Introduction to Applied Skills

To ensure that students receive a well-rounded education program, the new graduation requirements state that students must earn two credits in applied skills. The knowledge, skills, and attitudes developed in Applied Skills 11 are intended to help students develop an active, healthy lifestyle and to function effectively in a changing technological environment.

Applied Skills 11 is a two-credit provincial curriculum. It has been designed with participation and support from members of provincial specialist associations (Business Education, Home Economics, Technology Education, and Physical Education), the British Columbia Institute of Technology, the Technology Alliance of British Columbia, and the British Columbia Council for the Family. The course is an alternative to the currently available four-credit applied skills courses. This course is intended to focus on the relevant knowledge, skills, and attitudes shared by Business Education, Home Economics, Technology Education, and Physical Education. Applied Skills 11 should use technologies where appropriate in addressing one or more of the following: critical thinking and problem-solving skills (identifying, designing, testing, producing, evaluating); human needs such as food, shelter, clothing, and interpersonal relationships; applications from marketing, accounting, or office systems; and health and well being and their impact on lifestyles. This course can be implemented through the appropriate selection of existing curricula from existing curricula. This Integrated Resource Package (IRP) contains several examples of how this course may be implemented.

Graduation requirements

For more details, refer to Policy Circular No: 95-01 Đ Graduation Requirements

To satisfy the requirements for two credits of Applied Skills 11, students must select one of the following options:

An existing four-credit provincial course that meets the Applied Skills 11 requirement. Upon successful completion of the course, two credits are used by students to satisfy the Foundation Studies requirements, and two credits are used to satisfy the Selected Studies requirement.
A new Applied Skills 11 course (two credits) developed and offered by the school from existing curricula.
An approved four-credit provincial applied skills course that satisfies the requirement for both Fine Arts 11 and Applied Skills 11 by being restructured to ensure that it addresses the outcomes of both the Fine Arts 11 curriculum and the Applied Skills 11 curriculum.

Note: The learning outcomes listed in this document must be addressed if either option 2 or 3 is selected, or if two-credit courses are structured from existing provincial applied skills four-credit courses.

Rationale

Why Applied Skills 11 in B.C. Schools?

The aim of Applied Skills 11 is for students to apply knowledge, skills, and attitudes shared by Business Education, Home Economics, Technology Education, and Physical Education in meaningful contexts using problem-solving strategies.

British Columbia is moving from a resource-based economy to a knowledge-based economy. Rapid and evolving technological changes are having an impact on our families, education system, workplace, community, and environment. We are challenged daily with the possibilities and pressures that rapid change brings. The skills required for living and working in our world continue to evolve.

In Applied Skills 11, students are given opportunities to gain and practise the skills needed to enhance their ability to make personal and career choices. These opportunities allow students to develop critical thinking through problem-solving activities which have application in a variety of contexts.

Nature of Applied Skills

Changes in society have made it necessary to understand how theories and concepts can be applied in practice. Applied Skills 11 provides students with opportunities to focus on hands-on activities and problem solving in applied contexts. Through involvement in problem solving, the concepts, skills, and attitudes shared by Business Education, Home Economics, Technology Education, and Physical Education may be applied in a practical and meaningful way.

Curriculum Organizers

The Applied Skills 11 curriculum is defined by four curriculum organizers: Problem Solving, Communication, Technology, and Self and Society. These were derived from the knowledge, skills, and attitudes shared by Business Education, Home Economics, Technology Education, and Physical Education. Problem Solving, Communication, Technology, and Self and Society group the prescribed learning outcomes for the Applied Skills 11 course and provide a framework for organizing course content when a course is derived from existing curricula. The learning outcomes state in measurable terms what students are expected to know and do. All learning outcomes complete the stem, "It is expected that students will." These outcomes should provide a basis for the development of learning activities, as well as a short description of each curriculum organizer and associated outcomes.

Problem Solving

Problem solving can occur in a variety of contexts, including designing and creating products or systems, providing services, and utilizing ideas. Problem solving occurs when students make choices and decisions; e.g., organizing a business, planning a program, designing a project, or understanding complex concepts.

Students should be provided with opportunities to work in problem-solving situations to develop critical thinking and to integrate the knowledge, skills, attitudes, and applications from the areas of Business Education, Home Economics, Technology Education, and Physical Education.

Learning Outcomes

It is expected that students will:

use appropriate problem-solving models in the design of products, provision of services, development of systems, or utilization of ideas
analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
use appropriate criteria and standards to assess and evaluate ideas, products, services, and systems.

Communication

Effective communication requires competence in reading, writing, speaking, listening, understanding non-verbal communication, and using electronically stored and transmitted communications.

Students should be provided with opportunities to seek and present information individually and with others.

Learning Outcomes

It is expected that students will:

use effective communication skills when gathering and sharing information independently and in groups
select appropriate information-gathering and communication tools when solving problems related to applied skills areas
use appropriate multimedia and information technology in presentations

Technology

The effective use of appropriate technology provides students with opportunities to bring a technological perspective to practical problems and issues.

Students will develop and apply technological skills in managing their learning. Students should be provided with opportunities to explore ideas and gain practical experiences using appropriate technologies safely in a variety of applied contexts.

Learning Outcomes

It is expected that students will:

use appropriate technologies in a variety of applied contexts
maintain an orderly and safe environment when engaged in a variety of activities
identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

Self and Society

Self and Society focuses on the development of individual and social responsibility. This curriculum organizer includes the fundamental principles of motivation and personal meaning, attitude and empowerment, and individual and group learning as they relate to lifestyle and career choices.

Students should be provided with opportunities to understand the impact of health, fitness, and safety on self and others, and to participate independently and interdependently in a productive environment.

Learning Outcomes

It is expected that students will:

demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
demonstrate a positive attitude toward lifelong health and well being
demonstrate a willingness to participate independently and interdependently in a productive environment

The Suggested Instructional Strategies have been guided by the principles of learning:

learning requires the active participation of the student
people learn in a variety of ways and at different rates
learning is both an individual and a group process

The instructional activities suggested in the IRP include techniques, ideas, and methods that illustrate a variety of approaches useful in implementing the prescribed curriculum to a diverse population of students. The "strategies" place an emphasis on problem solving, critical thinking, individual and group processes, communication, and technological application. The instructional strategies suggest specific activities that are relevant to one or more prescribed learning outcomes. Further activities are provided in the extension section. The activities are intended to integrate the relevant knowledge, skills, and attitudes from Business Education, Home Economics, Technology Education, and Physical Education.

The "context" section of the Suggested Instructional Strategies describes the overriding focus or theme, relevant background information, and suggested time frame for the learning activities. The four contexts used as a framework for the learning activities are:

Design and Production of a Product
Provision of a Service
Development of Systems
Utlilization of Ideas

The following context charts are provided as on overview, including a brief description of the contexts, a summary of the activity focus, objectives, and suggested learning strategies.

Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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