Building Future Skills

Lesson Overview

This is an 80-minute lesson plan designed for Year 11 students in Alberta to introduce them to the Career and Life Management (CALM) 20 program of study. The focus is on career exploration, lifelong learning skills, financial literacy, and overall personal development as per the Alberta Education curriculum objectives. This lesson will emphasize the importance of CALM 20 and engage students in reflective, practical, and collaborative tasks. This highly interactive, worksheet-based approach is designed to foster real-world connection and active participation.

Curriculum Focus

CALM Program Level: High School – Grade 11
Specific Program Area: Alberta CALM 20 Program, introduction to "Resource Choices" and "Career and Life Choices" curriculum areas.

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Learning Outcomes

By the end of this lesson, students will be able to:

1. Understand the structure and purpose of the CALM program.
2. Identify why personal management and decision-making are critical to their career and life planning.
3. Recognise the connection between their current education and future opportunities.
4. Begin self-reflecting on personal values, skills, and interests.

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Materials Needed

• Printable worksheets for the activities (detailed below).
• Whiteboard or chart paper for brainstorming as a class.
• Markers or pens.
• Timer or stopwatch.

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Lesson Plan

1. Warm-Up Activity: Brainstorm (10 Minutes)

Objective: Generate curiosity about CALM and introduce its real-life application.

1. Begin by asking students this question:
   "Imagine it’s five years from today—what does success look like for you, both personally and professionally?"
2. Hand out a "Mind Map Starter Worksheet" where students can jot down their ideas under categories: "Career," "Finances," "Health," "Relationships," and "Other." (Students can use keywords, sketches, or symbols.)
3. After 5 minutes, ask 3-4 students to share their thoughts with the class. Capture key points on the whiteboard under headings of "Personal Success" and "Professional Success."

Transition Statement: "Now let’s dive into how CALM 20 fits into figuring out how to achieve these goals."

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2. Whole-Class Discussion: Introduction to CALM (15 Minutes)

Objective: Explain CALM’s purpose and expectations.

1. Provide students with the "CALM Overview Worksheet" that outlines key areas of the curriculum:
   • Resource Choices: Personal decision-making, financial education, and consumer awareness.
   • Career and Life Choices: Career planning and preparation for transition beyond high school.
   • Wellness Choices: Healthy relationships, stress management, and maintaining well-being.
2. Briefly explain each area. Emphasise how CALM connects to their future in practical ways (e.g., budgeting for post-secondary, finding a job, building strong social habits).
3. Tie this back to the students' brainstormed visions of success from earlier.

Engagement Tip: Ask questions to tie the program to their current life experience. Examples:

• "Who here has thought about saving for something big, like a car or a trip? CALM will teach you strategies to make that happen."
• "How many of you are unsure about a career or post-secondary path? One of our key goals in CALM is to help with that planning."

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3. Worksheet Activity: Self-Reflection & Goal Setting (25 Minutes)

Objective: Begin self-assessment around personal values, interests, and future goals.

1. Hand out the Self-Reflection and Goal-Setting Worksheet. It includes:

   • A short survey to identify personal skills (e.g., creativity, teamwork, problem-solving).
   • A values inventory where students select the top 3 values most important to them (e.g., family, independence, achievement).
   • Space to outline one short-term and one long-term goal.

2. Allow students 15 minutes to complete the worksheet independently. Circulate to offer help or clarification.

3. Invite students to partner with a peer and share one thing they learned about themselves and one goal they want to work toward.

Teacher Note: Pair students carefully to ensure quiet/shy ones feel comfortable sharing.

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4. Group Activity: Building a "Lifepath Map" (20 Minutes)

Objective: Collaboratively explore options for career, education, and personal development.

1. Divide students into small groups of 4-5 and provide the Lifepath Map Worksheet. This worksheet includes key areas such as:
   • Post-secondary education (university, college, trade school).
   • Career pathways.
   • Life skills they will need (budgeting, self-care, communication).

Activity Instructions:

• Assign each group a category to work on (e.g., one group explores career options, another explores skills needed to transition post-high school).
• Groups brainstorm why their category matters for future success and write three examples on their worksheet.
• After 15 minutes, groups present their section of the Lifepath Map to the class. The teacher can combine these into a collective chart on the whiteboard.

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5. Wrap-Up Reflection and Exit Tickets (10 Minutes)

Objective: Summarise key takeaways and provide feedback on what was learned.

1. Ask students to reflect on today’s lesson by answering one question on an Exit Ticket: "What is one thing you’re excited to learn more about in CALM?"
2. Collect the Exit Tickets as they leave the class to gain insight into their interests and understanding of today’s lesson.

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Extension Opportunity

Encourage students to complete an optional follow-up challenge:

• Ask family members about one skill or financial tip that helped them in adulthood. Students can share these insights at the next class.

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Assessment

• Review students' worksheets (Self-Reflection & Group Lifepath Map).
• Analyse Exit Tickets for understanding and engagement levels.

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Teacher Notes

• Keep the tone relaxed but focus students on the importance of their choices and personal development.
• For students who may struggle with self-reflection, be prepared with prompts or examples (e.g., "Are you creative? Do you like to lead others?").
• This lesson lays the foundation for upcoming CALM 20 topics, so ensure clarity and enthusiasm when discussing course relevance to their goals.