Forestry : guide to standards and implementation

418 Pages·1997·19 MB·English

by  Alberta. Curriculum Standards Branch

FORESTRY
Guide to Standards and Implementation
1997
Abenci
SD
251
education
A333
Curriculum Standards Branch
1997
gr.07-lE upd.1999
currgdht ^mtmam

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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: [phone].
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
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