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 by integrating, adapting, or deleting some components; 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.
Housing 30 is designed to give a broad understanding and appreciation of residential housing in Saskatchewan and in other parts of the world. This course promotes an understanding of individual housing needs and how these needs can be met in the new millenium within the context of the family life cycle. An examination of various types of living accommodations in Saskatchewan and in other parts of the world will enable the students to draw comparisons and determine housing solutions best suited to the area in which they live. Traces of Saskatchewan heritage will be discovered in architectural styles as students seek to gain appreciation of the building structures in their community.
Housing 30 offers a breadth of career development information. Career links and opportunities may be provided by using videos, guest speakers, and career development research.
Aim, Goals, and Foundational Objectives
Aim: The aim of Housing 30 is to provide students with the opportunity to explore the field of housing and gain an understanding of residential housing in Saskatchewan.
Throughout the course, students will gain knowledge and skills while making housing decisions about: renting accommodation, purchasing real estate, insuring a home, securing rental property, reading house plans, creating and analyzing landscape designs, and doing community planning.
Goals
Awareness: To be aware of the many housing styles, types or forms of housing, and the tenure of occupants (owners or renters) available today while developing an appreciation for the heritage property in many Saskatchewan communities.
Careers and Employment: To become aware of the careers and opportunities in the field of housing including those that exist in Saskatchewan.
Consumer Knowledge: To gain the knowledge and develop the skills to make informed consumer decisions related to housing accommodation for rental or purchase.
Environmental Awareness: To develop an awareness of the impact of housing decisions on the natural environment.
Independence: To develop skills related to housing to make independent decisions as part of the family life cycle.
Technological Advances: To understand how technology brings about change in housing.
Understanding: To understand the emotional, intellectual, and spiritual components of housing affecting the home.
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/abilities, attitudes/values for a student to learn in a subject. Both the Foundational Objectives for Housing 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 Housing 30 curriculum include:
Course Components and Considerations
Housing 30 modules may be offered in a variety of learning environments that range from a classroom in a school to a workplace setting within the community. The Housing 30 curriculum is a 100 hour full credit course accommodating an optional minimum 25 hour work study module. The work study component will be determined by arrangement with the employer, the student, and the teacher-monitor.
Students may explore housing-related careers within their community. Potential careers include community planner/developer, carpenter, architect, draftsperson, real estate agent, insurance salesperson, landscaper (and maintainer), electrician, energy conservation consultant, floor/window installer, constructor, home maintenance service technician, etc.
Professionals in the field of housing have had input into the development of the curriculum through interviews and consultation. The work study component in the course permits the student to apply academic and school-based learning to workplace settings. Students are provided with the opportunity to experience this component working with a professional in suitable places within the community. The work study modules may include time spent with a tradesperson in building construction, an architect, an interior designer, a landscape designer, an engineer, an urban planner, a draftsperson, a real estate agent, a home inspector and appraiser, a surveyor, a home furnishing retail salesperson, a yard maintainer, etc.
This course is a Practical and Applied Arts option that is a specified elective at the Secondary Level.
|
Module Code |
Modules |
Suggested Time (hours) |
|
HOUS01 |
Housing Needs (Core) |
10-15 |
|
HOUS02 |
Historical Influences on Architectural Styles (Optional) |
5-10 |
|
HOUS03 |
Choosing a Residential Location (Optional) |
3-5 |
|
HOUS04 |
Community Planning and Development (Optional) |
5-8 |
|
HOUS05 |
Housing Exteriors (Optional) |
5-8 |
|
HOUS06 |
Interpreting and Evaluating Housing Plans (Optional) |
5-15 |
|
HOUS07 |
Rental Property (Core) |
3-5 |
|
HOUS08 |
Making a House Purchase (Optional) |
5-10 |
|
HOUS09 |
Residential Landscaping (Optional) |
5-10 |
|
HOUS10 |
Energy Efficient Housing (Optional) |
3-5 |
|
HOUS11 |
Housing of the Future (Optional) |
3-5 |
|
HOUS12 |
Building a House (Optional) |
10-15 |
|
HOUS13 |
Career Opportunities in Housing (Core) |
2-5 |
|
HOUS14 |
Work Study Preparation and Follow-up Activities (Optional) |
5-8 |
|
HOUS15 |
Work Study (Optional) |
25-50 |
Teacher Notes that appear in bold print in some modules indicate choices of activities where there is a variation of time allowed to cover the module. This permits the teacher to emphasize and assess areas of greater interest and allows the students to explore the topic in more detail.
The incorporation of the Common Essential Learnings (CELs) into the instruction of the Practical and Applied Arts (PAA) curriculum offers many opportunities to develop students’ knowledge, skills and abilities. The purpose of the CELs is to assist students with learning concepts, skills, and attitudes necessary to make the transition to career, work and adult life.
The CELs also establish a link between the Transition–to-Work dimensions and Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA courses are: apprenticeship, career exploration/development, community project, employability skills, entrepreneurial, occupational skilling, personal accountability, processing of information, teamwork, and work study/experience. Throughout the PAA Curricula, the CELs objectives are stated explicitly at the beginning of each module. The CELs are coded in this document, as follows:
| COM | = | Communication |
| NUM | = | Numeracy |
| CCT | = | Critical and Creative Thinking |
| TL | = | Technological Literacy |
| PSVS | = | Personal and Social Values and Skills |
| IL | = | Independent Learning |
It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.
Assessment and evaluation throughout the Housing 30 course should be based on the learning objectives outlined in the course of study. It is important to use a variety of assessment techniques to ensure accurate student evaluation. The design of an evaluation matrix/scheme should reflect the amount of time devoted to each of the modules taught in the course. For example, if work study were a 25 hour module offered in the course, it could represent 25% of the student evaluation in a 100 hour course offering.
Here is a sample evaluation scheme.
| Tests (written) | 25% |
| Project work | 15% |
| Information Research | 15% |
| Homework and Assignments | 10% |
| Classroom Presentations | 10% |
| Work Study | 25% |
As discussed in the PAA Handbook, there are three main types of student evaluation: diagnostic, formative, and summative.
Diagnostic evaluation usually occurs at the beginning of the school year or before a unit of instruction to identify prior knowledge, interests or skills of students about the subject area.
Formative evaluation is an ongoing classroom process that keeps students and educators informed of students’ progress.
Summative evaluation occurs most often at the end of a module to determine what has been learned over a period of time.
For more information about student evaluation refer to Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) or the Practical and Applied Arts Handbook (Saskatchewan Education, TBD).
For information about program evaluation refer to Saskatchewan School-Based Program Evaluation Resource Book (1989).
For information about curriculum evaluation refer to Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1991).