CTF Detailed Challenge Template

Title CHALLENGE-CEPTION! Grade Grade 7-9

Challenge What is CTF? Estimated

Question What types of challenges do students enjoy doing/creating? Challenge ??
Time
All outcomes in the CTF Program of Studies should be addressed in each CTF course.

Challenge Description
Description/
Rationale CTF
Career and Technology Foundations allows students from grades 5 to 9 to explore a variety of
their interests and possible career pathways. It helps students build their understanding of the
world around them as they grow and develop the skills to be successful in careers and life.
Overall, CTF aims to develop communication, collaboration, critical thinking, time movement and
problem-solving skills through various hands-on learning experiences. It also serves to support
the development of literacy and numeracy, as well as a strongly structured group of
competencies which can be developed through student-centric learning opportunities.

CTF Learning Process

Students who are engaging in CTF challenges or tasks, alternate between four essential
processes: planning, creating, appraising and communicating.
 Plan: To follow a process that identifies, generates ideas and encourages empathy
and evaluation when designed a solution to a task or challenge.
 Create: To make a product, performance or service using one’s own thought or
imagination.
 Appraise: To use ongoing assessment to guide decision making and learning.
 Communicate: To share or receive information in order to express ideas and gain
understanding.
CTF Learning outcomes are as follows:
 CTF is exploring interests, passions and skills while making personal connections
to career possibilities.
o I explore my interests and passions while making personal connections to
career possibilities.
o I use occupational area skills, knowledge and technologies.
o I follow safety requirements associated with occupational areas and related
technologies.
o I demonstrate environmental stewardship associated with occupational areas.
 CTF is planning, creating, appraising and communicating in response to
challenges.
o I plan in response to challenges.
o I make decisions in response to challenges.
o I adapt to change and unexpected events.
o I solve problems in response to challenges.
o I create products, performances or services in response to challenges.
o I appraise the skills, knowledge and technologies used to respond to
challenges.
o I communicate my learning.
 CTF is working independently with others while exploring careers and technology.
o I determine how my actions affect learning.
o I develop skills that support effective relationships.
o I collaborate to achieve common goals.

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 1 of 8
 CTF Detailed Challenge Template
These outcomes covered in the CTF curriculum aim to honour the diversity among students and
promote the meaningful and authentic exploration of various occupational areas from CTS.

School
This challenge is suitable for schools of all sizes and locals. While all components of this
challenge can be completed through research, presenters may be limited to what is available
among the community that the school is a part of. For example, a student may be limited in
their options to create a challenge due to a lack of resources available to the school.

Facilities
While the facilities needed for the completion of this challenge will vary depending on the
facilitation of thief challenge, most of the research, learning, creating of the project will take
place in a classroom setting. The teacher may want to plan with school administrators and
professionals in the community to determine dates that would best suit the needs of both
parties.

Safety
Students will learn about the potential threats of researching material on the internet and
where they can find credible resources. Students will need to be aware of digital security while
communicating electronically (if available) with all professionals pertaining to their research.
They will need to understand that some material may still be in a research stage from the
professional delivering a presentation and may need to sign an agreement to not share that
information.
Also, depending on the events that will be administered for the purpose of this challenge
(visiting nature reserves, etc), students will be directed the appropriate event specific safety
measures provides by the teacher, the school and the community-based experts.

Rationale

Throughout a students’ education, those who are involved in extracurricular activities in and out
of the school don’t often have the opportunity to explore topics pertaining to the particular
sports that they play through the curriculum being instructed. This challenge was designed in
hopes to create that connection that some of these students may not be experiencing.

This challenge will allow students to become more autonomous with regards to their learning
and explore various lifestyle related topics and opportunities. Students often belong to a
structured system where they are often simply given information and an explanation of what to
do with that information in order to receive a summative grade. In this instance, students are
granted independence over their learning and the modality if which they’d like to present their
findings.
It may lead students to become more conscious of their lifestyle choices and the opportunities
that they have in their communities to become more involved and develop as leaders.

In addition to this, students are exposed to various professional careers that are just within an
arm’s reach of their communities. For example, students will learn about the various components
of a camera and its functional use to society; to actively engage in the creation of a 3D-Print
and the potential career paths that it could lead to such as becoming a designer for popular
motion pictures and movies; and to explore the possibilities of graphic design and organizing
structured components in a pleasing manner that demands attention from others such as
creating ads for companies.
As a result, students may choose to further explore these career opportunities and become
involved in activities surrounding the career path.

This challenge is suitable for students who are capable making decisions independently and
have interest regarding sport. Therefore, this CTF challenge would likely be best implemented
in grades 7-9 but could be implemented in younger grades dependent upon the interest

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 2 of 8
 CTF Detailed Challenge Template
students possess. Students may choose from any of the components of their class (Photography,
3D-Printing and Graphic Design in my case).

Scenario ** The scenario may change based on the challenge you’re intending for your students to create. In
this case, the challenge was designed for a Photography, 3D-Printing & Graphic Design class. **

“Have you seen the movie Inception?” said Student.

“No, I haven’t. What’s it about?” Teacher responded.

“Essentially, it’s a dream, within a dream, but that dream also takes place in another dream…
Long story short, it’s a lot of dreams.”

“That sounds extremely confusing, but I think I’ve got an idea!” Teacher exclaimed. “Your
challenge, should you choose to accept it, is to…”

“This is starting to sound a lot like Mission Impossible, not Inception...” replied Student.

“Let me finish! Your challenge, should you choose to accept it, is to create a CTF Challenge Plan
that challenges your fellow students.” Said Teacher.

“IT’S CHALLENGE-CEPTION!” shouted Student.

Career and Technology Foundations is becoming a more prevalent feature within schools. As a
result, we will be diving straight into CTF and exploring what makes it tick. Within the
Photography, 3D-Printing and Graphic Design course, we will explore many interesting aspects
of the technology we will use. You will be responsible for picking the component of the course
that you find most interesting and creating a challenge that could be attempted by your fellow
students.
Your Challenge Plan should include:
 An introduction to the component you are basing your challenge on (e.g.,
Photography, 3D-Print, Graphic Design)
 A product/assignment you would assign if you were responsible for teaching this
component.
 What expectations you would have for the completed product/assignment.
o Quality of Pictures
o Requirements such as a location, etc.

Occupational BUSINESS
Areas ☐ Computing Science ☒ Financial Management ☐ Management & Marketing
(Select at least two ☐ Enterprise & Innovation ☒ Information Processing ☐ Networking
to explore.)
COMMUNICATION
☐ Communication Technology ☐ Design Studies ☐ Fashion Studies
HUMAN SERVICES
☐ Community Care Services ☐ Foods ☐ Legal Studies
☐ Cosmetology ☐ Health Care Services ☒ Recreation Leadership
☐ Esthetics ☐ Human & Social Services ☐ Tourism
RESOURCES
☐ Agriculture ☐ Forestry ☐ Wildlife
☐ Environmental Stewardship ☐ Primary Resources

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 3 of 8
 CTF Detailed Challenge Template
TECHNOLOGY
☐ Construction ☐ Fabrication ☐ Mechanics
☐ Electro-Technologies ☐ Logistics
Links Between
Occupational
Areas and This
Challenge
Skills,
Knowledge and
Technologies
Related to the
Occupational
Areas

Safety and/or
Environmental
Considerations
Facility Type Classroom
Learning Commons

Equipment Computer
and/or 3D-Printer
Cameras
Consumables Yearbook Avenue
Tinkercad

Equipment needed will ultimately vary on the modalities that teachers intend to facilitate this CTF
Challenge Plan.

Possible SUBJECTS
Interdisciplinary ☒ English Language Arts ☒ Health and Life Skills ☐ Religious Education
Connections ☐ Fine Arts ☐ Mathematics ☐ Science
(CTF challenges can ☐ French Language Arts ☐ Outdoor Education ☐ Social Studies
be stand-alone
courses or ☐ French Second Language ☐ Physical Education ☐ Other
interdisciplinary.)
Learning Outcomes
ELA Grades Seven - Nine:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences
 1.1 - extend understanding by taking different points of view when rereading
and reflecting on oral, print and other media texts
3. Students will listen, speak, read, write, view and represent to manage ideas and
information.

a. 3.1 - synthesize ideas and information from a variety of sources to develop

own opinions, points of view and general impressions
b. 3.1 - assess adequacy, accuracy, detail and appropriateness of oral, print
and other media texts to support or further develop arguments, opinions or
points of view

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 4 of 8
 CTF Detailed Challenge Template
c. 3.3 - develop coherence by relating all key ideas to the overall purpose of
the oral, print or other media text
d. 3.4 - reflect on the research process, identifying areas of strength and ways
to improve further research activities
4. Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication

e. 4.1 - share sample treatments of a topic with peers, and ask for feedback on
the relative effectiveness of each
f. 4.1 - work collaboratively to make appropriate revisions based on feedback
provided by peers
g. 4.1 - revise to ensure effective introductions, consistent points of view,
effective transitions between ideas and appropriate conclusions
h. 4.2 - demonstrate the deliberate, conscientious and independent application
of a variety of editing and proofreading strategies to confirm spellings in
own writing
i. 4.3 - choose appropriate types of evidence and strategies to clarify ideas
and information, and to convince various readers and audiences

5. Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others
j. 5.1 - explore and experiment with various ways in which language arts are
used across cultures, age groups and genders to honor and celebrate people
and events
k. 5.2 - contribute to group efforts to reach consensus or conclusions, by
engaging in dialogue to understand the ideas and viewpoints of others
l. 5.2 - share responsibility for the completion of team projects by establishing
clear purpose and procedures for solving problems, monitoring progress and
making modifications to meet stated objectives
Health and Life Skills Grades Seven - Nine:
1. Students will make responsible and informed choices to maintain health and to
promote safety for self and others
2. Students will use resources effectively to manage and explore life roles and career
opportunities and challenges

CTF Learning Outcomes: Identify the learning outcomes from the CTF Program of Studies that will be
addressed in this challenge.
☒ I explore my interests and passions while making personal connections to career possibilities.
☒ I use occupational area skills, knowledge and technologies.
☒ I follow safety requirements associated with occupational areas and related technologies.
☐ I demonstrate environmental stewardship associated with occupational areas.
☒ I plan in response to challenges.
☒ I make decisions in response to challenges.
☒ I adapt to change and unexpected events.
☒ I solve problems in response to challenges.
☒ I create products, performances or services in response to challenges.
☒ I appraise the skills, knowledge and technologies used to respond to challenges.
☒ I communicate my learning.
☒ I determine how my actions affect learning.
☒ I develop skills that support effective relationships.

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 5 of 8
 CTF Detailed Challenge Template
☒ I collaborate to achieve common goals.

Competencies: Identify the competencies that will be addressed in this challenge.

☒ Critical Thinking
☒ Problem Solving
☒ Managing Information
☒ Creativity and Innovation
☒ Communication
☒ Collaboration
☐ Cultural and Global Citizenship
☒ Personal Growth and Well-being
Literacy and Numeracy: Identify how the challenge supports the development of literacy and numeracy.
“Literacy is the ability, confidence and willingness to “Numeracy is the ability, confidence and willingness to
engage with language to acquire, construct and engage with quantitative or spatial information to make
communicate meaning in all aspects of daily living.” informed decisions in all aspects of daily living.”

☒ Students recognize that literacy provides enjoyment
and enables them to make sense of and participate in
the world around them.
☒ Students identify what they know, are able to do and
need to learn when engaging in tasks that involve
literacy.
☒ Students are aware of the literacy demands within a
task.
☒ Students use rules of language to acquire, construct
and communicate meaning.
☒ Students use efficient and effective strategies to
acquire, evaluate and ethically use information.
☒ Students use efficient and effective strategies to
construct meaning.
☒ Students communicate to convey concepts, ideas and
understandings.
☒ Students recognize that numeracy enables people to
make informed decisions in all aspects of daily living.
☒ Students identify what they know, are able to do and
need to learn when engaging in tasks that involve
numeracy.
☒ Students are aware of the numeracy demands within
a task.
☒ Students apply knowledge of quantitative
information to make an informed decision.
☒ Students apply knowledge of spatial information to
make an informed decision.
☒ Students interpret, represent and communicate in a
variety of digital and non-digital formats to support
decisions in situations involving numeracy.
☒ Students use efficient and effective strategies and
methods or tools to manage quantitative or spatial
information.

Assessments: These should include opportunities for students to reflect on and communicate their learning.
Formative Assessments Summative Assessments
  CTF Challenge Plan (ACQUIRE, APPLY, ADAPT)
 Check-ins: The gradual progression and heuristic
demonstration of individual growth and learning.
(ACQUIRE, ADAPT, APPLY)
 Individual Reflections (ADAPT)

Resources: Identify potentially useful resources for teaching and learning the challenge.
 Yearbook Avenue
 Tinkercad

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 6 of 8
 CTF Detailed Challenge Template
 Sketchup
 Adobe Photoshop
Books and Articles
 Instruction Manuals
 Can use current events
o Photography
o Motion Pictures (3D-Printing)
o Graphic Design
Websites and Multimedia
 Yearbook Avenue
 Tinkercad
Student Handouts
 SMART Goals Worksheets
 Camera Functions
 Website addresses
 Login Information to System Profile
 Project Overview/Rubrics
 Peer Feedback Checklists

Challenge Plan at a Glance: Provide a general outline that describes how the challenge unfolds.
Lesson #: 1 Time Allotted: 90 min.
Objective Learn and Explore CTF
Learning 
Outcomes
Competency 
Literacy and 
Numeracy

Assessment
Resources
Notes 

Lesson #: 2 Time Allotted: 90 min.

Objective Learn and Explore CTF
Learning 
Outcomes
Competency 
Literacy and 
Numeracy

Assessment

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 7 of 8
 CTF Detailed Challenge Template
Resources
Notes 

Lesson #: 3 Time Allotted: 90 min.

Objective Learn and Explore CTF
Learning 
Outcomes
Competency 
Literacy and 
Numeracy

Assessment
Resources
Notes 

Lesson #: Time Allotted: 90 min.

Objective
Learning 
Outcomes
Competency 
Literacy and 
Numeracy

Assessment
Resources
Notes 

CTF Detailed Challenge Template

© 2017 Alberta Education, Alberta, Canada Page 8 of 8