Acknowledgements

Saskatchewan Education acknowledges the contributions of the Practical and Applied Arts (PAA) Reference Committee formed in 1996. Current members are:

Susan Buck Instructor SIAST Wascana Campus Jerry Cherneski Instructor SIAST Palliser Campus Laurent Fournier Trustee Saskatchewan School Trustees Association (SSTA) Dean Lucyk Teacher Regina RCSSD #81 Saskatchewan Teachers' Federation (STF) Saskatchewan Industrial Education Association (SIEA) Barbara McKinnon Teacher Moose Jaw S.D. #1 Saskatchewan Teachers' Federation Saskatchewan Business Teachers’ Association (SBTA) Dr. Len Proctor Professor, College of Education University of Saskatchewan Ron Provali Teacher Potashville S.D. #80 Saskatchewan Teachers’ Federation Saskatchewan Association for Computers in Education (SACE)

Dr. Kevin Quinlan Professor, Faculty of Education University of Regina Dave Spencer Superintendent Swift Current Comprehensive School Board League of Educational Administrators, Directors and Superintendents (LEADS) Gayleen Turner Teacher Swift Current S.D. #94 Saskatchewan Teachers' Federation Saskatchewan Home Economics Teachers’ Association (SHETA) Ron Wallace Consultant Saskatoon S.D. #13 Saskatchewan Teachers' Federation Saskatchewan Career/Work Education Association (SCWEA) Previous Members: Debbie Ward Trustee Saskatchewan School Trustees Association (SSTA) Morris Smith, Superintendent League of Educational Administrators, Directors and Superintendents (LEADS)

Saskatchewan Education wishes to thank many others who contributed to the development of these guidelines:

• Karen Rempel, contracted developer/writer;
• the PAA Program Team;
• field test/pilot teachers; and,
• other field personnel.

This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Education.

Introduction

Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Home Economics Education, Business Education, Work Experience Education, Computer Education, and Industrial Arts Education. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guidelines have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and some new guidelines have been developed.

A companion Practical and Applied Arts Handbook provides background on Core Curriculum philosophy, perspectives, and initiatives. The Handbook articulates a renewed set of goals for PAA. It presents additional information about the PAA area of study, including guidelines about work study and related Transition-to-Work dimensions. In addition, a PAA Information Bulletin provides direction for administrators and others regarding the implementation of PAA courses. Lists of recommended resources for all guidelines will be compiled into a PAA Bibliography with periodic updates.

Philosophy and Rationale

Saskatchewan has been and continues to be a world leader in traditional, production-based agriculture. Over the past decade the agricultural industry has shifted its focus toward developing and improving value-added and diversified agriculture.

In contrast to traditional forms of production-based agriculture, value-added agriculture uses the foundations of production-based agriculture but directs its focus on earning the best possible return for Saskatchewan agricultural commodities by processing the initial commodity. Diversified agriculture focuses on broadening the types of agricultural commodities produced or processed in Saskatchewan.

Integral components of value-added and diversified agriculture are a variety of related goods and services. Related goods include crop and livestock production products; related services include transportation, marketing, manufacturing, as well as information and financial services.

It is important to the Saskatchewan economy that value-added agriculture and diversified agriculture, as well as their related services, change and adapt continually in order to earn the best possible return for Saskatchewan commodities in the domestic and global marketplace. More importantly, however, is the extent to which value-added and diversified agriculture can and is based in local Saskatchewan communities. This means that a wider variety of employment and economic opportunities should be created. These opportunities are particularly important and relevant to students and young people. Providing students with practical knowledge and skills to become involved in value-added or diversified agriculture, as well as their related services, will help them participate in Saskatchewan’s future.

Aim, Goals, and Foundational Objectives

Aim

The aim of Agriculture Studies is to provide students with knowledge, skills, and abilities enabling them to pursue careers or employment opportunities in value-added or diversified agriculture or in the related goods and services supporting them.

Goals

Awareness: To provide students with an awareness of the nature of value-added and diversified agriculture as well as the related goods and services that support them.
Connections between School and Work: To create a connection for students between the world of school and the world of work in Agriculture.
Business and Entrepreneurship Attitudes: To develop the skills and abilities which encourage students to pursue opportunities in value-added and diversified agriculture via post-secondary education, apprenticeship programs, entrepreneurial endeavors, or in the workplace.
Community Environment: To use relevant community agriculture examples which will help develop students’ skills and abilities as well as encourage a sense of pride and community.
Communication: To develop social and communication skills as potential employees or employers in agriculture.
Employability Skills: To encourage the development of employability skills through agriculture.
Personal Management Skills: To promote self-esteem, confidence, and a pro-active attitude toward agricultural business and the community.

Foundational Objectives

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Agriculture Studies 30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Core Modules of the Agriculture Studies 30 curriculum include:

• To demonstrate knowledge of the diversity and significance of Saskatchewan agriculture, agri-food, and agri-fibre industries.
• To develop effective skills in marketing an agricultural product or related service.
• To describe the range of activities involved in selecting, producing, processing, transporting, and marketing an agricultural commodity, value-added product, or service.
• To describe the use of technologies and practices in processing a value-added product, or providing a related service.
• To understand the concept and need for quality assurance of an agricultural commodity, value-added product, or related service.
• To be able to describe and access careers and job opportunities in agriculture.
• To develop effective information gathering and communication skills used in agriculture.

The Foundational Objectives of the Optional Modules of the curriculum include:

• To develop an understanding of customer service.
• To develop an understanding of diversified agriculture.
• To develop an awareness of the requirements of and factors affecting packaging, storage, and distribution of value-added products, diversified agricultural commodities, or the products supplied by agricultural-related services.
• To develop an understanding of the considerations and processes involved in selecting an agricultural enterprise.
• To develop an understanding of value-added agriculture, diversified agriculture, or related goods and services from past and future perspectives.
• To gain knowledge and experience in processing a value-added product.
• To develop workplace skills in the value-added or diversified agriculture sector or in related services.
• To apply concepts and information from the classroom to the workplace.

All of the subject and CELs Foundational Objectives are stated explicitly at the beginning of each module.

Course Components and Considerations

Course Description

Agriculture Studies 30 is a curriculum within the area of Practical and Applied Arts and requires 100 hours of instruction. The course has been developed to provide a balance between:

• awareness provided by relevant information and practical application of concepts;
• exposure to relevant businesses or farms involved in diversified or value-added agriculture; and,
• opportunities for mentoring, job shadowing, or work study using resources in the community.

Important characteristics of the course are:

• use of, or involvement with community industries, human resources and related support services in order to provide relevant examples of the concepts presented in the course;
• integration of career exploration throughout the course; and,
• application of effective communication skills in areas such as customer service and providing quality assurance of products and services.

Insight into community industries and related agricultural services has the potential to provide transitions to occupations in Saskatchewan agriculture, agri-food, and agri-fibre industries.

The course will provide desirable background and skills for entry into related programs at public and vocational colleges, technical institutes, apprenticeship programs, and universities in Saskatchewan.

Modules for Agriculture Studies 30

Agriculture Studies 30 is organized into three sets of modules.

Core Modules (1 - 7 inclusive) encompass 50 - 65 hours of instruction. These modules are "Core" or required modules developed to build basic knowledge, skills, and abilities about value-added and diversified agriculture and about their related services.

Optional Modules (8 - 15 inclusive) encompass 50 - 70 hours of instruction. These optional modules have been developed to assist in meeting the particular interests of individual students. Students should be encouraged to develop learning contracts indicating their particular area of interest. Module 16 and 17 are Work Study modules.

Optional Work Study Modules (16 and 17) encompass 5-10 hours of Work Study Preparation and Follow-up Activities and a minimum of 25 hours of work study.

Course Overview

Selecting Modules

All students are required to take Core Modules 1 through 7. Students should begin reviewing the optional modules as soon as possible in order to prepare their own learning contracts either as groups or as an individual. For example, an individual student may be interested in only one area of agriculture (value-added, diversified, or related good and services) and choose to expand his/her knowledge in that particular area.

Students should be encouraged to develop their own learning contracts according to their own needs. Each module has a suggested range of instructional hours allowing for flexibility in designing individual learning plans.