CURRICULAR OUTCOMES

​Science (From Alberta Education, 2003):

1. Unit emphases:

   1. Nature of Science

      1. Focus on processes by which student attention is focused on the processes by which scientific knowledge is developed and tested, and the nature of scientific knowledge.

Social and Environmental:

1. Focus on the issues and decisions relating to how science and technology are applied. Skill emphasis is on the use of research and inquiry skills to inform the decision-making process; students seek and analyze information and consider a variety of perspectives.

​

STS and Knowledge Outcomes:

1. Analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions

2. Analyze ecosystems to identify producers, consumers and decomposers; and describe how energy is supplied to and flows through a food web, by interpreting food webs and predicting the effects of changes to any part of a web

3. Analyze an ecosystem to identify biotic and abiotic components, and describe interactions among these components

4. Identify intended and unintended consequences of human activities within local and global environments (e.g., changes resulting from habitat loss, pest control or from the introduction of new species; changes leading to species extinction) and describe and interpret examples of scientific investigations that serve to inform environmental decision making.

5. Analyze a local environmental issue or problem based on evidence from a variety of sources, and identify possible actions and consequences

6. Monitor a local environment, and assess the impacts of environmental factors on the growth, health and reproduction of organisms in that environment:  investigate and interpret evidence of interaction and change

7. Identify examples of human impacts on ecosystems, and investigate and analyze the link between these impacts and the human wants and needs that give rise to them

From Skills Outcomes:

1. Select and integrate information from various print and electronic sources or from several parts of the same source (e.g., compile information on a global environmental issue from books, magazines, pamphlets and Internet sites, as well as from conversations with experts).

2. Identify questions to investigate arising from practical problems and issues. 

3. Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions.  

4. Ask questions about the relationships between and among observable variables, and plan investigations to address those questions: identify science-related issues

​

Social Studies (Alberta Education, 2006)

1. Values and Attitudes

2. Develop skills of critical thinking and creative thinking

3. Demonstrate skills of cooperation, conflict resolution and consensus building

4. Develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community

5. Apply the research process

6. Demonstrate skills of oral, written and visual literacy

7. Skills and Processes:

   1. Recognize the positive and negative consequences of political decisions (PADM)

   2. Appreciate the challenges that individuals and communities face when confronted with

   3. Rapid change (I, CC, LPP) ​

​

Fine Arts - Junior High Drama Programs of Studies 

1. Extend the ability to think imaginatively and creatively (Alberta Education, 1989, p. 2). 

2. Create experiences through imaging, visualizing and fantasizing (Alberta Education, 1989, p. 7).

3. Extend the ability to think imaginatively and creatively, develop the ability to initiate, organize and present a project within a given set of guidelines (Alberta Education, 1989, p. 2).

4. Develop the ability to interact effectively and constructively in a group process (Alberta Education, 1989, p. 2).

5. Work cooperatively and productively with all members of the class in pairs, small groups and large groups (Alberta Education, 1989, p. 5).

6. Support positively the work of others (Alberta Education, 1989, p. 5).

7. Demonstrate appropriate rehearsal behaviours and routines (Alberta Education, 1989, p. 7).

8. Communicate a clear beginning, middle and end in spontaneous and planned scenes (Alberta Education, 1989, p. 7).

9. Understand and apply the essential elements of a story: character, setting, conflict, climax and plot (Alberta Education, 1989, p. 7).

10. Control focus and energy in movement and gesture (Alberta Education, 1989, p. 6).

11. Create shapes with the body (Alberta Education, 1989, p. 6).

12. Use volume appropriate to the situation (Alberta Education, 1989, p. 6).

13. Create vocal sound effects to explore voice potential (Alberta Education, 1989, p. 6).

14. Understand volume, articulation, projection, rate, pause, phrasing, pitch and intonation (Alberta Education, 1989, p. 6).

15. Recognize the need to control and protect the voice (Alberta Education, 1989, p. 6).