KAI Global School

Health

Location

Online - Ontario - Canada

+500 students approved this course

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Elementary School

cad $99

Types

Independent $99
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Facilitated $279
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Live classes $879
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About the course

In this unit, students will learn about the benefits of inclusion and positive interactions, emphasizing the importance of diversity and understanding. Conflict management strategies will be explored to promote healthy and respectful communication. Moreover, students will learn about different drugs and their effects on the human body, fostering an understanding of the risks associated with substance use. The unit will also cover the changes that occur during puberty, providing students with information and tools to navigate this transitional period. Additionally, students will delve into the topic of healthy relationships, emphasizing the principles of consent and communication. Mental health awareness will be addressed, focusing on strategies to promote and maintain mental well-being.

Understand how it works

Health

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: Healthy Living

Show Examples

In this unit, students will learn to identify key nutrients provided by foods and beverages, understanding their significance for growth, mental and physical health, learning, and physical performance. The focus will be on developing an awareness of the nutritional content of different foods.

Students will apply their knowledge to consider various factors that influence eating habits and food choices, including medical, emotional, practical, and societal factors. This understanding will contribute to the development of personal guidelines for healthier eating.

The unit will also emphasize the interconnectedness of healthy eating and active living, highlighting how both contribute to overall physical and mental health and well-being. Students will explore the benefits of these lifestyle choices and learn strategies to promote these benefits to others.

Unit Two: Personal Safety Addictions and Related Behaviours

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In this unit, students will learn to recognize and understand the responsibilities and risks associated with caring for themselves and others. The focus will be on developing awareness of safety practices and appropriate procedures for responding to dangerous situations, emphasizing both personal safety and the safety of others.

Students will also apply social-emotional learning skills to promote positive interactions and acquire strategies to avoid or manage conflicts in various social situations, both in person and online.

A significant component of the unit will involve education on the effects of using cannabis, other drugs, and intoxicating substances. Students will gain knowledge about the impact of these substances on physical and mental health.

Additionally, the unit will guide students in using decision-making strategies and skills. They will develop an understanding of factors influencing drug use, enabling them to make safe and informed choices regarding the use of drugs such as alcohol, tobacco, and cannabis. The unit will also address activities like vaping, emphasizing the importance of making choices that prioritize personal well-being.

Unit Three: Human Development

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In this unit, students will focus on applying social-emotional learning skills to foster positive interactions and effectively manage conflicts in various social situations, whether in person or online. The emphasis will be on developing the ability to make connections that relate to health and well-being, understanding how personal choices and behaviors impact both oneself and others, and recognizing the influence of external factors on individual and collective health.

Students will be guided to make informed decisions that reflect respect for themselves and others. The concept of consent will be explored to help students build healthier relationships, utilizing a range of social-emotional learning skills.

Furthermore, the unit will address the assessment of the effects of stereotypes and assumptions related to gender roles, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual's self-concept, social inclusion, and relationships with others. Students will be encouraged to propose appropriate ways to respond to and challenge harmful assumptions and stereotypes, fostering a more inclusive and understanding social environment. This includes addressing issues such as homophobia and racism and working towards changing destructive social attitudes.

Unit Four: Mental Health

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In this unit, students will delve into understanding the interconnections between a person's thoughts, emotions, and actions and the potential impact of positive and negative thinking on mental health. The focus will extend to assessing the effects of stereotypes and assumptions related to gender roles, sexual orientation, race, ethnicity, culture, mental health, and abilities on an individual's self-concept, social inclusion, and relationships. Students will be encouraged to propose appropriate responses and initiatives to challenge and change harmful assumptions and stereotypes that contribute to destructive social attitudes, including homophobia and racism.

Moreover, the unit will emphasize demonstrating ways of being inclusive, respectful, and accepting, highlighting the benefits for everyone, including oneself. Students will apply social-emotional learning skills to promote positive interactions and effectively manage conflicts in various social situations, both in person and online.

Additionally, students will learn to identify available support systems, resources, and services in the school and the community that can provide assistance when individuals are dealing with mental health issues or facing choices and situations involving substance use and addictive behaviors. The unit will also cover how to access and make use of these support networks.

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Health

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.

See what our students says

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Peampat

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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