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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students create a list of factors that could affect their personal goals (e.g., loss of a family member, illness, finances). Then have students use newspapers to identify events that could affect their goals (e.g., industry closure, criminal charges, large inheritance) and predict what those effects might be.
• Carry out a class media search to find interviews with prominent people that provide insight into how they reached their goals and information on who and what influenced them. Follow up by having students interview someone within their personal network (e.g., relative, coach) to obtain the same sort of information.
• Ask students to report on their progress in meeting their goals by answering questions such as:

• What things went well?
• What things do I need to work on?
• What will I do the next time?

• Provide case studies or scenarios and ask students to determine how personal support networks helped characters solve problems. Students could then create their own scenarios and act out the benefits of a support network.
• Ask each student to share a goal with peers, parents, or others; assess their input; and make appropriate modifications to his or her plans.
• Challenge students to use a problem-solving model to respond to a variety of situations. For example, "You have to transfer to a different school. What problems might you encounter, and how could you respond to these problems?"
• Have students track their after-school activities and responsibilities for one week, including homework, chores, and recreation. Ask them to review their findings and suggest revisions to their schedules that would enhance their ability to achieve their goals.

SUGGESTED ASSESSMENT STRATEGIES

• Before students conduct research for factors that influence personal goals, discuss criteria you will use to assess their work. Criteria might include:

• is accurate and relevant
• predicts the effects of at least two positive and two negative events or factors
• is logically organized

• When students assess their progress in meeting their goals, pose questions for self-reflection such as:

• What were your previous goals?
• What difficulties did you experience in achieving a certain goal?
• What are some of your successes? What made them successful?
• What personal goal do you want to achieve in the next week? Year?
• What are some potential obstacles in achieving these goals?
• How will you organize your time and other resources to achieve these goals?
• How can other people’s ideas help you to set and achieve your goals?

  Print Materials

• bc.tobaccofacts:grade 6
• Focus on Bullying: A Prevention Program for Elementary School Communities
• HeartSmart Kids (4–7)
• Making Decisions Grade 6
• Working It Out: Tools For Everyday Peacemakers

  Video

• The Baseball Card
• The Mural
• The Play

  Multimedia

• B.C. Life Skills
• Student WorkSafe 6 Module

  BC Ministry of Education Home Page