APPLIED DESIGN, SKILLS and TECHNOLOGIES 8 - Planning KDU CORE COMPETENCIES CORE COMPETENCIES CORE COMPETENCIES COMMUNICATION THINKING (CRITICAL/CREATIVE) (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA What do we want students Content (& Elaborations) (Understand…) to DO? (Activities, lessons…) (Know) The curriculum is designed to be offered in modules or courses of Applied Design Design can be Questions to support inquiry various lengths. There are more Content learning standards for responsive to with students: Understanding context Grade 9, as schools often offer these as full courses. Schools are identified What makes good design? Engage in a period of required to provide students with the equivalent of a full-year needs. research (seeking knowledge “course” in Applied Design, Skills, and Technologies. This “course” from other people as experts can be made up of one or more of the modules listed below. Complex tasks (e.g., First Peoples Elders), Schools may choose from among the modules provided in the require the provincial curriculum or develop new modules that use the secondary sources, and acquisition of Curricular Competencies of Applied Design, Skills, and collective pools of knowledge Technologies 9 with locally developed content. Locally developed additional skills. in communities and modules can be offered in addition to, or instead of, the modules collaborative atmospheres) in the provincial curriculum Complex tasks and empathetic observation Computational Thinking may require (aimed at understanding the software programs as specific and sequential instructions multiple tools values and beliefs of other with algorithms that can be reliably repeated by others and cultures and the diverse debugging algorithms and programs by breaking technologies. motivations and needs of problems down into a series of sub-problems different people) in order to binary number system (1s and 0s) to represent data understand design Programming languages, including visual programming opportunities (Scratch, Alice, Greenfoot, BlueJ] in relation to text-based Defining (setting parameters) programming [HTML]) and programming modular Choose a design opportunity components (Arduino, LEGO Mindstorms) Identify key features or Drafting potential users and their drafting technique, including dimensioning and standards requirements drafting styles, including perspective, mechanical, and Identify criteria for success architectural and any constraints (limiting CADD/CAM, CNC (computer numerical control) and 3D factors such as task or user printing
APPLIED DESIGN, SKILLS and TECHNOLOGIES 8 - Planning KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Applied Design Understanding context Engage in a period of research (seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres) and empathetic observation (aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people) in order to understand design opportunities Defining (setting parameters) Choose a design opportunity Identify key features or potential users and their requirements Identify criteria for success and any constraints (limiting factors such as task or user Design can be responsive to identified needs. Complex tasks require the acquisition of additional skills. Complex tasks may require multiple tools and technologies. Questions to support inquiry with students: What makes good design? The curriculum is designed to be offered in modules or courses of various lengths. There are more Content learning standards for Grade 9, as schools often offer these as full courses. Schools are required to provide students with the equivalent of a full-year “course” in Applied Design, Skills, and Technologies. This “course” can be made up of one or more of the modules listed below. Schools may choose from among the modules provided in the provincial curriculum or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 9 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum Computational Thinking software programs as specific and sequential instructions with algorithms that can be reliably repeated by others debugging algorithms and programs by breaking problems down into a series of sub-problems binary number system (1s and 0s) to represent data Programming languages, including visual programming (Scratch, Alice, Greenfoot, BlueJ] in relation to text-based programming [HTML]) and programming modular components (Arduino, LEGO Mindstorms) Drafting drafting technique, including dimensioning and standards drafting styles, including perspective, mechanical, and architectural CADD/CAM, CNC (computer numerical control) and 3D printing
ADST-9-KDU.docx