APPLIED DESIGN, SKILLS and TECHNOLOGIES 6 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Applied Design Understanding context Empathize (share the feelings and understand the needs of others to inform design) with potential users to find issues and uncover needs and potential design opportunities Defining (setting parameters) Choose a design opportunity Identify key features or potential users and their requirements Identify criteria for success and any constraints (limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred) Ideating (forming ideas or concepts) Generate potential ideas and add to others’ ideas Screen ideas against criteria and constraints Design can be responsive to identified needs. Complex tasks require the acquisition of additional skills. Complex tasks may require multiple tools and technologies. Questions to support inquiry with students: What makes good design? How does design change with availability of different materials? Students will experience a minimum of three modules of ADST in each of Grades 6 and 7. Schools may choose from among the modules listed below or develop new modules that use the Curricular Competencies of ADST 6–7 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum. Computational Thinking simple algorithms (for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (cyphers)) that reflect computational thinking visual representations (graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays) of problems and data evolution of programming languages (historical perspectives, evolution (Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)) Visual programming (Kodu, Scratch) Computers and Communications Devices computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices strategies for identifying and troubleshooting simple hardware and software problems
Make changes, troubleshoot, and test again Making Identify and use appropriate tools, technologies, and materials for production Make a plan for production that includes key stages, and carry it out, making changes as needed Use materials in ways that minimize waste Sharing Decide on how and with whom to share (may include showing to others, use by others, giving away, or marketing and selling) their product Demonstrate their product Explain their process, using appropriate terminology, and provide reasons for their selected solution and modifications Reflect on their design thinking and processes Evaluate their product against criteria Identify how their product contributes to the individual, family, community, and/or environment Identify new design issues role of entrepreneurship in designing and making products and services market niche (subset of the market on which a specific product is focused, created by identifying needs or wants not provided by competitors) branding of products, services, institutions, or places pricing product/service, including decision to seek profit or break even role of basic financial record-keeping and budgeting Food Studies basic food handling and simple preparation techniques (cutting, blending, heating, and chilling foods; storing foods; clean hands and food preparation surfaces) and equipment (eg. blender, utensils, knife, scissors, hot plate, stove, solar oven, ice bath, wooden skewers, steam basket, microwave, birch bark container, tagine, wok) factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions ((eg., dairy, nuts), sensitivities/intolerances (eg., gluten)) factors that influence food choices, including cost, availability, and family and cultural influences Media Arts digital and non-digital media (video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art), and their distinguishing characteristics and uses techniques (crop, print, record/capture, sequence) for using images, sounds, and text to