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FORESTRY Guide to Standards and Implementation 1997 Abenci SD 251 education A333 Curriculum Standards Branch 1997 gr.07-lE upd.1999 currgdht ^mtmam I i FORESTRY Guide to Standards and Implementation 1997 mm /dlbcrra SD f E51 EDUCATION A333 Curriculum Standards Branch 1997 gr.07-12 upd. 1999 CURR6DHT — ALBERTA EDUCATIONCATALOGUING IN PUBLICATION DATA Alberta. AlbertaEducation. Curriculum Standards Branch. Forestry guide to standards and implementation. : (Career and Technology Studies) 0-7732-5285-1 — 1. Forests and forestry Alberta. —2. Forestry schools and education Alberta. 3. Vocational education Alberta. I. Title. II. Series: Career and Technology Studies Program. SD256.A3.A333 1997 634.9 Ex LIBRIS Thisdocumentwaspreparedfor: UNIVERSITATIS Administrators •/ ALBERT7ENSIS S Counsellors GeneralAudience Parents Students V Teachers Program/Level: CareerandTechnologyStudies/Secondary Copyright ©1997, the Crown in Right of Alberta, as represented by the Minister of Education. Permission is given by the copyright owner for any person to reproduce this publication or any part thereoffor educational purposes and on a non-profit basis. Thisdocumentsupersedes allprevious versionsofthe Career& TechnologyStudies GuidetoStandardsandImplementation. This publication is asupportdocument. Theadvice—and direction offeredis suggestiveexceptwhere itduplicates the Program of Studies. The Program of Studies a prescriptive descri—ption of the expectations of student learning, focusing on what students are expected to know and be able to do is issuedunder the authority ofthe Minister ofEducation pursuant to section 25(1) ofthe SchoolAct, Statutes ofAlberta, 1988, Chapter S—3.1 as amended, and isrequiredforimplementation. Withinthisdocument,theProgramofStudiesisshadedsothat thereadermayreadilyidentifyallprescriptivestatementsorsegments. Every effort has been made to acknowledge original sources and comply with copyright regulations. Please notify Alberta Educationifthere arecaseswhere thishasnotbeendone. Questionsorcomments aboutthisGuidetoStandardsandImplementationarewelcomeandshouldbedirectedto: CareerandTechnologyStudies Unit,CurriculumStandardsBranch, AlbertaEducation, DevonianBuilding, 11160JasperAvenue,Edmonton,Alberta,T5K0L2. Telephone: (403)422^872,Fax: (403)422-0576. OutsideofEdmontondial 310-0000tobeconnectedtoll free. 6 TABLE OF CONTENTS Page Career and Technology Studies Program Rationale and Philosophy A.l General Learner Expectations A.3 Program Organization A.3 Curriculum Structure A.3 Levels ofAchievement A.4 Curriculum and Assessment Standards A.5 Types ofCompetencies A.5 Basic Competencies Reference Guide A. Forestry Strand Rationale and Philosophy B.l Strand Organization B.3 Development Model B.3 Levels B.3 Scope and Sequence B.5 Module Descriptions B.6 Planning for Instruction Planning for CTS C.l Planning for Forestry C.2 Module Curriculum and Assessment Standards: Introductory Level D.l Module Curriculum and Assessment Standards: Intermediate Level E.l Module Curriculum and Assessment Standards: Advanced Level F.l Assessment Tools G.l Linkages/Transitions H.1 Learning Resource Guide LI Sample Student Learning Guides J.l Acknowledgements K.l • fY LIBRARY CAREER AND TECHNOLOGY STUDIES PROGRAM RATIONALE AND PHILOSOPHY A. Through Career and Technology Studies (CTS), learning; cultivating their individual talents, secondary education in Alberta is responding to interests and abilities; and by defining and acting on the many challenges of modern society, helping theirgoals. young people develop daily living skills and nurturinga flexible, well-qualified work force. As an important component ofeducation in Alberta secondary schools, CTS promotes student In Canada's information society, characterized by achievement by setting clear expectations and rapid change in the social and economic recognizing student success. Students in CTS — environment, students must be confident in their develop competencies the 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 whatthey know and what they are able todo. work lives. In particular, they makedecisions about what they will do when they finish high school. Acquired competencies can be applied now and in Many students will enter the workforce, others will the future as students make a smooth transition into continue their education. All students face the adult roles in the family, community, workplace challenges of growing independence and and/or further education. To facilitate this responsibility, and of entering post-secondary transition, clearly stated expectations and standards programs and/orthe highly competitive workplace. have been defined in cooperation with teachers, business and industry representatives and Secondary schools also facechallenges. They must post-secondaryeducators. deliver, on a consistent basis, high quality, cost-effective programs that students, parents and CTS offers all students important learning the community findcredible andrelevant. opportunities. Regardless of the particular area of studychosen, students in CTS will: CTS helps schools and students meet these challenges. Schools can respond more efficiently • develop skills that can be applied in their daily andeffectively tostudent andcommunityneeds and lives, now andin the future expectations by taking advantage of the • refinecareer-planning skills opportunities in the CTS curriculum to design • developtechnology-related skills courses and access school, community and distance • enhanceemployability skills learning resources. Students can develop the • apply and reinforce learnings developed in confidence they need as they move into adult roles othersubject areas. by assuming increased responsibility for their Program Rationale and Philosophy Career and Technology Studies /A.l ©AlbertaLearning, Alberta, Canada (Revised 1999) Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/forestryguidestand97albe