Units	Hours
Unit One- Introducing the Family: Methodology and Theoretical Perspectives Students will explore a variety of topics related to families in Canada to identify topics for research and inquiry. They will learn to formulate effective questions to guide their research and inquiry and record and organize information and key ideas using a variety of formats. Students will demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills. Students will also learn to locate and select information relevant to their investigations from a variety of primary sources and/or secondary sources and assess various aspects of information gathered from primary and secondary sources.	25 hours
Unit Two- The Transition to Adulthood Students will learn to demonstrate academic honesty by documenting the sources of all information generated through research and use an appropriate format to communicate the results of their research and inquiry effectively for a specific purpose and audience. They will learn to explain individual development throughout the lifespan, according to a variety of theoretical perspectives on development and record and organize information and key ideas using a variety of formats. Students will also learn to assess research on sex-based similarities and differences as well as gender-based similarities and differences, ways in which norms, values, and expectations influence individual decisions throughout the lifespan and the impact of current social trends, issues, and challenges on individual development.	25 hours
Unit Three- Intimate Relationships and Marriage Students will learn to locate and select information relevant to their investigations from a variety of primary sources and/or secondary sources. They will record and organize information and key ideas using a variety of formats and clearly communicate the results of their inquiries, and follow APA conventions for acknowledging sources.They will also analyse ways in which social norms and expectations can influence the establishment and maintenance of healthy intimate relationships. Students will also learn to outline strategies for avoiding and responding to various types of violence and abuse in intimate relationships.	25 hours
Unit Four- Parent-Child Relationships In this unit, students will describe the functions of the family, and explain the ways in which these functions are met in diverse family forms and analyse the impact of major social and economic changes on the historical evolution of the family. They will also assess government policy and legislation that is intended to support and protect families and analyse the role of the family as an agent of socialization in different cultures and historical periods and among groups from various religious backgrounds. Students will also learn to compare the roles of children in the family and society in various cultures and historical periods and analyse the impact of social institutions on the socialization of family members	25 hours
Exam
Rich Task Summative 30% This is a summative task assigned at the end of the course that brings together many of the expectations covered throughout the course and is created to assess and evaluate a student’s ability to demonstrate their understanding of the expectations through not only the product, but through conversation and observation.	10 hours
Total Hours	110 hours

Resources required by the student:

Note: This course is entirely online and does not require or rely on any textbook.

• Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
• Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
• Stable internet connection

Resources provided by Kanata Academy

• Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
• Supplemental Readings
• Access to Canva for Education if needed

HHS4U - Families in Cananda,
Grade 12, University Preparation

Research and Inquiry Skills	Theoetical Perspectives on development	The Impact of Norms, Roles, and Institutions	Trends, Issues and Challenges
Overall Expectations: Throughout this course, student will: Exploring: explore topics related to families in Canada, and formulate questions to guide their research; Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods; Processing Information: assess, record, analyse, and systhesize informations gathered through research and inquiry; Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflext on and evaluate their research, inquiry, and communication skills.	Overall Expectations: By the end of this course students will: Individual development: demonstrate an understanding of theoretical perspectives and research on various aspects of individual development; The Development of Intimate Relationships: demonstrate an understanding of theoretical perspectives and research on the development of intimate relationships; The Developmment of Family and Parent-Child Relationships: demonstrate an understanding of theoretical perspectives and research on thee development of family and parent-child relationships.	Overall Expectations: By the end of this course students will: The Effect on Individuals: demonstrate an understanding of impact of norms, roles, and social institutions on individuals throughout the lifespan; The Effect on Intimate Relationships: demonstrate an understanding of the impact of norms, roles, and social institutions on intimate relationships; The Effect on Family and Parent-Child Relationships: demonstrate an understanding of factors that can affect decisions about whether to have and how to care for children, and of the care for children, and of the impact of norms, roles, and social institutions on family and parent-child relationships.	Overall Expectations: By the end of this course students will: Trends and Challanges for Individuals: demonstrate an understanding of demographic trends related to the lives of individuls and of the impact of social issues and challenges on individual development; Trends and Challenges in Intimate Relationships: demonstrate an understanding of demographic and social trends and issue related to initimate relationships and of strategies for responding to challenges in those relationships; Trends and Challenges in the Family and in Parent-Child Relationship: demonstrate an understanding of demographic trends related to the family and to parent-child relationships and of the impact of social issues and challenges on family development.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE:

There are three forms of assessment that will be used throughout this course:

Assessment for Learning: Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.
Assessment for learning is:

• Ongoing
• Is tied to learning outcomes
• Provides information that structures the teachers’ planning and instruction
• Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Assessment as Learning:
Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Assessment of Learning: Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.

Evidence of student achievement for evaluation is collected over time from three different sources - observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

Teaching & Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

• Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
• Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
• Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
• Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
• Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
• Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
• Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
• Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
• Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
• By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

The Final Grade

Percentage of Final Mark	Categories of Mark Breakdown
70%	Assessments of Learning Tasks Throughout the Term
30%	Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHALLENGE AND CHANGE IN SOCIETY	Knowledge	Inquiry/Thinking	Communication	Application
100%	20%	30%	20%	30%

The Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, Kanata Academy will send a copy of the report card back to the student's home school (if in Ontario) where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address.

PROGRAM PLANNING CONSIDERATIONS FOR ONLINE COURSES

Cheating and Plagiarism

Kanata Academy commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidents of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation

Grades 11 and 12

First Instance: A warning and an opportunity to redo the piece.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 75%.

Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim

Grade 11 and 12

First Instance: An opportunity to redo the piece to a maximum grade of 50%.

Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism

Grade 11 and 12

First Instance: A grade of zero. No opportunity to resubmit.

Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

• adjusting the method or pace of instruction
• using a variety of resources
• allowing a wide choice of topics
• adjusting the learning environment
• scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Planning the Program for Students with Special Educational Needs

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

• All students have the ability to succeed
• Each student has his or her own unique patterns of learning
• Successful instructional practices are founded on evidence-based research, tempered by experience
• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
• Online teachers are the key educators for a student’s literacy and numeracy development
• Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
• Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs

✔ Extra time on tests and extended deadlines for major assessments ✔ Complete tasks or present information in ways that cater to individual learning styles ✔ Variety of teaching and learning strategies ✔ Scaffolding ✔ Break down (chunk) assignments ✔ Computer for assessments and exams ✔ Formula sheets, memory aids ✔ oral and written instructions ✔ Cue cards during instruction and Assessments ✔ Graphic organizers

✔ Specific strategies to enhance recall ✔ Non-verbal cues and reminders to remain focused ✔ Oral testing ✔ Allow for sufficient response time ✔ Experiential learning experiences so that students can make connections between curriculum and real world examples ✔ Conferencing ✔ Prompting students through lessons and assessments ✔ Refocusing strategies ✔ Periodic breaks

Planning the Program for Students with English as a Second Language

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
✔ Body language and non-verbal communication ✔ Model expectations ✔ Subject-specific dictionary ✔ Cooperative learning ✔ Concrete examples and materials ✔ Avoid idioms ✔ Bilingual Dictionaries ✔ Buddy system ✔ Peer tutors ✔ Allow sufficient response time ✔ Graphic organizers ✔ Scaffolding ✔ Story maps	✔ Conferencing ✔ Pre-writing strategies ✔ Literature circle ✔ Journal ✔ Previewing course readings / texts ✔ Materials that reflect cultural diversity ✔ Free voluntary reading ✔ Guided Reading ✔ Guided Writing ✔ Think Aloud ✔ Whole-Class Response ✔ Editing checklist

Supporting First Nations, Métis and Inuit Students

Kanata Academy will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario. Kanata Academy will:

• increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
• continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
• increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
• provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
• provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
• provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
• develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
• implement targeted learning strategies for effective oral communication and mastery of reading and writing
• implement strategies for developing critical and creative thinking
• provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
• provide a supportive and safe environment for all First Nation, Métis, and Inuit students

The Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
Websites Online libraries Archives Public records YouTube Curriculum Digital Resources Widgets Online Graphing Calculator	Cell phones iPads DVDs Digital Camera Edsby G Suite Office 365 Gizmos Labster Gradeslam Mathspace Mathletics Screencastify

Environmental Education Connections

Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through the learning context (e.g., problems and examples related to environmental issues such as climate change, habitat destruction, population growth, energy conservation, and waste management).
Students will be encouraged to explore a range of environmental concerns using issue-based analysis and some of the following strategies:

• Community Connections
• Simulation
• Problem Solving
• Cooperative Learning

Healthy Relationships in the learning Environment

At Kanata Academy , every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating positive relationships between students and between the teacher and their students. The teacher will use the following strategies:

• Using inclusive language during instruction
• Developing a learning environment where all students feel safe
• Promotion of diversity and inclusivity in the classroom
• Getting students involved within their school community
• Making community connections
• Peer Reflection
• Group discussions

Equity and Inclusive Education in the Learning Environment

At Kanata Academy we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and, unfortunately, in our schools. At Kanata Academy we address the needs of a rapidly changing and increasingly complex society by ensuring that our policies evolve with changing societal needs.

Kanata Academy will:

• create and support a positive safe online learning climate that fosters and promotes equity, inclusive education, diversity
• develop and implement an equity and inclusive education policy
• will share effective practices and resources and promote and participate in collaborative learning opportunities
• seek out community partners to support school efforts by providing resources and professional learning opportunities

Ethics in the Learning Environment

At Kanata Academy teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.

The following strategies will be used to develop students’ understanding of ethics:

• Making community connections
• Model ethical behavior
• Inclusive practice
• Foster positive relationships with others

Financial Literacy Connections

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills.

Strategies that will be used will include:

• Community connections
• Simulation
• Problem Solving
• Inquiry-based learning
• Cross-curricular connections
• Critical literacy skills
• Setting financial goals
• Developing intra-personal skills

Literacy, Mathematical Literacy, and Inquiry Skills

At Kanata Academy it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Kanata Academy :

• Extract information
• Analyze various types of digital representations, including graphs, charts, diagrams, etc.
• Use appropriate and correct terminology, including that related to the concepts of disciplinary thinking
• Making community connections
• Peer reflecting
• Simulation
• Problem solving
• Cross-curricular connections
• Foster use of proper terminology
• Inquiry and research skills
• Helps students to develop a language for literacy, inquiry and numeracy skills
• Assist students with developing communication skills in areas of literacy, inquiry and numeracy

Cooperative Education

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.

Experiential Learning

Central to the philosophy at Kanata Academy is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.

Health and Safety in the Learning Environment

As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants - at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.

The Role of the School Library

Although Kanata Academy does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:

• ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
• Provide learning environment and online school-wide opportunities for this learning; and;
• Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
• Use the four-step inquiry process linked to the four areas of learning

Knowing yourself - Who am I ?

Exploring opportunities - What are my opportunities?

Making decisions and setting goals - Who do I want to become?

Achieving goals and making transitions - What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.