| Curricular Competency |
Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks |
Family and Society 10 |
Applied Technologies |
| Keyword: technologies |
Elaboration: tools that extend human capabilities |
|
| Curricular Competency |
Demonstrate interviewing and consultation etiquette |
Family and Society 10 |
Applied Skills |
| Keyword: interviewing and consultation etiquette |
Elaboration: protocols for requesting and conducting interviews, including consideration of confidentiality, tone, and informed consent |
|
| Curricular Competency |
Critically reflect on cultural sensitivity and etiquette |
Family and Society 10 |
Applied Skills |
|
| Curricular Competency |
Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them |
Family and Society 10 |
Applied Skills |
|
| Curricular Competency |
Demonstrate an awareness of precautionary, safe, and supportive interpersonal strategies and communications, both face-to-face and digital |
Family and Society 10 |
Applied Skills |
|
| Curricular Competency |
Sharing- Decide on how and with whom to share ideas and strategies
- Demonstrate their product or service to potential users, providing a rationale
- Critically evaluate the success of their plan, product, or service plan, and explain how the ideas contribute to the individual, family, community, and/or environment
- Critically reflect on their plans and the processes they used, their ability to work effectively both as individuals and collaboratively in a group, and their ability to share and maintain an efficient collaborative workspace
|
Family and Society 10 |
Applied Design |
| Keyword: share |
Elaboration: may include showing to others or use by others |
| Keyword: product or service |
Elaboration: physical product or supportive process, assistance, environment |
|
| 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 |
Prototyping- Develop a product plan and/or service plan that includes key stages and resources
- Evaluate strategies for effective use and possible individual, familial, and community impacts
|
Family and Society 10 |
Applied Design |
| Keyword: plan |
Elaboration: using, for example, pictorial drawings, sketches, flow charts |
| Keyword: service plan |
Elaboration: The primary goal is to provide and/or produce beneficial services for individuals, families, or groups. |
| Keyword: impacts |
Elaboration: personal, social, and environmental |
|
| Curricular Competency |
Ideating- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Analyze competing factors to meet individual, family, and community needs for preferred futures
- Identify and use sources of inspiration and information
|
Family and Society 10 |
Applied Design |
| Keyword: factors |
Elaboration: social, ethical, and sustainable |
| Keyword: sources of inspiration |
Elaboration: may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals |
| Keyword: information |
Elaboration: may include professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres (such as family structures and cohorts) |
|
| Curricular Competency |
Defining- Choose a service design challenge that affects families
- Identify needs and wants of people involved
- Identify criteria for success, intended valued impact, and constraints
|
Family and Society 10 |
Applied Design |
| Keyword: valued impact |
Elaboration: Service designs should be based on what the people involved are hoping for, so their input is needed. |
| Keyword: constraints |
Elaboration: limiting factors such as the nature of family dynamics and interpersonal communications, expense, and environmental impact |
|
| Curricular Competency |
Understanding context- Engage in a period of research and empathetic observation
|
Family and Society 10 |
Applied Design |
| Keyword: research |
Elaboration: may include seeking knowledge from other people as experts, interviewing people involved, finding secondary sources and collective pools of knowledge in communities and collaborative atmospheres, learning the appropriate protocols for approaching local First Peoples communities |
| Keyword: empathetic observation |
Elaboration: may include 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 |
Complex tasks require different technologies and tools at different stages. |
Woodwork 10 |
No CCG |
|
| Big Ideas |
Social, ethical, and sustainability considerations impact design. |
Woodwork 10 |
No CCG |
|
| Big Ideas |
User needs and interests drive the design process. |
Woodwork 10 |
No CCG |
|
| Content |
function and use of hand tools |
Woodwork 10 |
No CCG |
|