Often purposeful

about the ways that

he or she influences
peers, his or her
community, and
others, and how
those groups
influence him or her.
Developing ability to
respond positively to
interactions with
others.
Usually avoids
stereotyping,
discrimination, &
bullying and may,
with support and
encouragement,
take action to
address it when
needed.

Developing ability to
select strategies
suited to a context or
situation and uses it,
perhaps with
guidance and
support (e.g., uses
MindUP practices to
regulate stress, NVC
to resolve conflicts,
Zones of Regulation
strategies to selfregulate, and makes
food and other
personal choices
that lead to health
and well-being).

Beginning to develop a growth mindset towards

areas of growth.
Developing ability to reflect on influences (on and from others).
Developing ability to respect one's self.

action-oriented,
realistic, and timespecific/trackable).
Takes action to meet
goals.

Use of strategies shows developing

independence and effectiveness.

3) Build an
inventory of
strategies for
building and
maintaining
physical and
mental well-being
and effective and
respectful
interactions and
collaborations
with others and in
the community.

Beginning ability to respond positively to interactions with others

(i.e., it may depend on the situation or be inconsistent).

2) Reflect on
their relationships
and work to
positively
influence their
communities
(family, peers,
and larger
community) and
to purposefully
respond to the
influences their
community has
on them (e.g.,
accept and show
appreciation for
support in
meeting goals &
avoid or stand up
to stereotyping,
discrimination,
and bullying).

Need frequent reminders and guidance

to select and use strategies.

KEY LEARNINGS

Needs support, guidance, and/or reminders to

take action.

Career Education (and health aspects of Physical and Health Education) Grade 6
Students
CC
C+
B
A
Developing
ability
to
Clearly
and
Clearly,
accurately,
and
1) Develop their
identify
own
skills,
accurately
identifies
insightfully
identifies
own
ability to identify
strengths, and
own skills, strengths, skills, strengths, and
and develop
abilities.
and abilities.
abilities.
skills, strengths,
With support and
Identifies potential
Perceives potential areas
and abilities in
guidance, identifies
areas of growth,
of growth with a growth
potential
areas
of
usually
with
a
growth
mindset (i.e., recognizes
purposeful ways
growth
and
sets
mindset
(e.g.,
ability to develop abilities
that allow them to
goals that have
accepts constructive
and acts in accordance),
set meaningful
some S.M.A.R.T.
criticism) and sets
perhaps independently,
goals and take
characteristics
S.M.A.R.T. goals
and sets S.M.A.R.T.
action to meet
(specific,
(specific,
goals (specific,
measureable,
measureable, action- measureable, actionthose goals.
oriented, realistic,
and timespecific/trackable).
Takes action to meet
goals and
perseveres over
time.

oriented, realistic, and

time-specific/trackable).
Takes action to meet
goals and perseveres
over time and despite
difficulties.

Reflective and
purposeful about the
ways that he or she
influences peers, his
or her community,
and others, and how
those groups
influence him or her.
Responds positively,
but with respect for
one's self (e.g.,
observes personal
boundaries), to
interactions with
others.
Avoids stereotyping,
discrimination, &
bullying, takes action
to address it when
needed, and
advocates positive
interactions and
culture.

Reflective, insightful, and

purposeful about the
ways that he or she
influences peers, his or
her community, and
others, and how those
groups influence him or
her.
Responds consistently
positively, but with
respect and the ability
to advocate for one's
self (e.g., observes
personal boundaries), to
interactions with others.
Avoids stereotyping,
discrimination, & bullying,
takes action to address it
when appropriate, and
advocates positive
interactions and culture.

Independently
selects appropriate
strategy suited to a
context or situation
and uses it to
achieve his or her
purpose (e.g., uses
MindUP practices to
regulate stress, NVC
to resolve conflicts,
Zones of Regulation
strategies to selfregulate, and makes
food and other
personal choices that
lead to health and
well-being).

Independently, and in a
self-directed way, selects
appropriate strategy
tailored to a context or
situation and uses it
effectively to achieve his
or her purpose (e.g., uses
MindUP practices to
regulate stress, NVC to
resolve conflicts, Zones
of Regulation strategies
to self-regulate, and
makes food and other
personal choices that
lead to health and wellbeing).