CTS Curriculum Structure
PUTTING THE PARTS TOGETHER
Strands
There are 22 strands in CTS. Each strand is comprised
of a group of courses designed to support positive career and
occupational opportunities for students. In general, strands
relate to selected industry sectors, including goods-producing
industries, such as agriculture, manufacturing and construction;
and service-producing industries, such as business, health and
finance. Learnings within any particular strand may involve similar
tools and technologies, clientele, working environments, products
and processes.
There are over 650 courses in CTS. Courses are the building
blocks for each strand. A course defines what the student is
expected to know and be able to do, and describes the conditions
and criteria by which student performance can be judged.
Although courses are designed to take approximately 17 to 25 hours
of study, some students may need less or more time to complete
a course. Courses are organized into levels, not grades. Both
junior and senior high school students can access CTS courses.
Where appropriate, prerequisites and other requirements for course
delivery are specified.
Because the CTS program is levels-based, students can start courses at different entry points.
Courses in each strand are organized into three levels.
Introductory level
courses help students build daily living skills and form the basis
for further learning. Introductory courses are for students who
have no previous experience in the strand.
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 strand.
Advanced level courses
refine expertise and help prepare students for entry into the
workplace or a related post-secondary program.
As junior and senior high school students progress
through the levels, they are expected to meet higher standards
and demonstrate an increasing degree of competence, both in the
scope of learning and quality of performance.
Courses at each level are grouped into theme areas
to provide additional structure and assist in career planning.
Through linking courses by themes, teachers can plan learning activities
that align with student interests/needs and available resources.
Each CTS course clearly defines credible curriculum
and assessment standards that are relevant to post-secondary education
and the workplace. Students are expected to demonstrate higher
degrees of competency and meet higher standards as they move through
the course levels.
Assessment standards establish the conditions and
criteria for determining student competency. CTS curriculum defines
a minimum level of performance for each general outcome, with reference to assessment tools to ensure fairness and
equity in judging student achievement.
Designing CTS Courses
Whereas the former practical arts courses were designed
by Alberta Education, CTS is designed at the school/system level
by combining 1credit courses that best suit the needs of
students, the school/school system and the community.
The CTS curriculum structure allows schools and teachers
to design courses:
- within and across CTS strands
- within and across CTS levels
- with other non-CTS core and optional courses.
Some students may complete successfully CTS courses
while in junior high school. Competencies developed in junior
high school may be recognized in senior high school.
Senior high schools may choose to design CTS courses
that enable students to meet the optional course requirements
for the Alberta High School Diploma and develop competencies
that align with those expected in the workplace and/or by post-secondary
institutions.
Return to CTS General Information page.
Contacts: Send comments to our curriculum contact.
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