Prescribed Learning Outcomes (BC IRP's)


What are they?


The BC Ministry of Education sets the education standards for students in grades K to 12 through the provincial curriculum. These standards are called Prescribed Learning Outcomes (PLOs) and are found within the Integrated Resource Package (IRP) for each provincially designed course. PLOs outline the expectations for what students should know and be able to do at each grade and within each subject area. (source)


The prescribed learning outcomes set the learning standards for the provincial K to 12 education system and form the prescribed curriculum for British Columbia. They are statements of what students are expected to know and do at the end of an indicated grade or course.


Schools have the responsibility to ensure that all prescribed learning outcomes in each IRP are met; however, schools have flexibility in determining how delivery of the prescribed learning outcomes can best take place. It is expected that student achievement will vary in relation to the prescribed learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy. (source)



Planning 10 - Prescribed Learning Outcomes


Planning 10 Goal : "Students will develop financial literacy skills related to
pursuing their education and career goals" (source)


Planning 10: Financial Unit IRP Specifics (click each section below for details)


Key Finance Elements of IRP

Financial Plan


Career & Education Costsc Financial Literacyc


(see full IRP)




Lesson Ideas



Lesson Plan #1 - Student Spending Habits (.doc) or (.pdf)

Students complete guided classroom discussions, an online spending habits quiz, and a personal reflection

to develop a deeper understanding of their own personal spending habits and roles as consumers.

Additional Resources:


Lesson Plan #2 - Teenopoly Personal Edition (.doc) or (.pdf)


Students complete an analysis of their local environment to identify key areas of consumption and leisure. They will use this data to customize the game and create a meaningful playing environment that relates to their geographic placement in the province. Students will create customized game pieces and dice to further develop their personalization of the gameplay. Students will participate in post-game reflection to identify success strategies to improve gameplay and reinforce concepts of sound financial literacy.


Additional Resources



Further Lesson resources available from: BCSC



Note: .pdf documents contain fillable fields - .doc files allow for total customization




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Video Resources


Teaching Rationale Videos



Credit Education Week 2008 Promo (what has happened since then?)
Addressing some of the curricular needs of the high school students.
Looking at the needs for financial literacy at schools in Ontario


Teacher Resource Videos


Message for teens - It's time to start managing your money!
Credit Card Debt: A Student's Perspective
Explaining how credit card debt works with a glass of water analogy
How to make origami dice