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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Plan a class project (e.g., lunch, dance, field trip). Have students identify criteria to assess their time management, planning strategies, and transferable skills as they work on the project. Encourage students to select tasks and duties that they have not tried before.
• Have students make journal entries about their personal strengths and areas in which they wish to improve. Have them work with partners to develop strategies to achieve their goals.
• Present students with various challenging situations. Have them identify the support network available for dealing with each.
• Ask students to interview adults to find out how they use time management to achieve goals.
• Challenge students to work in groups to develop a "Dear Advisor" problem (social, educational, or career) and devise a practical and responsible solution to it. Have groups exchange and solve each other’s problems using co-operative decision-making strategies. Then have the groups compare their solutions to assess the extent to which each is a responsible option.
• Have students form buddies with Primary students. Create opportunities for them to model responsible decision making and safe behaviour for the younger students (e.g., bike rodeo, assemblies, playground behaviour, skating safety).
• Design a board game in which students encounter unpredictable changes in their lives and have to adjust their goals accordingly.
• Have students use the Internet to communicate with an individual or group pursuing a goal (e.g., climbing Mt. Everest, sailing around the world, astronauts in space). Ask students to identify the strategies these people use to accomplish their goals and their ways of adapting to unexpected circumstances. Help students relate this process to their own goal setting.

SUGGESTED ASSESSMENT STRATEGIES

• Have students review their personal, educational, and career goals and identify how and why they may have changed over the past year. Work with students to adjust their goals as necessary. Use sentence stems such as:

• I like the way I –––––––––––––– .
• One thing I would like to get better at in school is –––––––––––––– .
• I have noticed that I was able to change –––––––––––––– by –––––––––––––– .
• Two ways I can improve transferable skills are –––––––––––––– .
• You will notice I have improved when –––––––––––––– .

• Help students to develop a checklist to assess their contributions to the class project. Assessment criteria may include:

• ability to balance time spent on the project with other aspects of school and home
• contributions toward defining and implementing the steps of the action plan
• willingness to volunteer their skills and abilities to the project
• application of skills that build teamwork and contribute to effective group dynamics

• After students participate in the "Dear Advisor" activity, have them assess their contributions and their learning by responding to prompts such as:

• I showed that I understood the problem when I –––––––––––––– .
• Two things I learned from others about decision making were –––––––––––––– .
• One thing I figured out for myself was –––––––––––––– .
• I feel the solution we proposed was an example of responsible decision making because –––––––––––––– .
• I can find out more about this issue from the following resources: –––––––––––––– .

  Print Materials

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

  Video

• What Kids Wants to Know About Sex and Growing Up

  Multimedia

• B.C. Life Skills
• bc.tobaccofacts:grade 7
• Student WorkSafe 7 Module

  Games/Manipulatives

• The Real Game

  BC Ministry of Education Home Page