Teacher Planning Guide

One purpose of this section is to assist teachers with yearly or semester planning. Consideration is given to the sequencing of required and optional modules. The second purpose of this section is to help in planning each module once it is decided which modules are to be included in the year or semester.

Planning for the Year or Semester

An outline of Life Transitions 20 and Life Transitions 30 is included in the Introduction section of this curriculum guide. The optional modules and required modules are listed in that portion of the document.

The five required modules represent an orientation to the course (Orientation at the 20 level and Life Roles at the 30 level) followed by a personal focus (Personal Self-knowledge at the 20 level and Health Self-care at the 30 level), an interpersonal focus (Relationships at the 20 level and Conflict in Relationships at the 30 level), a resource management focus (Time Management at the 20 level and Money Management at the 30 level) and a career focus (Career Self-knowledge at the 20 level and Career Planning at the 30 level).

The time allocations for each module are approximate. In one semester or year, you might teach the orientation module, the required modules, and one optional module. In another semester or year, with another group of students, you might include two optional modules.

The optional modules that might be sequenced to follow particular required modules are indicated in the following chart.

Figure 7

	Life Transitions 20	Focus	Life Transitions 30
	Orientation		Life Roles
Required Optional	Personal Self-knowledge Life Balance	Personal	Health Self-care Sexual and Reproductive Health
Required Optional	Relationships Human Sexuality	Inter-personal	Conflict in Relationships Parenting
Required Optional	Time Management Community Issues and Ethics	Community	Money Management Independent Living
Required Optional	Career Self-knowledge Career Services and Supports	Career	Career Planning Job Search

Different teachers plan their course in different ways. The selection of optional modules will depend on student interests and needs, the availability of resources and teacher expertise. Some sequence examples for a Life Transitions 20 semester or year include:

Example 1	Example 2	Example 3
Personal Self-knowledge	Personal Self-knowledge	Personal Self-knowledge
Life Balance	Relationships	Relationships
Relationships	Human Sexuality	Human Sexuality
Time Management	Time Management	Time Management
Career Self-knowledge	Community Issues and Ethics	Career Self-knowledge
Career Services and Supports	Career Self-knowledge	Career Services and Supports

Planning each module

Eighteen modules make up Life Transitions 20, 30. The foundational objectives and learning objectives for each module are provided in this document. Suggested instructional strategies and methods are included in each module. Some suggestions about student assessment and evaluation are also included in each module.

The Planning Process is the organizational framework for each module. The content of the module is taught through the Planning Process. Students learn the content through the Planning Process. Student evaluation is based upon the three levels of the Planning Process.

The following guided questions are provided to assist in planning each module throughout the semester or year.

Have I:

examined the foundational objectives of the module?

identified evaluation strategies to match the foundational objectives?

Have I:

examined the learning objectives for each of Levels A, B, and C, within the Planning Process?

identified assessment and evaluation strategies to match the learning objectives of Level A, Level B, and Level C?

Have I:

included a variety of instructional strategies that are best suited to achieving the learning objectives for each of Levels A, B and C?

selected a variety of instructional strategies and methods to meet the learning styles and needs of my students?

Have I:

planned a sequence of Level A, Extend Your Knowledge Base, lessons relating to learning objectives?

planned a sequence of Level B lessons relating to learning objectives? Level B, Make an Informed Decision, includes decision making based on the information gathered in level A.

planned a sequence of Level C lessons relating to learning objectives? Level C, Carry Out Action Plan, means students designing an action plan in two required modules (Personal Self-knowledge and Relationships at the 20 level, Money Management and Career Planning at the 30 level) and carrying out those action plans in day to day life during the semester or year. Students will select one additional action plan in the semester or year.

Have I:

included material or activities that work toward development of the learning objectives for the Common Essential Learnings emphasized in this module?

Have I:

considered students' needs and interests?

considered Indian and Métis and gender equity content? (You may wish to consult the Saskatchewan Education publication, Selecting Fair and Equitable Learning Materials).

Have I:

selected appropriate and varied resources?

Have I:

connected the sequence of lessons, and the module itself, to students and to community?

Each module is made up of foundational objectives for the content addressed in that module and foundational objectives for the Common Essential Learnings emphasized in that module. Each module also includes the specific learning objectives for the content addressed in that module and the learning objectives for the C.E.L.s emphasized in that module. Through mastery of the learning objectives in each module, students achieve mastery of the foundational objectives.

From broadest to most specific, the pieces of curriculum design include: aim of the course, goals of the course, foundational objectives of the modules that collectively make up the foundational objectives of the course, learning objectives of each module. The modules that follow are designed in this fashion.