Planning+10


 * Planning 10 Course Outline **

Welcome to Planning 10. This is a //linear// course, which means we will meet three classes per week for the __whole year__. The aim of this course is to enable students to develop the skills they need to become self-directed individuals who set goals, make thoughtful decisions, and take responsibility for pursuing their goals throughout life. Though not an “academic” course, Planning 10 __**is**__ a requirement for graduation (meaning you **MUST** pass it in order to graduate), and the goals of you taking this course are:
 * You will become an informed decision maker, able to understand the effects of your choices on you and others.
 * You will be able to access information and analyse it for accuracy, bias, and relevance.
 * You will develop an understanding of your personal responsibility for attaining and maintaining your overall health and financial well-being, and for pursuing and achieving your education and career goals.
 * You will develop the attitudes, skills, and knowledge that enable you to plan for your successful transition from secondary school to your adult life.

If you are absent, it is your responsibility to find out what was assigned in class. CALL/EMAIL YOUR PARTNERS.


 * PARENTS AND STUDENTS, PLEASE NOTE: **


 *  I DO NOT ACCEPT LATE ASSIGNMENTS WITHOUT A SIGNED "LATE ASSIGNMENT SLIP". **THE SLIP MUST BE COMPLETED BY BOTH A PARENT AND THE STUDENT. Late assignment slips are available at all times in my classroom, and students are invited to keep a couple in their binders in case of emergency illness, or those forgotten-until-the-night-before dental appointments.


 *  ALL ASSIGNMENTS ARE DUE ON THE DUE DATE, WHETHER OR NOT THE STUDENT IS IN ATTENDANCE AT SCHOOL. THE SCHOOL HAS A LATE WORK POLICY WHICH TAKES 10% OFF A STUDENT'S MARK FOR EACH DAY THE ASSIGNMENT IS LATE. **

1. Your Planning Term Mark is cumulative over the year, and is based on achievement in class during the four terms of the year.
 * __ Evaluation __**
 * In-class assignments & Quizzes: 40%
 * Projects: 40%
 * Participation, Reflection/Journals, Planner Maintenance: 20%
 * 2. ** There is NO final exam for Planning.

Students Agenda Paper in a 3-ring binder Calculator Blue, black and red pen Pencils and eraser
 * __ Materials: __**
 * Laptop computer **

Students will explore various aspects of the following areas (order subject to change):
 * Curriculum/Course Content ** :


 * Health **
 * analyse factors that influence health
 * analyse health information for validity and personal relevance
 * demonstrate an understanding of skills needed to build and maintain healthy relationships
 * analyse factors contributing to a safe and caring school
 * evaluate the potential effects of an individual’s health-related decisions on self, family, and community
 * analyse practices that promote healthy sexual decision making
 * analyse practices associated with the prevention of HIV/AIDS
 * analyse strategies for preventing substance misuse
 * analyse individual and societal practices associated with road-related risk reduction and injury prevention


 * Graduation Program **
 * identify the course requirements for the Graduation Program
 * identify ways of earning credits for the Graduation Program
 * identify the exam requirements for the Graduation Program, including required and optional exams
 * describe the Focus Areas in the Graduation Program
 * describe how one or more Focus Areas of interest relate to education and career options
 * describe the requirements of Graduation Transitions
 * develop a preliminary plan for how they will meet the requirements of Graduation Transitions


 * Education and Careers **
 * relate personal attributes and interests to education and career planning
 * compare a variety of post-secondary education and training institutions and programs
 * relate labour market information to careers of interest
 * demonstrate an understanding of employability skills
 * demonstrate job-seeking
 * demonstrate an awareness of the legal rights and responsibilities of employers and employees
 * analyse practices associated with work-related risk reduction and injury prevention
 * identify support networks and resources for pursuing their education and career goals
 * develop a personal education and career plan to support the achievement of education and career goals

– budgeting skills – planning for transition from secondary school – knowledge about credit and debt – knowledge of legal requirements for reporting personal income
 * Finances **
 * demonstrate financial literacy related to
 * identify the costs and funding sources associated with various education and career options
 * develop a personal financial plan to support the achievement of education and career goals