Course Description For HIF1O Grade 9 Individual and Family Living Online Course
This course explores common challenges faced by both individuals and families: how to meet basic needs, how to relate to others, how to manage resources, and how to become responsible members of society. Throughout this course, students will explore the diverse ways various families function within society as they learn to develop the interpersonal, decision-making and practical everyday skills necessary to transition into adulthood.
Summary Of Units And Timelines For Grade 9 Individual and Family Living HIF1O
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the HIF1O course profile.
|Unit Order||Unit Name||Suggested Time|
|Unit 1||Introduction||5 Hours|
|Unit 2||Achieving Potential||20 Hours|
|Unit 3||Relating to Others||23 Hours|
|Mid Semester Point|
|Unit 4||Living in Families Today||20 Hours|
|Unit 5||Managing Family Resources||20 Hours|
|Unit 6||Caring for Individuals and Families||20 Hours|
|Unit 7||Summarizing Lifestyle Options||2 Hours|
Fundamental Concepts Covered in Grade 9 Online Course
The 9/10 open preparation course Individual and Family Learning in Canada provides excellent preparation for success in social science-related programs at the open level.
Students of Individual and Family Learning in Canada develop their understanding of family dynamics and strategies using a familial and individualistic approach while reviewing concepts such as those pertaining to the self, development, as well as family management skills. This course further refines students’ abilities to use a compassionate lense in understanding families through an objective as well as a subjective approach while abstractly interpreting concepts which are crucial today.
In the social sciences and humanities curriculum, family studies are a multidisciplinary subject area that encompasses four areas: fashion and housing; food and nutrition; general family studies; and raising and caring for children. The topics covered in these areas include, among others: textile production; the functions and design of clothing; the fashion industry; issues related to housing; interior design; the role of nutrition in health; the relationship between food and culture; human and family interactions and development; life management skills; various types of relationships; and considerations related to raising and caring for children. In family studies courses, students learn about laws and policies that affect individuals and families in Canada and around the world. They also become familiar with the theoretical perspectives and practical research that underpin our understandings of individual and family development. Family studies courses also integrate theory and practical skills. Many expectations can be achieved through practical experiences both in the classroom and in co-op placements, some of which may be affiliated with Specialist High Skills Majors programs. All courses in family studies encourage students to develop critical and creative thinking skills. Students are given opportunities to deepen their understanding of relevant issues and to develop practical skills, including research and inquiry skills. Students are encouraged to explore a range of perspectives and approaches and to develop the habits of mind that enhance individual, family, and community well-being and contribute to lifelong learning.
Teaching and Learning Strategies in an Online School
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
Assessment & Evaluation
As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:
- Address both what students learn and how well they learn
- Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
- Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
- Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
- Are fair to all students
- Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
- Accommodate the needs of students who are learning the language of instruction
- Ensure that each student is given clear directions for improvement
- Promote students’ ability to assess their own learning and to set specific goals
- Include the use of samples of students’ work that provide evidence of their achievement
- Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.
The achievement chart for mathematics outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- Seventy percent of the grade will be based on evaluations 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 of the grade will be based on a final evaluation and administered towards the end of the course.
Accommodations for students with an IEP in an online high school
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
- Adjustment and or extension of time required to complete assignments or summative tasks
- Providing alternative assignments or summative tasks
- Use of scribes and/or other assistive technologies
- Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.
Ontario Secondary School Diploma (OSSD) Requirements for all course.
Frequently Asked Questions
What is HIF1O?
HIF1O is a Grade 9 Individual and Family Living course at an open level.
What are 1O courses?
1O refers to the Grade level of the courses and the pathway. 1 means it is a grade 9 course and O means it is an open level course.
What is the prerequisite course for HIF1O?
How long does it take to complete the HIF1O online course?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.