Table Of Content

#ild£ife Guide to Standards and Implementation INTERIM 1994 (SEPTEMBER 1994 - SEPTEMBER 1997) INCLUDES 1996 UPDATES /dibcrra EDUCATION CURRICULUM STANDARDS BRANCH Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/wildlifeguidestand96albe S'^m -^ T» ^0%'^ f>-'\t MiLMtlFE Guide to Standards and Implementation INTERIM 1994 (SEPTEMBER 1994- SEPTEMBER 1997) INCLUDES 1996 UPDATES /dlberra EDUCATION CURRICULUM STANDARDS BRANCH This document was prepared for: ^ Administrators Ex Counsellors ^ LIBRIS UNIVERSITATIS GeneralAudience Parents ALBERT/ENSIS Students Teachers ^ 1 Program/Level: Careerand Technology Studies/Secondary ISBN 0-7732-1973-0 Copyright ©1996, 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. Ever)' effort has been made to acknowledge original sources and comply with copyright regulations. Please notify Alberta Education ifthere are cases where this has not been done. Shaded areas within this document have been approved for optional implementation. Assessment conditions and criteria are in draftform and will be validated 1994-97. SUMMARY OF CHANGES ThisJune 1996 version ofthe Guide to Standards andImplementation differsfrom theJune 1995 version asfollows: Section A No change Section B Updated Scope & Sequence Section C Minor edits to Planning forInstruction Sections D, E, F All conditions and criteria have been revised to includereferences toassessmenttools and standards with somemodifications tospecific learnerexpectations Section G Assessmenttools have been revised and expanded Section H Information on linkages and transitions have been updated and reorganized Section I Resource lists havebeen updated to include new resource approvals Section J Sample student learnerguides have minorrevisions, panicularly to "HOW will your mark be determined?" and "WHICH resources may you use?" Section K Acknowledgments are not included in this version In May 1997, the Guides to Standards and Implementation will berevised again in preparation for provincial implementation in September 1997. Questions orcomments about this Guide to Standards and Implementation are welcome and should be directed to: Career and Technology Studies Unit, Curriculum Standards Branch, AlbertaEducation, Devonian Building West, 1 1 160 Jasper Avenue, Edmonton, Alberta, T5K 0L2. Telephone: (403) 422-^872, Fax: (403)422-0576 35566777 TABLE OF CONTENTS Page 't>* Career and Technology Studies Program Philosophy/Rationale A.l General Learner Expectations A. Program Organization A. Curriculum Structure A. Levels ofAchievement A. Types ofCompetence A. Curriculum and Assessment Standards A. Curriculum Standards A. Assessment Standards A. Wildlife Strand Rationale 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 forWildlife 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.1 Assessment Tools G.l Linkages/Transitions H.l Learning Resource Guide I.l Sample Student Learning Guides J.l Acknowledgements K.l UniVERSiTY LIBRARY UNiVERSiTY OF ALBERTA CAREER AND TECHNOLOGY STUDIES PROGRAM PHILOSOPHY/RATIONALE Through Career and Technology Studies (CTS), responsibility for their learning; cultivating their secondary education in Alberta is responding to individual talents, interests and abilities; and the many challenges of modem society, helping defining and acting on their goals. young people develop daily living skills, and nurturing a flexible, well-qualified work force. As an important component of basic education in Alberta secondary schools, CTS promotes students' In Canada's information society, characterized by achievement by setting clear expectations and rapid change in the social and economic recognizing smdents' —success. Students in CTS environment, students must be confident in their develop competencies that is, the knowledge, ability to respond to change and successfully meet skills and attitudes students must demonstrate, or the challenges they face in their own personal and whatthey know and can do. work lives. In particular, they must make decisions about what they will do when they finish high These competencies can be applied now and in the school. Many students will enter the work force, future as students make a smooth transition into others will continue their education. All students adult roles in the family, community, workplace face the challenges of growing independence and and/or further education. To help ensure this responsibility, and of entering the highly compet- transition for students, clearly stated expectations itive workplace and/orpost-secondary programs. and standards have been defined with the assistance of teachers, business and industry representatives Secondary schools also face challenges. They must and post-secondary educators. deliver, on a consistent basis, high quality, cost- effective programs that students, parents and CTS offers all students important learning community find credible and relevant. opportunities. Regardless of the particular area of study chosen, students in CTS will: CTS helps schools and students meet these challenges. Schools can respond more efficiently • develop skills that they can apply in their daily and effectively to student and community needs and lives now and in the future expectations by using the opportunities in the CTS • refine career-planning skills curriculum to design courses and access school, • develop technology-related skills community and distance learning resources. • enhance employability skills Students can develop the confidence they need as • apply and reinforce learnings developed in they move into adult roles by assuming increased other subject areas. CSB: 96 06 07 Career and Technology Studies /A.1 (Interim 1994) 2 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 the opportunity to improve their ability to make sound consumer decisions, and to appreciate environmental and safety precautions. A career encompasses more than activities related to a person's job or occupation; it involves one's Integrated throughout CTS are employability skills, personal life in both local and global contexts; e.g., those basic competencies that help students develop as a family member, a friend, a community their personal management and social skills. volunteer, acitizen. Personal management skills are improved as students take increased responsibility for their CAREERS learning, design innovative solutions to problems or challenges, and manage resources effectively and efficiently. Students' social skills improve through learning experiences that require them to work effectively with others, demonstrate teamwork and leadership, and maintain high standards in safety and accountability. The mtegration of careers throughout the CTS Further enhancing the employability skills, CTS program helps students make effective career reinforces and enhances learnings developed in core decisions and target their efforts. Students in CTS and other complementary courses. The curriculum will have the opportunity to expand their emphasizes, as appropriate, the effective knowledge about careers, occupations and job application ofcommunication and numeracy skills. opportunities and the education and/or training requirements involved. As well, they will Finally, in addition to the common outcomes recognize the need for lifelong learning. described above, those students who focus on a particular area ofstudy will develop career-specific Students in CTS will have the opportunity to use competencies that support entry into the workplace and apply technology and systems effectively and and/or related post-secondary programs. Career- efficiently, which involves: specific competencies can involve understanding and applying appropriate terminology, processes • a decision regarding which processes and and technologies related to a specific career, procedures best suitthe task at hand occupation orjob. • the appropriate selection and skilled use of the tools orresources that are available • an assessment of and management of the impact the use of the technology may have on themselves, on others and on the environment. Career and Technology Studies /A. CSB: 96 06 07 (Interim 1994) 3 GENERAL LEARNER EXPECTATIONS General learner expectations describe the basic improve social interaction skills by: competencies that are integrated throughout the CTS program. - demonstrating flexibility and cooperative work and communication behaviors (working with others) Within an apphed context that is relevant to personal goals, aptitudes and abilities, the student in - participating as a team member by working Career and Technology Studies will: cooperatively with others and contributing to the group with ideas, suggestions and • demonstrate the basic knowledge, skills and effort (teamwork and leadership) attitudes necessary for achievement and - demonstrating high standards of diligence, fulfillment in personal life attendance and punctuality, following safe • develop an action plan that relates personal procedures consistently, and recognizing interests, abilities and aptitudes to career and eliminating potential hazards opportunities and requirements (demonstrating responsibility) • use technology effectively, linking and demonstrate appropriate verbal, written, applying available tools, management and composition, summarization and presentation processes to produce adesired outcome skills • develop personal management skills by: use basic computation and measurement principles accurately and efficiently. - linking theory and practice, using resources, tools, technolog>' and processes responsibly and efficiently (managing learning) - applying effective and innovative decision- making and problem-solving strategies in the design, production, marketing and consumption of goods and services (being innovative) - selecting relevant, goal-related activities, ranking them in order of importance, allocating necessary time, and preparing and following schedules (managing resources) CSB: 96 06 07 Career and Technology Studies /A. (Interim 1994) Career and Technology Studies /A.4 CSB; 96 06 07 (Interim 1994)