Cross Curricular Comptencies Overview

CROSS-CURRICULAR COMPETENCIES
A cross-curricular competency is an interrelated

set of attitudes, skills and knowledge that are
drawn upon and applied to a particular context
for successful learning and living. They are
developed by every student, in every grade
and across every subject/discipline area.
Know how to learn...

to gain knowledge, understanding
or skills through experience, study,
and interaction with others.
A. Know how to learn

B. Think critically
C. Identify and solve complex problems
D. Manage information
E. Innovate
F. Create opportunities
G. Apply multiple literacies
H. Demonstrate good communication
skills and the ability to work
cooperatively with others
STUDENTS WHO KNOW HOW

TO LEARN ARE:
I. Demonstrate global and cultural

understanding
J. Identify and apply career and life skills
confident

reflective
life-long learners
resourceful
self-reliant
KEY UNDERSTANDINGS
Alberta students value learning
and confidently take an active role
in exploring a variety of learning
opportunities, approaches, and
strategies. Through inquiry, discovery,
experimentation, and trial and error,
students optimize their learning.
Students who know how to learn:
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draw on personal and community

resources;
seek out and interact with others;
reflect on their experiences; and
set goals and are resourceful, resilient

and self-reliant in meeting their
lifelong learning needs.
This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a
competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Educations Ministerial Order on Student Learning.
Know how to learn...
IMPLICATIONS FOR ENABLING

STUDENTS TO KNOW HOW TO LEARN
Teachers design learning opportunities that...
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place a greater emphasis on experiential learning both in

and outside of the classroom
consider the interests, talents, passions and natural

curiosities of the learner
make information and skills relevant to real-life situations
use digital technologies purposefully as students design,

create and share knowledge
choose diverse approaches to assess learner competencies
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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How does this information link to

ways you currently plan for student
learning?
From your own experience, what

are some ways you already provide
opportunities for hands-on,
project-based or interdisciplinary
learning? What are some ways you
would like to expand your skills in
these areas?
What other implications for designing learning opportunities

can you identify?
While learning how to learn, students...

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develop the values of work ethic, self-reliance and

responsibility
use self-reflection to inform life-long learning, career and

wellness choices
use community and personal resources to support

personal growth and well-being
assess skills, knowledge, attitudes and values for possible

application in various roles and contexts
integrate career development and personal well-being into

lifelong learning
What other implications for student learning can you identify?
FOR MORE INFORMATION

l
Alberta Education. (2010). Inspiring

education: A dialogue with albertans.
Retrieved from http://education.alberta.
ca/media/7145083/inspiring%20
education%20steering%20committee%20
report.pdf
Alberta Education Curriculum Redesign

website. Retrieved from http://education.
alberta.ca/department/ipr/curriculum.aspx
Alberta Education. (2013). Ministerial order

on student learning. Retrieved from http://
education.alberta.ca/department/policy/
standards/goals.aspx
March 2014
These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were
created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information
contact: info@erlc.ca. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:
Think critically...
conceptualize, apply, analyze,
synthesize, and evaluate
to construct knowledge

B. Think critically
E. Innovate
STUDENTS WHO THINK

CRITICALLY ARE:

understanding
curious
fair-minded humble
open-minded
principled
reflective
KEY UNDERSTANDINGS
Alberta students:
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value intellectual integrity and

courage by respectfully challenging
or affirming beliefs, values, and
actions;
capture the heart of an idea and form
reasoned conclusions;
take personal responsibility for the
ethical implication of their thoughts
and actions;
recognize that diverse thinking helps
deepen and broaden understanding;
and
engage in critical thinking with
respect, humility and an open mind.
Think critically...

STUDENTS TO THINK CRITICALLY
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provide opportunities for students to experience a variety

of sources and perspectives, and use the community as a
source for experts, mentors and elders
integrate technology and assistive technology to support

innovation and discovery
choose diverse approaches to assessment, including the

use of qualitative measures
QUESTIONS
FOR REFLECTION
AND DISCUSSION
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How do you understand the terms

conceptualize, apply, analyze,
synthesize, and evaluate?
How does this information link

to ways you currently infuse
opportunities for critical thinking
into learning experiences?
How might you expand critical
thinking learning opportunities for
your students?
What other implications for designing learning opportunities can

you identify?
While cultivating critical thinking abilities, students...

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identify situations that would benefit from deeper thinking
question and analyze relevant information
seek diverse perspectives
synthesize thought and information to extend

understandings
evaluate the reasoning behind thoughts and actions
advocate for taking personal responsibility for the ethical

implications of thoughts and actions

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report.pdf


March 2014
Identify and solve

complex problems...
have the confidence and capacity
to solve a range of problems,
from simple to complex
WHEN GENERATING SOLUTIONS
TO COMPLEX PROBLEMS,
STUDENTS ARE:

B. Think critically
E. Innovate
understanding
adaptable
compassionate
confident
empathetic optimistic
respectful
KEY UNDERSTANDINGS
Alberta students have the confidence
and capacity to solve a range of
problems, from simple to complex,
related to their learning, work, and
personal lives.
As engaged thinkers, they:
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draw from multiple perspectives,

disciplines and resources to identify
problems and determine the most
viable solutions;
approach complex problems with an
attitude of optimism and hope; and
demonstrate respect, empathy , and
compassion for all people.
Identify and solve complex problems...

STUDENTS TO IDENTIFY AND
SOLVE COMPLEX PROBLEMS
QUESTIONS
FOR REFLECTION
AND DISCUSSION

to ways you currently provide
learning opportunities for
identifying and solving complex
problems?
What are your thoughts and

experiences around project-based
learning? How can it support the
development of problem-solving
skills and habits of mind?
include cross-disciplinary, experiential and/or authentic

problems
facilitate access to a variety of resources, perspectives,

contexts and disciplines to help students discern problems
and arrive at the best solutions
identify effective and additional ways to more broadly

assess learner problem solving skills

can you identify?
While generating solutions to complex problems, students...

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identify and clarify problems
establish clear criteria to make informed decisions or

solve problems
explore a variety of problem solving strategies to generate

possible solutions
assess the potential impact of possible solutions
select the most viable option
defend their decisions

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report.pdf


March 2014
Manage
information...
access, interpret, evaluate and
use information effectively,
efficiently, and ethically

B. Think critically
E. Innovate
WHEN STUDENTS MANAGE

INFORMATION, THEY ARE:

understanding
analytical
creative discerning
informed
organized safe
strategic
KEY UNDERSTANDINGS
Alberta students safely gather, analyze
and evaluate information from a variety
of sources in order to learn, individually
or collaboratively, and to come to new
understandings and insights.
Students:
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apply strategies and respect protocols

when creatively and effectively
processing information for a range of
purposes; and
advocate for the ethical and
responsible use of information and
technology, as local contributors and
global citizens.
Manage information...

STUDENTS TO MANAGE
INFORMATION
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plan cross-disciplinary flexible learning activities in which

students learn to interact with information from a variety
of sources
design activities with real-life contexts for students to

access, interpret, evaluate and use information
assess students knowledge, skills and attitudes in

managing information through diverse approaches

can you identify?

QUESTIONS
FOR REFLECTION
AND DISCUSSION
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What do you understand by the

word information in the term
managing information?
How is managing information

more than just technology?
What kinds and variety of sources

of information do your students
currently use? What other sources
could you use?
What are some ways to teach

students the processes for
accessing, interpreting, evaluating
and using information?
How will you and your school keep

pace with current developments,
tools and techniques in managing
information?
While understanding, critically interpreting, and respectfully

using information, students...
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search for and access information using local or global

sources and a variety of means
make connections with information
apply strategies to select, interpret, and understand

information for responsible use
authenticate and evaluate information to apply

information appropriately
verify ambiguities, intentions, or perspectives to deepen

understanding and use information respectfully

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report.pdf


March 2014
Innovate...
create, generate and apply
new ideas or concepts

B. Think critically
E. Innovate
understanding
STUDENTS WHO INNOVATE ARE:
adaptable creative
curious
optimistic resilient
resourceful
risk takers
KEY UNDERSTANDINGS
Alberta students are resourceful,
optimistic, curious, and open to new and
diverse ideas or concepts. Drawing on
their entrepreneurial spirit, students:
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identify situations or challenges that

would benefit from innovation;
are motivated to engage in a range of
creative processes;
recognize and accept mistakes as
opportunities to learn;
take risks in exploring ways to create
value and achieve excellence;
adapt in response to challenges; and
persevere with discipline, confidence,
and tenacity to implement innovative
processes, products or services.
Innovate...

STUDENTS TO INNOVATE
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are interdisciplinary and encourage student inquiry and

understanding, as well as creativity and imagination
integrate technology and assistive technology into the

learning environment to support all learners innovation
provide diverse approaches to assessment, including the

use of qualitative measures
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
What are your thoughts and

experiences around the role that
creativity plays in student learning?
How can technology or assistive

technology support learning
innovation? What are some ways
you would like to expand your
repertoire in this area?

can you identify?

While creating, generating and applying innovative
concepts, students:
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recognize the need to be flexible and adaptable
demonstrate optimism, resiliency and perseverance when

dealing with change
explore a variety of techniques, strategies and processes
access and select relevant materials and resources
experiment with models, prototypes or simulations
demonstrate the confidence to implement creative or

innovative ideas

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report.pdf


March 2014
Create
opportunities...
through play, imagination, reflection,
negotiation, and competition, with
an entrepreneurial spirit
STUDENTS WHO CREATE
OPPORTUNITIES WITH AN
ENTREPRENEURIAL SPIRIT ARE:
collaborative
courageous
imaginative
leaders motivated
self-reliant

B. Think critically
E. Innovate
understanding
KEY UNDERSTANDINGS
Alberta students model
entrepreneurial spirit as they imagine
possibilities to transform ideas into
actions, products, or services that
benefit the community and by
extension, the world.
As leaders and risk takers, students:
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embrace ambiguity and uncertainty;

demonstrate the courage to dream
and take initiative;
strive for personal, family and
community success;
demonstrate motivation,
resourcefulness and self reliance;
facilitate relationships to create
collaborative and competitive
opportunities; and
bring ideas to life in ways that invite
others to share in a vision.
Create opportunities...

STUDENTS TO CREATE
OPPORTUNITIES
Teachers design learning opportunities that ...
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assist students in goal-setting and discovering and

pursuing their passions
foster imagination, reflection, and personal discipline
provide opportunities for students to work both

independently and with others
utilize a variety of approaches to assessment
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
How does this information link to

ways you currently assist students
in goal-setting and discovering
and pursuing their passions?
What do you understand by the

term opportunities? Give some
examples from your experience.

can you identify?
While creating opportunities, students will...

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imagine possibilities to transform ideas into actions that

benefit others
imagine and discover opportunities to contribute to local

or global communities
negotiate partnerships or networks to further creative

ideas or endeavours
evaluate ideas, processes or products to implement those

with potential value

report.pdf


model entrepreneurial spirit by striving for excellence in

ideas, products or services
March 2014
Apply multiple
literacies...
reading, writing, mathematics,
technology, languages, media, and
personal finance

B. Think critically
E. Innovate
STUDENTS WHO APPLY

MULTIPLE LITERACIES ARE:

understanding
confident
contributors
flexible intentional
positive
strategic
KEY UNDERSTANDINGS
Alberta students confidently apply a
wide range of literacies and strategies
in diverse contexts to understand
information, as well as to share and
create knowledge with others.
As engaged thinkers, they:
l
integrate multiple literacies in the

context of their everyday experiences
to navigate information in support of
their lifelong learning, working and
living; and
appreciate that being skilled in
multiple literacies supports broader
and deeper understandings, enabling
them to learn effectively and to
make positive contributions to their
communities.
Apply multiple literacies...

STUDENTS TO APPLY MULTIPLE
LITERACIES
Teachers design learning opportunities that ...
l
facilitate access to a wide variety of resources across

multiple literacies
engage students in developing and using critical thinking

and problem-solving skills
support the application and extension of their knowledge,

both as individuals and as group members
utilize diverse approaches to assessing learner

competencies, including student self-assessment
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
How has your understanding

of literacy evolved over your
teaching career?
From your own experience,

what are some ways you already
provide opportunities for students
to apply multiple literacies? How
might you expand your skills?
How will you and your school

keep pace with current
developments, resources and
research in applying multiple
literacies?

can you identify?
While attaining broader and deeper understandings through

multiple literacies, students:
recognize that there are multiple literacies through which

to gain or convey understanding of the world
compare or confirm information attained through multiple

literacies
employ multiple literacies to create or share new

understanding

report.pdf
evaluate and justify the suitability of specific literacies to

leverage information purposefully


integrate multiple literacies to become confident in their

abilities to inform beliefs, actions, or decisions
March 2014
Demonstrate good
communication skills
and the ability to
work cooperatively
with others

B. Think critically
E. Innovate
STUDENTS WHO DEMONSTRATE

GOOD COMMUNICATION SKILLS
AND THE ABILITY TO WORK
COOPERATIVELY WITH OTHERS ARE:
clear
collaborative
creative empathetic
patient
responsible

understanding
KEY UNDERSTANDINGS
Alberta students understand and
interpret a wide range of messages,
integrating ideas from a variety of
sources into a coherent whole.
They:
l
communicate clearly and effectively

for a variety of audiences and
purposes;
use technology appropriately to
support the creation and sharing
of knowledge;
take personal responsibility to
communicate empathetically and
respectfully, as ethical citizens;
foster collaboration and teamwork;
and
communicate formally and
informally, using a variety of
verbal and nonverbal modes with
people from diverse backgrounds
Demonstrate good communication skills and the ability to work cooperatively with others...

STUDENTS TO DEMONSTRATE
GOOD COMMUNICATION SKILLS
AND THE ABILITY TO WORK
COOPERATIVELY WITH OTHERS
l
provide project-based and experiential learning

opportunities and classroom routines that develop
communication and cooperative work skills
ensure that learners differing needs, cultures and abilities

are respected and valued within inclusive learning
environments
identify ways to more broadly assess learner

communication and cooperative work skills
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l

to ways you currently support
communication and cooperation?
How do you and your school

develop inclusive environments
and foster respect for all students
by focusing on communication
and cooperation?

can you identify?

While demonstrating good communication skills and the
ability to work cooperatively with others, students...
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examine diverse perspectives or contexts when receiving

or sending messages
apply strategies or protocols to receive or express

messages to varied audiences
evaluate how challenges to communication influence the

creation and understanding of messages
take personal responsibility to communicate effectively,

empathetically, or ethically to benefit others

l

report.pdf


March 2014
Demonstrate
global and cultural
understanding...
considering the economy and
sustainable development

B. Think critically
E. Innovate
STUDENTS WHO DEMONSTRATE

GLOBAL AND CULTURAL
UNDERSTANDING ARE:
action-oriented
appreciative
democratic
financially literate
informed responsible

understanding
KEY UNDERSTANDINGS
Alberta students understand global
interconnectedness and contribute
to the world economically, culturally,
socially, and politically. Students:
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l
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appreciate how individuals or

groups with diverse social and
cultural identities, roles, and
interests collaborate to strengthen
communities;
value diversity in all people as
ethical citizens;
engage with many cultures,
religions, and languages;
demonstrate environmental
stewardship;
commit to democratic ideals; and
take personal economic
responsibility and appreciate the
need for sustainable development
and economic leadership, as
financial literate citizens.
Demonstrate global and cultural understanding...

STUDENTS TO DEMONSTRATE
GLOBAL AND CULTURAL
UNDERSTANDING
QUESTIONS
FOR REFLECTION
AND DISCUSSION
l
What changes have you seen in

the cultural demographics of your
classroom and school community?
What are some ways that you

are already including cultural
perspectives in student learning
experiences?
What do you still want to know

about enabling students to
demonstrate global and cultural
understanding?

integrate multiple perspectives, including cultural, into
learning experiences
include opportunities to reflect local and global cultural

ties through leadership, teaching and advice from experts,
mentors and elders in the community
respect and value learners differing needs, culture and

abilities within inclusive learning environments
utilize diverse approaches to assess learner competencies

can you identify?
While demonstrating global and cultural understanding,

students...
l
identify economic, environmental, political and cultural

aspects of communities
examine how diverse perspectives affect decisions made in

communities
evaluate the impact of community decisions and human

activity on the economy and environment
analyze how individuals or groups with diverse social

and cultural identities, roles and interests collaborate to
strengthen communities
advocate choices and activities that promote healthy and

sustainable communities
take personal responsibility as a local and global

contributor, and as an environmental steward
demonstrate commitment to democratic ideals

l

report.pdf



March 2014
Identify and apply

career and life skills...
through personal growth
and well-being

B. Think critically
E. Innovate
STUDENTS WHO IDENTIFY

AND APPLY CAREER AND
LIFE SKILLS ARE:
committed
confident
goal-oriented
healthy self-aware
self reliant

understanding
KEY UNDERSTANDINGS
Alberta students understand that
learning is a lifelong endeavour,
exploring career possibilities and
planning accordingly as they confront
challenges and adapt to change.
Students:
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take personal responsibility for

their intellectual, emotional,
physical, spiritual, financial, and
social well-being
commit to healthy attitudes and
actions
demonstrate self-reliance and selfawareness as citizens who make
responsible choices and ethical
decisions in life and regarding their
career directions
strive for personal excellence
earn achievements and the respect
of others
Identify and apply career and life skills...

STUDENTS TO IDENTIFY AND APPLY
CAREER AND LIFE SKILLS
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assist students in identifying and understanding their

personal interests, strengths and needs
reflect students personal interests, strengths and needs
include extra-curricular activities such as sports, work,

volunteerism or community activities
facilitate community involvement experiences to give

learners greater perspective and knowledge of other skills
and careers unknown to the student
utilize diverse approaches to evaluate learner competency,

including qualitative measures
QUESTIONS
FOR REFLECTION
AND DISCUSSION
What are some ways to assist the

students you teach to identify
their personal interests and skills?
As a next step, how can you help

students identify the relationship
between their personal interests
and skills and the transferable
skills that could lead them to
a career?

can you identify?
While identifying and applying career and life skills, students...

l
develop the values of work ethic, self-reliance and

responsibility
use self-reflection to inform lifelong learning, career and

wellness choices
use community and personal resources to support

personal growth and well-being
assess skills, knowledge, attitudes and values for possible

growth and well-being
integrate career development and personal well-being into

lifelong learning

l

report.pdf


March 2014

Cross Curricular Comptencies Overview

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CROSS-CURRICULAR COMPETENCIES

A cross-curricular competency is an interrelated

Know how to learn...

A. Know how to learn

STUDENTS WHO KNOW HOW

I. Demonstrate global and cultural

draw on personal and community

seek out and interact with others;

reflect on their experiences; and

set goals and are resourceful, resilient

Know how to learn...

IMPLICATIONS FOR ENABLING

place a greater emphasis on experiential learning both in

consider the interests, talents, passions and natural

make information and skills relevant to real-life situations

use digital technologies purposefully as students design,

choose diverse approaches to assess learner competencies

How does this information link to

From your own experience, what

What other implications for designing learning opportunities

While learning how to learn, students...

develop the values of work ethic, self-reliance and

use self-reflection to inform life-long learning, career and

use community and personal resources to support

assess skills, knowledge, attitudes and values for possible

integrate career development and personal well-being into

What other implications for student learning can you identify?

FOR MORE INFORMATION

Alberta Education. (2010). Inspiring

Alberta Education Curriculum Redesign

Alberta Education. (2013). Ministerial order

A. Know how to learn

STUDENTS WHO THINK

I. Demonstrate global and cultural

value intellectual integrity and

IMPLICATIONS FOR ENABLING

provide opportunities for students to experience a variety

integrate technology and assistive technology to support

choose diverse approaches to assessment, including the

How do you understand the terms

How does this information link

What other implications for designing learning opportunities can

While cultivating critical thinking abilities, students...

identify situations that would benefit from deeper thinking

question and analyze relevant information

seek diverse perspectives

synthesize thought and information to extend

evaluate the reasoning behind thoughts and actions

advocate for taking personal responsibility for the ethical

What other implications for student learning can you identify?

FOR MORE INFORMATION

Alberta Education. (2010). Inspiring

Alberta Education Curriculum Redesign

Alberta Education. (2013). Ministerial order

Identify and solve

A cross-curricular competency is an interrelated

draw from multiple perspectives,

Identify and solve complex problems...

IMPLICATIONS FOR ENABLING

Teachers design learning opportunities that...

How does this information link

What are your thoughts and