Personal Planning Kto7 Draft Learning Outcomes Province of British Columbia Ministry of Education Table of Contents Personal Planning Overview • The K to 12 Curriculum • Career and Personal Planning 8 to 12 • Personal Planning K to 7 • Planning Process • Career Development • Personal Development Implementation Support Learning Outcomes - Planning Process • Collecting Information • Making Plans and Decisions • Implementing and Monitoring Learning Outcomes - Personal Development • Healthy Living • Mental Well-Being • Family Life • Child Abuse Prevention • Substance Abuse Prevention • Safety Learning Outcomes - Career Development • Career Awareness • Career Exploration • Career Preparation Personal Planning Overview The K to 12 Curriculum The Personal Planning K to 7 and Career and Personal Planning 8 to 12 curricula provide students with exposure to personal development and career readiness. Over the 13 years of the curriculum, emphasis increasingly shifts from personal planning to career planning. In It is intended that the K to 7 curriculum will be an integral part of the elementary school program. Personal Planning K to 7 consists of three interrelated components: Planning Process, Career Development, and Personal Development. Personal Planning K to 7, the Learning lor Living curriculum has been incorporated into the broader Personal Planning curriculum. In Grades 8 to 12, the Learning for Living curriculum has been focused and is reflected in the Personal Development and Planning Process components. Career and Personal Planning 8 to 12 Planning Process In the planning process, students develop and work toward realizing personal, education, and career goals. The learning outcomes for the planning process have been developed using three curriculum organizers. • Collecting Information The Career and Personal Planning 8 to 12 To develop students' abilities to gather and (CAPP) curriculum focuses on preparing record information needed to make and carry students to make and implement plans in order out education, career, and personal plans. to meet their personal, education, and career goals. It also prepares students to effectively meet the challenges of a changing workplace. • Making Plans and Decisions To develop students’ abilities to systematically plan and make decisions. Personal Planning K to 7 • Implementing and Monitoring The Personal Planning K to 7 curriculum builds To have students put plans into effect, on the strengths of Learning for Living and now monitor progress, and make refinements as includes sections on the Planning Process and necessary. Career Development. Personal Planning forms the foundation for Career Development Career and Personal Planning 8 to 12. Its Career development is an ongoing process purpose is to enable students to nurture through which students integrate experiences thoughtfulness and develop personal meaning, from their personal, family, school, work, and work responsibly and respectfully with others, community life in order to facilitate career and and continue to learn as they create and respond life choices. Through career development, to complex change. The emphasis of Personal students develop an open attitude toward a Planning is to prepare students to confidently variety of careers and types of work; understand plan for and make decisions for everyday life. the relationship between work and leisure, work and the family, and work and one’s personal The learning outcomes for personal development interests and abilities; understand the role of have been developed under six curriculum technology in the workplace and in daily life; organizers: understand the relationship between work and learning; understand changes taking place in the • Healthy Living economy, society, and job market; reflect on the To encourage students to value and adopt a importance of lifelong learning; and prepare for balanced, healthy lifestyle. multiple roles throughout their lives. The learning outcomes for career development have been developed using three curriculum organizers: • Mental Well-Being To develop in students an appropriate sense of personal worth, potential, and autonomy. • Family Life To develop in students an understanding of the • Career Awareness To develop students’ understanding and role of the family and a capacity for responsible decision-making in sexual behaviour. appreciation of personal characteristics and how these relate to potential careers. • Child Abuse Prevention To develop in students the capacity to • Career Exploration To enable students to take advantage of community resources to relate learning and skills to career/life roles in a changing world. • Career Preparation To develop students’ understanding of the academic, teamwork, and personal • Substance Abuse Prevention To develop in students the ability to make responsible decisions regarding substance uses and abuse as they pursue a healthy lifestyle. • Safety To develop in students the ability to apply workplace. principles of safety to all aspects of their life. Personal development is designed to help students acquire the knowledge, attitudes, and skills needed to lead healthy and productive lives. Through personal development students will: • strive to reach their personal potential • develop a sense of self and well-being and an appreciation and respect for themselves as unique persons of worth develop an understanding of their roles, responsibilities, and rights within relationships • situations. management skills needed to succeed in the Personal Development • prevent, assess, and resolve abusive come to recognize and respect diversity among people Implementation Support The Ministry of Education will support the curriculum. These workshops will help implementation of the Personal Planning teachers and districts commence curriculum in the following ways: implementation of the new curriculum in September 1995. Summer institutes are being • The Integrated Resource Package (IRP) for planned for July and August 1995 to permit Personal Planning will be available in April school district personnel to continue 1995. The IRP will provide teachers with the developing their implementation plans. learning outcomes prescribed for each grade level, suggested instructional and assessment • Full implementation is expected in 1996/97. strategies, details of recommended learning resources, and methods of evaluation. • In addition, the Ministry will continue to work with our education partners to support • Throughout the spring, the Ministry will the implementation process in a variety of support regional forums and district school­ ways within available resources. based workshops on the Personal Planning Learning Outcomes Collecting Information Planning Process To develop students’ abilities to gather and record information needed to make and carry out education, career, and personal plans. It is expected that students will: K to I Grades 2 to 3 • identify personal attributes, skills, and strengths • identify and record personal attributes, skills, and strengths • identify and categorize personal attributes, skills, interests, and strengths • demonstrate a willingness to celebrate personal attributes, achievements, and successes • demonstrate an appreciation for personal achievements and successes • demonstrate an appreciation for personal achievements and successes • demonstrate a willingness to pursue personal interests • plan their use of time to their personal interests • identify people and organizations in school and the community that support students • distinguish among people and organizations in school and the community that support students • relate suppport services available in the school and community to possible personal needs • describe possible future situations • express hopes and expectations for the future • identify factors that can affect their personal futures • compile a comprehensive inventory of personal attributes, skills, interests, strengths, achievements, and successes • modify and extend their records of personal attributes, skills, interests, strengths, achievements, and successes • revise their record of personal attributes, skills, interests, strengths, achievements, and successes • relate their activities to personal interests • identify and draw conclusions from changes in personal attributes, skills, interests, and strengths • identify and draw conclusions from changes in attributes, skills, interests, and strengths • explain the concept of a personal support network in terms that are personally relevant • explain the functions of a personal support network • devise a strategy for expanding their personal support network to further education, career, and personal goals • analyze factors that can affect their personal futures • identify the differing types of information that might enable them to make decisions about their education, career, and personal futures • compile information that will enable them to make decisions about their education, career, and personal futures Learning Outcomes Making Plans and Decisions Planning Process To develop students’ abilities to plan and make decisions systematically. It is expected that students will: Kto I Grades 2 to 3 ♦ identify what constitutes a problem • identify differing ways of responding to and solving problems • select and use effective problem-solving strategies • identify the consequences of their decisions • distinguish between decisions they can make and decisions that are the responsibility of others • point out the possible impact of their decisions on themselves, on others, and on the environment • identify the steps in a decision­ making process • apply a systematic decision­ making process • give examples of goal setting • demonstrate an appreciation of the importance of goal setting • set short-term goals • demonstrate a recognition of the importance of communication • use a variety of ways to consciously communicate • explain the concepts of time management and planning • demonstrate a willingness to discuss their short-term goals with others Grades Grade 7 Grade 6 • differentiate between insoluble problems, problems they can solve, and problems that require them to seek assistance • predict possible problems associated with particular situations or courses of action • foresee possible problems associated with particular situations or courses of action • demonstrate an appreciation of the impact of decisions that they have made • evaluate personal decisions they have made • practise co-operative decision making • • practise responsible and systematic decision making display responsible decision making in relationships • distinguish between short­ term and long-term goals • set short-term and long-term goals • demonstrate a commitment to set short-term and long-term goals related to their education, career, and personal plans • demonstrate recognition of the connection between planning, time management, and the ability to achieve goals • identify and select time management and planning strategies that are personally relevant • use one or more time management strategies to achieve short-term goals • use differing forms of interpersonal communication • integrate the input of others in setting short-term and long­ term goals • use positive interpersonal communication skills with others Learning Outcomes Planning Process ents put plans into effect, monitor and evaluate them, and make refinements Implemnti g and It is expected that students will: Grades 2 to 3 • attempt to carry out their plans related to their short-term goals • demonstrate a willingness to review and assess their accomplishments • identify methods of assessing their accomplishments • demonstrate an ability to assess their progress in meeting short-term goals • describe change in the home and school environments • describe change in the home, school, and community • relate change to the ability to achieve short-term goals • take the steps needed to carry out their plans related to their short-term goals • take the steps needed to carry out their plans related to their short-term and long-term goals • take the steps needed to carry out their plans related to their short-term and long-term goals • describe their progress in meeting short-term goals • outline their progress in meeting short-term and long­ term goals related to their education, career, and personal plans • evaluate their progress in meeting short-term and long­ term goals related to their education, career, and personal plans • use services and resources that can help them carry out their plans • make proficient use of services and resources that can help them carry out their plans • predict the impact of change on achieving goals and take this into account in their plans * revise goals in response to change • explain how change can affect their ability to achieve short­ term goals Learning Outcomes Healthy Living Personal Development To encourage students to value and adopt balanced, healthy lifestyles. It is expected that students will: K to I Grade 4 Grades 2 to 3 • demonstrate a willingness to adopt practices that promote a healthy lifestyle • perform activities that support a healthy lifestyle • distinguish between practices that support a healthy lifestyle and practices that are contrary to a healthy lifestyle • demonstrate an awareness of the influence of family on their attitudes and values regarding healthy living • give examples of the influences of family and media on their attitudes and values regarding healthy living • point out the influences of family, media, and community on their attitudes and values regarding healthy living • describe the impact of the environment on health • identify possible options in healthy and unhealthy situations • relate environmental responsibility to healthy lifestyle practices Grade 7 Grade 6 Grade 5 • select and apply behaviours that promote a balanced, healthy lifestyle • select and apply behaviours that promote a balanced, healthy lifestyle • analyze and evaluate personal attitudes toward a balanced, healthy lifestyle • identify the influences of family, media, community, and peers on their attitudes and values regarding healthy living • analyze the influences of family, media, community, peers, and society on their attitudes and values regarding healthy living • evaluate the influences of family, community, and media on their attitudes and values regarding healthy living • identify health-related services and resources to support a healthy lifestyle • select among health-related services and resources to support a healthy lifestyle • use information/resources to support a healthy lifestyle Learning Outcomes Mental Well-Being Personal Development To develop in students an appropriate sense of personal worth, potential, and autonomy. It is expected that students will: K to I Grade 4 Grades 2 to 3 • identify their positive attributes • describe their positive attributes • demonstrate an acceptance of their value as a unique person • demonstrate a readiness to make choices • demonstrate acceptance and responsibility for their choices • demonstrate acceptance and responsibility for their choices • identify a range of emotions • demonstrate knowledge of the vocabulary that can be appropriately used to express a range of emotions • explore appropriate strategies for sharing and expressing emotions • demonstrate an appreciation of the value of others • demonstrate an appreciation of the value of friendships • demonstrate an appreciation of the value of friendships • identify their feelings and those of others • demonstrate an ability to communicate their feelings • practise effective communication skills and demonstrate a concern for the feelings of others • identify possible changes in family and school • identify possible changes in family, school, and community • describe the effects of change on family, school, and community • identify components of a healthy school and community • demonstrate a willingness to participate in the development of a healthy school and community • demonstrate a willingness to participate in the development of a healthy school and community • identify helpers in family, school, and community • identify helpers in family, school, and community • identify sources of information and support for themselves and others Grade 7 Grade 6 Grade 5 • examine ways in which they are self-reliant • articulate a realistic self­ concept that takes into account personal attributes • explore options for self­ improvement • demonstrate acceptance and responsibility for their choices • demonstrate acceptance and responsibility for their choices • demonstrate acceptance and responsibility for their choices • use appropriate strategies to share and express emotions • refine their strategies for sharing and expressing emotions • refine their strategies for sharing and expressing emotions • demonstrate an appreciation of the value of friendships • demonstrate an appreciation of the value of friendships • acknowledge an acceptance of the responsibility that accompanies friendships and other relationships in school and community • describe the dynamics of friendships and other relationships in school and community • give examples of positive interpersonal skills • evaluate the effects of change on family, school, and community • analyze the impact of personal and societal changes • demonstrate a commitment to participate in the development of a healthy school and community • relate the relationship between personal health to a healthy school and community • devise personal plans that consider personal, school, and community well-being • select, access, and evaluate sources of information and support for themselves and others • select, use, and evaluate sources of information and support for themselves and others • select, use, and evaluate sources of information and support for themselves and others Learning Outcomes Family Life Personal Development To develop students’ understanding of the role of the family and a capacity for responsible decision making in their sexual behaviour. It is expected that students will: K to I Grade 4 Grades 2 to 3 • identify the variety of family forms • identify the roles and responsibilities of family members • demonstrate an appreciation of nurturing and safety provided by family membership • state the physical characteristics of males and females • demonstrate recognition that living things reproduce ............ • describe the variety of roles and responsibilities in the family • identify one’s own roles and responsibilities in the family and the community • demonstrate an appreciation of thoughtful, caring behaviours • use thoughtful, caring behaviours • describe the potential impact of changes on family structure and functions (roles) (e.g., birth, death, physical separation, divorce, marriage) • use appropriate vocabulary for reproductive systems • describe how living things reproduce ------------ 14------------ Grade 5 Grade 6 Grade 7 _________ _________ __ _____ . ■ - • describe the evolving roles and responsibilities of family members • analyze family forms in various cultures • identify stereotypic views of roles and responsibilities in the family, community, and workplace • describe the family’s role in developing moral and behavioural standards • identify stereotyping behaviours • assess the impact of stereotyping on the development of healthy relationships • use thoughtful, caring behaviours • describe human reproduction • relate changes in puberty to human reproduction • describe biological processes of human reproduction • identify the physical, emotional, and social changes associated with puberty • describe the physical, emotional, and social changes associated with puberty • identify the health implications and risks of sexual decision making • assess the impact of peer, media, and social trends on sexual behaviour Learning Outcomes Child Abuse Prevention Personal Development To develop in students the capacity to assess, prevent, and resolve abusive situations. It is expected that students will: Kto I Grade 4 Grades 2 to 3 • demonstrate an appreciation that feelings are valid • identify feelings, and act on them in a socially acceptable manner • describe one’s own feelings, and act on them in a socially acceptable manner • identify an unsafe situation and apply safety rules to prevent child abuse • use avoidance and assertiveness skills in potentially dangerous situations • identify problem-solving strategies to protect themselves and others from exploitation • know how to access resources (such as the Child Help Line, 9-I -I, trusted adult) in dangerous and unsafe situations • identify key persons for support to prevent abuse • identify ways of accessing support to prevent abusive situations ; ---------------------------------------- 16--------------------------------------- • identify and recognize feelings, and act on them in a socially acceptable manner Grade 7 Grade 6 Grade 5 • identify and recognize feelings, and act on them in a socially acceptable manner • identify and recognize feelings, and act on them in a socially acceptable manner • distinguish between supportive and unsupportive relationships • describe indicators of healthy and abusive relationships • apply safety guidelines in potentially dangerous situations • consistently apply safety guidelines in potentially dangerous situations • make proficient use of safety guidelines in potentially dangerous situations • identify strategies used in sample scenarios of exploitative situtations • give examples of specific strategies to protect themselves or others in exploitative situations • devise strategies to protect themselves or others in exploitative situations • identify resources and services for help in abusive situations • describe how to access resources and services for help in abusive situations • identify resources and services for help in specific examples of abusive situations Learning Outcomes Substance Abuse Prevention Personal Development To develop in students the ability to make responsible decisions regarding substance use as they develop a healthy lifestyle. It is expected that students will: Kto I Grade 4 Grades 2 to 3 • identify effects of substance use and misuse • describe potential dangers that exist in misusing or abusing substances • identify consequences of inappropriate use of foods or other substances • identify safe and unsafe substances • give examples of substances that are commonly misused/ abused • discriminate among safe and unsafe substances • identify factors that contribute to use and misuse of substances • demonstrate ways of refusing unknown substances • use assertiveness skills with regard to substance abuse • practise responding to peer pressure regarding inapproprate use of substances • give examples of ways of avoiding subtance use/abuse • give examples of strategies for preventing or avoiding substance use/abuse • identify strategies for preventing or avoiding substance use/abuse in sample situations Grade 7 Grade 6 Grade 5 • describe the effects and consequences of substance abuse on self, family, others, and society • categorize physical, mental, and social effects, and consequences of substance abuse on self, family, others, and society • analyze short-term and long­ term effects and consequences of substance abuse on self, family, others, and society • practise responding to peer pressure on substance use and abuse • describe factors that contribute to use and misuse of substances • differentiate between use and abuse of medicinal and nonmedicinal substances • describe decision-making processes and problem­ solving strategies to prevent substance use/abuse in various settings and relationships • consistently demonstrate responding to peer pressure on substance use and abuse • consistently demonstrate responding to peer pressure on substance use and abuse • design strategies for preventing or avoiding substance use/abuse in sample situtations • apply decision-making processes and problem-solving strategies to prevent substance use/abuse in various settings and relationships . Learning Outcomes Safety Personal Development To develop in students the ability to apply principles of safety to all aspects of their lives. It is expected that students will: K to I Grade 4 Grades 2 to 3 • identify and use basic principles of safety in the home, school, and community environments • identify safe and unsafe situations in the home, school, and community environments • demonstrate an appreciation of the reasons for school and community safety rules • follow rules of behaviour to avoid hurting self and others • apply rules that provide for safety of self and others at home, school, and in the community • participate in group activities promoting aspects of safety • apply knowledge of safety to the environment • identify practises that provide for the safety of self and others in the community Grade 5 Grade 7 Grade 6 • identify internal and external signals of dangers in familiar situations • describe internal and external signals of dangers in familiar situations • describe internal and external signals of dangers in familiar and unfamiliar situations • demonstrate safe behaviour in simulations of unsafe situations • practise assertiveness skills in protecting self and others • • use effective problem-solving strategies to respond to peer pressure in unsafe situations be aware of the impact of their behaviour on the safety of self and others and consider alternate options • identify basic first aid skills • describe basic first aid skills • describe solutions to problems with regard to safety of others • identify emergency procedures in home, school, and the community ---------------------------------------- 21--------------------------- Learning Outcomes Career Awareness Career Development To develop students’ understanding and appreciation of personal characteristics and how these relate to potential careers. It is expected that students will: K to I Grade 4 Grades 2 to 3 • describe themselves in terms of interests, abilities, likes, and dislikes • identify a range of personal interests, strengths, talents, and skills • classify and rank their interests, strengths, talents, skills, and abilities • describe how people use their talents and abilities in families, schools, and communities • describe how people use their talents and abilities in families, schools, and communities • demonstrate an appreciation of people’s differing strengths Grade 5 • identify and describe changes in personal interests and abilities Grade 7 Grade 6 • point out and analyze changes in personal interests and abilities • identify roles in the working world • compare their own talents and skills with people they admire • identify a career role model, and describe the personal characteristics, interests, abilities, and lifestyle of that person • classify the skills, abilities, interests, and roles that exist in the working world • identify the talents and abilities people use in their roles in families, schools, and communities • identify transferable skills that arise from school, recreational, cultural, sports, and extracurricular activities and interests • create an inventory of current personal attributes, accomplishments, interests, and skills • relate the personal inventory to career clusters • identify the talents and abilities of positive role models in a variety of occupations/career clusters • classify transferable skills that arise from school, recreational, cultural, sports, and extracurricular activities and interests ■ Learning Outcomes Career Exploration Career Development To enable students to take advantage of community resources in order to relate their learning and skills to education, career, and personal roles in a changing world. It is expected that students will: Grade 4 Grades 2 to 3 • identify a variety of job and volunteer situations in the community, including paid and unpaid work • identify a variety of job and volunteer situations in the community, including paid and unpaid work • identify a variety of job and volunteer situations in the community, including paid and unpaid work • use home, school, and community resources, and evaluate their usefulness in meeting life/work goals • describe and explain how family roles and expectations influence career interests Grade 5 Grade 6 Grade 7 • use home, school, and community resources to meet goals, and reflect on the usefulness of the experience in meeting life/work goals • use home, school, and community resources to meet goals • describe and explain how family, peers, community, and mentors contribute to personal development • analyze how family, peers, community, and mentors contribute to personal and career plans • select and use resources to meet personal and career interests • identify and cluster a range of job, occupational, and career opportunities, including nontraditional roles • identify possible career opportunities that exist in the local, regional, and global communities Learning Outcomes Career Preparation Career Development To develop students’ understanding of the academic, teamwork, and personal management skills needed to succeed in the workplace. It is expected that the student will: K to I • • identify and practise effective work habits explain similarities and differences between work and play Grade 4 Grades 2 to 3 • • identify and apply effective work habits distinguish between work and leisure activities • identify and consistently apply effective work habits • explain the concepts of spending and saving money • cite reasons for creating a balance between work and leisure activities Grade 5 • identify and practise effective work habits Grade 7 Grade 6 • practise effective work habits • perform job-seeking activities • relate effective work habits and transferable employability skills • apply personal management skills (e.g., stress and time management) • identify priorities in spending and saving money • practise budgeting skills • relate budgeting to short- and long-term goals • suggest reasons for creating a balance between work and leisure activities • demonstrate recognition of the importance of creating a balance between work and leisure activities • demonstrate a commitment to creating a balance between work and leisure activities Province of British Columbia Ministry of Education Printed on recycled paper