Prescribed Learning Outcomes

Planning Process

To develop students' abilities to plan and make decisions systematically; gather and record the information needed to make and carry out educational, career, and personal plans; and to put plans into effect, monitor and evaluate them, and make refinements as necessary, it is expected that in CaPP 9 students will:

• identify criteria for setting short- and long-term goals
• set short-term goals and evaluate long-term goals, revising as necessary
• relate their strengths, interests, attributes, values to their educational, career, and personal goals
• develop a Student Learning Plan and keep it relevant and up to date
• build networks of resources to support their educational, career, and personal goals
• describe and apply an effective planning process
• use information to implement their educational, career, and personal plans
• apply study skills and time-management techniques to attain the goals in their Student Learning Plans
• revise strategies for achieving goals, in response to change

Personal Development

1. Healthy Living

   To encourage students to value and adopt balanced, healthy lifestyles, it is expected that students will:

   • analyse lifestyle factors that affect health
   • relate eating and activity patterns to health
   • demonstrate an awareness of eating disorders
   • evaluate mass media messages related to personal practices and consumer decisions
   • demonstrate an ability to access health-related resources
   • demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

2. Mental Well-Being

   To develop in students an appropriate sense of personal worth, potential, and autonomy as well as a sense of their relationships with others, it is expected that students will:

   • show respect for others
   • relate their accomplishments to their sense personal worth, potential, and autonomy
   • design and implement a plan to promote personal, school, and community well-being

3. Family Life Education

   To develop students' understanding of the role of the family and capacity for responsible decision making in their personal relationships, it is expected that students will:

   • evaluate the impact on themselves and others of the physical, social, and emotional changes associated with puberty
   • identify the components needed to build and maintain healthy relationships
   • relate family values and traditions to beliefs and behaviour standards
   • identify and evaluate factors that influence responsible sexual decision making

4. Child Abuse Prevention

   To develop in students the capacity to assess, prevent, and resolve abusive situations, it is expected that students will:

   • define several types of abuse, including sexual, physical, and emotional abuse or neglect
   • explain the relationship between emotions and abusive behaviour
   • describe the dynamics of relationships as they apply to abusive situations
   • demonstrate problem-solving and assertiveness skills as they apply to relationships
   • identify appropriate services, support, or intervention for people in abusive situations

5. Substance Abuse Prevention

   To develop in students the ability to make responsible decisions regarding substance use as they develp a healthy lifestyle, it is expected that students will:

   • evaluate peer, cultural, mass media, and social influences related to substance use and abuse
   • demonstrate an ability to make decisions and use refusal and assertiveness skills to prevent substance use and abuse
   • describe the support available in the home, school, and community to deal with substance abuse problems

6. Safety and Injury Prevention

   To develp in students the ability to apply principles of safety to all aspects of their lives, it is expected that students will:

   • explain appropriate procedures for responding to personal, school, and community emergencies
   • demonstrate basic first aid skills

Career Development

In this section the student will explore topics related to career awareness and exploration. There are three sub-sections to this part of the course.

1. Career Skills Awareness

   To develop students' understanding and appreciation of personal characteristics and how these relate to potential careers, it is expected that students will:

   • identify role models and list their attributes
   • relate their transferable skills to occupational and lifestyle choices

2. Career Exploration

   To enable students to take advantage of community resources in order to relate their learning and skills to education, career, and personal roles in a changing world, it is expected that students will:

   • identify factors that influence the changing career patterns of women and men
   • identify mentors and resources to support career plans
   • identify volunteer and leisure activities that relate to their career goals
   • identify the courses needed to meet their career plans
   • identify factors that affect the availability of career opportunities

3. Career Preparation

   To practise academic, teamwork, and personal management skills needed to succeed in the workplace, it is expected that students will:

   • identify basic job-seeking skills
   • demonstrate an understanding of personal management, academic, and teamwork skills that are transferable to the workplace
   • demonstrate an ability to manage basic personal finances