Canonical lesson CALM-U3-L02 · CALM-C2 · CURRICULUM_BASELINE

CALM-C2 - Update and expand a personal profile related to potential career choices

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U3-L02
• Unit: U3 - General Outcome 3: Career and Life Choices
• Official outcome: CALM-C2
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: none (curriculum baseline) - 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

update and expand a personal profile related to potential career choices competencies - including skills, abilities, aptitudes and talents - personality traits, limitations and strengths, to expand a personal profile transferable and knowledge-based skills to expand the personal profile including aspirations, attitudes, values, goals and the expectations of others, or lack thereof, to include in the personal profile

Classroom restatement: Update and expand a personal profile related to potential career choices.

Learning intention

Meet CALM-C2 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-C2 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-C2, 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 a transferable skill from a kiosk shift that is not “I am nice.”
2. Teaching unique to CALM-C2 (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 a transferable skill from a kiosk shift that is not “I am nice.”

Teaching (unique to CALM-C2)

A personal profile for career choices includes competencies (skills, abilities, aptitudes, talents), personality traits as school-safe self-descriptions, limitations and strengths, transferable skills, knowledge, aspirations, attitudes, values, and the expectations of others - the last item is optional and private. Students update a profile using kiosk and course evidence. They may omit family expectations. No forced personality-disorder language.

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: start of update, ~40 s. What: profile boxes (skills / knowledge / limits / aspirations).

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 profile update: skill - explaining wait times; knowledge - unit price from R6; limitation on the card - cannot work after 21:00 because of the given sleep plan; aspiration - library or records work. Expectation of others: left blank (pass allowed).

Guided practice

Add two transferable skills for Jordan from the till recount (P9).

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: Fill four profile boxes from a persona card.
• CORE: Mark one item as transferable to a different job on the handout.
• PROFICIENT: Leave expectations-of-others blank and still have a complete school profile.
• ADVANCED: Explain the difference between a limitation (hours) and a worth judgment.

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

Privacy box

Career artifacts may use a school-safe personal profile the student chooses to share, or a fully fictional Cedar Bend persona. No forced disclosure of family status, immigration details, or medical information. HCS3000 remains LINK_ONLY - do not upload certificates into OEOM.

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

Profile = social media aesthetic; requiring Myers-Briggs as truth.

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-C2. 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-C2 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

• Artifact maps to CALM-C2 (portfolio/plan/transition) - not a different strand.
• Profile content is school-safe or fictional; HCS3000 not ingested.
• Next-step actions are concrete and time-bound where the outcome requires a plan.

Formative evidence

Collect the independent-practice artifact for CALM-C2. Three lines: (1) outcome in own words, (2) one portfolio/plan element, (3) one next action with a timeframe.

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).