ERIC ED411411: Design Studies. Guide to Standards and Implementation. Career & Technology Studies.

291 Pages·1997·10.8 MB·English

by  ERIC

DOCUMENT RESUME
CE 074 692
ED 411 411
Design Studies. Guide to Standards and Implementation.
TITLE
Career & Technology Studies.
Alberta Dept. of Education, Edmonton. Curriculum Standards
INSTITUTION
Branch.
ISBN-0-7732-5270-3
ISBN
1997-00-00
PUB DATE
NOTE
349p.
Classroom
Teacher (052)
Guides
PUB TYPE
MF01/PC14 Plus Postage.
EDRS PRICE
Career Development; *Competence; Competency Based Education;
DESCRIPTORS
*Computer Assisted Design; *Course Content; Course
Organization; *Design; Design Requirements; Designers;
*Drafting; Foreign Countries; Graphic Arts; Industrial Arts;
Integrated Curriculum; Secondary Education; State Curriculum
Guides; Teaching Guides; Teaching Methods; Technology
Education; Vocational Education
*Alberta
IDENTIFIERS
ABSTRACT
With this Career and Technology Studies (CTS) curriculum
guide, secondary students in Alberta can do the following: develop skills
that can be applied in their daily lives; refine career-planning skills;
develop technology-related skills in design; enhance employability skills,
especially in design occupations; and apply and reinforce learning developed
in other subject areas. The curriculum is organized in strands and modules.
This guide encompassing the design studies strand contains 31 modules that
define what a student is expected to know and be able to do (competencies).
(1) program rationale and
The guide is organized 1, the following parts:
philosophy, learner expectations, program organization, curriculum and
assessment standards, and types of competencies in design studies;
(2) stra.J
rationale and philosophy and strand organization for design studies;
(3)
planning for instruction for career and technology studies and for design
(4) module curriculum and assessment standards for introductory
courses;
(5) module curriculum and assessment standards for
level design competencies;
(6) module curriculum and assessment
intermediate level design competencies;
(7) assessment tools;
standards for advanced level design competencies;
(8)
(9) learning resource guide; and (10) sample
linkages and transitions;
student learning guides. Modules cover the following broad topics:
sketching/drawing/modeling; 2-D and 3-D design fundamentals and applications;
computer-aided design (CAD); drafting; technical drawing; living environment;
CAD modeling; the evolution of design; the design profession; and portfolio
presentation.
(KC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
GUIDE
AND MPLEMENTATION
STANDARDS
TO
1997
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL
EDUCATIONAL RESOURCES INFORMATION
HAS BEEN GRANTED BY
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
Alb3ria
EDUCATION
Curriculum Standards Branch
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Curriculum Standards Branch.
Design studies : guide to standards and implementation.
(Career and Technology Studies)
0-7732:5270-3
2. DesignStudy
1. Graphic artsStudy and teachingAlberta.
and teachingAlberta.
3. Vocational educationAlberta.
I. Title.
II. Series: Career and Technology Studies Program.
NC635'.A333
745.4
1997
This document was prepared for:
Administrators
Counsellors
General Audience
Parents
Students
Teachers
,
Program/Level:. Career and Technology 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 thereof for educational purposes and on a non-profit
basis.
This document supersedes all previous versions of the Career & Technology Studies'Guide to Standards and Implementatio;z.
This ptiblicatiowis a suppoit document the,advice and direction' offered is suggestive except 'Where it duplicates
TheProgiatr'of Studiesa -preacriPtive description of the expectations ot.itndent
the Program, of Studies.
learriing,'foCusing'on,what students are expecieit to knovt and be able to dois issued wider the authority of the
Ministei.Of Education pursuant to 'section 25(1) of .the School Act, Statutes of Alberta, .1988, 'Chapter S43:1,,4k
for impleMentation. Within thii doeumeint;- the Program of Studies Is shaded So =that ;
is.
reader may readily identify all prescriptive statements or segments.:
. the
Every effort has been made, to acknowledge original sources and comply with copyright regulations.
Please notify Alberta
Education if there are cases where this has not been done.
Questions or comments about this Guide to Standards and Implementation are welcome and should be directed to:
Career and Technology Studies Unit, Curriculum Standards Branch, Alberta Education, Devonian Building,
11160 Jasper Avenue, Edmonton, Alberta, T5K OL2.
Telephone: [phone], Fax: [phone].
Outside of Edmonton dial 310-0000 to be connected toll free.
TABLE OF CONTENTS
Page
Career and Technology Studies
Program Rationale and Philosophy
A. 1
A.3
General Learner Expectations
A.3
Program Organization
A.3
Curriculum Structure
A.4
Levels of Achievement
A.5
Curriculum and Assessment Standards
A.5
Types of Competencies
A.6
Basic Competencies Reference Guide
Design Studies
B.1
Strand Rationale and Philosophy
B.3
Strand Organization
B.4
Themes
B.4
Concepts
B.5
Scope and Sequence
B.6
Module Descriptions
Planning for Instruction
Planning for CTS
C.1
C.3
Planning for Design Studies
Introductory Level
D.1
Module Curriculum and Assessment Standards:
Intermediate Level
Module Curriculum and Assessment Standards:
E. 1
Advanced Level
Module Curriculum and Assessment Standards:
F.1
Assessment Tools
Linkages/Transitions
Learning Resource Guide
Sample Student Learning Guides
Acknowledgements
i
CAREER AND
TECHNOLOGY
STUDIES
A. PROGRAM RATIONALE AND P
OSOPHY
their
Through Career and Technology Studies (CTS),
individual
talents,
cultivating
learning;
secondary education in Alberta is responding to
interests and abilities; and by defining and acting on
the many challenges of modern society, helping
their goals.
young people develop daily living
skills and
As an important component of education in Alberta
nurturing a flexible, well-qualified work force.
CTS promotes
student
schools,
secondary
achievement by setting clear expectations and
In Canada's information society, characterized by
Students in CTS
rapid
in the
economic
change
social
recognizing student success.
and
environment, students must be confident in their
develop competenciesthe 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 what they are able to do.
work lives. In particular, they make decisions about
Acquired competencies can be applied now and in
what they will do when they finish high school.
the future as students make a smooth transition into
Many students will enter the work force, others will
adult roles in the family, community, workplace
All students face the
continue their education.
To facilitate
this
further
and/or education.
of
and
growing
challenges independence
transition, clearly stated expectations and standards
of
responsibility, and
entering post-secondary
have been defined in cooperation with teachers,
programs and/or the highly competitive workplace.
representatives
industry
and
and
business
Secondary schools also face challenges. They must
post-secondary educators.
consistent
basis, quality,
deliver, a
high
on
cost-effective programs that students, parents and
important learning
students
all
offers
CTS
opportunities. Regardless of the particular area of
the community find credible and relevant.
study chosen, students in CTS will:
students meet these
CTS helps
schools
and
develop skills that can be applied in their daily
Schools can respond more efficiently
challenges.
lives, now and in the future
and effectively to student and community needs and
refine career-planning skills
of
the
by
taking
-expectations
-advantage
opportunities in the CTS curriculum to design
technology-related skills
courses and access school, community and distance enhance employability skills
Students can develop the
apply and reinforce learnings developed in
learning resources.
confidence they need as they move into adult roles
other subject areas.
by assuming increased responsibility for
their
Career and Technology Studies /A.1
(1997)
©Alberta Education, Alberta, Canada
5
In CTS, students build skills they can apply in their
TECHNOLOGY
everyday lives. For example, in the CTS program,
0
particularly at the introductory levels, students have
P
the opportunity to improve their ability to make
t
Processes
sound consumer decisions
ment
appreciate
and
to
o 0
environmental and safety precautions.
m
Tools
e
CAREERS
Integrated throughout CTS are employability skills,
F
Personal
Life
those basic competencies that help students develop
t
No
personal management and
their
social
skills.
r
w
Personal management
skills
improved
are
as
Work
e
students take increased responsibility for their
Life
learning, design innovative solutions to problems
and challenges, and manage resources effectively
A career encompasses more than activities just
Social skills improve through
and efficiently.
related to a person's job or occupation; it involves
learning experiences that require students to work
both local and global
one's personal
life
in
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, a citizen of the 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 complementary courses. The curriculum
their
to expand
the
have opportunity
will
emphasizes,
appropriate,
the
as
effective
knowledge about careers, occupations and job
application of communication and numeracy skills.
opportunities, as well as the education and/or
Also, students
training requirements involved.
In addition to the common outcomes described
come to recognize the need for lifelong 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
involve
understanding
can
and
applying appropriate terminology, processes and
a decision regarding which processes and
technologies related to a specific career, occupation
procedures best suit the task at hand
or job.
the appropriate selection and skilled use of the
tools and/or resources 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
(1997)
©Alberta Education, Alberta, Canada
GENERAL LEARNER EXPECTATIONS
of
maintaining
standards
high
ethics,
attendance
and
diligence,
punctuality,
following safe procedures consistently, and
General learner expectations describe the basic
the CTS
recognizing eliminating
and potential
integrated throughout
competencies
hazards (demonstrating responsibility).
program.
Within an applied context relevant to personal
PROGRAM ORGANIZATION
goals, aptitudes and abilities; the student in CTS
will:
CURRICULUM STRUCTURE
demonstrate the basic knowledge, skills and
Career and Technology Studies is organized into
and
for
achievement
necessary
attitudes
strands and modules.
fulfillment in personal life
Strands in CTS define competencies that help
develop an action plan that relates personal
and aptitudes
to career
students:
abilities
interests,
opportunities and requirements
build daily living skills
investigate career options
use technology effectively to link and apply
use technology (managing, processes, tools)
appropriate tools, management and processes to
effectively and efficiently
produce a desired outcome
prepare for entry into the workplace and/or
related post-secondary programs.
(employability
basic
develop competencies
skills), by:
In general, strands relate to selected industry sectors
selecting relevant, goal-related activities,
offering positive occupational opportunities for
order of importance,
ranking them in
students. Some occupational opportunities require
allocating necessary time, and preparing
further education after high school, and some allow
(managing
following schedules
and
direct entry into the workplace.
Industry sectors
learning)
encompass goods-producing industries, such as
agriculture, manufacturing and construction; and
using
and
practice,
linking theory
service-producing industries,
such business,
as
resources, tools, technology and processes
health, finance and insurance.
(managing
efficiently
responsibly
and
resources)
Modules are the building blocks for each strand.
applying effective and innovative decision-
They define what a student is expected to know and
making and problem-solving strategies in
be able to do (exit-level competencies). Modules
marketing and
the
design, production,
Recommendations for
also specify prerequisites.
of
services
and
goods
consumption
module such
instructional
parameters,
as
(problem solving and innovation)
facilities and equipment can be
qualifications,
found in the guides to implementation.
and
written
demonstrating appropriate
composition,
such
verbal skills,
as
The competencies a student must demonstrate to
presentation
and
summarization
achieve success in a module are defined through the
(communicating effectively)
Semor high school
module learner expectations.
participating as a team member by working
students who can demonstrate the module learner
cooperatively with others and contributing
who have
designated
expectations;
the
i.e.,
to the group with ideas, suggestions and
competencies, will qualify for one credit toward
effort (working with others)
their high school diploma.
Career and Technology Studies /A.3
(1997)
©Alberta Education, Alberta, Canada
7
a more
learner expectations provide
LEVELS OF ACHIEVEMENT
Specific
detailed framework for instruction.
Within the
of
context of module learner expectations, the specific
into
Modules are
three levels
organized
introductory, intermediate and
learner expectations further define the knowledge,
achievement:
skills and attitudes the student should acquire.
advanced. As students progress through the levels,
they will be expected to meet higher standards and
The following chart shows the 22 strands that
demonstrate an increased degree of competence, in
comprise the CTS program and the number of
both the general learner expectations and the
modules available in each strand.
module learner expectations.
Introductory level modules help students build
No. of
Strand
daily hying skills and form the basis for further
Modules
Introductory modules are for students
learning.
Agriculture
33
1.
who have no previous experience in the strand.
Career Transitions
28
2.
Communication Technology
3.
33
Intermediate
the
build
level
modules
on
competencies developed at the introductory level.
Community Health
4.
31
They provide
broader helping
perspective,
a
Construction Technologies
46
5.
students recognize the wide range of related career
Cosmetology
58
6.
opportunities available within the strand.
Design Studies
7.
31
Electro-Technologies
37
Advanced level modules refine expertise and help
8.
prepare students for entry into the workplace or a
Energy and Mines
26
9.
related post-secondary program.
Enterpnse and Innovation
10.
8
Fabrication Studies
41
11.
The graph below illustrates the relative emphasis on
Fashion Studies
29
12.
the aspects of career planning at each of the levels.
Financial Management
14
13.
Foods
37
14.
Forestry
15.
21
Information Processing
48
16.
Legal Studies
17.
13
Logistics
12
18.
Management and Marketing
19
19.
54
Mechanics
20.
Tourism Studies
24
21.
Wildlife
22.
17
Introductory Level
Intermediate Level Advanced Level
NEPersonal Use
Career Awareness/Exploration
Preparation for the Workplace or Further Education
A.4/ Career and Technology Studies
8
(1997)
©Alberta Education, Alberta, Canada
Career-specific competencies relate to a particular
CURRICULUM AND ASSESSMENT
strand. These competencies build daily living skills
STANDARDS
at the introductory levels and support the smooth
Curriculum standards in CTS define what
transition to the workplace and/or post-secondary
must know and
programs at the intermediate and advanced levels.
to
able do.
be
students
through
expressed
Curriculum
are
standards
The model below shows the relationship of the two
general learner expectations for CTS, and through
types of competencies within the 22 strands of the
module and specific learner expectations for each
CTS program.
strand.
standards
student
Assessment
how
define
2
1
CAREER-SPECIFIC
In CTS, each
to be judged.
performance is
21
3
20
assessment standard defines the conditions and
4
19
criteria to be used for assessing the competencies
5
18
of each module learner expectation. To receive
BASIC
6
17
credit for a module, students must demonstrate
7
16
the
specified
the level by
competency
at
15
8
conditions and criteria defined for each module
9
learner expectation.
10
12
11
Students throughout the province receive a fair
and reliable assessment as they use the standards
they
thus ensuring
efforts,
their
guide
to
participate more effectively and successfully in
the learning and assessment process. Standards at
advanced levels are, as much as possible, linked to
entry-level
post-secondary
and
workplace
requirements.
TYPES OF COMPETENCIES
Two types of competencies are defined within the
CTS program: basic and career-specific.
Basic competencies are generic to any career area
and are developed within each module.
Basic
competencies include:
personal management; e.g., managing learning,
being innovative, ethics, managing resources
teamwork,
communication,
social;
e.g.,
demonstrating
service,
leadership and
responsibility (safety and accountability).
Career and Technology Studies /A.5
(1997)
©Alberta Education, Alberta, Canada
9
BASIC COMPETENCIES REFERENCE GUIDE
The chart below outlines basic competencies that students endeavour to develop and enhance in each of the CTS strands and modules.
Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the
requirements for each module
In general, there is a progression of task complexity and student initiative as outlined in the Developmental
Framework*. As students progress through Stages 1, 2, 3 and 4 of this reference guide, they build on the competencies gained in earlier
stages. Students leaving high school should set themselves a goal of being able to demonstrate Stage 3 performance
Suggested strategies for classroom use include
having students rate themselves and each other
tracking growth in vanous CTS strands
using in reflective conversation between teacher and student
highlighting areas upon which to focus
highlighting areas of strength
maintaining a student portfolio
Stage 1 The student.
Stage 2 The student
Stage 3 The student:
Stage 4 The student.
Managing Learning
comes to class prepared for
learning
follows basic instructions, as
follows instructions, with limited
follows detailed instructions on
directed
direction
an independent basis
sets goals and establishes steps
sets clear goals and establishes demonstrates self-direction in
to achieve them, with direction
steps to achieve them
learning, goal setting and goal
achievement
acquires specialized knowledge,
applies speciah7Pd knowledge, transfers and applies specialized
transfers and applies learning in
skills and attitudes
skills and attitudes in practical
knowledge, skills and attitudes new situations; demonstrates
in a variety of situations
situations
commitment to lifelong learning
identifies criteria for evaluating
identifies and applies a range of
uses a range of cntical thinking
thinks critically and acts
choices and making decisions
effective strategies for solving
skills to evaluate situations, logically to evaluate situations,
problems and making decisions
solve problems and make
solve problems and make
decisions
decisions
uses a variety of learning
explores and uses a variety of
selects and uses effective
strategies
learning strategies, with limited
learning strategies
direction
cooperates with others in the
provides leadership in the
effective use of learning
effective use of learning
strategies
strategies
Managing Resources
adheres to established timelines,
creates and adheres to timelines,
creates and adheres to detailed
creates and adheres to detailed
with hnuted direction, uses time/
uses time/ schedules /planners
timelines on an independent
timelines, uses time/schedules/
effectively
schedules/planners effectively
planners effectively, prioritizes
basis; prioritizes task, uses time/
schedules/planners effectively
tasks on a consistent basis
uses information (material and
accesses and uses a range of
accesses a range of information
uses a wide range of information
human resources), as directed
relevant information (material
(material and human resources), (material and human resources)
and human resources), with
in order to support and enhance
and recognizes when additional
limited direction
resources are required
the basic requirement
uses technology (facilities,
uses technology (facilities,
selects and uses appropnate
recognizes the monetary and
equipment, supplies), as
equipment, supplies), as
technology (facilities,
intrinsic value of managing
directed, to perform a task or appropriate, to perform a task or
equipment, supplies) to perform
technology (facilities,
provide a service
provide a service, with minimal
a task or provide a service on an
equipment, supplies)
assistance and supervision independent basis
maintains, stores and/or disposes
maintains, stores and/or disposes
maintains, stores and/or disposes
demonstrates effective
of equipment and matenals, as
of equipment and materials, with
of equipment and materials on techniques for managing
directed
limited assistance
an independent basis facilities, equipment and
supplies
Problem Solving and Innovation
participates in problem solving identifies the problem and
thinks critically and acts
identifies and resolves problems
as a process
selects an appropriate problem- logically in the context of
efficiently and effectively
learns a range of problem- solving approach, responding
problem solving
solving skills and approaches
appropriately to specified goals
and constraints
practices problem-solving skills
applies problem-solving skills to
identifies and suggests new ideas
transfers problem-solving skills
by responding appropriately to a
a directed or a self-directed
to real-life situations, by
to get the job done creatively,
activity, by
clearly defined problem, speci-
generating new possibilities
by
generating alternatives
fled goals and constraints, by
combining ideas or
prepares implementation plans
evaluating alternatives
information in new ways
generating alternatives
recognizes risks
selecting appropriate
making connections among
evaluating alternatives
alternative(s)
seemingly unrelated ideas
selecting appropriate
taking action
seeking out opportunities in
altemanve(s)
an active manner
taking action
A.6/ Career and Technology Studies
(1997)
©Alberta Education, Alberta, Canada
Q