There are no significant differences between this jurisdiction’s performance and the Canadian English performance at any level for either age group. Over 80% of 13-year-olds have at least some control of the elements of writing (level 2), and almost 40% produce writing that is generally integrated with a clear perspective (level 3).
Almost 60% of 16-year-olds have control of the elements of writing (level 3), and almost 20% write with effective control (level 4) or better.
SAIP WRITING 2002
British Columbia Canada (E)
CHART BC1
BRITISH COLUMBIA - % of 13-year-olds by performance level
95.6%
82.4%
39.9%
6.7%
0.3%
95.5%
80.8%
36.7%
5.9%
0.1%
0% 20% 40% 60% 80% 100%
Level 1 Level 2 Level 3 Level 4 Level 5
SAIP WRITING 2002
CHART BC2
BRITISH COLUMBIA - % of 16-year-olds by performance level
2.2%
18.0%
57.7%
86.5%
95.0%
3.2%
17.5%
57.0%
87.6%
95.2%
0% 20% 40% 60% 80% 100%
Level 1 Level 2 Level 3 Level 4 Level 5
British Columbia Canada (E)
36
ALBERTA
Context Statement
Social Context
Alberta has a multicultural population of approximately 3 million people. All children are required to attend school from the age of 6 to 16. The provincial government has the primary responsibility for education in grades 1 through 12 and shares this responsibility with local school boards.
Organization of the School System
In the 2000 – 01 school year in Alberta, 591,553 students were registered in 2,101 schools. Of these students, 71% attended public schools, 21% attended separate schools, and the remaining 8%
attended a variety of private, charter, provincial, and federal schools. About 3,200 students (0.5%) were enrolled in French-first-language programs offered by the five francophone authorities.
Nearly all 13-year-old students (99.2%) were enrolled in junior high school. There were 5.8% in grade 7, 65.4% in grade 8, and 28% in grade 9. All students, regardless of program, enrol in English language arts in each grade. All students registered in francophone programs enrol in Français (French first language).
The senior high school English language arts program has three course sequences: English Language Arts 10-1, 20-1, 30-1; English Language Arts 10-2, 20-2, 30-2; and English Language Arts 16, 26, 36.
English language arts is currently under revision. In September 2003, English Language Arts 30-1 and 30-2 will replace English Language Arts 30 and 33 respectively, completing the implementation process.
The senior high school Français program, which is designed for francophone students, also has three course sequences: Français 10, 20, 30; Français 13, 23, 33; and Français 16, 26, 36. The 10, 20, 30 sequence has been under revision. In September 2002, the provincial implementation of the revised Français 30 took place to complete the implementation of the revised 10, 20, 30 sequence. The current Français 13, 23, 33 sequence will be replaced by the new curriculum in September 2003.
Français 16, 26, 36 is a new program developed for French-first-language students, and provincial implementation takes place in September 2003.
The French language arts program, which is designed for immersion students, has three courses:
French Language Arts 10, 20, 30. In September 2002, the implementation of the revised French Language Arts 30 took place to complete the implementation of the revised French Language Arts 10, 20, 30 sequence.
The first sequence listed in both English language arts and Français is designed for students in academic programs; the second sequence is for general program students; and the 16, 26, 36 sequence is for students enrolled in the Integrated Occupational Program. Students may transfer from one course sequence to another. English as a Second Language (ESL) is offered to students who have a first language other than English.
For the 2000 – 01 school year, 16-year-old students completed the following English language arts and Français courses (the bracketed figure is completion as a percentage of the 16-year-old student population):
English 10-2 (7.1%) English 20-2(15.5%) English 30-2 (7.1%)
Français 13 (0.10%) Français 23 (1.10%) Français 33 (0.02%) English 10-1 (5%)
English 20-1(40.9%) English 30-1(16.8%)
Français 10 (0.04%) Français 20 (0.17%) Français 30 (0.07%)
English 16 (1.0%) English 26 (1.1%) English 36 (0.1%) English as a Second Language (0.8%)
37 Language Arts Teaching
Alberta schools provide a variety of learning experiences so that students can read for information, understanding, and enjoyment and also write and speak clearly, accurately, confidently, and appropriately for the context.
The following principles provide the framework for the English Language Arts program.
• Language skills are applied throughout life.
• Language enhances the development of thinking skills, enabling students to reflect on and control their own thinking and learning processes.
• The six language arts — listening and speaking, reading and writing, viewing and representing — are interrelated and interdependent. Facility in one strengthens and supports the others.
• Literature plays an integral part in the language-learning program.
• Language is used to communicate understandings, ideas, and feelings and to assist social and personal development.
• Language skills are essential throughout the entire curriculum.
• Language is closely interwoven with experiences in all learning situations. Print and other media present ideas in diverse and characteristic ways.
• Language skills expand with practice.
In the case of French-first-language students, the development of language skills goes hand in hand with the development of one’s francophone identity. The following principles provide the framework for developing French language arts to French-first-language students.
• Language is a communication tool.
• Language is seen in its totality.
• Numerous opportunities are available to use language, especially in interactive situations.
• Students are exposed to a wide variety of presentations and texts/passages and to excellent language models.
• Learning is geared toward finding meaning.
• Risk-taking is encouraged in a climate of trust.
• Learning situations are meaningful and interactive.
• Learning situations take into consideration student interests and needs.
• Learning situations allow students to make choices.
• Learning situations allow for diversity in learning styles and forms of intelligence.
• Numerous contacts are made with the francophone community/world and with its linguistic and cultural diversity.
• Evaluation methods reflect and support the above-mentioned principles.
The new English language arts curriculum has five general outcomes and numerous specific outcomes that students are to achieve by the end of each grade level. The outcomes are interrelated and
interdependent, and each is to be achieved through a variety of listening, speaking, reading, writing, viewing, and representing experiences.
The new Français programs of study reflect the current curriculum and also make explicit the planning, monitoring, and evaluation strategies used by effective communicators.
New student and teacher language arts resources were selected and authorized. Programs of study, authorized resources, and other materials related to the provincial education system are found on the Alberta Learning Web site, http://www.learning.gov.ab.ca/ and in French at
http://www.learning.gov.ab.ca/french/.
38
Language Arts Assessment
Since 1982, student achievement has been monitored through a provincial achievement testing program for grades 3, 6, and 9. As well, provincial diploma examinations, which count for 50%
of a student’s final mark in selected grade 12 courses, have been administered since 1984. The language arts achievement tests and diploma examinations include an extensive written component.
The achievement tests and diploma examinations are based on provincial standards and provide information on the degree to which students in the province have met these standards.
The province has developed Classroom Assessment Materials (CAMP) for use by teachers in grades 1, 2, 4, 5, 7, 8, 10, and 11. This award-winning set of materials provides examples of student work that illustrate the grade-level standards. The program includes extensive and varied oral, collaborative, writing, and self-assessment materials.
Alberta Learning has published a set of comprehensive French Language Performance Models (for Français langue première and Français langue seconde – immersion) that includes samples of student work at the grades 1 to 6 levels. These illustrate acceptable and excellent standards of performance in the four language arts areas of listening, reading, speaking, and writing. Similar materials for
grades 7 to 12 were published in the spring of 2000.
39
Alberta Canada (E)
CHART AB1
ALBERTA - % of 13-year-olds by performance level
95.6%
82.4%
39.9%
6.7%
0.3%
94.0%
82.6%
40.2%
6.3%
0.3%
0% 20% 40% 60% 80% 100%
Level 2 Level 3 Level 4 Level 5
SAIP WRITING 2002
Level 1