ERIC ED412425: Logistics. Guide to Standards and Implementation. Career & Technology Studies.

158 Pages·1997·3.3 MB·English

by  ERIC

DOCUMENT RESUME
CE 075 006
ED 412 425
Logistics. Guide to Standards and Implementation. Career &
TITLE
Technology Studies.
Alberta Dept. of Education, Edmonton. Curriculum Standards
INSTITUTION
Branch.
ISBN-0-7732-9836-3
ISBN
1997-00-00
PUB DATE
163p.
NOTE
Teacher (052)
Classroom
Guides
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
*Behavioral Objectives; *Competence; Competency Based
DESCRIPTORS
Education; Course Content; Curriculum Guides; Developed
Nations; *Distributive Education; *Employment Potential;
Entry Workers; Foreign Countries; *Job Skills; Learning
Activities; Learning Modules; Secondary Education; Teaching
Methods; Technical Education; Transportation; Vocational
Education; Wholesaling
Alberta
IDENTIFIERS
ABSTRACT
This Alberta curriculum guide defines competencies that help
students build daily living skills, investigate career options in logistics
occupations, use technology in the logistics field effectively and
efficiently, and prepare for entry into the workplace or related
postsecondary programs. The first section provides a program rationale and
philosophy for career and technology studies, general learner expectations,
program organization information, curriculum and assessment standards, and
types of competencies. The second section provides opportunities for students
to increase their knowledge and appreciation about the scope and roles of
each subsector of logistics, the importance of these subsectors to daily
living, business and commerce, the effect of different modes of
transportation on natural environments, and the variety of occupations
(1) rationale and
involved in related careers. It includes the following:
(3) planning
(2) strand organization;
philosophy for the logistics strand;
12 modules, organized into introductory, intermediate,
for instruction;
(4)
and advanced levels, that cover a comprehensive set of competencies in
logistics, warehouse management, and transportation; and define exit-level
competencies, specify prerequisites, and outline specific learner
(6) assessment
(5) module curriculum and assessment standards;
expectations;
(7) linkages and transitions with other strands, other educational
tools;
programs, and-to the community, the workplace and the credentialing process;
(8) a4earniC ng resource guide listing six resources keyed to modules, plus
guides.
sources for further information; and (9) sample student learning
(KC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
**************************************-******************************************
AIL
S
GUIDE
TO
STANDARDS AND IMPLEMENTATION
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.
TO THE EDUCATIONAL RESOURCES
o Points of view or opinions stated in
this
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
ra
EDUCATION
Curriculum Standards Branch
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Curriculum Standards Branch.
Logistics : guide to standards and implementation.
(Career and Technology Studies)
0-7732-9836-3
1. Business logisticsStudy and teachingAlberta.
2. Materials
managementStudy and teachingAlberta.
3. Vocational
educationAlberta.
I. Title. II. Series: Career and Technology
Studies Program.
HD38.5.A333
338
1997
This document was prepared for:
../
Administrators
Counsellors
..4
General Audience
Parents
Students
,.(
Teachers
Program/Level: Career and Technology Studies/Secondary
Permission is given by the
Copyright ©1997, the Crown in Right of Alberta. as represented by the Minister of Education.
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 Implementation.
This publication is a support document. The advice and direction offered is suggestive except where it duplicates
The Program of Studiesa prescriptive description of the expectations of student
the Program of Studies.
learning, focusing on what students are expected to know and be able to dois issued under the authority of the
Statutes of Alberta, 1988, Chapter S-3.1 as
Minister of Education pursuant to section 25(1) of the
School Act,
amended, and is required for implementation. Within this document, the Program of Studies is shaded so that
the reader may readily identify all prescriptive statements or segments.
Please notify Alberta
Every effort has been made to acknowledge original sources and comply with copyright regulations.
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.
3
BEST COPY AVAILABLE
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
Logistics
B.1
Strand Rationale and Philosophy
B.3
Strand Organization
B.5
Scope and Sequence
B.6
Module Descriptions
Planning for Instruction
C.1
Planning for CTS
C.2
Planning for Logistics
D.1
Module Curriculum and Assessment Standards: Introductory Level
E.1
Module Curriculum and Assessment Standards: Intermediate Level
F.1
Module Curriculum and Assessment Standards: Advanced Level
Assessment Tools
G. 1
H.1
Linkages/Transitions
I.1
Learning Resource Guide
Sample Student Learning Guides (not currently developed)
J. 1
Acknowledgements
K. 1
4
CAREER AND
TECHNOLOGY
STUDIES
A. PROGRAM RATIONALE. AND PHILOSOPHY
talents,
individual
their
cultivating
learning;
Through Career and Technology Studies (CTS),
interests and abilities; and by defining and acting on
secondary education in Alberta is responding to
their goals.
the many challenges of modern society, helping
skills and
young people develop daily living
As an important component of education. in Alberta
nurturing a- flexible, well-qualified work force.
student
promotes
CTS
secondary
schools,
achievement by setting clear expectations and
In Canada's information society, characterized by
Students in CTS
recognizing student success.
economic
and
social
the
in
rapid
change
develop competenciesthe 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 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
education.
further
and/or
and
of
independence
growing
challenges
transition, clearly stated expectations and standards
and of entering
post-secondary
responsibility,
have been defined in cooperation with teachers,
programs and/or the highly competitive workplace.
and
representatives
industry
business
and
Secondary schools also face challenges. They must
post-secondary educators.
high
quality,
basis,
consistent
a
deliver,
on
learning
important
offers
CTS
all
students
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:
meet these
schools and
CTS helps
students
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
advantage
taking
by
expectations
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
Students can develop the
learning resources.
confidence they need as they move into adult roles
other subject areas.
their
for
by assuming increased
responsibility
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
r
sound consumer
to appreciate
decisions
and
p
0
0
environmental and safety precautions.
m
e
e
CAREERS
Integrated throughout CTS are employability skills,
F
those basic competencies that help students develop
t
management and
social
their personal
skills.
r
improved
are
management
as
skills
Personal
e
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
Social skills improve through
and efficiently.
related to a person's job or occupation; it involves
learning experiences that require students to work
local and global
one's personal
both
effectively with others, demonstrate teamwork and
in
life
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 opportunity
have
will
appropriate,
the effective
emphasizes,
as
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
above, students focusing on a particular area of
come to recognize the need for lifelong learning.
study will develop career-specific competencies
Students in CTS have the opportunity to use and
that support entry into the workplace and/or related
effectively and
apply technology and systems
Career-specific
post-secondary
programs.
efficiently. This involves:
understanding
involve
competencies
and
can
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.
6
A.2/ Career and Technology Studies
(1997)
©Alberta Education, Alberta, Canada
of
ethics,
maintaining -.high
standards
GENERAL LEARNER EXPECTATIONS
and
attendance
diligence,
punctuality,-
following safe procedures consistently, and
General learner expectations describe the basic
potential
the CTS
and
recognizing
eliminating
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
students:
career
to
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
competencies
basic
develop
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
schedules
following
and
Industry sectors
direct entry into the workplace.
such as
learning)
encompass goods-producing industries,
agriculture, manufacturing and construction; and
using
practice,
and
theory
linking
business,
such
industries,
service-producing
as
resources, tools, technology and processes
health, finance and insurance.
and
(managing
efficiently
responsibly
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
production,
design,
the
Recommendations for
also specify prerequisites.
of
and
services
goods
consumption
instructional
parameters,
such
module
as
facilities and equipment can be
(problem solving and innovation)
qualifications,
found in the guides to implementation.
and
written
appropriate
demonstrating
composition,
as
such
skills,
verbal
The competencies a student must demonstrate to
presentation
and
summarization
achieve success in a module are defined through the
(communicating effectively)
Senior high school
module learner expectations.
participating as a team member by working
students who can demonstrate the module learner
cooperatively with others and contributing
designated
have
the
who
expectations;
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)
7
©Alberta Education, Alberta, Canada
LEVELS OF ACHIEVEMENT
learner expectations-, provide a more
SPecific
Within the
detailed framework for instruction.
of
into
organized
three
are
levels
Modules
context of module learner expectations, the specific
introductory, intermediate and
learner expectations further define the knowledge,
achievement:
advanced. As students progress through the levels,
skills and attitudes the student should acquire.
they will be expected to meet higher standards and
The following chart shows the 22 strands that
demonstrate an increased degree of competence, in
both the general learner expectations and the
comprise the CTS program and the number of
module learner expectations.
modules available in each strand.
Introductory level modules help students build
No. of
Strand
daily living skills and form the basis for further
Modules
Introductory modules are for students
learning.
33
Agriculture
1.
who have no previous experience in the strand.
28
Career Transitions
2.
the
on
Intermediate
build
level
Communication Technology
modules
33
3.
competencies developed at the introductory level.
31
Community Health
4.
They provide
helping
perspective,
a broader
46
Construction Technologies
5.
students recognize the wide range of related career
58
Cosmetology
6.
opportunities available within the strand.
Design Studies
31
7.
Advanced level modules refine expertise and help
37
Electro-Technologies
8.
prepare students for entry into the workplace or a
26
Energy and Mines
9.
related post-secondary program.
Enterprise and Innovation
8
10.
Fabrication Studies
41
11.
The graph below illustrates the relative emphasis on
29
Fashion Studies
the aspects of career planning at each of the levels.
12.
14
Financial Management
13.
Foods
37
14.
Forestry
21
15.
48
Information Processing
16.
Legal Studies
13
17.
Logistics
12
18.
Management and Marketing
19
19.
54
Mechanics
20.
24
Tourism Studies
21.
Wildlife
17
22.
Advanced Level
Intermediaie Level
Introductory Level
1111 Personal Use
Career Awareness/Exploration
I
1
Preparation for the Workplace or Further Education
8
A.4/ Career and Technology Studies
©Alberta Education, Alberta, Canada
(1997)
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
in CTS define what
transition to the workplace and/or post-secondary
Curriculum standards
programs at the intermediate and advanced levels.
must know
do.
to
able
and
be
students
through
expressed
are
standards
Curriculum
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
define
how
Assessment
In CTS, each
performance is to be judged.
assessment standard defines the conditions and
criteria to be used for assessing the competencies
of each module learner expectation. To receive
credit for a module, students must demonstrate
the
specified
by
the
level
at
competency
conditions and criteria defined for each module
learner expectation.
Students throughout the province receive a fair
and reliable assessment as they use the standards
they
ensuring
thus
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
workplace
and
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
Basic
and are developed within each module.
competencies include:
personal management; e.g., managing learning,
being innovative, ethics, managing resources
teamwork,
communication,
social;
e.g.,
demonstrating
and
service,
leadership
responsibility (safety and accountability).
Career and Technology Studies /A.5
(1997)
©Alberta Education. Alberta, Canada
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 various CTS strands
highlighting areas upon which to focus
using in reflective conversation between teacher and student
highlighting areas of strength
maintaining a student portfolio.
Stage 2 The student:
Stage 4 The student:
Stage 1 The student: Stage 3 The student:
Managing Learning
comes to class prepared for
learning
follows instructions, with limited
follows basic instructions, as
follows detailed instructions on
directed
an independent basis
direction
sets goals and establishes steps
sets clear goals and establishes
demonstrates self-direction in
to achieve them, with direction
learning, goal
steps to achieve them
and goal
setting,
achievement
applies specialized knowledge,
acquires specialized 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
situations
in a variety of situations commitment to lifelong learning
identifies and applies a range of
identifies criteria for evaluating uses a range of critical thinking thinks critically and acts
skills to evaluate situations,
choices and making decisions
effective strategies for solving
logically to evaluate situations,
problems and making decisions
solve problems and make
solve problems and make
decisions
decisions
explores and uses a variety of
selects and uses effective
uses a variety of learning
learning strategies, with limited
strategies
learning strategies
0 cooperates with others in the
direction
provides leadership in the
effective use of learning
effective use of learning
strategies strategies
Managing Resources
creates and adheres to timelines,
adheres to established timelines; creates and adheres to detailed creates and adheres to detailed
with limited direction; uses time/
uses time/schedules/planners timelines on an independent timelines; uses time/schedules/
basis; prioritizes task; uses time/
schedules/planners effectively
effectively planners effectively; prioritizes
tasks on a consistent basis
schedules/planners effectively
uses information (material and accesses and uses a range of
accesses a range of information
uses a wide range of information
relevant information (material
human resources), as directed (material and human resources), (material and human resources)
and human resources), with
and recognizes when additional
in order to support and enhance
limited direction
the basic requirement
resources are required
selects and uses appropriate
uses technology (facilities, uses technology (facilities,
recognizes the monetary and
equipment, supplies), as
technology (facilities,
intrinsic value of managing
equipment, supplies), as
appropriate, to perform a task or
equipment, supplies) to perform
technology (facilities,
directed, to perform a task or
provide a service, with minimal
a task or provide a service on an
equipment, supplies)
provide a service
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 materials on
of equipment and materials, as of equipment and materials, with
techniques for managing
limited assistance
an independent basis facilities, equipment and
directed
supplies
Problem Solving and Innovation
thinks critically and acts
identifies the problem and
participates in problem solving
identifies and resolves problems
selects an appropriate problem-
logically in the context of
as a process
efficiently and effectively
solving approach, responding
learns a range of problem-
problem solving
solving skills and approaches
appropriately to specified goals
and constraints
applies problem-solving skills to
practices problem-solving skills identifies and suggests new ideas
transfers problem-solving skills
a directed or a self-directed
by responding appropriately to a to real-life situations, by
to get the job done creatively,
clearly defined problem, speci- activity, by: generating new possibilities
by:
generating alternatives
prepares implementation plans combining ideas or
fled goals and constraints, by:
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
altemative(s)
an active manner
taking action
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©Alberta Education, Alberta, Canada
BEST COPY AVAILABLE