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:

• identify criteria for setting short- and long-term goals
• set short-term goals and evaluate long-term goals, revising as necessary
• relate their strengths, interests, attributes, and values to their educational, career, and personal goals
• develop Student Learning Plans and keep them relevant and up to date
• build networks of resources to support their educational, career, and personal goals
• describe and apply an effective planning process
• use information to implement their educational, career, and personal plans
• apply study skills and time-management techniques to attain the goals in their Student Learning Plans
• revise strategies for achieving goals, in response to change

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students list the goals they set in Grade 8 and describe the levels of success achieved and the factors that contributed to them. Discuss what makes a good goal (e.g., it is specific, attainable, measurable). Ask students to revisit their personal, educational, and career goals, making needed changes and recording these in their Student Learning Plans.
• Explain legislation related to an individual's right to privacy and access to information. Discuss the collection, storage, accessing, and disposal of information related to Student Learning Plans.
• Review or brainstorm with students a list of elements that could be part of any planning process (e.g., identifying goals, setting priorities). Using ordered procedural steps, a flow chart, or other diagrammatic representation, work with the class to compare a variety of processes, emphasizing how different approaches can achieve similar results.
• Present a profile of a hypothetical student (including a character sketch, personal history, extra-curricular interests, strengths, and so on). Have students work in groups to set goals and action plans for this student. Compare in class the various proposals arising from this activity.
• Arrange for students to meet individually with a school counsellor to identify school-based and community resources to help them in achieving the goals they have set for themselves. Ask each student to create an action plan for pursuing one or more goals, identifying key decision points, specific activities to be pursued, resources available, and details such as target dates, specific equipment or tools needed, and estimated costs.
• Discuss with students the advantages of building a network of resources to facilitate achievement of educational, career, and personal goals. Brainstorm resources (including parents and other adults) that could form part of a network.

• After a class discussion about the characteristics of good goals, have students define a list of criteria that will be posted in the classroom and used to evaluate their goal setting. These criteria might include:
  • trackable
  • specific
  • realistic
  • measurable
  • attainable
• After they have had opportunities to discuss and learn about study skills and time-management techniques, suggest that students work in pairs to develop self-assessment checklists they can use to monitor their application of these skills. (For example, they might rate each item daily as: 4­used effectively and consistently; 3­used effectively in most situations; 2­used in some classes or situations; 1­tried to use but had problems; 0­did not use today.) Encourage them to use the information to support their goal setting and to help shape their action plans.
• When assessing students' action plans, look for:
  • clear statements of goals or objectives
  • specific criteria for success stated in concrete and observable terms
  • series (not necessarily sequential) of actions to take or changes to make
  • outlines of the resources and support available
  • plans for frequent monitoring and review of progress
  • consideration of some of the issues or barriers that might arise
  • tentative timelines
• As students work individually or in small groups to assess their progress toward their goals, ask them to consider the extent to which they are:
  • meeting timelines
  • accessing resources
  • taking advantage of available support
  • dealing with problems that have arisen

• B.C. Life Skills
• Choices Junior
• Heart Beats
• The Transition Years
• Career Choices
• Pathways: A Personal Project Management System
• Who We Are/Nos vies, nos racines
• Strategies for Career and Life Management
• Jobs for Me
• Accelerate Your Learning

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