Alberta Program Of Studies Math Illustrative Examples Of Financial Statements
Program VisionThe Alberta Social Studies Kindergarten to Grade 12 Program of Studies meets the needs and reflects the nature of 21 st century learners. It has at its heart the concepts of citizenship and identity in the Canadian context.
The program reflects multiple perspectives, including Aboriginal and Francophone, that contribute to Canada's evolving realities. It fosters the building of a society that is pluralistic, bilingual, multicultural, inclusive and democratic. The program emphasizes the importance of diversity and respect for differences as well as the need for social cohesion and the effective functioning of society.
It promotes a sense of belonging and acceptance in students as they engage in active and responsible citizenship at the local, community, provincial, national and global level.Central to the vision of the Alberta social studies program is the recognition of the diversity of experiences and perspectives and the pluralistic nature of Canadian society. Pluralism builds upon Canada's historical and constitutional foundations, which reflect the country's Aboriginal heritage, bilingual nature and multicultural realities. A pluralistic view recognizes that citizenship and identity are shaped by multiple factors such as culture, language, environment, gender, ideology, religion, spirituality and philosophy. Definition Of Social StudiesSocial studies is the study of people in relation to each other and to their world.
It is an issues-focused and inquiry-based interdisciplinary subject that draws upon history, geography, ecology, economics, law, philosophy, political science and other social science disciplines. Social studies fosters students' understanding of and involvement in practical and ethical issues that face their communities and humankind.
Social studies is integral to the process of enabling students to develop an understanding of who they are, what they want to become and the society in which they want to live. Social Studies & Aboriginal Perspectives & ExperiencesFor historical and constitutional reasons, an understanding of Canada requires an understanding:. of Aboriginal perspectives.
of Aboriginal experiences. that Aboriginal students have particular needs and requirements.Central to Aboriginal identity are languages and cultures that link each group with its physical world, worldviews and traditions. Social Studies & Francophone Perspectives & ExperiencesFor historical and constitutional reasons, an understanding of Canada requires an understanding:. of Francophone perspectives. of Francophone experiences. that Francophone students have particular needs and requirements.Social studies occupies a central position in successful Francophone education in Alberta. Francophone schools are a focal point of the Francophone community.
They meet the needs and aspirations of parents by ensuring the vitality of the community. For students enrolled in Francophone schools, the social studies program will:. strengthen Francophone self-esteem and identity.
encourage students to actively contribute to the flourishing of Francophone culture, families and communities. promote partnerships among the home, community and business world.
engage students in participating in the bilingual and multicultural nature of Canada. Social Studies: Learners & LearningStudents bring their own perspectives, cultures and experiences to the social studies classroom. They construct meaning in the context of their lived experience through active inquiry and engagement with their school and community. Issues-Focused Approach to Teaching Social StudiesA focus on issues through deliberation is intrinsic to the multidisciplinary nature of social studies and to democratic life in a pluralistic society. An issues-focused approach presents opportunities to address learning outcomes by engaging students in active inquiry and application of knowledge and critical thinking skills. These skills help students to identify the relevance of an issue by guiding them to develop informed positions and respect for the positions of others. This process enables students to question, validate, expand and express their understanding; to challenge their presuppositions; and to construct their own points of view.The program of studies is designed to promote metacognition through critical reflection, questioning, decision making and consideration of multiple perspectives on issues.
Through this process, students will strive to understand and explain the world in the present and to determine what kind of world they want in the future.Current AffairsSocial studies fosters the development of citizens who are informed and engaged in current affairs. Accordingly, current affairs play a central role in learning and are integrated throughout the program. Ongoing reference to current affairs adds relevance, interest and immediacy to social studies issues. Strands Of Social StudiesLearning related to the core concepts of citizenship and identity is achieved through focused content at each grade level.
The six strands of social studies reflect the interdisciplinary nature of social studies. The strands are interrelated and constitute the basis for the learning outcomes in the program of studies.Time, Continuity and ChangeUnderstanding the dynamic relationships among time, continuity and change is a cornerstone of citizenship and identity. Considering multiple perspectives on history, and contemporary issues within their historical context, enables students to understand and appreciate the social, cultural and political dimensions of the past, make meaning of the present and make decisions for the future.The Land: Places and PeopleExploring the unique and dynamic relationship that humans have with the land, places and environments affects decisions that students make and their understanding of perspectives, issues, citizenship and identity. Students will examine the impact of physical geography on the social, political, environmental and economic organization of societies.
This examination also affects students' understanding of perspectives and issues as they consider how connections to the land influence their sense of place.Power, Authority and Decision MakingExamining the concepts of power, authority and decision making from multiple perspectives helps students consider how these concepts impact individuals, relationships, communities and nations. It also broadens students' understanding of related issues, perspectives and their effect on citizenship and identity. A critical examination of the distribution, exercise and implications of power and authority is the focus of this strand. Students will examine governmental and political structures, justice and laws, fairness and equity, conflict and cooperation, decision-making processes, leadership and governance. This examination develops a student's understanding of the individual's capacity in decision-making processes and promotes active and responsible citizenship.Economics and ResourcesExploring multiple perspectives on the use, distribution and management of resources and wealth contributes to students' understanding of the effects that economics and resources have on the quality of life around the world. Students will explore basic economic systems, trade and the effects of economic interdependence on individuals, communities, nations and the natural environment.
Students will also critically consider the social and environmental implications of resource use and technological change.Global ConnectionsCritically examining multiple perspectives and connections among local, national and global issues develops students' understanding of citizenship and identity and the interdependent or conflicting nature of individuals, communities, societies and nations. Exploring this interdependence broadens students' global consciousness and empathy with world conditions. Students will also acquire a better comprehension of tensions pertaining to economic relationships, sustainability and universal human rights.Culture and CommunityExploring culture and community allows students to examine shared values and their own sense of belonging, beliefs, traditions and languages. This promotes students' development of citizenship and identity and understanding of multiple perspectives, issues and change. Students will examine the various expressions of their own and others' cultural, linguistic and social communities.
General & Specific OutcomesThe general and specific outcomes provide an organizational structure for assessment of student progress in the social studies program. These outcomes follow the progression of learning that occurs at each grade level.General OutcomesGeneral outcomes identify what students are expected to know and be able to do upon completion of a grade/course. General outcomes have been identified within each grade/course.Specific OutcomesSpecific outcomes identify explicit components of values and attitudes, knowledge and understanding, and skills and processes that are contained within each general outcome within each grade/course. Specific outcomes are building blocks that enable students to achieve general outcomes for each grade/course. Where appropriate, examples have been identified as an optional (e.g.) or required (i.e.) component of the specific outcome.
At the 10-12 levels, all bracketed items are required components of the specific outcome. Outcomes Related to Values and AttitudesThe goal of social studies is to foster the development of values and attitudes that enable students to participate actively and responsibly as citizens in a changing and pluralistic society. Attitudes are an expression of values and beliefs about an issue or topic. Respect, a sense of personal and collective responsibility, and an appreciation of human interdependence are fundamental to citizenship and identity within local, national and global communities. Developing an ethic of care toward self, others and the natural world is central to these commitments. Scope & SequenceThe core concepts and six strands of the Alberta Social Studies Kindergarten to Grade 12 Program of Studies are reflected in each grade/course. The structure provides continuity and linkages from grade to grade/course to course.
In addition, the general outcomes in each grade/course are components of the one central theme reflected in the grade/course title. GradeGrade Title & General OutcomesLinkages & SequencingKindergartenBeing TogetherK.1 I Am UniqueK.2 I BelongKindergarten emphasizes a strong sense of identity and self-esteem and is a student's introduction to citizenship.OneCitizenship: Belonging and Connecting1.1 My World: Home, School, Community1.2 Moving Forward with the Past: My Family, My History and My CommunityGrade 1 is an introduction to active and responsible citizenship and introduces the concept of community. The concept of historical thinking is applied to the study of community.TwoCommunities in Canada2.1 Canada's Dynamic Communities2.2 A Community in the PastGrade 2 expands on the concept of community through an examination of specific characteristics of communities in Canada. Building on the introduction of historical thinking in Grade 1, Grade 2 students will examine how a community changes over time.ThreeConnecting with the World3.1 Communities in the World3.2 Global CitizenshipGrade 3 continues to build on the knowledge of community and citizenship by examining diverse communities in the world. Grade 3 students will be introduced to the concepts of global citizenship and quality of life.FourAlberta: The Land, Histories and Stories4.1 Alberta: A Sense of the Land4.2 The Stories, Histories and People of Alberta4.3 Alberta: Celebrations and ChallengesGrade 4 introduces specific geographic skills through an examination of Alberta and its cultural and geographic diversity. Linkages to literature and the continued development of historical thinking are reinforced through stories and legends. Archaeology and paleontology are also introduced in Grade 4 to further develop historical thinking skills.FiveCanada: The Land, Histories and Stories5.1 Physical Geography of Canada5.2 Histories and Stories of Ways of Life in Canada5.3 Canada: Shaping an IdentityGrade 5 examines the foundations of Canada through its physical geography, the ways of life and heritage of its diverse peoples.
Grade 5 presents events and issues that have impacted citizenship and identity in the Canadian context over time.SixDemocracy: Action and Participation6.1 Citizens Participating in Decision Making6.2 Historical Models of Democracy: Ancient Athens and the Iroquois ConfederacyGrade 6 emphasizes the importance of active and responsible participation as the foundation of a democratic society. Students will examine how the underlying principles of democracy in Canada compare to those of Ancient Athens and the Iroquois Confederacy.SevenCanada: Origins, Histories and Movement of People7.1 Toward Confederation7.2 Following Confederation: Canadian ExpansionsGrade 7 provides a comprehensive examination of Canadian history preceding and following Confederation.
The concept of intercultural contact is introduced through an examination of migration and immigration. OverviewKindergarten students will explore who they are in relation to others in their world.
They will be given opportunities to become aware of who they are as unique individuals and to express themselves by sharing their personal stories. Students will discover how they are connected to other people and to their communities and will be encouraged to express interest, sensitivity and responsibility in their interactions with others. Through inquiry into their social, physical, cultural and linguistic environments, students will see themselves as part of the larger world. Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3. Glossary of Terms & Concepts - KindergartenThe following terms and concepts are contained within the general and specific outcomes in the grade.
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OverviewThrough inquiry into their social, physical, cultural and linguistic environments, Grade 1 students will see themselves as part of the larger world. They will have opportunities to share their personal stories and explore traditions and symbols that are reflected in their groups or communities. They will enhance their understanding of the diverse needs of others and how they can contribute as individuals to the well-being of the groups to which they belong. Students will explore roles and responsibilities they have as citizens in schools, groups and their own communities. They will be encouraged to care for the natural environment and to show concern for other people in their relationships, groups and communities. Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3. Social Participation as a Democratic PracticeStudents will:1.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:.
consider the ideas and suggestions of others. work and play in harmony with others to create a safe and caring environment. demonstrate a willingness to share space and resources1.S.6 - develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:. behaviour in accordance with classroom, school and community expectations.
Research for Deliberative InquiryStudents will:1.S.7 - apply the research process:. ask questions to make meaning of a topic. compare and contrast information gathered. navigate within an electronic document. access and retrieve appropriate information from electronic sources, when available, for a specific inquiry.
process information from more than one source to retell what has been discovered. draw conclusions from organized information. make predictions based on organized information. Glossary of Terms & Concepts - Grade 1The following terms and concepts are contained within the general and specific outcomes in the grade. OverviewGrade 2 students will investigate life in three diverse communities within Canada.
Based on their understanding of their own communities, students will explore characteristics of selected rural and urban communities in Canada: an Inuit community, a prairie community and an Acadian community. They will apply their understanding of various aspects that define communities, such as geography, culture, language, heritage, economics and resources, in their investigation of how communities are connected. Students will discover how people live in each of these communities and will reflect upon the vastness of Canada and the diversity of Canadian communities.Students will also be given the opportunity to study the past of their own or one of the other communities studied. Throughout the study, emphasis will be on the contribution of individuals and groups to a community. Stanley lombardo aeneid. Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3. Specific Outcomes: Values and AttitudesStudents will:2.2.1 - appreciate how stories of the past connect individuals and communities to the present 2.2.2 - appreciate how Aboriginal and Francophone peoples have influenced the development of the student's community 2.2.3 - appreciate the importance of collaboration and living in harmony 2.2.4 - appreciate how connections to a community contribute to one's identity2.2.5 - appreciate how cultural and linguistic exchanges connect one community to another. OverviewGrade 3 students will investigate life in four diverse communities around the world.
The contemporary communities examined will be drawn from India, Tunisia, Ukraine and Peru. Students will inquire into how geographic, social, cultural and linguistic factors affect quality of life in communities in the world. Students will enrich their awareness and appreciation of how people live in other places. Their understanding of global citizenship will be further developed and they will recognize Canada's involvement in other parts of the world.
Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3. Specific Outcomes: Knowledge and UnderstandingStudents will:3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:. What determines quality of life?.
How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)?. How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)?. What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)?. How is identity reflected in traditions, celebrations, stories and customs in the communities?.
How are the various leaders chosen in the communities (e.g., within families, within schools, within communities, within government)?. How are decisions made in the communities?
Glossary of Terms & Concepts - Grade 3The following terms and concepts are contained within the general and specific outcomes in the grade. Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 6.
General OutcomeStudents will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging.Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions, and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Alberta's history and to contemporary society. Specific Outcomes: Values and AttitudesStudents will:4.3.1 - appreciate the factors contributing to quality of life in Alberta:. value and respect their own and other cultural identities.
demonstrate respect for the rights, opinions and perspectives of others. demonstrate respect for the cultural and linguistic diversity in Alberta. recognize global affiliations within the Alberta Francophonie. appreciate the influence of the natural environment and resources on the growth and development of Alberta. value and respect their relationships with the environment.
OverviewGrade 5 students will examine how the ways of life of peoples in Canada are integral to Canadian culture and identity. They will explore the geographic vastness of Canada and the relationships between the land, places and people. As they reflect upon the stories of diverse Aboriginal, French, British and immigrant experiences in Canada over time, students will develop a sense of place and an awareness of how these multiple stories contribute to students' sense of citizenship and identity.
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Benchmark Skills and ProcessesThe following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 6. General OutcomeStudents will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada's heritage.Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage.
Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Canada's history and contemporary society.
Full text of 'Integrated Occupational ProgramcoeeicyLyiiIQA14C22A3A31431990gr.lOCURRGDHTProgram of Studies/Curriculum GuideMATHEMATICS 16INTERIM -1990Curriculum/dlbenaEDUCATIONEx LIBRISUNIVERSITATISALBERT/ENSISIADDENDUMAddendum to Integrated Occupational ProgramProgram of Studies/Curriculum Guides 16-Level CoursesCOMMUNITY PARTNERSHIPSSchool administrators and teachers are advised that the APPLICATION FOR APPROVAL OF WORKSITES/STATIONS (Parts A and B) must be completed for each work site/station at which an IntegratedOccupational Program (1.0. P.) student is placed.In addition, each student involved in any off-campus 1.0.