• drafting technique, including dimensioning and standards
• drafting styles, including perspective, mechanical, and architectural
• CADD
  computer-aided drafting and design
  /CAM
  computer-aided manufacturing
  , CNC
  computer numerical control
  and 3D printing
• function of models
• basic
  for example, for the purpose of editing to send to output devices
  code
• digital output devices
  for example, plotters, vinyl cutters, and 3D printers; CNC machines
• virtual creation
  for example, layout and planning of a project, creating plans for a model
  using CAD/CAM

• uses of electronics and robotics
• components
  power source, conductor, load
  of an electric circuit
• ways in which various electrical components
  for example, diodes, LEDs, resistors, capacitors, transistors, ICs (integrated circuits), SCRs (silicon controlled rectifiers), regulators
  affect the path of electricity
• Ohm’s law
  describes how voltage, current, and resistance are related: V=IR
• platforms
  for example, VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino
  for PCB (printed circuit board) production
• basic robot behaviours using input/output devices
  for example, gyro sensors, bump, motion, sound, light, infrared
  , movement- and sensor-based responses, and microcontrollers
• mechanical devices
  for example, gears, belts, pulleys, chains, sprockets, linear actuators, pneumatics, bearings, slides
  for the transfer of mechanical energy
• mechanical advantage and power efficiency, including friction, force, and torque
• robotics coding
  for example, G-code, C++, Sketch
• various platforms
  for example, VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino
  for robotics programming

• risks and benefits of entrepreneurship
• the role of social entrepreneurship in First Nations communities 
• ways of decreasing production costs through training and technological advancement
• flow of goods and services from producers to consumers
• identification
  for example, business name, slogan, logo
  of a good or service that ensures brand recognition
• marketing strategies using the 4 Ps: product, price, promotion, and placement
• market segmentation by demographic
  age, gender, occupation, and education of customers
  , geographic
  size and location of a market area
  , psychographic
  general personality and lifestyle preferences of a customer base
  , and purchasing pattern
  buying behaviour of customers
• evolving consumer needs and wants
• role of online technologies in expanding access to goods and services
• sources of financing
  for example, banks, private lending firms, crowdfunding, government grants
  for a new venture or start-up business
• measurement
  profit, loss, asset, liability; financial documents to represent health of a business
  of financial success and failure 

• pathogenic microbes
  for example, salmonella, E. coli 0157:H7, staphylococcus
  associated with food-borne illnesses
• components of food preparation, including use and adaptations of ingredients, techniques, and equipment
• health, economic, and environmental factors
  for example, global food systems, balanced eating/nutrition, food waste, food marketing, food trends, ethics
  that influence availability and choice of food in personal, local, and global contexts
• ethical issues
  for example, environment, conditions, rights of workers and animals
  related to food systems
• First Peoples traditional food use, including ingredients, harvesting/gathering, storage, preparation, and preservation

• text-based coding
  HTML, CSS, JavaScript
• binary representation of various data types, including text, sound, pictures, video
• drag-and-drop mobile development
  for example, Vizwik
• programming modular components
  for example, Arduino, Raspberry Pi, LEGO Mindstorms
• development and collaboration in a cloud-based environment
  for example, Cloud 9, GitHub
• design and function of networking hardware and topology, including wired and wireless network router types, switches, hubs, wireless transfer systems
  for example, NFID, Bluetooth, mobile payments
  , and client-server relationships
• functions of operating systems, including mobile, open source, and proprietary systems
• current and future impacts
  potential to support collaboration, sharing, and communication; data storage and privacy
  of evolving web standards and cloud-based technologies
• design for the web
  digital creation and manipulation of videos and images for a web-based purpose
• strategies for curating and managing personal digital content, including management, personalization, organization, maintenance, contribution, creation, and publishing of digital content
• relationships
  for example, local and global impacts of evolving communication and mobile devices, socio-economic digital divide, technology and gender, social media and social movements, social media and politics, inequality of access, technology and democracy, information as a commodity
  between technology and social change
• strategies to manage and maintain personal learning networks
  personalized digital instructional tools to share and authenticate learning
  , including content consumption and creation
  web forums, tutorials, videos, digital resources, listservs, global communities, group communication and etiquette, online learning, MOOCS, open courseware, broadcasting
• keyboarding techniques
  for example, physical hand and foot placement, posture, development of touch typing skills, use of “home row” ASDFJKL techniques

• digital and non-digital
  for example video production, layout and design, graphics and images, photography (digital and traditional), new emerging media processes (performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art)
  media technologies, their distinguishing characteristics and uses
• techniques for organizing ideas to structure information and story through media conventions
  traditional or culturally accepted ways of doing things based on audience expectations. Each media form has hundreds of conventions that have been built up over time and are widely accepted by audiences.
• media production skills
  editing and publishing to shape the technical and symbolic elements of images, sounds, and text
• standards-compliant technology
  layout conventions, mark-up language, current web standards, or other digital media compliance requirements ethical, moral, legal considerations and regulatory issues: for example, in relation to duplication, copyright, appropriation, and ownership of rights
• ethical, moral, legal considerations and regulatory issues
  for example, in relation to duplication, copyright, appropriation, and ownership of rights
• technical and symbolic elements that can be used in storytelling
• specific features and purposes of media artworks from the present and the past to explore viewpoints, including those of First Peoples
• specific purposes of media use in the social advocacy of First Peoples in Canada
• influences of digital media in society

• basic metallurgy
  identification, characteristics, and properties of different metals, and characteristics of metal in a variety of formats and gauges
• range of uses
  for example, art metal, jewellery, stained glass, tools, sheet metal boxes, medieval armour
  of metalwork
• welding
  for example, arc, oxygen-acetylene, and MIG welding
• fabrication techniques and processes
  for example, plasma and gas cutting, machining (turning, milling, forming, knurling), boring
  using hand tools
  for example, wrench, socket, ratchet, ignition tools, hammer, chisel, punch, extractor, HeliCoil, ring compressor/expander, honing tool, hand valve grinding tool
  and stationary equipment
  for example, sandblaster, band saw, drill press, grinder, sander, buffing wheel, lathe, horizontal band saw, Beverly shear, Whitney punch, benders, hydraulic press, spincaster, forge
• foundry processes, including creating patterns and moulds, and casting
  for example, lost wax casting, sand casting, investment casting, spin casting
• recycling and repurposing of materials

• energy transmission and applications
• efficiency, including energy loss in the form of thermal energy
• thermodynamics
  relationship between heat and other forms of energy
• types of fuels and methods of converting fuels to mechanical energy
• alternative energy sources
• small engine systems
  for example, ignition, fuel system, combustion cycle
• mechanical measurement devices
  for example, torque wrench, feeler gauge, telescopic, micrometer, Vernier caliper, Plastigauge
• power technology hand tools
  for example, wrench, socket, ratchet, ignition tools, hammer, chisel, punch, extractor, HeliCoil, ring compressor/expander, honing tool, hand valve grinding tool
• effects of forces
  for example, tension, torsion, torque, shear, bending, compression
  on devices
• manuals as information sources

• natural and manufactured fibres, including their origins, characteristics, uses, and care
• strategies for using and modifying simple patterns
• elements of design used in the design of a textile item
• social factors that influence textile choices and the impact of those choices on local communities
• role of textiles in First Peoples cultures

• importance of woodwork in historical and cultural contexts, locally and throughout Canada
• identification, characteristics, properties, and uses of wood from various tree species
• techniques for adjusting plans and drawings
• woodworking techniques
  for example, shaping, laminating, turning, abrasives, adhesives, finishing
  and traditional
  for example, box joint, splined mitre, lapped joint
  and non-traditional
  for example, biscuits, brads
  joinery using a variety of tools and equipment, including stationary power equipment
  for example, jointer, planer, lathe, router table, table saw, chop saw, band saw, thickness sander, disc/belt sander, spindle sander, mortise machine, drill press, scroll saw
• the relationship between First Peoples culturally modified trees and the sustainable use of wood
• issues
  rate of harvest; effects of logging and replanting on ecosystems
  in the sustainable use of wood

• 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
  for example, Scratch, Alice, Greenfoot, BlueJ
  in relation to text-based programming
  for example, HTML
  and programming modular components
  for example, Arduino, LEGO Mindstorms

• design and function of digital infrastructures, from personal communication systems to wide area networks
  for example, global, satellite
  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
  for example, physical hand and foot placement, posture, development of touch typing skills, use of “home row” ASDFJKL techniques

• elements of digital citizenship
  for example, digital self-image, creative credit and copyright, relationships and communication, cyberbullying, legal and ethical issues
• ethical and legal implications of current and future technologies
  for example, hacking (white hat and black hat), P2P Sharing, Torrents, VPNs, tracking, data collection, anonymity; automation, artificial intelligence, mobile devices, data collection, robotics, digital currencies (e.g., Bitcoin)
• strategies for curating personal digital content, including management, personalization, organization, and maintenance of digital content; e-mail management; and workflow
• search techniques, how search results are selected and ranked, and criteria
  accuracy, timeliness, appropriateness, credibility, and bias
  for evaluating search results
• strategies to engage with personal learning networks
  personalized digital instructional tools to support learning (web forums, tutorials, videos, digital resources, global communities, group communication and etiquette, online learning)

• manual and computer-aided drafting techniques
  isometric, orthographic, oblique, scale, 2D and 3D drawings
• elements of technical plans and drawings
• advantages of using
  for example, converting raster to vector in order to use plotters and vinyl cuttersvirtual creation: for example, layout and planning of a project, creating plans for a model
  vector files
• virtual creation using CAD

• characteristics
  goal, element of risk, personal commitment, planning and preparation, commitment of resources
  of entrepreneurial activity
• characteristics of social entrepreneurship in First Nations communities
• recognition of a market need and identification of target market
• development of a product or service, including its features and benefits
• forms
  print, social media, web, digital
  of advertising and marketing that can influence a potential customer or buyer
• differences between consumer wants
  what one would like to have; what one can do without
  and needs
• role of money management in financing an idea or developing a product 

• cross-contamination, including prevention and management
• food preparation practices, including elements of a recipe, techniques, and equipment
• effects of removing or substituting ingredients, including nutritional profile, food quality, taste
• social factors that affect food choices, including eating practices
• variety of eating practices
  with whom, what, when, how, why, where food is consumed in a variety of situations (e.g., informal, formal, special, and/or ceremonial occasions)
• local food systems
  growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items
• First Peoples food use and how that use has changed over time

• digital and non-digital
  for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art)
  media technologies, their distinguishing characteristics, and their uses, including layout and design, graphics and images, and video production techniques for using images, sounds, and text to represent characterizations and points of view of people, including themselves, as well as settings and ideas
• story principles
  electing and organizing the elements of structure, intent, characters, settings, and points of view within the conventions of a genre
  and genre conventions
  traditional or culturally accepted ways of doing things based on audience expectations
• media technologies and techniques
  for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners
  to shape space, time, movement, and lighting within images, sounds, and text for specific purposes
• processes for manipulating and testing digital media data
• issues in ethical media practices, including cultural appropriation, moral copyright, reproduction, and privacy
• elements
  composition, time, space, sound, movement, lighting
  of media arts used to communicate meaning
• influences of digital media, including on communication and self-expression

• characteristics and uses of ferrous and non-ferrous metals
• metal fastening techniques, including basic welding and fabrication practices
• metalworking techniques and processes
  brazing, turning, machining, drilling, cutting, sanding, grinding, polishing
  using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, ripsaw, coping saw, nail set, square, clamp and vise, chisel, marking gauge, carpenter square, jig saw
  and power equipment
  for example, band saw, scroll saw, drill press
• elements of plans and drawings
• reclamation and repurposing of metals

• uses of power technology
• renewable and non-renewable sources of energy
• conversion and transmission of energy
• kinetic
  energy of motion
  and potential
  stored energy of position
  energy
• effect of mass and inertia on speed and distance
• role of aerodynamics
• effects of forces
  for example, tension, torsion, compression, shear, friction
  on devices

• uses of robotics in local contexts
• types of sensors
  bump, motion, sound, light, infrared
• 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
  for example, soldering (with fume extraction), breadboarding
  circuits
• identification and applications of components
  for example, diodes, LEDs, resistors, capacitors, transistors
• various platforms
  for example, VEX, VEX IQ, LEGO Mindstorms/NXT
  for robotics programming

• sources of textile materials
  for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing)
• hand and machine construction techniques for producing and/or repairing textile items
• basic components of patterns and instructions
• colour as an element of design
• personal factors that influence textile choices, including culture and self-expression, and the impact of those choices on individual and cultural identity

• historical and current contexts of woodworking
• identification, characteristics, and properties of a variety of woods, both manufactured and natural
• elements of plans and drawings
• woodworking techniques
  for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners
• traditional
  for example, mitre joint, rabbet joint, dado joint, dowelling
  and non-traditional
  for example, metal connectors, screws and fasteners, biscuits
  joinery using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, ripsaw, coping saw, nail set, square, clamp and vise, chisel, marking gauge, carpenter square, jig saw
  and power equipment
  for example, band saw, scroll saw, drill press
• options for reuse
  recycling and reclamation
  of wood and wood products

• simple algorithms
   for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., 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 (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)
• visual programming
   for example, Kodu, Scratch

• 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
• function of input and output devices, including 3D printing and adaptive technologies for those with special needs
• ergonomics in use of computers and computing devices
• effective and efficient keyboarding techniques

• Internet safety
   including privacy and security (secured connections, passwords, personal information), digital footprint and dossier, cyberbullying, online scams, and cybercrimes
• digital self-image, citizenship, relationships, and communication
• legal and ethical considerations, including creative credit and copyright, and cyberbullying
• methods for personal media management
   for example, personalization and organization, bookmarks, content management
• search techniques, how search results are selected and ranked, and criteria
   accuracy, timeliness, appropriateness, credibility, and bias
   for evaluating search results
• strategies to identify personal learning networks
   personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games)

• technical drawing, including sketching techniques and manual drafting techniques 
• elements of plans and drawings
• simple computer-aided drafting programs
   for example, SketchUp, 123Design

• role of entrepreneurship in designing and making products and services
• market niche
   a 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

• basic food handling and simple preparation techniques and equipment
• factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions
• factors that influence food choices, including cost, availability, and family and cultural influences

• digital and non-digital
   for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art)
   media, and their distinguishing characteristics and uses
• techniques
   for example, crop, print, record/capture, sequence
   for using images, sounds, and text to communicate information, settings, ideas, and story structure
• media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes
• influences of digital media for the purpose of communication and self-expression

• characteristics and uses of metals
• metalworking techniques and processes
   for example, bending, cutting, filing, drilling, soldering (with fume extractor)
   using hand tools
   for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise
• metals as a non-renewable resource

• power is the rate at which energy is transformed
• forms of energy
   sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical
• energy is conserved
   the law of conservation of energy — energy cannot be created or destroyed but can be changed
• devices that transform energy
   for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light

• a robot is a machine capable of carrying out a complex series of actions automatically
• uses of robotics
• main components of robots: sensors
   “sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour
  , control systems
   “think” — the part of the robot that determines the robot’s behaviour
  , and effectors
   “act” — the parts of the robot that do the work
• various ways
   straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns
   that objects can move
• programming and logic for robotics components
• various platforms
   for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets 
   for robotics

• range of uses
   construction (e.g., sails at Canada Place), automotive, apparel, function (e.g., fire blanket), ceremonial (e.g., regalia)
   of textiles
• variety of textile materials
   for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing)
• hand construction techniques
   for example, hand sewing, knitting (needles, arm, spool), crocheting, weaving, darning, up-cycling (e.g., turning an underused item into something else), embellishing existing items
   for producing and/or repairing textile items
• consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care

• ways in which wood is used in local cultural and economic contexts
• characteristics of wood as a material
• woodworking techniques
   for example, cutting materials according to plan, layout, sanding methods, abrasive applications
   and basic joinery
   for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws
   using hand tools
   for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise

• simple algorithms
  for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., 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 (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)
• visual programming
  for example, Kodu, Scratch

• 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
• function of input and output devices, including 3D printing and adaptive technologies for those with special needs
• ergonomics in use of computers and computing devices
• effective and efficient keyboarding techniques

• Internet safety
  including privacy and security (secured connections, passwords, personal information), digital footprint and dossier, cyberbullying, online scams, and cybercrimes
• digital self-image, citizenship, relationships, and communication
• legal and ethical considerations, including creative credit and copyright, and cyberbullying
• methods for personal media management
  for example, personalization and organization, bookmarks, content management
• search techniques, how search results are selected and ranked, and criteria
  accuracy, timeliness, appropriateness, credibility, and bias
  for evaluating search results
• strategies to identify personal learning networks
  personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games)

• technical drawing, including sketching techniques and manual drafting techniques 
• elements of plans and drawings
• simple computer-aided drafting programs
  for example, SketchUp, 123Design

• role of entrepreneurship in designing and making products and services
• market niche
  a 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

• basic food handling and simple preparation techniques and equipment
• factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions
• factors that influence food choices, including cost, availability, and family and cultural influences

• digital and non-digital
  for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art)
  media, and their distinguishing characteristics and uses
• techniques
  for example, crop, print, record/capture, sequence
  for using images, sounds, and text to communicate information, settings, ideas, and story structure
• media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes
• influences of digital media for the purpose of communication and self-expression

• characteristics and uses of metals
• metalworking techniques and processes
  for example, bending, cutting, filing, drilling, soldering (with fume extractor)
  using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise
• metals as a non-renewable resource

• power is the rate at which energy is transformed
• forms of energy
  sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical
• energy is conserved
  the law of conservation of energy — energy cannot be created or destroyed but can be changed
• devices that transform energy
  for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light

• a robot is a machine capable of carrying out a complex series of actions automatically
• uses of robotics
• main components of robots: sensors
  “sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour
  , control systems
  “think” — the part of the robot that determines the robot’s behaviour
  , and effectors
  “act” — the parts of the robot that do the work
• various ways
  straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns
  that objects can move
• programming and logic for robotics components
• various platforms
  for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets 
  for robotics

• range of uses
  construction (e.g., sails at Canada Place), automotive, apparel, function (e.g., fire blanket), ceremonial (e.g., regalia)
  of textiles
• variety of textile materials
  for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing)
• hand construction techniques
  for example, hand sewing, knitting (needles, arm, spool), crocheting, weaving, darning, up-cycling (e.g., turning an underused item into something else), embellishing existing items
  for producing and/or repairing textile items
• consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care

• ways in which wood is used in local cultural and economic contexts
• characteristics of wood as a material
• woodworking techniques
  for example, cutting materials according to plan, layout, sanding methods, abrasive applications
  and basic joinery
  for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws
  using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise

• Engage in a period of research
  seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres
  and empathetic observation
  aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people
  in order to understand design opportunities

• Choose a design opportunity
• Identify potential users and relevant contextual factors
• Identify criteria for success, intended impact, and any constraints
  limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred

• Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
• Screen ideas against criteria and constraints
• Critically analyze and prioritize competing factors, including social, ethical, and sustainability considerations, to meet community needs for preferred futures
• Choose an idea to pursue, keeping other potentially viable ideas open

• Identify and use sources of inspiration
  may include experiences; traditional cultural knowledge and approaches, including those of First Peoples; places, including the land and its natural resources and analogous settings; and people, including users, experts, and thought leaders
  and information
• Choose a form for prototyping and develop a plan
  for example, pictorial drawings, sketches, flow charts
  that includes key stages and resources
• Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
• Prototype, making changes to tools, materials, and procedures as needed
• Record iterations
  repetitions of a process with the aim of approaching a desired result
  of prototyping

• Identify sources of feedback
  may include peers; users; keepers of traditional cultural knowledge and approaches, including those of First Peoples; and other experts
• Develop an appropriate test
  consider conditions, number of trials
  of the prototype
• Conduct the test, collect and compile data, evaluate data, and decide on changes
• Iterate the prototype or abandon the design idea

• Identify and use appropriate tools, technologies
  things that extend human capabilities
  , materials, and processes for production
• Make a step-by-step plan for production and carry it out, making changes as needed
• Use materials in ways that minimize waste

• Decide on how and with whom to share
  may include showing to others, use by others, giving away, or marketing and selling
  their product
  for example, a physical product, a process, a system, a service, or a designed environment
  and processes
• Demonstrate their product to potential users, providing a rationale for the selected solution, modifications, and procedures, using appropriate terminology
• Critically evaluate the success of their product, and explain how their design ideas contribute to the individual, family, community, and/or environment
• Critically 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

Understanding context

• Empathize

  share the feelings and understand the needs of others to inform design

  with potential users

  may include self, peers, younger children, family or community members, customers, plants, or animals

  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

  limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred

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

  including seeking knowledge from other people as experts (e.g., First Peoples Elders) secondary sources, and collective pools of knowledge in communities and collaborative atmospheres

• 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

  for example, a physical product, a process, a system, a service, or a designed environment

  or a prototype, as appropriate, making changes to tools, materials, and procedures as needed
• Record iterations

  repetitions of a process with the aim of approaching a desired result

  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

  things that extend human capabilities

  , 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 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

Understanding context

• Empathize

   share the feelings and understand the needs of others to inform design

   with potential users

   may include self, peers, younger children, family or community members, customers, plants, or animals

   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

   limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred

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

   including seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres

• 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

   for example, a physical product, a process, a system, a service, or a designed environment

   or a prototype, as appropriate, making changes to tools, materials, and procedures as needed
• Record iterations

   repetitions of a process with the aim of approaching a desired result

   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

   things that extend human capabilities

  , 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 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

Understanding context

• Empathize

  share the feelings and understand the needs of others to inform design

  with potential users

  may include self, peers, younger children, family or community members, customers, plants, or animals

  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

  limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred

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

  including seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres

• 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

  for example, a physical product, a process, a system, a service, or a designed environment

  or a prototype, as appropriate, making changes to tools, materials, and procedures as needed
• Record iterations

  repetitions of a process with the aim of approaching a desired result

  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

  things that extend human capabilities

  , 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 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

Ideating

• Identify needs and opportunities for designing, through exploration
• Generate ideas from their experiences and interests
• Add to others’ ideas
• Choose an idea to pursue. 

Making

• Choose tools and materials
• Make a product

  for example, a physical product, a process, a system, a service, or a designed environment

  using known procedures or through modelling of others
• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

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, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
• Use personal preferences to evaluate the success of their design solutions
• Reflect on their ability to work effectively both as individuals and collaboratively in a group

Ideating

• Identify needs and opportunities for designing, through exploration
• Generate ideas from their experiences and interests
• Add to others’ ideas
• Choose an idea to pursue.

Making

• Choose tools and materials
• Make a product

  for example, a physical product, a process, a system, a service, or a designed environment

   using known procedures or through modelling of others
• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

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, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
• Use personal preferences to evaluate the success of their design solutions
• Reflect on their ability to work effectively both as individuals and collaboratively in a group

Ideating

• Identify needs and opportunities for designing, through exploration
• Generate ideas from their experiences and interests
• Add to others’ ideas
• Choose an idea to pursue.

Making

• Choose tools and materials
• Make a product

  for example, a physical product, a process, a system, a service, or a designed environment

   using known procedures or through modelling of others
• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

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, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
• Use personal preferences to evaluate the success of their design solutions
• Reflect on their ability to work effectively both as individuals and collaboratively in a group

Understanding context

• Gather information about or from potential users

   may include self, peers, younger children, family or community members, customers, plants, or animals

Defining

• Choose a design opportunity
• Identify key features or user requirements
• Identify the main objective for the design 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

• Generate potential ideas and add to others’ ideas
• Screen ideas against the objective and constraints
• Choose an idea to pursue

Prototyping

• Outline a general plan, identifying tools and materials
• Construct a first version of the product

   for example, a physical product, a process, a system, a service, or a designed environment

  , making changes to tools, materials, and procedures as needed
• Record iterations

   repetitions of a process with the aim of approaching a desired result

   of prototyping

Testing

• Test the product
• Gather peer feedback and inspiration
• Make changes and test again, repeating until satisfied with the product

Making

• Construct the final product, incorporating planned changes

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 and describe their process
• Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment
• Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space
• Identify new design issues

Ideating

• Identify needs and opportunities for designing, through exploration
• Generate ideas from their experiences and interests
• Add to others’ ideas
• Choose an idea to pursue.

Making

• Choose tools and materials
• Make a product

  for example, a physical product, a process, a system, a service, or a designed environment

   using known procedures or through modelling of others
• Use trial and error to make changes, solve problems, or incorporate new ideas from self or others

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, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
• Use personal preferences to evaluate the success of their design solutions
• Reflect on their ability to work effectively both as individuals and collaboratively in a group

Understanding context

• Gather information about or from potential users

  may include self, peers, younger children, family or community members, customers, plants, or animals

Defining

• Choose a design opportunity
• Identify key features or user requirements
• Identify the main objective for the design 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

• Generate potential ideas and add to others’ ideas
• Screen ideas against the objective and constraints
• Choose an idea to pursue

Prototyping

• Outline a general plan, identifying tools and materials
• Construct a first version of the product

  for example, a physical product, a process, a system, a service, or a designed environment

  , making changes to tools, materials, and procedures as needed
• Record iterations

  repetitions of a process with the aim of approaching a desired result

  of prototyping

Testing

• Test the product
• Gather peer feedback and inspiration
• Make changes and test again, repeating until satisfied with the product

Making

• Construct the final product, incorporating planned changes

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 and describe their process
• Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment
• Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space
• Identify new design issues

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

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

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

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Use materials, tools, and technologies

Identify the skills required for a task and develop those skills as needed

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Use materials, tools, and technologies

Identify the skills required for a task and develop those skills as needed

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

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

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

Explore the use of simple, available tools and technologies

Explore the use of simple, available tools and technologies

Explore the use of simple, available tools and technologies

Use familiar tools and technologies to extend their capabilities when completing a task

Choose appropriate technologies to use for specific tasks

Demonstrate a willingness to learn new technologies as needed

Explore the use of simple, available tools and technologies

Use familiar tools and technologies to extend their capabilities when completing a task

Choose appropriate technologies to use for specific tasks 

Demonstrate a willingness to learn new technologies as needed