Career Foundations

Lesson Overview

This 80-minute introductory lesson for Year 11 students offers a comprehensive overview of the Career and Life Management (CALM) 20 program, highlighting its relevance to their personal growth, academic journey, and career aspirations. The session is designed to inspire students and give them a clear idea of how CALM 20 fits into their lives now—and well into the future. The lesson aligns with Alberta’s Education curriculum under the Senior High Career and Life Management Program of Studies, addressing outcomes within the "Personal Choices," "Resources Choices," and "Career and Life Choices" curriculum areas.

This lesson plan is balanced to include engaging activities, reflective thinking, and collaborative work—all tailored to meet the developmental needs of 15–16-year-olds in Year 11. By the end of the lesson, students should feel motivated and understand the program’s practical relevance while reflecting on their goals in relation to health, finances, relationships, and career planning.

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Learning Objectives

By the end of this class, students will:

• Define the mandate and outcomes of the CALM 20 Alberta Program of Studies.
• Reflect on their personal values, goals, and interests in various areas of their lives.
• Identify personal responsibility and agency in making informed life decisions.
• Engage in collaborative discussion about their future aspirations.

These objectives directly align with the Senior High CALM Program Vision, as students explore personal choices and career pathways while building the attributes of informed decision-making and resilience.

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Materials Needed

• Chart paper and markers (or a whiteboard and sticky notes).
• A large timeline/chart template on a board or screen (for a group activity).
• Pre-arranged slips of paper with example life scenarios (Activity 3).
• Student journals or plain notebooks for reflection.
• Post-it notes (one per student).

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Lesson Breakdown

1. Welcome and Introduction (10 mins)

Activity – Setting the Stage

1. As students enter the class, ask them to write on post-it notes one thing they’re “excited” about in their future (personal, academic, or career-related).
2. Begin with a brief explanation of the CALM 20 program: "This class is about more than just careers and school—it’s about making informed choices, managing stress, understanding your relationships and health, and setting yourselves up for a meaningful future.” Use age-appropriate humour or a current trend to build rapport and engagement.
3. Read a few post-its aloud (anonymously) and help students connect their answers to the core idea of CALM: personal ownership and preparation for adulthood.

Key Context:
Mention how CALM is mandatory for Alberta high school students and directly ties into long-term success. Bridge why these skills aren’t just useful—they’re essential.

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2. What is CALM? (15 mins)

Group Exploration

1. Present the 3 pillars of the CALM curriculum using a simple visual (e.g., write or display “Personal Choices,” “Resource Choices,” and “Career and Life Choices” prominently).

2. Divide students into 3 groups and assign each group one of the pillars. Using chart paper or whiteboards, ask each group to brainstorm what they think that pillar could include. For example:

   • Personal Choices: health, stress management, mental health, relationships, sexuality, etc.
   • Resource Choices: budgeting, saving, managing time effectively, etc.
   • Career and Life Choices: exploring jobs, post-secondary planning, work-life balance, personal values, etc.

3. After 7–8 minutes, each group presents their thoughts briefly. Add to their ideas to ensure they match curriculum goals, and explain how this program will cover all these vital areas in depth.

Student Prompt: “Why do these topics matter to you right now, in this stage of life?” Facilitate a quick back-and-forth dialogue.

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3. Interactive Exercise – Lifeline Mapping (20 mins)

Activity – “Your Life’s Story So Far”

1. Have students draw a simple “lifeline” in their journals (or on paper). Mark three sections: past, present, future.
2. Encourage students to add significant events to their past (e.g., family vacations, meaningful challenges), describe where they are now, and use the future section to dream about where they want to be at ages 20, 30, and 40 in areas like career, relationships, and personal development.
3. Students share their future vision with a partner (small group sharing to build comfort). Listen for meaningful insights, and encourage students to connect their present point to decisions or actions that will lead to the future they envision.

Debrief Discussion: As a class, explore:

• What patterns or themes stood out from sharing visions of the future?
• How might CALM help bridge their “present” to their “future”?

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4. Exploring Life Scenarios (20 mins)

Activity – Responding to Scenarios

1. Prepare slips of paper with relatable scenarios. Examples include:

   • "You have $500 to save for college, but you also have a trip you want to take with friends.”
   • "You’re offered two jobs—one pays well, but the other feels like a better fit for your passions."
   • “You just had a fallout with a close friend and feel stressed about your exams at the same time.”

2. In small groups, students read their assigned scenario and come up with possible solutions or responses. Ask them to consider factors like priorities, values, budgeting, and self-care strategies.

3. Groups present their scenarios and solutions, facilitating discussion about how the principles of CALM can guide decision-making in real life (e.g., financial literacy, mental health strategies, or career planning).

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5. Reflective Close (15 mins)

Individual Reflection – Grounding it in Reality
Ask students to silently reflect and write a personal commitment based on today’s class. Prompts could include:

• “What’s one thing I want to gain from CALM?”
• “What’s one decision I’ve made recently that I want to reevaluate?”
• “What’s one area of my life that I want to focus on improving?”

Students may share their reflections with a peer or keep them private.

Wrap-Up: Summarise that CALM is about building skills and understanding to prepare them to meet life confidently. Remind them that the choices they make today matter—and CALM is a safe place to explore those decisions.

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Assessment

Assess student engagement and learning through:

1. Participation in group activities and class discussions.
2. Completion of their lifeline mapping exercise.
3. Quality and thoughtfulness of individual journal reflections.

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Extensions

Encourage students to:

• Interview an older sibling, parent, or mentor about decisions they made at this age and how those decisions impacted their lives.
• Observe and journal moments in their own lives where they had to make a deliberate choice (related to finances, relationships, or self-awareness).

This complete introductory lesson establishes a concrete foundation for the CALM 20 program while actively engaging students in meaningful dialogue that links their personal lives to course outcomes.