The aim of Forestry Studies is to provide students with a wide range of learning opportunities to gain an understanding and appreciation of the social, cultural, economic and environmental perspectives of forest resource use and management.

Awareness: To provide an awareness of the economic importance of forest resources to Saskatchewan, Canada and other countries.

Career Development and Employment: To explore careers and to help students develop employability skills related to forestry.

Ecology: To promote an understanding of environmental issues pertaining to forest resources, enabling students to develop a strong conservation ethic towards protecting these resources.

Heritage: To understand the cultural role of forests in shaping and defining the Canadian identity.

Personal Development: To demonstrate how appropriate social interactions between people with similar interests in preserving and protecting forest resources can lead to cooperative partnerships in resource management.

Research: To develop laboratory-based and field-based research skills related to the forest industry.

Forestry Studies 20, 30 provides an understanding of resources of benefit to students wishing to learn about various aspects of the forestry industry with particular emphasis on the Boreal forest of northern Saskatchewan. Students seeking employment in the forestry sector, in Saskatchewan or elsewhere, will benefit from the knowledge and skills acquired through Forestry Studies 20, 30. Career development concepts such as career exploration are integrated throughout the courses. The optional work study component in each course offers students, where appropriate opportunities exist, the chance to learn more about the forestry sector in a work-based environment.

Foundational objectives are the major, general statements that guide what each student is expected to achieve in 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. Both the Foundational Objectives for Forestry Studies 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 Forestry Studies curriculum include:

• To develop an understanding of the social, cultural, economic and environmental significance of forests.
• To understand the important role of humans in the protection and preservation of natural environments.
• To acquire a life-long conservation ethic.
• To be familiar with the various forest ecosystems in Saskatchewan and Canada.
• To develop employability skills and explore employment opportunities in forestry occupations through a wide range of experiences.
• To investigate future educational and occupational requirements for careers in forestry.
• To recognize the value of making contributions to society.
• To analyze the interrelatedness of living and nonliving elements in forest ecosystems.
• To interact positively and effectively with others at a worksite.
• To demonstrate knowledge, skills and attitudes that are necessary for safe and environmentally responsible experiences in the forest.
• To understand the importance of safety in the workplace.
• To develop an understanding of the use of technology in forestry and to recognize the benefits and limitations of technology.
• To understand that good forestry practice is informed by the scientific process, proper research and development.

Common Essential Learnings Foundational Objectives will be specified also.

Forestry Studies 20, 30 offer a wide range of topics to serve the needs and interests of students. Issues pertaining to a wide variety of stakeholders of forest resources are included.

Depending on local needs, teachers may select and organize the modules differently. Thematic and holistic presentations may be pursued through module integration. Many different possibilities exist for developing thematic presentations and exploring Forestry Studies in a holistic manner. Themes such as conservation, forest resource management, forest activities, career development and employment, experiencing the forest, and social perspectives are ways in which course modules can be selected and developed thematically. Suggestions on how modules may be grouped together to arrange the courses of study around some specific themes are provided in the examples. Sample theme configurations follow. Other similar approaches are possible with additional themes. Core and Optional modules may be arranged according to thematic groupings or to take advantage of seasonal opportunities or work study arrangements.

Local needs, proximity of schools to forested areas and forest service providers, the ability of schools to network with community resources and the extent to which students will explore practical activities or employment opportunities will influence the way in which modules are selected and organized. Short, manageable modules, combined and integrated into a full course of study, give teachers a great deal of flexibility in designing the program specifically for their instructional environment and the needs of the students. Some job opportunities in the forestry sector present themselves at certain times of the year; late spring and early fall are opportune times for conducting field trips.

Some modules have prerequisites that are necessary for proper understanding of the material in the module. Students involved in a forestry work study are required to take Modules 9A, 9B, 9C, 10A and 10B prior to the placement.

The level of difficulty of the modules should be adapted to suit the needs of the learners. There are some modules that cover more advanced material. The addition of enrichment material to a module may increase the level of difficulty beyond what is required. Modules may be increased in difficulty if it would be appropriate to do so.