Alberta Learning Curricula This webpage includes excerpts from current Alberta Learning curricula that are particularly well suited to discussions of health ethics, These curriculum areas include Social Studies, Science, Health and Life Skills, CALM, and Religious Ethics.
We have not listed all areas of relevance, so please do not hesitate to incorporate health ethics activities elsewhere. You can, of course, fit your activity into your teaching agenda wherever you please! We have simply listed this information as a means of assistance to you in choosing, planning and facilitating your activity, and to outline the relevance of ethics education to the curricula in Alberta.
(With the exception of the italicized text, all curricula information is cited directly from the Alberta Learning website, http://www.learning.gov.ab.ca/k_12/curriculum/bySubject/, retrieved on June 10, 2004.)
Elementary Curricula | Junior High Curricula | High School Curricula
Elementary Curricula
Health and Life Skills: Elementary
- It is personal in nature and involves abilities based on a body of knowledge and practice that builds on personal values and beliefs within the context of family, school and community. Some examples of these learnings include the ability of students to:
- make effective personal decisions for current and future issues and challenges
- employ critical reflection
- analyze and manage career and health-related information
- The aim of the Health and Life Skills Kindergarten to Grade 9 Program of Studies is to enable students to make well-informed, healthy choices and to develop behaviours that contribute to the well-being of self and others
- To achieve overall health goals for students, curriculum connections between services and resources within the school and wider community are needed.
- There are opportunities for students to accept and appreciate diversity and the uniqueness of self and others in our global society, This program emphasizes health interactions and values, such as integrity, honesty and trust that underlie safe and caring relationships.
- Students learn to enhance attitudes and behaviours that reflect healthy choice and reduce the potential for harm. They develop personal responsibility for health, and they demonstrate caring for others.
Three General Outcomes
- Wellness Choices - Students will make responsible and informed choices to maintain health and to promote safety for self and others
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Gr. 4- Examine the various factors that influence body image; e.g., culture, media, peers, role models, weight loss industry
- Gr. 5- Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation and culture
- Gr. 6- Evaluate the impact of personal behaviours on the safety of self and others
- Relationship Choices - Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain health interactions
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Kindergarten- Explore the relationship between feelings and behaviours
- Gr. 2- Recognize that individuals make choices about how to express feelings
- Gr. 4- Recognize that individuals can have a positive and negative influence on the feelings of others
- Gr. 5- Apply mediation skills when resolving conflicts
- Gr. 6- Make decisions cooperatively
- Life Learning Choices - Students will use resources effectively to manage and explore life roles and career opportunities and challenges
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Kindergarten- develop an awareness of situations where decisions are made
- Gr. 1- Demonstrate an awareness of the ways in which people perform responsibilities in the community
- Gr. 2- Recognize, acknowledge and respect that individuals have similar and different interests, strengths and skills
- Gr. 3- Generate alternative solutions to a problem, and predict consequences of solutions; e.g., how they could affect physical, emotional, social wellness
- Gr. 4- Demonstrate effective decision making, focusing on careful information gathering
- Gr. 6- Analyze influences on decision-making; e.g., family, peers, values cultural beliefs, quality of information gathered
Science: Elementary
- Elementary and secondary science programs help prepare students for life in a rapidly changing world- a world of expanding knowledge and technology in which new challenges and opportunities continually arise. Tomorrow’s citizens will live in a changing environment in which increasingly complex questions and issues will need to be addressed. The decisions and actions of future citizens need to be based on an awareness and understanding of their world and on the ability to ask relevant questions, seek answers, define problems, and find solutions.
General Learner Expectations
- Attitudes - demonstrate positive attitudes for the study of science and for the application of science in responsible ways
- Examples of relevant specific learner expectations include, but are certainly not limited to:
- Grades 1 & 2
- A willingness to work with others and to consider their ideas
- A sense of responsibility for actions taken
- Respect for living things and environments, and commitment for their care
- Grades 3 & 4
- A willingness to work with others in shared activities and in sharing of experiences
- Appreciation of the benefits gained from shared effort and cooperation
- A sense of responsibility for personal and group actions
- Respect for living things and environments, and commitment for their care
- Grade 5 & 6
- Perseverance in the search for understandings and for solutions to problems
- Flexibility in considering new ideas
- Critical-mindedness
- Appreciation of the benefits gained from shared effort and cooperation
- A sense of personal and shared responsibility for actions taken
- Respect for living things and environments, and commitment for their care
Social Studies: Elementary
Assists students to acquire basic knowledge, skills and positive attitudes needed to be responsible citizens and contributing members of society
- Students require a wide range of critical and creative thinking skills and strategies that they can apply to a variety of situations
- A view of learners as self-motivated, self-directed problem solvers and decision makers who are developing the skills necessary for learning and who develop a sense of self-worth and confidence in their ability to participate in a changing society.
- The study of current affairs adds considerably to the relevance, interest and immediacy of the Alberta Social Studies Program
General Learner Expectations
- Responsible Citizenship
- Responsible citizenship is the ultimate goal of social studies. Basic to this goal is the development of critical thinking.
- In order to understand why people act the way they do, one has to examine the underlying reasons for their actions, including their values. Development of understanding of values (identification, definitions, descriptions) is incorporated in the knowledge objectives, and development of competencies (value analysis, decision making) is incorporated in the skill objectives.
- Skill Objectives
- Critical thinking and creative thinking may be encouraged by using a variety of inquiry strategies
- Attitude Objectives
- The development of positive attitudes toward one another, and learning in an atmosphere of free and open inquiry.
- Positive and realistic attitudes about one’s self
- Attitudes of respect, tolerance and understanding toward individuals, groups and cultures in one’s community and in other communities
- Positive attitudes about democracy, including an appreciation of the rights, privileges and responsibilities of citizenship
- An attitude of responsibility toward the environment and community
Junior High Curricula
Health and Life Skills: Junior High
- It is personal in nature and involves abilities based on a body of knowledge and practice that builds on personal values and beliefs within the context of family, school and community. Some examples of these learnings include the ability of students to:
- make effective personal decisions for current and future issues and challenges
- employ critical reflection
- analyze and manage career and health-related information
- The aim of the Health and Life Skills Kindergarten to Grade 9 Program of Studies is to enable students to make well-informed, healthy choices and to develop behaviours that contribute to the well-being of self and others
- To achieve overall health goals for students, curriculum connections between services and resources within the school and wider community are needed.
- There are opportunities for students to accept and appreciate diversity and the uniqueness of self and others in our global society, This program emphasizes health interactions and values, such as integrity, honesty and trust that underlie safe and caring relationships.
- Students learn to enhance attitudes and behaviours that reflect healthy choice and reduce the potential for harm. They develop personal responsibility for health, and they demonstrate caring for others.
Three General Outcomes
- Wellness Choices - Students will make responsible and informed choices to maintain health and to promote safety for self and others
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Gr. 7- Analyze the messages and approaches used by the media to promote certain body images and lifestyle choices
- Gr. 8- Examine the relationship between choices and resulting consequences
- Gr. 9- Analyze and evaluate laws and policies that promote personal, community and workplace safety
- Relationship Choices - Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain health interactions
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Gr. 7- Evaluate and personalize the effectiveness of various styles of conflict resolution
- Gr. 8- Describe and provide examples of ethical behaviour in relationships
- Gr. 9- Model integrity and honesty in accordance with ethical principles
- Life Learning Choices - Students will use resources effectively to manage and explore life roles and career opportunities and challenges
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Gr. 7- Differentiate between choice and coercion in decision making for self and others
- Gr. 8- Identify components of ethical decision making, and apply these concepts to personal decision making
Science: Junior High
- Students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society
- Science education will prepare students to critically address science-related societal, economic, ethical and environmental issues
- An emphasis on the Social-Environmental connection provides opportunities to develop the following concepts:
- Science and technology have both intended and unintended consequences for humans and the environment
- Decisions regarding scientific and technological development involve a variety of considerations, including social, environmental, ethical and economic considerations.
- Scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity.
Program Foundations
- Science, Technology and Society - students will develop an understanding of the nature of science and technology, the relationships between science and technology, and the social and environmental contexts of science and technology
Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment
Social Studies: Junior High
Assists students to acquire basic knowledge, skills and positive attitudes needed to be responsible citizens and contributing members of society
- Students require a wide range of critical and creative thinking skills and strategies that they can apply to a variety of situations
- A view of learners as self-motivated, self-directed problem solvers and decision makers who are developing the skills necessary for learning and who develop a sense of self-worth and confidence in their ability to participate in a changing society.
- The study of current affairs adds considerably to the relevance, interest and immediacy of the Alberta Social Studies Program
General Learner Expectations
- Responsible Citizenship
- Responsible citizenship is the ultimate goal of social studies. Basic to this goal is the development of critical thinking.
- In order to understand why people act the way they do, one has to examine the underlying reasons for their actions, including their values. Development of understanding of values (identification, definitions, descriptions) is incorporated in the knowledge objectives, and development of competencies (value analysis, decision making) is incorporated in the skill objectives.
- Skill Objectives
- Critical thinking and creative thinking may be encouraged by using a variety of inquiry strategies
- Attitude Objectives
- The development of positive attitudes toward one another, and learning in an atmosphere of free and open inquiry.
- Positive and realistic attitudes about one’s self
- Attitudes of respect, tolerance and understanding toward individuals, groups and cultures in one’s community and in other communities
- Positive attitudes about democracy, including an appreciation of the rights, privileges and responsibilities of citizenship
- An attitude of responsibility toward the environment and community
High School Curricula
Career and Life Management (CALM): High School
- The aim of … CALM is to enable students to make well-informed, considered decisions and choices in all aspects of their lives and to develop behaviours and attitudes that contribute to the well-being and respect of self and others, now and in the future.
- Students continue to work toward becoming responsible, caring, creative, self-reliant and contributing members of a knowledge-based and prosperous society.
- It emphasizes knowledge, attitudes, behaviours, competencies and values, and provides students with opportunities to enhance their capacities in problem solving, critical thinking and reflection.
- Close collaboration among schools, parents and communities is a central requirement for comprehensive health education.
Three General Outcomes
- Personal Choices - Students will apply an understanding of the emotional/psychological, intellectual, social, spiritual and physical dimensions of health- and the dynamic interplay of these factors- in managing personal well-being.
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Analyze the dimensions of health and their interrelatedness, the impact of the determinants of health, and the dynamic nature of balance in life
- Develop approaches/ tactics for creative problem solving and decision making
- Analyze the ability to make a change or difference, for self or others
- Examine various attitudes, values and behaviours for developing meaningful interpersonal relationships
- Investigate how science, technology and media affect wellness
- Resource Choices - Students will make responsible decisions in the use of finances and other resources that reflect personal values and goals and demonstrate commitment to self and others.
- Examples of relevant specific outcomes include, but are certainly not limited to:
- Develop strategies to be informed consumers
- Demonstrate informed consumer actions regarding health issues, products and services
- Analyze the impact of personal values, wants and needs on being an informed and responsible consumer
- Career and Life Choices - Students will develop and apply processes for managing personal, lifelong career development.
- Investigate employer and employee ethics, rights and responsibilities
Science: High School
- Students will be able to pursue further studies and careers in science, and come to a better understanding of themselves and the world around them.
General Expectations
- Attitudes - students will be encouraged to develop:
- Affective attributes of scientists at work; such as respect for evidence, tolerance of uncertainty, intellectual honesty, creativity, perseverance, cooperation, curiosity and a desire to understand
- Open-mindedness and respect for the points of view of others
- Sensitivity to the living and nonliving environment
- Appreciation of the roles of science and technology in our understanding of the natural world
- Connections Among Science, Technology and Society
- Students will be expected to demonstrate an understanding of the processes by which scientific knowledge is developed, and of the interrelationships among science, technology and society including:
- The inability of science to provide complete answers to all questions
- The limitations of scientific knowledge and technology
- The influence of the needs, interests and financial support of society on scientific and technological research
- The ability and responsibility of society, through science and technology, to protect the environment and use natural resources judiciously to ensure quality of life for future generations
Science 20 & 30, Biology 20 & 30
- Students develop their critical thinking skills
- The program develops in students the knowledge, skills and attitudes to help them become capable of, and committed to, setting goals, making informed choices, and acting in ways that will improve their own lives and life in their communities
Science 10 & 14 & 24
- Students need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner
- To ensure that the science program is relevant to students as well as societal needs, it must present science in a meaningful context- providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy, and society.
Social Studies: High School
Assists students to acquire basic knowledge, skills and positive attitudes needed to be responsible citizens and contributing members of society
- Students require a wide range of critical and creative thinking skills and strategies that they can apply to a variety of situations
- A view of learners as self-motivated, self-directed problem solvers and decision makers who are developing the skills necessary for learning and who develop a sense of self-worth and confidence in their ability to participate in a changing society.
- The study of current affairs adds considerably to the relevance, interest and immediacy of the Alberta Social Studies Program
General Learner Expectations
- Responsible Citizenship
- Responsible citizenship is the ultimate goal of social studies. Basic to this goal is the development of critical thinking.
- In order to understand why people act the way they do, one has to examine the underlying reasons for their actions, including their values. Development of understanding of values (identification, definitions, descriptions) is incorporated in the knowledge objectives, and development of competencies (value analysis, decision making) is incorporated in the skill objectives.
- Skill Objectives
- Critical thinking and creative thinking may be encouraged by using a variety of inquiry strategies
- Attitude Objectives
- The development of positive attitudes toward one another, and learning in an atmosphere of free and open inquiry.
- Positive and realistic attitudes about one’s self
- Attitudes of respect, tolerance and understanding toward individuals, groups and cultures in one’s community and in other communities
- Positive attitudes about democracy, including an appreciation of the rights, privileges and responsibilities of citizenship
- An attitude of responsibility toward the environment and community
Religious Ethics 20
- The objectives of the courses on religious studies are to provide an opportunity to experience a number of cultural, historical and contemporary issues from a religious point of view, and through the study of religion as a separate discipline to develop a philosophy based upon values conducive to ethical and moral behaviour and reflected in an understanding of human worth
- Course Content
- Concept of ethics
- Meaning of religious ethics
- Ways in which the adolescent attains self-realization
- How the adolescent works out his or her identity in society
- How certain specific contemporary issues affect the adolescent
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