KAI Global School

Anthropology, Psychology_Sociology (HSP3U)

Course Code

HSP3U

Location

Online - Ontario - Canada

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About the course

This course offers students the chance to engage in critical thinking regarding theories, questions, and issues within the realms of anthropology, psychology, and sociology. Students will gain an understanding of the various approaches and research methods employed by social scientists. The course provides opportunities for exploring theories from diverse perspectives, conducting social science research, and becoming acquainted with contemporary viewpoints on a spectrum of issues across the three disciplines. Curriculum Policy Document:Social Sciences Humanities, The Ontario Curriculum, Grades 9 to 12, 2013

Understand how it works

Anthropology, Psychology_Sociology (HSP3U)

KAI Global School offers what we call “Collaboration Credits”.
These credits involve an approved third party to meet the practical requirements of the Curriculum Expectations of a course.

KAI Global School tracks the expectations, verifies the third party and communicates with the third party to verify hours and curriculum expectations are met. KAI provides any theory or missing expectations via way of lessons, discussions and projects. KAI will administer a Rich Summative Task and/or Exam worth 30% of the final grade.

Unit One: An Overview of Social Sciences(25 Hours)

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In this unit, students will embark on an exploration of various topics aimed at defining anthropology, psychology, and sociology. Key objectives include the identification of crucial concepts and the formulation of effective questions within these disciplines. Students will delve into APA conventions for acknowledging sources and gain an understanding of the significance of critical thinking in academic inquiry.

Moreover, the unit will cover fundamental aspects of scientific inquiry, emphasizing ethical considerations, and provide an introduction to the role of statistics in social sciences. Through these explorations, students will develop a solid foundation in the essential principles and practices that underpin anthropology, psychology, and sociology.

Unit Two: Anthropology (25 Hours)

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In this unit, students will familiarize themselves with and comprehend terms related to anthropology and its principal fields of study. They will delineate the key ideas associated with major anthropological schools of thought, exploring concepts such as culture, identity, kinship systems, gender roles, gender identity, and globalization.

Additionally, students will delve into the influences of anthropology on behavior, aiming to develop a nuanced understanding. The unit places a strong emphasis on nurturing critical thinking skills and fostering knowledge acquisition from an anthropological perspective. Through these explorations, students will gain a comprehensive insight into the multifaceted aspects of anthropology.

Unit Three: Psychology(25 Hours)

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In this unit, students will delve into the significance of various psychological perspectives, including Psychodynamics, Behavioural Psychology, Humanistic Psychology, and Cognitive Psychology. They will explore the intricate ways in which diverse psychological factors exert influence on individual behavior. The unit will also facilitate an understanding of the distinctions between the brain and the mind, and students will explore the concept of the Self. Additionally, the unit will cover the five key categories of mental illnesses, providing a comprehensive overview of the psychological landscape and its impact on human behavior and mental well-being.

Unit Four: Sociology(25 Hours)

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In this unit, students will engage with a diverse range of topics within sociology, with the aim of identifying potential areas for research and inquiry. The unit will provide an overview of the major sociological schools of thought, including Functionalism, Symbolic Interactionism, Social Constructionism, Conflict Theory (Neo-Marxism), and Feminist Theory.

Furthermore, students will explore the four types of socialization: Primary, Secondary, Anticipatory, and Resocialization. The unit will delve into concepts such as social identity, social belonging, and group dynamics. By the end of the unit, students will have a well-rounded understanding of key sociological principles and perspectives, laying the foundation for further exploration and analysis in the field.

Rich Summative Task 30%-(10 hours)

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This summative task, assigned at the conclusion of the course, serves as a comprehensive assessment that integrates numerous expectations covered throughout the entire curriculum. The task is designed to evaluate a student's ability to demonstrate understanding, not only through the final product but also through conversation and observation. It aims to gauge the depth of comprehension and application of the course expectations, providing a holistic evaluation of the student's overall learning experience.

Resources required by the student:

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  • Laptop and/or Personal Computer: It is preferable to use a device with Google Chrome or Mozilla Firefox as the web browser.
  • Stable Internet Connection: A reliable internet connection is essential for seamless engagement in the course activities.
  • Access to Video Recording and Handwritten Work Scanning: Ensure that you have the capability to record videos and scan handwritten work. This can be facilitated using a mobile phone, tablet, iPad, or webcams.
Resources provided by KAI global school

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  • Access to Google Suites or Microsoft Education: This will provide access to word processing software and presentation software. The school will distribute accounts to students for this purpose.
  • Supplemental Readings: Additional readings that complement the course content. These readings are likely to provide further context, examples, or in-depth information related to the topics covered in the course.

Note: This course is entirely online and does not require or rely on any textbook.

Overrall expectations

By the end of the course you will:

Research And Inquiry Skills

By the end of this course, students will:

  • explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research;
  • create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;
  • assess, record, analyse, and synthesize information gathered through research and inquiry;
  • communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Anthropology

By the end of this course, students will:

  • demonstrate an understanding of major theories, perspectives, and research methods in anthropology;
  • use a cultural anthropology perspective to explain patterns of human socialization.
  • use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture;

 

Psychology

By the end of this course, students will:

  • demonstrate an understanding of major theories, perspectives, and research methods in psychology;
  • use a psychological perspective to analyse patterns of socialization.
  • use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour;
Sociology

By the end of this course, students will:

  • demonstrate an understanding of major theories, perspectives, and research methods in sociology;
  • use a sociological perspective to explain patterns of socialization
  • use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour and culture;;

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Anthropology, Psychology_Sociology (HSP3U)

Strategies for Assessment

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Teaching and Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
  • Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
  • Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
  • Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
  • Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
  • Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
  • Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHALLENGE AND CHANGE IN SOCIETY Knowledge Inquiry/Thinking Communication Application
100% 20% 30% 20% 30%

Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.
First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, KAI global school will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Considerations for Online Courses

Cheating and Plagiarism

KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Special Educational Needs Student Planning.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

  • All students have the ability to succeed
  • Each student has his or her own unique patterns of learning
  • Successful instructional practices are founded on evidence-based research, tempered by experience
  • Universal design and differentiated instruction are effective and interconnected  means of meeting the learning or productivity needs of any group of students
  • Online teachers are the key educators for a student’s literacy and numeracy development
  • Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
  • Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

ESL Student Program Planning

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, Métis and Inuit Students

KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
  • provide a supportive and safe environment for all First Nation, Métis, and Inuit students

Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Cell phones
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • Gsuite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace
  • Mathletics
  • Screencastify

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.

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Peampat P.

I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.

Yosr. K

Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.

Natalie. S

I love everything about KAI;  especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.

Zaineb. M

Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!

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