Sample 4: Family Studies 12

Topic: Independent Living

Prescribed Learning Outcomes:

Needs and Wants of Individuals and Families

It is expected that students will:

• design and evaluate living spaces that meet housing needs throughout life

It is expected that students will:

• propose responsible action plans for caring for and nurturing self and others

It is expected that students will:

• compare and evaluate various financial practices and how they affect family resource management

Overview

In this unit on Independent Living, students considered needs, wants, and resource management for a variety of family groups (e.g., newly married, divorced, families with children). Evaluation was based on a portfolio of assignments that included:

• analysis of personal values and goals (for self or fictional character)
• five to ten key points concerning landlord tenant rights and responsibilities
• list of basic furnishings
• family financial plan

Planning for Assessment and Evaluation

• To introduce the unit, the teacher administered a pretest that assessed students' knowledge about the financial costs and emotional effects of living in various family groupings. Students discussed their answers. This discussion served as a springboard for future activities around family financial plans.
• The teacher explained that the assignments they completed throughout the unit would be compiled in portfolios and assessed at the end of the unit. Each student received a copy of the rating scale and attached it inside the front cover of her or his portfolio for easy reference. As students worked on various assignments for the portfolio, the teacher provided feedback and assistance as needed.
• The teacher explained that the portfolios would be based on the needs, wants, and resource management of a real or fictitious family. Some students completed the assignments as themselves; others created fictional identities that they used for all the assignments described here.
• Students were asked to analyse their personal values and goals in terms of future lifestyles and financial requirements. They included descriptions of educational and careerplans and discussed rights and responsibilities of citizens. This work became the first item in their portfolios.
• Students worked with a variety of resources, including newspaper advertisements and job bulletins, to estimate their gross incomes after leaving school. They used information about payroll deductions to determine their net income. This became the basis for their family financial plans.
• Students brainstormed different types of housing. Each researched two possible housing options and evaluated their advantages and disadvantages in terms of the needs and financial situations of a particular family grouping.
• Using the Residential Tenancy Act, students analysed a variety of case studies that illustrated the rights and responsibilities of landlords and tenants. Each student made a list of five to ten key points about landlord-tenant rights and responsibilities to include as the second entry in their portfolios.
• Students listed the basic furnishings they would require and the various ways to acquire the items. This list became the third entry in their portfolios. Students then visited new- and second-hand-furniture stores and consulted advertisements and catalogues to cost the items on their lists. The total cost was used to calculate their family financial plans.
• The teacher reviewed the importance of eating well. Students compiled a set of meal plans for one week and developed grocery lists that included all items to be purchased. Students went to a grocery store and calculated the cost of food items. This information was used by students to calculate an approximate cost for food in their family financial plans.
• Other activities included:
  • listening to a guest speaker from a major banking institution
  • investigating various forms of transportation
  • completing an inventory of clothing needs and wants
  • outlining the costs of leisure activities
  • identifying and costing items required for household maintenance
  • investigating the role and cost of further education in their lives
• Students used the information about the income and expenses they had investigated to create monthly family financial plans as the final entry in their portfolios. Their plans included brief justifications for each major decision.
• The class reviewed the rating scale and criteria for portfolios to ensure that the requirements and expectations were clear to all.

Defining the Criteria

The teacher reviewed the learning outcomes for these activities and explained the requirements of each task to students. The teacher and students decided that the following key criteria should be demonstrated in the assigned tasks.

Portfolio of Assignments

• all required assignments are included and complete:
  • analysis of personal values and goals (for self or fictional character)
  • five to ten key points concerning landlord-tenant rights and responsibilities
  • list of basic furnishings
  • family financial plan
• responses to questions are detailed and thoughtful
• family financial plan is realistic and comprehensive
• logical rationale for all expenses is included
• necessary calculations are accurate and based on appropriate assumptions
• accurate and relevant information gathered in other assignments is reflected in the family financial plan
• material is clearly organized and presented

Assessing and Evaluating Student Performance

The teacher used a rating scale to assess the portfolios. Each student also used the scale for self-assessment and included a self-rating in her or his portfolio.

Rating	Criteria
A	Insightful. All assignments are complete, thorough, and varied; some show outstanding insight or depth. The work is unique in some way. Material is thoughtful, realistic, and logical. Shows a relatively sophisticated understanding of key issues and topics in independent living. All information is presented in a professional manner. Final family financial plan is precise, detailed, and accompanied by a thoughtful rationale for all expenses.
B	Thorough. All required assignments are included; most are thorough and detailed. There is evidence of thoughtful responses, with explanations and rationales for many of the decisions and choices. Information is presented clearly and is easy to follow. Final family financial plan is complete and appropriately based on the information gathered in the other independent living assignments.
C	Competent. Most assignments are completed, but many responses are relatively brief, with little or no explanation or elaboration. Tends to rely on presenting information rather than offering analysis or insight. Presentation may be somewhat disorganized. Final family financial plan reflects some of the information gathered from other assignments, but may be unrealistic, lack detail, or omit explanations.
C-	Inconsistent. Some assignments are appropriate and detailed; others are extremely brief and may be inappropriate or irrelevant. Presentation may be confusing and difficult to follow in places. Final family financial plan may be based on faulty assumptions or inaccurate calculations. Often presents little rationale for expenses.
I/F	Criteria are not demonstrated. Assignments are incomplete, inappropriate, and/or extremely brief.

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