Appendix A: Prescribed Learning Outcomes

The Prescribed Learning Outcomes for Career and Personal Planning 8 - 12 are listed by grade under each of the following organizers:

Planning Process
Personal Development (Healthy Living)
Personal Development (Mental Well-Being)
Personal Development (Family Life Education)
Personal Development (Child Abuse Prevention)
Personal Development (Substance Abuse Prevention)
Personal Development (Safety and Injury Prevention)
Career Development (Career Skills Awareness)
Career Development (Career Exploration)
Career Development (Career Preparation)

Planning Process

To develop students' abilities to plan and make decisions systematically; gather and record the information needed to make and carry out educational, career, and personal plans; and to put plans into effect, monitor and evaluate them, and make refinements as necessary.

It is expected that students will:

Grade 8

• gather the information required to initiate the development of their Student Learning Plans
• identify changes in personal attributes, interests, talents, and values and update their personal skills inventories
• set short- and long-term educational, career, and personal goals
• identify strategies for attaining their short- and long-term goals
• identify effective study skills and time-management techniques
• evaluate the achievement of their short- and long-term goals
• revise their goals as necessary in response to change

• 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

• assume responsibility for revising their Student Learning Plans to reflect changes in their educational, career, and personal goals
• collect from family and other sources information and advice related to their educational, career, and personal goals
• reassess their strengths, interests, aptitudes, and values
• set short-term goals and evaluate long-term goals, revising as necessary
• describe various approaches to planning
• consistently apply study skills and time-management techniques to attain the goals in their Student Learning Plans
• evaluate their achievement of educational, career, and personal goals
• revise strategies for achieving goals, in response to change

• 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

Personal Development (Healthy Living)

To encourage students to value and adopt balanced, healthy lifestyles.

It is expected that students will:

Grade 8

• identify the characteristics of healthy lifestyles
• set personal goals for a healthy lifestyle
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases
• identify health resources and services in the community

• analyse lifestyle factors that affect health
• relate eating and activity patterns to health
• demonstrate an awareness of eating disorders
• demonstrate an ability to access health-related resources
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

• relate the characteristics of a healthy lifestyle to their ability to maximize personal potential
• evaluate mass media messages related to personal practices and consumer decisions
• evaluate and modify personal goals for a healthy lifestyle
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

• demonstrate an ability to make informed choices regarding health issues, products, and services
• evaluate the effect of lifestyle choices on society and the workplace
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

Personal Development (Mental Well-Being)

To develop in students an appropriate sense of personal worth, potential, and autonomy as well as a sense of their relationships with others.

It is expected that students will:

Grade 8

• identify factors that contribute to emotional health and well-being
• describe the characteristics of personal autonomy
• examine the influence that friends have on individuals' attitudes and behaviour

• show respect for others
• relate their accomplishments to their sense of personal worth, potential, and autonomy
• design and implement a plan to promote personal, school, and community well-being

• propose strategies for enhancing and maintaining emotional health and well-being
• encourage respect for others

• relate emotional health and well-being to personal productivity and to the workplace
• design, implement, assess, and evaluate a plan to promote personal, school, and community well-being

Personal Development (Family Life Education)

To develop students' understanding of the role of the family and capacity for responsible decision making in their personal relationships.

It is expected that students will:

Grade 8

• describe the evolving nature of roles and responsibilities within families
• identify a variety of factors that influence family relationships
• identify and demonstrate skills to enhance communication with family members
• evaluate the impact of peer, mass media, and social influences on decision making in their personal relationships
• outline the physical, social, and emotional changes associated with puberty

• evaluate the impact on themselves and others of the physical, social, and emotional changes associated with puberty
• identify the components needed to build and maintain healthy relationships
• relate family values and traditions to beliefs and behaviour standards
• identify and evaluate factors that influence responsible sexual decision making

• identify and evaluate factors that influence the family's role in developing moral and behavioural standards
• analyse components needed to build and maintain healthy relationships
• evaluate possible effects of an individual's sexual decisions on self, community, and society

• 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

Personal Development (Child Abuse Prevention)

To develop in students the capacity to assess, prevent, and resolve abusive situations.

It is expected that students will:

Grade 8

• define several types of abuse, including sexual, physical, and emotional abuse or neglect
• recognize signs of abusive situations
• describe the potential consequences of abuse

• explain the relationship between emotions and abusive behaviour
• describe the dynamics of relationships as they apply to abusive situations
• demonstrate problem-solving and assertiveness skills as they apply to relationships
• identify appropriate services, support, or intervention for people in abusive situations

• propose strategies for dealing with emotions to avoid abusive behaviour
• explain the legal issues related to abuse
• demonstrate problem-solving and assertiveness skills as they apply to abusive and exploitative relationships
• describe the process of obtaining appropriate services, support, or intervention for abusive situations

• demonstrate an understanding of the many manifestations of abuse in society
• evaluate the impact of abuse in society and the workplace
• describe steps that society has taken or can take to reduce or eliminate abuse

Personal Development (Substance Abuse Prevention)

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:

Grade 8

• demonstrate an understanding of the effects and consequences of substance use and abuse for themselves and others
• describe peer, mass media, and social influences related to substance use and abuse
• demonstrate an ability to make decisions and use refusal and assertiveness skills to prevent substance use and abuse

• evaluate peer, cultural, mass media, and social influences related to substance use and abuse
• demonstrate an ability to make decisions and use refusal and assertiveness skills to prevent substance use and abuse
• describe the support available in the home, school, and community to deal with substance abuse problems

• demonstrate an ability to access support in the home, school, and community to deal with substance abuse problems
• evaluate responses to pressure regarding substance use and abuse

• evaluate the impact of substance use and abuse in society and the workplace
• identify support services in the workplace to deal with substance abuse

Personal Development (Safety and Injury Prevention)

To develop in students the ability to apply principles of safety to all aspects of their lives.

It is expected that students will:

Grade 8

• assess the risks associated with various unsafe situations
• propose strategies to avoid unsafe situations

• explain appropriate procedures for responding to personal, school, and community emergencies
• demonstrate basic first aid skills

• assess the dangers associated with high-risk activities
• demonstrate a knowledge of basic workplace safety regulations

• demonstrate an ability to make informed choices about the prevention of injury to themselves and others
• follow basic workplace safety regulations

Career Development (Career Skills Awareness)

To develop students' understanding and appreciation of personal characteristics and how these relate to potential careers.

It is expected that students will:

Grade 8

• identify personal management, academic, and teamwork skills that are transferable to the workplace
• explain the relationship between their personal interests, attributes, and strengths and transferable skills

• identify role models and list their attributes
• relate their transferable skills to occupational and lifestyle choices

• review their transferable skills and relate them to occupational and lifestyle choices
• apply research skills to identify the various types of work within career clusters

• assess their transferable skills and relate them to occupational and lifestyle choices
• apply research skills to acquire information related to job possibilities and career interests

Career Development (Career Exploration)

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 8

• identify and describe career opportunities in a changing society

• identify factors that influence the changing career patterns of women and men
• identify mentors and resources to support career plans
• identify volunteer and leisure activities that relate to their career goals
• identify the courses needed to meet their career plans
• identify factors that affect the availability of career opportunities

• relate career choices to family expectations
• identify and investigate educational routes and experiences necessary to achieve their goals
• research career opportunities in local, regional, and global workplaces
• select courses to match their career plans
• describe the impact on the labour market of changes taking place in society, the economy, and the environment
• establish a job-search network involving family, colleagues, and friends
• outline key features of legislation governing employment

• identify possible career paths involving postsecondary training or education
• analyse changes taking place in the economy, environment, and society, as they relate to current labour-market information
• relate legislation governing employment to their experiences in the workplace
• evaluate the contributions to society of various types of work
• access and use services and resources to carry out their plans

Career Development (Career Preparation)

To practise academic, teamwork, and personal management skills needed to succeed in the workplace.

It is expected that students will:

Grade 8

• apply an existing academic, personal management, or teamwork skill in a new context
• identify basic money-management skills

• identify basic job-seeking skills
• demonstrate an understanding of personal management, academic, and teamwork skills that are transferable to the workplace
• demonstrate an ability to manage basic personal finances

• demonstrate basic job-seeking skills
• propose steps to develop or strengthen their own employability skills
• outline their plans for Work Experience
• identify the financial implications of their personal, educational, and career plans

• complete 30 hours of Work Experience that relates to their career, educational, and personal goals as described in their Student Learning Plans, performing tasks as assigned
• demonstrate a variety of job-seeking and job-keeping skills
• demonstrate and evaluate their employability skills and document them in their Student Learning Plans
• demonstrate an understanding of a variety of management and organizational structures that exist in the workplace
• create personal financial plans to support achievement of their educational and career goals
• use their experiences in the workplace to evaluate personal, educational, and career plans

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