A S 11 This IRP was revised in April 2011 to remove ...€¦ · aaaaaaaaaaaaaaaaaaaaaa aaaa. II. III. P. REFACE: U. SING. T. HIS. I. NTEGRATED. R. ESOURCE. P. ACKAGE. The main body

Integrated Resource Package 1995

IRP 001

Province ofBritish ColumbiaMinistry ofEducation

APPLIED SKILLS 11

BC PROVINCIAL GOV.

BC PROVINCIAL GOV.

BC PROVINCIAL GOV.

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This IRP was revised in April 2011 to remove references to the 1995 Graduation Program. (page 7)

I

PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

• Preface

APPLIED SKILLS 11 INTRODUCTION

• Introduction• Graduation Requirements• Rationale• Nature of Applied Skills• Curriculum Organizers

CONTEXT

• Product• Service• System• Idea

LEARNING RESOURCES

• Definition of Learning Resources• Rationale for Learning Resources• Status of Learning Resources• Local Resource Evaluation• Resource Selection

THE APPLIED SKILLS 11 CURRICULUM

• Context: Product• Context: Service• Context: Systems• Context: Idea

APPENDICES

• Appendix A: Learning Outcomes• Appendix B: Learning Resources• Appendix C: Cross-Curricular Outlines• Appendix D: Assessment and Evaluation• Appendix E: Acknowledgements

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TABLE OF CONTENTS

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The main body of the document consists of aseries of integrated context tables thatcontain the following:

The Provincially Prescribed LearningOutcomes for Applied Skills 11The learning outcome statements are thecontent standards for the provincialcurriculum. They set out the knowledge,skills, and attitudes for the course. Thelearning outcomes are statements of whatstudents are expected to know and do inApplied Skills 11; they also comprise theprescribed curriculum. Learning outcomesare clearly stated, expressed in measurableterms, and complete the stem, “It isexpected that students will ...” Outcomestatements have been written to enableteachers to use their experience andprofessional judgment in planning andevaluating. The outcomes are standards thatwill be useful to teachers for establishingbenchmarks for criterion-referencedassessment of student performance. It isexpected that student performance will varyin relation to outcomes. Evaluation,reporting, and student placement withrespect to these outcomes is dependent onthe professional judgment of teachers,guided by provincial policy.

Suggested Instructional StrategiesInstruction involves the selection oftechniques, activities, and methods that canbe used to meet diverse student needs anddeliver the prescribed curriculum. Teachersare free to adapt and use the suggestedinstructional strategies or substitute othersthat they feel will enable their students toachieve the prescribed outcomes. Thesestrategies have been developed by specialistand generalist teachers to assist theircolleagues; they are suggestions only.

I mplementation of Applied Skills 11 willbegin in September 1995. This IntegratedResource Package (IRP) provides some of thebasic information that teachers will requirein order to implement the Applied Skills 11course. A list of the sections of the document,along with a description of how that sectioncan be used, follows:

• The Introduction describes the AppliedSkills 11 course, including special featuresand requirements.

• The Rationale for Applied Skills 11discusses “why this subject is taught inschools.”

• The Graduation Requirements outlines theapplied skills graduation requirement andanswers questions regarding thealternatives for fulfilling the applied skillsrequirement in Grades 11 and 12.

• The Curriculum Organizers describe thePrescribed Learning Outcomes for thecourse. The organizers can be used tofocus the planning of activities for anydelivery of Applied Skills 11. It isimportant to ensure that all the curriculumorganizers and outcomes are addressed inany delivery model of Applied Skills 11.

• The provincially Prescribed LearningOutcomes for this course are listed undertheir appropriate curriculum organizer.

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Suggested Assessment StrategiesThe assessment strategies consist of a varietyof ideas and methods to gather evidence ofstudent performance. Some assessmentstrategies relate to specific activities; othersare general and could apply to any activity.These strategies have also been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

Provincially Recommended LearningResourcesNo resources are presently listed in thisdocument. As yet, a comprehensiveprovincial evaluation has not taken place forthis course. A resources evaluation will takeplace during the 1995-96 school year. Manyprovincially recommended resources areavailable in each of the applied skills subjectsand physical education. Any provinciallyRecommended or Authorized learningresource may be used for this course at thediscretion of the teacher.

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the

SUBJECT AREA • (Curriculum Organizer)

SUGGESTED INSTRUCTIONAL STRATEGIES Suggested InstructionalStrategies

The Suggested InstructionalStrategies column of the IRPsuggests a variety ofdifferent instructionalapproaches that includedesign and problem solving,individual and group work,use of manipulatives, mediaand graphics presentation,and the use of technology tocreate artifacts. Teachersshould consider these asexamples that they mightmodify to suit thedevelopment level of theirstudents.

Recommended LearningResources

The RecommendedLearning Resourcescompnent of this IRP is acompilation ofprovinciallyrecommended resourcesthat support thePrescribed LearningOUtcomes. The completelist including a shortdescription of theresource, its media type,and distributor areincluded in Appendix Bof the IRP.

Suggested AssessmentStrategies

The SuggestedAssessment Strategiesmake use of a wide rangeof different assessmentapproaches useful inevaluating the outcomesaddressed in the contextsoutlined in the course.Teachers should considerthese as examples theymight modify to suit theirown needs and theinstructional goals.

SUBJECT AREA • (Curriculum Organizer)

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Prescribed LearningOutcomes

The prescribed learningoutcomes are listed asgeneral outcomes whivhare categorized under 4sub-organizers. Theoutcomes aid teachers inday to day planning. Theoutcomes are intended toprovide a reference forteachers when designingcourse content andestablishing formal andinformal reporting onstudent progress.

PRESCRIBED LEARNING OUTCOMES

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GRADUATION REQUIREMENTS

For more details, refer to Policy CircularNo: 95-01 – Graduation Requirements

To satisfy the requirements for two credits ofApplied Skills 11, students must select one ofthe following options:1. An existing four-credit provincial course

that meets the Applied Skills 11requirement. Upon successful completionof the course, two credits are used bystudents to satisfy the FoundationStudies requirements, and two credits areused to satisfy the Selected Studiesrequirement.

2. A new Applied Skills 11 course (twocredits) developed and offered by theschool from existing curricula.

3. An approved four-credit provincialapplied skills course that satisfies therequirement for both Fine Arts 11 andApplied Skills 11 by being restructured toensure that it addresses the outcomes ofboth the Fine Arts 11 curriculum and theApplied Skills 11 curriculum.

Note: The learning outcomes listed in thisdocument must be addressed if either option 2 or3 is selected, or if two-credit courses arestructured from existing provincial applied skillsfour-credit courses.

RATIONALE

Why Applied Skills 11 in B.C. Schools?The aim of Applied Skills 11 is for studentsto apply knowledge, skills, and attitudesshared by Business Education, HomeEconomics, Technology Education, andPhysical Education in meaningful contextsusing problem-solving strategies.

British Columbia is moving from a resource-based economy to a knowledge-based

o ensure that students receive a well-rounded education program, the newgraduation requirements state that studentsmust earn two credits in applied skills. Theknowledge, skills, and attitudes developedin Applied Skills 11 are intended to helpstudents develop an active, healthy lifestyleand to function effectively in a changingtechnological environment.

Applied Skills 11 is a two-credit provincialcurriculum. It has been designed withparticipation and support from members ofprovincial specialist associations (BusinessEducation, Home Economics, TechnologyEducation, and Physical Education), theBritish Columbia Institute of Technology, theTechnology Alliance of British Columbia,and the British Columbia Council for theFamily. The course is an alternative to thecurrently available four-credit applied skillscourses. This course is intended to focus onthe relevant knowledge, skills, and attitudesshared by Business Education, HomeEconomics, Technology Education, andPhysical Education. Applied Skills 11 shoulduse technologies where appropriate inaddressing one or more of the following:critical thinking and problem-solving skills(identifying, designing, testing, producing,evaluating); human needs such as food,shelter, clothing, and interpersonalrelationships; applications from marketing,accounting, or office systems; and health andwell being and their impact on lifestyles.This course can be implemented through theappropriate selection of existing curriculafrom existing curricula. This IntegratedResource Package (IRP) contains severalexamples of how this course may beimplemented.

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INTRODUCTION TO APPLIED SKILLS 11

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economy. Rapid and evolving technologicalchanges are having an impact on ourfamilies, education system, workplace,community, and environment. We arechallenged daily with the possibilities andpressures that rapid change brings. The skillsrequired for living and working in our worldcontinue to evolve.

In Applied Skills 11, students are givenopportunities to gain and practise the skillsneeded to enhance their ability to makepersonal and career choices. Theseopportunities allow students to developcritical thinking through problem-solvingactivities which have application in a varietyof contexts.

NATURE OF APPLIED SKILLS

Changes in society have made it necessary tounderstand how theories and concepts canbe applied in practice. Applied Skills 11provides students with opportunities to

BusinessEducation

HomeEconomics

TechnologyEducation

PhysicalEducation

APPLIED SKILLS 11CURRICULUM ORGANIZERS

•␣PROBLEM SOL VING•␣COMMUNICA TION•␣TECHNOLOGY•␣SELF AND SOCIETY

Explorationand

Developmentof an Idea

Explorationand

Developmentof a System

Design andProductionof a Product

CONTEXTS FOR LEARNING ACTIVITIES

focus on hands-on activities and problemsolving in applied contexts. Throughinvolvement in problem solving, theconcepts, skills, and attitudes shared byBusiness Education, Home Economics,Technology Education, and PhysicalEducation may be applied in a practical andmeaningful way.

CURRICULUM ORGANIZERS

The Applied Skills 11 curriculum is definedby four curriculum organizers: ProblemSolving, Communication, Technology, andSelf and Society. These were derived fromthe knowledge, skills, and attitudes sharedby Business Education, Home Economics,Technology Education, and PhysicalEducation. Problem Solving,Communication, Technology, and Self andSociety group the prescribed learningoutcomes for the Applied Skills 11 courseand provide a framework for organizingcourse content when a course is derived

CONTRIBUTING SUBJECTS


Provision of a Service

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from existing curricula. The learningoutcomes state in measurable terms whatstudents are expected to know and do. Alllearning outcomes complete the stem, “It isexpected that students will." Theseoutcomes should provide a basis for thedevelopment of learning activities, as well asa short description of each curriculumorganizer and associated outcomes.

Problem Solving

Problem solving can occur in a variety ofcontexts, including designing and creatingproducts or systems, providing services, andutilizing ideas. Problem solving occurs whenstudents make choices and decisions; e.g.,organizing a business, planning a program,designing a project, or understandingcomplex concepts.

Students should be provided withopportunities to work in problem-solvingsituations to develop critical thinking andto integrate the knowledge, skills, attitudes,and applications from the areas of BusinessEducation, Home Economics, TechnologyEducation, and Physical Education.

Learning Outcomes

It is expected that students will:• use appropriate problem-solving models

in the design of products, provision ofservices, development of systems, orutilization of ideas

• analyse and use appropriate problem-solving strategies and critical thinkingwhen resolving problems in a variety ofcontexts

• identify and apply appropriateknowledge, skills, and attitudes whenmaking choices and defending decisions

• use appropriate criteria and standards toassess and evaluate ideas, products,services, and systems.

Communication

Effective communication requirescompetence in reading, writing, speaking,listening, understanding non-verbalcommunication, and using electronicallystored and transmitted communications.

Students should be provided withopportunities to seek and presentinformation individually and with others.

Learning Outcomes

It is expected that students will:• use effective communication skills when

gathering and sharing informationindependently and in groups

• select appropriate information-gatheringand communication tools when solvingproblems related to applied skills areas

• use appropriate multimedia andinformation technology in presentations

Technology

The effective use of appropriate technologyprovides students with opportunities tobring a technological perspective to practicalproblems and issues.

Students will develop and applytechnological skills in managing theirlearning. Students should be providedwith opportunities to explore ideas andgain practical experiences usingappropriate technologies safely in a varietyof applied contexts.


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Learning Outcomes

It is expected that students will:• use appropriate technologies in a variety

of applied contexts• maintain an orderly and safe environment

when engaged in a variety of activities• identify and evaluate the impact of

technology on the way information isgathered, problems are solved, and workis done

Self and Society

Self and Society focuses on the developmentof individual and social responsibility. Thiscurriculum organizer includes thefundamental principles of motivation andpersonal meaning, attitude andempowerment, and individual and grouplearning as they relate to lifestyle and careerchoices.

Students should be provided withopportunities to understand the impact ofhealth, fitness, and safety on self andothers, and to participate independentlyand interdependently in a productiveenvironment.

Learning Outcomes

It is expected that students will:• demonstrate an ability to assess the impact

that acquiring applied skills can have onpersonal and career choices

• demonstrate a positive attitude towardlifelong health and well being

• demonstrate a willingness to participateindependently and interdependently in aproductive environment

The Suggested Instructional Strategies havebeen guided by the principles of learning:• learning requires the active participation of

the student• people learn in a variety of ways and at

different rates• learning is both an individual and a group

process

The instructional activities suggested in theIRP include techniques, ideas, and methodsthat illustrate a variety of approaches usefulin implementing the prescribed curriculum toa diverse population of students. The"strategies" place an emphasis on problemsolving, critical thinking, individual andgroup processes, communication, andtechnological application. The instructionalstrategies suggest specific activities that arerelevant to one or more prescribed learningoutcomes. Further activities are provided inthe extension section. The activities areintended to integrate the relevant knowledge,skills, and attitudes from Business Education,Home Economics, Technology Education, andPhysical Education.

The "context" section of the SuggestedInstructional Strategies describes theoverriding focus or theme, relevantbackground information, and suggested timeframe for the learning activities. The fourcontexts used as a framework for the learningactivities are:

•␣Design and Pr oduction of a Product•␣Pr ovision of a Service•␣Development of Systems•␣Utlilization of Ideas

The following context charts are provided ason overview, including a brief description ofthe contexts, a summary of the activity focus,objectives, and suggested learning strategies.


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ACTIVITY FOCUS

Design andProduction:A FunctionalDevice

• to design and create a device that hasutility

• to apply problem-solving skills• to evaluate the utility of the device for

a particular audience

• students work independentlyand/or with others, toresearch and design aprototype of a device

• students build, test, andmodify a protype

• students present and evaluatetheir device

• to explore the relationship of nutritionand physical activity to health andwell being

• to understand the physical, emotional,and social characteristics of youngchildren

•␣ to promote healthy eating habits andphysical activity in young children

• students design andimplement a plan of physicalactivity and nutritious snacksfor young children

• students create anadvertisement or commercialaimed at young children topromote nutritious snacksand/or physical activity

Design andProduction:A HealthyLivingProgram forYoung Children

• to explore the relationship betweenform and function while creating atextile product that addresses a specificneed

• to apply problem-solving skills• to apply the principles of art, design,

and drawing

• students researchcharacteristics of varioustextiles

• students create original designsor modify existing designs

• students practise constructiontechniques

Design andProduction:A TextileProduct

• students create a portfolio foran investment plan

• students identify, research, andevaluate investment optionssuch as GICs, bonds, andmutual funds

• students use the "Rule of 72" todevelop investment strategies

• to develop a personal investmentportfolio as part of financial planning

• to apply the concepts of economics,finance, and entrepreneurship

Design andProduction:An IndividualInvestmentPortfolio

CONTEXT: PRODUCT

The following activities integrate knowledge, skills, and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on the designand production of a product. A product may be an object, environment, program, or plandesigned and created as a result of individual and group work. This context overview chartprovides a summary of the activity focus, objectives, and suggested learning strategies.

CONTEXT: PRODUCT

STRATEGIESOBJECTIVES

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CONTEXT: PRODUCT

The following activities integrate knowledge, skills, and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on the designand production of a product. A product may be an object, environment, program, or plancreated as a result of individual or group work. The context overview chart provides asummary of the activity focus, objectives, and suggested learning strategies.

OBJECTIVES STRATEGIESACTIVITY FOCUS

Design andProduction:A Nutritionand ExerciseProgram

• to identify how nutrition affectsphysical, mental, and emotional wellbeing

• to plan a nutrition and exerciseprogram to meet personal needs and/or the needs of specific groups ofpeople

CONTEXT: PRODUCT

• students research food habitsand physical activity

• students formulate activityand nutrition plans for selfand others, e.g., diabetics,athletes, senior citizens

• students research careers infitness and nutrition areas

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STRATEGIESOBJECTIVESACTIVITY FOCUS

• to deliver a service using appropriatemarketing strategies to a school orcommunity group

• to apply problem-solving andcommunication skills

• to explore available communicationtechnology

• to develop methods to evaluate thedelivery of the service

Provision ofServices:UsingCertification orEquivalent

• students create a portfoliowhich includes a businessplan for delivering a service

• students practisepresentation skills and selfand peer evaluate the qualityof the service

• students research anddevelop methods to gatherinformation from their clientsabout the quality of theservice and record theirreflections in the portfolio

Provision ofServices:Training Others

• to develop the ability to communicatethe knowledge, skills, and attitudes totrain others in a particular service

• to develop assessment tools to evaluatetraining sessions

• to use available communicationtechnology for presentations

• students train others in anarea of competence or priorcertification

• students select aninstructional design,assessment methods, andappropriate communicationtools to use in presentations

• students summarize andanalyse results and feedbackand prepare a writtenreflection with strengths andrecommendations

CONTEXT: SERVICE

The following activities integrate knowledge, skills and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on providing aservice. A service involves an individual or group providing something useful or necessary toothers. Providing a service is an ideal way for students to apply their learning. Some serviceapplications suggested in this section include SuperHost, FoodSafe, first aid, coaching, andleadership. This context overview chart provides a summary of the activity focus, objectives,and suggested learning strategies.

CONTEXT: SERVICE

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CONTEXT: SYSTEM

The following activities integrate knowledge, skills, and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on explorationand development of a system. A system is considered to be a set of objects, processes,activities, principles, or rules that perform a function or show a plan. This context overviewchart provides a summary of the activity focus, objectives, and suggested learning strategies.

Exploration ofa System: TheInternet

• students review or areintroduced to basic computerskills and methods ofconnecting to remote access orcommercial service provider(i.e., CLN, Schoolnet)

• students develop a problem,access a service provider,conduct an electronicinformation search, downloadand print information

• ␣ to use creative thinking and problemsolving to market a product, program,or idea

• to develop a marketing plan• to present and evaluate a marketing

plan•␣ to implement a marketing plan where

appropriate

• students select a product,program, or idea to market

• students conduct marketresearch, and develop amarketing plan

• students present the plan andevaluate its success

Exploration of aSystem:Management

Exploration of aSystem:Marketing

CONTEXT: SYSTEM

• to access information throughelectronic media

• to apply problem-solving and criticalthinking skills in a high-techinformation environment

• to identify and evaluate the impact oftechnology on the way information isgathered, and problems are solved

• to analyse and evaluate differentmanagement systems

• to practise business communication,organization of the workplace, copingskills, and protocol in managerialsituations

• students research differentmanagement systems and listthe responsiblities andqualities of a good manager

• students practise skills usingsimulations

• students outline and defend amanagement system for aselected work environment

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CONTEXT: SYSTEM

The following activities integrate knowledge, skills, and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on explorationand development of a system. A system is considered to be a set of objects, processes,activities, principles, or rules that perform a function or show a plan. This context overviewchart provides a summary of the activity focus, objectives, and suggested learning strategies.


Exploration of aSystem: StressManagement

• to recognize stress and its impact onone's life

• to develop personal stressmanagement strategies

• students conduct lifestyleinventories to determine thenature of the stress in theirenvironment

• students examine case studiesand use role-play to identifystress causers and practisestress management strategies

• students develop a personalstress management plan

CONTEXT: SYSTEM

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Exploration ofan Idea:Gender Equity

Exploration of anIdea: Safety inEnvironmentalPursuits

• to identify safety/survival skillsneeded to participate safely inenvironmental pursuits

• to create a survival/safety plan for aselected activity

• students identify risk factorsassociated with a variety ofenvironmental pursuits

• students create a safety/survival plan for a selectedactivity in the environment

• students work in groups toevaluate their safety andsurvival plans

CONTEXT: IDEA

The following activities integrate knowledge, skills, and attitudes from Business Education,Home Economics, Technology Education, and Physical Education. The focus is on explorationand development of ideas. An idea is a concept or opinion that is formed as a result ofintellectual actions such as understanding, thinking, reasoning, and imagining. Students candemonstrate their understanding of ideas through their actions when they apply concepts/ideas in a practical setting. This context overview chart provides a summary of the activityfocus, objectives, and suggested learning strategies.

• to examine interactions in theirenvironments for gender bias

• to analyse the effects of gender bias onself-esteem, achievement, economics,and other opportunties

• students analyse theirenvironments and activities athome, work, and school forgender bias

• students identify discriminatingbehaviors, attitudes, policies,and procedures related togender equity

• students in work teams createplans for making environmentsmore gender equitable

Exploration ofan Idea:Entrepreneurship

• to identify the qualities of a successfulentrepreneur

• to evaluate one's potential as anentrepreneur

• to understand what is meant byentrepreneurial activity

• students create a list of skillsand qualities of successfulentrepreneurs

• students conduct a self-evaluation with reference tocharacteristics of successfulentrepreneurs

• students organize a groupentrepreneurial venture

CONTEXT: IDEA

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LEARNING RESOURCES

DEFINITION OF LEARNING RESOURCES

Learning resources are defined asinformation, represented and stored in avariety of media and formats, that assistsstudent learning as defined by provincial orlocal curricula. This includes but is notlimited to, materials in print, video, andsoftware formats, as well as combinations ofthese formats intended for use by teachersand students.

RATIONALE FOR LEARNING RESOURCE

EVALUATION

The Ministry promotes the establishment ofa resource-rich learning environmentthrough the selection of a wide variety ofeducationally appropriate materials to meetthe needs of all learners and to satisfyvarious teaching styles. Resources areselected to support provincial programs andcurricula through an evaluation processcarried out using an “expert” model, that is,using practising master teachers asevaluators. It is expected that teachers willselect resources chosen from those items thatmeet the selected criteria and that suit theirparticular pedagogical needs and audiences.

All usage of materials involves the teacher asmediator and facilitator of learning.However, students may be expected to havesome choice in materials for specificpurposes such as independent reading orresearch. It is expected that multipleresources will be utilized to support learningoutcomes at any particular level. Amultimedia approach integrating materialsfrom different packages and media isencouraged.

A number of selected resources supportcross-curricular integration by enablingvarious approaches to content or theinclusion of a variety of different types ofcontent. The Ministry includes special needsaudiences in the evaluation and annotationof learning resources. As well, special formatversions of some selected resources (Brailleand taped-book formats) are available.

STATUS OF LEARNING RESOURCES

Learning resources fall into one of threecategories:

Recommended Materials

Materials evaluated through a formalevaluation process, approved throughMinister’s Order, and purchased usingtargeted learning resource funds. Theseresources are listed in the print and CD-ROMversions of the Catalogue of LearningResources.

Authorized Materials

Materials selected prior to 1989 bycurriculum committees and purchasedthrough the Credit Allocation Plan. Theseresources are listed in the print and CD-ROMversions of the Catalogue of LearningResources.

Locally Selected Materials

Materials evaluated through local (district/school) evaluation processes and approvedfor use according to district policy.

All learning resources used in schools musteither have Recommended or Authorizeddesignation or be approved through districtevaluation and approval policies.

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LEARNING RESOURCES

Appendix B of this Integrated ResourcePackage (IRP) includes a list of resourcetitles relevant for each subject area and anabbreviated description to clarify the mainfunction of each resource. Items are orga-nized by curriculum organizer followed bygrade for ease of use.

More detailed descriptions of each resourceare available in annotation sets regularlydistributed by the Ministry of Education.These annotations, which will supplementthe IRP information, are detailed descrip-tions of learning resources, including gradelevels, lists of components, teaching com-ments and cautions, ordering information,and other details.

Resources often have application to morethan one curricular or topic area. Obviousconnections are identified in annotations, butteachers will make many more connectionsas they work with materials in the spirit ofintegration. The index in annotation docu-ments help teachers organize materials bytopic and cateogory.

LOCAL RESOURCE EVALUATION

As previously indicated, districts that chooseto evaluate materials locally for school usemust have in place a district evaluationpolicy in accordance with section 182 (2) (e)of the School Act as outlined in Minister’sOrder #143. Users at the local level mayselect provincially Authorized or Recom-mended resources, or they may chooseresources that are not on the Ministry’s list.There is also the option to develop materialsat the local level to support provincial orlocally developed curricula.

RESOURCE SELECTION

Currently, all Authorized or Recommendedmaterials are listed in the Catalogue of LearningResources, published periodically by theMinistry. The same information is available ina CD-ROM catalogue, which also includes anefficient search capability. This enables therapid identification of resources that meetparticular users’ needs. Although the mainpurpose is to help teachers select classroomresources, it can also be useful for the order-ing and management of resources. BothEnglish and French discs are available in bothMacintosh or MS-DOS format.

The flexiblity of selecting appropriate contextsfor students makes determining specificlearning resources at the provincial leveldifficult. However, many resources have beenapproved through past calls for resources foreach of the applied skills subjects and PhysicalEducation. In addition, some of the K to 10materials reviewed in the spring may also beconsidered by teachers.

Teachers are reminded that all Recommendedand Authorized learning resources may beused at the discretion of the teachers. Akeyword search in the CD-ROM version of theCatalogue of Learning Resources can be used tofind relevant resources.

A number of resources were suggested by theIRP development committee. LearningResources Branch will have these suggestedresources evaluated. Lists of the Recom-mended resources will be circulated to schoolsand will be added to the Catalogue of LearningResources. As grade 11 and 12 courses for theapplied skills subjects and physical educationare developed in the future, there will beadditional calls for resources. Teachers will beadvised as soon as the selection has receivedMinister's Order.

THE APPLIED SKILLS11 CURRICULUM

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CONTEXT:PRODUCT

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

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APPLIED SKILLS 11 •

Problem SolvingIt is expected that students will:• use appropriate problem-solving models in the

design of products, the provision of services,the development of systems, and the utilizationof ideas

• analyse and use appropriate problem-solvingstrategies and critical thinking when resolvingproblems in a variety of contexts

• identify and apply appropriate knowledge,skills, and attitudes when making choices anddefending decisions

• use appropriate criteria and standards to assessand evaluate products, services, systems, andideas

CommunicationIt is expected that students will:• use effective communication skills when

gathering and sharing information indepen-dently and in groups

• select appropriate information gathering andcommunication tools when solving problemsrelated to applied skills areas

• use appropriate multimedia and informationtechnology in presentations

TechnologyIt is expected that students will:• use appropriate technologies in a variety of

applied contexts• maintain an orderly and safe environment

when engaged in a variety of activities• identify and evaluate the impact of technology

on the way information is gathered, problemsare solved, and work is done

Self in SocietyIt is expected that students will:• demonstrate an ability to assess the impact that

acquiring applied skills can have on personaland career choices

• demonstrate a positive attitude toward lifelonghealth and well being


ContextDesigning and producing a device that can be usedby others, allows students to engage in problemsolving and develop critical thinking. This activityprovides opportunities for students to apply theirlearning in a variety of ways. Students may chooseto produce a functional device such as:• an assistive device for persons with disabilities• a gadget for the kitchen• a safety product for home or shop• a software program• a T-shirt with logo for a team or an eventSuggested Time Frame: 10 - 25 hours

StrategiesHave students:• review or introduce safety procedures, proper use

of tools, machine operations, use of materials, andproduction procedures through teacher and peerdemonstration

• establish a general problem statement that identi-fies the need (e.g., to design an eating utensil for aperson with a disability)

• develop a design brief—a one-line statement ofexactly what is to be designed (e.g., design andmake a spoon for a person with crippling arthritisof the hands)

• conduct research on existing solutions to theproblem

• collect information and/or samples, and place inan activity journal for reference

• develop design ideas (by sketching, drafting,CADD)

• present a plan to peers for input/suggestions• refine plan as necessary• assess appropriate production materials, construc-

tion needs, and techniques• build a prototype• produce a device that incorporates design changes• present product to audience using appropriate

multimedia technology• be prepared to justify the solution and approach

Extensions• Home Economics: textiles/materials; product

could be a food container• Physical Education: human motion (ergonomics,

kinesiology)(product could have a recreationalapplication or be appropriate to needs of personswith disabilities attending school)

• Business Education: entrepreneurship, marketingstrategies

Design and Production: A Functional Device

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

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This column is provided for teachers to identifylearning resources in support of the AppliedSkills 11 curriculum. Recommended learningresources for this curriculum will be evaluatedand added to the Catalogue of Learning Resourcesin the upcoming school year.

Suggested Strategies• Activity journal• Peer assessment• Self-assessment• Checklist

Examples of Criteria• Activity journal

- records ideas, research, development, andproduction

- demonstrates sequential development ofideas, uses a problem-solving model

- includes reflective notes on ideas/conceptsinitially developed

• Assessment of safety procedures and conduct- safety demonstration by students- safety test (written and/or oral)

• Communication/presentation- clarity of message- skill in presentation- effective use of communication technologies- audience rapport- emphasis of key points

• Product assessment- complexity of manufacturing methods used- craftsmanship (quality of manufacturing)- suitability (does the device meet the require-ments established in the design brief?)

• Peer assessment- idea development, product quality, productsuitability, presentation of product

• Self-assessment- personal reflections on idea development,manufacturing process chosen, productquality, product suitability, presentation ofproduct

• Evaluation by intended user

Design and Production: A Functional DeviceAPPLIED SKILLS 11 •


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Design and Production: A Textile Product

ContextStudents demonstrate their understanding of therelationship between form and function by usingappropriate design and production techniques tocreate textile products that address a specific needor activity. Examples include textile products thataddress a physical limitation, protect from theenvironment, express a culture or identity, orproducts that protect from injury. The productscould be functional (carrying equipment or ahousehold item), leisure-wear items (a swimsuit ortennis outfit), provide protection from the environ-ment (clothing or headgear) or from injury (kneepads or a mask).Suggested Time Frame: 25 - 40 hours

StrategiesHave students:• research and investigate specific requirements for

a need or activity, a physical limitation, protectionin sports, or protection from natural elements

• research and investigate properties of varioustextile materials

• research existing designs through catalogues,field trips to specialty stores, computer software,commercial patterns for design, or constructionguides

• research appropriate production and constructiontechniques

• develop ideas and transfer into print form•␣produce a design for a prototype•␣produce instructions for the creation of a proto-

type• analyse and evaluate the design in terms of

functional and aesthetic appeal• create a sample using available and appropriate

resources considering time, materials, and tools• present the design or product and defend the

design and its elements in terms of the objective• evaluate the design or product and make

revisions where necessary

Extensions• Physical Education: physical movement, ergo-

nomics• Business Education: marketing strategies (see

pages 20 and 21 for marketing), business plan,sale of the product produced

•␣Technology Education: design technology (bysketching, drafting, CADD)


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Suggested Strategies• Activities journal• Statement of design objectives• Checklist of design steps• Checklist of production steps• Checklist of design standards• Checklist of scale of production standards• Rating (peer or consumer) of a product• Portfolio• Objective test• Rating scale• Written justification of design, material selection

Examples of Criteria• Activity journal

- completeness- sequential development- reflective notes

• Peer or consumer assessment- design- texture- cost- utility- visual appearance

• Portfolio- photographs of completed project- collection of design(s) and material(s)- instruction sheet

Design and Production: A Textile ProductAPPLIED SKILLS 11 •


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ContextHealthy living habits contribute to the developmentof self-esteem and positive body image. Nutritionand physical activity are the basis of healthy living.By identifying suitable activities that encourageyoung children to be physically active and nutri-tional foods that have snack appeal, students willcome to understand the physical, emotional, andsocial characteristics of young children.Suggested Time Frame: 20 - 30 hours

StrategiesHave students:• research physical/social/emotional development

of young children through interviews, observation,and use of appropriate resource materials

• observe and record activity schedules and existingprograms available to young children in a school,day-care, or other setting

• analyse appropriateness of activities and associ-ated safety aspects

• design an activity program for young children• identify opportunities to implement approved

activity plan; seek approval for any implementa-tion

• evaluate an activity plan by interviewing orsurveying children, parents, and staff

• present (text, pictures, video, computer simulation)activity program to peers

• conduct a survey to identify favorite snacks ofyoung children

• observe the eating habits and dietary patterns ofyoung children

• research the elements of good advertising tomarket a nutritional snack or one that needs to bemade more appealing (see pages 20 and 21 formarketing)

• create an ad/jingle/poster/video to promote snackand/or healthy eating habits and/or physicalactivity

• present an ad/jingle/poster/video to youngchildren and evaluate responses

Extensions• Physical Education: physical movement, active

living• Business Education: day-care operation, advertis-

ing strategies and techniques•␣Technology Education: tools, materials, and

technology development for activities

Design and Production: A Healthy Living Program for Young Children


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Suggested Strategies• Presentation to class

- teacher observation- peer evaluation

• Portfolios• Journal/log

- record of observations (eating habits)• Test (theory development)

- written- oral- conferencing

• Demonstration

Examples of Criteria•␣Program for young children

- variety- safety considerations- suitability to age group- creativity- clarity of rules/instructions- inclusion of resource lists- ease of implementation- fun and enjoyable- knowledge of physical, social, and emotionalcharacteristics of young children

• Presentation of ad/jingle/poster/video- quality or appeal- elements of good advertising- completion of response survey- analysis of results- use of media and appropriate technologies

• Communication/presentation- clarity of message- skill in presentation- effective use of communication technology- response to questions- audience evaluation

APPLIED SKILLS 11 • Design and Production: A Healthy Living Program for Young Children


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ContextStudents work on a project to develop a personalinvestment portfolio that they can present anddefend to their peers. These activities provideopportunities to plan a financial future, to view andevaluate different investments like GICs, bonds, ormutual funds, and to realize the impact of com-pound interest over time. Students develop anunderstanding of the concepts of economics,finance, and entrepreneurship.Suggested Time Frame: 10 - 20 hours

StrategiesHave students:• prepare an investment portfolio that will include

an investment strategy and rationale• research, review, compare, and evaluate different

tyes of investments• invite guest speakers from the financial community• research interest rates and the age at which to begin

an investment• determine fixed-rate level of financial contribution• determine realistic variable-rate of financial

contribution• utilize compound interest formulas to project

yearly gains and gains over time• use the "Rule of 72" as a measure of doubling

investments for developing investment plans• use a calculator/computer to solve compound

interest problems• compute the difference in yield between fixed

contributions begun at different ages and held toretirement age

• compare strategies to acquire one-quarter milliondollars by a fixed age (e.g., age 55, 60, 65)

• present and evaluate investment portfolio

Extensions• Technology Education: Internet links to financial

markets; technology investment funds• Home Economics: work and careers; family

management; cultures/lifestyles (single vs.multiple incomes in family)

• Physical Education: active living; early retirement;personal and social responsibility

Design and Production: An Individual Investment Portfolio


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Design and Production: An Individual Investment PortfolioAPPLIED SKILLS 11•

Suggested Strategies•␣Checklist for creating a portfolio of investments• Written sequence of mathematical computations

using a calculator•␣ Presentation to class

- teacher observation- peer assessment

•␣Investment conference

Examples of Criteria• Investment portfolio

- thoroughness/completeness- strategies utilized- accuracy- nature of investments (conservative/risky)

• Presentation to a financial manager- articulation- knowledge of subject matter- appropriate use of media- audience rapport or evaluation- ability to answer questions

• Use of multimedia and print in presentation- number and mix of methods used- quality- selection and balance of appropriate media- impact (visual)- did the methods enhance the message or

detract from it

• Assess longitudinal measurement of self-esteem- benchmarking- measuring change

•␣Investment conferenceAn adult investor rates the student's work for:- how clearly the strategy is presented- the risk factors undertaken- completeness- balance of approaches- potential outcomes


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ContextNutrition and exercise contribute to the develop-ment of self-esteem and a healthy lifestyle. Studentsexamine the role of food and nutrients in exercise,and design a nutrition and exercise program forthemselves or a specific group of people, e.g.,seniors, athletes, or diabetics. This activity canprovide students with an experience related tocareers such as nutritionist or sport/fitness consult-ant.Suggested Time Frame: 5 - 20 hours

StrategiesHave students:• record daily food intake and physical activity for

one or two weeks• analyse physical activities in terms of caloric

expenditures, cardiovascular endurance, musclestrength/endurance, and muscle flexibility

• analyse food intake in terms of caloric intake,nutrient composition (% protein, % fat,% carbohydrates), types of fats and carbohydrates

• analyse food intake using the Guide to HealthyEating (Canada Food Guide) to determine appro-priate modifications

• research, discuss, and debate issues related to poornutritional habits and good health (e.g., eatingdisorders, fad diets, weight loss programs, contro-versies around dietary fat, protein, and calcium)

• develop and conduct experiments to test the effectsof prior consumption on various physical activities

• survey school or community group(s) to studytheir food habits and physical performance level

• solicit interested school or community groups toparticipate in an experimental study

• invite guest speakers from the health, athletic, andmedical professions to address the role of nutritionin exercise

• design and assess a personal plan for themselves orothers which addresses specific nutritional andactivity needs

• explore and use tools (computer software, tables,charts) to record, maintain, update, and share theirpersonal plans

• record and analyse for nutritional validity, cost,practicality, and effect on weight and self-esteem

Design and Production: A Nutrition and Exercise Program


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Suggested Strategies• Activity journal/log• Lab report of experiments• Report and analysis of a survey• Research paper on fad diets or fitness programs

Examples of Criteria• Journal/log

- completeness- sequential development- clarity- reflective notes

• Report of the experiment- control elements- foods selected are in a specific category (i.e., variablescan be isolated)

- experiment is designed to eliminate extraneous vari-ables

- subjects are bias-free/objective- observations and data are complete and accurate

• Presentation of survey results- selection of spreadsheets, tables, and graphs- clarity- impact of message- completeness

• Research paper- resources used- clarity- completeness- organization- impact

APPLIED SKILLS 11 •Design and Production: A Nutrition and Exercise Program

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CONTEXT:SERVICE


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Provision of Services: Using Certification or Equivalent

ContextStudents determine background knowledge, skills,and attitudes that may provide a service to thecommunity. Examples are:• First Aid: Red Cross/St. John Ambulance; Sports

Aider (sports injuries); cardiopulmonary resuscita-tion (CPR)

• Coaching: National Coaching Certificate Program(NCPP)

• Officiating• Leadership: Canadian Intramural and Recreation

Association (CIRA); fitness instructor; aquatics(lifeguard, small craft safety, boating, etc.); entry-level management

Suggested Time Frame: 15 - 60 hours (dependingon the scope and depth of the project)

StrategiesHave students:• create a personal porfolio• review requirements to achieve certification• develop a plan to deliver the service that considers

audience, resources, advertising, assessment tools/evaluation, instruction

• identify the intended clients by surveying, adver-tising, and/or marketing the service they can offer,i.e., coaching a team in the school, managing thefund-raising activities for the student council, orproviding fitness classes before or after school (seepages 20 and 21 for marketing)

• discuss resources needed to deliver the service(cost, facilities, equipment, etc.)

• outline how the service will be delivered andpractise presentation skills (videotape - peerevaluation)

• maintain a journal and/or log outlining experi-ences, strengths, concerns, recommendations

• present results to class using available communica-tion technology

• develop a method to survey clients about thequality of service they received

• evaluate plan and include a written reflection in aportfolio

Extensions• Business Education: business communications,

marketing plans, entrepreneurship• Technology Education: using tools, equipment,

materials, and appropriate technology required fordelivery of service


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Provision of Services Using Certification or EquivalentAPPLIED SKILLS 11 •␣

Suggested Strategies• Checklist of business plan• Journal/portfolio assessment• Peer evaluation• Videotaped final presentation

Examples of Criteria• Business plan

- checklist for completeness- clarity- evidence of organization- impact

• Activity plan- practicality/appropriateness- thoroughness- clarity- addresses safety issues directly

• Presentation skills- skill in presentation- technical considerations/graphics- use of graphics- sequencing- effective use of the technology


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ContextThis assignment requires students to train othersusing certification they have acquired in programs,such as National Coaching Certificate Program,SuperHost, FoodSafe, First Aid, Leadership Train-ing, or WCB. The focus is on effective presentationtechniques to ensure that others acquire the neces-sary information and apply it appropriately.Suggested Time Frame: 15 - 25 hours

StrategiesHave students:• review essential aspects of their certification

program• research, select, and develop instructional materials

appropriate for presenting selected informationand for modelling skills to be taught

• use multimedia and technologies to preparematerials for presentation(s), i.e., audio-visual aids,posters, overheads, video, computer software

• create plans for the presentation(s)• select instructional design suited for the topic

selected• practise presentation(s)• develop assessment tools to use in conjunction with

the presentation(s)• use peer, self, and/or teacher evaluations to reflect

upon and assess the training session(s)• summarize and analyse results of videotaped

training sessions• provide a written reflection of strengths and

recommendations for improvement

Extensions• peer mediation or tutoring techniques• music or musical instruction• clay or pottery skills• negotiating strategies• debate of rules of order

Provision of Services: Training Others


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Suggested Strategies• Videotape of presentation• Group assessment of presentation• Observations• Self evaluation• Journal/portfolio assessment

Examples of Criteria• Instructional design

- clarity- coherence- thoroughness- appropriate modification of instructionalmaterials

- appropriate for audience- appropriate for instructional style

• Presentation skills- effective use of communication- quality, selection of media- visual impact- audience response

Provision of Services: Training Others

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CONTEXT:SYSTEMS


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Exploration of a System: The Internet

ContextStudents learn how to electronically access informa-tion in databases and to use data transfer technol-ogy within local area networks (LAN) and widearea networks (WAN) (e.g., Internet). They developa problem requiring information access, conduct aninformation search, and incorporate informationgathered into an existing project/assignment.Suggested Time Frame: 5 - 20 hours

StrategiesHave students:• review and/or acquire basic computer skills• identify a problem that requires information• outline the steps for signing onto the Internet via

free provider or commercial service provider• download and print information• use electronic mail (e-mail) to leave a message• use file transfer protocol (FTP) to transfer a file

from a Gopher site• use a Mosaic browser to locate information on the

World Wide Web (WWW)• compare the information found on the Internet

with that available in school or a local library• use Internet skills to gather information for others• facilitate a presentation about obtaining informa-

tion on the Internet, e.g., to an elementary class,another class or school group, a community group

• select a topic to research, and use skills to accessappropriate information

ExtensionsSome examples of information search are:• FTP to a Physical Education Gopher• FTP to a Home Economics Gopher• FTP to a Technology Education Gopher• talk to a Scientist• Internet across the curriculum• use World Wide Web (WWW) to obtain a picture

from the National Gallery or the Louvre• use WWW to access a midi file• use WWW to access KidTalk for children’s art


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Exploration of a System: The InternetAPPLIED SKILLS 11 •

Suggested Strategies• Portfolio of Internet activities•␣L og of Internet connections• List steps in making Internet connections• Download appropriate information and print•␣Flowchart of pathways on the Internet• Develop an Internet dictionary

Examples of Criteria• Internet portfolio

- clarity- completeness- organizing strategy- accuracy- reflective notes and ideas

• Flow chart or schematic- clarity- visual impact- accuracy/completeness- utility as an explanatory device


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ContextYoung people are increasingly called upon toundertake management and supervisory roles infast food, retail, tourism, and event marketing. Theyrequire information and skills in hiring, compensa-tion, team building, evaluation, termination, andmaintenance of work environments. In this activitystudents will develop an understanding of manage-ment systems and demonstrate this in simulations.Suggested Time Frame: 15 - 30 hours

StrategiesHave students:• research different management systems• interview managers and list the advantages and

disadvantages of different management systems• research the responsibilities and qualities of a good

manager• invite guest speakers to talk about their manage-

ment roles• discuss hiring procedures, interviewing, employ-

ment equity standards, and salaries• practise interviewing skills in small groups and

make videotapes for analysis• discuss teambuilding, communicating on the job,

motivation strategies, leadership• review evaluation procedures and associated

standards used by different businesses, by profes-sionals such as teachers or lawyers, or by tradestraining boards

• discuss causes and procedures for termination:progressive discipline, corrective action, severencepay

• brainstorm ways to create a safe and healthy workenvironment

• outline and defend a management system for aselected work environment

• conduct a simulation of an interview for hiring,employee evaluation, or terminating an employee

Extensions• personal and social responsibility: coaching,

refereeing, sponsoring sports days, sponsoringtournaments, sponsoring activities, employinggroup dynamics

• attitudes towards safe work and personal health,developing communication skills on the job

Exploration of a System: Management


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Suggested Strategies• Simulation• Essay• Videotape• Peer evaluation• Journal

Examples of Criteria• Presentation skills

- effective use of communication- quality, selection of media- visual impact- audience impact

• Management systems- recognizes interconnections between/amongcomponents of a management system

- understands basic management concepts, e.g.,employment equity, contract, progressivediscipline

- understands personality and character traitsimportant in managing

- demonstrates understanding and sensitivity insimulation

• System design- clarity- completeness- utility- use of media/appropriate aids

• Leadership style- select an assessment instrument- administer- score in accordance with handbook or manual- interpret results- compare

Exploration of a System: ManagementAPPLIED SKILLS 11 •


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Exploration of a System: Marketing

ContextIn this activity, students use creative thinking andproblem solving to market a product, program, oridea. Examples might include a computer program,a new fashion item, a cultural item, an aboriginaldesign, a fad item like a "pet-rock," a fitness pro-gram, or other imaginative venture. By determininga target audience and test marketing, students gaina practical understanding of communication,economic principles, and entrepreneurship.Suggested Time Frame: 15 - 30 hours

StrategiesHave students:• research marketing techniques• select a product, program, or idea to market,

individually or in groups• conduct market research by identifying need,

interest groups, client, competition, limitations,trends

• research existing products or programs• develop a marketing plan that incorporates

production and labour costs, operating budget, andadvertising costs

• conduct individual and group evaluation ofpotential products, programs, or ideas

• test mIt is expected that students will :arket theproduct, program, or idea

• determine target audience•␣determine pricing (if applicable)• establish advertising budget• research location to market items• evaluate success of marketing plan

Extensions• market a textile product from a Home Economics

class• market a fitness or lifestyle product• market an item produced in the technology centre

at the school


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APPLIED SKILLS 11 • Exploration of a System: Marketing

•␣Group presentation- variety of media- use of visuals- clarity- effective use of communications technology- audience impact

Suggested Strategies• Group presentation• Activity/journal log• Written test• Checklist for developing an advertising strategy

Examples of Criteria• Market research checklist (use standard textbook checklist)

- population and age- availability- competition

• Activity journal/logComplete documentation of- process- problems- possible resolutions


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ContextTo recognize stress and its impact, students willdevelop a system for identifying stress in their lives.Students will learn to identify "stressors" in theirenvironment, and acquire the skills to manage stressin their own lives.Suggested Time Frame: 10 - 20 hours

StrategiesHave students:• use case studies to identify stress causes and list

possible strategies to manage stress• define stress and the "stress causers" in their own

lives, and record these in a journal• discuss ways to minimize (if not prevent) stress, or

relieve stress• make a list and identify factors which may inhibit

stress relief• list the community resources available to minimize

(prevent) and/or to relieve stress• role-play scenarios and practise stress management

strategies• practise conflict resolution techniques in simula-

tions• keep a log and/or journal with a list of daily

activities, food consumed, and time spent, e.g.,homework, piano lessons, playing sports

• identify any conflicts or causes of stressful feelingsafter reviewing journal entries

• research current literature on stress managementsystems (use technologies when appropriate)

• analyse stress management systems and identifystrategies that will meet personal needs

• develop a personal stress management plan (sharein small groups)

• research literature on stress prevention

Extensions• preparation for provincial examinations• career and personal planning• preparation for personal crises, e.g., accidents,

death, job loss

Exploration of a System: Stress Management


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Suggested Strategies• Activity journal/log• Role-play/simulation•Teacher/observer evaluation• Self-evaluation

Examples of Criteria• Journal

- evidence of entries- evidence of analysis- application of learning- reflective notes- charting stressors in daily life- completing a stress test- checklist of stress management techniques

• Role-play/simulation- effective communication skills- uses appropriate strategies in response tosituation(s)

- identifies how to access appropriate resourcesfor support

• Chart- clarity- visual impact- organization- completeness

Exploration of a System: Stress ManagementAPPLIED SKILLS 11 •

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CONTEXT:IDEA


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Exploration of an Idea: Gender Equity

ContextBy taking a closer look at interactions in theirenvironment, students develop an understanding ofthe concept of gender bias. Students focus onaspects such as the effects of gender bias on self-esteem, achievement, economic, and other opportu-nities.Suggested Time Frame: 5 - 20 hours

StrategiesHave students:• define gender bias (what it is, when it occurs, why

it occurs)• examine and record interactions at home, work,

and school looking for gender bias in their journal• research and examine visual evidence of gender

bias in magazines, newspapers, articles, posters,television, movies, music videos, etc.

• identify discriminatory behaviors, attitudes,policies, and procedures

• select one or two gender issues and organize adebate or seminar

• debate or discuss the effects of gender bias on self-esteem, potential opportunities, development, andachievement

• research ways in which gender discrimination isperpetuated

• research gender issues in various cultures• role-play case studies on specific behaviors of

discrimination; role-play more appropriatebehaviours

• examine cultural basis of gender inequities (Shouldthey be accepted? Should they be changed?)

• design a code of ethics to support equity or a planfor making environments more gender equitable

• select or develop presentation materials usingappropriate tools, materials, and computer-relatedtechnologies

• plan and make a presentation using appropriatetechnology

• obtain feedback through teacher and peer evalua-tion

Extensions• make a videotape of a meeting, and analyse for

gender biased behavior• write and present a play that demonstrates issues

related to gender bias


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Suggested Strategies•␣Journal• Written report• Audio report• Debate

Examples of Criteria• Audio report

- sound quality/production techniques- use of tone and pitch for emphasis- clarity- concise statements- audience impact

• Debate- debating forms- argumentation- logic- organization- clarity of delivery

• Presentation- effective techniques for presentation- innovative- logical progression of presentation

Exploration of an Idea: Gender EquityAPPLIED SKILLS 11 •


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ContextStudents demonstrate an understanding of theconcept of safety in environmental pursuits bydesigning a process or plan to provide the skillsnecessary to participate safely in environmentalpursuits.Suggested Time Frame: 20 - 30 hours

StrategiesHave students:•␣brainstorm ideas for environmental pursuits and

prioritize for possible field work•␣review basic safety, fitness, and survival skills

required for environmental activities studied suchas hiking, canoeing, rock climbing

• analyse requirements for safety and establish asurvival plan

• establish activity-specific safety, fitness, andsurvival procedures for a particular activity

• identify and discuss risks associated with environ-mental pursuits with a focus on identifyingstrategies to minimize risks

• create an emergency plan for an environmentalpursuit

• map an environment area (urban or rural) for theselected pursuit using appropriate technologies

• prepare a management plan for the recreational useof an environment area

• create a multimedia presentation so that others canevaluate the management plan for an environmentarea

• use simulation to carry out a plan

Exploration of a System: Safety in Environmental Pursuits


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Exploration of a System: Safety in Environmental PursuitsAPPLIED SKILLS 11 •

Suggested Strategies• Multimedia presentation• Group log• Journal• Test based on current standards and norms• Analysis of emergency plan• Peer assessment• Self assessment• Presentation checklist

Examples of Criteria• Group log

- tasks and responsibilities- group processes- problem-solving models

• Journal- personal processing (ideas, tasks, feelings)

• Test based on current standards and norms- safety- fitness level- survival strategies

• Analysis of emergency plan- practicality- critical elements- sequencing

• Peer assessment

• Self assessment- presentations- personal contribution- activity

• Presentation checklist- effective presentation techniques- innovative- logical progression in presentation


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Exploration and Development of Ideas: Entrepreneurship

ContextStudents develop knowledge of the qualitiesinvolved in entrepreneurship. They assess their ownpotential as an entrepreneur and recognize thepersonal qualities and skills needed to engage in asuccessful entrepreneurial activity.Suggested Time Frame: 10 - 20 hours

StrategiesHave students:• define entrepreneurship and explore the meaning

of entrepreneurial activity• list personal entrepreneurial skills• invite guest speakers to share their ideas about

what makes a successful entrepreneur• list the advantages and disadvantages of working

for someone else versus owning one's own business• discuss the motives that might encourage people to

start their own businessess• outline personal qualifications and skills needed to

manage one’s own business• prepare questions to use in an interview with

entrepreneurs and employees• interview an entrepreneur and someone who

works for someone else• analyse interview responses• evaluate their own potential for decision making,

problem solving, creativity, and risk taking• prepare a group entrepreneurial fund raising

activity and carry out that activity to raise funds• share relevant entrepreneural information and

activities with other students

Extensions• Internet links to financial markets• technology investment funds• work and careers• family management• cultures/lifestyles (single versus multiple incomes

in family)• group fund raising plan• assign tasks based on skills and potentials• self-assessment of entrepreneurial skills


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APPLIED SKILLS 11 • Exploration and Development of Ideas: Entrepreneurship

Suggested Strategies• Activity journal or log• Portfolio of entrepreneurial qualities• Produce a chart of the characteristics•␣Self-assessment: student maintains a double-entry

journal that includes activities, assessment ofentrepreneurial skills, and reflections on theirgrasp of entrepreneurship

•␣ Performance assessment: written evaluation ofcharacteristics of entrepreneurial behaviour; groupreflection and evaluation of fund raising activity

Examples of Criteria• work ethic• innovative• effective communication• understand how entrepreneurs use multimedia

and information technology• provide examples of people who display success-

ful entrepreneurial attitudes• assessment of entrepreneurial qualities

- select existing test- score- intepret the results- compare to standards and/or to group results

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APPLIED SKILLS 11APPENDICES

58

APPENDIX ALEARNING OUTCOMES

60

Applied Problem-Solving Communication

APPENDIX A: LEARNING OUTCOMES

It is expected that students will:

• use appropriate problem-solving models inthe design of products, the provision ofservices, the development of systems, andthe utilization of ideas

• analyse and use appropriate problem-solving strategies and critical thinkingwhen resolving problems in a variety ofcontexts

• identify and apply appropriate knowledge,skills, and attitudes when making choicesand defending decisions

• use appropriate criteria and standards toassess and evaluate products, services,systems, and ideas


• use effective communication skills whengathering and sharing information inde-pendently and in groups

• select appropriate information gatheringand communication tools when solvingproblems related to applied skills areas

• use appropriate multimedia and in-formation technology in presentations

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Technology Self in Society

APPENDIX A: LEARNING OUTCOMES


• use appropriate technologies in a variety ofapplied contexts

• maintain an orderly and safe environmentwhen engaged in a variety of activities

• identify and evaluate the impact of tech-nology on the way information is gathered,problems are solved, and work is done


• demonstrate an ability to assess theimpact that acquiring applied skills canhave on personal and career choices

• demonstrate a positive attitude towardlifelong health and well being

• demonstrate a willingness toparticipate independently andinterdependently in a productiveenvironment

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APPENDIX BLEARNING RESOURCES

64

65

SELECTING LEARNING RESOURCES

FOR THE CLASSROOM

IntroductionSelecting a learning resource means choosinglocally appropriate materials from the list ofRecommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerations asthe process of evaluation, though not to thesame level of detail. Content, instructionaldesign, technical design, and socialconsiderations may be included in thedecision-making process, along with anumber of other criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It ismost effective as an exercise in groupdecision-making, co-ordinated at the school,district, and Ministry levels. To functionefficiently and realize the maximum benefitfrom finite resources the process shouldoperate in conjunction with an overalldistrict and school learning resourceimplementation plan.

Teachers may choose to use provinciallyRecommended resources to supportprovincial or locally developed curricula; orthey may choose resources that are not onthe Ministry’s list, or they may choose todevelop their own. Resources that are not onthe provincial Recommended list must beevaluated through a local, board-approvedprocess.

CRITERIA FOR SELECTION

There are a number of factors to considerwhen selecting learning resources.

ContentObviously, the foremost consideration forselection will be the curriculum to be taught.Prospective resources must adequatelysupport the particular learning objectivesthat the teacher is attempting to address.Resources on the Ministry’s Recommendedlist are not matched directly to learningoutcomes, but they are linked to theappropriate curriculum organizers. It is theresponsibility of the teacher to determinewhether a resource will effectively supportany given learning outcomes within acurriculum organizer. This can only be doneby examining descriptive informationregarding that resource; acquiring additionalinformation about the material from thesupplier, published reviews, or colleagues;and by examining the resource first hand.

Instructional DesignWhen selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as wellas the students they may have in the future.Resources have been recommended tosupport a variety of special audiences,including gifted, learning disabled, mildlymentally handicapped, First Nations, andESL students. The suitability of a resourcefor any of these audiences has been noted inthe resource annotation.

The instructional design of a resourceincludes the organization and presentationtechniques; the manner in which conceptsare introduced, developed, and summarized;and the level of the vocabulary used. Thesuitability of all of these should beconsidered for the intended audience.

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of

APPENDIX B: LEARNING RESOURCES

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Recommended resources contains materialsthat range from prescriptive or self-contained resources, to open-endedresources that require considerable teacherpreparation. There are recommendedmaterials for teachers with varying levelsand experience with a particular subject, aswell as those that support styles.

Technology ConsiderationsAlthough teachers are encouraged toembrace a variety of educationaltechnologies in their classrooms, they willneed to ensure the availability of thenecessary hardware and equipment, and tofamiliarize themselves with the operation ofthe technology. If the equipment is notcurrently available, then the need must beincorporated into the school or DistrictTechnology Plan.

Social ConsiderationsAll resources on the Ministry’sRecommended list have been thoroughlyscreened for social concerns from aprovincial perspective. However, teachersmust consider the appropriateness of anyresource from the perspective of the localcommunity.

MediaWhen selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since itprovides a visual model that can be playedover and over or viewed in slow motion fordetailed analysis. Video can also bringotherwise unavailable experiences into theclassroom and reveal “unseen worlds” tostudents. Software may be particularlyuseful when students are expected to

develop critical thinking skills through themanipulation of a simulated model of reality,or where safety or repetition may be factors.Print resources or CD-ROM can best be usedto provide extensive backgroundinformation on a given topic. Once again,teachers must consider the needs of theirindividual students, some of whom maylearn better from the use of one mediumthan another.

FundingAs part of the selection process, teachersshould determine how much money isavailable to be spent on learning resources.This requires an awareness of school/districtpolicies and procedures for learning resourcefunding. Teachers will need to know howfunding is allocated in their district and howmuch is available for their needs. Learningresource selection should be viewed as anongoing process that requires adetermination of needs, as well as long termplanning to reach goals and local priorities.

Existing MaterialsPrior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available in theschool and the district resource centre shouldbe established. This can be facilitatedthrough the use of district and schoolresource management and tracking systems.Such systems usually involve a computerdatabase program (and possibly bar-coding)to help keep track of a multitude of titles.Many school libraries already use suchsystems to manage their collections. If sucha system is put “on-line," then teachers cancheck on the availability of a particularresource via a computer. Since few districtscurrently have this arrangement, teachersshould consult with their school or districtresource centre regarding the availability ofparticular resources.


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SELECTION TOOLS

The Ministry of Education has developed avariety of tools to assist teachers with theselection of learning resources. Theseinclude:• Integrated Resource Packages (IRPs)

which contain curriculum information,teaching and assessment strategies, andRecommended learning resources

• learning resources information viacatalogues, annotation sets, resourcedatabases on floppy diskettes, theLearning Resources CD-ROM, and in thefuture: “on-line” access

• each year, sets of the most recentlyRecommended learning resources areprovided to a number of host districtsthroughout the province to allow teachersto examine the materials first hand atregional displays

• sample sets of provincially Recommendedresources are also available on loan todistricts on request

A MODEL SELECTION PROCESS

The following series of steps are suggested toassist a school resource committee to selectlearning resources:• identify a resource co-ordinator (e.g., a

teacher-librarian)• establish a learning resources committee

made up of department heads or leadteachers

• develop a school vision and approach toresource-based learning

• identify existing learning resource andlibrary materials, personnel, andinfrastructures

• Identify the strengths and weaknesses ofthe existing systems

• examine the district Learning ResourcesImplementation Plan

• identify resource priorities• apply criteria such as those found in

Selection and Challenge to shortlist potentialresources

• examine shortlisted resources first hand ata regional display or at a publishers’display, or borrow a set from the LearningResources Branch

• make recommendations for purchase

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, CD-ROMcatalogues, annotation sets, or resourcedatabases, please contact the LearningResources Branch at 387-5331 or by fax at387-1527.


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APPENDIX CCROSS CURRICULAR

ACTIVITIES

72

The three principles of learning described inthe introduction of this IRP support thefoundation of the K-12 Education Plan. Theyhave guided all aspects of the developmentof this document, including the curriculumoutcomes, instructional strategies,assessment strategies, and learning resourceevaluations. In addition to the threeprinciples, it is recognized that BritishColumbia’s schools include young people ofvaried backgrounds, interests, abilities, andneeds. In order to meet these needs andensure equity and access for all learners, thedevelopment of each component of thisdocument has also been guided by a series ofcross-curricular outlines. It is expected thatthese principles and cross-curricular outlineswill guide the users of this document as theyengage in school and classroom organizationand instructional planning and practice.

The following cross-curricular outlines havebeen used to focus the development andevaluation of the components of the IRP:

• Applied Focus in Curriculum•␣ Career Development•␣English as a Second Language (ESL)•␣ Environment and Sustainability•␣ First Nations Studies•␣ Gender Equity•␣ Information Technology•␣ Media Education•␣Multiculturalism and Anti-Racism•␣Science-T echnology-Society•␣Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal world and workplace problems andsituations as a context for the application oftheory makes school more relevant tostudents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in post-secondary educationand what they learn in Kindergarten throughGrade␣12.

Implementation of an applied approachinvolves working with a wide range ofpartners including universities, colleges,institutes, employers, community groups,parents, and government.

The applied focus in curriculum is consistentwith the following statements in TheKindergarten to Grade 12 Education Plan:

“All levels of the program aredeveloped around a common core oflearning to ensure that students learnto read, write, and do mathematics,solve problems, and use computer-based technology.”

“Employers expect graduates to begood learners, to think critically andsolve problems, to communicateclearly, to be self-directed, and to workwell with others. The new workplacealso requires people to beknowledgeable about technology andable to search out and applyinformation from many sources.”

-APPENDIX C: CROSS CURRICULAR OUTLINES

73

Some examples of an applied focus indifferent subjects are:

Language Arts English - increasing emphasison language used in everyday situations andin the workplace, such as job interviews,memos, letters, word processing, technicalcommunication (including the ability tointerpret technical reports, manuals, tables,charts, and graphics)

Mathematics - more emphasis on skillsneeded in the workplace, includingprobability and statistics, logic, measurementtheory, and problem solving

Science - more practical applications andhands-on experience of science such as:reducing energy waste in school or at home;caring for a plant or animal in the classroom;using computers to produce tables andgraphs, and for use of spreadsheets

Business Education - more emphasis on realworld applications such as preparingrésumés and personal portfolios,participating in groups to solve businesscommunication problems, using computersoftware to keep records, and usingtechnology to create and print marketingmaterial

Visual Arts - real world applications such asworking co-operatively to make images ofsocial significance for their classroom, schoolor community; viewing and analysingobjects and images from their community;and experimenting with a variety ofmaterials to make images

This summary is from a review of the literature, The

Kindergarten to Grade 12 Education Plan (September

1994), and curriculum documents from British

Columbia and other jurisdictions.

CAREER DEVELOPMENT

What is Career Development?Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, andcommunity experiences to facilitate careerand lifestyle choices. The main emphases ofcareer development are career awareness,career exploration, career preparation, careerplanning, and career work experience.

In the process of career developmentstudents develop:• an open attitude toward a variety of

occupations and types of work• an understanding of the relationship

between work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and jobmarket

• an ability to construct learning plans andreflect on the importance of lifelonglearning

• an ability to prepare for multiple rolesthroughout life

In the Primary YearsCareer awareness promotes an open attitudetowards a variety of career roles and types ofwork. Topics include:• the role of work and leisure• the relationships among work, the family,

one’s personal interests, and one’s abilities

APPENDIX C: CROSS-CURRICULAR OUTLINES

74

A variety of careers can be highlightedthrough the use of in-class learning activitiesfocusing on the student themselves and on arange of role models, including non-traditional role models.

In Grades 4 to 8The emphasis on self-awareness and careerawareness is continued. Topics include:• interests, aptitudes, and possible future

goals• technology in the workplace and in our

daily lives• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

Games, role-playing, drama, and appropriatecommunity volunteer experience can beused to help students actively explore theworld of work. Field experiences in whichstudents observe and interview workers intheir occupational environments may also beappropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10The emphasis is on providing students withopportunities to prepare for and makeappropriate and realistic decisions. Indeveloping their Student Learning Plans,they will relate self-awareness to their goalsand aspirations. They will also learn manybasic skills and attitudes that are required foran effective transition into adulthood. Thiswill assist in preparing them to beresponsible and self-directed throughouttheir lives.

Topics include:• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply/demand,Pacific Rim, free␣trade)

The examination of personal interests andskills through a variety of career explorationopportunities is emphasized at this level(e.g., job shadowing). Group discussion andindividual consultation can be used to helpstudents examine and confirm their personalvalues and beliefs.

In Grades 11 and 12The emphasis of career development inGrades 11/12 is focused more specifically onissues related to the world of work. Theseinclude:• dynamics of the changing workforce and

changing influences on the job market(e.g.,␣developing technology and economictrends)

• job keeping and advancement skills(interpersonal skills needed in theworkplace, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternate learning strategies and

environments for different life stages• mandatory work experience (minimum 30

hours)


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Work ExperienceWork experience provides students withopportunities to participate in a variety ofworkplace experiences that help preparethem for the transition to a workenvironment. Work experience will alsoprovide students with opportunities to:• connect what they learn in school with the

skills and knowledge needed in theworkplace and society in general

• experience both theoretical and appliedlearning which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawn from

the Ministry of Education's Career Developer's Handbook,

Guidelines for the Kindergarten to Grade 12 Education

Plan, Implementation Resource, Part 1, and the draft of

the Prescribed Provincial Curriculum for Personal

Planning, Kindergarten to Grade 12, January 1995.

ENVIRONMENT AND SUSTAINABILITY

What is Environmental Education?Environmental education is defined as a wayof understanding human relationships withthe environment. It involves:• students learning about their connections

to the natural environment through allsubjects

• students having direct experiences in theenvironment, both natural and human-built

• students making decisions and acting forthe environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future."

Why Integrate Environment andSustainability Themes into the Curriculum?These themes facilitate individuals having aresponsible attitude toward caring for theearth that integrates environment studies andsustainability themes. Studies that integrateenvironment and sustainability themesprovide students with opportunities toidentify their beliefs and opinions, reflect on arange of views, and ultimately makeinformed and responsible choices.

The guiding principles which should beinterwoven in subjects from K to 12 are:•␣ direct experience is the basis of human

learning•␣ analysis of interactions help humans make

sense of their environment•␣ responsible action is both integral to and a

consequence of environmental education

Some organizing principles are:•␣ human survival depends on complex

natural and human-built systems•␣ human decisions and actions have

environmental consequences•␣ students should be provided opportunities

to develop an aesthetic appreciation of theenvironment

Sample theme study units could be:Consumerism, School Operating Systems,Pollution, and Endangered Species

This summary is derived from Environmental Education/

Sustainable Societies - A Conceptual Framework,

Curriculum Branch, 1994.


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ENGLISH AS A SECOND LANGUAGE (ESL)

What is English as a Second Language(ESL)?ESL assistance is provided to students whose“use of English is sufficiently different fromstandard English to prevent reaching his orher potential.” Many students learningEnglish speak it quite fluently and seem tobe proficient. School, however, demands amore sophisticated variety of English, bothread and written. Thus, even fluent speakerscould require ESL to provide them with theappropriate language experience that isunavailable outside the classroom. ESL is atransitional service rather than a subject.Students are in the process of learning thelanguage of instruction and in many cases,the content matter of subjects appropriate totheir grade level. Thus ESL does not have aspecific curriculum. The provincialcurriculum forms the basis of a great deal ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum thatdifferentiates ESL services from other schoolactivities.

Who are the students in ESL?Nearly 10 per cent of the British Columbiaschool population is designated as ESL.These students come from a great diversityof backgrounds. Most are recent immigrantsto British Columbia. Some are Canadian-born but have not had the opportunity tolearn English before entering the primarygrades. The majority of ESL students have awell-developed language system and havehad similar schooling to that of BritishColumbia-born students. A small number,because of previous experiences, are in needof basic support such as literacy training,academic upgrading, and traumacounselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

How Can ESL Students Learn Best?The guiding principle for ESL support is theprovision of a learning environment wherethe language and the concepts can beunderstood by the students.

Good practices to enhance the learning ofstudents include:• using real objects and simple language at

the beginning level• taking into consideration other cultural

backgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s “silent period”when expression does not reflect the levelof comprehension

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learners ofEnglish; Information for School and DistrictAdministrators, RB0032, 1993, and ESL Policy DiscussionPaper (Draft), Social Equity Branch, December 1994.

APPENDIX C: CROSS CURRICULAR OUTLINES

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FIRST NATIONS STUDIES

What are First Nations Studies?First Nations studies focus on the richnessand diversity of First Nations cultures andlanguages. These cultures and languages areexamined within their own unique contexts,and within historical, contemporary, andfuture realities. First Nations studies arebased on a holistic perspective thatintegrates the past, present, and future. FirstNations peoples are the original inhabitantsof North America and lived in sophisticated,organized, and self-sufficient societies. TheFirst Nations constitute a cultural mosaic asrich and diverse as Western Europe. Thereare many groups of people with differencesin culture (e.g., Nisga’a, KwaKwaka’Wakw,Nlaka’pamux, Secwepemc, Skomish,Tsimshian). Each is unique and has a reasonto be featured in the school system. The FirstNations of British Columbia constitute animportant part of the historical andcontemporary fabric of the province.

Why Integrate First Nations Studies into theCurriculum?• First Nations values and beliefs are

durable and relevant today.• There is a need to validate and

substantiate First Nations identity.• First Nations peoples have strong,

dynamic, evolving cultures that haveadapted to changing world events andtrends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.

• There is a need for informed, reasonablediscussions and decisions regarding FirstNations issues based on accurate, reliableinformation (for example, as moderntreaties are negotiated by Canada, BritishColumbia, and First Nations).

In studying First Nations, it is expected that thestudents will:• demonstrate an understanding and

appreciation for the values, customs, andtraditions of First Nations peoples

• demonstrate an understanding andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of the importanceof the relationship between First Nationspeoples and the natural world

• point out dimensions of First Nations art as atotal cultural expression

• give examples of the diversity and function-ing of the social, economic, and politicalsystems of First Nations peoples in traditionaland contemporary contexts

• describe the evolution of human rights andfreedoms as they pertain to First Nationspeoples

Some examples of the integration of FirstNations material into subject curricula are:

Visual Arts - students may compare the artisticstyles of two or more First Nations cultures

Language Arts English - students may analyseportrayals and images of First Nations peoplesin various works of literature

Home Economics - students may identify formsof food, clothing, and shelter in past andcontemporary First Nations cultures

Technology Education - students may describethe sophistication of traditional First Nationstechnologies (bentwood or kerfed boxes,weaving, fishing gear)

Physical Education - students may participatein and develop an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies -Curriculum Assessment Framework (Primary throughGraduation), published by the Aboriginal Education Branchin 1992; and from the B.C. First Nations Studies 12Curriculum, published by the Aboriginal Education Branchin 1994.


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GENDER EQUITY

Gender equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach males whoare excluded by more traditional teachingstyles and curriculum content.

Principles of gender equity in education are:• all students have the right to a learning

environment that is gender equitable• all education programs and career

decisions should be based on a student’sinterest and ability, regardless of gender

• gender equity incorporates aconsideration of social class, culture,ethnicity, religion, sexual orientation, andage

• gender equity requires sensitivity,determination, commitment, and vigilanceover time

• the foundation of gender equity is co-operation and collaboration amongstudents, educators, educationorganizations, families, and members ofcommunities

Research suggests the following generalstrategies for gender equitable teaching:• be committed to learning about and

practising equitable teaching• create a supportive environment for all

students, regardless of factors such asgender, abilities, or cultural background

• highlight the social aspects and usefulnessof activities, skills, and knowledge

• model non-biased behaviour - useinclusive, parallel, or gender sensitivelanguage

• teach male and female students strategies torecognize and eliminate the inequities theyobserve

• move around the classroom, create mixedseating plans, and/or group the desks in avariety of ways - this will provide moreopportunity to focus on quiet students

• ensure that all resources in the classroomare free of gender bias

• observe your questioning techniques - Onwhom do you call most often and why? Doyou commonly ask leading or probingquestions of both boys and girls?

• provide specific strategies, specialopportunities, and resources to encouragestudents to excel in areas of study in whichthey are typically under-represented

• modify content, teaching style, andassessment practices to make non-traditional subjects more relevant andinteresting for boys and girls

• be aware of accepted gender bias practicesin physical activity - team sport, funding forathletes, and choices in physical educationprograms

• ensure consistent standards of achievement,courtesy, behaviour, and dress

• design lessons to explore many perspectivesand to use different sources of information -refer to female and male “experts”

• allow more time for students to respond toquestions - faster pace typically favoursmales, who are more likely to jump intoclassroom discussions

• share information and build a network ofcolleagues with a strong commitment toequity

• have colleagues observe your teaching anddiscuss any bias they may observe

• be consistent over time

This summary is from the preliminary Report of the

Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from a

review of related material.


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INFORMATION TECHNOLOGY

What is Information Technology?Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Why Integrate Information Technology intothe Curriculum?As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The informationtechnology curriculum has been developedto be integrated into all new curricula toensure that students know how to usecomputers and gain the technologicalliteracy demanded in the workplace.

Overall, students will acquire skills inanalysing and evaluating information, wordprocessing, database analysis, informationmanagement, graphics, and multimediaapplications. Students will also identifyethical and social issues arising from the useof information technology.

With information technology integrated intothe curriculum, students will be expected to:• demonstrate basic skills in handling

information technology tools• demonstrate an understanding of

information technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:Foundations, Explorations, Transformations,and Expressions

Foundations: the basic physical skills,intellectual, and personal understandingsrequired to use information technology, aswell as self-directed learning skills andsocially responsible attitudes

Explorations: defining a problem toestablish a clear purpose for search strategiesand retrieval skills

Transformations: filtering, organizing, andprocessing information

Expressions: designing, integrating, andpresenting a message using text, audio andvisual information, and message delivery

This information is derived from the draft Information

Technology Curriculum K-12 currently under

development.

MEDIA EDUCATION

What is Media Education?Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts, and focuses on broad issuessuch as the history and role of media indifferent societies, and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, media


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education deals with most of the centralmedia concepts as they relate to a variety ofsubjects.

Why Media Education in B.C. Schools?Popular music, television, film, radio,magazines, computer games, andinformation services, media, and mediamessages are pervasive in the lives ofstudents today. Media education developsstudents’ ability to think critically andindependently about issues that affect them.Media education encourages students toidentify and examine the values contained inmedia messages. It also cultivates theunderstanding that these messages areproduced by others to inform, persuade, andentertain for a variety of purposes. Mediaeducation helps students understand thedistortions that may result from the use ofparticular media practices and techniques.There are learning opportunities for mediaeducation in all curriculum areas. Mediaeducation is not taught as a separatecurriculum.

The key concepts for media education are:• analysis of media products (purpose,

values, representation, codes, conventions,characteristics, and production)

• ␣a udience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

•␣ media and society (control, scope)

Examples of integrating key concepts are:Language Arts English - students critiqueadvertising and examine points of view

Visual Arts - students analyse the appeal ofan image by age, gender, status, etc., of thedesignated audience

Drama - students critically view professionaland amateur theatre productions, dramaticfilms, and television programs to identifypurpose

Social Studies - students compare thedepiction of First Nations in the media overtime

This summary is derived from A Cross-Curriculur

Planning Guide for Media Education prepared by the

Canadian Association for Media Education for the

Curriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

What is Multiculturalism Education?Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multiculturalism education involves:• recognizing that everyone belongs to a

cultural group• accepting and appreciating cultural

diversity as a positive feature of oursociety

• affirming that all ethnocultural groupshave equality of status within our society

• understanding multiculturalism educationis for all students

• recognizing that most cultures have muchin common and similarities across culturesare much greater than differences, andrecognizing cultural pluralism as apositive aspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritages of others

• promoting cross-cultural understanding,citizenship, and racial harmony

• students examine the influence of themedia on body concepts and healthylifestyle choices


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What is Anti-Racism Education?Anti-racism education promotes theelimination of racism through the identifyingand changing of institutional policies andpractices, as well as the identifying ofindividual attitudes and behaviours thatcontribute to racism.

Anti-racism education involves:• proposing the need to reflect about one’s

own attitudes on race and anti-racism• understanding what causes racism in order

to achieve equality• identifying and addressing racism at both

the personal and institutional level• acknowledging the need to take individual

responsibility for eliminating racism• working towards removing systemic

barriers that marginalize groups of people• providing opportunities for individuals to

take action for eliminating all forms ofracism, including stereotypes, prejudice,and discrimination

Why Multiculturalism and Anti-RacismEducation in B.C. Schools?Multiculturalism and anti-racism educationwill contribute to quality education throughlearning experiences that promote strengththrough diversity, and social, economic,political, and cultural equity. Multiculturalismand anti-racism education will also providestudents with learning experiences that areintended to enhance their social, emotional,aesthetic, artistic, physical, and intellectualdevelopment. It will also provide learnerswith the tools of social literacy and skills foreffective cross-cultural interaction withdiverse cultures. It also recognizes theimportance of collaboration among students,parents, educators, and communities workingtowards social justice in the education system.

The key concepts for multiculturalism andanti-racism education are:•␣ enhance understanding of and respect for

cultural diversity•␣ increase creative intercultural

communication in a pluralistic society•␣ provide equal access to quality programs

for educational achievement for alllearners regardless of culture, nationalorigin, religion, or social class

• develop self-worth, respect for oneself andothers, and social responsibility

•␣ combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

•␣ include the experiences of all students inschool curricula

Examples of integration with subjectscould be:Fine Arts - students identify ways in whichthe Fine Arts portray cultural experiences

Humanities - students identify similaritiesand differences within cultural groups’lifestyles, histories, values, and beliefs

Mathematics/Science - students recognizethat individuals and cultural groups haveused both diverse and common methods tocompute, to record numerical facts, and tomeasure

Physical Education - students can developan appreciation for games and dances fromdiverse cultural groups

This summary is derived from Multicultural and Anti-

Racism Education - Planning Guide (Draft), developed in

the Social Equity Branch in 1994.


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SCIENCE-TECHNOLOGY-SOCIETY

What is Science-Technology-Society?

Science-Technology-Society (STS) addressesour understanding of inventions anddiscoveries and how science and technologyaffect the well being of individuals and ourglobal society.

The study of STS includes:• the contributions of technology to

scientific knowledge and vice versa• the notion that science and technology are

expressions of history, culture, and a rangeof personal factors

• the processes of science and technologysuch as experimentation, innovation, andinvention

• the development of a conscious awarenessof ethics, choices, and participation inscience and technology

Why Integrate STS into the Curriculum?The aim of STS is to enable learners toinvestigate, analyse, understand, andexperience the dynamic interconnectednessamong science, technology, and human andnatural systems.

The study of STS in a variety of subjects givestudents opportunities to:

• discover knowledge and develop skills tofoster critical and responsive attitudestowards innovation

• apply tools, processes, and strategies foractively challenging emerging issues

• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, inthe context of many societal andindividual factors

• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

The organizing principles of STS are:Human and Natural Systems, Inventions andDiscoveries, Tools and Processes, Society andChange

Each organizer may be developed through avariety of contexts, such as the economy,environment, ethics, social structures,culture, politics, and education. Each contextprovides a unique perspective for exploringthe critical relationships that exist, and thechallenges we face as individuals and as aglobal society.

Examples of linkages with subjects are:Visual Arts - the demands generated byvisual artists have led to the development ofnew technologies and processes, e.g., newpermanent pigments, fritted glazes, drawinginstruments

Language Arts English - many technologieshave recently influenced listening, speakingwriting, e.g., CDs, voice mail, computer-generated speech

Physical Education - how technology haseffected our understanding of therelationship between activity and well being

This summary is derived from Science-Technology-

Society--A Conceptual Framework, Curriculum Branch,

1994.


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SPECIAL NEEDS

Students with special needs are those withintellectual, physical, sensory, learning,behavioural, or emotional disabilities;students who are gifted or talented; andstudents who require special services andadaptations in order to reach their individualpotential.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it.Opportunities for success are enhancedwhen provincial learning outcomes andresources are developed with regard for awide range of student needs, learning styles,and modes of expression.

Educators can assist in creating moreinclusive learning environments byattending to the following:

• activities that focus on development andmastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school andcommunity; and application of practical,hands-on skills in a variety of settings

• references to specialized learningresources, equipment, and technology

• examples of ways to accommodate forspecial needs (e.g., incorporatingadaptations/extensions to content,process, product, pacing, and learningenvironment; suggesting alternatemethodologies or strategies; makingreferences to special services)

• a variety of ways for students todemonstrate learning, not just throughpaper and pencil tasks (e.g., dramatizingevents to demonstrate understanding of apoem, recording observations in science

by drawing, composing/performing amusic piece)

• promotion of the capabilities andcontributions of children and adults withspecial needs

• participating in physical activity

All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In somecases, the student’s needs and abilitiesrequire that education programs be adaptedor modified. A student’s program mayinclude regular instruction in some subjects,some subjects that are modified, and somesubjects that are adapted. Adaptations andmodifications are specified in the student’sIndividual Education Plan (IEP).

An Adapted Program addresses the learningoutcomes of the prescribed curriculum, butprovides adaptations so the student canparticipate in the program. Theseadaptations can include alternate formats forresources (e.g., Braille, books-on-tape),instructional strategies (e.g., use ofinterpreters, visual cues, and learning aids),and assessment procedures (e.g., oral exams,additional time). Adaptations may also bemade in areas such as skill sequence, pacing,methodology, materials, technology,equipment, services, and setting. Studentson adapted programs are assessed using thecurriculum standards and can receive fullcredit.

A Modified Program has learning outcomeswhich are substantially different from theprescribed curriculum, and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts could be working on recognizingcommon signs and using the telephone. In


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this case, the learning outcomes aresubstantially different from those that mostother students are working on. A student ona modified program is assessed in relation tothe goals and objectives established in thestudent’s IEP.

Ministry Publications to Support Teachersof Students with Special Needs

The following publications are currentlyavailable from the Learning ResourcesBranch, or are under development and willbe made available soon:

The Universal Playground: A Planning Guide(Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1994, RB0033)

Special Education Services—A Manual ofPolicies, Procedures and Guidelines (Ministry ofEducation, Response Draft-December 1994)

I.E.P. Planning Resource (Ministry ofEducation, 1995)

Students with Visual Impairments—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Gifted Students—A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Foundation Studies Supplement: Essential andSupportive Skills for Students with IntellectualDisabilities — A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Teaching for Student Differences—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Resource Handbook for Adapted CurriculumSoftware (Ministry of Education, 1995)

Awareness Series (Ministry of Education,1995)

This summary is derived from the Handbook for

Curriculum Developers (February 1994), and Special

Education Services - A Manual of Policies, Procedures and

Guidelines (Response Draft, December 1994).


APPENDIX DASSESSMENT AND EVALUATION

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ASSESSMENT AND EVALUATION

Learning outcomes, expressed in measurableterms, provide the basis for the developmentof learning activities and assessment andevaluation strategies. Assessment is thesystematic gathering of information aboutwhat students know, are able to do, and areworking toward. Assessment methodsinclude: student self-assessments, reviews ofperformance, portfolio assessments, andconferencing. Assessment tools may includeobservation, daily practice assignments,quizzes, samples of student work, pencil andpaper tests, holistic rating scales, projects,and oral and written reports.Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish to make judgements aboutstudent performance in relation to learningoutcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning rather than as a finaljudgement, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation shouldbe used to evaluate student performancein classrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based on

specific learning activities. When astudent’s program is substantiallymodified, evaluation may be referencedto individual goals. These modificationsare recorded in an Individual EducationPlan (IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments. A norm-referenced evaluation system is notmeant for classroom assessment becausea classroom does not provide a largeenough reference group. Norm-referenced evaluation compares onestudent’s achievement to that of others.The comparison is based on a “normal”distribution. A normal distributionshows how achievement in a particulararea is distributed over an entirepopulation. To use norm-referencedevaluation appropriately, a student’sachievement must be compared to areference group large enough torepresent the population. Placing studentachievement on a normal distributioncurve does not accurately describe astudent’s individual progress; itcompares student achievement to that ofothers rather than comparing how well astudent meets the criteria of a specifiedset of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent's performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under thecurriculum organizers for Applied Skills 11.

Criteria are the basis of evaluating studentprogress; they identify the critical aspects ofa performance or a product which describe

APPENDIX D: ASSESSMENT AND EVALUATION

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in specific terms what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (i.e., reference sets) arethree ways that student performance can beevaluated using criteria.

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples will clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.(Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sample willbe provided.)

Criterion-referenced evaluation may bebased upon the steps below.

1. identify the expected learningoutcomes (as stated in the IntegratedResource Packages)

2. identify the key learning objectives forinstruction and learning

3. establish and set criteria 4. involve students, when appropriate, in

establishing criteria 5. plan learning activities that will help

students gain the knowledge or skillsoutlined in the criteria

6. inform students of the criteria theirwork will be evaluated against prior tothe learning activity

7. provide examples of the desired levelof performance

8. implement the learning activities 9. use various assessment methods based

on the particular assignment andstudents

10. review assessment data and evaluateeach student’s level of performance orquality of work in relation to criteria

11. report the results of evaluation tostudents and parents

FORMAL REPORTING OF STUDENT LEARNING

Legislation requires that teachers provideparents with three formal reports each year.The following are guidelines and suggestionsfor assigning letter grades. Letter grades areused to indicate a student’s level ofperformance in relation to expected learningoutcomes. They may be assigned for anactivity, a unit of study, a term, as a finalgrade at the end of the year, or at thecompletion of a course or subject.

ASSIGNING LETTER GRADES FOR AN ACTIVITY

OR PROJECT

1. Learning outcomes for the activity andunit are identified to make clear what thestudent is expected to know and be ableto do.The provincial curriculum prescribes broadlearning outcomes. From these, the teacherestablishes more specific outcomes for thelearning activities.

2. Specific criteria for the unit and activityare established.It is helpful for students to be involved inestablishing criteria. In this way theyunderstand what is expected of them.

3. Different levels of performance or modelsare developed.Students are more likely to be successful whenthey clearly understand the criteria and thelevel of performance expected.

4. Students participate in learning activitiesto allow them to practise the skills andacquire the required knowledge.Feedback is provided to help the studentscontinue their learning. Practise exercises helpstudents meet the criteria and achieve theexpected level of performance. Results frompractise exercises support the student’slearning but should not contribute to the termevaluation or final letter grade.


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5. Students are given opportunities todemonstrate their learning.Teachers may have students represent theirlearning in a variety of ways. Assessmentdata is collected from tests, teacherobservations, conferences, student self-assessment, written assignments, portfolios,and performance tasks.

6. Students’ levels of performance areevaluated in relation to the criteria.Evaluation of each student’s performance isbased on the assessment data collected and iscompared to the established criteria.

7. The teacher assigns a letter grade for aset of activities.The letter grade indicates how well thecriteria were met. Teachers often includewritten feedback to students along with theletter grade. In this way students gaininformation necessary to continue theirlearning.

PORTFOLIOS

Portfolios can be designed for a variety ofpurposes. They can motivate students,encourage parental participation, andprovide direct evidence of student progress.Before using a portfolio approach toevaluation, the teacher should consider thefollowing questions:

1. What are the applied tasks for which theportfolio will serve as a record?

2. What should be included in a portfolio?3. In what ways should students be

involved in the process of answeringquestions one and two?

The nature of the applied tasks willdetermine to a considerable extent theanswers to questions two and three. A majorgoals of Applied Skills 11 is to encouragestudents to critically apply what they learnto school life and life outside school. Byfocusing on one of the major curriculumorganizers for Applied Skills 11—problemsolving—it can be assumed that the purposeof the portfolio will be to assess studentprogress and encourage self-reflection inrelation to problem-solving knowledge andskills. How can a portfolio help? One way isto make the design and construction of theportfolio a problem-solving project in itself.

a. Items to be placed in the portfolio shouldbe selected because they meet criteriaderived, in part, from the problem-solving task and the backgroundknowledge and skills the student needsto carry out the activity.

b. Consideration has to be given to thestandards that materials must meet inorder to be included in the portfolio.

c. The portfolio should contain thestudent’s reasons for placing materials inthis portfolio.

d. The student should be involved inlearning to apply the criteria andstandards to their choice of materials forthe portfolio and formulating a rationalefor the choice.

e. The student and the teacher (and perhapsother teachers, peers, and parents)should regularly discuss what thestudent selects and why.

A planning sheet can be used by bothteacher and student for determining andclarifying the purpose, design, andconstruction of a student portfolio. Theapplied task of problem solving means thatthe portfolio must enable teachers andstudents to have access to a record of what


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the student did in the activity and why. Thisshould include information on theknowledge and skills used in the activity. Ifthe prescribed learning outcomes for theproblem-solving task demand that thestudent apply design and production skills,then the portfolio must contain a record ofthe application of design and productionskills and why they were used as they were.The standards used to judge the portfoliowill depend on the age, maturity, andbackground of the student. A completedportfolio planning sheet might look likethose outlined on the following pages.


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PORTFOLIO PLANNING - APPLIED SKILLS 11

Learning Outcomes for this activity are found in the following curriculum organizer(s):

•␣Pr oblem Solving•␣Communication•␣T echnology•␣Self and Society

Nature of the applied task(s)

What items should be in the portfolio?

What are the reasons for including those items?

What criteria should be used to assess theportfolio?

• those derived from the task(s):

•␣those derived fr om the background knowledge and skills required:

What is the schedule of conferences about the portfolio?


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PORTFOLIO PLANNING - APPLIED SKILLS 11

Learning outcomes for this activity are found in the following curriculum organizer(s):• Problem Solving• Communication• Technology• Self and Society

Nature of the applied task(s)Design and create a textile product for a specific market. Justify the design, the product,and the choice of market.

What items should be in the portfolio? What are the reasons for including those items?• a list of research/reference materials•␣show wher e ideas came from• drawings of sample products/styles and choice• defend choice• the selection of product and market• arguments for/against particular choice• review work and communicate with others• example of prototype• demonstrate production skills• explanation of modification•␣pr oblem solving with respect to input, suggestions, and critical judgement•␣evaluation of pr ocess and product

What criteria should be used to assess the portfolio?•␣ those derived fr om the task(s)•␣ those derived fr om the background knowledge and skills required:

- persuasiveness of arguments/defence of choices - how sample meets principles of art and design - appropriateness of textile/fibre choice - steps of market research - reflection/analysis of process and product

What is the schedule of conferences about the portfolio?• design drawings•␣ pr ototype•␣ final pr oduct


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EVALUATION EXAMPLE

Many assessment procedures are likeoccasional “snapshots.” The teacher usesthem on a more or less regular basis and theytake relatively little time to complete (e.g.,rating scales, observation checklists). Long-term assessment procedures differ in thatstudents assemble materials over a relativelylong period of time. These proceduresinclude the use of tools such as portfolios,logs, diaries, and periodic audio or videorecords. Long-term assessment procedurescan:• provide a portrayal of student

growth in an area of study over a longperiod of time

• use assessment criteria that are notaccessible in many other forms ofassessment

• engage students in reflection about theirown work

• engage students in reflection aboutevaluation

The following pages outline some evaluationexamples.


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LEARNING OUTCOMES

It is expected that students will:• use appropriate problem-solving models in the design of products, the provision of

services, the development of systems, and the use of ideas• use effective communication skills when gathering and sharing information

independently and in groups• use appropriate multimedia and information technology in presentations• demonstrate a willingness to participate independently and interdependently in a

productive environment

ASSESSMENT STRATEGY

Students, in groups of three, design a logo for a school club. Each group will present their logo tothe other groups.

Criteria:1. Colour (use at the most three different colours)2. Originality3. Design layout4. Reflects the activities of the school club5. Overall appearance

Teacher Evaluation of LogoMark based on the following criteria:

Criteria Scale

1. Colour 1 2 3 4 5•␣use of at most thr ee colours•␣contrast of colours highlights logo elements

2. Originality 1 2 3 4 5• logo components in unique relation to each other•␣selection of components

3. Design layout• simplicity of structure 1 2 3 4 5•␣clarity of logo components

4. Logo reflects club activities 1 2 3 4 5•␣components attributable to club name•␣overall design r elates to club activities

5. Overall appearance 1 2 3 4 5•organization•␣format•␣aesthetics


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TEACHER EVALUATION OF GROUP DYNAMICS

Ideal Student Behavior My Observations

• Listens to all opinions and ideas

• Contributes information and judgement when appropriate

• Clarifies expectations of each group member

• Is ”on task” the whole time

• Assumes leadership or supportive role where appropriate

TEACHER EVALUATION OF GROUP PRESENTATION

Criteria Scale

• Introduction identifies main points 1 2 3 4 5

•␣ All group members are involved 1 2 3 4 5 in presentation

• Clear defence of logo (justification 1 2 3 4 5for design, colour, etc.)

• Appropriate use of technology 1 2 3 4 5

• Overall impression 1 2 3 4 5


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LEARNING OUTCOMES


• use appropriate criteria and standards to assess and evaluate products, services, systemsand ideas

• use effective communication skills when gathering and sharing information• use appropriate technologies in a variety of applied contexts• demonstrate a willingness to participate interdependently in a productive environment

ASSESSMENT TASK

Research career opportunities in marketing products or services

ASSESSMENT TOOL

A written report will be submitted as the assessment tool

CriteriaTo what extent does the student address:

•␣employment opportunities based on statistics for the sector•␣job descriptions•␣entry r equirements•␣training pr ograms•␣potential for self employment•␣industry tr ends

Holistic ScaleOutstanding (5):

• extensive review of literature• main points of each reference clearly presented• summary of issues and trends• analysis of the findings• draws conclusions• makes recommendations based on the results

Very good (4):• as above, but failed to relate recommendations to conclusions

Good (3):• reasonable review, discussion and analysis with cursory conclusions and

recommendations

Satisfactory (2):• two or three references with main points difficult to identify• conclusions and recommendations have limited connection to findings

IP (1):• two or three references and some main points• no connection with conclusions or recommendations presented


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APPENDIX EACKNOWLEDGEMENTS

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APPENDIX E: ACKNOWLEDGEMENTS

Many people contributed their expertise tothis document. The project was jointly co-ordinated by Norm Gilberstad, DougHalladay, and Jadine Leclaire of theCurriculum Branch working together withMinistry personnel and our partners ineducation. We would like to thank all whoparticipated in the process.

APPLIED SKILLS 11 WRITING TEAM

Ross AllisonSchool District No. 44 (North Vancouver)

Bev BarnesSchool District No. 37 (Delta)

Paul O.M. BoscariolSchool District No. 42(Maple Ridge-Pitt Meadows)

Marianne HewittSchool District No. 35 (Langley)

Lindsay LangillSchool District No. 35 (Langley)

Irene LewSchool District No. 46 (Sunshine Coast)

Hank LythSchool District No. 39 (Vancouver)

Sylvia PrestonSchool District No. 63 (Saanich)

Rick RussellSchool District No. 42(Maple Ridge-Pitt Meadows)

Mary SobySchool District No. 62 (Sooke)

APPLIED SKILLS 11 REVIEW TEAM

Leslie CarrSchool District No. 71 (Courtenay)

Dave ChowdhuryBritish Columbia Institute of Technology

LeRoi DanielsUniversity of British Columbia

Vic MenicucciSchool District No. 36 (Surrey)

Royce ShookSchool Distict No. 36 (Surrey)

APPLIED SKILLS 11 OVERVIEW GROUP

Allan MattrickTechnology Alliance of British Columbia

Carol MatusickyB.C. Council for the Family

Jane PromintzBritish Columbia Institute of Technology

Rick RussellSchool District No. 42(Maple Ridge-Pitt Meadows)

Darcy SamulakSchool District No. 11 (Trail)

Mary SobySchool District No. 62 (Sooke)

Royce ShookSchool District No. 36 (Surrey)

Scott StinsonSchool District No. 63 (Saanich)

Randy VandermarkBritish Columbia Institute of Technology

Documents

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