Real World Learning [SGA.RWL]

Students apply knowledge, understanding and skills in authentic, real world contexts and situations.

Exploring the Context

Students appreciate and connect to learning that is relevant to the world they understand. Similarly, stakeholders express that trust and confidence are gained when the students’ learning opportunities develop skills that are applicable to real-world situations or the world of work. Students are better able to experience growth when they actively care about, and can understand the relevance of the knowledge, skills and attributes they are intended to develop.

Alternative Context: Ongoing Pandemic

Students can still expect to experience learning that is connected to real-world situations, whether learning remotely or in class. Remote learning provides opportunities for students to reach out, with the teacher’s caring and safe guidance, to experts in their fields of interest.

Avenues for Development

  • Students benefit from implementation standards for literacy, collaboration, problem solving, metacognition and communication across Grades 1-9, all subject areas.
  • Career and Technology Foundations programming and other opportunities for experiential learning are explored, developed and implemented.
  • Students understand the “why” of their learning through concept-based pedagogy.
  • Students are provided opportunities to “transfer” their learning to other applications and experiences.


Our expectation is that our commitment to this Element continues, regardless of whether this is a critical Element for development within our schools, or one that is being monitored and maintained. We will know that we are attending to real-world learning through our conversations and professional development; this means continuing to make learning as relevant as we can for all students in all grades.


  • Assurance measures indicate that students report satisfaction with the development of these skills through CTF programming and other experiential learning opportunities.
  • Assurance measures and/or student engagements indicate that students report that they understand the “why” of their learning.

Accountability measures note the following:

  • Percentage of students entering post-secondary programs (including apprenticeship) within six years of entering Grade 10;
  • Satisfaction of parents, teachers and the public that students demonstrate attitudes, skills, knowledge and behaviours to be successful when they finish school;
  • Agreement of students and parents, including self-identified First Nations, Metis and Inuit students and parents, that students are engaged in their learning at school; and
  • Increase of student achievement at the Standard of Excellence.