Skills for Parenting Course Syllabus

Human Services Career Cluster Pathway Course

Family and Consumer Sciences Department-Philip High School
Brigitte Brucklacher, instructor

Length of Course: 1 semester State Assignment Code: 22204

Credit: ½ credit
Time Per Day: 1 hour
Grade level: 10th through 12th Grades
Prerequisites: None

Course Description:
Parenting is a semester course designed to teach students skills necessary to use in a
parenting role. This course follows the concepts taught in Family Living class, but that class is
not a required prerequisite. Parenting class is recommended for all students.
Topics that will be covered in this course are:
 Roles and responsibilities of parents
 Personal, family, cultural and societal factors that affect parenting
 Parenting practices that promote human growth and development including nurturing,
discipline, and effective communication
 Necessary preparations for healthy emotional and physical beginning for parents and
children
 Pregnancy and birth including biological alternatives to parenthood
 Growth and development of children
 Parenting concerns including child abuse, child care, education, health, balancing work
and family, etc.
 Child-related careers
 Community resources and services available for parents and children

Instructional Philosophy and Instructional Delivery Plan:

Parenting is one of the most difficult jobs a person can ever have, and it is also the most
important. We see the products of poor parenting in children who struggle to fit into our
society’s boundaries, and yet very little formal training is offered to our students who will
someday be the parents of our next generation. This course was designed to provide an
opportunity for students to acquire skills that will help them to be successful in any future
parenting roles they may have. Some students will be parents to their own children, others will
work in careers that deal with children, and still others will find themselves in contact with
children in a variety of other situations. The statement “it takes a village to raise a child,”
reflects the belief that not only parents parent children. In our society, we need to work together
to meet the needs of our children. Students in this class will gain knowledge of child
development and will increase their self-understanding at the same time. They will also learn
that developing parenting skills and child care skills depends on knowledge of child growth and
development together with appropriate attitudes and skills.
Students will be expected to meet allof the course goals listed below and be able to
demonstrate their understanding of basic concepts. Students will complete all course
requirements at a minimum of a 72% level of specified quality to pass the course.
 Instruction will be delivered through discussion, lecture, guest speakers, videos, role play,
simulations, field trips, hands-on activities, projects, use of technology, observations, interviews,
demonstrations, and other methods. Students will have the opportunity to work individually and
as a member of a team to complete projects. Projects/assignments will require students to use
academic skills in language arts, math, social sciences, and science. FCCLA projects will be
integrated into this course to enhance and promote the mastery level of competency for technical
and academic standards.
Student assessment will be based upon group work and/or individual completion of
projects and assignments, portfolios, oral presentations, written reports, class participation,
quizzes, and tests.
Community and family resources will be accessed through speakers, panels, field trips,
and student contacts.

Course Goals:
By completing this course, students will achieve the following standards:
Human Services Core Technical Standards:
SP 1.1 Explain the impact of personal, family, cultural and societal conditions on parenting
practices.
SP 1.2 Summarize current and emerging family planning technology.
SP 1.3 Compare alternatives to biological parenthood.
SP 1.4 Analyze physical and emotional factors related to beginning the parenting process.
SP 2.1 Select nurturing practices to promote growth and development of children.
SP 2.2 Compare and contract nurturing practices that support human growth and development.
SP 2.3 Identify communication strategies that promote positive elf-esteem in family members
SP 2.4 Assess community resources and services available to families.

FACS Content Standards:

1.1 Analyze strategies to manage multiple individual, family, career and community
roles and responsibilities.
1.3 Analyze the reciprocal impact of individual and family participation in community
activities..
2.1 Analyze principles of human growth and development across the life span.
2.2 Examine personal and social forces that impact human growth and development
the life span.
2.3 Evaluate strategies that promote healthy development across the life span
5.1 Analyze roles and responsibilities of parenthood.
5.2 Analyze societal conditions that impact parenting.
5.3 Evaluate parenting practices that maximize human growth and development.
5.4 Evaluate external support systems that provides services of parent.
5.5 Evaluate the preparation necessary for a healthy emotional and physical beginning
for children and parents.
6.2 Evaluate the nutritional needs of individual and families in relation to health and
wellness across the life span.
6.3 Demonstrate planning, selecting, storing, preparing and serving of food to meet
nutritional needs of individuals and families across of life span.
Academic Skills:
Reading, 10-12:
Goal 1: Reading
Indicator 1: Students are able to apply various reading strategies to comprehend and interpret
text.
10.R.1.1 Students are able to connect main ideas to identify relationships with other sources and
topics.
11.R.1.1 Students are able to use various reading and study strategies to increase
comprehension.
Indicator 4: Students are able to retrieve, analyze, synthesize, and evaluate a variety of
informational texts.
10.R.4.1 Students are able to differentiate between fact, logic, and opinion in various texts.
10.R.4.2 Students are able to analyze information for clarity, relevance, point of view,
credibility, and supporting data.
12.R.4.1 Students are able to locate, synthesize, and use information from multiple sources to
solve problems and make decisions.

Writing, 9-12:
Goal 1- Writing
Indicator 1: Students are able to use appropriate content, organization, form, and style in
technical, business, creative, and personal writing.
10.W.1.1 Students are able to develop and analyze literary, personal, and technical writings to
inform, explain, analyze, persuade, and entertain.
11.W.1.1 Students are able to make appropriate choices regarding voice, vocabulary,
organization, and level of detail based upon audience, purpose, and content.
Indicator 3: Students are able to use appropriate mechanics, usage, and conventions of language.
9.W.3.1 Students are able to demonstrate an understanding of proper English usage and control
of grammar, paragraph and sentence structure, diction, and syntax.
Indicator 4: Students are able to write across content areas to clarify and enhance understanding
of information.
9.W.4.1 Students are able to present information ideas from primary and secondary sources
accurately and clearly.
11.W.4.1 Students are able to organize and link related information from multiple sources.

Speaking, 9-12:
Goal 1: Students are able to speak effectively in a variety of formal and informal situations.
Indicator 1: Students are able to use appropriate structure and sequence to express ideas and
convey information.
9.S.1.1 Students are able to choose logical patterns of organization to inform, persuade, or unite
audiences.
Indicator 2: Students are able to use appropriate language and presentation style for formal and
informal situations.
10.S.2.1 Students are able to determine the relationship among purpose, audience, and content
of presentation.
10.S.2.2 Students are able to use explicit verbal techniques for effective presentations.
11.S.2.3 Students are able to use various resources to create effective presentations.
12.S.2.2 Students are able to use effective strategies in interpersonal communication settings.
Mathematics, 9-12:
Goal 3-Measurement
Indicator 1: Apply measurement concepts in practical applications.
9-12.M.1.1. Students are able to choose appropriate unit label, scale, and precision.

Science, 9-12:
Goal 1-Nature of Science
Indicator 1: Understand the nature and origin of scientific knowledge.
9-12.N.1.1 Students are able to evaluate a scientific discovery to determine and describe how
societal, cultural, and personal beliefs influence scientific investigations and interpretations.
9-12.N.1.2 Students are able to describe the role of observation and evidence in the development
and modification of hypotheses, theories, and laws.
Indicator 2: Apply the necessary skills to conduct scientific investigations.
9-12.N.2.1 Students are able to apply science process skills to design and conduct student
investigations..
Goal 3-Life Science
Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms
found in living things.
9-12.L.1.1 Students are able to relate cellular functions and processes to specialized structures
within cells.
Indicator 2: Analyze various patterns and products of natural and induced biological change.
9-12.L.2.1 Students are able to predict inheritance patterns using a single allele.
Goal 5-Science, Technology, Environment, and Society
Indicator 1: Analyze various implications/effects of scientific advancement within the
environment and society.
9-12.S.1.1 Students are able to explain ethical roles and responsibilities of scientists and
scientific research.
9-12.S.1.2 Students are able to evaluate and describe the impact of scientific discoveries on
historical events and social, economic, and ethical issues.
Indicator 2: Analyze the relationships/interactions among science, technology, environment, and
society.
9-12.S.2.1 Students are able to describe immediate and long-term consequences of potential
solutions for technological issues.
9-12.S.2.2 Students are able to analyze factors that could limit technological design.

Transferable Work Skills:

By completing this course, students will demonstrate the following transferable work skills:
Foundation Skills:
*Basic skills: reading, writing, mathematics, speaking, and listening
*Thinking skills: thinking creatively, making decisions, solving problems, knowing how to
learn, and reasoning
*Personal qualities: individual responsibility, self-esteem, sociability, self-management, and
integrity.
Competencies:
*Resources: allocating time, money, and materials
*Interpersonal skills: working on teams, teaching others, and leading
*Information: acquire and evaluate information, interpret and communicate, and use computers
to process information

Major Course Projects:

Students will demonstrate their skills by completing the following projects:
1. Complete a series of observations of children at various stages of development.
2. Interview parents and child care workers about roles, responsibilities, rewards,
training needed, etc.
3. Participate in the Baby Think It Over project.
4. Research and calculate the cost of a baby for a year.
5. Complete a child safety individualized unit.
6. Plan and conduct a preschool.

Assessment Plan:
Assessment Description Percent
Daily Participation Attendance, class behavior, 20%
participation, lab work, and attitude

Projects Oral and written presentations, 30%

reports, activities, quality of projects

Daily Work Quality of self-evaluations, reactions, 25%

and other daily assignments

Tests/Quizzes Evaluation of concept knowledge 25%

through tests and application of
knowledge through hands on assessment

Grading Scale:
98-100 A+ 83-84 C
96-96 A 80-82 C-
94-95 A- 77-79 D+
92-93 B+ 75-76 D
89-91 B 72-74 D-
87-88 B- 0-71 F
85-86 C+