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Dec 15, 2022

Curricular Competencies	Content
Students are expected to be able to do the following: Applied Design Understanding context Empathize with potential users to find issues and uncover needs and potential design opportunities Defining Choose a design opportunity Identify key features or potential users and their requirements Identify criteria for success and any constraints Ideating Generate potential ideas and add to others’ ideas Screen ideas against criteria and constraints Evaluate personal, social, and environmental impacts and ethical considerations Choose an idea to pursue Prototyping Identify and use sources of information Develop a plan that identifies key stages and resources Explore and test a variety of materials for effective use Construct a first version of the product or a prototype, as appropriate, making changes to tools, materials, and procedures as needed Record iterations of prototyping Testing Test the first version of the product or the prototype Gather peer and/or user and/or expert feedback and inspiration 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 their product Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space Identify new design issues Applied Skills Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed Applied Technologies Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use Identify how the land, natural resources, and culture influence the development and use of tools and technologies	The curriculum is designed to be offered in modules or courses of various lengths. Schools are required to provide students with the equivalent of a full-year “course” in Applied Design, Skills, and Technologies. This “course” can be made up of one or more modules. Schools may choose from among the modules listed below or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 8 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum. Computational Thinking Students are expected to know the following: software programs as specific and sequential instructions with algorithms that can be reliably repeated by others debugging algorithms and programs by breaking problems down into a series of sub-problems binary number system (1s and 0s) to represent data programming languages, including visual programming in relation to text-based programming and programming modular components Computers and Communications Devices Students are expected to know the following: design and function of digital infrastructures, from personal communication systems to wide area networks and the Internet of Things social, cultural, and economic impact of mobile devices systems for information transfer and communication, including videos, blogs, podcasts, and social media keyboarding techniques Robotics Students are expected to know the following: uses of robotics in local contexts types of sensors user and autonomous control systems uses and applications of end effectors movement- and sensor-based responses program flow interpretation and use of schematics for assembling circuits identification and applications of components various platforms

Curricular Competencies

Content

Students are expected to be able to do the following:

Applied Design

Understanding context

Empathize with potential users to find issues and uncover needs and potential design opportunities

Defining

Choose a design opportunity
Identify key features or potential users and their requirements
Identify criteria for success and any constraints

Ideating

Generate potential ideas and add to others’ ideas
Screen ideas against criteria and constraints
Evaluate personal, social, and environmental impacts and ethical considerations
Choose an idea to pursue

Prototyping

Identify and use sources of information
Develop a plan that identifies key stages and resources
Explore and test a variety of materials for effective use
Construct a first version of the product or a prototype, as appropriate, making changes to tools, materials, and procedures as needed
Record iterations of prototyping

Testing

Test the first version of the product or the prototype
Gather peer and/or user and/or expert feedback and inspiration
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 their product
Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications
Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment
Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space
Identify new design issues

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Applied Technologies

Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Identify how the land, natural resources, and culture influence the development and use of tools and technologies

The curriculum is designed to be offered in modules or courses of various lengths. Schools are required to provide students with the equivalent of a full-year “course” in Applied Design, Skills, and Technologies. This “course” can be made up of one or more modules. Schools may choose from among the modules listed below or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 8 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.

Computational Thinking

Students are expected to know the following:

software programs as specific and sequential instructions with algorithms that can be reliably repeated by others
debugging algorithms and programs by breaking problems down into a series of sub-problems
binary number system (1s and 0s) to represent data
programming languages, including visual programming in relation to text-based programming and programming modular components

Computers and Communications Devices

Students are expected to know the following:

design and function of digital infrastructures, from personal communication systems to wide area networks and the Internet of Things
social, cultural, and economic impact of mobile devices systems for information transfer and communication, including videos, blogs, podcasts, and social media
keyboarding techniques

Robotics

Students are expected to know the following:

uses of robotics in local contexts
types of sensors
user and autonomous control systems
uses and applications of end effectors
movement- and sensor-based responses
program flow
interpretation and use of schematics for assembling circuits
identification and applications of components
various platforms

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