Grade 11 and 12 - Personal Development (Child Abuse Prevention)

It is expected that students will:

To view the prescribed learning outcomes for Personal Development (Child Abuse Prevention) in other grades click on an icon below.

ALERT: When dealing with topics related to abuse, teachers should be aware of district policies regarding any disclosures that might occur.

Ask students to complete sentence stems that focus on topics such as sexual abuse, family violence, and dating violence. For example:
- Victims of abuse often keep it secret because __________.
- The toughest thing about breaking the silence related to abuse is __________.
Follow up by presenting factual information by means of videos or direct instruction.
Use a true-or-false checklist to identify students' knowledge of myths and realities related to abuse, harassment, and exploitation in the workplace. Discuss the answers with the whole class to dispel the myths. Outline appropriate procedures for students to follow if they experience harassment in the workplace.
Invite a transition-house worker, police officer, or counsellor to discuss with students the personal and community impact of abusive situations.
Have students create web charts to identify various effects that being in an abusive relationship might have on a victim's life (e.g., work, relations with friends and family, self-esteem, eating and sleeping patterns).
Invite students to research what various organizations or agencies (e.g., police, schools, government, transition houses, the Red Cross, unions, the Employment Standards Branch) are doing to help prevent or mitigate abuse.
Have students research the development of Canadian human rights laws, especially those relating to children and women. Ask them to debate the importance of legislature and politics in determining the status of societal members.

When students create web charts to identify the effects on a victim's life of being in an abusive situation, look for evidence that they are able to:
- recognize the potential impact of abuse on relationships with friends and family; at work and school; on mental well-being and physical health; on leisure activities
- show logical connections between the abuse and its effects on the individual
- include details and examples to clarify their ideas
Following a video presentation or a guest presentation, have students complete statements such as:
- Three key things I learned are __________.
- One thing that surprised me was __________.
- One thing I'd like to learn more about is __________.
- One thing that isn't clear to me is __________.
Work with students to develop criteria and a rating scale to evaluate their research presentations on what various organizations and agencies are doing to prevent or mitigate abuse. Criteria might include:
- clearly defines issue in terms of emotional, physical, or sexual abuse
- is based on detailed and accurate information from a variety of current and credible sources
- accurately outlines the current stance, role, and responsibilities of the organization or agency
- includes relevant, detailed, and accurate information about current and proposed actions
- assesses the current and potential impact of the organization's or agency's actions and advocacy
- is clearly presented in the student's own words (showing understanding)

Revised: January 25, 1999