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Legal Studies (LGS) (2010)

© Alberta Education, Canada 
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Program Philosophy & Rationale
Vision

To engage students in learning opportunities through which they discover their interests in practical and purposeful ways.

Introduction

Canadian society experiences continuous social, cultural and economic change, and today’s students must be confident in their ability to respond to change and successfully meet the challenges they face. Whether students enter the work force or continue their education after senior high school, they will be challenged by increased independence and responsibility as they pursue choices and opportunities in their life paths.

Current trends indicate that the majority of new jobs today and in the future will require some form of post-secondary education and that the completion of senior high school will no longer be sufficient. Alberta faces a range of emerging challenges, including the changing nature of work and career paths; the requirement of greater skills and knowledge in many occupations; the introduction of new technologies; changing patterns of education and training; the globalization of the marketplace; labour shortages; and the need for highly skilled, educated and innovative people.

The Career and Technology Studies (CTS) program has been revised and refocused in cooperation with teachers, business and industry representatives, and post-secondary educators to address the emerging trends, challenges and opportunities of today and tomorrow. The result is:

  • a focused program of studies based on credible occupational areas
  • opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes through exploratory courses or a pathways model
  • printed and digital resources that support learning experiences in career fields
  • access to CTS programming through classroom, online, off-campus and other combined approaches to instruction.
Philosophy

The CTS program is designed to develop skills that senior high school students can apply in their daily lives when preparing for entry into the workplace or for further learning opportunities. Through the CTS program, students are provided with opportunities to personalize their learning, identify and explore their interests, manage transitions and build partnerships while developing basic competencies, that is, the attitudes and behaviours that people need to participate and progress in today’s dynamic world of work.

Today’s world of work demands that individuals are able to navigate and build their own career paths while adapting to continual change. This expectation requires a shift in the language used to define “career” as well as a shift in the delivery of career development. Careers are not defined as jobs and occupations, but rather as whole packages of expressed roles, knowledge, choices, passions and experiences. Careers are created by individuals who act upon passions, interests, abilities and other internal factors and combine them with external options and circumstances. Each person’s career path is unique, even though individuals may share common credentials, occupations, work roles, or jobs and experiences.

Ultimately, it is the student who will make his or her own links between school, career development and post-secondary options. Career development requires students to be active in their learning and to develop enthusiasm for lifelong learning that carries them beyond learning in school.

Career development also requires acknowledgement that today’s world is a technological world. Technology affects the environment, one’s standard of living and one’s quality of life. People use technology in the workplace, at home, at school and in sporting and leisure activities. Technology is used to extend possibilities, allowing individuals to intervene in the world through the development of products, systems and environments. Technology is continually changing. It is influenced by and, in turn, influences the cultural, ethical, environmental, political and economic factors of the day, both local and global.

Students in CTS can develop competence and confidence in understanding and using existing technologies and in creating solutions to technological problems. Taking CTS courses contributes to the intellectual and practical development of students, as individuals and as informed members of a technological society.

The CTS program strives to address career development in a way that emphasizes personalized learning, relevance, transitions and partnerships. It does so by:

  • providing opportunities for all students to explore their abilities, interests and passions and to develop knowledge, skills and attitudes so they can be fulfilled, productive citizens
  • providing opportunities for all students to develop the foundations to manage transitions within their learning environment and when moving into further education, training and/or the workplace
  • influencing the growth of a career development culture in schools and communities
  • facilitating the integration and coordination of career development across Kindergarten to Grade 12, advanced education, workplaces and the community.

Students’ interests might lie in working with their hands, working with other people, working in an environment of constantly changing ideas, or working in a career that follows carefully established patterns. All of these areas include a variety of occupations that require more or less education.1

1. “From the Mouths of Middle-Schoolers: Important Changes for High School and College.” Phi Delta Kappan, Vol. 89, No. 03 (November 2007): 189–193. William J. Bushaw. Reprinted with permission of PDK International.

Rationale

CTS courses enable students to make reasoned and effective career decisions and target efforts to meet their goals. Students will have opportunities to expand their knowledge about careers, occupations and job opportunities, as well as the education and/or training requirements involved. Competencies achieved by mastering CTS course outcomes will allow students to make relevant connections with work and/or post-secondary training.

CTS also enables students to develop the confidence they need as they move into adult roles by allowing them to assume increased responsibility for their learning; cultivate their individual talents, interests and abilities; and define and act on their goals. The CTS pathways model includes the following benefits for students, educators and employers.

Benefits for Students

Through the pathways model, students experience:

  • relevant and engaged learning
  • freedom in exploring multiple pathways
  • personally meaningful pathways leading to specialized skills
  • engagement in their interests or passions
  • opportunities to achieve post-secondary credentials while still in senior high school
  • easier transitions from senior high school to post-secondary education or the work force.

Benefits for Educators

Through the pathways model, educators experience:

  • more focused organization of CTS courses
  • a focused and engaged learner
  • greater opportunity for community support.

Benefits for Employers

Through the pathways model, employers experience:

  • employees with specialized skills or post-secondary or industry credentials
  • motivated and engaged employees.
Program Organization
Overview

The CTS Compass above can assist students as they explore and discover their interests and passions.

As students move into the Middle Years, they begin to identify with one or more interest areas: business, communication, resources, technology and/or human service. As students enter senior high school and the CTS program, they begin to identify the occupational cluster or clusters that suit their interests and abilities. As students become more focused, they examine options for occupations based on the National Occupational Classification. With a career goal in mind, students can develop a pathway that leads them directly to an occupation or to post-secondary education.

The organization of the CTS program into clusters provides students, teachers and administrators with opportunities to create exploratory programs, in which students can sample courses of interest, or to use or create focused pathways that lead to specialized skills, external credentials or further education. Career guidance professionals may use this organizational structure to assist students in assessing their educational goals, interests, abilities and skills and to facilitate good matches to the many pathway options possible in the CTS clusters.

CTS Courses

CTS courses are competency-based instructional units defined by learning outcomes that identify what a student is expected to know and be able to do. Courses include outcomes with practical applications, and each course represents approximately 25 hours of access to instruction. CTS courses are weighted at 1 credit each and are divided into three levels of achievement: introductory, intermediate and advanced. Some courses require one or more prerequisites, which are essential for maintaining safety standards, appropriate instructional sequence and articulation with post-secondary programs. CTS courses can be selected by students in an exploratory fashion, or they can be taken as part of an intentional pathway.

For each course, the program of studies lists a general description, the general and specific outcomes, prerequisites and course parameters (e.g., recommendations regarding instructional qualifications, facilities and equipment). The general outcomes are presented in boldface, and the specific outcomes follow immediately in lightface.

Levels of Achievement

Courses are organized into three levels of achievement: introductory, intermediate and advanced. Levels of achievement are not indicators of grade levels. As students progress through the levels, they will be expected to meet higher standards and to demonstrate an increased degree of competence in both the general and specific outcomes.

Introductory level courses help students build daily living skills and form the basis for further learning. Introductory courses prepare students for further experiences in the cluster, pathway or occupational area.

Intermediate level courses build on the competencies developed at the introductory level. They provide a broader perspective, helping students recognize the wide range of related career opportunities available within the cluster.

Advanced level courses refine expertise and help prepare students for entry into the workplace or a related post-secondary program defined within the cluster.

CTS Clusters

A cluster is a group of CTS courses that represents occupations and broad industry commonalities. Clusters in CTS are aligned with the National Occupational Classification (NOC) and function as an organizing tool for the CTS program. (For more information on the NOC, visit the Human Resources and Skills Development Canada Web site at http://www5.hrsdc.gc.ca/NOC/).

The CTS program includes five clusters: Business, Administration, Finance & Information Technology (BIT); Health, Recreation & Human Services (HRH); Media, Design & Communication Arts (MDC); Natural Resources (NAT); and Trades, Manufacturing & Transportation (TMT).

Clusters connect learning outcomes specific to the knowledge, skills and attitudes required for related occupational areas. Clusters:

  • help students choose curriculum and occupational fields for which they have interest and aptitude
  • provide a context for selecting courses specific to a pathway
  • help connect students with exploratory courses of study, allowing students to gain general, transferable skills
  • help students develop specialized skills and knowledge through pathways
  • focus teaching and learning by relating similar knowledge, linking shared skills, guiding career exploration, allowing students to make informed career choices, associating common interests and linking education with relevant real-world experiential activities.

The Five Clusters

Business, Administration, Finance & Information Technology (BIT)
The focus of the BIT cluster is for students to develop and apply important knowledge, skills and attitudes so they can implement efficient systems and strategies of management and marketing and use electronic technologies to collect, structure, manipulate, retrieve and communicate information within individual, family, workplace, community and global contexts.

Health, Recreation & Human Services (HRH)
The focus of the HRH cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide care and services for individuals and groups in a variety of industries, such as health care, recreation, cosmetology, the food industry and the legal system.

Media, Design & Communication Arts (MDC)
The focus of the MDC cluster is for students to develop and apply important knowledge, skills and attitudes so they can provide well designed and aesthetically effective communication solutions.

Natural Resources (NAT)
The focus of the NAT cluster is for students to develop and apply the knowledge, skills and attitudes to work individually and collectively, as private citizens and as members of the work force, toward the conservation and responsible use of energy and natural resources.

Trades, Manufacturing & Transportation (TMT)
The focus of the TMT cluster is for students to develop and apply important knowledge, skills and attitudes relative to the manufacture and assembly of products from individual components and the processing of raw materials into products.

CTS Pathways

Many schools in North America and around the world are now providing students with opportunities to explore their career path through a variety of courses that are organized around common occupational areas. These pathways allow students to follow their natural skills, aptitudes and interests in an organized and progressive way as they work toward goals that may include university, college, apprenticeship training or moving directly into the work force.

Pathways are flexible and they permit students to:

  • explore an occupation or an interest area
  • gain an occupational or a specialized skill set required in the workplace
  • apply relevant learning from academic courses to real-life situations
  • focus their senior high school course plans into a career path.

The pathways model of CTS facilitates making connections between CTS courses and other subjects. Within each CTS cluster, the potential for several pathways exists. These pathways will address the specific skills and knowledge necessary to pursue a full range of career opportunities, including technical and professional career specialties. All pathways, with the exception of credentialed pathways, can be built and modified by students or teachers.

Sample Pathway (BIT): Business Basics

Note: A variety of sample pathways are provided in the Guide to Career and Technology Studies.

Pathways should be designed to prepare students to transition successfully from senior high school to post-secondary education or to employment in an occupational area. Links to post-secondary educational institutions, employers, industry groups and other stakeholders can be included within a pathway.

There are two possible kinds of pathways in the CTS program:

  • 1. Specialized skill pathways provide students with the knowledge, skills and attitudes for employment or further education. These pathways can be customized to meet student, school or community program needs. Courses within such a pathway will prepare students for specific community or job-site skills.

  • 2. Credentialed pathways provide students with post-secondary and/or business and industry credentials or articulation. For students to obtain the desired credential or articulation, all specified course outcomes within the pathway must be met.
Meeting the Diverse Needs of Alberta's Students

Alberta schools include students from a rich variety of backgrounds. These students have a wide range of abilities and needs. Like all school programs, the CTS program has been developed with this diversity in mind. Teachers and instructors should be aware of the individual needs of their students and adapt their instruction and programming accordingly.

First Nations, Métis and Inuit (FNMI) Students

FNMI students in northern and western Canada come from diverse geographic areas with varied cultural and linguistic backgrounds. Teachers and instructors need to understand the diversity of these students’ cultures and experiences. They also need to understand that there are values and cultural traditions shared amongst many Aboriginal Canadians, including the importance of family and the role of Elders in guiding and supporting young people.

FNMI students often have a holistic view of learning—they look for connections through experiential learning. Such connections can be made within the real-world, experiential CTS program. Traditionally, in FNMI cultures, little emphasis was placed upon the written word. Still today, oral communication and practical applications and experiences are important to student learning and understanding. A variety of teaching and assessment strategies can help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of FNMI students.

English as a Second Language or French as a Second Language Students

Immigrants to Alberta come from many different cultural and linguistic backgrounds. Many of these new arrivals become students in Alberta schools, yet their knowledge of English or French may be minimal. Some students who have lived in Canada their entire lives may also be learning to speak English or French as a second (or third) language. The variety of teaching and assessment strategies that can be used in the CTS program may help build upon the diverse knowledge, cultures, communication styles, skills, attitudes, experiences and learning styles of these students.

Students Who Have an Individualized Program Plan (IPP)

Students who have been identified as having special education needs will have an Individualized Program Plan (IPP), which should be used to guide teachers’ planning and instruction. The needs of these students vary greatly from one individual to the next and may range from physical adaptations to the environment or equipment, to arranging for special testing accommodations.

Introductory Courses
LGS1010: Private Law

Level: Introductory

Prerequisite: None

Description: Students explore workplace and consumer law with a focus on basic rights and responsibilities at a place of work and the legal aspects of buying, selling and renting goods and services.

Outcomes: The student will:

  • 1. explain the nature and function of law
    • 1.1 explain the principles of the rule of law
    • 1.2 identify the divisions of law, including:
      • 1.2.1 substantive law and procedural law
      • 1.2.2 public and private law
    • 1.3 consider sources of Canadian law, including:
      • 1.3.1 historical
      • 1.3.2 legislation (federal, provincial, municipal)
      • 1.3.3 treaty law
      • 1.3.4 common law

  • 2. identify how private relationships are governed
    • 2.1 discuss private and public relationships
    • 2.2 discriminate between an agreement and a contract
    • 2.3 understand the legal requirements for a contract and examine:
      • 2.3.1 methods of entering into contracts
      • 2.3.2 methods of ending contracts
      • 2.3.3 breach of contract

  • 3. identify laws related to the workplace
    • 3.1 discuss the need for laws in the workplace, considering:
      • 3.1.1 employment contracts; e.g., oral or written
      • 3.1.2 Employment Standards Code
      • 3.1.3 Human Rights, Citizenship and Multiculturalism Act
      • 3.1.4 Charter of Rights and Freedoms
      • 3.1.5 Occupational Health and Safety legislation
      • 3.1.6 Alberta Labour Relations Code, Canada Labour Code
    • 3.2 describe the roles and responsibilities of the employer and the employee
    • 3.3 compare union and nonunion labour
    • 3.4 discuss methods of providing financial support to unemployed, injured or pregnant workers; e.g., legislation, Workers Compensation Board, employment insurance
    • 3.5 explain the remedies for the wrongful dismissal of an employee

  • 4. identify laws related to the consumer and purchasing goods and services
    • 4.1 explain the need to have laws related to purchasing goods and services (e.g., Sale of Goods Act, Competition Act, Fair Trading Act), considering:
      • 4.1.1 purchase contracts; e.g., buyer beware
      • 4.1.2 deposits, returns, warranties and guarantees
      • 4.1.3 the rights and responsibilities of a minor
      • 4.1.4 the legal implications and obligations of obtaining credit and defaulting; e.g., bankruptcy, foreclosure, repossession
    • 4.2 describe common remedies and services; e.g., complaining to the business and/or Service Alberta, Service Canada, Consumer Connections, types of insurance coverage, Consumer Review Web sites, small claims court

  • 5. identify laws related to the consumer and renting accommodation
    • 5.1 describe the need to have laws that addresses the rights and obligations of the landlord and tenant and the rights and responsibilities of each party, considering:
      • 5.1.1 rental contracts; e.g., oral or written
      • 5.1.2 Residential Tenancies Act
    • 5.2 describe the advantages and disadvantages of signing a lease and examine classes of tenancy; e.g., fixed, periodic
    • 5.3 discuss the legal implications of two or more people living together for economic reasons; e.g., assignment, sublet and joint tenancy
    • 5.4 describe common remedy services; e.g., Landlord and Tenant Advisory Boards, Service Alberta, Residential Tenancy Dispute Resolution Service

  • 6. demonstrate basic competencies
    • 6.1 demonstrate fundamental skills to:
      • 6.1.1 communicate
      • 6.1.2 manage information
      • 6.1.3 use numbers
      • 6.1.4 think and solve problems
    • 6.2 demonstrate personal management skills to:
      • 6.2.1 demonstrate positive attitudes and behaviours
      • 6.2.2 be responsible
      • 6.2.3 be adaptable
      • 6.2.4 learn continuously
      • 6.2.5 work safely
    • 6.3 demonstrate teamwork skills to:
      • 6.3.1 work with others
      • 6.3.2 participate in projects and tasks

  • 7. make personal connections to the cluster content and processes to inform possible pathway choices
    • 7.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 7.2 create a connection between a personal inventory and occupational choices
LGS1020: Public Law

Level: Introductory

Prerequisite: None

Description: Students explore the legal relationship between the government and the citizen with an emphasis on criminal law.

Supporting Course: LGS1010: Private Law

Outcomes: The student will:

  • 1. explore various sources of protection for group and individual rights and responsibilities
    • 1.1 describe the relationship between rights and responsibilities; e.g., rights and responsibilities in the education environment
    • 1.2 examine the following sources for the laws that protect rights and responsibilities:
      • 1.2.1 Constitution of Canada 1867
      • 1.2.2 Canadian Charter of Rights and Freedoms
      • 1.2.3 Human Rights, Citizenship and Multiculturalism Act
      • 1.2.4 treaties and land claim agreements
      • 1.2.5 Criminal Code of Canada
      • 1.2.6 Traffic Safety Act
      • 1.2.7 Youth Criminal Justice Act

  • 2. discuss methods of protecting rights and responsibilities
    • 2.1 identify the court structure of Canada with a focus on Alberta; e.g., Provincial Court, Court of Queen’s Bench, Court of Appeal, Federal Court, Supreme Court of Canada
    • 2.2 describe the criminal law process from arrest to resolution in simple case studies from the perspective of the:
      • 2.2.1 accused
      • 2.2.2 police
      • 2.2.3 lawyer
      • 2.2.4 court system; e.g., judge, jury
      • 2.2.5 community; e.g., sentencing circle, victim offender mediation, victim rights groups, media

  • 3. explain how and why children, youth and adults are treated differently with respect to criminal law
    • 3.1 describe the criminal law process from arrest to resolution for young offenders with regard to the Youth Criminal Justice Act
    • 3.2 identify and describe various offences and give potential consequences for each; e.g., impaired motor vehicle operation, illegal possession, break and enter

  • 4. distinguish between civil, quasi-criminal and criminal law
    • 4.1 explain the potential civil consequences for criminal offences
    • 4.2 understand the reasons for both civil and criminal remedy

  • 5. demonstrate basic competencies
    • 5.1 demonstrate fundamental skills to:
      • 5.1.1 communicate
      • 5.1.2 manage information
      • 5.1.3 use numbers
      • 5.1.4 think and solve problems
    • 5.2 demonstrate personal management skills to:
      • 5.2.1 demonstrate positive attitudes and behaviours
      • 5.2.2 be responsible
      • 5.2.3 be adaptable
      • 5.2.4 learn continuously
      • 5.2.5 work safely
    • 5.3 demonstrate teamwork skills to:
      • 5.3.1 work with others
      • 5.3.2 participate in projects and tasks

  • 6. make personal connections to the cluster content and processes to inform possible pathway choices
    • 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences:
    • 6.2 create a connection between a personal inventory and occupational choices
LGS1030: Relationship Law

Level: Introductory

Prerequisite: None

Description: Students learn about laws affecting family members through the use of realistic scenarios and case studies.

Supporting Course: LGS1010: Private Law

Outcomes: The student will:

  • 1. explain the importance of the law with respect to relationships
    • 1.1 discuss the evolution of relationships
    • 1.2 explore the legal dimension of relationships; e.g., contribution to marriage, common-law relationships, adult interdependent relationships, changing traditional roles in a relationship

  • 2. examine laws related to relationships
    • 2.1 describe the impact of laws that relate to living within a relationship; e.g., the role and responsibilities of the federal and provincial government with respect to family law
    • 2.2 describe the laws that relate to entering into a marriage or partnership by:
      • 2.2.1 defining a legal marriage and an adult interdependent relationship or partnership (sometimes referred to as common-law relationship)
      • 2.2.2 differentiating between the rights and responsibilities of two people who are legally married and two people who are cohabitating
    • 2.3 describe the laws that relate to leaving a partner by:
      • 2.3.1 distinguishing between legal separation and divorce
      • 2.3.2 explaining division of assets

  • 3. describe the roles of parent/guardian, authorities and others who have an interest in the child; e.g., neglect, abuse, adoption, welfare of the child, where the child lives

  • 4. investigate laws related to preparing your will and estate
    • 4.1 describe the need for laws and legal requirements related to wills, personal directives and powers of attorney
    • 4.2 understand the differences among a will, personal directive and power of attorney
    • 4.3 describe the advantages and disadvantages of the enduring power of attorney and personal directives
    • 4.4 explain the importance of a will (e.g., intestacy, priorities at various stages in life) and create a sample personal directive or will

  • 5. demonstrate basic competencies
    • 5.1 demonstrate fundamental skills to:
      • 5.1.1 communicate
      • 5.1.2 manage information
      • 5.1.3 use numbers
      • 5.1.4 think and solve problems
    • 5.2 demonstrate personal management skills to:
      • 5.2.1 demonstrate positive attitudes and behaviours
      • 5.2.2 be responsible
      • 5.2.3 be adaptable
      • 5.2.4 learn continuously
      • 5.2.5 work safely
    • 5.3 demonstrate teamwork skills to:
      • 5.3.1 work with others
      • 5.3.2 participate in projects and tasks

  • 6. make personal connections to the cluster content and processes to inform possible pathway choices
    • 6.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 6.2 create a connection between a personal inventory and occupational choices
LGS1910: LGS Project A

Level: Introductory

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Paramaters: Introductory project courses must connect with a minimum of two CTS courses, one of which must be at the introductory level and be in the same occupational area as the project course. The other CTS course(s) can be either at the same level or at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. make personal connections to the cluster content and processes to inform possible pathway choices
    • 5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 5.2 create a connection between a personal inventory and occupational choices
Intermediate Courses
LGS2010: Family Law

Level: Intermediate

Prerequisite: None

Description: Students examine a broad range of legal issues relating to personal relationships.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. investigate the history of family law
    • 1.1 examine the evolution of laws related to the family; e.g., Divorce Act; Adult Interdependent Relationships Act; Dependents Relief Act; Married Women’s Property Act; Child, Youth and Family Enhancement Act; Dower Act
    • 1.2 recognize multicultural perspectives regarding relationships; e.g., Sharia, Aboriginal

  • 2. investigate the laws regarding marriage, common-law partners and adult interdependent partnerships or relationships
    • 2.1 outline the legal requirements of a legal marriage and adult interdependent relationship or partnership (sometimes referred to as common-law relationship)
    • 2.2 examine the merits of being single, married, common-law partners or in an adult interdependent relationship
    • 2.3 discuss premarital and cohabitation agreements

  • 3. investigate the laws regarding the breakdown of relationships
    • 3.1 compare the law regarding the distribution of assets, debts and support payments of legally married partners, common-law partners and adult interdependent partners
    • 3.2 examine the legal rights and responsibilities of a parent, step parent or guardian, considering:
      • 3.2.1 child maintenance
      • 3.2.2 access
      • 3.2.3 custody
    • 3.3 analyze cases of court decisions regarding distribution of property where there has been a breakdown of a relationship; e.g., Murdoch vs. Murdoch, Pettkus vs. Becker
    • 3.4 research the laws designed to protect victims of partner, elder and child abuse; e.g., restraining order, peace bond, emergency protection orders

  • 4. investigate the laws regarding extended family
    • 4.1 examine the rights of grandparents to have access to their grandchildren
    • 4.2 describe the legal obligations of adult children to their aging parents

  • 5. investigate the laws regarding adoption that concern eligibility and placement

  • 6. investigate the laws regarding reproductive technologies
    • 6.1 analyze one issue related to reproductive technologies; e.g., surrogacy, sperm or egg donation, cloning, stem cell research, abortion
    • 6.2 investigate the laws in Canada regarding the issue

  • 7. demonstrate basic competencies
    • 7.1 demonstrate fundamental skills to:
      • 7.1.1 communicate
      • 7.1.2 manage information
      • 7.1.3 use numbers
      • 7.1.4 think and solve problems
    • 7.2 demonstrate personal management skills to:
      • 7.2.1 demonstrate positive attitudes and behaviours
      • 7.2.2 be responsible
      • 7.2.3 be adaptable
      • 7.2.4 learn continuously
      • 7.2.5 work safely
    • 7.3 demonstrate teamwork skills to:
      • 7.3.1 work with others
      • 7.3.2 participate in projects and tasks

  • 8. identify possible life roles related to the skills and content of this cluster
    • 8.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 8.2 identify potential resources to minimize barriers and maximize opportunities
LGS2020: Employment Law

Level: Intermediate

Prerequisite: None

Description: Students learn about contracts of employment, unions and collective bargaining, employment insurance, and workers’ compensation.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationships Law

Outcomes: The student will:

  • 1. identify and explain current laws regarding employment relationships
    • 1.1 compare the various types of working relationships; e.g., part time, full time independent contractor
    • 1.2 describe how employment contracts can be terminated
    • 1.3 describe various forms of compensation in an employment contract
    • 1.4 discuss current laws related to youth in the workplace
    • 1.5 describe the liability of employers and employees to third parties

  • 2. identify and explain current laws regarding unions and collective bargaining
    • 2.1 research how a union is certified or decertified
    • 2.2 distinguish between union memberships (open shop, closed shop, union shop, agency shop)
    • 2.3 compare and contrast unionized labour with non-unionized labour; e.g., collective bargaining, strikes/lock-outs, grievance procedures, flexibility to have personalized contract and negotiation

  • 3. identify and explain current laws regarding protection and benefits offered to employees
    • 3.1 differentiate between legislation at the federal and provincial levels
    • 3.2 explain benefits and protection offered through the following:
      • 3.2.1 Employment Standards Code
      • 3.2.2 Labour Relations Code (Alberta) and Canada Labour Code
      • 3.2.3 Employment Insurance Act
      • 3.2.4 Workers’ Compensation Act
      • 3.2.5 Occupational Health and Safety Act
      • 3.2.6 Human Rights, Citizenship and Multiculturalism Act

  • 4. analyze current law regarding employment issues
    • 4.1 identify employment issues; e.g., age of retirement, right to access information, protection of personal information, day care in the workplace, “whistle blowing,” wrongful dismissal, sexual harassment, drug and alcohol testing, worker mobility, workplace discrimination, accommodating employees with special needs
    • 4.2 research the laws in Canada regarding one employment issue

  • 5. demonstrate basic competencies
    • 5.1 demonstrate fundamental skills to:
      • 5.1.1 communicate
      • 5.1.2 manage information
      • 5.1.3 use numbers
      • 5.1.4 think and solve problems
    • 5.2 demonstrate personal management skills to:
      • 5.2.1 demonstrate positive attitudes and behaviours
      • 5.2.2 be responsible
      • 5.2.3 be adaptable
      • 5.2.4 learn continuously
      • 5.2.5 work safely
    • 5.3 demonstrate teamwork skills to:
      • 5.3.1 work with others
      • 5.3.2 participate in projects and tasks

  • 6. identify possible life roles related to the skills and content of this cluster
    • 6.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 6.2 identify potential resources to minimize barriers and maximize opportunities
LGS2030: Environmental Law

Level: Intermediate

Prerequisite: None

Description: Students identify laws related to the environment and describe how new environmental information affects the law. Students also examine the role of groups and individuals in bringing about changes in environmental law.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • ENS2050: Environmental Ethics
  • ENS3050: Environmental Politics

Outcomes: The student will:

  • 1. examine the role of the legal system regarding environmental issues
    • 1.1 describe how personal actions impact the environment
    • 1.2 describe how commercial activities impact the environment
    • 1.3 consider how to balance competing interests; e.g., compromise, negotiation

  • 2. analyze the division of power as set out in the Constitution Act, 1867 regarding the conservation and protection of the environment
    • 2.1 review provincial legislation with respect to the environment (e.g., Environmental Protection and Enhancement Act) by:
      • 2.1.1 identifying major areas of environmental regulation; e.g., forestry, hunting, land use, pollution, transportation of dangerous goods
      • 2.1.2 investigating a specific act and its influence on environmental regulation in Alberta; e.g., land use agreement, the discharge of pollutants, reclamation
    • 2.2 review federal legislation with respect to the environment by:
      • 2.2.1 identifying major areas of environmental regulation; e.g., customs (import/export), fisheries, use of crown land, protection of endangered species
      • 2.2.2 considering the interaction between legislation and treaty rights and traditional land uses; e.g., duty to consult
    • 2.3 consider Canada’s involvement in international agreements
    • 2.4 research environmental legislation in a minimum of two other countries

  • 3. examine public involvement in environmental dispute resolution
    • 3.1 explain the role of lobby groups; e.g., Canadian Environmental Network, Greenpeace, Canadian Association of Petroleum Landmen’s, David Suzuki Foundation
    • 3.2 explain the work of other environmental groups; e.g., Environmental Law Centre, Eco-Justice
    • 3.3 analyze a plan of action for public involvement to create change; e.g., public demonstration, private boycott, media
    • 3.4 describe a public review of a project or development that has an impact on the natural environment or the community’s quality of life; e.g., the Oldman River Dam, Alberta’s Oil Sands, nuclear power, mining
    • 3.5 discuss court decisions regarding non-compliance with the law
    • 3.6 propose changes to existing provincial legislation or propose new legislation

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LGS2040: Aboriginal Law

Level: Intermediate

Prerequisite: None

Description: Students learn about the history of Aboriginal Law and its development in Canada by examining leading cases and challenging issues.

Supporting Course: LGS1020: Public Law

Outcomes: The student will:

  • 1. understand the differences between legal and social definitions of Aboriginal peoples
    • 1.1 define the following:
      • 1.1.1 Aboriginal
      • 1.1.2 First Nation
      • 1.1.3 Indian
      • 1.1.4 Métis
      • 1.1.5 Inuit
    • 1.2 identify various Aboriginal groups in Alberta; e.g., Blackfoot, Cree, Dene, Métis settlements

  • 2. investigate the sources of aboriginal law
    • 2.1 describe the application of the following laws:
      • 2.1.1 Constitution Act, 1867, section 91; Constitution Act, 1982, sections 25 and 52
      • 2.1.2 treaties
      • 2.1.3 Natural Resource Transfer Agreement, 1930 (NRTA)
      • 2.1.4 Indian Act
      • 2.1.5 Métis Settlements Accord, including the Métis Settlements Act, Métis Settlements Land Protection Act, Métis Settlements Accord Implementation Act and Constitution of Alberta Amendment Act, 1990 (Resolution 18)
      • 2.1.6 modern land claim agreements; e.g., Nunavut
      • 2.1.7 inherent rights; e.g., right to self-determination
    • 2.2 discuss the difference between a Métis settlement and a reserve

  • 3. examine Aboriginal case law and laws related to challenging issues
    • 3.1 examine the leading cases on each of the following issues:
      • 3.1.1 treaty rights; e.g., R. v. Badger, [1996], 133 D.L.R. (4th) 324 (hunting and fishing)
      • 3.1.2 Aboriginal rights; e.g., R. v. Van der Peet, [1996] 4 C.N.lL.R. 130 (commercial fishing)
      • 3.1.3 Aboriginal title; e.g., Delgamuukw v. British Columbia, [1997] 3 S.C.R. 1010
      • 3.1.4 duty to consult; e.g., Taku River Tlingit First Nation v. British Columbia (Project Assessment Director), 2004 SCC 74, [2004] 3 S.C.R. 550, Haida [2004] 3 SCR 511
      • 3.1.5 Métis rights; e.g., R. v. Powley 2003 SCC 43 (hunting)
    • 3.2 consider the laws related to one or more of the following challenging issues and propose possible solutions, if applicable:
      • 3.2.1 Bill C-31
      • 3.2.2 amending the Indian Act
      • 3.2.3 taxation
      • 3.2.4 hunting and fishing rights
      • 3.2.5 customary law; e.g., adoptions, elections, self-government
      • 3.2.6 Louis Riel
      • 3.2.7 duty to consult
      • 3.2.8 impediments and benefits related to Indian status; e.g., disenfranchisement, medical care, education
      • 3.2.9 reserve business

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LGS2050: Law & the Traveller

Level: Intermediate

Prerequisite: None

Description: Students identify and describe the issues and legal considerations that may arise when individuals travel domestically and internationally.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. identify and describe the legal considerations when individuals travel domestically and internationally
    • 1.1 identify the various documents needed to travel inside and outside of Canada
    • 1.2 explain laws regulating documents such as visas, passports and international driving licenses
    • 1.3 describe the possible consequences of not having the appropriate documents when travelling inside and outside of Canada
    • 1.4 describe the procedures for replacing lost or stolen documents when travelling
    • 1.5 explain the legal rights and responsibilities of carriers, innkeepers, travel agents and travellers
    • 1.6 describe the legal implications of making, changing or cancelling a reservation
    • 1.7 research the rights and responsibilities of travellers
    • 1.8 describe the licensing of travel consultants
    • 1.9 describe the “standard form” ticket and its legal implications
    • 1.10 research and interpret regulations relating to various types of insurance policies
    • 1.11 research the process for making a claim on travel-related insurance
    • 1.12 describe restrictions on bringing goods back to Canada
    • 1.13 analyze the role of Canada Customs as it relates to bringing in goods from abroad
    • 1.14 research the penalties and limitations that exist in regards to purchases made abroad
    • 1.15 describe the need for monitoring goods brought into Canada
    • 1.16 describe how culture has influenced or may influence laws in other countries
    • 1.17 identify problems travellers may encounter entering and exiting Canada and foreign countries
    • 1.18 research methods of seeking legal assistance or guidance in a foreign country
    • 1.19 analyze how relationships with other countries may influence a country’s laws toward foreign nationals

  • 2. research one or more challenging issues regarding law and the traveller
    • 2.1 identify challenging issues; e.g., bankruptcies in travel industries, extradition agreements, local customs and attitudes toward women, Canadians charged and imprisoned abroad, security, bill of rights for airline passengers
    • 2.2 compare Canadian laws and Canada’s judicial system with those of other countries in regard to one or more issues

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. identify possible life roles related to the skills and content of this cluster
    • 4.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 4.2 identify potential resources to minimize barriers and maximize opportunities
LGS2910: LGS Project B

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LGS2920: LGS Project C

Level: Intermediate

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Intermediate project courses must connect with a minimum of two CTS courses, one of which must be at the intermediate level and be in the same occupational area as the project course. The other CTS course(s) can be at any level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. identify possible life roles related to the skills and content of this cluster
    • 5.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 5.2 identify potential resources to minimize barriers and maximize opportunities
LGS2950: LGS Intermediate Practicum

Level: Intermediate

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any advanced (3XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. identify possible life roles related to the skills and content of this cluster
    • 4.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 4.2 identify potential resources to minimize barriers and maximize opportunities
Advanced Courses
LGS3010: Property Law

Level: Advanced

Prerequisite: None

Description: Students identify laws relating to real, personal and intellectual properties and investigate the processes of buying and selling real property and the legal implications associated with Internet transactions.

Supporting Course: LGS1010: Private Law

Outcomes: The student will:

  • 1. differentiate the legal forms of property
    • 1.1 describe and identify real, personal and intellectual properties
    • 1.2 investigate historical changes in the legal definition of property
    • 1.3 investigate historical changes regarding persons who could own property

  • 2. compare various forms of property rights
    • 2.1 examine the rights of an owner; e.g., sell, grant rights to third party interests, lease, mortgage, water rights, air space, quiet enjoyment, mineral rights
    • 2.2 examine other property interests, including:
      • 2.2.1 lease; e.g., apartment, vehicle
      • 2.2.2 license; e.g., software, parking
      • 2.2.3 bailment; e.g., pawn shop, repair, storage
      • 2.2.4 lien; e.g., mechanic, builder, lender
      • 2.2.5 mortgage holder; e.g., line of credit, insurance
      • 2.2.6 easement and right of way; e.g., access to property

  • 3. describe the types of transactions related to property
    • 3.1 examine the legal requirements to purchase and sell real estate versus personal property by reviewing pertinent legislation; e.g., Sale of Goods Act, Law of Property Act, Land Titles Act, Fair Trading Act, Dower Act
    • 3.2 examine the legal requirements to rent or lease real estate versus personal property by:
      • 3.2.1 reviewing pertinent legislation; e.g., Residential Tenancies Act, Fair Trading Act, Personal Property Security Act, Sale of Goods Act, Land Titles Act, Law of Property Act, Dower Act
      • 3.2.2 recognizing the implications of assignment and subletting
    • 3.3 examine the legal implications of electronic and Internet transactions

  • 4. describe the legal responsibility involved in purchasing and selling real property
    • 4.1 explain the procedures involved in listing a property for sale
    • 4.2 describe elements included in an offer to purchase, including subject to conditions:
    • 4.3 outline the various searches necessary to investigate the purchase
    • 4.4 finance versus cash sale; e.g., conventional mortgage, CMHC high ratio mortgage, home equity line of credit
    • 4.5 compare the rights and obligations of the mortgagee with those of the mortgagor
    • 4.6 describe the role of various professionals in buying and selling property; e.g., realtors, lawyers, assessors, surveyors, property inspectors
    • 4.7 describe the remedies for breach of real estate purchase contract

  • 5. demonstrate basic competencies
    • 5.1 demonstrate fundamental skills to:
      • 5.1.1 communicate
      • 5.1.2 manage information
      • 5.1.3 use numbers
      • 5.1.4 think and solve problems
    • 5.2 demonstrate personal management skills to:
      • 5.2.1 demonstrate positive attitudes and behaviours
      • 5.2.2 be responsible
      • 5.2.3 be adaptable
      • 5.2.4 learn continuously
      • 5.2.5 work safely
    • 5.3 demonstrate teamwork skills to:
      • 5.3.1 work with others
      • 5.3.2 participate in projects and tasks

  • 6. create a transitional strategy to accommodate personal changes and build personal values
    • 6.1 identify short-term and long-term goals
    • 6.2 identify steps to achieve goals
LGS3020: Dispute Resolution

Level: Advanced

Prerequisite: None

Description: Students examine and apply methods such as negotiation, mediation, arbitration, adjudication and litigation, and identify challenging issues related to the dispute resolution methods.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. differentiate between traditional and alternative dispute resolution methods
    • 1.1 explain the benefits of negotiation, mediation, arbitration and litigation
    • 1.2 describe when litigation is required in attempting to resolve a dispute
    • 1.3 compare civil standards and procedures with criminal standards and procedures
    • 1.4 describe innovations by the court to pre-empt trials; e.g., mini-trials, victim-offender mediation, judicial resolutions (JDR), sentencing circles
    • 1.5 research examples of negotiation, mediation, arbitration and litigation and describe how these methods are used to resolve disputes in a variety of situations, such as:
      • 1.5.1 environmental issues
      • 1.5.2 workplace scenarios
      • 1.5.3 labour disputes
      • 1.5.4 conflicts between individuals and governments
      • 1.5.5 relationship conflict
    • 1.6 identify a challenging conflict situation and research possible resolutions
  • 2. explain the progression of dispute resolution options
    • 2.1 identify instances where mediation and arbitration would be appropriate
    • 2.2 participate in mock negotiation, mediation and arbitration scenarios

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
LGS3040: Negligence

Level: Advanced

Prerequisites: None

Description: Students explore the legal meaning of negligence and legal actions relating to negligence.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. explain what constitutes negligence
    • 1.1 describe the evolution of the legal area of negligence
    • 1.2 outline the elements that make up the legal concept of negligence

  • 2. examine duty of care
    • 2.1 describe the neighbour principle
    • 2.2 identify relationships where duty of care issues can arise; e.g., drivers on the roadway, teacher/student, doctor/patient, manufacturer/consumer

  • 3. examine standard of care
    • 3.1 define the doctrine of the standard of care of the “reasonable person” and foreseeability
    • 3.2 explain how the doctrine of the “reasonable person” applies to special categories; e.g., minors, professionals, experts
    • 3.3 investigate the concept of breach of standard of care

  • 4. investigate causation
    • 4.1 explain the link between the breach and damage; e.g., proximate cause
    • 4.2 discuss situations with multiple causes, considering:
      • 4.2.1 apportionment of liability between defendants
      • 4.2.2 the balance of probabilities
    • 4.3 explain the principle of contributory negligence

  • 5. examine damages and remedies
    • 5.1 describe loss or injury as an element of negligence
    • 5.2 identify the types of damages for which a person may claim compensation

  • 6. consider defenses
    • 6.1 identify which party in a lawsuit has to prove on the balance of probabilities whether the elements of negligence have been proven
    • 6.2 explore which elements of negligence are more difficult to prove in a given situation; e.g., car accident, medical malpractice, slip and fall

  • 7. describe the structure and process of the civil court
    • 7.1 prepare documents required to take action in Provincial Court
    • 7.2 prepare documents required to defend action in Provincial Court
    • 7.3 consider methods of enforcing judgments

  • 8. consider special types of negligence
    • 8.1 define what constitutes voluntary assumption of risk
    • 8.2 explain the special situations under which certain types of liability are imposed; e.g., strict, vicarious, occupiers’ liability, waivers

  • 9. demonstrate basic competencies
    • 9.1 demonstrate fundamental skills to:
      • 9.1.1 communicate
      • 9.1.2 manage information
      • 9.1.3 use numbers
      • 9.1.4 think and solve problems
    • 9.2 demonstrate personal management skills to:
      • 9.2.1 demonstrate positive attitudes and behaviours
      • 9.2.2 be responsible
      • 9.2.3 be adaptable
      • 9.2.4 learn continuously
      • 9.2.5 work safely
    • 9.3 demonstrate teamwork skills to:
      • 9.3.1 work with others
      • 9.3.2 participate in projects and tasks

  • 10. create a transitional strategy to accommodate personal changes and build personal values
    • 10.1 identify short-term and long-term goals
    • 10.2 identify steps to achieve goals
LGS3050: Small Business Law

Level: Advanced

Prerequisite: None

Description: Students learn about laws relating to starting a business, running a business and ending a business. Students also explore challenging issues that affect small business.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. examine the legal considerations of starting a small business
    • 1.1 analyze the various ways of organizing a small business; e.g., sole proprietorship, partnership, corporation
    • 1.2 consider whether franchising is an appropriate business model; e.g., benefits, history, franchise legislation
    • 1.3 describe the advantages and disadvantages of using workspace in the home, leasing premises or buying a property
    • 1.4 describe the various methods of financing a small business and the legal implications; e.g., government grants, personal guarantee, investment capitol
    • 1.5 describe the taxation concerns of a small business in Canada; e.g., payroll, corporate taxes, benefits, GST, employment insurance, Canada Pension Plan
    • 1.6 describe the environmental and health regulations in starting and operating various types of businesses; e.g., dry cleaner, gas station, beauty salon or spa, daycare, garage, hazardous waste transport, feedlot

  • 2. examine the legal implications of operating a small business
    • 2.1 describe specific legislation as it relates to the sale of goods and services
    • 2.2 discuss the elements of a contract to determine what is required to be in writing; e.g., are faxes or electronic communications legally effective?
    • 2.3 give examples of the laws regarding the protection of personal information
    • 2.4 describe the importance of protecting the intellectual property (e.g., copyright, patent, trademark, design) of a small business
    • 2.5 discuss the rights and responsibilities of employees and employers; e.g., employment standards, workplace safety, workers compensation, human rights legislation
    • 2.6 describe alternative methods of securing and/or collecting the debts owing to a business or by a business
    • 2.7 identify special legal considerations when importing or exporting goods

  • 3. examine the legal considerations involved in dissolving a small business
    • 3.1 outline the process of the voluntary dissolution of a business; e.g., sale, winding up
    • 3.2 describe the process of the involuntary dissolution of a business; e.g., death of an owner, creditor protection and bankruptcy
    • 3.3 identify some challenging issues, such as:
      • 3.3.1 ethics in business
      • 3.3.2 profit motive versus social responsibility
      • 3.3.3 government involvement; e.g., free trade agreements, tariffs, subsidies, bailouts
      • 3.3.4 use of the Internet; e.g., e-commerce, e-mail

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate teamwork skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LGS3060: Controversy & Change

Level: Advanced

Prerequisite: None

Description: Students explore how controversial issues evoke responses that may bring about changes in the law and describe a wide variety of strategies that may be used for changing the law.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Outcomes: The student will:

  • 1. analyze how the different viewpoints of people are expressed in controversial issues that may have legal implications
    • 1.1 define and provide examples of what constitutes a controversial issue
    • 1.2 identify a number of controversial issues locally, nationally and internationally

  • 2. examine the various methods used to bring about changes in the law
    • 2.1 research the legal elements of controversial issues
    • 2.2 research laws relevant to a specific issue; e.g., historical perspective, current legislation, implications for society, laws in other countries
    • 2.3 analyze various methods used to bring about changes in the law
    • 2.4 propose possible solutions to effect changes in the law
    • 2.5 research at least one area of interest to investigate; e.g.,
      • aboriginal self-government
      • abortion
      • capital punishment
      • censorship
      • civil liberties
      • cyber-bullying and stalking
      • discrimination based on disability
      • emission control
      • genetically modified food
      • gun control
      • immigration
      • mandatory drug testing
      • pornography
      • regulation of electronic communication and media
      • religious accommodation
      • right to die
      • role of prison
      • same-sex marriage
      • sex offender reintegration and registration
      • sexually transmitted infections
      • substance control and abuse
      • treaty rights, repatriation and land claims
      • victims of crime
      • waste management

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
LGS3070: Landmark Decisions

Level: Advanced

Prerequisite: None

Description: Students analyze in detail landmark decisions and their influence on society.

Supporting Courses:

  • LGS1010: Private Law
  • LGS1020: Public Law
  • LGS1030: Relationship Law

Supporting Resources:

  • For current case law examples, visit:
  • – http://www.canlii.org
  • – http://scc.lexum.umontreal.ca/en/index.html

Outcomes: The student will:

  • 1. identify landmark decisions and analyze their effects on society
    • 1.1 define the term precedent and explain how it operates in our legal system
    • 1.2 identify and discuss examples of landmark decisions
    • 1.3 analyze the political and social environment of the time a particular decision was rendered
    • 1.4 compare the outcome of these cases with present notions of justice
    • 1.5 research the influence of the decision on subsequent court cases and legislation
    • 1.6 suggest future issues that may result in landmark cases

  • Example Landmark Decisions
    • Language Rights
      • Mahe v. Alberta, [1990], 1 S.C.R. 342
      • Reference re Public Schools Act (Man.), S. 79(3), (4) and (7), [1993] 1 S.C.R. 839
      • Forest v. A. G. of Manitoba, [1979], 2 S.C.R 1032; (1980) 101 D.L.R. (3d) 385
      • Bilodeau v. A. G. of Manitoba, [1986] 1 S.C.R. 449
      • A. G. of Quebec v. Quebec Association of Protestant School Boards et al., [1984] 2 S.C.R. 66

    • Employment Law
      • Wallace v. United Grain Growers Ltd., [1997] 3 S.C.R. 701

    • Family
      • Murdoch v. Murdoch, [1975] 1 S.C.R. 423
      • Pettkus v. Becker, [1980] 2 S.C.R. 834
      • Pelech v. Pelech, [1987] 1 S.C.R. 801
      • Moge v. Moge, [1992] 3 S.C.R. 813

    • Criminal
      • Regina v. Morgentaler, [1993] 3 S.C.R. 463
      • Regina v. Big M Drug Mart Ltd., [1985] 1 S.C.R. 295
      • Regina v. Brydges, [1990] 1 S.C.R. 190
      • Regina v. Oakes, [1986] 1 S.C.R. 103
      • Regina v. Stinchcomb, [1995] 1 S.C.R. 754
      • Regina v. Askov, [1990] 2 S.C.R. 1199

    • Tort Law
      • Whiten v. Pilot Insurance Co., 2002 SCC 18, [2002] 1 S.C.R. 595 (Duty of Good Faith)
      • Donoghue v. Stevenson [1932] A.C. 562

    • Immigration
      • Cunningham v. Tomey Homma [1903] C.C.S. 45 [1903] A.C. 151
      • Quong-Wing v. R. (Supreme Court of Canada) [1903–14] 49 S.C.R. 44

    • Canada’s Sovereignty
      • Operation Dismantle v. The Queen, [1985] 1 S.C.R. 441

    • Expert Witness
      • Reference Re: Steven Murray Truscott, [1967] S.C.R. 309
      • R. v. Marshall (No. 1) 3 S.C. R. 456 and (No. 2) 3 S.C.R. 533; R. v. Bernard, [2005] 2 S.C.R. 220, 2005 SCC 43

    • Rights and Freedoms
      • Roncarelli v. Duplessis, [1959] S.C.R. 121
      • Andrews v. Law Society of British Columbia, [1989] 1 S.C.R. 143
      • Vriend v. Alberta, [1998] 1 S.C.R. 493
      • R. v. Keegstra, [1990] 3 S.C.R. 697
      • Little Sisters Book and Art Emporium v. Canada (Commissioner of Customs and Revenue), [2007] 1 S.C.R. 38, 2007 SCC 2 (altered by Ermineskin, February 2009)

    • Aboriginal
      • Riel v. The Queen
      • R. v. Van der Peet, [1996] 2 S.C.R. 507
      • Haida Nation v. British Columbia (Minister of Forests), [2004] 3 S.C.R. 511, 2004 SCC 73

    • Right to Die/Mercy Killing
      • R. v. Latimer, [2001] 1 S.C.R. 3, 2001 SCC 1
      • Rodriguez v. British Columbia (Attorney General), [1993] 3 S.C.R. 519
      • Nancy B. v. Hôtel-Dieu de Québec et al. (1992), 86 D.L.R. (4th) 385 (Quebec Superior Court)

    • Medical Treatment
      • A.C. v. Manitoba (Director of Child and Family Services), 2009 SCC 30, [2009] 2 S.C.R. 181

  • 2. demonstrate basic competencies
    • 2.1 demonstrate fundamental skills to:
      • 2.1.1 communicate
      • 2.1.2 manage information
      • 2.1.3 use numbers
      • 2.1.4 think and solve problems
    • 2.2 demonstrate personal management skills to:
      • 2.2.1 demonstrate positive attitudes and behaviours
      • 2.2.2 be responsible
      • 2.2.3 be adaptable
      • 2.2.4 learn continuously
      • 2.2.5 work safely
    • 2.3 demonstrate teamwork skills to:
      • 2.3.1 work with others
      • 2.3.2 participate in projects and tasks

  • 3. create a transitional strategy to accommodate personal changes and build personal values
    • 3.1 identify short-term and long-term goals
    • 3.2 identify steps to achieve goals
LGS3080: Criminal Law

Level: Advanced

Prerequisite: None

Description: Students examine the criminal justice system, including the criminal process and the roles and responsibilities of the participants. Students also explore challenging issues and law-related careers.

Supporting Courses:

  • LGS1020: Public Law

Outcomes: The student will:

  • 1. review the evolution of the Canadian criminal justice system

  • 2. describe the legal definition of a child, youth and adult

  • 3. examine the criminal process
    • 3.1 identify statutes setting out criminal and provincial quasi-criminal law; e.g., Criminal Code, Controlled Drugs and Substances Act, Traffic Safety Act, Youth Criminal Justice Act
    • 3.2 describe the role of the provincial and federal Departments of Justice
    • 3.3 identify the jurisdiction of the courts within Alberta
    • 3.4 analyze the power and function of appeal courts and the role of the Supreme Court of Canada
    • 3.5 identify the elements of a crime; e.g., actus reus, mens rea
    • 3.6 differentiate between summary (including provincial), hybrid and indictable offences
    • 3.7 outline the legal procedure for handling an indictable offence from the commission of the offence to the trial by:
      • 3.7.1 describing the powers of the police with respect to arrest, questioning, search and seizure, custody and release
      • 3.7.2 describing the rights of the arrested individual as outlined in the Charter of Rights and Freedoms; e.g., right to be free from unreasonable search and seizure, right to be silent, right to be represented by counsel, right to confront your accuser, natural justice, habeas corpus
      • 3.7.3 explaining the purpose of a bail hearing
      • 3.7.4 explaining the purpose of a preliminary hearing
      • 3.7.5 describing the roles of the Crown and the defence counsel
      • 3.7.6 differentiating between trial by judge or trial by judge and jury
      • 3.7.7 describing how a jury is selected
      • 3.7.8 explaining the onus and burden of proof
      • 3.7.9 identifying and explaining issues related to evidence; e.g., hearsay, prior bad acts
      • 3.7.10 identifying and describing the various defences; e.g., self defence, not criminally responsible

  • 4. examine consequences of criminal activity
    • 4.1 identify alternatives to courts for dispute resolution (e.g., Youth Criminal Justice, Aboriginal Councils, Extrajudicial Sanctions, Adult Alternative Measures)
    • 4.2 describe the various types of sentences
    • 4.3 analyze the purpose and guidelines of sentencing
    • 4.4 consider the mitigating and/or aggravating factors and their effects on sentencing
    • 4.5 explain the roles of federal penitentiaries and provincial jails
    • 4.6 differentiate between temporary absence program, parole and statutory release
    • 4.7 describe the factors that determine the granting of conditional release
    • 4.8 describe the role of the National Parole Board in federal and provincial paroles
    • 4.9 describe the nature of after-care agencies; e.g., John Howard Society, Elizabeth Fry Society

  • 5. differentiate between how adults and youth are treated within the criminal justice system
    • 5.1 examine why youth are treated differently than adults
    • 5.2 identify the criminal legislation that applies to youth
    • 5.3 recognize special considerations and alternatives to sentencing

  • 6. consider the laws related to one or more of the following challenging issues and propose possible solutions:
    • prison reform
    • parole and mandatory supervision
    • plea bargaining
    • conditions for probation, including community service, restitution and treatment (do they work?)
    • victims of crime
    • criminal law reform
    • repeat offenders
    • capital punishment
    • wrongful convictions
    • legal aid in Alberta
    • organized crime in Canada
    • the role of the police
    • young offenders and the law

  • 7. describe careers in the criminal justice system

  • 8. demonstrate basic competencies
    • 8.1 demonstrate fundamental skills to:
      • 8.1.1 communicate
      • 8.1.2 manage information
      • 8.1.3 use numbers
      • 8.1.4 think and solve problems
    • 8.2 demonstrate personal management skills to:
      • 8.2.1 demonstrate positive attitudes and behaviours
      • 8.2.2 be responsible
      • 8.2.3 be adaptable
      • 8.2.4 learn continuously
      • 8.2.5 work safely
    • 8.3 demonstrate teamwork skills to:
      • 8.3.1 work with others
      • 8.3.2 participate in projects and tasks

  • 9. create a transitional strategy to accommodate personal changes and build personal values
    • 9.1 identify short-term and long-term goals
    • 9.2 identify steps to achieve goals
LGS3910: LGS Project D

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LGS3920: LGS Project E

Level: Advanced

Prerequisite: None

Description: Students develop project design and management skills to extend and enhance competencies and skills in other CTS courses through contexts that are personally relevant.

Parameters: Advanced project courses must connect with a minimum of two CTS courses, one of which must be at the advanced level and be in the same occupational area as the project course. The other CTS course(s) must be at least at the intermediate level from any occupational area.

Project courses cannot be connected to other project courses or practicum courses.

All projects and/or performances, whether teacher- or student-led, must include a course outline or student proposal.

Outcomes:

The teacher/student will:

  • 1. identify the connection between this project course and two or more CTS courses
    • 1.1 identify the outcome(s) from each identified CTS course that support the project and/or performance deliverables
    • 1.2 explain how these outcomes are being connected to the project and/or performance deliverables

  • 2. propose the project and/or performance
    • 2.1 identify the project and/or performance by:
      • 2.1.1 preparing a plan
      • 2.1.2 clarifying the purposes
      • 2.1.3 defining the deliverables
      • 2.1.4 specifying time lines
      • 2.1.5 explaining terminology, tools and processes
      • 2.1.6 defining resources; e.g., materials, costs, staffing
    • 2.2 identify and comply with all related health and safety standards
    • 2.3 define assessment standards (indicators for success)
    • 2.4 present the proposal and obtain necessary approvals

    The student will:

  • 3. meet goals as defined within the plan
    • 3.1 complete the project and/or performance as outlined
    • 3.2 monitor the project and/or performance and make necessary adjustments
    • 3.3 present the project and/or performance, indicating the:
      • 3.3.1 outcomes attained
      • 3.3.2 relationship of outcomes to goals originally set
    • 3.4 evaluate the project and/or performance, indicating the:
      • 3.4.1 processes and strategies used
      • 3.4.2 recommendations on how the project and/or performance could have been improved

  • 4. demonstrate basic competencies
    • 4.1 demonstrate fundamental skills to:
      • 4.1.1 communicate
      • 4.1.2 manage information
      • 4.1.3 use numbers
      • 4.1.4 think and solve problems
    • 4.2 demonstrate personal management skills to:
      • 4.2.1 demonstrate positive attitudes and behaviours
      • 4.2.2 be responsible
      • 4.2.3 be adaptable
      • 4.2.4 learn continuously
      • 4.2.5 work safely
    • 4.3 demonstrate personal management skills to:
      • 4.3.1 work with others
      • 4.3.2 participate in projects and tasks

  • 5. create a transitional strategy to accommodate personal changes and build personal values
    • 5.1 identify short-term and long-term goals
    • 5.2 identify steps to achieve goals
LGS3950: LGS Advanced Practicum

Level: Advanced

Prerequisite: None

Description: Students apply prior learning and demonstrate the attitudes, skills and knowledge required by an external organization to achieve a credential/credentials or an articulation.

Parameters: This practicum course, which may be delivered on- or off-campus, should be accessed only by students continuing to work toward attaining a recognized credential/credentials or an articulation offered by an external organization. This course must be connected to at least one CTS course from the same occupational area and cannot be used in conjunction with any introductory (1XXX) level course. A practicum course cannot be delivered as a stand-alone course, cannot be combined with a CTS project course and cannot be used in conjunction with the Registered Apprenticeship Program or the Green Certificate Program.

Outcomes: The student will:

  • 1. perform assigned tasks and responsibilities, as required by the organization granting the credential(s) or articulation
    • 1.1 identify regulations and regulatory bodies related to the credential(s) or articulation
    • 1.2 describe personal roles and responsibilities, including:
      • 1.2.1 key responsibilities
      • 1.2.2 support functions/responsibilities/expectations
      • 1.2.3 code of ethics and/or conduct
    • 1.3 describe personal work responsibilities and categorize them as:
      • 1.3.1 routine tasks; e.g., daily, weekly, monthly, yearly
      • 1.3.2 non-routine tasks; e.g., emergencies
      • 1.3.3 tasks requiring personal judgement
      • 1.3.4 tasks requiring approval of a supervisor
    • 1.4 demonstrate basic employability skills and perform assigned tasks and responsibilities related to the credential(s) or articulation

  • 2. analyze personal performance in relation to established standards
    • 2.1 evaluate application of the attitudes, skills and knowledge developed in related CTS courses
    • 2.2 evaluate standards of performance in terms of:
      • 2.2.1 quality of work
      • 2.2.2 quantity of work
    • 2.3 evaluate adherence to workplace legislation related to health and safety
    • 2.4 evaluate the performance requirements of an individual who is trained, experienced and employed in a related occupation in terms of:
      • 2.4.1 training and certification
      • 2.4.2 interpersonal skills
      • 2.4.3 technical skills
      • 2.4.4 ethics

  • 3. demonstrate basic competencies
    • 3.1 demonstrate fundamental skills to:
      • 3.1.1 communicate
      • 3.1.2 manage information
      • 3.1.3 use numbers
      • 3.1.4 think and solve problems
    • 3.2 demonstrate personal management skills to:
      • 3.2.1 demonstrate positive attitudes and behaviours
      • 3.2.2 be responsible
      • 3.2.3 be adaptable
      • 3.2.4 learn continuously
      • 3.2.5 work safely
    • 3.3 demonstrate teamwork skills to:
      • 3.3.1 work with others
      • 3.3.2 participate in projects and tasks

  • 4. create a transitional strategy to accommodate personal changes and build personal values
    • 4.1 identify short-term and long-term goals
    • 4.2 identify steps to achieve goals
 





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