For details regarding
other aspects of Alberta's education system,
visit
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Common Questions
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Literacy is more than reading and writing, and numeracy is more than arithmetic. Literacy and numeracy open doors to the world! You, your community and your school help open those doors for your child, offering them unlimited opportunities. Between Kindergarten and Grade 12, your child will develop and use many literacy and numeracy skills and strategies to understand and make meaning of the world around them. For more information about literacy and numeracy, including information on strategies you can use to develop literacy and numeracy with your child, visit the Literacy and Numeracy web page.
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Competencies are combinations of attitudes, skills and knowledge that students develop and apply for successful learning, living and working. They help students build upon how and what they know, understand, think and can do. Students develop and apply competencies when they face new challenges, develop solutions to problems, imagine and create.
Alberta’s curriculum promotes the development of the following competencies:
- Critical Thinking
- Communication
- Problem Solving
- Collaboration
- Managing Information
- Cultural and Global Citizenship
- Creativity and Innovation
- Personal Growth and Well-being.
For more information about competencies, visit the Competencies web page.
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Competencies are not just for school, they are for life. They are a useful way to be involved with your child’s learning. The following are some suggestions for how to support your child to develop competencies:
- Ask your child’s teachers how they teach competencies and what you can do at home.
- Talk with your child about the skills and knowledge that they are developing and how these skills and knowledge are useful in life.
- Do things together that use one or more competencies. This connects what your child learns at school to the things that they do in everyday life. For example: plan a meal together, learn new games, be part of a team or discuss local or global issues.
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You and staff at your child’s school are partners in providing a positive learning
environment for your child. You can be involved in your child’s education in
many ways. It is really important to get to know your child’s classroom teacher(s)
and the school principal by attending parent-student-teacher meetings. You could
also attend, or volunteer at, school events such as open houses, information
sessions, parent advisory meetings, concerts and special events. Often schools
have newsletters that provide updates on upcoming events in the school. In this
way, you will have a better idea of school rules, program expectations, discipline
policies and grading practices. School
councils provide another way for you to become involved in the school. The
school council works together with school staff to support and enhance student
learning. Contact your child’s school to get more information on ways you can
be involved.
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You, as a parent, play a key role in supporting and reinforcing your child’s
learning. It is so important for you to talk with your child’s teachers about
their expectations for the work they assign. Keep in touch with the teachers
about your child’s progress, including successes and achievements, not just
concerns. Knowing what the teachers expect and how they organize the classroom
learning experience will help you to help your child. Don’t be afraid to ask
the teachers questions when you are unsure of the tasks and work assigned.
Communication with teachers (possibly through the use of a school organizer or
agenda) will help you and your child prioritize and organize the homework and
studying they must do. Visit the school website or talk to the school office staff to
find out the best way to contact your child's teachers.
Once you have determined what schoolwork or skills your child must work on
at home, set aside a time and place where there are few distractions and spend time with
your child. Be positive and encouraging about learning to
help your child feel confident and enthusiastic about success. Remember that success can look different for each child. Talk to your
child about schoolwork, help your child
set realistic goals and discuss progress in an encouraging way. Connect your
child’s schoolwork with everyday life, and use these opportunities to problem solve in everyday situations. As you support your child through encouragement
and guidance, homework and studying can become a positive experience with lifelong
rewards. Developing strong homework and study habits early in life will build
a strong foundation for your child’s future learning.
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There are many factors to consider when choosing a school for your child, including distance from home, language of instruction, programs offered and alignment with your values. Fortunately, you and your child can choose from a wide range of options for schooling:
public schools, separate schools, Francophone schools, private schools and
charter schools. There are also a number of unique and innovative programs,
including home education, online/virtual schools, outreach programs and alternative
programs.
When searching for a school or program that will best meet your child’s needs
and future aspirations, be sure to research what types of learning experiences
a school or program offers. Talk with the school administration and teaching
staff and attend school open-house or information events. The more information
you gather, the more informed you will be about your options, and the better
you’ll feel about your child’s learning experience.
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If your child is having difficulty learning, the first step is to talk with
the classroom teacher to determine what might be causing these difficulties
and decide if there are some small changes that can be made in the classroom
environment to improve learning.
Teachers can use a number of strategies to explore your child’s learning strengths
and needs, including:
- talking with your child
- observing your child in the classroom in various types of learning experiences
- analyzing your child’s class work
- doing an informal reading or mathematics inventory.
Many school authorities have school-based teams that might include administrators,
counsellors, learning coaches and other school staff knowledgeable about learning
strategies and learning difficulties. Classroom teachers can consult with the
team to develop strategies for addressing the learning needs of individual
students.
If school-based strategies aren’t enough, the teacher,
in consultation with parents, may make a referral for a specialized assessment.
Written informed parent consent is required before any specialized assessment,
such as psycho-education, speech-language or IQ testing, begins. Each school
authority has different assessment procedures, so talk to your child’s teacher
or the school principal about what will take place and how long it will take.
There should be opportunities during the assessment for you, as a parent, to
share information and insights about how your child learns.
When the school requests a specialized assessment for your child, this does
not necessarily mean your child has a specific disability or special education
needs. It may simply indicate that your child is having difficulties
learning at a particular time and may require short-term support.
When assessment results and additional information have been compiled, the
school will contact you and arrange for a meeting to explain the results, discuss
the recommendations and get your input on any related decisions.
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Children who have disabilities or medical conditions that impact learning
will receive support in regular classrooms in their local school or school
of choice. For more information on the types of strategies required to support
students with disabilities or medical conditions, see Students with medical needs.
Depending on the individual learning needs of your child, there is a continuum
of possible supports, from minor adaptations in instruction to intensive individualized
programming.
All decisions about educational programming must be made in the best interest of your child so they have the challenge and support they need to be a successful learner. In Alberta’s inclusive education system, there are a wide variety of programming options that may support your child’s learning. For ideas on how to support your child’s educational experience, see The Learning Team: A Handbook for Parents of Children with Special Needs.
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As a parent, you have a right and a responsibility to participate in decisions
about the education of your child. School authorities are required to make
every reasonable effort at the school and district level to resolve concerns
collaboratively with parents. However, despite these efforts, there may be
differences of opinion between parents and the school about the education of
a specific child. For information on how to resolve these differences, read Chapter 6 of The Learning Team: A Handbook for Parents of Children with Special Needs and see the Review by the Minister web page.
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Raising children who have exceptional abilities can be both exciting and challenging
for parents. Because every child is unique, there is no single way to ensure children
have the best opportunities possible to develop the skills and attitudes they
need to live a satisfying and happy life. For information and ideas on supporting,
at home and at school, children who are gifted and talented, see The
Journey: A Handbook for Parents of Children Who Are Gifted and Talented.
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French immersion is a program open to all students. Just like students in the
regular English program, French immersion students display a wide range of abilities
and needs—they may be gifted or have behavioural, emotional, physical or learning
challenges. View more information regarding French immersion and inclusion.
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There are several reasons why children may become disinterested in school and consider leaving school. A student’s decision to leave school is not a snap decision but rather the result of a process that often begins long before the student reaches high school. For details on key reasons why students contemplate leaving school, and to learn about how you can support your child to stay in school,
visit the High school completion web page.
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How can I support my child's transition from...
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You are your child’s first and longest lasting teacher. To ease your child's transition to Kindergarten, you can support school success by forming a partnership between
home and school. In Kindergarten, the values and beliefs of the home are
acknowledged, and the cultural diversity of families is recognized.
Entering Kindergarten can be an exciting time for children. Moving from the
home or childcare environment to the school environment is a big step. Because this transition
can be stressful for both you and your child, the teacher typically provides
orientations to help everyone feel at ease. Your child will then become acquainted
with other children and with classroom activities and materials. Gradually,
your child will gain a sense of belonging because they know the routines and
school layout.
Young children are naturally curious and eager to learn. Learning is enhanced
by interaction and cooperation with others, including adults and children.
Through interactions, organized activities and purposeful play in the Kindergarten
program, your child will explore and experiment with their environment to add
to their knowledge, learn new skills and practise familiar ones.
The Kindergarten
Program Statement provides more information about Kindergarten in Alberta.
The following link may also be helpful:
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Transitioning from elementary to junior high school can involve many emotions, ranging from excitement to uncertainty to fear. Shifting emotions are normal; you can support your child by helping identify the emotions and working together on strategies to address them. Be patient as you keep in mind that the junior high school years involve a degree of physical, mental, social and emotional growth similar to the early years of life.
Grades 7–9 students are required to take six subjects: English Language Arts,
Mathematics, Science, Social Studies, Physical Education and Health and Life
Skills. To complement this learning, they can also choose options such as Career and Technology Foundations, Career and Technology Studies, Fine Arts, Languages,
Environmental and Outdoor Education, Ethics and Locally Developed Courses.
In contrast to their experience in elementary school, Grade 7 students will
discover that they have more than one teacher—each with his or her own expectations—and
that they are expected to move from room to room throughout the day. Their
workloads and homework expectations will increase, they will be expected to
show more independence and self-motivation, and they’ll be encouraged to explore
and develop individual interests and skills and to participate in extracurricular
and cocurricular activities.
While change can be difficult, remember that students benefit from having parents who show interest in and support for their school experiences.
Most importantly, any stress related to your child’s move from elementary to junior high
school need not fall squarely on you. Staff from your child’s elementary
school and junior high school can provide assistance and support
during this important transition.
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Your teen’s strengths, interests and career dreams will influence the courses
they choose in junior and senior high school.
Work with teachers, school counsellors and administrators to determine the path
that will help your teen move toward their future goals. At the start of high
school, it is important to understand the high school graduation requirements
and the course sequences that must be followed to ensure that your teen is on
the path that will help them achieve their goals. Want more support for your
teen’s transition to senior high school? Visit the Alberta
Learning Information Service website. If your teen is contemplating a career in the trades, see the Alberta Apprenticeship and Industry Training Trade Entrance Requirements.
High School Graduation Requirements:
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Senior high school courses (required and optional) help students understand themselves, develop personal management skills, explore their options and plan their careers. Students should make sure they have the courses they need to follow the career path they are interested in. For some 30-level courses,
a provincial diploma examination must be written. Your teen can get help with course
decisions by consulting school counsellors and by referring to current post-secondary
calendars, the Alberta
Learning Information Service website and the Alberta Apprenticeship and Industry Training Trade Entrance Requirements. School counsellors can also help
your teen apply to post-secondary institutions, explore scholarships and
investigate options for financial
assistance. Get the Education
and Training Planner  or visit the Alberta
Learning Information Service website to learn more. Information on
career coaching your teens may also be helpful.
High School Graduation Requirements:
Dual Credit Programming
Dual credit provides opportunities for students to participate in post-secondary programming while still in high school and earn both high school and post-secondary credits for the same coursework.
Dual credit helps students to:
- get a jump start on their post-secondary education while still in high school
- complete high school while engaging in personally meaningful curriculum
- transition to post-secondary studies or move into the world of work
- potentially reduce the financial impact of post-secondary education.
To learn more, visit Alberta Education’s Dual Credit web pages. |
 I want to know more about...
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Knowledge and Employability (K&E) courses are designed for students in grades 8 to 12 who demonstrate reading, writing, mathematical and/or other levels of achievement two to three grade levels below their age-appropriate grade. K&E courses provide students with opportunities to experience success and to become well prepared for employment, further studies, citizenship and lifelong learning.
Annual learning plans are developed for each student enrolled in K&E courses. Learning plans are developed in collaboration with parents and ensure that parents are well informed of their child’s academic needs and opportunities. Learning plans identify high school, continuing education and training opportunities, as well as career goals for every student enrolled in K&E courses. Learning plans are also used to monitor, assess and adjust the effectiveness of each child’s learning.
Successful completion of K&E courses may lead students toward a Certificate of High School Achievement. Students may also transition to other course sequences to earn an Alberta High School Diploma.
To determine if K&E courses might be the right choice for your child, review the specific criteria outlined in the Knowledge and Employability Courses Handbook: Grades 8–12 (see page 3). Knowledge and Employability Programs of Study provide information about the content and outcomes of K&E courses. For information about the relationship between K&E courses and CTS courses, see the Knowledge and Employability section of the Guide to Career and Technology Studies (CTS).
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Students and teachers don’t have to be in the same place for learning to occur.
Students can learn anytime, in any place and at any pace with a variety of learning
resources. Distributed learning Learn EveryWare courses developed by Alberta
Education are provincially authorized and offer students flexibility in their
learning. All online distributed learning courses are available on LearnAlberta.ca under
the T4T Courses tab.
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Locally developed courses (LDCs) allow school authorities the flexibility to complement, extend and/or expand upon provincial programs of study. LDCs may be used to:
- accommodate student needs and interests, ranging from Marine Life and Ecosystem Studies to Technical Theatre
- encourage and support innovative learning and teaching practices, through courses such as the Learning Strategies sequence
- address unique community priorities, such as international and heritage languages
- engage students who may be at risk of leaving school early, through courses such as Leadership, Character and Social Responsibility
- promote successful transitions to further education, including through exposure to advanced subject matter aligned with Advanced Placement and International Baccalaureate programs.
School authorities may develop new LDCs or acquire existing ones from other school authorities. Talk to the staff at your school to find out if they offer any LDCs that might interest your child. View more
details regarding LDCs.
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French immersion is a second language program designed to promote functional fluency in French
while students achieve all of the objectives of the regular school program. French immersion
may begin in Kindergarten (early immersion) or in Grade 6 or later (late immersion).
Several or all subjects, except English language arts, are taught in French.
This program is designed for students whose first language is not French. The
objectives are full mastery of the English language, functional fluency in French,
and understanding and appreciation of the French culture. Want to know more?
Refer to Yes You Can Help! Information and Inspiration for Parents of French Immersion Students.
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Many children born in Canada speak a language other than English at home, and many students move here from countries where English is not the main language. Students who are learning English at the same time they are learning the content of their school subjects are called English as an additional language learners. Schools provide English as a second language (ESL) supports and programs to help English as an additional language learners learn English so they can do well in all of their school subjects.
English as an additional language learners receive supports in the classroom, such as:
- pictures, diagrams and charts to help them understand what they read or hear
- books and other written materials that match their reading abilities and interests
- direct teaching about English grammar and vocabulary.
Some ESL programs or courses help students learn English while they learn about Canadian cultural values, customs and social expectations.
Every year, schools measure the English language proficiency of students who are English as an additional language learners. Schools use this information to decide what sort of supports each student needs. Many schools use the Alberta K–12 ESL Proficiency Benchmarks, available through the Supporting English Language Learners website, to find out an English as an additional language learner’s English level in Listening, Speaking, Reading and Writing. There are five levels of language proficiency. If your child is an English as an additional language learner, the school will tell you about their progress in developing English language proficiency either once every school year or at report card times. You are encouraged to:
- contact the school to ask questions
- provide useful information about your child
- volunteer at the school.
If you are a newcomer to Alberta and want to learn more about the school system in Alberta, you might wish to look at the Parent Tip Sheets. The tip sheets are currently available in English and in French.
For more information about ESL supports that could help your child learn English, contact your child’s school.
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