Table Of Content

^SftSSffifS ¥:¥- II m 11, :-Wx:.:.:.v> SffliiSi ;iKW:>::>::¥::>: 11 t ". ' ^^ ..*:¥ mV m m Ptl, mm I If l I si •:'%,,,,,:::*-:-' •m¥:>:,,::>¥<¥- :-:::::::::v:-:-:::- :¥:¥: •:•::•: I I: mm :¥:¥:¥:.-. «::: -:-:•::•: :¥# m«mm :S•:g:•:i-: :S•l::i-::-:«.x.:,,,, MMMMBMHMi I CONSTRUCTION TECHNOLOGIES GUIDE TO STANDARDS AND IMPLEMENTATION INTERIM 1994 Axfia CURRGDHT EDUCATION TH MAY 1994 CURRICULUM STANDARDS BRANCH 165 A333 1994 gr .07--12 c .6 Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/constructiontechgui94albe m::•:•>:-::::-:•:-:•:-:•:; "m I |i I I m feSSSKfv: SS;:K>::::JS¥::: i f £ # ' 11 SK&xSKxK*: SS&SSKKW: 11 i-:-x-:«Is::¥<-:w:-:-: II # „ 1 V :r::•::•::m-. , «• ft:?""^xv.II 4i? j iliwSxSWpl I IP Ik I :;•- At '•¥:¥:,. m. m 11 :•:-:•:-:. IT "asp:* I;:;:;!***" CONSTRUCTION TECHNOLOGIES GUIDE TO STANDARDS AND IMPLEMENTATION INTERIM 1994 /dlberta EDUCATION MAY 1994 CURRICULUM STANDARDS BRANCH i Thisdocumentwaspreparedfor: Administrators / Counsellors / I«I* EXLIBRIS UNIVERSITAT1S GeneralAudience ALBERT/ENSIS Parents Students Teachers / Program/Level: CareerandTechnologyStudies/Secondary Copyright °1994, 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 thereofforeducationalpurposesandonanon-profitbasis. « Every effort has been made to acknowledge original sources and comply with copyright regulations. PleasenotifyAlbertaEducationiftherearecaseswherethishasnotbeendone. NOTE: Shaded«areas within this document have been approved for optional implementation. Assessmentconditionsandcriteriaare indraftformand willbevalidated 1994-97. Questions orcomments about this Guide to Standards and Implementation are welcome andshouldbedirectedto: CareerandTechnology Studies Unit Curriculum StandardsBranch Alberta Education DevonianBuildingWest 11160JasperAvenue Edmonton, Alberta T5K0L2 Telephone: (403) 427-2984 Fax: (403) 422-3745 < TABLE OF CONTENTS ) Page Careerand Technology Studies Program Philosophy/Rationale A.1 General LearnerExpectations A.3 Program Organization A.5 CurriculumStructure A.5 LevelsofAchievement A.6 Types ofCompetencies A.6 Curriculum andAssessmentStandards A.7 CurriculumStandards A.7 AssessmentStandards A.7 ConstructionTechnologies Strand Rationale B.1 Strand Organization B.3 Theme B.3 ScopeandSequence B.5 Module Descriptions B.6 PlanningforInstruction PlanningforCTS CI PlanningforConstructionTechnologies C.2 ) ModuleCurriculumandAssessmentStandards: IntroductoryLevel D.l ModuleCurriculumandAssessmentStandards: IntermediateLevel E.l ModuleCurriculumandAssessmentStandards: AdvancedLevel F.l AssessmentTools G.1 Linkages/Transitions H.l WithinCTS H.l ConstructionTechnologiesSampleCourses H.3 Linkagesto Other Secondary Programs H.4 Linkagestothe Workplace H.4 LinkageswithRelated Post-secondary Programs H.4 LearningResource Guide LI Sample StudentLearning Guides J.l Acknowledgements K.l I UNIVERSITY LIBRARY UNIVERSITY OF ALBi-RTA ) ) ) AND CAREER TECHNOLOGY STUDIES PROGRAM PHILOSOPHY/RATIONALE Through Career and Technology Studies (CTS), interests and abilities; and defining and acting secondary education in Alberta is responding to ontheirgoals. the many challenges of modern society, helping young people develop daily living skills, and Asan importantcomponentofbasic educationin nurturing aflexible, well-qualifiedworkforce. Alberta secondary schools, CTS promotes students' achievement by setting clear In Canada's information society, characterized expectations and recognizing students' success. — by rapid change in the social and economic Students in CTS develop competencies that is, environment,studentsmustbe confidentin their the knowledge, skills and attitudes students ability to respond to change and successfully must demonstrate, or what they know and can meet the challenges they face in their own do. personal and work lives. In particular, they must make decisions about what they will do These competencies can be applied now and in when they finish high school. Many students the future as students make a smooth transition will enter the work force, others will continue into adult roles in the family, community, theireducation. All students face the challenges workplace and/or further education. To help ofgrowing independence and responsibility, and ensure this transition for students, clearly stated of entering the highly competitive workplace expectations and standards have been defined and/orpost-secondaryprograms. with the assistance of teachers, business and industry representatives and post-secondary Secondary schools also face challenges. They educators. must deliver, on a consistent basis, high quality, cost-effective programs that students, parents CTS offers all students important learning andcommunityfindcredible and relevant. opportunities. Regardless ofthe particular area ofstudy chosen, students inCTS will: CTS helps schools and students meet these challenges. Schools can respond more efficiently • develop skills that they can apply in their and effectively to student and community needs daily lives now and inthefuture and expectations by using the opportunities in the CTS curriculum to design courses and access • refinecareer-planningskills school, community and distance learning • develop technology-related skills resources. Students can develop the confidence they need as they move into adult roles by • enhance employabilityskills assuming increased responsibility for their apply and reinforce learnings developed in learning; cultivating their individual talents, othersubjectareas. CSB: 94 05 25 CareerandTechnology Studies /A.1 (Interim 1994) 2 In CTS, students build skills they can apply in TECHNOLOGY their everyday lives. For example, in the CTS program, particularly at the introductory levels, students have the opportunity to improve their abilityto make sound consumerdecisions, and to appreciate environmental and safety precautions. A career encompasses more than activities relatedtoaperson'sjob or occupation; it involves Integrated throughout CTS are employability one's personal life in both local and global skills, those basic competencies that help contexts; e.g., as a family member, a friend, a students develop their personal management communityvolunteer,acitizen. and social skills. Personal management skills are improved as students take increased CAREERS responsibility for their learning, design innovative solutions to problems or challenges, [ Personal \ \ F and manage resources effectively and efficiently. N I Life J Students' social skills improve through learning o / \ ut experiencesthatrequire themto workeffectively w I I Work ] // er wleiatdhersohtihpe,rsa,nddemmaoinnsttariantehigtheasmtawnodrakrdsanidn . 1 Life / safety and accountability. The integration of careers throughout the CTS Furtherenhancingthe employability skills, CTS program helps students make effective career reinforces and enhances learnings developed in core and other complementary courses. The decisions and target their efforts. Students in CTS will have the opportunity to expand their curriculum emphasizes, as appropriate, the knowledge about careers, occupations and job effective application of communication and opportunities and the education and/or training numeracyskills. requirements involved. As well, they will recognizetheneedforlifelonglearning. Finally, in addition to the common outcomes described above, those students who focus on a StudentsinCTSwill havethe opportunitytouse particular area of study will develop career- and apply technology and systems effectively specific competencies that support entry into the workplace and/or related post-secondary andefficiently, whichinvolves: programs. Career-specific competencies can • a decision regarding which processes and involve understandingandapplying appropriate procedures bestsuitthetask athand terminology, processes and technologies related toaspecificcareer, occupationorjob. • the appropriate selection and skilled use of thetoolsorresourcesthatareavailable • an assessment of and management of the impactthe use ofthetechnology may have on themselves, on others and on the environment. Careerand Technology Studies /A. CSB: 94 05 25 (Interim 1994)