AASD FAMILY AND CONSUMER SCIENCES CURRICULUM Introduction to Health Occupations (#6960) Description Students will identify the unique characteristics and skills needed by workers in each of the care areas: diagnostic, therapeutic, environmental, and informational. Students will assess personal attitudes, aptitudes, and abilities in order to develop appropriate career plans as well as experience health occupations firsthand as they job-shadow healthcare professionals in careers that interest them. Speakers will also be brought in from the community to share their work experiences in the health field. FVTC Advanced Standing Credit (pending approval) Credits.5 Prerequisites Textbooks/Resources Diversified Health Occupations. Simmers, Louise. Thomson/Delmar Learning. 2004. 6 th Edition. ISBN 10: 1401814565; ISBN 13: 9781401814564 Required Assessments District-wide standards-based assessment Board Approved July 2003 Revised June 2007 AASD Family and Consumer Sciences Goals for K-12 Students Become problem solvers. Learn skills in communication. Learn to achieve quality. Make connections with the community. Board approved June 2007/ Modified November 2013 Page 1
AASD Family and Consumer Sciences Standards for Students in Introduction to Health Occupations (#6960) I. Continuing Concerns of the Family II. Practical Reasoning III. Family Action IV. Personal and Social Responsibility A. Investigate the personal and social significance of the family in meeting family members needs. B. Describe several significant, broad, continuing concerns of the family. C. Explain why it is important to learn about continuing concerns of the family and examine the significance of family-related concerns. A. Analyze the parts of the practical reasoning process. Explain how each part works. B. Apply practical reasoning to a current family concern regarding work, career, home or community. C. Construct a model to show how the practical reasoning process works in a specific situation. A. Understand and use communicative actions within the family, home, workplace, and community. For example: Understand and demonstrate effective and ineffective communication. B. Understand and use reflective actions within the family, home, workplace, and community. For example: Identify different perspectives about common assumptions. C. Understand and use technical actions within the family, home, workplace, and community. For example: Demonstrate and compare types of technology used by families in the home, workplace, and community. A. Identify issues or concerns of the school, neighborhood, and community. B. Use practical reasoning to investigate community issues or concerns related to personal or social responsibility and identify possible courses of action. C. Evaluate alternative courses of action related to community issues by applying citizenship values. Board approved June 2007/ Modified November 2013 Page 2
AASD Family and Consumer Sciences Standards for Students in Introduction to Health Occupations (#6960) (continued) V. Work-of-the-Family A. Give examples that show the meaning and significance of family work. B. Summarize current understanding of family work goals and the relationships between family work and other social settings that affect the family. C. Describe how family work has changed over time and identify cultural similarities and differences. D. Describe factors and conditions that enhance and inhibit the individual, family, and society. E. Identify ways the family can nurture individual development. F. sources of information about human growth and development. VI. Careers VII. Consumerism A. the relationship between education, careers, and the job market. B. Define employability. C. Formulate short and long range career goals. A. Demonstrate the application of practical reasoning to consumer decisions. B. Develop critical awareness to identify and respond to consumer decisions. C. Recognize the relationship between wages, income, lifestyle, and goals. D. Identify and evaluate financial resources. E. Understand consumer risks, rights, and responsibilities. Board approved June 2007/ Modified November 2013 Page 3
Essential Learning Objectives Performance Indicators Classroom Assessments 1. Identify potential health careers. a. identifies various health related careers. b. compares and contrasts various health care agencies and services. c. examines trends in health care. d. shows awareness of the wide variety of occupations available in the health/medical occupations field. e. identifies the four service areas which encompass all health/medical occupations. f. investigates the HOSA (Health Occupations Student Association) Writing assignments Computer research Reflective writing Interviews Classroom presentations Historical research IV. Personal and Social Responsibility; VI. Careers 2. Evaluate potential health careers based upon interests and abilities. a. recognizes the wide variety of health care settings in which health care is delivered. b. identifies the levels of training necessary to work in the health care field. c. assesses personal interests and abilities as they pertain to the four health care service areas. d. explores the positive and negative aspects of various health related careers. Personal inventory tests Guest speakers Classroom presentations Writing assignments Tests II. Practical Reasoning; IV. Personal and Social Responsibility; VI. Careers Board approved June 2007/ Modified November 2013 Page 4
Essential Learning Objectives Performance Indicators Classroom Assessments 3. Identify personal qualities of a health care professional. a. identifies personal/professional characteristics and attitudes for success by health care providers. b. identifies standards of professionalism in the health care field. c. explains the impact of the patient and health care provider relationship. Self-evaluation Role plays Interviews Writing assignments II. Practical Reasoning; VI. Careers 4. Examine legal and ethical responsibilities in health care. a. identifies the legal responsibilities that are authorized or based on law. b. identifies issues related to medical ethics. c. investigates written policies concerning patients rights. d. explains the stages in the grief process and the impact on the patient, family, and health care providers. e. explains the role of the consumer, insurance company, government, and medical personnel in the use of medical procedures and facilities. Writing assignment Interviews Critiques Guest speaker Reflective writing II. Practical Reasoning; VII. Consumerism Board approved June 2007/ Modified November 2013 Page 5
Essential Learning Objectives Performance Indicators Classroom Assessments 5. Define and identify diagnostic, therapeutic, environmental, and informational services. a. explains the meaning of the terms diagnostic, therapeutic, environmental, and information services. b. lists diagnostic, therapeutic, environmental, and informational services careers. c. differentiates between the various services careers. d. job shadows two different health related careers. Writing assignment Job shadow Guest speakers II. Practical Reasoning; VI. Careers 6. Understand the importance of nutrition, fitness, and health as it relates to health careers. a. identifies and practices positive behaviors in relation to nutrition, fitness, and health. b. understands the correlation between mental and physical health. c. explains how good health habits contribute to success as a health care provider. Written assignment Guest speakers I. Continuing Concerns of the Family; II. Practical Reasoning; III. Family Action; IV. Personal and Social Responsibility Resources and learning activities that address course objectives: Board approved June 2007/ Modified November 2013 Page 6