Overview

 

The Agriculture Technician (ATEC) Program develops students’ knowledge, skills and abilities in six major areas of agricultural production.  These six areas of production are:

·        field crop and irrigated field crop

·        cow/calf

·        feedlot

·        dairy

·        sheep

·        pork*

 

*  Initially, pork will be developed as an ATEC program but may eventually be elevated to a designated trade.

 

The courses within each area of production are organized into three levels of knowledge, skills and abilities: introductory, intermediate, and advanced.

 

The courses within each area of production are organized into three levels of knowledge, skills and abilities: introductory, intermediate, and advanced.

 

Introductory level modules (Level 10) help students gain knowledge and build the skills and abilities that are used in the day-to-day operation of the particular production sector.  These modules form the basis of further learning.  The range of experience and knowledge of students at the introductory level will range from very little or none to considerable.  Those students with prior knowledge and experience should be assessed and given credit for the core modules as quickly as possible.  Then use the optional modules to enhance their knowledge, skills and abilities.

 

Intermediate level modules (Level 20) build on the competencies developed at the introductory level.  These modules broaden or refine the knowledge, skills and abilities used in the particular production sector.  Optional modules are used to enhance learning and address individual interests and learning needs.  These modules also help students direct their learning toward related careers, job opportunities, and post-secondary education.

 

Advanced level modules (Level 30) demand that students acquire a higher level of knowledge, skills and abilities in the particular production sector.  These modules encourage development of employability skills that help students gain entry into the workplace or related post-secondary program.

 

If articulation agreements are established, these courses could provide the desirable background and skills for farm employment or entry into related programs at public and vocational colleges, technical institutes, apprenticeship programs, and universities in Saskatchewan.

 

All of the courses have been prepared with the guidance of Saskatchewan Learning and follow the outline, format and required dimensions of the Saskatchewan Learning Practical and Applied Arts curricula.

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Philosophy and Rationale

 

Saskatchewan is a world leader in traditional primary production agriculture.  Today, there is ever increasing and intense global competition for primary agriculture products.  This means that Saskatchewan agricultural producers and employees need to have knowledge, skills and abilities in a variety of areas in order to maximize production and remain viable. 

 

Providing students with practical knowledge, skills and abilities in crop production will help students provide meaningful contributions to their family farming operations or pursue related career and educational opportunities.

 

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Aim and Goals

 

Aim

 

The aim of Field Crop Production is to provide students with knowledge, skills and abilities in field crop production including farm safety procedures, communication skills, and basic knowledge of equipment operation and procedures.

 

Goals

 

Awareness:  To provide students with an awareness of the nature of field crop production including the knowledge, skills and abilities required for field crop production.

 

Connections between School and Work:  To create a connection for students between the world of school and the world of work.

 

Business and Entrepreneurship Attitudes:  To develop the skills and abilities which encourage students to understand the business of field crop production and markets.

 

Community Environment:  To use relevant community 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 field crop production.

 

Employability Skills:  To encourage the development of employability skills in field crop production.

 

Personal Management Skills:  To promote self-esteem, confidence, and a proactive attitude toward time management, communication, and technical capabilities.

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Course Components and Considerations

 

Course Description

 

Field Crop Production 10, 20, 30 requires 100 hours of instruction per credit.  The guidelines have been developed to provide a balance among:

·        knowledge of all facets of field crop production including farm safety

·        skills and abilities provided by information and practical application of concepts

·        exposure to farms involved in field crop production

·        opportunities for mentoring, job shadowing, or work study using resources in the community.

 

The ATEC Program guidelines are organized into two sets of modules.

 

Field Crop Production 10, 20, 30 Core Modules represent 50-65 hours of in-class or practical instruction which will develop student knowledge, skills and abilities at the introductory level of field crop production.

 

Field Crop Production 10, 20, 30 Optional Modules are used to meet the particular interests of individual students.  Students should be encouraged to develop learning contracts indicating their particular area of interest. 

 

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Training Plans

 

The Appendices contain training plans in the form of checklists.  These training plans can be used by teachers or farmer-trainers for organizing, planning and monitoring work study or instruction at a work site.  Student expectations include observation, assistance or demonstration of a skill or set of skills.

 

To successfully complete Crop Production, a student must spend in the range of 25-50 hours of every 100 hours receiving practical instruction at a work site.

 

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Adjusting for Prior Learning and Experience

 

Many students, particularly those coming from farm backgrounds, may have already acquired some of the basic knowledge and/or competencies in field crop production prior to taking this course.   Teachers should assess individual students and evaluate their level of competency.  Teachers should apply the Adaptive Dimension to all modules and encourage students to select optional modules which will enhance their knowledge, skills and abilities in field crop production.

 

Students should 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.

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Course Overview

 

In the Field Crop Production 10, 20, 30 series, there are no prerequisites for any of the courses.  While it is recommended that students complete all three courses in the series, a teacher may choose to teach 20 or 30 without the others.  In order to accommodate this option, few modules have prerequisite modules identified.  However, when not providing the 10, 20 and 30 courses in order, teachers must review and may need to incorporate, learning objectives from earlier comparable modules to ensure that students gain the necessary knowledge and skills.

 

Module Code	Module	Suggested Time
Core and Optional Modules for Field Crop Production 10
CROP01	Module 1:  Farm Safety (Core)	7-9 hours
CROP02	Module 2:  Communications (Core)	3-4 hours
CROP03	Module 3:  Career Exploration (Core)	3-4 hours
CROP04	Module 4:  Planning for Field Crop Production (Core)	4-6 hours
CROP05	Module 5:  Farm Equipment Maintenance and Repair (Core)	12-14 hours
CROP06	Module 6:  Marketing (Core)	4-5 hours
CROP07	Module 7:  Field Crops in Saskatchewan (Core)	2-4 hours
CROP08	Module 8:  Field Crop Production Machinery (Core)	2-3 hours
CROP09	Module 9:  Basic Maintenance and Operation of Crop Production Equipment (Core)	4-6 hours
CROP10	Module 10:  Basic Operation of Tillage Equipment (Core)	3-5 hours
CROP11	Module 11:  Basic Operation of Combine Equipment (Core)	3-6 hours
CROP12	Module 12:  Basic Operation of Swathers (Core)	3-4 hours
CROP13	Module 13:  Basic Operation of Forage Equipment (Optional)	3-5 hours
CROP14	Module 14:  Developing a Crop Plan (Core)	3-4 hours
CROP15	Module 15:  Land Leveling for Irrigation Equipment (Optional)	5-10 hours
CROP16	Module 16:  Irrigation Pumping Equipment (Optional)	5-7 hours
CROP17A	Module 17A:  Work Study Preparation and Follow-up Activities (Core)	5-10 hours
CROP18A	Module 18A:  Work Study (Core)	25-50 hours
Core and Optional Modules for Field Crop Production 20
CROP19	Module 19:  Farm Safety (Core)	5-6 hours
CROP20	Module 20:  Communications (Core)	3-4 hours
CROP21	Module 21:  Career Exploration (Core)	3-4 hours
CROP22	Module 22:  Planning for Crop Production (Core)	2-4 hours
CROP23	Module 23:  Farm Equipment Maintenance and Repair (Core)	5-7 hours
CROP24	Module 24:  Marketing (Core)	2-3 hours
CROP25	Module 25:  Cultivation and Seeding Equipment (Core)	10-12 hours
CROP26	Module 26:  Fertilizer Storage, Handling and Application (Core)	5-7 hours
CROP27	Module 27:  Harvesting Equipment (Core)	10-12 hours
CROP28	Module 28:  Weed and Pest Control (Core)	5-6 hours
CROP29	Module 29:  Operation and Maintenance of Gravity Type Irrigation Systems (Optional)	5-10 hours

 

CROP30	Module 30:  Operation and Maintenance of Pipe Type Irrigation Systems (Optional)	5-10 hours
CROP31	Module 31:  Operation and Maintenance of Hand Move Type Irrigation Systems (Optional)	5-10 hours
CROP32	Module 32:  Operating Tractors with Attachments (Optional)	3-4 hours
CROP33	Module 33:  Forage Production (Optional)	5-10 hours
CROP17B	Module 17B:  Work Study Preparation and Follow-up Activities (Core)	5-10 hours
CROP18B	Module 18B:  Work Study (Core)	25-50 hours
Core and Optional Modules for Field Crop Production 30
CROP34	Module 34:  Causes and Prevention of Farm Accidents (Core)	4-5 hours
CROP35	Module 35:  First Response for Farm Accidents (Core)	3-4 hours
CROP36	Module 36:  Communications (Core)	4-5 hours
CROP37	Module 37:  Career Exploration (Core)	3-4 hours
CROP38	Module 38:  Farm Planning (Core)	3-4 hours
CROP39	Module 39:  Farm Equipment Maintenance and Repair (Core)	5-7 hours
CROP40	Module 40:  Transporting Farm Equipment (Core)	5-6 hours
CROP41	Module 41:  Environmental Regulations and Disposal of Farm Chemicals (Core)	6-8 hours
CROP42	Module 42:  Grain Marketing (Core)	6-8 hours
CROP43	Module 43:  Developing and Using Financial Plans (Core)	6-8 hours
CROP44	Module 44:  Grain Storage (Core)	5-6 hours
CROP45	Module 45:  Off Season Storage of Farm Equipment (Optional)	5-7 hours
CROP46	Module 46:  Operation of Air Seeding Equipment (Optional)	5-7 hours
CROP47	Module 47:  Operation and Maintenance of Wheel Move Type Irrigation Systems (Optional)	5-10 hours
CROP48	Module 48:  Operation and Maintenance of Pivot Type Irrigation Systems (Optional)	5-10 hours
CROP49	Module 49:  Techniques for Gathering Soil Samples (Optional)	5-10 hours
CROP17C	Module 17C:  Work Study Preparation and Follow-up Activities (Core)	5-10 hours
CROP18C	Module 18C:  Work Study (Core)	25-50 hours

 

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Considerations for Program Delivery

 

Community Partnerships Involve Using Local Farms and Farmers to Learn

 

Throughout this program, crop producers, machinery dealers, and field crop production experts are recommended as resource persons to enhance student learning and to provide practical experience.  Students should also use related field crop production businesses and services such as:

·        grain elevators or inland terminals

·        producer organizations

·        chemical or fertilizer dealers

·        short-line equipment manufacturers or machinery dealers.

 

Teachers will need to seek assistance from crop producers in the community in order to provide opportunities for practical experience and to act as resources as required.  Adjustments should be made to accommodate the particular circumstances of the community as well as the related experiences of the students.

 

Work study opportunities are a requirement of the course (i.e., 25 to 50 hours per credit).

 

Instructional Resources

 

There are a wide variety of resources available for the instruction of field crop production.  Students should develop skills in finding and using the most current information on topics relating to field crop production. 

 

Saskatchewan Agriculture, Food and Rural Revitalization is the most important source of current resources.  Resources can be ordered from the Publication Distribution Centre Order Desk by telephone at (306) 721-4330, by fax at (306) 721-4626, or e-mail at valb.pad@sk.sympatico.ca.  Saskatchewan Agriculture, Food and Rural Revitalization’s web site is http://www.agr.gov.sk.ca.

 

Instructional Strategies and Methods

 

Field Crop Production 10, 20, 30 encourages the use of the following instructional strategies and methods.  Consult Saskatchewan Learning’s foundation document Instructional Approaches:  A Framework for Practice (1991), for additional information.  Many methods are recommended for use with the ATEC program.  Some examples follow.

 

experiential

·        field trips

·        field observations

·        job shadowing.

 

interactive

·        presentations including on-site demonstrations or symposiums

·        discussions

·        mentoring with co-operating farmers-trainers.

 

independent learning

·        learning contracts

·        student reference manuals.

           

Learning contracts and the creation of Student Reference Manuals are of particular importance in the ATEC Program.

 

Learning Contracts

 

Field Crop Production 10, 20, 30 is designed for more individualized exploration and application of skills and abilities through on-site practice with working farmers or on-site trainers.  Learning contracts should be used to organize the on-site practice with the foundational and specific learning objectives required by the modules throughout the course.  Examples of learning contracts can be found in the foundation document Student Evaluation:  A Teacher Handbook (1991).

 

Student Reference Manual

 

The purpose of the Student Reference Manual is to be a repository of useful, work site reference material collected throughout the course and throughout the various levels.

 

The Student Reference Manual will provide an exhibit of a student’s effort, progress, and achievement over a period of time.  The manual should be organized so that it is clearly useful to the individual student.

 

Throughout each level, students will be requested to prepare material to insert and maintain in the manual.  The material in the manual should be evaluated on usefulness, completeness, accuracy and organization of the material.

 

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Preparing for Field Crop Production

 

The courses in the ATEC Program focus on the skills and abilities required at the technician level of crop production.  Students are expected to achieve the basic competencies outlined in the course by:

·        engaging in hands-on, practical experiences with knowledgeable experts in field crop production

·        monitoring progress using checklists at key points throughout the course.  These checklists should be self-assessed and verified by the farmers-trainers as well as the teacher.

 

The key factor to successful achievements of the basic competencies is the contribution made by the co-operating farmer-trainer.  In order to establish a successful relationship, expectations should be discussed, defined and mutually agreed upon by the co-operating farmers-trainers and the teacher.  Teachers should refer to the “Guidelines for Work Study”, a section of the Practical and Applied Arts Handbook (2003), for specific direction.

 

Teachers should also prepare an inventory of other community resources, work study opportunities and field trip or demonstration sites prior to implementing Field Crop Production 10, 20, 30.

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Planning Schedule for Teachers

 

 

 

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Student Evaluation

 

There are three areas of importance in this curriculum on which teachers will collect data on student progress.  Teachers should clearly outline their expectations of students and make students aware of the expectations for content (concept attainment), application (knowledge of processes), and experiential knowledge.

 

Areas of importance	Range of emphasis %	Suggested assessment techniques
Content (concept attainment)	20–30%	Ongoing student activities including written assignments, presentations, homework, attendance at workshops, and symposiums.
Application (knowledge and application of basic competencies and processes)’	30–40%	Checklists indicating achievement of basic competencies in field crop production.
Experiential (application of knowledge; developing skills and abilities, processes, and attitudes using actual situations, site visitations, and work study)	30–50%	Learning contracts (personal development and application of skills, abilities and attitudes )   Student Reference Manual including appropriate ongoing documentation indicative of independent learning   Work study component assessment.

 

Refer to Student Evaluation:  A Teacher Handbook (1991) for examples of a variety of assessment  and evaluation techniques.

 

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Program Evaluation

 

Program evaluation is the systematic process of gathering and analyzing information about some aspect of the school program in order to make decisions or to communicate to others what is happening in a program.

 

By its nature, Field Crop Production 10, 20, 30 can accommodate the interests and needs of each individual student.  The course also depends on the co-operation of farmers-trainers.  Although assessment is time-consuming, the course should be assessed regularly to ensure that:

·        the program is meeting the needs of individual students

·        the co-operating farmer-trainer/student relationship is successfully operating

·        the program provides meaningful awareness, adequate exploration opportunities, and relevant experiences.

 

Techniques for gathering and analyzing information on the course include anecdotal records and interviews as well as surveys at various times of the year.  The information that is gathered can be used to make decisions about the program in future years.
Relationship to Saskatchewan Agriculture, Food and Rural Revitalization’s Green Certificate Program

 

Field Crop Production is based upon Saskatchewan Agriculture, Food and Rural Revitalization’s Green Certificate Program - Technician Level.  The following chart indicates the relationship with SAFRR’s Green Certificate Program.  Students or teachers should contact Saskatchewan Agriculture, Food and Rural Revitalization’s Green Certificate Program (306) 787-8191 for more information.

 

 

Students completing all three courses of Field Crop Production will be eligible for certification as a Level I Technician:  Field Crop Production through Saskatchewan Agriculture, Food and Rural Revitalization.  This applies for all production sectors with the exception of pork.  Students completing the pork production sector may be eligible to receive credit in SIAST’s swine management program when articulation processes have been completed with Saskatchewan Learning and the Apprenticeship and Trade Certification Unit.

 

The ATEC Program relies on a partnership of students, teachers, and co-operating farmers-trainers.  Teachers may also wish to involve Saskatchewan Agriculture, Food and Rural Revitalization’s Green Certificate Coordinator to assist in the program.

 

The charts on the following pages outline the roles and responsibilities of each person involved in the ATEC Program.  Teachers should review this information prior to making arrangements for delivery of the program.

 

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Roles, Responsibilities and Accountability

 

The following charts indicate the role of each person involved in the ATEC Program.

 

Note:  Working with the Saskatchewan Agriculture, Food and Rural Revitalization’s Green Certificate Program is considered optional but is recommended in order for students to receive high school credit as well as receive certification through the Saskatchewan Agriculture, Food and Rural Revitalization Green Certificate Program.  SAFRR’s Green Certificate Program can also provide students with various learning opportunities through workshops, symposiums, and demonstrations.