Canonical lesson CALM-U3-L11 · CALM-C11 · CURRICULUM_BASELINE

CALM-C11 - Design a plan for turning life goals and aspirations into reality

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U3-L11
• Unit: U3 - General Outcome 3: Career and Life Choices
• Official outcome: CALM-C11
• 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

design a plan for turning life goals and aspirations into reality innovation as possibilities success challenges of “going out on one’s own” volunteer and paid positions to find employment portfolios and résumés, and strategies to find the “hidden job market”

Classroom restatement: Design a plan for turning life goals and aspirations into reality.

Learning intention

Meet CALM-C11 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-C11 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-C11, 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) - What makes a plan more than a wish? Typical miss: no review date and no first action.
2. Teaching unique to CALM-C11 (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

What makes a plan more than a wish? Typical miss: no review date and no first action.

Teaching (unique to CALM-C11)

The capstone: design a plan that turns goals and aspirations into reality, including innovation as a possibility, challenges of “going out on one’s own,” volunteer and paid steps, portfolios and résumés, and strategies for the hidden job market - still school-safe. This is a plan on paper with review dates, not a requirement to start a real company. The Sustainable Community Water & Hygiene Micro-enterprise may be the context if the student chooses; the independent Cedar Bend kiosk brief is always enough. Do not paste GTI chapter dumps into student work. Do not invent FNMI content.

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: when drafting, ~50 s. What: plan-on-a-page boxes (goal, actions, evidence, review).

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

Worked example (Cedar Bend)

River’s plan (fictional): Goal - keep a public-facing role that uses communication + given-number budgets. Aspiration - possibly water/hygiene community work. First actions this month: update C5 portfolio with kiosk charter; complete C8 match chart; attend one Skills Night. Innovation: a numbered-ticket idea from P3. Going out on one’s own: not required; River stays on the team. Hidden job market: ask the teacher about posted volunteer boards, not cold-messaging strangers with private data. Review: last week of the term.

Guided practice

Jordan writes a plan with two volunteer steps and one paid given-hours step.

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 goal / first action / review date.
• CORE: Add portfolio + one hidden-market school-safe step.
• PROFICIENT: Include one challenge of working independently and one support (P14 map).
• ADVANCED: Produce a one-page plan that does not require a real business licence.

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 - Allowed as the enterprise context. Independent Cedar Bend kiosk one-page brief satisfies the same outcome.

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

Capstone = launch a company this week; stuffing unrelated GTI text; FNMI invention.

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-C11. 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-C11 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-C11 (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-C11. 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).