Appendix A - Prescribed Learning Outcomes

The Prescribed Learning Outcomes for Personal Planning K-7 are listed by grade under each of the following organizers:

The Planning Process
Personal Development

• Healthy Living
• Mental Well-Being
• Family Life Education
• Child Abuse Prevention
• Substance Abuse Prevention
• Safety and Injury Prevention

Career Development

It is expected that students will:

The Planning Process

Grade K-1

• 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

Grade 2-3

• describe and use a goal-setting process to set short-term goals
• identify progress in achieving their goals and modify goals as necessary
• describe a problem-solving model

Grade 4

• analyse changes in personal dreams and goals
• use a goal-setting process to set short-term, long-term, and group goals
• explain how various factors influence personal and group goal achievement
• explain and apply the concepts of time management and planning
• relate the support services available in the school and community to personal needs
• apply problem-solving models to a variety of situations

Grade 5

• explain the relationships among planning, time management, and goal achievement
• set personal goals
• explain the concept of a personal support network
• identify and apply the steps in a decision-making process

Grade 6

• analyse the factors that could influence personal goals
• outline their progress in meeting short- and long-term goals
• use time management and planning strategies that are personally relevant
• analyse how personal support networks contribute to achievement of personal, educational, and career plans
• predict possible problems associated with particular situations or courses of action

Grade 7

• take the steps necessary to carry out their plans
• assess their progress in meeting their personal, educational, and career goals
• adjust their goals as necessary in response to change
• use their personal support networks as well as community services and resources to further their personal, educational, and career goals
• use time management strategies to achieve their goals
• practise responsible decision making

Personal Development
Healthy Living

Grade K-1

• identify foods and activities that contribute to good health
• demonstrate an awareness of the influence of family on their attitudes and values regarding healthy living

Grade 2-3

• describe activities that support their health
• explain why they need a variety of foods
• describe the influence of family and peers on their attitudes and values regarding healthy living

Grade 4

• identify factors that promote health
• classify foods into groups, including the food groups identified in Canada’s Food Guide to Healthy Eating, Revised
• describe the influence of the media, and the community on their attitudes and values regarding healthy living
• identify health-related services and resources that can contribute to healthy living

Grade 5

• give examples of how people can achieve balance in their lives
• identify factors that influence their attitudes regarding healthy living
• describe Canadian health issues

Grade 6

• explain the benefits of good nutrition and exercise as part of a balanced life
• demonstrate an awareness of cultural influences on attitudes toward healthy living
• analyse factors that affect global health issues

Grade 7

• evaluate personal attitudes that promote health
• give examples of how personal health relates to the environment, the economy, and society

Personal Development
Mental Well-Being

Grade K-1

• identify and describe a wide range of feelings
• identify components of a safe and healthy school
• identify characteristics of friendship

Grade 2-3

• use appropriate vocabulary to express feelings
• demonstrate behaviours that contribute to a safe and healthy school
• distinguish between positive and negative attributes of friendship

Grade 4

• explore appropriate strategies for sharing and expressing feelings
• relate components of a safe school to those of a safe community
• identify positive ways to initiate, maintain, and end friendships
• demonstrate an awareness of factors that influence self-esteem
• demonstrate responsibility for their choices

Grade 5

• use appropriate strategies to share and express feelings
• consistently demonstrate behaviours that contribute to a safe school and community
• describe the dynamics of individual and group friendships
• propose ways to be self-reliant

Grade 6

• refine their strategies for sharing and expressing their feelings
• encourage others to contribute to a safe school and community
• demonstrate interpersonal skills for maintaining positive relationships
• describe their individuality within a social group

Grade 7

• propose and implement a plan to promote mental well-being in the school or community
• describe the responsibilities that accompany friendships and other relationships
• evaluate school and community resources that support mental well-being

Personal Development
Family Life Education

Grade K-1

• identify a variety of family groupings
• use appropriate vocabulary to identify the physical characteristics that distinguish males from females
• demonstrate an awareness of the ability of living things to reproduce

Grade 2-3

• describe various roles and responsibilities within families
• identify thoughtful, caring behaviours
• describe how living things reproduce

Grade 4

• identify how their own responsibilities in the family may change
• demonstrate thoughtful, caring behaviours to enhance personal relationships
• describe how the physical characteristics of males and females develop

Grade 5

• describe how families change
• identify the physical, emotional, and social changes associated with puberty
• describe the family’s role in developing moral and behavioural standards

Grade 6

• describe family groupings that exist in cultures around the world
• explain the concept of stereotyping
• relate changes at puberty to the human reproductive system
• describe the physical, emotional, and social changes associated with puberty
• access and evaluate sources of information related to their physical, emotional, and social development

Grade 7

• identify stereotypical views of gender roles in the family
• describe the factors that influence the development of healthy relationships
• explain how the human reproductive system works
• assess factors that influence their decision making regarding relationships

Personal Development
Child Abuse Prevention

Grade K-1

• demonstrate a willingness to communicate their feelings
• distinguish between appropriate and inappropriate touching behaviours
• demonstrate an ability to access help when in abusive or potentially abusive situations

Grade 2-3

• describe responsible ways to act on various feelings
• use avoidance and assertiveness skills in abusive or potentially abusive situations
• demonstrate an awareness of the legal and societal support for abuse prevention

Grade 4

• apply safety guidelines to protect themselves and others from exploitation and abuse
• recognize various types of abuse, including physical, emotional, sexual, and neglect

Grade 5

• describe empathetic responses in a variety of situations
• describe possible consequences of various forms of exploitation and abuse

Grade 6

• explain the importance of empathy in supportive relationships
• distinguish between supportive and non-supportive relationships

Grade 7

• analyse the relationships between a variety of feelings and behaviours
• demonstrate an ability to manage their responses to their feelings
• list indicators of both healthy and abusive relationships
• describe characteristic patterns in abusive relationships

Personal Development
Substance Abuse Prevention

Grade K-1

• identify safe and unsafe substances
• demonstrate ways of refusing unknown substances

Grade 2-3

• describe the potential dangers associated with various unsafe substances
• demonstrate ways of refusing or avoiding harmful or unknown substances

Grade 4

• identify possible effects of inappropriate use of substances
• identify strategies for preventing or avoiding substance abuse

Grade 5

• describe the possible effects of substance abuse on individuals and families
• identify factors that contribute to use, misuse, and abuse of substances
• identify sources of support and information related to substance abuse prevention

Grade 6

• describe the effects of substance abuse on society
• use problem-solving strategies and assertiveness skills to prevent substance abuse in various settings and relationships

Grade 7

• describe the possible consequences for themselves if they abuse substances
• explain what constitutes misuse of medicinal substances
• demonstrate a committment to avoiding substance abuse

Personal Development
Safety and Injury Prevention

Grade K-1

• identify the hazards and use safe behaviours in the home, school, and community
• demonstrate an ability to access emergency services

Grade 2-3

• describe appropriate solutions for hazardous situations in the home, school, and community
• describe the emergency response systems in the community

Grade 4

• explain reasons for school and community safety rules
• identify appropriate responses to emergency situations
• demonstrate safe behaviours in a variety of environments

Grade 5

• describe the potential for injury in a variety of environments and situations
• describe how to minimize hazards in a variety of situations

Grade 6

• describe social pressures that contribute to risk taking
• identify basic first-aid skills
• analyse emergency procedures, in the home, school, and community

Grade 7

• describe the immediate and long-term consequences of unsafe behaviours on self and others
• describe basic first-aid practices in a variety of situations
• describe the factors that relate to injury prevention

Career Development

Grade K-1

• describe their personal attributes, skills, and successes
• identify a variety of job and volunteer situations within the school

Grade 2-3

• demonstrate an appreciation for the attributes, skills, and successes of self and others
• identify a variety of job and volunteer situations within the community

Grade 4

• compile an inventory of their own attributes, skills, and successes
• demonstrate an appreciation of the diversity of people’s attributes
• identify effective study habits
• describe the contributions of paid and unpaid work to society

Grade 5

• describe changes in their personal attributes and skills
• relate work habits to transferable skills
• identify the talents and skills of people they admire
• describe how family roles and expectations influence career interests

Grade 6

• modify and extend their inventories of personal attributes, skills, and successes
• identify transferable skills that are developed through school, cultural, and recreational activities
• identify the talents and skills of positive role models in a variety of occupations and careers

Grade 7

• describe the development of their transferable skills
• identify and classify occupations in the local, regional, and global communities
• relate their personal inventories to occupational classifications