Goals and Standards Applicable to the Provision of Basic Education in Alberta
Ministerial Order (#004/98)
Approved: February 10, 1998
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| 1 | Ministerial Order No. 017/97, dated May 30, 1997 is hereby repealed by this order. | ||
| 2 | Pursuant to Section 25(1)(f) of the School Act, I approve the following goals and standards applicable to the provision of basic education in Alberta: | ||
| (1) | A basic education must provide students with a solid core program including language arts, mathematics, science and social studies. | ||
| (2) | Students will be able to meet the provincial graduation requirements and be prepared for entry into the workplace or post-secondary studies. Students will understand personal and community values and the rights and responsibilities of citizenship. Students will develop the capacity to pursue learning throughout their lives. Students also should have opportunities to learn languages other than English and to attain levels of proficiency and cultural awareness which will help to prepare them for participation in the global economy. | ||
| (3) | Student Learning Outcomes | ||
| Students are expected to develop the knowledge, skills and attitudes that will prepare them for life after high school. A basic education will allow students to: | |||
| (a) | read for information, understanding and enjoyment | ||
| (b) | write and speak clearly, accurately and appropriately for the context | ||
| (c) | use mathematics to solve problems in business, science and daily-life situations | ||
| (d) | understand the physical world, ecology and the diversity of life | ||
| (e) | understand the scientific method, the nature of science and technology, and their application to daily life | ||
| (f) | know the history and geography of Canada and have a general understanding of world history and geography | ||
| (g) | understand Canada's political, social, and economic systems within a global context | ||
| (h) | respect the cultural diversity and common values of Canada | ||
| (i) | demonstrate desirable personal characteristics such as respect, responsibility, fairness, honesty, caring, loyalty, and commitment to democratic ideals | ||
| (j) | recognize the importance of personal well-being and appreciate how family and others contribute to that well-being | ||
| (k) | know the basic requirements of an active, healthful lifestyle | ||
| (l) | understand and appreciate literature, the arts and the creative process | ||
| (m) | research an issue thoroughly and evaluate the credibility and reliability of information sources | ||
| (n) | demonstrate critical and creative thinking skills in problem solving and decision making | ||
| (o) | demonstrate competence in using information technologies | ||
| (p) | know how to work independently and as part of a team | ||
| (q) | manage time and other resources needed to complete a task | ||
| (r) | demonstrate initiative, leadership, flexibility, and persistence | ||
| (s) | evaluate their own endeavours and continually strive to improve | ||
| (t) | have the desire and realize the need for life-long learning. | ||
| (4) | Standards for Student Learning | ||
| The Minister of Education defines acceptable standards and standards of excellence for student achievement in consultation with Albertans. Employers are involved in specifying the knowledge, skills and attitudes needed in the workplace. Schools, school authorities and the Minister of Education assess and report regularly to the public on a range of student learning. | |||
| The school’s primary responsibility is to ensure that students meet or exceed the provincial standards, as reflected in the Student Learning Outcomes referred to in section 2(3) of this order, the Alberta Programs of Study, provincial achievement tests, diploma examinations and graduation requirements. | |||
| (5) | Education Delivery | ||
| Schools must engage students in a variety of activities that enable them to acquire the expected learnings. Schools have authority to deploy resources and may use any instructional technique acceptable to the community as long as the standards are achieved. Schools, teachers and students are encouraged to take advantage of various delivery options including the use of technology, distance learning and the workplace. | |||
| Schools play a supportive role to families and the community in helping students develop desirable personal characteristics and the ability to make ethical decisions. Schools also help students take increasing responsibility for their learning and behaviour, develop a sense of community belonging and acquire a clearer understanding of community values and how these relate to personal values. | |||
| Students learn basic, transferable knowledge, skills and attitudes in school. Schools, in co-operation with employers, provide opportunities for students to develop and practice employability skills. The Minister of Education provides credit for off-campus learning that is approved and accepted by the school and the employer. Government works with schools, employers and post-secondary institutions to help young people make a smooth transition to work and further study. | |||
