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

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

• Gary Franklin, contracted/seconded developer/writer, Regina S.D. #4
• the Practical and Applied Arts Program Team
• field test teachers
• Alberta Education for permission to review Career and Technology Studies materials and to adapt ideas as needed.

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/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.

Automobiles and other vehicles play major roles in our society. Due to many factors, there will be vehicle collisions and the need for repairs. Sometimes there is a need to refinish or beautify vehicles.

Learning Autobody skills at the Secondary Level may offer students an opportunity for experience and/or employment in the private sector. There may also be an opportunity for students who have completed courses to apply for advanced standing in a post-secondary training program. Students may be granted time credit if they register as an apprentice following high school completion. Some students may choose to study Autobody for personal use.

It is the aim of this curriculum is to provide students with opportunities to acquire knowledge and develop skills used in the Autobody industry and to become aware of related career opportunities.

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. Foundational Objectives for Autobody 10, A20, B20, A30, B30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Core Modules in Autobody 10, A20, A 30, B30 curriculum include:

• To understand and apply safe work practices in the autobody environment.
• To develop procedures for the safe use of tools and equipment.
• To handle, use and dispose of materials safely.
• To understand the appropriate use, care and maintenance of tools used for autobody repair.
• To evaluate damage to motor vehicles in order to determine corrective work procedures.
• To estimate technical measurements and time for repair.
• To recommend procedures and select appropriate products for use in autobody repair.
• To understand the various types of body construction and components of motor vehicles.
• To evaluate a vehicle in terms of suitability and condition.
• To understand the legal implications of buying and selling vehicles.

• To develop skills that may lead to finding and maintaining employment.

• To become aware of the components of a variety of jobs and career opportunities in the autobody trades.
• To understand the prerequisites required and programs offered in various post-secondary institutions.

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 development, community project, employability skills, entrepreneurial skills, occupational skills, personal accountability, processing information, teamwork and work study/exploration. 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.