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Information Processing (INF) (2009)

© 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
INF1030: Word Processing 1 

Level: Introductory

Prerequisite: None

Description: Students are introduced to the proper use of word processing software, including document creation, editing and printing of properly formatted documents.

Parameters: Access to a computer work station and word processing software.

Outcomes: The student will:

  • 1. create and customize documents
    • 1.1 create and format simple documents; e.g., letter, memorandum, report, correspondence and tables suitable for personal use applications by:
      • 1.1.1 creating/opening a document
      • 1.1.2 accessing help and online references
      • 1.1.3 navigating a document
      • 1.1.4 entering text in a document
      • 1.1.5 selecting, replacing and deleting text
      • 1.1.6 saving and editing a document
      • 1.1.7 printing a document
      • 1.1.8 closing a document
    • 1.2 lay out documents by:
      • 1.2.1 using and changing margins and tabs
      • 1.2.2 aligning text
      • 1.2.3 inserting and modifying headers and footers

  • 2. format content
    • 2.1 format text and paragraphs by:
      • 2.1.1 modifying font, style, size and colour
      • 2.1.2 modifying paragraph spacing
      • 2.1.3 creating numbered and bulleted lists
      • 2.1.4 setting indentations; e.g., first line, hanging indent, negative, both sides
    • 2.2 manipulate text; e.g., cut, copy, paste
    • 2.3 control pagination by:
      • 2.3.1 numbering pages
      • 2.3.2 inserting page breaks

  • 3. work with visual content
    • 3.1 insert illustration; e.g., pictures, clip art
    • 3.2 format text graphically; e.g., word art
    • 3.3 insert and modify text boxes

  • 4. organize content
    • 4.1 insert tables and lists to organize content
    • 4.2 modify tables; e.g., merge/split cells, use shading, insert rows/columns

  • 5. review documents
    • 5.1 preview documents using:
      • 5.1.1 scroll
      • 5.1.2 zoom
    • 5.2 use spell and grammar check
    • 5.3 print preview documents

  • 6. apply consistent and appropriate work station routines
    • 6.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 6.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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. make personal connections to the cluster content and processes to inform possible pathway choices
    • 8.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 8.2 create a connection between a personal inventory and occupational choices

INF1050: Database 1

Level: Introductory

Prerequisite: None

Description: Students develop skills in the proper use of a database management system by developing flat-file databases and demonstrating their use in personal and business applications.

Parameters: Access to appropriate computer equipment and a database management system with support materials.

Outcomes: The student will:

  • 1. create and structure flat-file databases
    • 1.1 create databases using a predefined template
    • 1.2 define data needs and types by planning a database and identifying the key features needed for later entry; e.g., records, fields, layout
    • 1.3 create a blank database
    • 1.4 define and create a primary key
    • 1.5 use help functions and references as appropriate

  • 2. create and format database elements
    • 2.1 identify the key features of a database system needed to create a simple table
    • 2.2 create and modify tables
    • 2.3 create fields and modify field properties using different methods of editing; e.g., design view, datasheet view, wizards
    • 2.4 create forms from the fields identified
    • 2.5 modify the form layout
    • 2.6 create reports to meet different audiences
    • 2.7 modify the report layout and page setup for presentation and printing

  • 3. enter and modify data
    • 3.1 enter, edit and delete records
    • 3.2 navigate among records and fields
    • 3.3 find and replace data
    • 3.4 import data from other sources; e.g., spreadsheets
    • 3.5 access data and define problems; e.g., manage information, make decisions

  • 4. present and share data
    • 4.1 create and modify queries
    • 4.2 sort data in a variety of elements; e.g., tables, forms, queries
    • 4.3 filter data
    • 4.4 export data
    • 4.5 split databases
    • 4.6 save database objects as other file types
    • 4.7 print database objects, including reports and queries
    • 4.8 back up a database

  • 5. apply consistent and appropriate work station routines
    • 5.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 5.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF1060: Spreadsheet 1 

Level: Introductory

Prerequisite: None

Description: Students develop skills in the proper use of spreadsheet software through general data manipulation and personal recordkeeping.

Parameters: Access to an appropriate computer work station and spreadsheet software.

Outcomes: The student will:

  • 1. demonstrate basic electronic spreadsheet software competence
    • 1.1 describe key features of the spreadsheet software
    • 1.2 use help functions and references as appropriate

  • 2. create and manipulate data
    • 2.1 insert data using fill such as:
      • 2.1.1 cut, copy and paste cells
    • 2.2 modify cell contents and formulas by:
      • 2.2.1 changing font, font size and style
      • 2.2.2 applying borders and copying cell contents
    • 2.3 change worksheet views
    • 2.4 manage worksheets including:
      • 2.4.1 rename a worksheet
      • 2.4.2 hide and unhide a worksheet

  • 3. format data and content
    • 3.1 format worksheets including:
      • 3.1.1 hide and show gridlines
      • 3.1.2 create, rename and duplicate worksheets
      • 3.1.3 add backgrounds
    • 3.2 insert and modify rows and columns by:
      • 3.2.1 deleting and inserting rows and columns
      • 3.2.2 inserting and deleting cells
    • 3.3 format cells and cell content including:
      • 3.3.1 edit, move and clear cell contents
      • 3.3.2 find and replace cell contents
      • 3.3.3 insert and edit hyperlinks
      • 3.3.4 convert text to columns
    • 3.4 format data and tables by:
      • 3.4.1 applying table styles
      • 3.4.2 modifying and editing tables

  • 4. create and modify formulas
    • 4.1 reference data in formulas including:
      • 4.1.1 key and edit basic formulas
      • 4.1.2 use functions to create formulas
      • 4.1.3 copy and move formulas
      • 4.1.4 use relative, absolute and mixed references
      • 4.1.5 enter a range into a formula by dragging
    • 4.2 summarize data using subtotals with various techniques; e.g., autosum, cell referencing
    • 4.3 display and print formulas

  • 5. present data visually
    • 5.1 create and format charts and diagrams
    • 5.2 modify and position chart elements
    • 5.3 insert and modify illustrations by:
      • 5.3.1 inserting, moving and sizing graphics
    • 5.4 sort and filter data using:
      • 5.4.1 simple sorts and filter sorts

  • 6. collaborate and secure data
    • 6.1 save and print workbooks including:
      • 6.1.1 use print preview
      • 6.1.2 change page orientation
      • 6.1.3 set print area
      • 6.1.4 create headers and footers
      • 6.1.5 set print options
      • 6.1.6 print workbook and selections

  • 7. apply consistent and appropriate work station routines
    • 7.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 7.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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. make personal connections to the cluster content and processes to inform possible pathway choices
    • 9.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
    • 9.2 create a connection between a personal inventory and occupational choices

INF1070: Digital Presentation 

Level: Introductory

Prerequisite: None

Description: Students develop skills with tools used for computerized presentations involving text, data, graphics, sound and animation.

Parameters: Access to appropriate computer equipment, presentation software and support materials.

Outcomes: The student will:

  • 1. design, create and format digital presentations
    • 1.1 create new presentations including:
      • 1.1.1 create new presentations from templates
      • 1.1.2 create and edit a new custom presentation/show
    • 1.2 customize slides by:
      • 1.2.1 using a slide master
      • 1.2.2 customizing backgrounds
    • 1.3 add elements to slides including:
      • 1.3.1 graphics
      • 1.3.2 footers and headers
    • 1.4 create and change presentation elements by:
      • 1.4.1 applying transition effects
      • 1.4.2 selecting slides on a show
      • 1.4.3 setting up and running a slide show
    • 1.5 arrange slides to improve flow by:
      • 1.5.1 using normal and slide view to arrange slides
      • 1.5.2 adding, deleting and rearranging slides

  • 2. create and format slide content
    • 2.1 insert and format text and text boxes including:
      • 2.1.1 add and delete text on a slide
      • 2.1.2 edit text on a slide
      • 2.1.3 size and format text boxes
      • 2.1.4 insert text from another source
    • 2.2 manipulate text in the following ways:
      • 2.2.1 copy, cut and paste text
      • 2.2.2 promote and demote text
      • 2.2.3 add and modify text art on a slide; e.g., word art
      • 2.2.4 modify fonts and font styles
      • 2.2.5 modify font size and colour
      • 2.2.6 align text and change line spacing
      • 2.2.7 format text using an alternative source; e.g., painter
      • 2.2.8 add and modify bulleted lists
      • 2.2.9 add and modify numbered lists
    • 2.3 add and link existing content to a presentation by:
      • 2.3.1 copying and pasting elements from one slide to another
      • 2.3.2 copying and pasting elements between presentations
      • 2.3.3 copying and pasting slides between presentations
      • 2.3.4 adding hyperlinks to a presentation
      • 2.3.5 inserting media clips into slides
    • 2.4 apply, customize, modify and remove animations including:
      • 2.4.1 add animation and effects to a graphic, text box or photo
      • 2.4.2 create and modify custom animations

  • 3. work with visual content
    • 3.1 insert illustrations and shapes by:
      • 3.1.1 adding clip art to a slide
      • 3.1.2 creating a diagram; e.g., SmartArt
      • 3.1.3 applying styles to diagram
      • 3.1.4 adding a picture to a slide
      • 3.1.5 adding shapes to slides
    • 3.2 modify illustrations including:
      • 3.2.1 change the size and colour of a graphic
      • 3.2.2 format and add an effect to a shape
      • 3.2.3 rotate, resize and recolour a photo
    • 3.3 arrange illustrations and other content including:
      • 3.3.1 place illustrations in order
      • 3.3.2 align and connect pictures
      • 3.3.3 rotate and align shapes and graphics
      • 3.3.4 display grids and guides
    • 3.4 insert and modify charts including:
      • 3.4.1 create and apply styles to a chart
    • 3.5 insert and modify tables including:
      • 3.5.1 create and apply styles to a table

  • 4. collaborate on and deliver presentations
    • 4.1 review presentations including:
      • 4.1.1 add, edit and delete comments
    • 4.2 secure and share presentations by:
      • 4.2.1 using document inspector to remove information
      • 4.2.2 saving presentations and slide shows
    • 4.3 prepare printed materials including:
      • 4.3.1 print outlines and speaker notes
      • 4.3.2 use pens, highlighters and arrows
      • 4.3.3 rehearse and save timings
    • 4.4 prepare for and rehearse presentation delivery by:
      • 4.4.1 adding action buttons
      • 4.4.2 hiding slides
      • 4.4.3 navigating through the slide show
      • 4.4.4 rehearsing timings
      • 4.4.5 packaging and storing presentations
      • 4.4.6 exporting a presentation to another program

  • 5. apply consistent and appropriate work station routines
    • 5.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 5.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF1910: INF 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.

Parameters: 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
INF2020: Keyboarding 

Level: Intermediate

Prerequisite: None

Description: Students enhance their occupational level keyboarding competence of all keystroke functions, using unedited, edited and straight copy material.

Parameters: Access to a computer work station and software.

Outcomes: The student will:

  • 1. demonstrate proficient keyboarding competence
    • 1.1 use text entry between 30–50 words per minute using a keyboard
      • 1.1.1 with a syllabic index between 1.2 to 1.35
      • 1.1.2 with a maximum of one uncorrected error
    • 1.2 use numeric entry between 100–150 keystrokes per minute using a numeric keypad, with a maximum of one uncorrected error
    • 1.3 use touch-keystroke alphabetic, numeric, punctuation and service keys
    • 1.4 proofread and edit
    • 1.5 minimize errors; e.g., spelling, keystroking, punctuation, spacing, transposition, repetition, omissions
    • 1.6 use appropriate commands and functions
    • 1.7 use correct finger and key placement

  • 2. apply consistent and appropriate work station routines
    • 2.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 2.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF2050: Word Processing 2 

Level: Intermediate

Prerequisite: None

Description: Students develop their skills in the proper use of word processing software, including document creation, editing and printing of properly formatted documents.

Parameters: Access to a computer work station, word processing software and support materials.

Supporting Course: INF1030: Word Processing 1

Outcomes: The student will:

  • 1. create and customize documents
    • 1.1 create, format and edit documents; e.g., single or multiple page letter, multiple page report, tables suitable for personal and business use applications, new document setup, templates
    • 1.2 lay out documents including:
      • 1.2.1 adjust margins and tabs
      • 1.2.2 modify header and footer setting, including page numbering
      • 1.2.3 create and modify columns
      • 1.2.4 change page orientation and paper size
      • 1.2.5 add a watermark and background
    • 1.3 make documents and content easier to find by:
      • 1.3.1 setting standard properties; e.g., keywords, author, title
      • 1.3.2 inserting a hyperlink
      • 1.3.3 using “find, replace and go to”
      • 1.3.4 customizing using autocorrect

  • 2. format content
    • 2.1 format text and paragraphs including:
      • 2.1.1 apply, create and edit format; e.g., styles, lists, bullets
      • 2.1.2 modify character spacing and scale
      • 2.1.3 manage content flow; e.g., controlling widows and orphans
    • 2.2 manipulate text by:
      • 2.2.1 using advanced cut and paste skills; e.g., use the mouse and or clipboard to copy and move text
      • 2.2.2 inserting symbols and characters
      • 2.2.3 modifying bullet characters
    • 2.3 control pagination including:
      • 2.3.1 format different sections in a document
      • 2.3.2 work with breaks; e.g., page, section, column

  • 3. work with visual content
    • 3.1 insert and format illustrations by:
      • 3.1.1 creating and modifying graphics and shapes; e.g., SmartArt graphics, drawing toolbar
      • 3.1.2 adjusting image properties
      • 3.1.3 cropping, resizing, scaling and rotating a picture
    • 3.2 insert and modify text boxes
    • 3.3 text wrap and position visual content

  • 4. organize content
    • 4.1 structure content by:
      • 4.1.1 creating and using macros; e.g., repetitive text, building blocks
      • 4.1.2 working with bookmarks
    • 4.2 use tables and lists to organize content including:
      • 4.2.1 create a table of contents and index
      • 4.2.2 update a table of contents and index
      • 4.2.3 create an outline/document map
      • 4.2.4 convert a table to text and text to a table
    • 4.3 modify tables by:
      • 4.3.1 resizing cells and the table; e.g., dragging, setting height, width
      • 4.3.2 creating a header row
      • 4.3.3 sorting a table of contents
      • 4.3.4 changing the position of text in a cell
      • 4.3.5 changing the direction of text in a cell
    • 4.4 insert and format references and captions by using:
      • 4.4.1 footnotes and endnotes
      • 4.4.2 notes; e.g., bibliography, citations
    • 4.5 merge documents and data sources by:
      • 4.5.1 preparing and performing a mail merge
      • 4.5.2 creating envelopes and labels for group mailing

  • 5. review documents
    • 5.1 manage tracked changes
    • 5.2 insert, modify and delete comments
    • 5.3 reveal source codes

  • 6. share and secure content
    • 6.1 convert documents to different file formats; e.g., PDF, Web page

  • 7. apply consistent and appropriate work station routines
    • 7.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 7.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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. identify possible life roles related to the skills and content of this cluster
    • 9.1 recognize and then analyze the opportunities and barriers in the immediate environment
    • 9.2 identify potential resources to minimize barriers and maximize opportunities

INF2070: Database 2

Level: Intermediate

Prerequisite: None

Description: Students expand their skills in the proper use of a database management system by developing relational databases and demonstrating their use in personal and business applications.

Parameters: Access to appropriate computer equipment, a database management system that supports relational databases and support materials. Students should have prior understanding of using a flat-file database.

Supporting Course: INF1050: Database 1

Outcomes: The student will:

  • 1. create and structure relational databases
    • 1.1 define data needs and types for multiple tables within a database
    • 1.2 plan and design the structure of the database and the necessary relationships
    • 1.3 define and print table relationships
    • 1.4 add, set, change and remove primary keys
    • 1.5 define and modify multifield primary keys

  • 2. create and format database elements
    • 2.1 create several tables within a database
    • 2.2 identify fields and modify their properties; e.g., location, name, type, size, format
    • 2.3 link tables and fields
    • 2.4 apply data normalization rules
    • 2.5 create forms using several methods, e.g., layout and design view, including:
      • 2.5.1 multi-item forms
      • 2.5.2 split forms
      • 2.5.3 subforms
      • 2.5.4 PivotTable forms
    • 2.6 demonstrate appropriate format specifications and layout to create appropriate reports
    • 2.7 add and modify controls and properties to reports and forms
    • 2.8 import data from other files or sources

  • 3. enter, modify and organize data
    • 3.1 access data and define problems; e.g., manage information, make decisions
    • 3.2 input and process data including:
      • 3.2.1 create template files
      • 3.2.2 enter data into files
      • 3.2.3 update and edit data in files
    • 3.3 link one or more databases
    • 3.4 sort and filter data within several database elements; e.g., tables, queries, forms, reports
    • 3.5 create and modify calculated fields and aggregate functions

  • 4. create and modify queries
    • 4.1 create a query from single and multiple tables
    • 4.2 save a filter as a query
    • 4.3 modify a query by:
      • 4.3.1 adding and removing tables
      • 4.3.2 creating a calculated query field
      • 4.3.3 adding an alias to a query field
      • 4.3.4 creating aggregated queries
      • 4.3.5 adding criteria to find:
        • 4.3.5.1 selected records that meet several conditions
        • 4.3.5.2 selected records that do not match a specific condition

  • 5. manage, present and share data
    • 5.1 identify object dependencies
    • 5.2 view objects and object data in other views
    • 5.3 create and modify charts
    • 5.4 save database objects as another file type
    • 5.5 print database objects
    • 5.6 export data to another source from database elements
    • 5.7 present a database in another format; e.g., Web page, data access page
    • 5.8 compact and repair a database
    • 5.9 analyze data to draw conclusions and make recommendations

  • 6. apply consistent and appropriate work station routines
    • 6.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 6.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF2080: Spreadsheet 2 

Level: Intermediate

Prerequisite: None

Description: Students develop skills in the proper use of spreadsheet software through advanced data manipulation and preparation of appropriate reports and printouts in text and graphic format.

Parameters: Access to an appropriate computer work station and spreadsheet software.

Supporting Course: INF1060: Spreadsheet 1

Outcomes: The student will:

  • 1. create and manipulate data
    • 1.1 insert data using fill including:
      • 1.1.1 change font colour
    • 1.2 change worksheet views including:
      • 1.2.1 split, freeze and unfreeze workbooks
      • 1.2.2 hide, unhide and arrange workbooks
      • 1.2.3 insert and modify page breaks
    • 1.3 manage worksheets by:
      • 1.3.1 inserting, deleting and rearranging worksheets
      • 1.3.2 creating a workbook from a template

  • 2. format data and content
    • 2.1 insert and modify rows and columns including:
      • 2.1.1 use text to create columns
      • 2.1.2 change row and column width and height
      • 2.1.3 hide and unhide columns and rows
      • 2.1.4 apply changes to horizontal and vertical alignment
      • 2.1.5 centre titles across a series of cells
      • 2.1.6 use a function to display current date and time
    • 2.2 format data and table including:
      • 2.2.1 apply styles to cells

  • 3. create and modify formulas
    • 3.1 use functions to create average, minimum and maximum; e.g., AVERAGE, MIN, MAX
    • 3.2 use functions to count numbers, and count both text and numbers; e.g., COUNT, COUNTA
    • 3.3 use functions to calculate interest rates, monthly payments and present value; e.g., PMT
    • 3.4 use conditional logic in a formula; e.g., IF
    • 3.5 summarize data using subtotals
    • 3.6 format and modify text using formulas
    • 3.7 look up data using a formula
    • 3.8 protect formulas using lock and unlock

  • 4. present data visually
    • 4.1 create and format charts including:
      • 4.1.1 insert various chart types; e.g., 2-D column, pie, scatter
      • 4.1.2 use chart tools to create a clustered column graph
    • 4.2 modify and position chart elements in a clustered graph
    • 4.3 insert and modify illustrations by:
      • 4.3.1 inserting, moving and sizing graphics from an outside source; e.g., the Internet
    • 4.4 sort and filter data including:
      • 4.4.1 two component simple sort
      • 4.4.2 two component filter sort
      • 4.4.2 outline data

  • 5. collaborate and secure data
    • 5.1 manage all changes to workbooks including:
      • 5.1.1 save and publish workbooks and worksheets as Web pages
      • 5.1.2 convert files to different formats
    • 5.2 protect and share workbooks
    • 5.3 prepare workbooks for distribution

  • 6. apply consistent and appropriate work station routines
    • 6.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 6.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF2090: Correspondence

Level: Intermediate

Prerequisite: None

Description: Students enhance their skills in document production as they prepare various forms of correspondence in publishable form, using word processing and e-mail software.

Parameters: Access to appropriate computer equipment, storage medium, software, the Internet and support materials.

Supporting Courses:

  • INF1030: Word Processing 1
  • MAM1030: Communication Strategies 1
  • INF2020: Keyboarding

Outcomes: The student will:

  • 1. demonstrate efficient word processing skills to produce publishable documents for the purpose of correspondence
    • 1.1 enter text from formatted copy in which text is:
      • 1.1.1 unedited
      • 1.1.2 draft
      • 1.1.3 final copy
    • 1.2 plan layout and enter text from unformatted copy in which text is:
      • 1.2.1 unedited
      • 1.2.2 draft
      • 1.2.3 final copy

  • 2. create error-free, well-formatted correspondence
    • 2.1 determine the intent and audience of the correspondence
    • 2.2 determine the method of delivery of the correspondence; e.g., mail, e-mail, fax, Web posting
    • 2.3 demonstrate skill in producing and editing a properly formatted letter and memorandum, using the following features:
      • 2.3.1 templates, macros and/or autotext
      • 2.3.2 letter parts; e.g., date, inside/return addresses, salutations, complimentary closing, name/title, references
      • 2.3.3 letter styles
      • 2.3.4 punctuation styles
      • 2.3.5 placement
      • 2.3.6 letterhead
      • 2.3.7 mailing notations
      • 2.3.8 address; e.g., labels, envelopes
      • 2.3.9 second page headings
      • 2.3.10 displaying paragraphs; e.g., enumerations
      • 2.3.11 using form letters and mail merge
      • 2.3.12 printing and saving documents using alternative formats

  • 3. identify and demonstrate formatting and etiquette for different forms of correspondence; e.g., e-mail, text messages

  • 4. apply consistent and appropriate work station routines
    • 4.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 4.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF2100: Reports

Level: Intermediate

Prerequisite: None

Description: Students demonstrate efficient word processing skills to produce publishable reports in a variety of formats from formatted and unformatted copy under time constraints.

Parameters: Access to appropriate computer equipment, word processing software, the Internet and support materials.

Supporting Courses:

  • INF2050: Word Processing 2
  • INF2020: Keyboarding
  • MAM2060: Communication Strategies 2

Outcomes: The student will:

  • 1. prepare material for publication
    • 1.1 edit and manipulate text proficiently
    • 1.2 replicate, convert and append files proficiently
    • 1.3 prepare templates, macros and autotext
    • 1.4 determine the intent of the report

  • 2. produce publishable reports, including the following features:
    • 2.1 title page
    • 2.2 titles, headings and subheadings
    • 2.3 table of contents
    • 2.4 outlines
    • 2.5 bound and unbound formats
    • 2.6 columns
    • 2.7 displayed paragraphs and quotes
    • 2.8 headers and footers
    • 2.9 citations; e.g., footnotes, reference list, bibliography
    • 2.10 appendices and indexes
    • 2.11 pagination
    • 2.12 a variety of embedded tables and charts

  • 3. publish documents
    • 3.1 print and save documents using alternative formats
    • 3.2 use electronic mail to send reports

  • 4. apply consistent and appropriate work station routines
    • 4.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 4.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF2910: INF 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

INF2920: INF 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
INF2950: INF 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
INF3010: Hardware & Software Analysis

Level: Advanced

Prerequisite: None

Description: Students analyze, compare and evaluate hardware and software based on user requirements.

Parameters: Access to computer equipment, appropriate software, the Internet and support materials.

Supporting Course: NET2020: Workstation Technology & Operations

Outcomes: The student will:

  • 1. analyze and compare computer hardware and operating systems
    • 1.1 demonstrate an advanced knowledge of the components that make up a computer system; e.g., central processing unit, memory, graphics card, expandability, input, output, ports
    • 1.2 collect and compare information regarding operating systems; e.g., speed, cost, size, capabilities, warranties, restrictions
    • 1.3 assess and compare system software and firmware
    • 1.4 collect and compare information on computing hardware formats; e.g., desktop, laptop, tablet, personal digital assistant
    • 1.5 assess and compare application software; e.g., data, text, graphics
    • 1.6 discuss compatibility issues between computers and peripherals
    • 1.7 access support manuals, documentation and resources

  • 2. present research on emerging computing technologies; e.g., voice input, syncing, Bluetooth, touch screen, cloud computing

  • 3. prepare and present a report recommending hardware and software configurations that meet specified criteria
    • 3.1 identify computer user needs and variables
    • 3.2 research potential alternatives and identify sources of information
    • 3.3 compare and evaluate hardware and software compatibility with identified user needs
    • 3.4 provide recommendations and rationale for particular hardware and software components based on a needs assessment that addresses:
      • 3.4.1 client needs
      • 3.4.2 information base
      • 3.4.3 implementation time lines
      • 3.4.4 financial costs
      • 3.4.5 work station requirements
      • 3.4.6 in-service training
      • 3.4.7 support services
      • 3.4.8 warranties
      • 3.4.9 legal restrictions
    • 3.5 make and support recommendations using:
      • 3.5.1 appropriate industry standard format
      • 3.5.2 acceptable content and description
      • 3.5.3 appropriate terminology

  • 4. apply consistent and appropriate work station routines
    • 4.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 4.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF3060: Word Processing 3

Level: Advanced

Prerequisite: INF2050: Word Processing 2

Description: Students master their skills in the proper use of word processing software, including document creation, editing and printing of properly formatted documents.

Parameters: Access to a computer work station and word processing software.

Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information (https://education.alberta.ca/career-and-technology-studies/program-supports/everyone/cts-pathways-and-templates-docs/).

Supporting Course: INF1030: Word Processing 1

Outcomes: The student will:

  • 1. create and customize documents
    • 1.1 create, format and edit documents; e.g., multiple page letter, multiple page report, tables suitable for personal and business use applications, new document setup, common templates and forms such as purchase order, expense reports, travel requests, medical forms, Web page, e-mail
    • 1.2 lay out documents including:
      • 1.2.1 modify fields in template form
      • 1.2.2 manipulate layout
      • 1.2.3 use objects and text boxes
      • 1.2.4 create and manage documents and subdocuments
      • 1.2.5 create and use a theme
    • 1.3 make documents and content easier to find including:
      • 1.3.1 insert and edit hyperlinks to Web pages

  • 2. format content
    • 2.1 format text and paragraphs including:
      • 2.1.1 reveal source codes to edit and format
      • 2.1.2 use language features; e.g., thesaurus, dictionary, research
      • 2.1.3 clear formats from a paragraph
    • 2.2 manipulate text by:
      • 2.2.1 controlling paragraph behaviour
      • 2.2.2 manipulating columns
      • 2.2.3 adding text to a shape
    • 2.3 control pagination by:
      • 2.3.1 manipulating advanced page settings; e.g., odd/even page numbers, formats

  • 3. work with visual content
    • 3.1 insert and format illustrations including:
      • 3.1.1 borders and shading
      • 3.1.2 flowcharts
      • 3.1.3 pictures

  • 4. organize content
    • 4.1 use tables and lists to organize content including:
      • 4.1.1 perform calculations in table cells
      • 4.1.2 sort contents in a list
      • 4.1.3 change formatting of a list
      • 4.1.4 insert and update a table of figures
    • 4.2 insert and format captions by:
      • 4.2.1 adding captions to a document; e.g., figure, equation, table
      • 4.2.2 editing and deleting captions
    • 4.3 merge documents and data sources including:
      • 4.3.1 compare and merge two versions of a document
      • 4.3.2 combine changes made by different authors

  • 5. review documents
    • 5.1 manage tracked changes
    • 5.2 insert, modify and delete comments
    • 5.3 reveal source codes

  • 6. share and secure content
    • 6.1 prepare documents for sharing
    • 6.2 restrict and protect document access
    • 6.3 make sure a document is safe to share

  • 7. apply consistent and appropriate work station routines
    • 7.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 7.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF3080: Project Management Tools

Level: Advanced

Prerequisite: None

Description: Students develop competence in using information management systems software, such as project management, schedules and planners for either personal or workplace applications.

Parameters: Access to an appropriate computer work station, a storage medium, information management software and support materials.

Outcomes: The student will:

  • 1. demonstrate the ability to use information management software
    • 1.1 plan projects, including setting goals, time lines and determining resource needs by:
      • 1.1.1 organizing relevant data; e.g., building a house, putting on a play, building a multimedia presentation
      • 1.1.2 defining basic project information including identifying all key tasks, linking tasks (where appropriate) and assigning task duration
      • 1.1.3 organizing tasks into an outline and detailing each subtask including viewing different levels of task detail (e.g., expanding/collapsing), setting milestones and creating a base calendar
      • 1.1.4 creating resource lists including entering cost information, assigning resources and applying appropriate constraints
    • 1.2 monitor projects, including time and resource management by:
      • 1.2.1 identifying critical issues
      • 1.2.2 resolving time restrictions
      • 1.2.3 resolving resource constraints
    • 1.3 adjust project files, as appropriate, including:
      • 1.3.1 sort and filter data
    • 1.4 prepare project reports

  • 2. describe the features of the information management software used
    • 2.1 demonstrate the information management tool to others
    • 2.2 describe the capabilities of the tool
    • 2.3 describe how a person or business can benefit from the use of the management tool

  • 3. apply consistent and appropriate work station routines
    • 3.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 3.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF3095: Productivity Software Integration

Level: Advanced

Prerequisites:

  • INF3060: Word Processing 3
  • INF2070: Database 2
  • INF2080: Spreadsheet 2
  • INF1070: Digital Presentation

Description: Students enhance production skills by integrating data from a variety of sources into a finished product.

Parameters: Access to appropriate computer equipment, software and support materials.

Outcomes: The student will:

  • 1. demonstrate competencies in word processing, spreadsheet, database and presentation software by creating integrated products
    • 1.1 integrate data from a spreadsheet into a text document
    • 1.2 integrate text from a document into a spreadsheet
    • 1.3 create a linked object in a spreadsheet
    • 1.4 import data and formatting from a variety of source files into a spreadsheet
    • 1.5 import spreadsheet data into a database
    • 1.6 link a spreadsheet to a database table
    • 1.7 export database data to a spreadsheet
    • 1.8 export database data to a text document
    • 1.9 import data from a text document into a database
    • 1.10 import an outline from a text document into a presentation
    • 1.11 insert formatted text into a presentation
    • 1.12 import linked objects into a presentation

  • 2. demonstrate competence in producing integrated documents, spreadsheets, databases and presentations
    • 2.1 describe the purpose of the product including:
      • 2.1.1 target audience
      • 2.1.2 single/multiple/presentation copy
    • 2.2 apply word processing, spreadsheet, database and presentation commands, as appropriate, to import, export and link word processing, spreadsheet, database and presentation files
    • 2.3 manipulate word processing, spreadsheet, database and presentation files from drafts including:
      • 2.3.1 edited, unedited and unformatted
      • 2.3.2 edited and formatted
    • 2.4 follow instructions to customize/personalize existing text and data files including:
      • 2.4.1 load, redesign, reformat or modify existing templates and files containing information from spreadsheet, presentation, Web or graphics files
      • 2.4.2 revise documents to be aesthetically pleasing and well-formatted
      • 2.4.3 save file for print or display in audience-appropriate format

  • 3. apply consistent and appropriate work station routines
    • 3.1 demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
    • 3.2 employ practices that provide security for hardware, software, supplies and personal work

  • 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

INF3910: INF 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

INF3920: INF 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

INF3950: INF 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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