BC Education - The Planning Process K to 1

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Grade K to 1 - The Planning Process

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

identify personal hopes and dreams
use a goal-setting process
identify people and organizations that support children
recognize when a problem exists
relate consequences to actions and decisions

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

SUGGESTED INSTRUCTIONAL STRATEGIES

When discussing storybooks, ask students to identify the hopes and dreams of the various characters.
Encourage students to share their hopes and dreams for the upcoming school year. They might share with buddies or in conferences.
As a class, chart a goal-setting model such as:

select a goal

identify steps to reach the goal (action plan)

determine timeline

monitor and reflect on progress

celebrate successes

Post the chart in the classroom for future reference. Students might also share this model with their families.

Students can practise goal setting by using weekly tracking sheets, "choosing boards," or graphs to select upcoming activities. Encourage students to vary their choices and to set goals with respect to each activity they choose.
Initiate a discussion about group needs and interests. Select one goal (e.g., a quieter class) and have the class list ways to achieve this goal (e.g., "looks like, sounds like, feels like").
As a class, brainstorm a list of people or groups who can help. Each student can then create a support wheel with a picture of themselves at the centre.
When resolving problems in the classroom, have students state what the problem is and suggest possible consequences and solutions.
Invite students to explore the consequences of various actions (e.g., not wearing a bicycle helmet, littering, bullying).
Set up a Gallery Walk with pictures depicting actions and consequences. Students in groups can then walk around the gallery and at each picture suggest what might have happened before and after the event depicted.

SUGGESTED ASSESSMENT STRATEGIES

To assess students’ abilities to identify hopes and dreams, ask questions such as:

What would you like to learn about?

What do you want to do this year?

What different things do you want to try?

Look for evidence of students’ knowledge of goal setting and planning. Ask questions such as:

What is the goal?

How might the goal be reached?

What choices can be made?

What is your plan?

Do you need help with your plan?

Who can help you with your plan?

What part of your plan worked?

What would you do differently next time?

Students can informally assess whether or not they met a class goal by using a "thumbs up, thumbs down" approach to share opinions. This strategy reinforces the importance of monitoring and reflecting on progress.

RECOMMENDED LEARNING RESOURCES

Print Materials

Focus on Bullying: A Prevention Program for Elementary School Communities
HeartSmart Kids (K–3)
Student WorkSafe K/1 Module
Substance Abuse Prevention Primary
Working It Out: Tools For Everyday Peacemakers

Video

Learning About Courtesy

Multimedia

B.C. Life Skills
The C.A.R.E. Kit
Second Step: A Violence Prevention Curriculum, Primary
Talking About Touching: Personal Safety for Grades 1–3

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Revised:November 24, 1999

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