| Curricular Competency |
Testing- Identify and access sources of feedback
- Consult with people involved
- Use consultation data and feedback to make appropriate changes
- Identify and use appropriate strategies
- Make a step-by-step plan for implementation and carry it out, making changes as needed
|
Family and Society 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include people involved; First Nations, Métis, or Inuit community members; keepers of other traditional cultural knowledge and approaches; peers and professionals |
| Keyword: appropriate strategies |
Elaboration: considering others’ perspectives, ethical issues, and cultural considerations |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
|
Woodwork 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
|
| Content |
principles of database creation and management |
Web Development 10 |
No CCG |
| Keyword: database |
Elaboration: for example, structured query language (SQL) |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test of the prototype
- Conduct the test, collect and compile data, evaluate data, and decide on changes
- Iterate the prototype or abandon the design idea
|
Web Development 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
| Keyword: appropriate test |
Elaboration: consider conditions, number of trials |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
|
Technology Explorations 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
|
Metalwork 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
|
| Curricular Competency |
Testing- Identify sources of feedback
- Develop an appropriate test
- Conduct the test, collect and compile data, evaluate data, and decide on changes
|
Drafting 10 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts |
|
| Content |
functions and relations: connecting data, graphs, and situations |
Foundations of Mathematics and Pre-calculus 10 |
No CCG |
| Keyword: functions and relations |
Elaboration: communicating domain and range in both situational and non-situational contextsconnecting graphs and contextunderstanding the meaning of a functionidentifying whether a relation is a functionusing function notation |
|
| Big Ideas |
Representing and analyzing data allows us to notice and wonder about relationships. |
Workplace Mathematics 10 |
No CCG |
| Keyword: Representing and analyzing data |
Elaboration: Sample questions to support inquiry with students:How do we choose the most appropriate graph to represent a set of data?How do graphs help summarize and analyze data?How can simulations help us make inferences?How can investigating trends help us make predictions?Why are graphs used to represent data?Why do we graph data? |
|
| Content |
Media Arts- digital and non-digital 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 and genre conventions
- media technologies and techniques 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 of media arts used to communicate meaning
- influences of digital media, including on communication and self-expression
|
Applied Design, Skills, and Technologies 8 |
No CCG |
| Keyword: digital and non-digital |
Elaboration: 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) |
| Keyword: story principles |
Elaboration: electing and organizing the elements of structure, intent, characters, settings, and points of view within the conventions of a genre |
| Keyword: genre conventions |
Elaboration: traditional or culturally accepted ways of doing things based on audience expectations |
| Keyword: techniques |
Elaboration: for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners |
| Keyword: elements |
Elaboration: composition, time, space, sound, movement, lighting |
|
| Content |
Computational Thinking- 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
|
Applied Design, Skills, and Technologies 8 |
No CCG |
| Keyword: visual programming |
Elaboration: for example, Scratch, Alice, Greenfoot, BlueJ |
| Keyword: text-based programming |
Elaboration: for example, HTML |
| Keyword: programming modular components |
Elaboration: for example, Arduino, LEGO Mindstorms |
|
| Content |
Computational Thinking- simple algorithms that reflect computational thinking
- visual representations of problems and data
- evolution of programming languages
- visual programming
|
Applied Design, Skills, and Technologies 7 |
No CCG |
| Keyword: simple algorithms |
Elaboration: for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., cyphers) |
| Keyword: visual representations |
Elaboration: graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays |
| Keyword: evolution of programming languages |
Elaboration: historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers) |
| Keyword: visual programming |
Elaboration: for example, Kodu, Scratch |
|
| Content |
Computational Thinking- simple algorithms that reflect computational thinking
- visual representations of problems and data
- evolution of programming languages
- visual programming
|
Applied Design, Skills, and Technologies 6 |
No CCG |
| Keyword: simple algorithms |
Elaboration: for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., cyphers) |
| Keyword: visual representations |
Elaboration: graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays |
| Keyword: evolution of programming languages |
Elaboration: historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers) |
| Keyword: visual programming |
Elaboration: for example, Kodu, Scratch |
|
| Curricular Competency |
Describe specific ways to improve their investigation methods and the quality of the data |
Science 9 |
Evaluating |
|
| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies |
Science 9 |
Processing and analyzing data and information |
|