Each CTS course at the introductory, intermediate, or advanced level represents approximately 25 hours of instruction. Some courses require one or more prerequisites, which are essential for maintaining safety standards, appropriate instructional sequencing, and articulation with post-secondary programs.
CTS courses are instructional units defined by general and specific outcomes to develop attitudes, skills, knowledge, and values supported through practical application and experience. All outcomes are part of the authorized CTS program of studies and an overall course mark of 50% or greater is required to achieve a senior high school credit.
Critical skills for daily living and employability are incorporated through the “basic competencies” general outcome in every CTS course. These basic competencies represent what an individual needs to demonstrate to be successful in further education, the workplace, and life. Career exploration is also incorporated as a general outcome in each CTS course to encourage the student to make connections between areas of interest and skill development.
Courses are organized into three levels of achievement. These levels are not indicators of grade level. Students progressing through the levels will be expected to meet higher standards and demonstrate an increasing degree of competence in both the general and specific outcomes.
Introductory level courses help students build basic skills that form the basis for further learning. Students make personal connections to the cluster (a group of CTS courses that represent occupations with broad industry commonalities) content and processes to inform possible pathway choices. These courses are 1000-level courses; e.g., FIN1010: Personal Financial Information.
Intermediate level courses build on the outcomes developed at the introductory level, providing a broader perspective while introducing students to possible life roles related to the skills and content of the cluster (a group of CTS courses that represent occupations with broad industry commonalities). These courses are 2000-level courses; e.g., HCS2020: First Aid/CPR with AED.
Advanced level courses refine expertise and help prepare students to create a transitional strategy to accommodate personal change and build personal values for entry into the workplace or a related post-secondary program. Advanced level courses may be used by students to meet the 30-level credit requirements for an Alberta High School Diploma. These courses are 3000-level courses; e.g., DES3125: Interior Design; HCA3400: Role & Responsibilities.
For more information on the CTS program of studies, including information on courses, outcomes, and parameters, visit the Alberta Education: Career and Technology Studies website.
For a detailed explanation of the structure of CTS course documents, see Understanding CTS Courses.
Understanding CTS Courses
The CTS program of studies is a legal document that outlines mandatory requirements for CTS courses in all clusters.
COURSE FOD2040 (course code): CAKE & PASTRY (course name)
Prerequisite: FOD1010: Food Basics
Description: Students expand their knowledge and skills in the production of a variety of cake and pastry products.
Parameters: Access to a personal or commercial food preparation facility.
Supporting Course: FOD1020: Contemporary Baking
Outcomes: The student will:
1. identify the role of cake and pastry products in Canadian cuisine
1.1 discuss the nutritional value of cakes and pastries, eg., angel food cake versus shortened cakes, considering:
1.1.1 sugar and fat content
1.1.2 energy value
1.1.3 variances in nutritional value of cakes and pastries
Course Code: Alphanumeric code with a three-letter prefix identifying the occupational area followed by a four-digit course number (first digit indicates course level; i.e., 1 = introductory, 2 = intermediate, 3 = advanced).
Level: introductory, intermediate, or advanced
Prerequisite: CTS course(s), if applicable, that students are required to have successfully completed prior to attempting this CTS course. The CTS Prerequisite Lookup tool, located on each CTS cluster web page, assists teachers and counsellors in identifying the necessary prerequisites.
Description: A brief overview of the content of the course.
Parameters: Required considerations for delivery of CTS course outcomes.
Supporting Courses: Additional CTS courses that support the learning outcomes of the CTS course. These are not prerequisites.
Outcomes: General outcomes are presented in boldface, and the specific outcomes follow immediately in lightface. All general and specific outcomes must be delivered and assessed by the teacher, but emphasis and weighting placed on individual outcomes is determined by the teacher with consideration for the focus and direction of the CTS pathway.