Record iterations of prototyping Testing Test the product Gather peer feedback and inspiration Make changes and test again, repeating until satisfied with the product Making Construct the final product, incorporating planned changes Sharing Decide on how and with whom to share their product Demonstrate their product and describe their process Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space Identify new design issues APPLIED DESIGN, SKILLS, AND TECHNOLOGY CURRICULUM GRADES 4-5 CONTENT Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4–5 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making. Aim: Develop students’ practical design and making Technical knowledge See Grades 4-5/Technology and Digital ability, and their creativity in solving real and Citizenship Continuum below. Apply their understanding of how to relevant problems. Students will work in a range of strengthen, stiffen and reinforce more relevant contexts (e.g., leisure, culture, enterprise, complex structures industry and the wider environment). Understand and use mechanical systems in their products [for example, Provide students with opportunities to: gears, pulleys, cams, levers and Design and make products that solve real linkages] and relevant problems within a variety of Understand and use electrical systems contexts. in their products (for example, series Make cross-curricular connections to circuits incorporating switches, bulbs, design across grade levels (e.g. use
Record iterations of prototyping Testing Test the product Gather peer feedback and inspiration Make changes and test again, repeating until satisfied with the product Making Construct the final product, incorporating planned changes Sharing Decide on how and with whom to share their product Demonstrate their product and describe their process Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space Identify new design issues APPLIED DESIGN, SKILLS, AND TECHNOLOGY CURRICULUM GRADES 4-5 CONTENT Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4–5 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making. Aim: Develop students’ practical design and making ability, and their creativity in solving real and relevant problems. Students will work in a range of relevant contexts (e.g., leisure, culture, enterprise, industry and the wider environment). Provide students with opportunities to: Design and make products that solve real and relevant problems within a variety of contexts. Make cross-curricular connections to design across grade levels (e.g. use Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, See Grades 4-5/Technology and Digital Citizenship Continuum below.
GRADES%204-5%20APPLIED%20DESIGN,%20SKILLS,%20TECHNOLOGY%20TEMPLATE.docx