This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• analyse the evolving nature of roles and responsibilities in family, community, and workplace relationships
• evaluate components needed to build and maintain healthy relationships in their adult lives

To view the prescribed learning outcomes for Personal Development (Family Life Education) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask each student to describe the different family, community, and workplace roles of a real person or fictional character during any decade of his or her lifetime. Ask students to draw conclusions about the skills necessary to succeed in the different roles and how the character prepared for each one.
• Have students interview parents about various aspects of raising children (e.g., financial, medical, emotional, effect on careers). As a class, design a presentation titled "What You Need to Know Before Becoming a Parent."
• Invite each student to interview two adults about the components needed to maintain good relationships in adulthood. Collate findings to generate a class list of these components.
• Suggest that each student identify and rank (from most to least important) the positive character traits of someone the student values. Then have the class discuss whether each of the various traits identified helps people build and maintain healthy relationships (and if so, how).
• Have students design cluster diagrams of attributes needed for their future relationships, both personal and work related. Their diagrams should include skills such as effective communication and time management.
• Ask students to each choose one or more characters from a book, television program, or movie that focusses on character development (rather than narrative action and plot development). For each chosen character, students could describe:
  • what relationships the character has with others in the story
  • what makes each relationship healthy or unhealthy
• Have students collect magazine articles or advice columns related to healthy relationships. Ask them to critique the advice given and develop a class list of components of a healthy relationship. Publish the list in the school newsletter.

• After students have had opportunities to explore how family roles and responsibilities have changed over time, ask them to represent what they have learned in visual forms. Have them include their projections of how roles and responsibilities will evolve in the future. Before they begin, discuss assessment criteria such as:
  • progression or evolution shown is clear and logical
  • based on accurate and relevant information
  • includes details and examples that make changes over time clear
  • projections are based on logical analyses of past changes and current direction
• When students research and analyse the components of healthy adult relationships, look for evidence that their reports or presentations are:
  • relevant, focussed on key aspects of adult relationships
  • based on detailed and accurate information from a variety of sources
  • insightful, offering logical interpretations or conclusions
• Provide prompts that students can use to reflect on what they have learned about healthy adult relationships. For example:
  • What are the three most important qualities you want to bring to your adult relationships with your family? With your friends? In the workplace?
  • What are the three most important qualities you will look for in others in adult relationships with your family? With your friends? In the workplace?
  • What do you think are the most important signs of healthy relationships in a family? Among friends? In the workplace?

• B.C. Life Skills

Previous Page Next Page