CROSS-CURRICULAR COMPETENCIES
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
Know how to learn...
to gain knowledge, understanding
or skills through experience, study,
and interaction with others.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
STUDENTS WHO KNOW HOW
TO LEARN ARE:
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
confident
reflective
life-long learners
resourceful
self-reliant
KEY UNDERSTANDINGS
Alberta students value learning
and confidently take an active role
in exploring a variety of learning
opportunities, approaches, and
strategies. Through inquiry, discovery,
experimentation, and trial and error,
students optimize their learning.
Students who know how to learn:
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draw on personal and community
resources;
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seek out and interact with others;
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reflect on their experiences; and
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set goals and are resourceful, resilient
and self-reliant in meeting their
lifelong learning needs.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Know how to learn...
IMPLICATIONS FOR ENABLING
STUDENTS TO KNOW HOW TO LEARN
Teachers design learning opportunities that...
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place a greater emphasis on experiential learning both in
and outside of the classroom
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consider the interests, talents, passions and natural
curiosities of the learner
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make information and skills relevant to real-life situations
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use digital technologies purposefully as students design,
create and share knowledge
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choose diverse approaches to assess learner competencies
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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How does this information link to
ways you currently plan for student
learning?
l
From your own experience, what
are some ways you already provide
opportunities for hands-on,
project-based or interdisciplinary
learning? What are some ways you
would like to expand your skills in
these areas?
What other implications for designing learning opportunities
can you identify?
While learning how to learn, students...
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develop the values of work ethic, self-reliance and
responsibility
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use self-reflection to inform life-long learning, career and
wellness choices
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use community and personal resources to support
personal growth and well-being
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assess skills, knowledge, attitudes and values for possible
application in various roles and contexts
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integrate career development and personal well-being into
lifelong learning
What other implications for student learning can you identify?
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
Think critically...
conceptualize, apply, analyze,
synthesize, and evaluate
to construct knowledge
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
STUDENTS WHO THINK CRITICALLY ARE:
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
curious
fair-minded humble
open-minded
principled
reflective
KEY UNDERSTANDINGS
Alberta students:
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value intellectual integrity and
courage by respectfully challenging
or affirming beliefs, values, and
actions;
capture the heart of an idea and form
reasoned conclusions;
take personal responsibility for the
ethical implication of their thoughts
and actions;
recognize that diverse thinking helps
deepen and broaden understanding;
and
engage in critical thinking with
respect, humility and an open mind.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Think critically...
IMPLICATIONS FOR ENABLING
STUDENTS TO THINK CRITICALLY
Teachers design learning opportunities that...
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provide opportunities for students to experience a variety
of sources and perspectives, and use the community as a
source for experts, mentors and elders
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integrate technology and assistive technology to support
innovation and discovery
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choose diverse approaches to assessment, including the
use of qualitative measures
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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How do you understand the terms
“conceptualize”, “apply”, “analyze”,
“synthesize”, and “evaluate”?
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How does this information link
to ways you currently infuse
opportunities for critical thinking
into learning experiences? How might you expand critical
thinking learning opportunities for
your students?
What other implications for designing learning opportunities can
you identify?
While cultivating critical thinking abilities, students...
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identify situations that would benefit from deeper thinking
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question and analyze relevant information
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seek diverse perspectives
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synthesize thought and information to extend
understandings
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evaluate the reasoning behind thoughts and actions
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advocate for taking personal responsibility for the ethical
implications of thoughts and actions
What other implications for student learning can you identify?
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Identify and solve
complex problems...
have the confidence and capacity
to solve a range of problems,
from simple to complex
WHEN GENERATING SOLUTIONS
TO COMPLEX PROBLEMS,
STUDENTS ARE:
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
adaptable
compassionate
confident
empathetic optimistic
respectful
KEY UNDERSTANDINGS
Alberta students have the confidence
and capacity to solve a range of
problems, from simple to complex,
related to their learning, work, and
personal lives. As engaged thinkers, they:
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draw from multiple perspectives,
disciplines and resources to identify
problems and determine the most
viable solutions;
approach complex problems with an
attitude of optimism and hope; and
demonstrate respect, empathy , and
compassion for all people.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Identify and solve complex problems...
?
IMPLICATIONS FOR ENABLING
STUDENTS TO IDENTIFY AND SOLVE COMPLEX PROBLEMS
QUESTIONS
FOR REFLECTION
AND DISCUSSION
Teachers design learning opportunities that...
l
How does this information link
to ways you currently provide
learning opportunities for
identifying and solving complex
problems?
l
What are your thoughts and
experiences around project-based
learning? How can it support the
development of problem-solving
skills and habits of mind?
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include cross-disciplinary, experiential and/or authentic
problems
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facilitate access to a variety of resources, perspectives,
contexts and disciplines to help students discern problems
and arrive at the best solutions
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identify effective and additional ways to more broadly
assess learner problem solving skills
What other implications for designing learning opportunities
can you identify?
While generating solutions to complex problems, students...
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identify and clarify problems
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establish clear criteria to make informed decisions or
solve problems
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explore a variety of problem solving strategies to generate
possible solutions
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assess the potential impact of possible solutions
l
select the most viable option
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defend their decisions
What other implications for student learning can you identify?
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Manage
information...
access, interpret, evaluate and
use information effectively,
efficiently, and ethically
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
WHEN STUDENTS MANAGE
INFORMATION, THEY ARE:
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
analytical
creative discerning
informed
organized safe
strategic
KEY UNDERSTANDINGS
Alberta students safely gather, analyze
and evaluate information from a variety
of sources in order to learn, individually
or collaboratively, and to come to new
understandings and insights.
Students:
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apply strategies and respect protocols
when creatively and effectively
processing information for a range of
purposes; and
advocate for the ethical and
responsible use of information and
technology, as local contributors and
global citizens.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Manage information...
IMPLICATIONS FOR ENABLING
STUDENTS TO MANAGE
INFORMATION
Teachers design learning opportunities that...
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plan cross-disciplinary flexible learning activities in which
students learn to interact with information from a variety
of sources
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design activities with real-life contexts for students to
access, interpret, evaluate and use information
l
assess students’ knowledge, skills and attitudes in
managing information through diverse approaches
What other implications for designing learning opportunities
can you identify?
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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What do you understand by the
word “information” in the term
“managing information”?
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How is “managing information”
more than just technology?
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What kinds and variety of sources
of information do your students
currently use? What other sources
could you use?
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What are some ways to teach
students the processes for
accessing, interpreting, evaluating
and using information?
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How will you and your school keep
pace with current developments,
tools and techniques in managing
information?
While understanding, critically interpreting, and respectfully
using information, students...
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search for and access information using local or global
sources and a variety of means
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make connections with information
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apply strategies to select, interpret, and understand
information for responsible use
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authenticate and evaluate information to apply
information appropriately
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verify ambiguities, intentions, or perspectives to deepen
understanding and use information respectfully
What other implications for student learning can you identify?
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
Innovate...
create, generate and apply
new ideas or concepts
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
I. Demonstrate global and cultural
understanding
STUDENTS WHO INNOVATE ARE:
J. Identify and apply career and life skills
adaptable creative
curious
optimistic resilient
resourceful
risk takers
KEY UNDERSTANDINGS
Alberta students are resourceful,
optimistic, curious, and open to new and
diverse ideas or concepts. Drawing on
their entrepreneurial spirit, students:
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identify situations or challenges that
would benefit from innovation;
are motivated to engage in a range of
creative processes;
recognize and accept mistakes as
opportunities to learn;
take risks in exploring ways to create
value and achieve excellence;
adapt in response to challenges; and
persevere with discipline, confidence,
and tenacity to implement innovative
processes, products or services.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Innovate...
IMPLICATIONS FOR ENABLING
STUDENTS TO INNOVATE
Teachers design learning opportunities that...
l
are interdisciplinary and encourage student inquiry and
understanding, as well as creativity and imagination
l
integrate technology and assistive technology into the
learning environment to support all learners’ innovation
l
provide diverse approaches to assessment, including the
use of qualitative measures
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
What are your thoughts and
experiences around the role that
creativity plays in student learning?
l
How can technology or assistive
technology support learning
innovation? What are some ways
you would like to expand your
repertoire in this area?
What other implications for designing learning opportunities
can you identify?
While creating, generating and applying innovative
concepts, students:
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recognize the need to be flexible and adaptable
l
demonstrate optimism, resiliency and perseverance when
dealing with change
l
explore a variety of techniques, strategies and processes
l
access and select relevant materials and resources
l
experiment with models, prototypes or simulations
l
demonstrate the confidence to implement creative or
innovative ideas
What other implications for student learning can you identify?
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Create
opportunities...
through play, imagination, reflection,
negotiation, and competition, with
an entrepreneurial spirit
STUDENTS WHO CREATE
OPPORTUNITIES WITH AN
ENTREPRENEURIAL SPIRIT ARE:
collaborative
courageous
imaginative
leaders motivated
self-reliant
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
KEY UNDERSTANDINGS
Alberta students model
entrepreneurial spirit as they imagine
possibilities to transform ideas into
actions, products, or services that
benefit the community and by
extension, the world.
As leaders and risk takers, students:
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embrace ambiguity and uncertainty;
demonstrate the courage to dream
and take initiative;
strive for personal, family and
community success;
demonstrate motivation,
resourcefulness and self reliance;
facilitate relationships to create
collaborative and competitive
opportunities; and
bring ideas to life in ways that invite
others to share in a vision.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Create opportunities...
IMPLICATIONS FOR ENABLING
STUDENTS TO CREATE
OPPORTUNITIES
Teachers design learning opportunities that ...
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assist students in goal-setting and discovering and
pursuing their passions
l
foster imagination, reflection, and personal discipline
l
provide opportunities for students to work both
independently and with others
l
utilize a variety of approaches to assessment
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
How does this information link to
ways you currently assist students
in goal-setting and discovering
and pursuing their passions?
l
What do you understand by the
term “opportunities”? Give some
examples from your experience.
What other implications for designing learning opportunities
can you identify?
While creating opportunities, students will...
l
imagine possibilities to transform ideas into actions that
benefit others
FOR MORE INFORMATION
l
imagine and discover opportunities to contribute to local
or global communities
l
l
negotiate partnerships or networks to further creative
ideas or endeavours
l
evaluate ideas, processes or products to implement those
with potential value
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
l
model entrepreneurial spirit by striving for excellence in
ideas, products or services
What other implications for student learning can you identify?
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Apply multiple
literacies...
reading, writing, mathematics,
technology, languages, media, and
personal finance
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
STUDENTS WHO APPLY
MULTIPLE LITERACIES ARE:
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
confident
contributors
flexible intentional
positive
strategic
KEY UNDERSTANDINGS
Alberta students confidently apply a
wide range of literacies and strategies
in diverse contexts to understand
information, as well as to share and
create knowledge with others.
As engaged thinkers, they:
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l
integrate multiple literacies in the
context of their everyday experiences
to navigate information in support of
their lifelong learning, working and
living; and
appreciate that being skilled in
multiple literacies supports broader
and deeper understandings, enabling
them to learn effectively and to
make positive contributions to their
communities.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Apply multiple literacies...
IMPLICATIONS FOR ENABLING
STUDENTS TO APPLY MULTIPLE
LITERACIES
Teachers design learning opportunities that ...
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facilitate access to a wide variety of resources across
multiple literacies
l
engage students in developing and using critical thinking
and problem-solving skills
l
support the application and extension of their knowledge,
both as individuals and as group members
l
utilize diverse approaches to assessing learner
competencies, including student self-assessment
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
How has your understanding
of “literacy” evolved over your
teaching career?
l
From your own experience,
what are some ways you already
provide opportunities for students
to apply multiple literacies? How
might you expand your skills?
l
How will you and your school
keep pace with current
developments, resources and
research in applying multiple
literacies?
What other implications for designing learning opportunities
can you identify?
While attaining broader and deeper understandings through
multiple literacies, students:
FOR MORE INFORMATION
l
recognize that there are multiple literacies through which
to gain or convey understanding of the world
l
l
compare or confirm information attained through multiple
literacies
l
employ multiple literacies to create or share new
understanding
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
l
evaluate and justify the suitability of specific literacies to
leverage information purposefully
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
l
integrate multiple literacies to become confident in their
abilities to inform beliefs, actions, or decisions
What other implications for student learning can you identify?
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
Demonstrate good
communication skills
and the ability to
work cooperatively
with others
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
STUDENTS WHO DEMONSTRATE
GOOD COMMUNICATION SKILLS
AND THE ABILITY TO WORK
COOPERATIVELY WITH OTHERS ARE:
clear
collaborative
creative empathetic
patient
responsible
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
KEY UNDERSTANDINGS
Alberta students understand and
interpret a wide range of messages,
integrating ideas from a variety of
sources into a coherent whole.
They:
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l
l
communicate clearly and effectively
for a variety of audiences and
purposes;
use technology appropriately to
support the creation and sharing
of knowledge;
take personal responsibility to
communicate empathetically and
respectfully, as ethical citizens;
foster collaboration and teamwork;
and
communicate formally and
informally, using a variety of
verbal and nonverbal modes with
people from diverse backgrounds
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Demonstrate good communication skills and the ability to work cooperatively with others...
IMPLICATIONS FOR ENABLING
STUDENTS TO DEMONSTRATE GOOD COMMUNICATION SKILLS
AND THE ABILITY TO WORK
COOPERATIVELY WITH OTHERS
Teachers design learning opportunities that...
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provide project-based and experiential learning
opportunities and classroom routines that develop
communication and cooperative work skills
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ensure that learners’ differing needs, cultures and abilities
are respected and valued within inclusive learning
environments
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identify ways to more broadly assess learner
communication and cooperative work skills
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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How does this information link
to ways you currently support
communication and cooperation?
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How do you and your school
develop inclusive environments
and foster respect for all students
by focusing on communication
and cooperation?
What other implications for designing learning opportunities
can you identify?
While demonstrating good communication skills and the
ability to work cooperatively with others, students...
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examine diverse perspectives or contexts when receiving
or sending messages
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apply strategies or protocols to receive or express
messages to varied audiences
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evaluate how challenges to communication influence the
creation and understanding of messages
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take personal responsibility to communicate effectively,
empathetically, or ethically to benefit others
FOR MORE INFORMATION
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Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
What other implications for student learning can you identify?
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Demonstrate
global and cultural
understanding...
considering the economy and
sustainable development
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
STUDENTS WHO DEMONSTRATE
GLOBAL AND CULTURAL
UNDERSTANDING ARE:
action-oriented
appreciative
democratic
financially literate
informed responsible
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
KEY UNDERSTANDINGS
Alberta students understand global
interconnectedness and contribute
to the world economically, culturally,
socially, and politically. Students:
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appreciate how individuals or
groups with diverse social and
cultural identities, roles, and
interests collaborate to strengthen
communities;
value diversity in all people as
ethical citizens;
engage with many cultures,
religions, and languages;
demonstrate environmental
stewardship;
commit to democratic ideals; and
take personal economic
responsibility and appreciate the
need for sustainable development
and economic leadership, as
financial literate citizens.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Demonstrate global and cultural understanding...
IMPLICATIONS FOR ENABLING
STUDENTS TO DEMONSTRATE
GLOBAL AND CULTURAL
UNDERSTANDING
?
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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What changes have you seen in
the cultural demographics of your
classroom and school community?
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What are some ways that you
are already including cultural
perspectives in student learning
experiences?
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What do you still want to know
about enabling students to
demonstrate global and cultural
understanding?
Teachers design learning opportunities that...
integrate multiple perspectives, including cultural, into
learning experiences
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include opportunities to reflect local and global cultural
ties through leadership, teaching and advice from experts,
mentors and elders in the community
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respect and value learners’ differing needs, culture and
abilities within inclusive learning environments
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utilize diverse approaches to assess learner competencies
What other implications for designing learning opportunities
can you identify?
While demonstrating global and cultural understanding,
students...
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identify economic, environmental, political and cultural
aspects of communities
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examine how diverse perspectives affect decisions made in
communities
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evaluate the impact of community decisions and human
activity on the economy and environment
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analyze how individuals or groups with diverse social
and cultural identities, roles and interests collaborate to
strengthen communities
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advocate choices and activities that promote healthy and
sustainable communities
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take personal responsibility as a local and global
contributor, and as an environmental steward
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demonstrate commitment to democratic ideals
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
What other implications for student learning can you identify?
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
CROSS-CURRICULAR COMPETENCIES
Identify and apply
career and life skills...
through personal growth
and well-being
A cross-curricular competency is an interrelated
set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
A. Know how to learn
B. Think critically
C. Identify and solve complex problems
D. Manage information
E.Innovate
F. Create opportunities
G. Apply multiple literacies
STUDENTS WHO IDENTIFY AND APPLY CAREER AND LIFE SKILLS ARE:
committed
confident
goal-oriented
healthy self-aware
self reliant
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
I. Demonstrate global and cultural
understanding
J. Identify and apply career and life skills
KEY UNDERSTANDINGS
Alberta students understand that
learning is a lifelong endeavour,
exploring career possibilities and
planning accordingly as they confront
challenges and adapt to change.
Students:
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take personal responsibility for
their intellectual, emotional,
physical, spiritual, financial, and
social well-being
commit to healthy attitudes and
actions
demonstrate self-reliance and selfawareness as citizens who make
responsible choices and ethical
decisions in life and regarding their
career directions
strive for personal excellence
earn achievements and the respect
of others
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning.
Identify and apply career and life skills...
IMPLICATIONS FOR ENABLING
STUDENTS TO IDENTIFY AND APPLY
CAREER AND LIFE SKILLS
Teachers design learning opportunities that...
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assist students in identifying and understanding their
personal interests, strengths and needs
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reflect student’s personal interests, strengths and needs
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include extra-curricular activities such as sports, work,
volunteerism or community activities
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facilitate community involvement experiences to give
learners greater perspective and knowledge of other skills
and careers unknown to the student
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utilize diverse approaches to evaluate learner competency,
including qualitative measures
QUESTIONS
FOR REFLECTION
AND DISCUSSION
?
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What are some ways to assist the
students you teach to identify
their personal interests and skills?
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As a next step, how can you help
students identify the relationship
between their personal interests
and skills and the transferable
skills that could lead them to a career?
What other implications for designing learning opportunities
can you identify?
While identifying and applying career and life skills, students...
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develop the values of work ethic, self-reliance and
responsibility
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use self-reflection to inform lifelong learning, career and
wellness choices
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use community and personal resources to support
personal growth and well-being
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assess skills, knowledge, attitudes and values for possible
growth and well-being
l
integrate career development and personal well-being into
lifelong learning
FOR MORE INFORMATION
l
Alberta Education. (2010). Inspiring
education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
l
Alberta Education Curriculum Redesign
website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
l
Alberta Education. (2013). Ministerial order
on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
What other implications for student learning can you identify?
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license: