APPLIED DESIGN, SKILLS and TECHNOLOGIES 6 - Planning KDU CORE COMPETENCIES CORE COMPETENCIES CORE COMPETENCIES COMMUNICATION THINKING (CRITICAL/CREATIVE) (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA What do we want students to Content (& Elaborations) (Understand…) DO? (Activities, lessons…) (Know) Applied Design Design can be Questions to support inquiry with Students will experience a minimum of three modules of responsive to students: Understanding context ADST in each of Grades 6 and 7. Schools may choose identified What makes good design? from among the modules listed below or develop new Empathize (share the feelings and needs. How does design change with modules that use the Curricular Competencies of ADST understand the needs of others to 6–7 with locally developed content. Locally developed availability of different inform design) with potential users modules can be offered in addition to, or instead of, the materials? Complex tasks to find issues and uncover needs modules in the provincial curriculum. require the and potential design opportunities acquisition of Computational Thinking Defining (setting parameters) additional skills. simple algorithms (for sorting, searching, Choose a design opportunity sequence, selection, and repetition; specific Identify key features or potential statements to complete a simple task; Complex tasks users and their requirements cryptography and code breaking (cyphers)) that may require Identify criteria for success and any reflect computational thinking multiple tools constraints (limiting factors such as visual representations (graphs, charts, network and task or user requirements, diagrams, info graphics, flow charts, lists, tables, technologies. materials, expense, environmental or arrays) of problems and data impact, issues of appropriation, and evolution of programming languages (historical perspectives, evolution (Ada Lovelace, punch knowledge that is considered cards, Hollerith, Grace Hopper, Alan Turing, sacred) Enigma, cyphers)) Ideating (forming ideas or concepts) Visual programming (Kodu, Scratch) Generate potential ideas and add to Computers and Communications Devices others’ ideas computer system architecture, including Screen ideas against criteria and hardware and software, network infrastructure constraints (local), intranet/Internet, and personal communication devices strategies for identifying and troubleshooting simple hardware and software problems
APPLIED DESIGN, SKILLS and TECHNOLOGIES 6 - 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 Empathize (share the feelings and understand the needs of others to inform design) with potential users to find issues and uncover needs and potential 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 requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred) Ideating (forming ideas or concepts) Generate potential ideas and add to others’ ideas Screen ideas against criteria and constraints 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? How does design change with availability of different materials? Students will experience a minimum of three modules of ADST in each of Grades 6 and 7. Schools may choose from among the modules listed below or develop new modules that use the Curricular Competencies of ADST 6–7 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum. Computational Thinking simple algorithms (for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (cyphers)) that reflect computational thinking visual representations (graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays) of problems and data evolution of programming languages (historical perspectives, evolution (Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)) Visual programming (Kodu, Scratch) Computers and Communications Devices computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices strategies for identifying and troubleshooting simple hardware and software problems
ADST-7-KDU.docx