Table Of Content

ELECTRO-TECHNOLOGIES Guide to Standards and Implementation 1997 /dlberra TK 7817 EDUCATION A333 Curriculum Standards Branch 1997 gr .07-12 CURRGDHT upd.2000 — — ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. Curriculum Standards Branch. Electro-technologies guide to standards and implementation. : (Career and Technology Studies) 0-7732-5272-x — — 1. Electric engineer—ing Study and teaching —Alberta. 2. Electronics Study and teaching Alberta. 3. —Technology Study andteaching Alberta. 4. Vocational education Alberta. I. Title. II. Series: Career and Technology Studies Program. TK7860.A333 1997 621.381 15P Ex LIBRIS ^ UNIVERSITATIS Thisdocumentwaspreparedfor: ^ ^ ALBERTVENSIS Administrators •/ • Counsellors GeneralAudience Parents Students y 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. Thisdocumentsupersedesallprevious versionsofthe Career& TechnologyStudiesGuidetoStandardsandImplementation. This publication is asupportdocument. Theadvice—anddirection 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 under the authority ofthe Minister ofEducation pursuant to section 25(1) ofthe School Act, Statutes ofAlberta, 1988, Chapter S-3.1 as amended, and isrequiredfor implementation. Withinthisdocument,theProgramofStudiesisshadedso that thereadermayreadilyidentifyallprescriptivestatementsorsegments. Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify Alberta Education iftherearecaseswherethis hasnotbeendone. QuestionsorcommentsaboutthisGuide toStandards andImplementationarewelcomeand shouldbe directedto: CareerandTechnologyStudies Unit,Curriculum StandardsBranch, AlbertaEducation, DevonianBuilding, 11160JasperAvenue,Edmonton, Alberta,T5K0L2. Telephone: (403)422-4872,Fax: (403)422-0576. OutsideofEdmontondial 310-0000tobeconnectedtoll free. TABLE OF CONTENTS Page Career and Technology Studies Program Rationale and Philosophy A.l General LearnerExpectations A.3 Program Organization A.3 Curriculum Structure A.3 Levels ofAchievement A.4 Curriculum and Assessment Standards A.5 Types ofCompetencies A.5 Basic Competencies Reference Guide A.6 Electro-Technologies Strand Rationale and Philosophy B.l , Strand Organization B.3 Developmental Model B.3 Themes B.3 Levels B.3 Concepts B.3 Scope and Sequence B.5 Module Descriptions B.6 Planning for Instruction Planning forCTS C.l Planning for Electro-Technologies C.2 Module Curriculumand Assessment Standards: Introductory Level D.l Module Curriculum and Assessment Standards: Intermediate Level E.l Module Curriculum and Assessment Standards: Advanced Level F.l Assessment Tools G.l Linkages/Transitions H.l Learning Resource Guide 1.1 Sample Student Learning Guides J.l i UNIVERSITY LIBRARY " UNIVERSITY OF ALBERTA i CAREER AND TECHNOLOGY STUDIES PROGRAM RATIONALE AND PHILOSOPHY A. Through Career and Technology Studies (CTS), interests and abilities; and by defining and acting on secondary education in Alberta is responding to theirgoals. the many challenges of modern society, helping young people develop daily living skills and As an important component ofeducation in Alberta nurturing a flexible, well-qualified work force. secondary schools, CTS promotes student achievement by setting clear expectations and In Canada's information society, characterized by recognizing student success. Students in CTS — rapid change in the social and economic develop competencies the knowledge, skills and environment, students must be confident in their attitudes they are expected to demonstrate, that is, ability to respond to change and successfully meet what they know and what they are able to do. the challenges they face in their own personal and work lives. In particular, they make decisions Acquired competencies can be applied now and in about what they will do when they finish high the future as students make a smooth transition into school. Many students will enter the work force, adult roles in the family, community, workplace others will continue their education. All students and/or further education. To facilitate this face the challenges of growing independence and transition, clearly stated expectations and standards responsibility, and of entering post-secondary have been defined in cooperation with teachers, programs and/orthe highlycompetitive workplace. business and industry representatives and post-secondary educators. Secondary schools also face challenges. They must deliver, on a consistent basis, high quality, CTS offers all students important learning cost-effective programs that students, parents and opportunities. Regardless of the particular area of the community find credible and relevant. study chosen, students in CTS will'. CTS helps schools and students meet these • develop skills that can be applied in their daily challenges. Schools can respond more efficiently lives, now and in the future and effectively to student and community needs and • refine career-planning skills expectations by taking advantage of the • develop technology-related skills opportunities in the CTS curriculum to design • enhance employability skills courses and access school, community and distance • apply and reinforce learnings developed in learning resources. Students can develop the other subject areas. confidence they need as they move into adult roles by assuming increased responsibility for their learning; cultivating their individual talents, Program Rationale and Philosophy Career and Technology Studies /A.l ©AlbertaLearning, Alberta,Canada (Revised 1999) 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 Integrated throughout CTS are employability skills, those basic competencies that help students develop their personal management and social skills. Personal management skills are improved as 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 contexts; effectively with others, demonstrate teamwork and e.g., as a family member, a friend, a community leadership, and maintain high standards in safety volunteer, acitizen ofthe world. and accountability. The integration of careers throughout the CTS As well as honing employability skills, CTS program helps students to make effective career reinforces and enhances learnings developed in core decisions and to target their efforts. CTS students and other optional courses. The curriculum will have the opportunity to expand their emphasizes, as appropriate, the effective application knowledge about careers, occupations and job ofcommunication and numeracy skills. opportunities, as well as the education and/or training requirements involved. Also, students In addition to the common outcomes described come to recognize the 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 suit the taskathand 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 on the environment. A.2/ Career and Technology Studies Program Rationale and Philosophy (Revised 1999) ©Alberta Learning, Alberta,Canada