To provide students with opportunities to acquire knowledge and develop skills in machining.

It is highly recommended that students have the opportunity to develop skills with hand tools and manual-controlled machine tools. This is an essential beginning before automatic and computer-controlled machining.

Health and Safety: To obtain the knowledge and skill required to safely perform bench work and machine tool operations.

Awareness: To gain an understanding of practical uses for skills from other subject areas.

Career and Employment: To help students make informed career decisions based on their experiences.

Personal Development: To enhance self-esteem through success with equipment, materials and techniques used.

Independent Learning: To learn independent work practices.

Communication: To learn to communicate effectively in a non-traditional classroom environment.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the Practical and Applied Arts curriculum guidelines. 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 Machining 10, 20 and 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 Machining curriculum include:

• To develop proficiency in the safe use of hand and machine tools.
• To read, observe, and understand all of the information provided on drawings.
• To be able to select and safely use the proper tool for the job.
• To identify and explain health and safety hazards in the workplace so that the potential for personal injury and damage to the equipment and the environment are minimized.
• To understand the properties and uses of different materials used in machining.
• To be able to use and understand the terminology related to machining in context.
• To be able to produce parts to meet given specifications.
• To increase self-esteem from success with the equipment, materials, and techniques used.
• To become aware of the variety of jobs and career opportunities in the machining trades.
• To create an awareness of apprenticeship programs and opportunities in Saskatchewan.
• To handle, use, and dispose of materials safely.
• To be knowledgeable about the impact of new technologies in the machining industry.
• To learn about the evolution of machine tools.
• To gain an overview of the different machining processes.
• To understand the evolving role of a machinist.

All of the subject and CELs Foundational Objectives are stated at the beginning of each module.

The incorporation of the Common Essential Learnings (CELs) into the instruction and assessment of the Practical and Applied Arts 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 Practical and Applied Arts curricula are: apprenticeship, career exploration/development, community project(s), employability skills, entrepreneurial skills, occupational skills, personal accountability, processing of information, teamwork and work study/experience. Throughout the Practical and Applied Arts 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

Selected learning objectives for the CELs are included throughout the modules. It is anticipated that teachers will find additional ways to incorporate the CELs into their classroom instruction.