| Curricular Competency |
Testing- Identify and communicate with sources of feedback
- Develop an appropriate test of the prototype, conduct the test, and collect and compile data
- Apply information from critiques, testing results, and success criteria to make changes
|
Drafting 11 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline |
|
| Curricular Competency |
Prototyping- Choose a form for prototyping and develop a plan that includes key stages and resources
- Analyze the design for life cycle and evaluate its impacts
- Visualize and construct prototypes, making changes to tools, materials, and procedures as needed
- Record iterations of prototyping
|
Drafting 11 |
Applied Design |
| Keyword: plan |
Elaboration: for example, pictorial drawings, sketches, flow charts |
| Keyword: impacts |
Elaboration: including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials |
| Keyword: iterations |
Elaboration: repetitions of a process with the aim of approaching a desired result |
|
| Curricular Competency |
Ideating- Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
- Critically analyze how competing social, ethical, and sustainability considerations impact design
- Choose an idea to pursue based on success criteria and maintain an open mind about potentially viable ideas
|
Drafting 11 |
Applied Design |
|
| Curricular Competency |
Defining- Establish a point of view for a chosen design opportunity
- Identify potential users, intended impact, and possible unintended negative consequences
- Make decisions about premises and constraints that define the design space, and identify criteria for success
- Determine whether activity is collaborative or self-directed
|
Drafting 11 |
Applied Design |
| Keyword: constraints |
Elaboration: limiting factors, such as task or user requirements, materials, expense, environmental impact |
|
| Curricular Competency |
Understanding context- Engage in a period of user-centred research and empathetic observation to understand design opportunities
|
Drafting 11 |
Applied Design |
| Keyword: user-centred research |
Elaboration: research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them |
| Keyword: empathetic observation |
Elaboration: aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders |
|
| Big Ideas |
Developing proficiency in a new language provides opportunities for careers, travel, personal growth, and study abroad. |
Punjabi 11 |
No CCG |
|
| Big Ideas |
Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. |
Punjabi 11 |
No CCG |
| Keyword: forms of cultural expression |
Elaboration: representing the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
The communicative context determines how we express ourselves. |
Punjabi 11 |
No CCG |
|
| Big Ideas |
Language and culture are interconnected and shape our perspective, identity, and voice. |
Punjabi 11 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition of a new language. |
Punjabi 11 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Punjabi 11 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
|
| Content |
contributions of Punjabi communities and Punjabi Canadians to Canada |
Punjabi 11 |
No CCG |
| Keyword: contributions |
Elaboration: ways in which Punjabi language and culture have shaped Canadian society |
|
| Content |
Punjabi works of art |
Punjabi 11 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, or visual arts |
|
| Content |
connections between language and culture |
Punjabi 11 |
No CCG |
| Keyword: language and culture |
Elaboration: as expressed through creative works (e.g., books, dance, paintings, pictures, poems, songs), regional dialects, historical origins of words and expressions |
|
| Content |
the impact of historical events on Punjabi language and culture |
Punjabi 11 |
No CCG |
| Keyword: historical events |
Elaboration: including immigration peaks and significant events (e.g., Partition of India [1947], Komagata Maru) |
|