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Example 1: Value-added Agriculture |
Example 2: Diversified Agriculture |
Example 3: Related Goods and Services |
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Core Modules 1- 7 (60 hours) |
Core Modules 1- 7 (50 hours) |
Core Modules 1- 7 (55 hours) |
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Module 8: Customer Service (5 hours) |
Module 9: Diversified Agriculture (10 hours) |
Module 16: Work Study Preparation and Follow-up Activities (10 hours) |
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Module 10: Rules and Regulations (6 hours) |
Module 11: Local perspectives (6 hours) |
Module 17: Work Study Module (35 hours) Training plan includes foundational and learning objectives from:
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Module 12: Packaging, Storage and Distribution (6 hours)
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Module 16: Work Study Preparation and Follow-up Activities (5 hours) | |
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Module 13: Selecting an Enterprise (8 hours) |
Module 17: Work Study (29 hours) Training plan includes foundational and learning objectives from: Module 10: Rules and Regulations Module 12: Packaging, Storage and Distribution | |
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Module 15: Producing a Value-added Product (5 hours) |
Agriculture Studies 30 is not a "stay in your desk" curriculum. It has been developed to encourage students to learn about agriculture locally. This means providing students with current resources and opportunities to interact with individuals or business in the nearby agricultural community.
Teachers should identify and select instructional resources, work study opportunities, field trips, or demonstration sites prior to implementing the Agriculture Studies 30 course.
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Time period |
To Do |
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Prior to course |
Identify and order resource materials. Identify and select possible field trip or demonstration sites. Identify possible work study opportunities. |
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Early in course |
Work with students to:
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Mid-way |
Review/revise individual learning contracts. |
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Ending of course |
Remind students of deadlines. Prepare for final assessment. |
Various instructional approaches and methods are presented in the PAA Handbook. Consult Saskatchewan Education’s (1991) foundation document Instructional Approaches. A Framework for Practice, for additional information.
In addition to Direct Instruction, Agriculture Studies 30 encourages the use of the following instructional strategies and methods.
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Indirect Instruction
Experiential
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Interactive
Independent Learning
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Additional information on these instructional methods follows.
Case Histories
Case histories are objective and non-judgmental descriptions or compositions that document the chronology of a particular event or case example. Using case histories of individuals and businesses in value-added or diversified agriculture is an important instructional method and learning opportunity. Students can learn a tremendous amount by gathering case histories of value-added, diversified, or related goods and services aspects of agriculture.
Case histories used in Agriculture Studies 30 are developed in the following way:
Appendix C provides an example of a case history format.
Case Studies
In contrast to case histories, case studies are subjective, analytical compositions used to identify problem areas or potential opportunities as well as to form conclusions, provide summaries, make recommendations, and formulate plans.
Case studies used in Agriculture Studies 30 are developed in the following way:
Appendix D provides a format for a case study.
Gathering Case Histories or Case Studies
Case histories and case studies can be gathered using field observations, field trips, job shadowing, or work study. All visits should be pre-arranged and the purpose of each visit made clear to the students and the hosts. To acknowledge the valuable contribution of community resources for the class, students should compose follow-up/thank you letters.
Learning Contracts
Agriculture Studies 30 provides the opportunity for students to engage in more individualized exploration and application of skills and abilities through optional modules in value-added, diversified agriculture, or related goods and services. Learning contracts allow for flexibility and student control of learning. Examples of learning contracts can be found in Saskatchewan Education’s (1991) foundation document, Student Evaluation: A Teacher Handbook.
Using the Community as a Learning Environment
This course is characterized by the use of businesses, farms, industries, and experts located in the community. Examples of community resources include various places and people:
Teachers need to consider the characteristics of the community, the nature of community resources, and the experiences of the students when planning for instruction. In other words, adjustments should be made to accommodate the particular circumstances of the community as well as the background of the students.
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Confidentiality Using the community as a resource to find examples of value-added or diversified agriculture can be a rewarding experience. Students should be cautioned about: |
Resource-based Learning
Value-added and diversified agriculture and the related goods and services that support them are evolving and changing continually. Finding and using the most current information on commodities or goods and services are among the most important activities involved in today’s world of agriculture.
Throughout Agriculture Studies 30, students and teachers are encouraged to find and use the most current information and resources available in print, on video, and via Internet resources. Field trips, site visitations, and guest speakers also can provide current information.
Saskatchewan Agriculture and Food is an important source of current information resources for Agriculture Studies 30. Resources can be ordered from the Publication Distribution Centre Order Desk by telephone at 1-888-613-3975; by fax at (306) 721-4626 or email pad@sk.sympatico.ca. The Saskatchewan Agriculture and Food’s website is http://www.agr.gov.sk.ca/saf.
One of the goals of Agriculture Studies 30, as well as other Practical and Applied Arts, is to create a connection between the world of school and the world of work.
Agriculture Studies 30 helps students make this connection using a continuum of activities ranging from instructional methods which help create awareness and develop skills and abilities to an optional module on Work Study.
Opportunities involving transition-to-work occur on a continuum.
Awareness Exploration
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Instructional Methods
| Work Study |
Additional information can be found in Saskatchewan Education’s Instructional Approaches: A Framework for Practice (1991), Practical and Applied Arts Handbook (TBD), and the Work Experience Education Guidelines (1989).
COM = Communication
NUM = Numeracy
CCT = Critical and Creative Thinking
TL = Technological Literacy
PSVS = Personal and Social Values and Skills
IL = Independent Learning
Although certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other interrelated CELs may be addressed at the teacher’s discretion.