Professional Documents
Culture Documents
CTF learning outcomes are the same for grades 5 through 9. The outcomes
provide the expectations for student learning
describe what a student should know or realistically be able to do by the end of a CTF task, challenge,
class or course
identify how students will be able to apply and integrate their knowledge and skills
How learning outcomes are taught and assessed is the professional responsibility of the teacher.
The CTF assessment tool for each learning outcome provides behaviour descriptors grouped according to three
stages. Behaviour descriptors are suggestions for how students can demonstrate the understanding and skills as-
sociated with each learning outcome. The three stages are acquire, apply and adapt. Behaviour descriptors and
stages
provide the opportunity to differentiate instruction and personalize assessment
recognize that students bring their own experiences, skills and prior knowledge to a learning experience
depend upon the complexity of the task or challenge
can vary from one challenge, occupational area or grade level to another
offer different entry points for students to participate in the learning process
Selecting the appropriate behaviour descriptor and stage for a student or group of students is important. The
behaviour descriptor can represent an entry point or an end goal. Students current knowledge and skills, their
strengths and the next steps in their learning are important in identifying entry points. Choosing a behaviour
descriptor or stage should
involve students
establish students prior knowledge
focus on what a student can do, clearly identifying both strengths and areas for growth
identify next steps for further learning
Apply Demonstrate and practise knowledge and skills associated with a learning outcome.
Analyze, assess, reflect on, integrate or modify knowledge and skills associated with a
Adapt
learning outcome.
standing of pro
under ble
an m
RE so
UI lvi
Q Describe various steps used in ng
AC a problem-solving approach. .
o a c h.
problem-solving approach
ADA PT h
problem solver.
you
o lv
problem-solving
so
Use a problem-solving
m
le
different solutions.
ro
ob
pr
p
b le
m a
s. Y
PL
CTF Behaviour AP
Descriptors
.
Explain why understanding your
interests and passions is useful.
I explore my
T
ns.
challenge.
career
possibilities.
a ssio
Explain ways that you explore
your interests and passions
oe
dp
Modify the challenge to allow through the challenge.
you to explore your interests
xp
an
and passions.
lor
passions.
in
er
re i
te
nt
s ts Y
an PL
dp AP
a ss
io n s.
ol
I
og
AC
ies
Determine specific skills, Discuss skills, knowledge and
.
knowledge and technologies technologies that exist in the
required for the challenge. world around you.
t e c h n o l o g ie s .
ADAPT to share sk
and
and technologies related to
this challenge.
ill s ,
ge
knowledge and
kn
no
ge
,k
nd s
ll
a
te
ch s ki
the
no
lo g
ie s.
P P LY
A
I follow
T
Promote a culture of
safety
to s
occupational areas
and related
s.
Explain characteristics of a
technologies.
m ent
positive health and safety Follow the safety
environment. requirements of the
p os
challenge.
uire
i ti v
req
Support others in following
ec
safety requirements.
ty
ul
fe
tu
sa
of
re
he P LY
a lt A P
ha
nd
safet
y.
ds
Q
hi
Identify diverse cultural
AC
p.
perspectives regarding
concerns in the challenge in order
environmental stewardship.
to practise good environmental
A
stewardship.
DA
P T a c ti o n s
hip.
a n d a ttit u
associated with
occupational
wards
Discuss how the challenge
influences the choices
areas.
Demonstrate environmental
you make to support stewardship during the
des
ste
to
tal
su
Propose improvements to en
the challenge that promote
pp
nm
environment.
te
iro
vi v
ro n
n
n m e
en P LY
tal A P
s te
ward
ship.
I plan in
Evaluate the strengths and response to
limitations of the plan. challenges. Follow the plan as you work
through the challenge.
p la n.
ADA
y to
required throughout the
PT
i li t
as
ab
ap
e
la
th
er
nn
L
Y
. P
A P
.
Explain why making decisions is
sometimes tough. Identify why its important
to make decisions.
k in g .
decision-making process. Describe how you
make decisions during
the challenge.
dec
ma
Identify decisions made during
isi o
io n
the challenge that you would
change and the reasons for the Identify decisions involved
n-
c is
changes. with the challenge.
m
de
ak
g L
Y
in
pr P P
oc A
es
s.
ap
QU
pe
AC
n.
handling change and unexpected Describe a time when you
events. have dealt with change and
unexpected events.
A
t s.
D
d u n e x p e ct ed ev e n
A P T ho
e an
and unexpected events.
ess
ang
Use strategies to adapt to
ch
to
ge
g
in
d
an
pt
un d a
ex r a
pe o
c te ie sf
d ev eg
e nts. s trat
APPLY
o a c h.
problem-solving approach
ADA PT h
appr
Explain a problem-solving
approach used during the
ow
in g
challenge.
improve as a problem solver.
you
le
solutions.
ro
ob
pr
p
b le
m a
s. Y
PL
AP
se
IR
rv
QU
ic
AC
es
Generate ideas for products,
.
performances or services to Identify the purpose of
respond to the challenge. the challenge.
g e. len
c h al
s in response to a
Justify changes that I create
ADAPT a produ
rvice
your product, performance processes to create a product,
or service. performance or service that
r se
responds to the challenge.
ct,
so
ce
pe
er
service. challenge.
,p
ce
an
ts
c
or o du
pr
se te
rvi cre
a
ce. ity
to
e a b il
APPLY th
nding of e
e rs tanding of the ap
u nd pra
isa
an lp
RE ro
UI Describe ways that you can appraise skills,
ce
Q knowledge and use of technologies.
AC
ss
.
Explain how you can use the
information you get from an Explain why you appraise
skills, knowledge and use
s.
appraisal.
ge
of technologies.
ll e n
a
o ch
ed to respond t
I appraise
Develop your own the skills,
criteria to assess your
skills, knowledge and use
knowledge and Use appraisal feedback
technologies used
ADAPT
g ie s u s
challenges. technologies.
nolo
you
ech
of the appraisal feedback Appraise the skills, knowledge
ra
dt
received during the challenge. and technologies you use in the
an
challenge.
b il
ge
ed
it y
wl
no
to
pp
,k
il
a
ls
ra sk
is e t he
is e
. p pr
a
t oa
b il it y
APPLY th e a
standin
u n derstanding of ho
an wy
RE ou
UI lea
CQ Explain why you might prefer one way of rn
A learning over another. .
ar n.
Determine the next steps
to le
required to further your
learning.
to c
ilit y
Practise strategies that
om
ur
learner.
un
yo
at
ic
e L
Y
yo P P
ur A
le a
r nin
g.
in
AC
g.
Plan how you will support your learning.
l le ar nin g.
Promote an environment
AD APT to sup
rso na
and responsibility in
supporting the learning of
others.
t pe
Practise actions that support
p or
your learning.
t th
ec
Recognize how your actions
affect the learning of others. aff
el
at
ea
th
ng
rn
n
s
i
of
ot c ti o
he Y a
rs.
AP PL
ip
AC
s.
Examine what you do to support
effective relationships. Identify effective relationships.
ADAPT
relationships.
Mentor others in
their development of I develop Justify the skills you
effective relationship skills that use to support effective
skills.
support relationships during
s k ill s t o
the challenge.
effective
Encourage others to work relationships.
toward personal goals that
Assess the strengths and
will help develop effective
tiv e
limitations of what you
relationships.
pro
do to support effective
ffec
relationships during the
mo
challenge.
Strengthen your ability to support
te
te
relationships during
ve
su
ct
the challenge.
a t
i
re th
l at ls
io n il
shi sk
p s. P P LY
A
Provide examples of
Explain how group dynamics ways to work together.
affect the achievement of
common goals.
Describe advantages of
working with others.
Mentor others to
collaborate to achieve a
common goal. I collaborate
Evaluate how your
to achieve
A DAPT yo
orate.
collaboration with others
common goals. helps to achieve common
goals.
Lead or support others in
working through conflict to
o ll a b
achieve common goals.
ur a
oc
during the challenge.
b il
ilit
collaborate.
to
ab
lla
co
ur
bo yo
ra
te. P LY
A P