HHG4M COURSE OUTLINE

Course Title: Human Growth and Development Throughout the Lifespan

Grade: 12

Ministry Course Code: HHG4M

Course Type: University/College

Credit Value: 1.00

Course Hours: 110

Department: Social Sciences and Humanities

Revision Date: N/A

Policy Document: The Ontario Curriculum, Grades 9 to 12, 2007

Domestic Student Price: $550
International Student Price: $799

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COURSE DESCRIPTION

HHG4M offers a multidisciplinary approach to the study of human development throughout the life cycle. In this course, students will examine how early brain and childhood development are linked to lifelong learning, health, and well-being. They will develop child-care and human-relationship skills through lessons and activities with practical applications.

OVERALL EXPECTATIONS

B1. Theoretical Perspectives: demonstrate an understanding of a variety of theoretical perspectives on human development;

B2. Risk and Resilience: demonstrate an understanding of threats to healthy development throughout the lifespan and of a variety of protective factors that can increase an individual’s resilience and reduce the impact of these threats.

C1. Physical Development and Brain Physiology: demonstrate an understanding of physical development, including brain physiology and development, throughout the lifespan;

C2. Sensory and Motor Development: demonstrate an understanding of sensory and motor development at different stages of the lifespan;

C3. Factors Affecting Physical Development: demonstrate an understanding of contextual factors that can affect physical development, particularly brain development, throughout the lifespan and of the effects of these factors.

D1. Cognitive Development: demonstrate an understanding of theories of cognitive development and of changes in aspects of cognitive development throughout the lifespan;

D2. Language Acquisition and Development: explain the processes and physiological foundations of language acquisition and development throughout the lifespan;

D3. Intelligence: demonstrate an understanding of issues related to defining, measuring, and developing intelligence;

D4. Factors Affecting Cognitive Development and Language Use: analyse the effects of contextual factors on cognitive development and language use throughout the lifespan.

E1. Social-Emotional Development: demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development;

E2. Personality and Identity: demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan;

E3. Factors Affecting Social-Emotional Development: demonstrate an understanding of how factors affect social-emotional development, with an emphasis on the process of socialization.

OUTLINE OF COURSE CONTENT

TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

Growing Success describes the three assessment types as follows:

Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.
Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

EVALUATION SCHEME

A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.

The final grade will be determined as follows:

Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.