Prescribed Learning Outcomes
It is expected that students will:
- analyse the impact of personal behaviour choices on other family members
- evaluate community resources that help families meet their needs and wants
- design strategies to provide for family needs in crisis situations
- design and evaluate living spaces that meet housing needs throughout life
To view the prescribed learning outcomes for Family Studies - Needs and Wants of Individuals and Families in grade 11 click on an icon below.
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Suggested Instructional Strategies
The ability to address family needs and wants in various circumstances is an essential skill for family living. Students assess the factors that may affect family life. They learn to identify resources that support families and to develop strategies to cope with crisis situations.
- As a class, generate a list of personal behaviours that affect families (e.g., education and leisure pursuits, physical activity or inactivity, eating habits, religious practices, sexual activity, hobbies). Have students analyse the effects of these behaviours on individuals and families.
- Lead a class discussion about the influence of the family, peers, the media, and society on personal behaviours. Have students describe the effects of these personal behaviours on other family members.
- Lead a brainstorming session to identify the unique needs of refugee and immigrant families. Ask students to research community services that support these families and to share their findings with the class.
- Provide students with case studies describing crisis situations (e.g., divorce, death, job loss, extended illness, natural disaster, accident, house fire). Have students work in small groups to devise action plans for meeting family needs and wants during these situations. Ask them to share their plans.
- Have students identify a variety of ways to meet housing needs (e.g., apartments, houses, mobile homes). Present case studies describing various personal and family housing-need situations. Invite students to analyse each situation and propose an appropriate housing solution.
- Ask students to adapt a basic floor plan to accommodate different housing needs (e.g., for families with small children, people with limited mobility, home-based businesses). Have students defend their adaptations.
Suggested Assessment Strategies
- After students list personal behaviours that affect families, have them work individually or in pairs to analyse how the main character in a fictional family affects others by his or her behaviours. Students should:
- identify the behaviours that affect the family, giving specific examples
- for each behaviour choice, outline who it affects, note whether the effect is positive or negative, and explain
- Have students work in pairs or small groups to create Community Resources booklets by researching, listing, and evaluating resources in the community that help families meet their needs and wants. To provide opportunities for feedback from others, students might develop feedback sheets to focus suggestions and advice on:
- When groups create and present action plans for meeting family needs during crisis situations, note the extent to which they are able to:
- accurately identify essential functions
- accurately identify values that need to be considered
- clearly identify strategies to meet immediate needs
- describe how values may change in a crisis situation
- When students adapt a basic floor plan for a variety of housing situations, look for evidence that they are able to:
- make comprehensive lists of considerations and requirements for each situation
- set priorities
- suggest adaptations that meet the requirements
- consider practical requirements
- retain essential features (e.g., kitchen, bathroom)
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