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:

• assume responsibility for maintaining relevant and up-to-date Student Learning Plans
• set short-term goals and evaluate long-term goals, revising as necessary
• access, use, and evaluate services, resources, and advice related to their educational, career, and personal goals
• evaluate their progress in meeting short- and long-term goals related to educational, career, and personal plans

To view the prescribed learning outcomes for Planning Process in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students predict possible significant events in their lives for the next five years and make relevant plans.
• Suggest that students participate in a scavenger hunt using a variety of sources (e.g., print and electronic; mentors) to research information related to postsecondary training and educational opportunities (e.g., admission criteria, fees, financial aid services, application procedures). Have students use this information to confirm or revise their Student Learning Plans.
• At the end of Grade 12, have students complete a final assessment of their Student Learning Plans for the purpose of evaluating the support networks developed, goals achieved, plans and strategies tested, and future directions indicated.
• Ask students to write self-instruction manuals entitled "How Do I Get to Where I Want to Go?"
• At the end of both grades 11 and 12, have students complete "Looking Back and Looking Ahead" self-assessments.
• Invite students to reflect on their previous term's report cards, then discuss reasons for their achievements and disappointments in conferences involving parents. Ask them to propose action plans for the next semester, making adjustments or developing strategies necessary to reach their goals.
• Invite postsecondary students to speak to students about life after Grade 12.
• Have students list the benefits of postsecondary education, considering a wide variety of training opportunities. Ask them to identify barriers to pursuing postsecondary education and propose plans for overcoming them, focussing on those relevant to their own educational aspirations.

• Work with students to develop criteria for monitoring their Student Learning Plans. For example, criteria might describe:
  • how often the plans will be updated
  • what information is required (and on what dates)
  • how often the plans will be reviewed by parents
  • what evidence of monitoring will be presented (e.g., dated signatures, comments, summaries)
• When students revise their Student Learning Plans to reflect changes in their educational, career, or personal goals, note the extent to which they are able to:
  • identify clear goals
  • gather and evaluate information
  • identify and evaluate alternative actions and strategies
  • identify and access support and resources
  • develop action plans
  • monitor and revise their action plans
  • evaluate their progress
• Ask students to reflect on their most recent report cards by responding to the following:
  • What is the first thing that comes to mind when you think about your report card? Why do you feel that way?
  • What parts of your report card are you satisfied with? Dissatisfied with?
  • What was your greatest challenge this term? Why? How did you deal with it?
  • If you had the term to do over again, what would you do differently? What would you not want to change?
  • Identify one goal for future achievement and develop an action plan that will help you achieve it.

• B.C. Life Skills
• Choices (Occupations and Education)
• Heart Beats
• Creating Self-Portraits
• Learning For Success, Second Edition
• Career and Technology Studies

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