Bootcamp overlay: session-07.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U3-L09 · CALM-C9 · ENHANCED_BOOTCAMP_OVERLAY

CALM-C9 - Determine the skills, attitudes and behaviours necessary for retaining a job

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U3-L09
• Unit: U3 - General Outcome 3: Career and Life Choices
• Official outcome: CALM-C9
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-07.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

determine the skills, attitudes and behaviours necessary for retaining a job expectations to succeed at a job leaving a job and losing a job

Classroom restatement: Determine the skills, attitudes and behaviours necessary for retaining a job.

Learning intention

Meet CALM-C9 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-C9 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-C9, 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 keeping-a-job behaviour that is not the same as a cover letter.
2. Teaching unique to CALM-C9 (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 keeping-a-job behaviour that is not the same as a cover letter.

Teaching (unique to CALM-C9)

Retaining a job uses different skills than getting one: reliability, learning feedback, workplace communication, managing conflict on the task (P9), knowing expectations. Leaving a job and losing a job are also outcomes: notice on a fictional timeline, vs a layoff card. HCS3000 remains LINK_ONLY. No real employer evaluations collected.

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 late example, ~40 s. What: expectations checklist.

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

Worked example (Cedar Bend)

River is 12 minutes late twice (given). Supervisor (teacher-as-role) expects a call-ahead. Repair: River uses the bus-time determinant (P1) and leaves 15 minutes earlier on the schedule. Leaving: River gives two weeks on the story calendar because of exam week. Losing a job card: hours cut (C7) - River uses R11 adjust, not a rant in the group chat.

Guided practice

Jordan receives feedback “count twice.” Write a keep-the-job response in four lines.

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: Sort getting vs keeping behaviours.
• CORE: Write expectations from the kiosk charter that support retention.
• PROFICIENT: Script leaving a job respectfully on the fictional calendar.
• ADVANCED: Distinguish losing a job (layoff) from being fired using two cards, without shame language.

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 (only where it fits)

Sustainable Community Water & Hygiene Micro-enterprise - Charter = retention expectations. Solo students write a self-checklist.

Independent option (always on): solo “Cedar Bend refill kiosk” brief with the same given numbers. No family interviews. No home plumbing photos.

Misconception to repair

Keeping a job = never speaking up; collecting real boss texts.

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-C9. 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-C9 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-C9 (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-C9. 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).