Canonical lesson CALM-U3-L04 · CALM-C4 · CURRICULUM_BASELINE

CALM-C4 - Develop strategies to deal with the transition from senior high school to post-secondary education/training and/or the world of work

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U3-L04
• Unit: U3 - General Outcome 3: Career and Life Choices
• Official outcome: CALM-C4
• 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

develop strategies to deal with the transition from senior high school to post-secondary education/training and/or the world of work that can be done now experience, cooperative education, and volunteer and paid part-time work information and experience through career mentoring, job shadowing, investigative interviewing, networking and personal research period of 3 to 5 years

Classroom restatement: Develop strategies to deal with the transition from senior high school to post-secondary education/training and/or the world of work.

Learning intention

Meet CALM-C4 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-C4 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-C4, 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 thing that can be done this semester besides “apply to university.”
2. Teaching unique to CALM-C4 (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 thing that can be done this semester besides “apply to university.”

Teaching (unique to CALM-C4)

Transition from senior high to post-secondary, training, or work is a 3-5 year window on the handout, not a single June panic. Strategies now: information, volunteer or paid part-time (given hours), co-op if the school offers it, mentoring/job shadow/interview/networking as optional school-safe tasks - no required family employer. Personal research uses public sites. Students who go directly to work still plan a transition.

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: during the 3-5 year sketch, ~50 s. What: timeline bar (this year / next / 3-5).

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 3-5 year sketch (fictional): Year 1 keep library volunteer + kiosk; Year 2 apply to a records or library assistant path (public program name on the handout); Year 3-4 work and possibly part-time courses. This month: one informational question list for a fictional mentor, not a real relative.

Guided practice

River sketches a work-first transition with one training module later (C6).

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: List three now-actions from a checklist.
• CORE: Fill a 3-year table with school-safe, public steps.
• PROFICIENT: Add one networking move that is not “use my parent’s company.”
• ADVANCED: Explain job shadow vs interview vs research as different evidence types.

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

Everyone must choose university this week; requiring a parent to host a shadow.

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-C4. 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-C4 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-C4 (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-C4. 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).