ERIC ED413429: Wildlife. Guide to Standards and Implementation. Career & Technology Studies.

290 Pages·1997·10.2 MB·English

by  ERIC

DOCUMENT RESUME
CE 075 010
ED 413 429
Wildlife. Guide to Standards and Implementation. Career &
TITLE
Technology Studies.
Alberta Dept. of Education, Edmonton. Curriculum Standards
INSTITUTION
Branch.
ISBN-0-7732-9844-4
ISBN
PUB DATE 1997-00-00
NOTE
381p.
Teacher (052)
Classroom
Guides
PUB TYPE
MF01/PC16 Plus Postage.
EDRS PRICE
Animals; Competency Based Education; Curriculum Design;
DESCRIPTORS
*Curriculum Development; Curriculum Guides; Fisheries;
Foreign Countries; Instructional Materials; Learning
Modules; Material Development; Postsecondary Education;
Secondary Education; *State Standards; *Student Evaluation;
Vocational Education; *Wildlife; *Wildlife Management
Alberta
IDENTIFIERS
ABSTRACT
This Alberta curriculum guide, focusing on wildlife, 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. Section A provides information on Career
and Technology Studies (CTS), such as program rationale and philosophy,
general learner expectations, curriculum structure and levels of achievement,
curriculum and assessment standards, and basic competencies reference guide.
Section B presents strand rationale and philosophy and strand organization,
including development model, levels, scope and sequence, and module
descriptions. Section C addresses planning for instruction for CTS and
wildlife. Sections D-F contain 17 module curriculum and assessment standards
for introductory, intermediate, and advanced levels. Each module within a
level contains these components: level, theme, prerequisite, module
description, module parameters, and curriculum and assessment standards. The
latter are found in two charts: one correlating module learner expectations,
assessment criteria and conditions, and suggested emphasis and the other
concepts, specific learner expectations, and teacher notes. Sections G-J
provide background information and strategies for assessing student
achievement and assessment tools; an overview of linkages and transitions of
CTS modules with organizations; lists of learning resources; and background
information, strategies, a template for developing student learning guides,
and several sample student learning guides.
(YLB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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GUIDE
STANDARDS
IMPLEMENTATION
AND
TO
1997
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF EDUCATION
DISSEMINATE THIS MATERIAL
Office of Educational Research and Improvement
HAS BEEN GRANTED BY
EDU AtIONAL RESOURCES INFORMATION
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
0
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
k
document do not necessarily represent
J..
official OERI position or policy.
N.
0
EDUCATION
Curriculum Standards Branch
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Alberta. Alberta Education. Curriculum Standards Branch.
Wildlife : guide to standards and implementation.
(Career and Technology Studies)
0-7732-9844-4
2. Wildlife
1. Wildlife managementStudy and teachingAlberta.
ConservationStudy and teachingAlberta.
3. Vocational education
I. Title.
II. Series: Career and Technology Studies Program.
Alberta.
SK471.A3.A333
639.9
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 Educatioh.
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 Implementation.
This publication:is 'a support, document. The 'advice and direction offered is
except, where i(diiplicates
.
.
the Program of Studies.
The Program of Studiesa prescriptive description of the expectations of student
the
learning, focusing on what students are expected to'know and be able to dois issued under the authority of the
Minister of Education pursuant to section 25(1) of the School Act, Statutes of Alberta, 1988, Chapter S-3.1 as
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 segment&
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
Program Organization
A.3
A.3
Curriculum Structure
A.4
Levels of Achievement
Curriculum and Assessment Standards
A.5
A.5
Types of Competencies
A.6
Basic Competencies Reference Guide
Wildlife
B.1
Strand Rationale and Philosophy
B.3
Strand Organization
B.3
Development Model
B.3
Levels
B.5
Scope and Sequence
B.6
Module Descriptions
Planning for Instruction
Planning for CTS
C.1
C.3
Planning for Wildlife
Module Curriculum and Assessment Standards: Introductory Level
D.1
Module Curriculum and Assessment Standards: Intermediate Level
E.1
Module Curriculum and Assessment Standards: Advanced Level
F.1
Assessment Tools
G. 1
H.1
Linkages/Transitions
Learning Resource Guide
I.1
Sample Student Learning Guides
J.1
Acknowledgements
K. 1
CAREER AND
TECHNOLOGY
STUDIES
OSOPHY
A. PROGRAM RATIONALE AND P
their
Through Career and Technology Studies (CTS),
talents,
cultivating individual
learning;
secondary education in Alberta is responding to
interests and abilities; and by defining and acting on
the many challenges of modem 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.
promotes
student
schools,
CTS
secondary
achievement by setting clear expectations and
In Canada's information society, characterized by
Students in CTS
in
economic
recognizing student success.
rapid
and
change
social
the
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.
facilitate
To
this
education.
further
and/or
of
independence
and
challenges growing
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.
representatives
and
industry
and
business
Secondary schools also face challenges. They must
post-secondary educators.
.
on a
consistent
quality,
high
deliver,
basis,
important
cost-effective programs that students, parents and
learning
all
offers
students
CTS
opportunities. Regardless of the particular area of
the community find credible and relevant.
study chosen, students in CTS will:
students meet these
schools and
CTS helps
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
advantage
expectations
opportunities in the CTS curriculum to design
develop technology-related skills
enhance employability skills
courses and access school, community and distance
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
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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
Manage-
t
Processes
sound consumer
decisions
to
and
ment
appreciate
environmental and safety precautions.
0
o
m
e
Tools
e
CAREERS
vow
F
Integrated throughout CTS are employability skills,
Personal
Life
those basic competencies that help students develop
t
No
personal management and
their
social
skills.
r
w
Personal management
are improved
skills
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
and efficiently.
Social skills improve through
related to a person's job or occupation; it involves
learning experiences that require students to work
in both local and global
one's personal
life
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
will
have
the
to
expand
opportunity
their
emphasizes,
appropriate, the
effective
as
knowledge about careers, occupations and job
application of communication 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 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
can
understanding
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.
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A.2/ Career and Technology Studies
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of
ethics,
GENERAL LEARNER EXPECTATIONS
high
maintaining
standards
punctuality,
attendance
and
diligence,
following safe procedures consistently, and
General learner expectations describe the basic
the CTS
and potential
eliminating
recognizing
throughout
integrated
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
necessary achievement
for
and
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
students:
career
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
ranking them in order of importance,
students. Some occupational opportunities require
allocating necessary time, and preparing
further education after high school, and some allow
schedules
following
(managing
and
Industry sectors
direct entry into the workplace.
learning)
encompass goods-producing industries, such as
agriculture, manufacturing and construction; and
and
practice,
theory
using
linking
business,
such
industries,
as
service-producing
resources, tools, technology and processes
health, finance and insurance.
efficiently
and
responsibly
(managing
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
production, marketing and
the
design,
Recommendations for
also specify prerequisites.
of
and
consumption goods
services
instructional
such
parameters,
module
as
(problem solving and =ovation)
facilities and equipment can be
qualifications,
found in the guides to implementation.
and
appropriate
written
demonstrating
composition,
skills,
verbal such
as
The competencies a student must demonstrate to
and
presentation
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
who have
the designated
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
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EST COPY
AVAIIILABLE
a more
learner expectations provide
LEVELS OF ACHIEVEMENT
Specific
detailed framework for instruction.
Within the
context of module learner expectations, the specific
Modules
of
into
are
organized
three
levels
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 living 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
33
Intermediate
3.
build the
modules
level
on
competencies developed at the introductory level.
Community Health
4.
31
a broader
They provide
perspective,
helping
46
Construction Technologies
5.
,
students recognize the wide range of related career
Cosmetology
58
6.
opportunities available within the strand.
Design Studies
7.
31
Electro-Technologies
37
8.
Advanced level modules refine expertise and help
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
11.
41
The graph below illustrates the relative emphasis on
Fashion Studies
29
12.
the aspects of career planning at each of the levels.
Financial Management
13.
14
Foods
37
14.
Forestry
21
15.
Information Processing
48
16.
Legal Studies
17.
13
/
Logistics
18.
12
Management and Marketing
19
19.
20.
54
Mechanics
24
Tourism Studies
21.
Wildlife
22.
17
Introductory Level
Intermediate Level
Advanced Level
ggPersonal Use
Career Awareness/Exploration
aM
Preparation for the Workplace or Further Education
8
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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 be
programs at the intermediate and advanced levels.
able to
students
do.
expressed
are through
Curriculum
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
Assessment
how student
define
CAREER-SPECIFIC
In CTS, each
performance is to be judged.
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
specified
at
level
competency
the by the
15
conditions and criteria defined for each module
14
learner expectation.
13
Students throughout the province receive a fair
and reliable assessment as they use the standards
their
ensuring
they
guide
thus
to
efforts,
participate more effectively and successfully in
the learning and assessment process. Standards at
advanced levels are, as much as possible, linked to
post-secondary
entry-level
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
communication,
teamwork,
social;
e.g.,
leadership
service, demonstrating
and
responsibility (safety and accountability).
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Career and Technology Studies /A.5
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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
using in reflective conversation
between teacher and student
highlighting areas upon which to focus
highlighting areas of strength
maintaining a student portfolio.
Sta e 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
an independent basis
direction
sets clear goals and establishes
sets goals and establishes steps
demonstrates self-direction in
to achieve them, with direction
steps to achieve them
learning, goal setting and goal
achievement
acquires specialized knowledge,
applies 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 cntena for evaluating
identifies and applies a range of
uses a range of critical 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 learmng
strategies
strategies
Managing Resources
adheres to established timelines;
creates and adheres to timelines,
creates and adheres to detailed
creates and adheres to detailed
uses time/schedules/planners
with limited direction, uses time/
timelines on an independent
timelines, uses time/schedules/
effectively
schedules/planners effectively
basis; prioritizes task, uses time/
planners effectively, prioritizes
schedules/planners effectively
tasks on a consistent basis
0
uses information (matenal 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
and recognizes when additional
in order to support and enhance
limited direction
resources are required
the basic requirement
0
uses technology (facilities,
uses technology (facilities,
selects and uses appropriate
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
0
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
0
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
0
practices problem-solving skills
applies problem-solving skills to
transfers problem-solving skills
identifies and suggests new ideas
by responding appropriately to a
a directed or a self-directed
to real-life situations, by
to get the job done creatively,
by
activity, by
clearly defined problem, speci-
generating new possibilities
fied goals and constraints, by
generating alternatives
prepares implementation plans
combining ideas or
evaluating alternatives
generating alternatives
information in new ways
recognizes risks
selecting appropriate
evaluating alternatives
making connections among
alternative(s)
selecting appropriate
seemingly unrelated ideas
alternative(s)
taking action
seeking out opportunities in
taking action
an active manner
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