| Curricular Competency |
Identify, critique, and use a variety of sources of inspiration and information |
Business Computer Applications 12 |
Applied Design |
|
| Curricular Competency |
Prioritize ideas for drafting a sample product for the task |
Business Computer Applications 12 |
Applied Design |
|
| Curricular Competency |
Generate ideas, individually and collaboratively, to contribute to the creation of a business product |
Business Computer Applications 12 |
Applied Design |
|
| Curricular Competency |
Identify gaps to explore options with the goal of enhancing the potential of the product |
Business Computer Applications 12 |
Applied Design |
| Keyword: gaps to explore |
Elaboration: for example, how the business application can be creatively developed to best suit the recipient/client; positives/negatives of stand-alone applications versus networked/web-based |
|
| Curricular Competency |
Make decisions about premises and boundaries that define the task at hand |
Business Computer Applications 12 |
Applied Design |
| Keyword: premises and boundaries |
Elaboration: for example, platform-based or cloud-based; security requirements |
|
| Curricular Competency |
Identify potential users, intended impact, and possible unintended negative consequences |
Business Computer Applications 12 |
Applied Design |
| Keyword: Identify |
Elaboration: for example, document the recipients, establish information transfer protocols |
|
| Curricular Competency |
Choose a direction and point of view for the task at hand |
Business Computer Applications 12 |
Applied Design |
| Keyword: point of view |
Elaboration: for example, what shape will the document/spreadsheet/presentation/database take? |
|
| Curricular Competency |
Conduct research to determine the product best suited to the application |
Business Computer Applications 12 |
Applied Design |
| Keyword: research |
Elaboration: for example, of the business requirements, including formats, timelines, deliverables, and audience |
|
| Big Ideas |
Tools and technologies can be adapted for specific purposes. |
Textiles 12 |
No CCG |
|
| Big Ideas |
Personal design interests require the evaluation and refinement of skills. |
Textiles 12 |
No CCG |
|
| Big Ideas |
Design for the life cycle includes consideration of social and environmental impacts. |
Textiles 12 |
No CCG |
| Keyword: environmental impacts |
Elaboration: including manufacturing process, packaging, disposal, and recycling considerations |
|
| Content |
interpersonal and consultation skills, including ways to interact with clients |
Textiles 12 |
No CCG |
| Keyword: interpersonal and consultation skills |
Elaboration: for example, professional communications, collaboration, follow-ups, courtesies, record keeping |
|
| Content |
future career options in textile design, production, and distribution |
Textiles 12 |
No CCG |
|
| Content |
design for the life cycle |
Textiles 12 |
No CCG |
| Keyword: design for the life cycle |
Elaboration: taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials |
|
| Content |
forecasting practices and how they are used in the development and creation of textile items |
Textiles 12 |
No CCG |
| Keyword: practices |
Elaboration: such as use of forecasting services, coolhunting, colour forecasting, trend analysis |
|