Table Of Content

si AGRICULTURE Guide to Standards and Implementation 1997 Liberia EDUCATION Curriculum Standards Branch Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/agricultureguide97albe AGRICULTURE Guide to Standards and Implementation 1997 /dlberra EDUCATION Curriculum Standards Branch ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA f Alberta. Alberta Education. Curriculum Standards Branch. Agriculture guide to standards and implementation. : (Career and Technology Studies) 0-7732-5281-9 — — 1. Agriculture Study and teaching Alberta. 2. Vocational education- Alberta. I. Title. II. Series: Career and Technology Studies Program. S535.C2.A333 1997 630.7 Ex LIBRIS UNIVERSITATIS This documentwas preparedfor: ALBERTyENSIS V Administrators S Counsellors GeneralAudience Parents Students Teachers •/ Program/Level: CareerandTechnology Studies/Secondary Copyright ©1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by the copyright owner for any person to reproduce this publication or any part thereoffor educational purposes and on a non-profit basis. Thisdocument supersedesallprevious versionsofthe Career& TechnologyStudiesGuidetoStandardsandImplementation. Thispublication is asupportdocument. The advice and direction offeredis suggestiveexceptwhere itduplicates the Program of Studies. The Program of Studies—a prescriptive descri—ption of the expectations of student learning, focusing on what students are expected to know and be able to do is issued underthe authority ofthe Minister of Education pursuant to section 25(1) ofthe School Act, Statutes ofAlberta. 1988. Chapter S-3.1 as amended, and isrequired forimplementation. Withinthis document, theProgramofStudies is shaded sothat thereadermayreadilyidentifyallprescriptivestatementsorsegments. Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify Alberta Educationifthere arecaseswherethis hasnotbeendone. QuestionsorcommentsaboutthisGuide to Standards andImplementation arewelcome and shouldbe directedto: CareerandTechnology Studies Unit, Curriculum StandardsBranch. AlbertaEducation, Devonian Building, 11160JasperAvenue, Edmonton, Alberta,T5K0L2. Telephone: (403)422^872, Fax: (403)422-0576. Outside ofEdmontondial 310-0000to be connectedtoll free. 455333 TABLE OF CONTENTS Page Career and Technology Studies Program Rationale and Philosophy A.l General Learner Expectations A. Program Organization A. Curriculum Structure A. Levels ofAchievement A. Curriculum and Assessment Standards A. Types ofCompetencies A. Basic Competencies Reference Guide A.6 Agriculture Strand Rationale and Philosophy B.l Strand Organization B.3 Development Model B.3 Levels B.3 Scope and Sequence B.5 Module Descriptions B.6 Planning for Instruction Planning for CTS C.l Planning for Agriculture C.3 Module Curriculum and Assessment Standards: Introductory Level D.l Module Curriculum and Assessment Standards: Intermediate Level E.l Module Curriculum and Assessment Standards: Advanced Level F.1 Assessment Tools G.l Linkages/Transitions H.l Learning Resource Guide 1.1 Sample Student Learning Guides J.l Acknowledgements K.l LIBRARY UNIVERSITY OF ALBERTA * f CAREER AND TECHNOLOGY STUDIES PROGRAM RATIONALE AND PHILOSOPHY A. Through Career and Technology Studies (CTS), learning; cultivating their individual talents, secondary education in Alberta is responding to interests and abilities; andbydefining and acting on the many challenges of modern society, helping theirgoals. young people develop daily living skills and nurturing aflexible, well-qualified work force. As an important component ofeducation in Alberta secondary schools, CTS promotes student In Canada's information society, characterized by achievement by setting clear expectations and rapid change in the social and economic recognizing student success. Students in CTS — environment, students must be confident in their develop competencies the knowledge, skills and ability to respond to change and successfully meet attitudes they are expected to demonstrate, that is, the challenges they face in their own personal and what they know and whatthey are abletodo. worklives. Inparticular, they make decisions about what they will do when they finish high school. Acquired competencies can be applied now and in Many students will enter the workforce, others will the future as students make a smooth transition into continue their education. All students face the adult roles in the family, community, workplace challenges of growing independence and and/or further education. To facilitate this responsibility, and of entering post-secondary transition, clearly stated expectations and standards programs and/orthe highly competitive workplace. have been defined in cooperation with teachers, business and industry representatives and Secondary schools also face challenges. They must post-secondary educators. deliver, on a consistent basis, high quality, cost-effective programs that students, parents and CTS offers all students important learning the communityfind credible andrelevant. opportunities. Regardless of the particular area of studychosen, students in CTS will: CTS helps schools and students meet these challenges. Schools can respond more efficiently • develop skills that can be applied in their daily and effectively to student and community needs and lives, now and in thefuture expectations by taking advantage of the • refine career-planning skills opportunities in the CTS curriculum to design • develop technology-related skills courses and access school, community and distance • enhance employability skills learning resources. Students can develop the • apply and reinforce learnings developed in confidence they need as they move into adult roles other subject areas. by assuming increased responsibility for their Career and Technology Studies /A.l ©AlbertaEducation, Alberta, Canada (1997) In CTS, students build skills they can apply in their TECHNOLOGY everyday lives. For example, in the CTS program, particularly at the introductory levels, students have the opportunity to improve their ability to make sound consumer decisions and to appreciate environmental and safety precautions. CAREERS Personal \ F Integrated throughout CTS are employability skills, [ ] \ u N I Life J those basic competencies that help students develop / \ t o u their personal management and social skills. w 1\ I Work / r Personal management skills are improved as ] / e . V Life / . students take increased responsibility for their learning, design innovative solutions to problems and challenges, and manage resources effectively A career encompasses more than activities just and efficiently. Social skills improve through related to a person's job or occupation; it involves learning experiences that require students to work one's personal life in both local and global effectively with others, demonstrate teamwork and contexts; e.g., as a family member, a friend, a leadership, and maintain high standards in safety community volunteer, acitizenofthe world. andaccountability. The integration of careers throughout the CTS As well as honing employability skills, CTS program helps students to make effective career reinforces andenhances learnings developedincore decisions and to target their efforts. CTS students and other complementary courses. The curriculum will have the opportunity to expand their emphasizes, as appropriate, the effective knowledge about careers, occupations and job application ofcommunication and numeracy skills. opportunities, as well as the education and/or training requirements involved. Also, students In addition to the common outcomes described cometo recognizethe need forlifelong learning. above, students focusing on a particular area of study will develop career-specific competencies Students in CTS have the opportunity to use and that support entry into the workplace and/or related apply technology and systems effectively and post-secondary programs. Career-specific efficiently. This involves: competencies can involve understanding and applying appropriate terminology, processes and a decision regarding which processes and technologies related to a specific career, occupation procedures best suitthe taskat hand orjob. • the appropriate selection and skilled use of the tools and/orresources available • an assessment of and management of the impact the use of the technology may have on themselves, on others and onthe environment. A.2/ Career and Technology Studies (1997) ©AlbertaEducation. Alberta, Canada