| Curricular Competency |
Identify and critically assess the skills needed related to current or projected tasks, and develop specific plans to learn or refine skills over time |
Economics 12 |
Applied Skills |
|
| Curricular Competency |
Evaluate safety issues for themselves, co-workers, and users in both physical and digital environments |
Economics 12 |
Applied Skills |
| Keyword: safety issues |
Elaboration: for example, viruses, phishing, privacy (digital); ergonomics, lifting, repetitive stress injuries (physical) |
|
| Curricular Competency |
Evaluate and apply a framework for solving problems and making decisions |
Economics 12 |
Applied Skills |
| Keyword: framework |
Elaboration: for example, generic multi-step problem-solving processes, established multi-step problem-solving business frameworks |
|
| Curricular Competency |
Communicate outcomes in multiple formats and in a clear and concise manner |
Economics 12 |
Applied Skills |
|
| Curricular Competency |
Critically evaluate their ability to work effectively, both individually and collaboratively, including the ability to implement project management processes |
Economics 12 |
Applied Design |
| Keyword: project management processes |
Elaboration: setting goals, planning, organizing, constructing, monitoring, and leading during execution |
|
| Curricular Competency |
Share progress to increase feedback and collaboration |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Identify tools, technologies, materials, processes, and time needed for the task at hand |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Gather feedback to critically evaluate economic scenarios and make changes to design or processes |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Apply the appropriate tools to measure economic activity and impact |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Obtain and evaluate critical feedback from multiple sources, both initially and over time |
Economics 12 |
Applied Design |
| Keyword: sources |
Elaboration: may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline |
|
| Curricular Competency |
Choose an appropriate form, scale, and level of detail for economic scenarios |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Identify, critique, and use a variety of sources of inspiration and information |
Economics 12 |
Applied Design |
| Keyword: sources of inspiration |
Elaboration: may include aesthetic experiences; First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including users, experts, and thought leaders |
| Keyword: information |
Elaboration: may include professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres both online and offline |
|
| Curricular Competency |
Identify patterns and trends to further understand economic systems |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Critically analyze how competing social, ethical, and sustainability factors impact the economics of global needs for preferred futures |
Economics 12 |
Applied Design |
|
| Curricular Competency |
Generate ideas, individually and collaboratively |
Economics 12 |
Applied Design |
|