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/Career 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 (PAA) Handbook, provides background on Core Curriculum philosophy, perspectives, and initiatives. The Handbook provides 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. A PAA Information Bulletin provides direction for administrators and others. Lists of recommended resources from all guidelines will be compiled into a PAA Bibliography with periodic updates.

Interior Design allows students to gain an appreciation of the design fundamentals that form the foundation by which all design is judged. Learning how to manipulate and apply the tools of design in a variety of situations in the home is a major focus throughout the course of study. Opportunities for creative application of design fundamentals are provided in the Application of Design module.

Interior design components and treatments are examined as they apply to design interiors in residential and commercial buildings. Walls, ceilings, floors, windows, doors, furniture, and accessories are discussed in relation to application principles and construction studied in the course. Decorating trends from the past to today are discussed in relation to availability, use, selection, and practicality of materials as students seek to evaluate what is good design.

Aim

To be aware that design both shapes and is shaped by our surroundings.

Goals

Environmental Awareness: To develop an awareness of the impact of design decisions on the environment.

Technological Advances: To create an awareness of the many materials, construction, treatments, and finishes that are available to designers today.

Consumer Knowledge: To make informed consumer decisions based on cost, expected performance, and practical use of interior design decisions.

Independent Learning : To apply basic design fundamentals to develop an aesthetic environment in which we live. To recognize, organize, analyze, and solve design problems in order to create an aesthetic, functional environment.

Careers and Employment: To explore a variety of post-secondary and career opportunities that exist in the field of interior design today.

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 are the broad, overarching knowledge, skills, attitudes/values, and abilities objectives in a subject. Both the Foundational Objectives for Interior Design 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 Interior Design 30 curriculum include:

• To gain a broad foundation of design fundamentals.
• To apply design fundamentals to develop an aesthetic and functional living space.
• To develop an awareness of the factors that determine the appropriateness of successful design.
• To examine and evaluate materials used in design interiors to fulfil human needs and expressions in a living space.
• To develop an awareness of career and employment opportunities related to the field of interior design.
• To learn by listening to and interviewing people in the home and community.
• To use language (listening, speaking, reading, writing) for differing audiences and purposes that are relevant to the students and to interior design.
• To understand and use the vocabulary, structures, and forms of expression that characterize interior design.
• To interpret floor plans by applying knowledge of numbers and scale and understanding their interrelationships.
• To integrate classroom learning with work-related learning.
• To gain an awareness of the post-secondary programs available in Canada in the field of interior design.

The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment 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 transitions to career, work, and adult life.

The CELs 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 curricula are: apprenticeship, career exploration/development, community project(s), employability skills, entrepreneurial skills, 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 and 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.

The Interior Design 30 course is designed to be offered in a classroom setting or combined with an industry worksite. The course may be offered as a full credit course with 100 hours of classroom instruction or with a 25-50 hour optional module in a work study and 75 hours of classroom instruction. There are 16-32 hours of core modules identified for the Interior Design courses. Optional modules may be selected to complete the remaining hours for the 68-84 hours of study.

The optional work study component provides students with the opportunity to apply classroom learning to a workplace setting and further develop career exploration. The work study component will be determined by arrangement with the employer, student, and teacher monitor. For more detailed information on the work study component, see the Work Study guidelines found in the Practical and Applied Arts Handbook.

Career exploration, transition to work, and a smooth transition from high school to post-secondary education programs are important goals in all PAA courses of study. This course is a Practical and Applied Arts option within the specified electives at the Secondary Level.

Module Overview

Module Code	Modules	Suggested Time (hours)
INDE01	1. Design Fundamentals (Core)	10-20
INDE02	2. Openings, Windows, Window Treatments and Doors (Optional)	5-10
INDE03	3. Treatment of Walls and Ceilings (Optional)	5-10
INDE04	4. Floors and Flooring (Optional)	3-5
INDE05	5. Furniture and Appliances (Optional)	5-10
INDE06	6. Accessories (Core)	5-10
INDE07	7. Developing and Decorating a Floor Plan (Optional)	10-15
INDE08	8. Applied Design (Optional)	15-20
INDE09	9. Visual Design Displays (Optional)	3-5
INDE10	10. Exploring Careers (Core)	1-2
INDE11	11. Work Study Preparation and Follow up Activities (Optional)	5-10
INDE12	12. Work Study (Optional)	25-50

Assessment and Evaluation

There are three main types of student evaluation: Formative, Summative, and Diagnostic. 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. Diagnostic evaluation usually occurs at the beginning of the school year or before a module to identify prior knowledge, interests, or skills in the subject area.

Evaluation throughout the Interior Design 30 course should be based on the learning objectives outlined in the course of study. It is important to use a variety of evaluation strategies to ensure an accurate assessment of the student. The design of an evaluation matrix should reflect the amount of time devoted to each of the modules taught in the course. For example, if the visual design display module were offered in the course, it could represent 5% of the student's evaluation in a 100 hour course offering.

An example of an evaluation weighting is as follows:

Written Tests 25%
Projects and Research 50%
Homework and Assignments 10%
Classroom Presentations 10%
Community Service or Volunteering 5%


Regular program evaluation could include a survey involving parents, students, and employers to determine program effectiveness and needs for change, if any. Information specific to program evaluation is found in Saskatchewan Education's School-Based Program Evaluation Resource Book (1989) and the Practical and Applied Arts Handbook (Draft 1999).

For more information about student evaluation refer to the Student Evaluation: A Teacher Handbook (Saskatchewan Education, 1991) or the Practical and Applied Arts Handbook, (Saskatchewan Education, Draft 1999).

For information about curriculum evaluation refer to Curriculum Evaluation in Saskatchewan

(Saskatchewan Education, 1991).