CTS Curriculum Structure

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.