Saskatchewan Education gratefully acknowledges the professional contributions and advice given by the following members of the Practical and Applied Arts Reference Committee:
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Jerry Cherneski, Instructor
Hazel Lorenz, Consultant
Dean Lucyk, Teacher
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Dr. Kevin Quinlan
Professor, Faculty of Education University of Regina Doug Robertson Lloydminster RCSSD #89 League of Educational Administrators, Directors and Superintendents (LEADS) Gayleen Turner, Teacher Swift Current Comprehensive High School Board Saskatchewan Teachers' Federation Saskatchewan Home Economics Teachers' Association (SHETA) Previous Members: Susan Buck, SIAST Laurent Fournier, SSTA Morris Smith, LEADS Dave Spencer, LEADS Ron Wallace, SCWEA Debbie Ward, SSTA |
Saskatchewan Education wishes to thank many others who contributed to the development of this guide:
This document was completed under the direction of the Science and Technology Unit, Curriculum and Instruction Branch, Saskatchewan Education.
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. Students must have two credits from PAA and/or Arts Education in order to graduate from secondary school in Saskatchewan. Saskatchewan Education, its educational partners, and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guides have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and some new guides 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, the survey approach, extended survey, 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 guides will be compiled into a PAA Bibliography with periodic updates.
The Construction and Carpentry Curriculum Guide is designed to create an appreciation of the industry and to develop entry level skills within the construction industry. Opportunities to develop skills for personal use and to make a smooth transition from school to the workplace or post-secondary institutions will be presented to students enrolled in these courses.
The Construction and Carpentry courses are designed to provide the Level I apprenticeship theory content within the trade. Practical experience may be gained within the school, as well as through optional work study modules that may include using community resources under the guidance of an accredited or journeystatus instructor or mentor.
Aim
The Construction and Carpentry Curriculum Guide will create an awareness of opportunities within approximately twenty trade areas that comprise the construction industry. This guide incorporates new developments and practices related to computer software, flooring and truss systems, sound proof construction, workplace safety, and machine fastening systems.
Goals
Personal Skills: To develop practical skills for personal use and to enhance employment opportunities
Awareness: To provide students with an awareness of the nature of value-added and diversified agriculture as well as the related goods and services that support them.
Communication: To enhance communication skills and students' ability to read and to interpret building plans and related documents within the construction trade.
Career and Employment: To help students explore career and personal pathways.
Personal Development: To enhance self-esteem through success with the equipment, materials and techniques used.
Mathematics: To practise applications of mathematical computations used in the construction industry.
Health and Safety: To follow acceptable health and safety procedures in the classroom and work environment.
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 guide. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Content foundational objectives include:
Common Essential Learnings (CELs)
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 the transition to career, work, and adult life.
The CELs also establish a link between the Transition-to-Work dimensions and the Practical and Applied Arts curriculum content. The Transition-to-Work dimensions included in the PAA courses are: apprenticeship, career development, community project(s), employability skills, entrepreneurial skills, occupational skills, personal accountability, processing of information, teamwork, and work study/experience.
Throughout the PAA curricula, the CELs objectives are stated and coded 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.
All of the subject and CELs Foundational Objectives are stated explicitly at the beginning of each module.
Teachers need to determine the material and equipment needs for each module and then take an inventory of the resources available at the school and in the community before choosing the modules that they will teach. A work study module is highly recommended. It is difficult to provide in a school setting experiences that are representative of the wide range of materials, equipment and technologies encountered in the construction industry.
Construction and Carpentry 10 provides students with the introductory level skills necessary in the industry using theory and practice that allows students to develop skills using practical projects. Introductory modules that have been covered at the Middle Level need only be reviewed to emphasize safety considerations.
Construction and Carpentry 20 and 30 permits students to expand their knowledge based on the previous level and to provide advanced project work and an optional work study component.
The Extended Study module(s) and Survey course configurations are possible options for PAA courses. For further information consult the Practical and Applied Arts Handbook.
Recommended Drafting and Computer-Aided Design Modules
The ability to interpret drawings is a fundamental skill for people working in construction and related industries. It is recommended that students complete modules from the Drafting Guide. The suggested time for the modules imported into this guide from the Drafting and Computer-Aided Design 10, 20, 30 Guide has been adjusted. If students do not have the opportunity to take a drafting course, then drafting modules should be incorporated into the Construction and Carpentry courses. The following modules are recommended for study from Drafting and Computer-Aided Design Guide, but are not required for Construction Level I apprenticeship articulation.
Module 1: Computer-Aided Drafting Basics (10 to 20 hrs) or Module 2: Basic Manual Drawing Tools and Procedures (5 to 15 hrs) Required Welding Module
(for purposes of articulation)
Module 5: Oxy-Acetylene Start-up, Shut-down and Cutting (2 - 4 hrs)
Work Study provides students with opportunity to enhance personal skills and to develop skills using industry equipment and standards not available in a school setting. Refer to the Work Study Guidelines, a section of the Practical and Applied Arts Handbook and the Work Experience Education Guide (1989), for information on required and best practices for student preparation, employer partnerships, and teacher responsibilities.
Note: the Work Experience Education Guidelines are being renewed as the Career and Work Exploration Curriculum Guide.
To support the principle of Resource-based Learning a variety of instructional resources have been evaluated and recommended to support the teaching and learning of Construction and Carpentry. See the initial list for Construction and Carpentry 10, 20, 30 that will eventually be compiled into a PAA bibliography.
Teachers should also check the department's Learning Resources Distribution Centre (LRDC) catalogue. An on-line ordering service is available.
The on-line version of this Guide is accessible at www.sasked.gov.sk.ca/docs/paa.html. It will be "Evergreened", as appropriate.