This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources
It is expected that students will:
To view the prescribed learning outcomes for Personal Development (Family Life Education) in other grades click on an icon below.
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Note: See the information in the Introduction regarding parental involvement and sensitive content.
Take students on an imaginary trip around the world. Have them research family groupings in each culture visited and ask them to represent what they learn in posters, reports, or oral presentations.
Ask students to draw pictures of people engaged in occupations such as kindergarten teacher, construction worker, basketball player, or pop singer. Then ask: How many drew a male kindergarten teacher? A female construction worker? A basketball player in a wheelchair? An Asian pop singer? Discuss stereotypes.
Challenge students to examine advertisements on television or in teen magazines and analyse the stereotypes they observe. Lead a discussion about the messages being conveyed and how these might affect students’ self-concepts.
Present a video or invite guest speakers from the health community to review the physical, social, and emotional changes that take place during puberty. Focus on how the various changes relate to reproduction.
Have students use library, community, or Internet resources to find information about a particular aspect of their physical, emotional, or social development. Ask them to share information in small groups and evaluate its usefulness. Also ask students to consider how reliable their friends might be as sources of information on these topics. In a large group, you might compare small-group findings and discuss any divergence or inconsistencies. Make yourself a source of information as well by providing opportunities for students to submit anonymous questions.
- Two things about family groupings that you have learned from this presentation are ––––––––––––– .
- I would like to know what you think about the way I –––––––––––––– .
- I would like you to offer advice or suggestions about –––––––––––––– .
- An important thing I learned about stereotyping was –––––––––––––– .
- One thing that surprised me was –––––––––––––– .
- I think this was a worthwhile (not a worthwhile) topic because –––––––––––––– .
- My definition of stereotyping is –––––––––––––– .
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All Rights Reserved. Curriculum Branch.Revised:November 24, 1999
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