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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Present case studies of people who do not set goals or manage their time effectively. Have students analyse these to identify the causes of the characters’ lack of success. Then have them rewrite the stories, introducing factors that enable the characters to achieve positive outcomes.

• When students work on an extended project, have them plan a schedule of work to complete it and maintain an ongoing record of their progress. When the project is complete, have students assess the value of their planning and time management.

• Use videos, magazines, newspapers, and books to present biographies or case studies of individuals who have used their personal support networks to overcome difficulties.

• Have students work individually to compile personalized lists of support people. Encourage them to share their lists with classmates.

• Ask each student to establish two to four learning goals for each reporting term. Then have them identify the short-term goals required to meet the long-term goals. Discuss their goals in conferences.

• Propose a fictitious decision to the class (e.g., "Sports Day is cancelled this year"). Working in groups of three, have students identify the factors that may have led to this decision. Bring the class back together to discuss their ideas. Suggest steps in decision making, such as:

1. determine the decision to be made
2. decide who makes the decision
3. identify factors that need to be considered
4. consider consequences
5. make decision
6. reflect

Post the decision-making model in the classroom for future reference. You might also want to include the model in a newsletter.

• Invite students to role-play using the model to make a decision.

SUGGESTED ASSESSMENT STRATEGIES

• In students’ revisions of case studies, look for evidence that they:

• understand the concepts of planning, time management, and goal setting
• introduce factors that promote goal achievement, including personal support networks
• identify possible causes of the characters’ lack of success, such as lack of planning skills and other resources
• propose realistic plans of action
• include a summary statement that shows their understanding of the relationships among planning, management, and success

• When students talk and write about their long- and short-term goals, look for evidence that they:

• set realistic goals
• identify steps to reach their goals
• determine a timeline, including time to monitor and reflect on their progress and achievement
• show commitment to carrying out their action plans
• identify the support they might need

• Have students work in groups to create role plays representing situations that require decision making (e.g., related to the use of tobacco, reporting bullying on the playground, pressure to shoplift). As students present their role plays, look for evidence that they are able to identify the problem, communicate the steps in a decision-making process, and demonstrate appropriate strategies to express feelings.

  Print Materials

• Focus on Bullying: A Prevention Program for Elementary School Communities
• Food Sense: Personal Planning for Healthy Eating
• HeartSmart Kids (4–7)
• Working It Out: Tools For Everyday Peacemakers

  Multimedia

• B.C. Life Skills
• Second Step: A Violence Prevention Curriculum, Grades 4–5
• Student WorkSafe 5 Module

  BC Ministry of Education Home Page