Start with your child
A Student Learning Plan should connect what your child needs to learn with a realistic way to learn it. For a family enrolled with an independent online learning school, that conversation includes both the school’s responsibilities and the child’s interests, strengths, and needs.
You do not need to arrive with a finished curriculum map. Bring what you know best: your child, the resources you hope to use, and the routines that work in your home.
Bring a small, useful set of information
- What works: interests, preferred activities, and examples of successful learning.
- What is difficult: tasks that need more time, support, or a different approach.
- What you hope to use: books, courses, projects, and community activities.
- What is manageable: a realistic rhythm and any known interruptions.
This is our suggested preparation list, not a province-wide prescribed form. Your school may ask for information in a particular format.
Make the next steps concrete
Before you finish the conversation, clarify what your child will work on first, how your teacher will see progress, and when you will check in. Ask where to send work and whom to contact if a resource is not a good fit.
A useful plan should help you act. “Work on science” is less helpful at the kitchen table than knowing which activity to start, what your child is investigating, and what to share afterward.
The teacher records the school’s plan
BC identifies planning, resource selection, and documenting learning among the responsibilities of the supervising teacher in online learning. Your school’s system is where the official plan belongs.
Publisher descriptions and alignment wording can support that work. They do not generate, file, or replace the school’s Student Learning Plan. If circumstances change, discuss an adjustment with the teacher rather than quietly trying to keep up with an approach that no longer works.
Where our curriculum fits
Most of the preparation above is work you do after choosing a resource — reading it closely enough to say which competencies it touches, then finding words for it your school can record.
We are writing curriculum that arrives with that already set out: the Big Ideas, competencies and content each title covers, in language that fits a learning plan. The aim is that you come to the conversation knowing what your child will be learning and how it connects, instead of working it out afterwards.
It will not write the plan. Your teacher does that, in your school’s system. But it should take the guesswork out of what to bring.