Alberta education programs of studies

PISA tests a sample of students, so the scores obtained for Alberta are only estimates. This also explains why scores for individual participating countries may differ from each other, but are not necessarily statistically different. The same applies to changes in scores over time.

For example, Alberta scores in all 3 subject matters tested in PISA are different from the scores obtained in previous years. However, the only statistically significant difference pertains to how mathematics scores in and are different from the score in While PISA is only one piece of all the data collected by Alberta Education, it is a valuable resource to see how our students perform compared to students around the world in terms of their knowledge and skills. Participation in several cycles of these studies also provides Alberta with trend data.

This shows us how student performance changes over time and how factors contributing to that change in performance evolve. Trend data helps us to better understand the possible causes of changes in performance over time. One of PISA's most important sets of data are contextual information from student and principal questionnaires. These take about 35 and 45 minutes, respectively, to complete. The responses to the questionnaires are analysed together with the assessment results to provide a broader and more nuanced picture of student, school, and system performance.

The questionnaires from all assessments are available on the PISA website. TIMSS is a large-scale assessment designed to inform educational policy and practice by providing an international perspective on teaching and learning in mathematics and science. Participating students complete tests in mathematics and science achievement, and answer questionnaires on their background and experiences in learning mathematics and science at school.

TIMSS tests are based on assessment frameworks developed after extensive analysis of national curricula and are created to ensure that comparisons between countries are as fair as possible. You will not receive a reply. Do not enter any personal information such as telephone numbers, addresses, or emails. Your submissions are monitored by our web team and are used to help improve the experience on Alberta. If you require a response, please go to our Contact page. Table of contents.

Assessments in Alberta are administered in English or French. Measurement Participating students: complete an assessment booklet from the major domain being tested reading, math or science , and one or more minor domain learn more about the 3 domains answer a short questionnaire, which includes: scales to measure their attitudes questions to collect information on their backgrounds School principals also fill out a questionnaire.

Participation Approximately 20, Canadian students from approximately 1, schools take part in each PISA assessment. Cross-curricular Connections Knowledge and Employability courses promote the integration of subjects to emphasize their interrelationships and connections to other school subjects.

Community and Workplace Connections Knowledge and Employability courses provide students with practical and applied opportunities to develop basic reading, writing and mathematical literacy. Safety Safety is emphasized and relevant information is incorporated throughout Knowledge and Employability courses, including basic safety rules and guidelines and information regarding the safe use of tools, equipment and materials in school, home, community and workplace settings.

Technology The Information and Communication Technology ICT curriculum is infused throughout the Knowledge and Employability courses, including the use of computers and other technology, to support the instruction of technology within an applied context. Essential Universal Skills and Strategies Knowledge and Employability courses emphasize the universal skills and strategies that are essential to all students, including the following: Interpersonal skills promote teamwork and respect for, support of and cooperation with others.

Critical thinking promotes the analysis and appropriate applications of information. Creative thinking promotes the identification of unique connections among ideas and insightful approaches to questions and issues. Decision-making processes promote the making of timely and appropriate decisions.

Problem-solving processes promote the ability to identify or pose problems and apply learning to consider the causes and dimensions of, and the solutions to, problems. Metacognition 2 enables students to become more aware of, and have greater control over, their own thinking and learning processes. Relationship to Other Courses Each Knowledge and Employability course is consistent with the rationale, philosophy, program foundations and organization of other secondary courses.

Enrollment in Knowledge and Employability Courses Students may take one or more courses in the sequence at any time during grades 8 through Throughout the Knowledge and Employability occupational component, student success is enhanced through continual: assessment of the needs, learning styles and developmental stages of students use of materials and school and community resources and strategies that assist in addressing cross-curricular, community and workplace connections. Goals of the Knowledge and Employability Occupational Component The Knowledge and Employability occupational component will: provide opportunities for students to explore a variety of career pathways provide opportunities for students to develop essential, employability and workplace competencies through practical activities related to the home, workplace and community prepare students for employment by providing practical, workplace-related activities and projects common to, and representative of, a wide variety of careers; e.

Organization and Structure of the Knowledge and Employability Occupational Component Throughout the Knowledge and Employability occupational component, students will investigate careers within broad occupational classifications, examine and connect their personal competencies and interests to employment opportunities, and make career choices based on thoughtful consideration.

In junior high school, the emphasis is on exploration. Students will: gain an awareness of the multiplicity of careers and career opportunities investigate a range of occupational areas gain an awareness of various working environments through an initial exposure examine personal interests and competencies develop basic essential and employability skills.

In senior high school, the emphasis is on orientation and preparation. During the orientation stage, students will: link personal interests and competencies to career interests focus on groups of related occupations, based on career interests be exposed to a variety of working environments build upon and enhance their development of basic essential and employability skills.

During the preparation stage, students will: focus on specific occupations or occupational components continue to link personal interests and competencies to career interests employability skills required for direct entry into the workplace in the occupational pathway s of interest. Community Partnerships and the Knowledge and Employability Occupational Component Community partnerships are experiences that bring the community into the classroom or take the classroom into the community. Educational Partnerships The Knowledge and Employability occupational component emphasizes the interrelationships among, and connections to, other school subjects, the home, the workplace and the community.

The Senior High School Knowledge and Employability Occupational Component The senior high school Knowledge and Employability occupational component consists of a series of 5-credit courses that relate to well-defined occupational strands. The senior high school Knowledge and Employability occupational component has the potential to: prepare students for a variety of employment opportunities facilitate transfer to appropriate Career and Technology Studies CTS courses provide access to Registered Apprenticeship Program RAP courses provide access to Green Certificate courses develop competencies that meet or exceed industry or occupational standards.

Safety in the Knowledge and Employability Occupational Component Safety is emphasized and relevant information is incorporated throughout the Knowledge and Employability occupational component. Technology in the Knowledge and Employability Occupational Component Information and Communication Technology ICT outcomes have been infused into the specific outcomes of the Knowledge and Employability occupational component and are best learned within an applied context.

Literacy and Numeracy The literacy and numeracy skills developed in the academic courses are further developed and reinforced in the Knowledge and Employability occupational component. Career Exploration and Awareness Career exploration, awareness, orientation and preparation are primary focuses of the senior high school occupational courses. For their occupation of interest, students should strive to discover the: required training or education employment expectations required duties salary expectations outlook for the future.

Portfolio Students develop and expand their career portfolios as they progress through Knowledge and Employability courses. The portfolio helps students to: reflect on personal growth and accomplishments recognize links among home, school and community education and activities collect materials to prepare applications for post-secondary education and scholarships collect materials to prepare for employment applications focus on career planning.

Preparing for the Workplace The workplaces of the 21 st century require more from students than simply being able to read, write, compute or perform specific occupational tasks. Employability Competencies These competencies are developed throughout the learning process and are demonstrated in daily life and the workplace. As the rate at which students acquire generic employability skills differs, instruction and evaluation of employability skills should include the: assessment of student levels of performance diagnosis of particular areas of deficiency sequencing of instruction in a manner that will suit individual needs and growth patterns.

Employability competencies include the following: Managing Transitions. Individuals are encouraged to develop self-knowledge regarding their own learning preferences. These competencies also provide a framework for accessing and applying both formal and informal learning. Often change is imposed on individuals before they have time to adapt their thinking processes to new patterns.

This may reduce their ability to think and act logically. This includes transitions to other courses, the workplace and post-secondary training or education. Individuals are encouraged to develop an interest in, and knowledge of, the operations involved in a specific business or industry. Students will be exposed to a variety of occupations to make informed decisions regarding their career paths.

Students will also experience a variety of workplace environments to formulate standards of conduct and workplace performance. These competencies relate to the whole individual in terms of personal growth, physical well-being and ethical conduct.

As individuals progress through the competencies, they will gain an understanding of their own abilities and potential for further growth. They will also gain an appreciation of their responsibilities toward other individuals. These competencies relate to both physical and mental safety and well-being. Students will develop competencies in identifying and addressing workplace hazards and safety information.

These competencies are designed to strengthen communication skills, including both verbal and nonverbal strategies. A community is a web of relationships among individuals who come together to achieve a common goal or purpose. These competencies focus on the development of understanding and respect for others. An ability to accept cultural differences, e. Students use these competencies to explore strategies for listening and for interpreting nonverbal communication cues.

These competencies are also used when preparing for and making effective presentations. These competencies address the understanding of text structures, the extraction of meaning from text and the formation of conclusions. These competencies address the steps in the writing process; e. Problem solving involves looking at possibilities and opportunities and examining and assessing possible solutions. The problem-solving process requires students to anticipate the possible consequences of solutions and make decisions in a thoughtful and effective way.

An individual needs to be fully informed to properly assess a situation. These competencies address how to locate various sources of information and assess the value of the information collected. In the context of the Knowledge and Employability courses, creative thinking is most often used during the problem-solving or decision-making process. Individuals should foster their creativity, as creative thinking skills are often required in the workplace.

These competencies address basic number concepts and operations, including everything from simple addition and subtraction to the design or use of spreadsheets in a business setting. These competencies address mathematical skills that help students make predictions and solve complex problems.

These competencies address the use of measurement to solve problems. These competencies address the collection and analysis processes used to derive specific information, make predictions and solve problems.

These competencies address the basic functions and uses of a computer. These competencies address the use of a computer as a tool to accomplish various projects and assignments. These competencies create awareness of the training or education required for a particular occupation, employment expectations, required duties and personal interest.

These competencies will ensure an awareness of safe workplace practices and procedures. These competencies also relate to the actual creation of a product. They apply to every type of production, from the creation of an individual piece of furniture to working on the line of a large manufacturing plant. These competencies relate to the meeting of expectations.

Customers expect to receive quality goods and excellent service. Ensuring quality may also be a philosophy of life for some individuals as they strive to improve their skills and contributions on an ongoing basis.

Students will develop these competencies throughout the learning process and demonstrate them in daily life and the workplace. Students will develop an awareness of how learning contributes to personal success. Students will develop an ability to manage change effectively. Students will identify and understand the risks associated with occupational activities.

Students will develop communication skills and strategies in an occupational context. Students will demonstrate respect for the thoughts and opinions of others in the group. Students will develop and demonstrate the following competencies to succeed in a specific occupation or career.

Students will explore a variety of occupations within an auto mechanics career environment. Students will develop safe workplace practices and procedures. Students will be introduced to technology to develop a high-quality product or service. Students will perform general vehicle maintenance. Students will develop safe driving habits optional. Students will continue to develop these minimum academic competencies that provide a foundation for further learning. Students will enhance their ability to listen, speak, read and write effectively.

Students will develop problem-solving strategies. Students will understand the value of numeracy skills in the workplace. Career and Technology Studies. English as a Second Language K to 6. English as a Second Language 7 to 9. English as a Second Language 10 to English Language Arts K to 6. English Language Arts 7 to 9. English Language Arts 10 to Environmental and Outdoor Education. Fine Arts 1 to 6.

Fine Arts 7 to 9. Fine Arts 10 to Francisation Francophone Education. French as a Second Language 4 to 6. French as a Second Language 7 to 9. French as a Second Language 10 to Health and Life Skills. Information and Communication Technology. International Languages K to 6. International Languages 7 to 9.