COMPETENCIES

DESCRIPTIONS, INDICATORS AND EXAMPLES

COMPETENCIES
Competencies are combinations of knowledge, skills and attitudes that students develop and apply
for successful learning, living and working. They emphasize aspects of learning that apply within and
across all subject areas. Students develop competencies through programs of study learning
outcomes. Alberta’s Kindergarten to Grade 12 curriculum promotes development of the following
competencies, which are streamlined expressions of the competencies in the Ministerial Order on
Student Learning (#001/2013):

CRITICAL THINKING COMMUNICATION

PROBLEM SOLVING COLLABORATION
MANAGING INFORMATION CULTURAL AND GLOBAL CITIZENSHIP
CREATIVITY AND INNOVATION PERSONAL GROWTH AND WELL-BEING

COMPETENCY DESCRIPTIONS
Competency descriptions provide an overview of key features of each competency. They holistically
describe attitudes, skills and knowledge associated with each competency.

COMPETENCY INDICATORS
Competency indicators identify specific aspects of a competency that are transferable across
subject areas or contexts. Competency indicators:
• focus the scope of each competency
• help educators determine which aspects of a competency are evident within learning
outcomes, learning experiences or assessments
• describe cognitive, affective or psychomotor behaviors to help identify situations
where a competency may be applied or developed
Educators may use one or more indicators to identify situations that develop a particular competency.

EXAMPLES
The examples illustrate ways that competency indicators might appear in different contexts.
They help educators consider a range of situations where a competency may be evident.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI
• I examine reliability, bias or

IN
questioning and credibility of claims.
analyzing evidence, • I evaluate evidence for relevance,
assertions or precision or accuracy.
assumptions
CRITICAL THINKING
involves using reasoning and criteria
to conceptualize, evaluate or synthesize
ideas. Students reflect on their thinking to OR
Tapplying
improve it. They challenge assumptions ICA
reasoned

I ND
behind thoughts, beliefs or actions. approaches or
Students value honesty, fairness and relevant criteria to Examples:
open-mindedness. conceptualize, • I use criteria to organize,
analyze or make classify or evaluate
judgements information.
• I follow logical procedures
to draw conclusions.
O R
AT

IC
I ND
reflecting upon
and evaluating
reasoning behind
TOR
ICA thoughts, beliefs or
I ND

demonstrating actions
intellectual integrity, Examples:
fairness and • I explain why I think, believe or act.
open-mindedness OR • I consider context or incorporate
AT different perspectives to evaluate
IC

synthesizing
I ND

Examples:
• I am fair-minded and confront
my own biases when making
a judgment or decision.
• I take ethical responsibility for
the implications of my thoughts
or actions.
thoughts or actions.
thoughts and
information to
discover or extend Examples:
understandings • I bring together relevant information
and perspectives to inform thoughts,
actions or beliefs. 2
• I make inferences or predictions
regarding situations or information.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
I CAT Examples:
D
• I identify the needs or goals

IN
identifying what of solving a problem.
is known and what • I break problems into smaller
is required to clarify or simpler parts.
a problem
PROBLEM SOLVING
involves selecting strategies and
resources to move from what is known
to what is sought. Students analyze TOR
situations, create plans of action and ICAexploring

I ND
implement solutions. They evaluate problem-solving
alternatives and their consequences. strategies using Examples:
Students approach challenges with relevant information, • I examine parameters or
creativity, flexibility, and determination. resources or available resources associated
criteria with a problem.
• I develop criteria for which
solutions can be evaluated.
O R
AT

IC
I ND
assessing options
to generate courses
TOR
CA of action
Examples:
I
I ND

approaching • I outline plans for solving problems or

challenges with challenges.
creativity, flexibility • I choose between independent and
and determination O R collaborative problem-solving
AT
approaches.
IC

evaluating the
I ND

impact of possible
solutions to carry out
Examples: Examples:
the most viable
• I adjust problem-solving plans • I assess how selected solutions impact
option
to address changing relationships or quality of life.
circumstances. • I weigh the impacts of proposed solutions 3
• I see setbacks as challenges to on social, political, cultural or
seek better solutions. environmental contexts.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI
• I search and retrieve information

IN
accessing
information from a from digital or print sources.
variety of digital or • I locate additional sources to help
me clarify or verify information.
MANAGING non-digital sources

INFORMATION
involves organizing and using information
for specific purposes. Students access,
interpret, evaluate and share information
from a variety digital and non-digital TOR
sources. They are ethical and effective in ICA
synthesizing or

I ND
how they use and share information.
organizing multiple
Students value reliability, validity and pieces of information
integrity of information. to enhance or clarify
understanding
Examples:
• I summarize or paraphrase the
main or implied ideas found in
information.
• I organize and present
information to create or
demonstrate understandings.

OR
AT
IC

evaluating
I ND

authenticity,
reliability or validity
to appropriately
interpret or use Examples:
O R
AT information • I identify the author(s) or owner(s) of
IC

information.
I ND

using, sharing or
• I conduct systematic research to find
storing information
information sources that may support or
effectively and
Examples: contradict one another.
ethically
• I appraise how information may be shared
to enhance experiences, expression, or
4
collaboration.
• I evaluate the positive and negative impacts
of using, sharing or storing information.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI
recognizing • I seek out opportunities to

IN
opportunities and improve ideas, objects or
imagining possibilities situations.
to apply ideas in • I brainstorm ways to create or
CREATIVITY AND new ways transform objects or situations.

INNOVATION
involves generating and applying
ideas to create something of value.
Students recognize opportunities to
apply ideas in new ways. They are TOR
open to and play with ideas, take ICA
exploring or

I ND
risks and adapt to changing
conditions. Students demonstrate playing with
ideas, materials or Examples:
optimism, initiative and ingenuity. • I manipulate models,
processes to create
something new prototypes or simulations
to experiment with new ideas.
• I combine materials or
resources in unique ways
to create something new.
OR
IC AT
evaluating
I ND

and adapting
ideas, materials
or processes in
response to feedback
or emerging Examples:
OR conditions • I evaluate and adjust ideas, materials or
AT processes to suit an intended purpose.
IC

demonstrating • I modify ideas or innovations to suit

I ND

initiative, alternative purposes or contexts.

resourcefulness and
perseverance when Examples:
transforming ideas • I exhibit the courage to take risks
into actions, products and pursue new ideas.
• I demonstrate the confidence 5
or services
to implement innovative ideas.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI
clarifying the • I adapt messaging to ensure

IN
purpose or intention clarity for its intended audience.
of a message in • I am aware that I may not
relation to audience, interpret a message as it was
context or culture intended and seek clarification.
COMMUNICATION
involves sharing ideas through oral,
written or non-verbal media. Students
engage in formal and informal exchanges R
ATO
ICconsidering
with others. They consider how culture,

I ND
context and experience impact perspectives,
messaging. Students demonstrate emotions and Examples:
respect, empathy and responsibility experiences when • I examine messages from
when communicating with others. seeking shared people with different opinions,
understandings views or experiences than my
own to enrich my
understanding.
OR • I respect the experiences
AT or views of others when

IC
decoding and

I ND
expressing opinions or ideas.
interpreting ideas
or information shared
TOR through verbal
ICA
demonstrating or non-verbal
I ND

respect and formats

Examples:
responsibility when • I consider multiple meanings of
communicating with R a symbol, gesture or word.
O
others AT • I consider both context and content
IC
I ND

expressing ideas when interpreting messages.

or concepts using
Examples: appropriate language,
conventions or Examples:
• I support or empower others
protocols • I follow appropriate protocols when expressing
who are reluctant to share their
myself in formal or informal settings. 6
knowledge or views.
• I select style, content and format of
• I take responsibility to
messages to inform, instruct, motivate,
communicate in ways that
persuade, or share ideas.
benefit others.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES

OR
CAT Examples:
DI • I encourage team members to
sharing

IN
responsibilities contribute their perspectives,
and supporting skills or knowledge.
others to achieve • I foster collaboration through
COLLABORATION a common goal shared leadership, responsibility
or ownership.
involves working with others to achieve
a common goal. Students participate,
exchange ideas and share responsibilities.
They respect competing views and
nurture positive relationships. Students
are adaptable, willing to compromise
TOR
and value the contributions of others. ICA
demonstrating

I ND
sensitivity to diverse
cultures, audiences or Examples:
contexts when • I acknowledge diverse opinions
working with or contributions to build teams
others or relationships.
• I listen with care and patience
to understand others’ interests,
perspectives or opinions.
O R
AT
IC
I ND

exhibiting
reciprocity and trust
when sharing ideas
or roles
OR
AT
Examples:
IC

valuing flexibility,
I ND

• I accept and contribute ideas when

compromise and the
contributions of others working with others for mutual benefit.
to nurture positive • I earn the trust of my team by fulfilling
Examples:
working my responsibilities.
• I model a growth mindset when facing
relationships change or challenge.
• I practise respectfully disagreeing, 7
compromising or negotiating in the spirit
of cooperation.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI considering
• I examine how values influence

IN
diverse perspectives
communities.
when examining
• I evaluate how communities
interactions between
CULTURAL AND GLOBAL cultural, environmental,
political or economic
address issues to ensure that
diverse social and cultural
CITIZENSHIP systems and
identities, roles or interests
are included.
communities
involves actively engaging with cultural,
environmental, political or economic
systems. Students acknowledge
First Nations, Métis, Inuit, Francophone or TOR
other perspectives when taking action on ICA analyzing
Examples:

I ND
local or global issues. They advocate for various ways in
the dignity and well-being of individuals which decisions are
and communities. Students value equity made within cultural,
and diversity, and believe in their capacity environmental, political
to make a difference. or economic
systems
• I explore how shared or diverse
interests contribute to decision
making.
• I recognize the importance of
including different perspectives
in decision-making processes.

OR
AT
demonstrating

IC
I ND responsible
citizenship through
TOR
ICA actions that contribute
to healthy and
I ND

valuing equity and sustainable

diversity and believing Examples:
communities • I model leadership or stewardship
in the capacity to
make a difference OR to promote healthy and sustainable
ATevaluating communities.
IC

the impact of
I ND

• I volunteer my time and efforts to

decisions or actions support local or global initiatives.
on the dignity and
Examples:
well-being of
• I acknowledge that I am an Examples:
individuals or
agent of change. • I examine how my choices and
communities 8
• I balance the need for both actions affect the world around me.
equity and diversity in • I determine the degree to which
communities. human activities affect the
well-being of communities.
COMPETENCY DESCRIPTION, INDICATORS AND EXAMPLES
OR
CAT Examples:
DI
• I create realistic and relevant

IN
identifying interests, goals based on self-reflection.
values or skills to • I explore opportunities for
set learning, life personal growth in my learning,
PERSONAL GROWTH or career goals community or work environments.
AND WELL-BEING
involves managing emotional,
intellectual, physical, social and spiritual
aspects of living. Students set learning, ATOR
C
I exploring,
career or wellness goals and work

I ND
toward them. They draw upon their selecting or adapting
strengths to develop interests, skills strategies and Examples:
and talents. Students are reflective, resources that support • I seek out people or
resourceful and optimistic and they personal growth in life, opportunities that support
strive for personal excellence. school or career my personal, learning or
pathways career goals.
• I develop personal habits that
contribute to my well-being
O R and overall success.
AT

IC
I ND
making choices
or taking action to
TOR promote the safety
CA
demonstrating and well-being of
I
I ND

optimism, flexibility self or others Examples:

or resilience when • I make lifestyle choices, such as diet,
adapting to new exercise, sleep, or socializing, that have
O R
situations and AT a positive impact on my well-being.
transitions
IC

building healthy • I use safety equipment and follow

I ND

relationships to appropriate procedures to ensure the

support growth and safety of myself and others.
Examples:
well-being of self
• I approach change or Examples:
challenge as opportunities and others
• I listen with care and patience to
to grow and improve. understand and learn from others. 9
• I work through setbacks • I use strategies to develop emotional
to achieve goals. awareness and social skills.