Bootcamp overlay: session-03.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U1-L07 · CALM-P7 · ENHANCED_BOOTCAMP_OVERLAY

CALM-P7 - Analyze a variety of strategies to achieve and enhance emotional and spiritual well-being

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L07
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P7
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-03.html - overlay may *start* this outcome; it does not replace the full lesson
• Characters: fictional Cedar Bend, Jordan, Sam, River (never the student as a case study)

Official outcome text

analyze a variety of strategies to achieve and enhance emotional and spiritual well-being spiritual well-being behaviours acceptance for the multiplicity and range of feelings and how they are expressed - personal responsibility for constructive expression constructively dealing with emotions - anger, depression, suicide emotional/spiritual expression

Classroom restatement: Analyze a variety of strategies to achieve and enhance emotional and spiritual well-being.

Learning intention

Meet CALM-P7 with instruction, practice, and a check that is unique to this outcome. The 10-session bootcamp is a separate accelerated pathway. This file is the canonical lesson.

Students can succeed without disclosing private life. Pass is allowed on personal questions.

Success criteria

1. Restate CALM-P7 in classroom language without swapping in a different CALM outcome’s worksheet.
2. Complete the worked-style task using only fictional Cedar Bend evidence and given numbers where money appears.
3. Produce a FOUNDATION, CORE, PROFICIENT, or ADVANCED artifact as assigned.
4. Use the privacy box: no required disclosure; private alternative where this outcome needs it.

Lesson ≠ bootcamp session

This is one official specific outcome. If a 10-session bootcamp file mentions CALM-P7, that file is an overlay starter only. Taxes, insurance, P10-P12, and the C11 capstone remain full-course lessons even when week-1 bootcamp is busy with other topics.

Sequenced ~75 minutes (adjust to the block)

1. Diagnostic / retrieval (5 min) - Name one help-seeking step that is not “deal with it alone.” Typical: only “talk to friends.” Repair: public supports exist.
2. Teaching unique to CALM-P7 (15-18 min).
3. Diagram at the cue below (under 90 s showing time).
4. Worked example with Jordan / Sam / River (12 min).
5. Guided practice (12 min).
6. Independent FOUNDATION→ADVANCED (15-18 min), including private/independent option.
7. Misconception repair + exit ticket (8 min). Human-tutor handoff if crisis or privacy flags appear.

AKOS diagnostic / retrieval

Name one help-seeking step that is not “deal with it alone.” Typical: only “talk to friends.” Repair: public supports exist.

Teaching (unique to CALM-P7)

Emotional and spiritual well-being strategies in this canonical lesson are help-seeking, sleep/stress skills, and constructive expression using fictional cases. Spiritual well-being may be taught as meaning, values, or community connection; students are not required to disclose faith. Feelings have a range; constructive expression is a skill (name the feeling in the scenario, choose a next step that does not harm). Suicide content is not a student writing prompt. Do not assign “write about wanting to die,” “share your darkest day,” or method discussion. If the official example of suicide arises, the teacher uses a scripted handoff: this room is not a crisis service; students go to the counsellor/admin per site protocol; Kids Help Phone 1-800-668-6868 or text CONNECT to 686868; 211 Alberta; 911 if someone is in immediate danger. The AI Tutor is not a counsellor and must not role-play therapy.

Do not invent FNMI content. Do not paste unrelated GTI chapters into this lesson. Do not reuse a mole worksheet, a different CALM outcome’s confession prompt, or a real household budget.

Diagram timing

When: after naming strategies, ~70 s. What: help-seeking map (classroom → counsellor → public lines). Cue: public numbers only. Crisis is a handoff, not a worksheet.

Keep figures simple (schedule strip, budget table, help-seeking map, comparison chart). Timed visuals are teaching aids, not decoration.

Worked example (Cedar Bend)

Sam’s fictional card: short sleep, irritability noted by a teacher in a made-up note (“seemed tired in period 2”), no crisis language. Strategies: protect a sleep window, use the Cedar Bend help-seeking map (counsellor office, Kids Help Phone poster, 211), write a private one-line check-in to the teacher (“I need the quiet work option”). Do not invent a suicide narrative. If a real student writes crisis language, stop academic probing and hand off.

Guided practice

Place three public supports on the Cedar Bend map. No real family doctor names required.

Near-miss to repair: using a different outcome’s template (a P12 confession prompt in a money lesson, or a real family budget in a health lesson).

Independent practice

• FOUNDATION: Match sleep / talk-to-trusted-adult / public helpline to three scenario cards (tired / conflict / crisis language for teacher only).
• CORE: Write a help-seeking plan for Sam with two school-safe steps and one public number from the handout.
• PROFICIENT: Explain why “spiritual” does not require a faith share, using meaning/values language.
• ADVANCED: Teacher-facing: write the handoff script (counsellor, Kids Help Phone, 211, 911) in six lines. Students do not write suicide stories.

Independent (solo) students complete the same levels on the Cedar Bend kiosk brief or the private packet. No group is mandatory.

Privacy box

This lesson can touch sensitive topics. Shared class work uses a fictional persona card (Jordan, Sam, River, or another named card) - not a classmate’s private life. Pass is allowed on personal questions. Do not assign diagnoses, body measurements, sexual history, or trauma narratives for marks.

If someone volunteers something sensitive: thank them, stop the public share, and offer the private option or a counsellor. Crisis language → human supports (teacher/counsellor; 911 if immediate danger; Kids Help Phone 1-800-668-6868 / text CONNECT 686868; 211 Alberta). The AI Tutor is not a crisis service.

Shared project

This outcome does not require the micro-enterprise. Students continue the independent Cedar Bend kiosk option if they are in that stream, or skip project artifacts today.

Independent option remains available: solo kiosk brief, given numbers only.

Misconception to repair

Forcing journal trauma; treating the AI Tutor as a therapist; assigning suicide-method research.

Tutor repair: name the wrong idea, give the classroom rule, return to the persona card. No shame.

AKOS instructional layer

Function	In this lesson
Diagnostic	Retrieval prompt above; typical misconception named.
Outcome map	One official code: CALM-P7. Bootcamp overlay (if any) does not replace this lesson.
Sequenced lesson	Diagnostic → teach → diagram → worked → guided → independent levels → check.
Mastery check	FOUNDATION through ADVANCED products; not a diploma.
Misconception repair	Named below; tutor must not praise the wrong idea.
Tutor handoff	AI Tutor is not a counsellor. Human tutor / teacher / counsellor as specified.
Evidence capture	Exit ticket in the student folder; no crisis text in curriculum files.

AI Tutor and human-tutor handoff

The AI Tutor grounds on CALM-P7 only. No false praise. No invented financial products, labs, or counselling protocols. No silent skip to a different outcome.

If a student writes about wanting to die, being unsafe, or being harmed: do not role-play therapy, do not ask for more trauma narrative, do not praise the disclosure as an assignment. Say you are not a crisis service. Name teacher, counsellor, 911 if immediate danger, Kids Help Phone 1-800-668-6868 / text CONNECT 686868, 211 Alberta. Hand off to a human.

Human tutor / teacher: privacy breach, crisis language, requests for real banking, sexual-history questions, or HCS3000 file uploads.

HCS3000

LINK_ONLY. Do not ingest, unzip, copy, or grade HCS3000 certificates, rosters, or module files in OEOM. Point students to the external course if the school offers it. CALM workplace talk stays at this lesson’s level.

Checks for understanding

• Restate CALM-P7 in classroom language without swapping another CALM outcome.
• Case uses a persona card (or private packet) - not a classmate’s private story.
• Sensitive prompts were optional/pass-allowed; no trauma narrative required for marks.

Formative evidence

Collect the independent-practice artifact for CALM-P7. Three lines: (1) outcome in own words, (2) one persona-card fact used, (3) one thing that was not required today (e.g. personal disclosure).

Provenance

Official wording from Rapid-3 _official_math_calm_outcomes.json (CALM) aligned to ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Lesson IDs match promote_full_courses.py calm_calendar() / canonical_lessons.json. Pack written as outcome-correct canonical markdown (lesson ≠ session).