Language Arts - Grade 9 by zwr20782

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									Language Arts:


The Language Arts Program is based on the texts ResourceLines, SightLines
Passages, and Romeo and Juliet. In addition, students will study two novels in-
depth and a broad range of novels/books for independent reading. Students are
encouraged to read at least a novel a month.

Term 1

A.    In addition to those objectives met in Grade 7 and 8 these objectives
      will be met through the literature component and will be tested:
       To develop critical reading and viewing skills through exposure to a
          variety of literature selections and media texts
       To show an understanding of the basic elements of non-fiction
       To define, identify, and explain the uses of first-person and third-
          person narrators in fiction; to explain the characteristics of these two
          kinds of narrators
       To identify and explain the point of view and perspective of the
       To identify and explain informal and formal styles
       To identify and explain inductive, deductive and faulty reasoning styles
       To define, identify and explain the use of irony in fiction
       To identify and distinguish between the various kinds of conflict facing
          characters and to write an explanation of those conflicts
       To understand the techniques of characterization
       To understand the different elements of theme in selections
       To define, identify, and explain figurative language (similes,
          metaphors, and personifications) in literary selections
       To identify and explain the elements of plot structure: exposition,
          complicating factor, rising action, climax, falling action, resolution,
       To identify and explain the use of the elements of suspense,
          foreshadowing, and flashback, surprise ending
       To identify and explain the different structures and purposes of the
          various genre in literature (essay, short story, drama, poetry, novel,
          journal, letter…)
       To identify and explain the components of the novel

B.    These objectives will be met and evaluated through the writing
       To discriminate between and write examples of narrative, descriptive,
         expository, argumentative, persuasive, biographical and auto-
         biographical writing
       To develop unity and coherence in written assignments
       To be aware of and avoid sentence fragments and run-on sentences in
         written assignments
       To identify poetic, transactional and expressive writing
       To use figurative language in written assignments
       To write a research paper
       To identify and employ topic and thesis statements
       To identify, explain and employ methods of development in essays

C.    These objectives will be met through the remaining components of
      the language arts program:
       To use a journal for a variety of 'responding' to writing and representing
       To prepare and deliver short oral presentations
       To read and respond to text in a variety of ways
       To cooperate and work effectively in collaborative and group settings
       To prepare and deliver short oral presentations
         To read and respond to text in a variety of ways
         To cooperate and work effectively in collaborative and group setting
         To attend to the oral reading of selections and to retain key information

Term 2

A.    These additional objectives will be met through the literature
      component and will be tested:
       To explain the characteristics of a short story
       To identify and explain the basic elements of fiction
       To understand and identify with the conflicts faced by the characters in
         Romeo and Juliet
       To understand Shakespeare's use of literary devices
       To understand the theme of fate and free will in relation to Romeo and
       To understand the literary concept of tragedy
       To understand the characteristics of a Shakespearean play
       To recognize satire

B.    These additional objectives will be met through the writing
       To write a multi-paragraph essay that has unity and coherence
       To use figurative language in written assignments
       To prepare a 3-5 minute persuasive speech using the writing process

C.    These additional objectives will be met through the remaining
      components of the language arts program:
       To prepare and present a project on Romeo and Juliet
       To deliver a 3-5 minute persuasive speech

Writing and Representing Outcomes:                                         25%
This may include assignments such as:            Expressive (Journal Writing),
Transactional (expository paragraphs, letters) and creative writing (poetry, short
stories, posters, advertisements)

Research Outcome Weight:                                            10%
The research process is compulsory for all students of Intermediate English
Language Arts. A formal paper is required for ALL Grade 9 students.

Speaking and Listening Outcomes:                                             15%
This may include assignments such as: interviewing, small group participation,
formal oral presentations/debates, appreciative and critical listening, read alouds,
role play and drama.

Shakespearean Study:                                                        10%

Reading and Viewing Outcomes:                                      20%
Includes wide independent reading and viewing of short selections, videos,
independently-read novels (3) and in-depth novel study (2)

Demand Assessments may constitute up to 15% of the student‟s grade.

Final Exam:                                                               20%
During years in which there is a Grade 9 Provincial Assessment, it will constitute
the 20%.

Unit One - Numeracy

Unit Two - Powers and Roots

Unit Three - Relations

Unit Four - The Line

Unit Five - Congruence and Similarity

Unit Six - Equations and Inequalities

Unit Seven - Polynomials

Unit Eight - Data Management and Probability

Unit Nine - Measurement

Unit Ten – Transformations

Evaluation Guidelines

A.    Performance Assessment

      Bulletin Board Project                    10%
      Assignments                               10%
      Journals                                  10%
      Homework Review Project                   10%

B.    Tests

      Tests                                     30%
      Quizzes                                   10%

C.    Cumulative Final Examination

      CRT                                       20%

Social Studies:
Text - Atlantic Canada in a Global Community

This is a relatively new course that allows the student to examine and reflect
upon major issues that affect them as individuals, Atlantic Canadians and global
citizens. The course is multi-disciplinary including geography, history, political
science, sociology, anthropology, folklore, economics and technology. The
course is divided into five major themes:

Unit One: Physical Setting - includes map work, environmental studies,
weather and settlement patterns.

Unit Two: Culture - examines the diverse cultural, ethnic, and historical
backgrounds of those who live here.

Unit Three: Economics - examines the electronic challenges we face, the
Atlantic economy, and economic outlook.
Unit Four: Technology - explores the role of technology in the past, the present,
and the future.

Unit Five: Interdependence - examines our views of the world and our global
connections. Each of these units allows the student to develop a personal
viewpoint and then expand their vision to a regional and global level. Students
are required throughout this course to acquire basic information (know), use
information in selected situations (apply), and critically and reflectively process
information (integrate). This course is designed to allow for the use of current
events, computers and other technologies, as well as a great deal of resource
based learning. The text also has many special features to make student
learning more enjoyable. These include: student focused chapter openers, “Did
You Know….?” sidebars. Focus on an Issue, Case Studies, Career Focus,
explorations and many colorful maps, graphs and diagrams.


In-class Assignments             30%
Projects (One per term)          20%
Tests                            30%
Final Exam                       20%

Total                            100%


I.       Course Outline

          Science 7                      Science 8                 Science 9
          Lab Safety                     Lab Safety                Lab Safety

Unit 1:Interactions Within        U nit 1: Water Systems     Unit 1: Water Quality
       Unit 2: Heat                     Unit 2: Optics          Unit 2: Chemical
Unit 3: Mixtures and Solutions          Unit 3: Fluids          Unit 3: Electricity

Unit 4: The Earth's Crust         Unit 4: Cells, Tissues,     Unit 4: Heat Transfer
                                  Organs and Systems
                                                            Unit 5: Diversity of Living

      Science Project and          Science Project and      Science Fair Project and
         Presentation                 Presentation               Presentation
       (PEGNL Bridge)                  (Invention)               (Experiment)

II.      Evaluation:

         Grade 9

         Tests                                                   25%
         Quizzes                                                 5%
         Labs/Assignments                                        20%
         Binder (Vocab/Student Work/Homework/Journal)             5%
         Science Research Paper                                  10%
         Science Fair Experimental Project                       10%
         Scientific Presentation                                  5%
         Final Exam                                              20%
Early/Late French Immersion:
The Immersion Programs (early and late) are divided into four units of study.
Units A and B are completed during Term One (September to January) and Units
C and D are completed during Term 2 (February to June).

Early French Immersion General Course Outline:

                                  Grades 7, 8 and 9
Study of four types of literary discourse:
- persuasive and informative (Term 1)
- expressive and poetic/adventure story (Term 2)
Analysis and comprehension of selected texts
Extensive grammar component
Novel study unit – one per term
Journal writing
Development of speaking skills

Texts:        Grade 7      -      Au fil des mots Magazine: Ça Va
              Grade 8      -      Libre expression Magazine: Ça Va
              Grade 9      -      Messages et discours Magazine: Chez Nous


              Oral Comprehension               15%
              Oral Production                  15%
              Written Comprehension            20%
              Written Production               30%
              Final Exam                       20%

Late French Immersion General Course Outline:

Grade 7                             Grade 8                     Grade 9
Communication activities    Communication activities   Study of four types of
(speaking and listening)    (speaking and listening)   literary        discourse;
                                                       expressive            and
                                                       persuasive (Term 1);
                                                       Informative and poetic
                                                       (Term 2)
Comprehension of            Comprehension of           Analysis and compre-
Various texts               Various texts              hension of selected texts
In-depth grammar study      In-depth grammar study     Extensive grammar
Vocabulary development      Vocabulary development     Novel study unit – one
                                                       Per term
Journal writing      Journal writing                   Journal writing
Novel Study – Term 2 Novel study unit – one            Development of speaking
only                 per term                          skills

Texts:        Grade 7      (i)    Magazine: Bonjour
              Grade 8      (i)    Magazine: Ça va
              Grade 9      (i)    Messages et discours
                                  Magazine: Chez nous

              Tests                       25%            Participation       10%
              Assignments/projects        30%            Final exam          20%
              Quizzes                     15%

Policy: Use of On-line Translators
Should students choose to use an on-line translator to complete their work in
French, they will lose 10% from the assignment mark and will be required to redo
the assignment using their own French language skills.

Core French:

The Intermediate Core French Program develops all four language skills areas:
listening, speaking, reading and writing. The major emphasis is on the
development of communications skills.

The content of the program is broken down into four areas: themes, language
functions, culture and general language education.

The program being used at Mount Pearl Intermediate is Communi-Quête 1, 2
and 3. There is a text and workbook for each unit at each grade level.
Communi-Quête 1 is used for Grade 7, Communi-Quête 2 is used in Grade 8
and Communi-Quête 3 is used in Grade 9.


        Grade 7                    Grade 8                         Grade 9
Unité A: Mosaïque-        Unité A: En route vers la       Unité A: Mission: Survie
Multiple Intelligences    Francophonie –                  - Survivor
                          Francophone World

Unité B: Le grand         Unité B: À l‟action - Sports    Unité B: Studio créateur
voyage – Travel                                           – Personal Expression
Unité C:                  Unité C: Le monde               Unité C: Et maintenant,
Entrepreneurs en          mystérieux de la science –      passons aux nouvelles –
herbe! - Food             Science Experiments Unité       Media
Unité D: La guerre        Unité D: Rétro-Monde –          Unité D: Bombes météo
aux déchets – Science     Pop Culture                     – Weather Bombs

Unité E: Phénomènes       Unité E: Faisons une
canadiens – Canadian      différence! - Volunteering

Tentative Timeline:

Grade                    September - January                    February – June

   7                        Units A,B                              Units C, D,E
   8                        Units A,B                              Units C, D,E
   9                        Units A,B                              Units C,D


Oral Comprehension          30%
Oral Production             20%
Written Comprehension          15%
Written Production             15%
Final exam                     20%
Total                         100%

Policy: Use of On-Line Translators
Should students choose to use an on-line translator to complete their work in
French, they will lose 10% from the assignment mark and will be required to redo
the assignment using their own French language skills.

Physical Education:

Course Structure

Student participation in a strong physical education curriculum is one of the key
ways that overall wellness and positive attitudes towards physical activity and active
living can be fostered and developed throughout life. The adolescence years are
critical to developing attitudes, habits, strong bones, high fitness levels, body
awareness and various skills for a person‟s future years.
The Intermediate Physical Education Curriculum has been developed to meet
the needs and interests of adolescent students and intermediate teachers. The
intermediate physical education program extends the range of skills and knowledge
acquired in the primary and elementary programs and facilitates transition to the
more self-directed activities of high school. It builds upon the movement concept
knowledge (Nichols, 1994) provided in the primary and elementary programs and
provides opportunity for personal achievement through group and individual

Key Features of the Intermediate Physical Education Curriculum include
    Provides opportunities for students to develop personal wellness, and
      personal movement skills that contribute to an active lifestyle throughout life.
    Provides opportunities to participate in a variety of activities
    Use of the levels of responsibility as described by Hellison (2003).
    Incorporates the three dimensions of movement:
         o Moving and Doing (Psychomotor)
         o Understanding and Applying (Cognitive)
         o Cooperation and Responsibility (Affective)

Teachers are directed to incorporate Hellison’s Levels of Responsibility into
their practice while teaching physical education. Students and schools where
students are encouraged and taught to assume greater amounts of responsibility for
their actions, behaviour and learning, demonstrate much success in their learning.

Hellison’s Levels of Responsibility

Level I          (Respect)
Level II         (Participation)
Level III        (Self-direction)
Level IV         (Caring)
Level V          (Transfer of Responsibility),

The intermediate program is designed around six themes; the yearly plan for each
grade must cover ALL six themes. Since activities from each of the themes must
be chosen at each grade level, a wide variety and balance of activities are provided.
A quality program will incorporate as many activities as possible to allow the
students a full and enriching experience.

            Activities                      Minimum                      Maximum
            Alternative                 ½ unit = 4 classes           2 units = 16 classes
       Court and Field                ½ unit = 4 classes             2.5 units = 20 classes
          Fitness                     ½ unit = 4 classes              2 units = 16 classes
        Leadership                    ½ unit = 4 classes              2 units = 16 classes
          Outdoor                     ½ unit = 4 classes              2 units = 16 classes
         Rhythmic                     ½ unit = 4 classes              2 units = 16 classes

* Teachers must address all 33 KSCO's by the end of grade 9.
* The themes and movement concepts are the vehicles through which the outcomes
are met.
* All six themes must be covered at each grade level each year

Note that full evaluative criteria is detailed in the Intermediate Physical Education
Curriculum Guide

Guiding Principles:
The Physical Education Evaluation Framework (Gr. 7 – Level III) and the
Newfoundland and Labrador Physical Education Assessment Tool (K – Level III)
form the basis for student assessment and evaluation in physical education.

A Students Evaluation reflects the extent to which curricular outcomes have been
attained. Student evaluation will be based on active engagement in various activities
and experiences.

Each student who participates in Physical Education brings different experiences,
skill sets, strengths, leadership and followership. A student‟s evaluation is personal
and specific to the individual; every student has the opportunity for personal success
in physical education.

Evaluation Breakdown

Students‟ evaluation includes the three domains of movement

      Moving & Doing                               50% (25% for health/fitness)
      Understanding & Applying                     25%
      Cooperation and Responsibility               25%
All three (3) domains of movement (Moving & Doing, Understanding & Applying and
Cooperation & Responsibility) are evaluated through participation in activities,
games and various movement experiences, either individually or with fellow

Moving & Doing - 50% (25% dedicated to health/fitness)
Psychomotor curriculum outcomes (Moving and Doing) form the core elements of a
student‟s evaluation. It is the actual active engagement in activities that is the main
determinant of a student‟s success and the focus of this evaluative criterion.

Defining criteria for the Moving and Doing component include:
      Participates in a variety of activities
      Applies body mechanics in movement activities
      Engages in movement, motor and athletic skill development activities
      Engages in personal fitness activities
          o works to remain physically active
          o works on his/her health related fitness (cardiovascular, flexibility,
               muscular strength and endurance)
          o works on his/her skill related fitness (agility, coordination, balance,
               speed, power, reaction time)
Notes on Fitness:
      Criteria include students‟ demonstration of personal fitness, participation in a
       variety of “Fitness Pursuits”, personal goal setting and understanding of fitness
      Fitness is something that weaves throughout all activities. An actual fitness unit
       or series of classes would also form the basis of this component of the
      A key indicator of a student‟s level of engagement and intensity during an
       activity or appraisal is the student working within their optimal health zones.

Notes on Fitness Appraisals (tests)
    Fitness appraisals are one of many fitness activities or pursuits that may be
      chosen to fulfill the fitness requirements of the curriculum.
      Fitness appraisals, if chosen as an activity in the curriculum, should be done
       with the utmost care and sensitivity.
      The level of fitness (or score) students have achieved or gained in any
       particular fitness appraisal is not to be the determining factor or criteria for
       their evaluation.

Fitness appraisal results or scores are not to be used to provide actual ‘marks’
or grades to students. How well a student actually performs or „scores‟ on an
appraisal is NOT to be used in providing a grade in the course.

Understanding & Applying - 25%
Cognitive curriculum outcomes, the Understanding and Applying of what is learned
about movement in a variety of activities, games and pursuits are the focus of this
evaluative criterion. Information will be primarily obtained while students are
engaged in activity and movement experiences.
Defining criteria for the Understanding and Applying component include:
    Understands and has the ability to pose and solve movement challenges
    Understands and applies game and movement concepts
    Understands and applies group dynamics and concepts of fair play
    Understands the application and impact of a lifelong active healthy lifestyle

Cooperation & Responsibility - 25%
Affective curriculum outcomes, the personal and social Cooperation and
Responsibility behaviours demonstrated by students, are key components of
physical education and the focus of this evaluative criterion. Information will be
primarily obtained while students are engaged in activity and movement

Defining criteria for the Cooperation and Responsibility component include:
    Demonstrates cooperative and socially responsible behaviors
    Demonstrates personal responsibility
    Demonstrates leadership and group dynamic skills
    Demonstrates and applies an active healthy lifestyle

Religious Education:
Text – My Place in the World

Program Description:

The Grade 9 Religious Education program is designed to provide guidance for
students seeking to answer the question of what role they have in the world. It
introduces students to ethics and ethical decision-making, and asks them to
consider the choices available to them about how to act and live in the world
among people who may or may not agree with them on important questions.

This year we will study the following topics:
       Chapter 1 …   What Are Ethics? What is Fair?
       Chapter 2 …   Social Justice and Me
       Chapter 3 …   Belonging and Me
       Chapter 4 …   Science and Religion: Friends or Enemies?
       Chapter 5 …   Faith and Responsibility in the Global Village


In-Class Work                             70%

       May include assignments, worksheets, portfolios

Project                                   30%

The Grade 9 Art Course is a 52-hour course with a major focus on studio art (art
making). Consequently, there is little in the way of written work/testing. The
course begins with a concentration on developing drawing skills and skills of
observation. Students work in a variety of art media including drawing, painting,
and sculpture. Even at the Grade 9 level, it can often be the first exposure to art
classes and to some art materials, and a large portion of class time must be
given to allow students to adequately familiarize themselves with the
characteristics of a particular medium, to develop proficiency in their use, and
finally to apply this experience to the creation of an art work. Students learn
some of the basic elements and principles of visual design, analyze them in
master works and then apply their knowledge to their own creations. Three
components of every art work must be considered:                           content
(expression/meaning), design (composition), and technique (materials and

Ultimately, it is our wish that students will develop their confidence and their
ability to express themselves visually, as well as develop their creativity and their
appreciation of the visual arts.

-      drawing
-      painting
-      sculpture


Student Projects (student involvement in the process, final product, etc).   40%

Portfolio/Journal/Sketchbook/Teacher Student Conferences                     30%

Written/Oral work (presentations, tests/quizzes, self-assessments,           30%
Research, etc).

Course Outline and Evaluation

The Grade Nine Music Programme is a Choral Programme in which students
learn to read, interpret and understand music through their study and
performances of different musical periods and traditions. Through the learning
and development of repertoire the understanding of musical concepts for these
young musicians will be enhanced.
This course is a continuation of both the Grade Seven Music Programme and the
co-curricular choral programme of the school in which many of the Grade Eight
students were actively involved.

This programme concentrates on the production of proper vocal technique and
sound production, theory from Preliminary Rudiments of Music, Royal
Conservatory of Music (Toronto), score reading and performance techniques.

Mount Pearl Intermediate has an active music department which has been
establishing wonderful music traditions for many years. Students interested in
any aspect of the school‟s musical life may become involved with the school
bands, the school choir, the Mount Pearl Show Choir, and smaller ensembles,
such as Trios, Quartets, or Triple Trios.

Students are given many performance opportunities:

          In-class performances
          Assemblies
          Lessons and Carols (this year marks our 24th Christmas Lessons and
          The annual Christmas Concert
          Ensemble Singing Performances
          The Mount Pearl Show Choir
          Etcetera 21
          Soundscapes (our annual Spring Concert)

Music Course Evaluation:

Components of Student Evaluation:

A.     Practical Assessment …………………………………………….60%

This category will assess students‟ ability to integrate theory and performance.
Students will be assessed on their generic performance skills (phrasing, style,
articulation, intonation, tone quality, expressive devices, interpretation skills, etc)
as well as specific performance skills particular to individual applied areas.

B.     Projects/Assignments/Tests ……………………………………40%

This category may include the following:               written theory assignments,
conferencing, checklists, self-assessments, portfolios, observations, research,
oral presentations, listening activities, journal writing, music composition, music
analysis, etc. Twenty marks of the forty will be devoted to music theory (written
and aural).


The transition from childhood to adolescence is noted for significant
developmental changes. The changes brought on by puberty are accompanied
by increased autonomy and this independence brings with it an increased
responsibility for managing ones own health. Management of personal
health requires a level of health literacy. “Health literacy generally refers to the
ability of individuals to access and use health information, to make appropriate
health decisions and maintain basic health.“ (Health Literacy in Canada: Initial
results from the International Adult Literacy and Skills Survey 2007. Ottawa:
2007, p.3). The revised health curriculum for the grade 9 student focuses on
providing students with the knowledge and skills to:

• promote physical, mental, reproductive and sexual health in their daily lives,
• assess the level of risk associated with any given behavior and the implications
for one‟s health now and in the future.

An integral skill in achieving health literacy is the ability to communicate in both
the written and oral form. However, 60% of adult Canadians (ages 16 and older)
lack the capacity to obtain, understand and act upon health information and
services and to make appropriate health decisions on their own, as reported in
the Health Literacy in Canada: Initial results from the International Adult Literacy
and Skills Survey 2007. It is also reported that Canadians use numerous health
information resources, with family doctors being the most frequently cited source
of information, followed closely by media, friends and family, books and the
internet.(Health Literacy in Canada: A Healthy Understanding 2008 Ottawa:
2008, p.7). Therefore, the ability to assess the reliability of the source of health
information is an important skill to have. The curriculum is organized around the
following components:

_ Climate Building and Communication
_ Self Concept
_ Human Sexuality
_ Interpersonal Relationships

Grade 9 Health is designed for 45 instructional hours. The percentage and hourly
breakdown is:

Unit 1: Climate Building and Communication (22%) 10 hours
Unit 2: Self Concept (22%) 10 hours
Unit 3: Human Sexuality (33%) 15 hours
Unit 4: Interpersonal Relationships (22%) 10 hours

Unit one, Climate Building and Communication, and unit four, Interpersonal
relationships, promote knowledge and skills of effective communication. Unit
three examines reproductive and sexual health matters while unit two assesses
the role of self-concept in decisions related to physical, mental, reproductive and
sexual health. The long term goal of this curriculum is to empower students to
make sound decisions throughout their lives - healthy ones based on reliable,
factual information. Through a variety of teaching and learning strategies
students will explore and challenge their own beliefs, values systems and those
of others in a comfortable, safe environment conducive to open discussion. As
we are sexual beings, youth will need to understand and come to terms with their
own sexuality and matters of sexual health while being aware of the continuum of
sexual orientation and what that means for the role we play in our relations with
others at home, in school and in the community. Adolescence may be
characterized for some as a time when they may have more questions than
answers. It is the goal of this curriculum guide to provide students with the
knowledge and skills to make decisions that promote optimum health.

Evaluation Plan

Unit 1: 20%
Unit 2: 20%
Unit 3: 40%
Unit 4: 20%

         Health 7                      Health 8                      Health 9
Unit 1: Wellness/Self         Unit 1: Wellness/Lifestyle   Unit 1: Climate-building
Concept                               Chapters 1-3                 Communication
Introduction/Chapter 1
Unit 2: Goals/Decision        Unit 2: Mental Health        Unit 2: Self-concept
Making/Chapter 2                      Chapter 4
Unit 3: Tobacco Chapter 10    Unit 3: Drugs                Unit 3: Human
                                      Chapter 11                   Sexuality
Unit 4: Human Sexuality       Unit 4: Alcohol              Unit 4: Relationships
        Chapter 13                   Chapter 12
                             Unit 5: Human Sexuality
                                     Chapter 15
                             Unit 6: Nutrition
                                     Chapter 7

Tentative Time-Line:

Grade      September – January        February – June          September - June
  7        Unit 1-4                  Unit 1-4                  Unit 1-4
  8        Unit 1-3                  Unit 4-6                  N/A
  9        Unit 1-2                  Unit 3-4                  N/A

Home Economics:
Course Outline and Evaluation

The Home Economics program is designed to provide students with a strong
foundation for understanding the depth and dimensions of the responsibilities
and challenges families face in meeting everyday needs for food, clothing,
shelter, and healthy relationships.

Students taking home economics at this grade level will have classes twice per
cycle for the full school year. The grade nine program will consist of two units.
The first unit to be covered is the Clothing and Textiles Module. This unit
focuses on clothing selection and care, clothing repair, and basic sewing
techniques for the construction of a simple project. The second unit studied will
be the Child Care Module. The Child Care Module aims to stimulate an interest
in children and an awareness of some of the issues and responsibilities related to
their well being. Early childhood will be a focus, with attention given to stages of
growth, physical care, discipline and guidance for young children, safety, toys,
and play.


Projects/folder       50%
Tests                 20%
Sewing Project        20%
Participation         10%

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