Area of Learning: Applied Design, Skills, and Technologies Computer Studies Grade 10 — BIG IDEAS User needs and interests Social, ethical, and Complex tasks require drive the design process. sustainability issues are different technologies and influenced by design. tools at different stages. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following: Applied Design design opportunities Understanding context computer hardware, peripherals, internal and external components, and standards Engage in a period of research and empathetic observation distinctions between software types, cloud-based Defining and desktop applications Identify potential users, societal impacts, and other relevant contextual factors intermediate features of business applications, for a chosen design opportunity including word processing, spreadsheets, and Identify criteria for success, intended impact, and any constraints or possible presentations unintended impacts and operating system shortcuts command line Ideating operations Screen ideas against criteria and constraints preventive maintenance of hardware and software Critically analyze and prioritize competing factors to meet community needs for computer security risks preferred futures hardware and software troubleshooting Maintain an open mind about potentially viable ideas wired and wireless computer networking Prototyping evolution of digital technology and the impact on traditional models of computing Identify and use sources of inspiration and information risks and rewards associated with big data, Choose a form for prototyping and develop a plan that includes key stages connectivity, and the Internet of Things and resources principles of computational thinking Prototype, making changes to tools, materials, and procedures as needed introductory computer programming concepts Record iterations of prototyping and constructs
Area of Learning: Applied Design, Skills, and Technologies — Computer Studies Grade 10 BIG IDEAS User needs and interests drive the design process. Social, ethical, and sustainability issues are influenced by design. Complex tasks require different technologies and tools at different stages. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Applied Design Understanding context Engage in a period of research and empathetic observation Defining Identify potential users, societal impacts, and other relevant contextual factors for a chosen design opportunity Identify criteria for success, intended impact, and any constraints or possible unintended impacts Ideating Screen ideas against criteria and constraints Critically analyze and prioritize competing factors to meet community needs for preferred futures Maintain an open mind about potentially viable ideas Prototyping Identify and use sources of inspiration and information Choose a form for prototyping and develop a plan that includes key stages and resources Prototype, making changes to tools, materials, and procedures as needed Record iterations of prototyping Students are expected to know the following: design opportunities computer hardware, peripherals, internal and external components, and standards distinctions between software types, cloud-based and desktop applications intermediate features of business applications, including word processing, spreadsheets, and presentations operating system shortcuts and command line operations preventive maintenance of hardware and software computer security risks hardware and software troubleshooting wired and wireless computer networking evolution of digital technology and the impact on traditional models of computing risks and rewards associated with big data, connectivity, and the Internet of Things principles of computational thinking introductory computer programming concepts and constructs
en_adst_10_computer-studies_elab.docx