Child and Family Services Act would a coun­ sellor at a summer camp need to know about?”
C2.4 identify ways in which people who work with school-age children and adolescents carry out their responsibility to promote children’s socialization and healthy development (e.g., teaching life skills; helping youth recognize unhealthy relationships; having open, respectful conversations about sexual development; fostering vigilance about physical safety; fostering environmental awareness; treating all people, including children, equitably regardless of race, sex, ability, or family structure)
EMPLOYMENT OPPORTUNITIES AND REQUIREMENTS
293
Working With School-Age
Children and Adolescents
Research and Inquiry Skills
HHI FP1D04/ 2C 0