Saskatchewan Education gratefully acknowledges the professional contributions and advice given by the following members of the Practical and Applied Arts Reference Committee:
|
Jerry Cherneski,
Instructor Hazel Lorenz,
Consultant Dean Lucyk,
Teacher Barbara McKinnon,
Teacher Lance Moen, Dean Dr. Len
Proctor Ron Provali,
Teacher |
Dr. Kevin
Quinlan Doug
Robertson Gayleen Turner,
Teacher 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 these guidelines:
Saskatchewan Education acknowledges Alberta Education Wildlife Management Curriculum Guide for permission to use and adapt ideas.
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/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 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 Practical and Applied Arts 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.
An initial list of resources for Wildlife Management 10, 20, 30 accompanies the curriculum guide.
The Wildlife Management curriculum guidelines are designed to stimulate an awareness of the importance of wildlife in the daily life of an individual and for society as a whole. Modules of study will be flexible and allow students to build on their own knowledge to create new understandings. Students will be provided with the opportunity for success through a blending of theory and practical experience achieved in and out of school. The activities and theory are intended to lead to an understanding of career development opportunities and hobbies in the field of wildlife appreciation and management.
The aim of Wildlife Management 10, 20, 30 is to provide students with the opportunity to examine beliefs and attitudes related to wildlife, and to develop the knowledge and skills that allow an examination of the many occupations in the field of wildlife management.
Appreciation: To examine wildlife from more than one perspective and create a measure of its value to humans individually and as a community.
Culture: To understand how the natural world has contributed to the Canadian identity.
Personal Skills: To develop skills in outdoor experiences that will allow students to develop a relationship to nature and to identify the skills needed to study wildlife.
Accountability: To study how wildlife management occurs and how the government and private agencies can contribute to the maintenance and management of wildlife resources.
Teamwork: To examine the societal issues that surround how people interrelate with wildlife.
Environmental Conservation: To evaluate the importance of developing a conservation ethic to preserve wildlife.
Common Essential Learnings (CELs)
The incorporation of the 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
Although certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other interrelated CELs may be addressed at the teacher. s discretion.
This curriculum is new to the PAA program. It is theme-based with Wildlife and Ecosystems serving as a background for all other themes. Students and teachers have the flexibility to use the modules in the order that best suits their needs to achieve the required 100 credit hours.
Program delivery, being both theoretical and practical, can be done using a variety of locations including an outdoor field trip location and a job shadow location with a wildlife officer or technician.
It is recommended that
the modules Wildlife and Ecosystems (Module 1) and Natural History of
Saskatchewan Wildlife (Module 2) provide a background for all other modules. The
selection of other modules is at the teacher. s discretion although some modules
have prerequisites:
Work Study Component
This module permits the student to apply school-based learning to workplace settings in the community. Students are provided with an opportunity to experience the optional work study component through appropriate placements. Module 17, Work Study Preparation and Follow-up Activities must be covered prior to and following the work study module. The Practical and Applied Arts Handbook has detailed information in the "Work Study Guidelines" section. Students who have previously taken a work study module may cover content developed by Saskatchewan Labour found in the Career and Work Exploration Curriculum Guide and the Practical and Applied Arts Handbook. These content references include:
Creating Partnerships for Work Study
Partnerships are important to the success of the work study component. There are three distinct partners that play an important role: the industry/business, the school and the student.
Personal contact is the best approach to building partnerships. One should begin by making a presentation to colleagues within the school, to the student body, to school board members, to parents and to local businesses. It is important to outline the curriculum and the benefits and responsibilities for each of the partners.
See the modules outlined in the curriculum and the "Work Study Guidelines" in the Practical and Applied Arts Handbook for further information on work study.
Portfolios
A personal career portfolio is a valuable organizer of student projects and assignments. It encourages students to collect examples of their work as they progress through the various activities, labs and projects. Selecting particular items to include in a portfolio encourages students to reflect on what they have learned or accomplished and what they have yet to learn. Portfolio items may include: journal notes, drafts, photographs, audio or video tapes, computer discs, sketches and drawings, etc. Portfolios may be used for peer, teacher, self-assessment and as a format to present selected works to parents, post-secondary institutions or potential employers. In addition, the portfolio can demonstrate the link between home, school and community in the student. s education. Each student should have a portfolio representing his or her work during the course.
The portfolio helps students:
The portfolio helps teachers:
The portfolio helps post-secondary institutions:
The portfolio helps the community:
The portfolio helps potential employers:
Working Portfolio
Students collect work over time in a working folder. Each student should also keep a journal of observations, critiques, ideas and reflections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of reflection, for ongoing and summative evaluations, peer, teacher and self-evaluations, for documenting skill development and mastery.
Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher or student and student. When a teacher examines a student. s portfolio in order to make a decision regarding student progress, the information it contains may become documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student. s use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
Presentation Portfolio
To compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students. experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy. It is strongly suggested that students at the 30 level prepare a presentation portfolio suitable for submission to potential employers or post-secondary institutions.
Through collecting, selecting and reflecting, students are able to compile presentation portfolios that display their best collection of work.
The extended study module is designed to provide schools with an opportunity to meet current and future demands that are not addressed by current modules in the renewed PAA curriculum.
The flexibility of this module allows a school/school division to design one new module per credit to complement or extend the study of existing pure core modules and optional modules. The extended study module is designed to extend the content of the pure courses and to offer survey course modules beyond the scope of the selection of PAA modules.
The list of possibilities for topics of study or projects for the extended study module approach is as varied as the imagination of those involved in using the module. These optional extended study module guidelines,
found in the Practical and Applied Arts Handbook, should be used to strengthen the knowledge, skills and processes advocated in the Practical and Applied Arts curriculum in which the extended study module is used.
It is recommended that a summary of any extended study module be sent to the Regional Superintendent of Curriculum and Instruction to establish a resource bank of module topics.
For more information on the extended study module, refer to the Practical and Applied Arts Handbook.
To support the principle of Resource-based Learning, a variety of instructional resources have been evaluated and recommended for the teaching and learning of Wildlife Management 10, 20, 30. See the enclosed Wildlife Management 10, 20, 30: An Initial List of Implementation Materials for a list of annotated resources. Teachers should also consult the comprehensive PAA bibliography. The annual Learning Resource Materials Update can also provide information about new materials evaluated since the curriculum was printed.
To order materials, except videos, teachers should also consult the department. s Learning Resources Distribution Centre (LRDC) catalogue. An on-line ordering service is available at lrdc.sasked.gov.sk.ca.
The on-line version of this Guide and the accompanying list of implementation materials is accessible at www.sasked.gov.sk.ca/docs/paa.html. It will be "Evergreened", as appropriate.