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UniversityofAlbertaLibrary 1620 2292 3856 2000 CTS AMENDMENTS to the Financial Management Guide to Standards and Implementation Summary of Curriculum Changes Prerequisite change: The following introductory course is no longer a prerequisite for other courses in this strand. • FIN1010: Financial Information Section A • Remove pages A.1 to A.8 (1997) and replace with pages A.1 to A.8 (Revised 1999). Section B • Remove pages B.5-6 (1997) and replace with new pages B.5-6 (Revised 2000). Section C • Remove pages C.1 to C.6 (1997) and replace with new pages C.1 to C.6 (Revised 2000). Section D • Remove pages D.7-8 (1997) and replace with new pages D.7-8 (Revised 2000). Section E • Remove pages E.3-4 (1997) and replace with new pages E.3-4 (Revised 2000). Section F • Remove pages F.7 to F.16 (1997) and replace with new pages F.7 to F.16 (Revised 2000). Section mmI • Remove pages 1.1 to 1.38 (1997) and replace with new pages 1.1 to 1.8 (Revised 2000). m HG 4014 A33 1997 gr. 10-12 amend. 2000 CURR GD HIST Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/financialmanamendOOalbe 2000 CTS AMENDMENTS to the Financial Management Guide to Standards and Implementation Summary of Curriculum Changes Prerequisite change: The following introductory course is no longer a prerequisite for other courses in this strand. • FIN1010: Financial Information Section A • Remove pages A.1 to A.8 (1997) and replace with pages A.1 to A.8 (Revised 1999). Section B • Remove pages B.5-6 (1997) and replace with new pages B.5-6 (Revised 2000). Section C • Remove pages C.1 to C.6 (1997) and replace with new pages C.1 to C.6 (Revised 2000). Section D • Remove pages D.7-8 (1997) and replace with new pages D.7-8 (Revised 2000). Section E • Remove pages E.3-4 (1997) and replace with new pages E.3-4 (Revised 2000). Section F • Remove pages F.7 to F.16 (1997) and replace with new pages F.7 to F.16 (Revised 2000). Section I • Remove pages 1.1 to 1.38 (1997) and replace with new pages 1.1 to 1.8 (Revised 2000). HG 4014 A33 1997 gr. 10-12 amend. 2000 CURR GD HIST Ex LlBRIS Universitatis Albertensis 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/or the highly competitive 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. studychosen, 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 I* O tshoeunodppocrotunnsiutmyerto diemcpirsoiovnes thaeinrdabitloityaptporemciaaktee Pur ,fIlMamneagnet-J/JiPr,rocesse^\ uc( environmental and safety precautions. o 1 \ m s e \ 1 Tools 1 / e CAREERS ' [ Personal ] > F Integrated throughout CTS are employability skills, \ u N / I Life J \ t those basic competencies that help students develop u their personal management and social skills. w \ ( Work ] // er Personal management skills are improved as \ V Life / / 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, a citizen 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 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 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 task at hand 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 UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA 3 PROGRAM OUTCOMES maintaining high standards of ethics, diligence, attendance and punctuality, The program outcomes describe the basic following safe procedures consistently, and competencies integrated throughout the CTS recognizing and eliminating potential program. hazards (demonstrating responsibility). Within an applied context relevant to personal goals, aptitudes and abilities; the student in CTS PROGRAM ORGANIZATION will: CURRICULUM STRUCTURE • demonstrate the basic knowledge, skills and attitudes necessary for achievement and Career and Technology Studies is organized into fulfillment in personal life strands and courses. • develop an action plan that relates personal Strands in CTS define competencies that help interests, abilities and aptitudes to career students: opportunities and requirements • build daily living skills • investigate career options • use technology effectively to link and apply appropriate tools, management and processes to • use technology (managing, processes, tools) effectively and efficiently produce a desired outcome • prepare for entry into the workplace and/or related post-secondary programs. • develop basic competencies (employability 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 and following schedules (managing direct entry into the workplace. Industry sectors learning) encompass goods-producing industries, such as - linking theory and practice, using agriculture, manufacturing and construction; and service-producing industries, such as business, resources, tools, technology and processes health, finance and insurance. responsibly and efficiently (managing resources) Courses 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). Courses the design, production, marketing and also specify prerequisites. Recommendations for consumption of goods and services course parameters, such as instructional (problem solving and innovation) qualifications, facilities and equipment can be found in the guides to implementation. demonstrating appropriate written and verbal skills, such as composition, The competencies a student must demonstrate to summarization and presentation (communicating effectively) achieve success in a course are defined through general outcomes. Senior high school students who participating as a team member by working can demonstrate the general outcomes defined for a cooperatively with others and contributing CTS course; i.e., who have the designated to the group with ideas, suggestions and competencies, will qualify for 1 credit toward their effort (working with others) high school diploma. Program Rationale and Philosophy Career and Technology Studies /A. ©Alberta Learning, Alberta, Canada (Revised 1999) Specific outcomes provide a more detailed LEVELS OF ACHIEVEMENT framework for instruction. Within the context of the general outcomes, the specific outcomes further Courses are organized into three levels of define the knowledge, skills and attitudes the achievement: introductory, intermediate and 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 program outcomes and the general 1-credit courses available in each strand. outcomes defined for individual courses. No. of Introductory level courses help students build Strand Courses daily living skills and form the basis for further learning. Introductory courses are for students who Agriculture 33 1. have no previous experience in the strand. 2. CareerTransitions 31 3. Communication Technology 33 Intermediate level courses build on the 4. Community Health 31 competencies developed at the introductory level. They provide a broader perspective, helping 5. Construction Technologies 46 students recognize the wide range of related career 6. Cosmetology Studies 58 opportunities available within the strand. 7. Design Studies 31 Advanced level courses refine expertise and help 8. Electro-Technologies 37 prepare students for entry into the workplace or a 9. Energy and Mines 26 related post-secondary program. 10. Enterprise and Innovation 8 11. Fabrication Studies 41 The graph below illustrates the relative emphasis on 12. Fashion Studies 29 the aspects ofcareerplanning at each ofthe levels. 13. Financial Management 14 14. Foods 37 15. Forestry 21 16. Information Processing 48 17. Legal Studies 13 18. Logistics 12 19. Management and Marketing 20 20. Mechanics 54 21. Tourism Studies 24 IntroductoryLevel IntermediateLevel Advanced Level 22. Wildlife 17 | Personal Use I CareerAwareness/Exploration Preparation fortheWorkplaceorFurtherEducation A.4/ Career and Technology Studies Program Rationale and Philosophy (Revised 1999) ©Alberta Learning, Alberta, Canada CURRICULUM AND ASSESSMENT Career-specific competencies relate to a particular STANDARDS strand. These competencies build daily living skills at the introductory levels and support the smooth Curriculum standards in CTS define what transition to the workplace and/or post-secondary students must know and be able to do. Curriculum programs at the intermediate and advanced levels. standards are expressed through the program outcomes for CTS, and through general and The model below shows the relationship of the two specific outcomes defined for individual courses types of competencies within the 22 strands of the within each strand. CTS program. Assessment standards define how student 2k CAREER-SPECIFIC performance is to be judged. In CTS, each assessment standard defines the conditions and criteria to be used for assessing the competencies associated with each general outcome. To receive credit for a course, students must demonstrate competency at the level specified by the conditions and criteria defined for each general outcome. Students throughout the province receive a fair and reliable assessment as they use the standards to guide their efforts, thus ensuring they participate more effectively and successfully in the learning and assessment process. Standards at advanced levels are, as much as possible, linked to workplace and post-secondary entry-level 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 course. Basic competencies include: • personal management; e.g., managing learning, being innovative, ethics, managing resources • social; e.g., communication, teamwork, leadership and service, demonstrating responsibility (safety and accountability). Program Rationale and Philosophy Career and Technology Studies /A.5 ©Alberta Learning, Alberta, Canada (Revised 1999) BASIC COMPETENCIES REFERENCE GUIDE Thechart belowoutlinesbasic competenciesthat studentsendeavourtodevelopandenhanceineachoftheCTS strandsandcourses. Students' basic competencies should be assessed through observations involving the student, teacher(s), peers and others as they complete the requirements for each course. 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 earlierstages. Students leavinghigh school shouldset themselvesagoal ofbeingabletodemonstrate Stage 3 performance. Suggestedstrategiesforclassroomuseinclude: • havingstudents ratethemselvesandeachother trackinggrowth in variousCTS strands • usingin reflectiveconversation between teacherandstudent highlightingareasupon which to focus • highlightingareasofstrength maintainingastudentportfolio. — Stage 1 Thestudent: Stage Thestudent: Stage Thestudent: Stage Thestudent: Managing Learning D comestoclassprepared for D D learning D followsbasicinstructions,as follows instructions,with limited followsdetailed instructionson directed direction an independentbasis setsgoalsandestablishessteps setscleargoalsandestablishes D demonstratesself-directionin toachievethem,withdirection stepstoachievethem learning,goalsettingandgoal achievement D acquiresspecialized knowledge, D appliesspecializedknowledge, transfersandappliesspecialized transfersandapplieslearningin skillsandattitudes skillsandattitudesinpractical knowledge,skillsandattitudes newsituations;demonstrates situations inavarietyofsituations commitmenttolifelonglearning D identifiescriteriaforevaluating identifiesandappliesarangeof usesarangeofcriticalthinking D thinkscriticallyandacts choicesandmakingdecisions effectivestrategiesforsolving skillstoevaluatesituations, logicallytoevaluatesituations, problemsand makingdecisions solveproblemsand make solveproblemsandmake decisions decisions usesavarietyoflearning D exploresandusesavarietyof D selectsanduseseffective D strategies learningstrategies,with limited learningstrategies D direction cooperateswithothersinthe provides leadershipinthe effectiveuseoflearning effectiveuseoflearning strategies strategies Managing Resources D adherestoestablishedtimelines; D createsandadherestotimelines, D createsandadherestodetailed D createsandadherestodetailed usestime/schedules/planners with limiteddirection;usestime/ timelinesonan independent timelines;usestime/schedules/ effectively schedules/plannerseffectively basis;prioritizestask;usestime/ plannerseffectively;prioritizes schedules/plannerseffectively tasksonaconsistentbasis D usesinformation(materialand accessesandusesarangeof accessesarangeofinformation usesawiderangeofinformation human resources),asdirected relevantinformation(material (materialandhumanresources), (material andhumanresources) andhuman resources),with and recognizeswhen additional inordertosupportandenhance limiteddirection resourcesarerequired thebasic requirement usestechnology(facilities, D usestechnology(facilities, selectsandusesappropriate D recognizesthemonetaryand equipment,supplies),as equipment,supplies),as technology(facilities, intrinsicvalueofmanaging directed,toperformataskor appropriate,toperformataskor equipment,supplies)toperform technology(facilities, provideaservice provideaservice,with minimal ataskorprovideaserviceon an equipment,supplies) assistanceandsupervision independentbasis D D D maintains,storesand/ordisposes maintains,storesand/ordisposes maintains,storesand/ordisposes demonstrateseffective ofequipmentandmaterials, as ofequipmentandmaterials,with ofequipmentandmaterialson techniquesformanaging directed limitedassistance anindependentbasis facilities,equipmentandsupplies ProblemSolving and Innovation D participatesinproblemsolving identifiestheproblemand selects thinkscriticallyandacts identifiesandresolvesproblems asaprocess anappropriateproblem-solving logicallyin thecontextof efficientlyandeffectively learnsarangeofproblem- approach,responding problemsolving solvingskillsandapproaches appropriatelytospecifiedgoals andconstraints D practicesproblem-solvingskills appliesproblem-solvingskillsto transfersproblem-solvingskills identifiesandsuggestsnewideas byrespondingappropriatelytoa adirectedoraself-directed toreal-lifesituations,by togetthejobdonecreatively, clearlydefined problem,speci- activity,by: generatingnewpossibilities by: fiedgoalsandconstraints,by: - generatingalternatives prepares implementationplans - combiningideasor - generatingalternatives - evaluatingalternatives D recognizesrisks informationinnewways - evaluatingalternatives - selectingappropriate - makingconnectionsamong - selectingappropriate alternative(s) seeminglyunrelatedideas alternative(s) - takingaction - seekingoutopportunitiesin - takingaction anactivemanner A.6/ Careerand Technology Studies Program Rationale and Philosophy (Revised 1999) ©Alberta Learning, Alberta, Canada