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The Applied Design, Skills, and Technologies curriculum builds on students’ natural curiosity, inventiveness, and desire to create and work in practical ways. It harnesses the power of learning by doing, and provides the challenging fun that inspires students to dig deeper, work with big ideas, and adapt to a changing world. It provides learning opportunities through which students can discover their interests in practical and purposeful ways.

Applied Design, Skills, and Technologies includes skills and concepts from the disciplines of Business Education, Home Economics, Information Technology, and Technology Education, as well as rich opportunities for cross-curricular work and space for new and emerging areas, such as Media Arts.

Business Education builds an understanding of business skills and concepts in the context of current technology, ethical standards, and an increasingly global economy, empowering students with economic, financial, consumer, and communication skills for lifelong participation in local and global contexts.

Home Economics focuses on fundamental needs and practical concerns of individuals and families in a changing and challenging world. It integrates knowledge, processes, and practical skills from multiple areas, including foods, textiles, and family studies, and provides opportunities for creative applications and critical examination from global citizenship perspectives.

Information Technology encompasses evolving processes, systems, and tools for creating, storing, retrieving, and modifying information. As students design, share, and adapt knowledge in critical, ethical, purposeful, and innovative ways, they gain perspective on the long-term implications of life in a digital, connected world and develop literacies to responsibly take ownership of such technologies to augment learning and benefit society.

Technology Education involves students in the design and fabrication of objects using a variety of materials, methods, technologies, and tools in order to develop their ability to shape and change the physical world to meet human needs. It may include woodwork, metalwork, electronics, drafting, automotive technology, power mechanics, and robotics.

Using creative and critical thinking, students can work collaboratively to problem find and solve by exploring materials, using tools and equipment, designing and building, developing processes, and communicating the merits of their work. They can learn to critically evaluate the appropriateness of the products they develop and those developed by others. As they explore the role of culture, including local Aboriginal cultures, in the development of practical and innovative solutions to human needs, they can develop a sense of personal and social responsibility for the products they use and develop, and their effects on individuals, communities, and the environment, now and in the future.

Learning in Applied Design, Skills, and Technologies provides firm foundations for lifelong learning and, for some, specialized study and a diverse range of careers. It develops well-rounded citizens who are informed creators and consumers. It fosters the development of future problem solvers, innovators, and skilled tradespeople who can contribute to solving problems not yet anticipated with processes and technologies not yet imagined in order to improve their lives, the lives of others, and the environment.

Goals

The BC Applied Design, Skills, and Technologies curriculum contributes to students’ development as educated citizens through the achievement of the following goals. Students are expected to

x acquire practical skills and knowledge that they can use to bring their ideas from conception to fruition

x develop a sense of efficacy and personal agency about their ability to participate as inventors, innovators, and agents of change to solve practical problems in a rapidly changing world

x explore how the values and beliefs of cultures, including local Aboriginal cultures, affect the development of products, services, and processes

x understand the environmental implications of the products they are designing and constructing x investigate and actively explore a variety of areas, including aspects of Business Education,

Home Economics, Information Technology, and Technology Education, and new and emerging fields, in order to develop practical hands-on skills and make informed decisions about pursuing specialized interests for personal enjoyment or careers

x develop a lifelong interest in designing, making, and evaluating products, services, and processes, and contributing through informed citizenship, volunteer work, or their careers, to finding and solving practical problems.

Introduction to Applied Design, Skills, and Technologies The ability to design and make, acquire skills as needed, and apply technologies is important in the world today and a key aspect of educating citizens for the future. The new and redesigned Applied Design, Skills, and Technologies (ADST) curriculum is an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and Aboriginal practice; from the existing disciplines of Business Education, Home Economics, Information Technology, and Technology Education; and from new and emerging fields. It envisions a K-12 continuum fostering the development of the skills and knowledge that will allow students to create practical and innovative responses to everyday needs and problems. Features of the ADST curriculum � There is a renewed focus on designing and making, the acquisition of skills, and the

application of technologies. � The ADST curriculum is now a provincial curriculum for K-12 that can be delivered in

different ways at different grade levels. � There is a common set of curricular competencies for all of the ADST (formerly Applied

Skills) curricula – Business Education, Home Economics, Information Technology, Media Arts, and Technology Education – that can also be used as a template for locally developed options now and in the future.

Design of the ADST curriculum Big Ideas The Big Ideas of the ADST curriculum are derived from the Curricular Competencies. The Big Ideas are intended to capture a progression of learning in applying design processes, skills, and technologies. K-3 4-5 6-8 9-10 Applied Design Designs grow out

of natural curiosity.

Designs can be improved with prototyping and testing.

Design can be responsive to identified needs.

Social, ethical, and sustainability considerations impact design.

Applied Skills Skills can be developed through play.

Skills are developed through practice, effort, and action.

Complex tasks require the acquisition of additional skills.

Complex tasks require the sequencing of skills.

Applied Technologies

Technologies are tools that extend human capabilities.

The choice of technology and tools depends on the task.

Complex tasks may require multiple tools and technologies.

Complex tasks require different technologies and tools at different stages.

Curricular Competencies The Curricular Competencies are organized under three headings:

� Applied Design � Applied Skills � Applied Technologies

The Curricular Competencies under Applied Design are further organized under subheadings that reflect general stages of designing and making. For Grades 4 to 12, these are: � Understanding context � Defining � Ideating � Prototyping � Testing � Making � Sharing

Elaborations for the Curricular Competencies provide definitions for clarity. The subheadings for K-3 are simplified in order to be developmentally appropriate; for example, young children do not prototype, test, and make as discernibly separate stages when they are designing and making through exploratory and purposeful play. The three stages of Applied Design that are identified for Kindergarten to Grade 3 encompass all of the stages of designing and making that are identified at higher grade levels, but in a naturalistic and developmentally appropriate way. They are: � Ideating � Making � Sharing

An important feature of the ADST curriculum is that the Curricular Competencies do not change for every grade. They remain the same for K-3, and then there is a set for 4-5, 6-8, 9-10, and 11-12. Even then, the changes are quite incremental. This aspect of the curricular design is intended to provide a consistent focus for both students and teachers on the “doing” aspect of the curriculum and to encourage student metacognition. Students use and develop the core competencies of creative and critical thinking, communication, and the personal and social competencies through the Curricular Competencies of ADST. The following chart gives some examples, but is not an exhaustive list.

K-3 4-5 6-8 9-10

Thin

king

Generate ideas from their experiences and interests Add to others’ ideas

Generate potential ideas Add to others’ ideas Screen ideas against the objective and constraints

Generate potential ideas Add to others’ ideas Screen ideas against criteria and constraints

Take risks in generating ideas Add to others’ ideas in ways that enhance them Screen ideas against criteria and constraints

Com

mun

icat

ion

Tell the story of designing and making their product Reflect on their ability to work effectively both as individuals and collaboratively in a group

Explain their process Reflect on 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

Explain their process, using appropriate terminology, and provide reasons for selected solutions and modifications Evaluate their ability to work effectively both as individuals and collaboratively in a group, including the ability to share and maintain an efficient co-operative work space

Provide a rationale for the selected solution, modifications, and procedures, using appropriate terminology Evaluate their ability to work effectively both as individuals and collaboratively in a group, including the ability to share and maintain an efficient co-operative work space

Pers

onal

and

Soc

ial

Identify how their product contributes to the individual, family, community, and/or environment

Identify how their product contributes to the individual, family, community, and/or environment

Evaluate personal, social, and environmental impacts and ethical considerations Identify personal, social, and environmental impacts of the use of technology

Critically analyze and prioritize competing factors, including social, ethical, and sustainability considerations, to meet community needs for preferred futures Identify how technology use can differ depending on culture, economics, access to resources, and social expectations

Content The ADST curriculum does not specify any Content learning standards for Kindergarten through Grade 5. The intent is that teachers use the Curricular Competencies from ADST K-5 with grade-level content from other areas of learning to provide students with cross-curricular opportunities to develop foundational mindsets and skills in design thinking and making. For example, students might design and build something based on the Content learning standards in the Science or Social Studies curriculum. For Grades 6 to 12, the Content is concept-based and includes learning standards for the four existing Applied Skills disciplines (Business Education, Home Economics, Information Technology, and Technology Education) and for new and emerging fields such as Media Arts. Content learning standards are stated as topics. This creates the space for students to personalize their learning by making choices about what they design and make and the depth and breadth of their learning on a particular topic based on their own interests and passions.

The generality of the Content learning standards also facilitates inclusion by allowing the teacher or the student to adjust depth and breadth to match abilities. Grades 6 to 9 are intended as exploration years. For Grades 6 and 7, this is a new provincial curriculum; for Grades 8 and 9, it is a redesigned curriculum. The curriculum provides one set of Content options for Grades 6 and 7 that are intended to be short modules that may be offered in rotation. Over the two years, students may be exposed to several of these and perhaps other locally developed options that also use the Curricular Competencies of ADST with locally developed content. This approach provides provincial recognition of the variety and scope of existing locally developed middle years programs and a template for the development of additional local programs. Care has been taken to develop Content learning standards that can be delivered in a variety of settings, from regular classroom to specialized lab and shop facilities. The Content elaborations, which are non-mandatory, have been developed with a view to what is doable in a regular classroom. There are separate sets of Content options for Grade 8 and Grade 9. These may be offered as modular rotations of varying length, as is common for Grade 8 now, or as full-year courses, as is often the case in Grade 9 now. The Content elaborations are non-mandatory curricular supports that suggest possible depth and breadth for teaching concepts. Considerations for delivering ADST At all grade levels � The focus on hands-on designing and making, acquisition and honing of skills, and

choosing and applying technologies requires a high degree of student choice, although there may still be a place for common activities for specific purposes — for example, to introduce new skills or equipment, to communicate safety procedures, or to explicitly focus on one aspect of the design process.

� The curriculum is inclusive of modern and traditional Aboriginal design, skills, and technologies. Students should have opportunities to learn from local First Peoples. This will require an understanding by both students and teachers of issues of appropriation, and that some knowledge is considered sacred.

Kindergarten to Grade 5 � Students can be given opportunities to develop foundational skills in ADST through

exploratory and purposeful play, and through designing and making activities related to the content in other areas of learning. This is already a normal practice in K-5 classrooms and will not require additional time or resources.

� A single set of Curricular Competencies for K-3 provides common language and continuity for the first four years.

� Another set of Curricular Competencies for Grades 4 and 5 with more stages delineated for Applied Design encourages students to take a more purposeful approach to designing and making.

� There will be no requirement to communicate student learning for ADST K-5 as a separate area of learning on an on-going basis. Teachers will be expected to communicate learning in ADST at the end of grade 3 and at the end of grade 5 only.

Grades 6 and 7 � The curriculum is designed to be modular to allow for choice and a variety of delivery

models depending on school configuration and facilities and student interest. � The curriculum has been developed to accommodate delivery in regular classrooms or

specialized facilities, and by generalist or specialist teachers. The non-mandatory elaborations are intended to show what is doable in a regular classroom.

� The requirement will be that students experience a minimum of three modules of ADST in each of Grades 6 and 7. Schools may choose from among the modules provided in the provincial curriculum 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.

� Schools that currently have an exploratory rotation may choose to continue with that delivery model for ADST. Schools that do not currently have an exploratory rotation may wish to develop one, or to teach ADST modules in an integrated cross-curricular way with other areas of learning.

� There will be a requirement to communicate student learning in ADST overall, but not module by module.

Grades 8 and 9 � Schools will be able to accommodate the redesigned ADST curriculum within their

current delivery models. � There is an assumption that there is reasonable access to specialized facilities and

specialist teachers at these grade levels. � The curriculum may be offered as modular rotations of varying length, as is common for

Grade 8 now, or as full courses, as is often the case in Grade 9 now. � There are more Content learning standards for Grade 9, as schools often offer these as

full courses. � Schools are expected to offer students the equivalent of a “full-year” program in ADST.

This can be made up of one or more modules. � Schools may choose from among the modules provided in the provincial curriculum or

develop new modules that use the Curricular Competencies of ADST 8 or 9 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.

� As the new ADST curriculum has explorations starting in Grade 6, schools may wish to offer students more choice in Grades 8 and 9 than was offered previously.

� There will be a requirement to communicate learning in ADST.

Applied Design, Skills, and Technologies: What’s New? As part of the current work of transforming the BC provincial curriculum, there is an intention to bring applied learning to all curricula. This is being done in two ways. Firstly, individual areas of learning are being revised to place greater emphasis on curricular competencies, the doing part of the curricula. Secondly, the Applied Skills curricula are being re-envisioned as a K-12 program. The name “Applied Design, Skills, and Technologies” replaces “Applied Skills.” The new name is intended to better capture the scope and nature of the domain. Design involves the ability to combine an empathetic understanding of the context of a problem, creativity in the generation of insights and solutions, and critical thinking to analyze and fit solutions to the context. To move from design to final product or service requires skills and technology. Skills are the abilities gained through competence to do something and to do it increasingly well. Technologies are tools that enable human capabilities, and range from blunt-nosed scissors, to tablets, to drill presses, depending on the grade level, available resources, and facilities. In Applied Design, Skills, and Technologies (ADST), students will grow in their ability to use design thinking to gain an understanding of how to apply their skills to problem finding and solving using appropriate technologies. Kindergarten to Grade 5 What’s the same? � Teachers will continue to provide students with opportunities to design and make things

in the context of exploratory and purposeful play and learning in various areas of learning.

� No additional instructional time or resources will be necessary. � There will be no requirement to communicate student learning for ADST K-5 as a

separate area of learning on an on-going basis. What’s new? � This is a new provincial curriculum for K-5. � The K-5 curriculum consists only of Curricular Competencies and Big Ideas. The intent is

that these will provide a common focus and a common language for the designing and making activities that are currently a normal part of students’ learning experiences in K-5 classrooms.

� There is one set of Curricular Competencies for K-3, with simplified design stages that are naturalistic and developmentally appropriate.

� There is another set of Curricular Competencies for Grades 4 and 5 with more detailed design stages to reflect a developmental progression and encourage more purposeful designing and making.

� This is a simplified curriculum that has no Content learning standards for K-5. The intent and requirement is that teachers use the learning standards for Curricular Competencies from ADST K-5 with grade-level content from other areas of learning to provide students with cross-curricular opportunities to develop foundational mindsets and skills in design thinking and making.

� Teachers will be required to communicate student learning in ADST at the end of grade 3, and at the end of grade 5 only.

Grades 6 and 7 What’s the same? � Middle schools or other schools that currently offer a rotation of modular explorations

will be able to accommodate the redesigned ADST curriculum within their current delivery models.

What’s new? � This is a new provincial curriculum for Grades 6 and 7. � The curriculum is modular in design to allow for choice and a variety of delivery models,

depending on the school configuration, facilities, and student interest. � The curriculum is identical for the two grades. The intent is that students do at least

three Content modules in each grade. � The Curricular Competencies and Big Ideas are identical for all Content modules. � Schools may choose from among the modules provided in the provincial curriculum 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.

� The curriculum has been developed to accommodate delivery in regular classrooms or specialized facilities, and by generalist or specialist teachers. The non-mandatory elaborations are intended to show what is doable in a regular classroom.

� Schools that currently have an exploratory rotation may choose to continue with that delivery model for ADST. Schools that do not currently have an exploratory rotation may wish to develop one, or to teach ADST modules in an integrated cross-curricular way with other areas of learning.

� There will be a requirement to communicate student learning in ADST. Grades 8 and 9 What’s the same? � There are provincial curricula in Business Education, Home Economics, Information

Technology, and Technology Education. � Schools will continue to encourage exploration as well as offering students choices. � There is an assumption that there is reasonable access to specialized facilities and

specialist teachers at these grade levels. � Schools will be able to accommodate the redesigned ADST curriculum within their

current delivery models. What’s new? � The Curricular Competencies and Big Ideas for Grade 8 are the same as for Grade 7. � The Curricular Competencies and Big Ideas for Grade 9 will be continued for Grade 10. � There are separate sets of Content options for Grade 8 and Grade 9. These may be

offered as modular rotations of varying length, as is common for Grade 8 now, or as full-year courses, as is often the case in Grade 9 now.

� The Curricular Competencies and Big Ideas are the same for all of the Content modules in a grade.

� Schools are expected to offer students the equivalent of a “full-year” program in ADST. This can be made up of one or more modules.

� Schools may choose from among the modules provided in the provincial curriculum or develop new modules that use the Curricular Competencies of ADST 8 or 9 with locally developed content.

� Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.

� As the new ADST curriculum has explorations starting in Grade 6, schools may wish to offer students more choice in Grades 8 and 9 than was offered previously.

� There will be a requirement to communicate student learning in ADST. What’s coming for Grades 10 to 12? What will be the same? � There will be provincial curriculum in the areas of Business Education, Home Economics,

Information Technology, and Technology Education and related disciplines. � Students in Grades 10 to 12 will have opportunities to specialize in a specific area or to

continue to explore their interests in more than one area. The specialization might be driven by students’ desire for practical skills in a particular area, their interests and passions, or their plans for post-secondary education or careers.

� School districts will be able to continue to offer and develop local courses to augment provincial curricular offerings.

What will be new? � The provincial curricula for Grades 10 to 12 will be reconfigured to match the intent and

directions of ADST and to build on the explorations in Grades 6 to 9, and redesigned to match the current curricular design.

� The Curricular Competencies and Big Ideas for Grade 9 will also be used for all Grade 10 ADST curricula, for consistency and continuity.

� One set of Curricular Competencies and Big Ideas will be developed for Grades 11 and 12 and used for all Grade 11 and 12 ADST curricula.

� There will be greater emphasis in all ADST curricula on student choice about what products to design and make.

� Content learning standards will identify concepts and topics. This will create the space for students to personalize their learning by making choices about what they design and make and the depth and breadth of their learning on a particular concept based on their own interests and passions. The generality of the learning standards for Content will also facilitate inclusion by allowing the teacher or the student to adjust depth and breadth to match abilities.

� Local design options will be encouraged to meet local needs. Maximizing flexibly in curriculum delivery by enabling combinations of locally and provincially designed course content is ideal.

� Information Technology curricula will be significantly updated with input from post-secondary institutions.

Applied Design, Skills, and Technologies: Kindergarten–Grade 3

Big Ideas:

Designs grow out of natural curiosity.

Skills can be developed through play.

Technologies are tools that extend human capabilities.

Curricular Competencies: Elaborations: Content: Elaborations:

Students are expected to be able to do the following:

Applied Design

Ideating

x Identify needs and opportunities for designing, through exploration

x Generate ideas from their experiences and interests

x Add to others’ ideas x Choose an idea to pursue

Making

x Choose tools and materials x Make a product using known procedures or

through modelling of others x Use trial and error to make changes, solve

problems, or incorporate new ideas from self or others

Sharing

x Decide on how and with whom to share their product

x Demonstrate their product x Tell the story of designing and making their

product x Identify how their product contributes to the

individual, family, community, and/or environment

x Use personal preferences to evaluate the success of their design solutions

x Reflect on their ability to work effectively

Ideating: forming new ideas or concepts technologies: things that extend human capabilities (e.g., scissors)

Students are expected to use the learning standards for

Curricular Competencies from Applied Design, Skills,

and Technologies K-3 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.

both as individuals and collaboratively in a group

Applied Skills

x Use tools and materials in a safe manner x Develop their skills and add new ones through

play and collaborative work Applied Technologies

x Explore the use of simple, available tools and technologies to extend their capabilities

Applied Design, Skills, and Technologies: Grades 4-5

Big Ideas:

Designs can be improved with prototyping and testing.

Skills are developed through practice, effort, and action.

The choice of technology and tools depends on the task.

Curricular Competencies: Elaborations: Content: Elaborations:


Applied Design

Understanding context

x Do research to understand the background of the design issue

x Gather information about or from potential users

Defining

x Identify a design issue x Identify key features or user requirements x Identify the main objective for design and any

constraints Ideating

x Generate potential ideas x Add to others’ ideas x Screen ideas against the objective and

constraints x Choose an idea to pursue

Prototyping

x Outline a general plan, identifying tools and materials

x Construct a first version of the product, making changes to tools, materials, and procedures as needed

x Record iterations of prototyping Testing

x Test the product x Gather peer feedback and inspiration

research: seeking knowledge from other people as experts (e.g., Aboriginal elders) and from secondary sources users: may include self, peers, younger children, family or community members, customers, plants, or animals Defining: setting parameters 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 share: may include showing to others, use by others, giving away, or marketing and selling

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.

x Make changes and test again, repeating until

satisfied with the product Making

x Construct the final product, incorporating planned changes

Sharing


x Demonstrate their product x Explain their process x Reflect on their design thinking and processes x Determine whether their product met the

objective x Identify new design issues x Identify how their product contributes to the


x Reflect on 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

Applied Skills

x Use tools and materials in a safe manner, including having an awareness of the safety of others

x Identify the skills required for a task and develop those skills as needed


x Use familiar tools and technologies to extend their capabilities when completing a task

x Choose appropriate technologies to use for specific tasks

x Demonstrate a willingness to learn about new technologies as needed

Applied Design, Skills, and Technologies: Grades 6-7

Big Ideas:




Curricular Competencies: Elaborations: Content: Over the course of Grades 6 and 7, students will be

exposed to a variety of content chosen from the

provincial options below and/or locally developed

options. 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.

Elaborations:


Applied Design


x Engage in research to understand a design issue

x Gather information from potential users x Empathize with potential users to find issues

and uncover needs Defining

x Identify a design issue x Identify key features or potential users and

their requirements x Identify criteria for success and any


research: seeking knowledge from other people as experts (e.g., Aboriginal elders) and from secondary sources users: may include self, peers, younger children, family or community members, customers, plants, or animals empathize: share the feelings and understand the needs of others to inform design Defining: setting parameters 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 share: may include showing to others, use by others,

Computational Thinking Students are expected to know the following:

x simple algorithms that reflect computational thinking

x visual representations of problems and data x evolution of programming languages x visual programming

Computational Thinking simple algorithms: for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., cyphers) visual representations: graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays evolution of programming languages: historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers) visual programming: for example, Kodu, Scratch

x Generate potential ideas x Add to others’ ideas x Screen ideas against criteria and constraints x Evaluate personal, social, and environmental

impacts and ethical considerations x Choose an idea to pursue

Prototyping

x Identify and use sources of information x Develop a plan that identifies key stages

and resources x Explore and test a variety of materials for

effective use x Construct a first version of the product or

a prototype, as appropriate, making changes to tools, materials, and procedures as needed

x Record iterations of prototyping

Testing

x Test the first version of the product or the prototype

x Gather peer and/or user and/or expert feedback and inspiration

x Make changes, troubleshoot, and test again Making

x Identify and use appropriate tools, technologies, and materials for production

x Make a plan for production that includes key stages, and carry it out, making changes as needed

x Use materials in ways that minimize waste Sharing


giving away, or marketing and selling

Computers and Communications Devices Students are expected to know the following:

x computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices

x strategies for identifying and troubleshooting simple hardware and software problems

x function of input and output devices, including 3D printing and adaptive technologies for those with special needs

x ergonomics in use of computers and computing devices

Computers and Communications Devices

Digital Literacy Students are expected to know the following:

x Internet safety x digital self-image, relationships, and

communication x legal and ethical considerations, including

creative credit and copyright, and cyberbullying

x methods for personal media management x search techniques, how search results are

selected and ranked, and criteria for evaluating search results

x strategies to identify personal learning networks

Digital Literacy Internet safety: including privacy and security (secured connections, passwords, personal information), digital footprint and dossier, cyberbullying, online scams, and cybercrimes personal media management: for example, personalization and organization, bookmarks, content management criteria: accuracy, timeliness, appropriateness, credibility, and bias personal learning networks: personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games)

Drafting Students are expected to know the following:

x technical drawing, including sketching techniques and manual drafting techniques

x elements of plans and drawings

x simple computer-aided drafting programs

Drafting drafting techniques: geometric concepts and scale, isometric, orthographic, and oblique drawings drafting programs: for example, SketchUp, 123Design

x Demonstrate their product x Explain their process, using appropriate

terminology, and provide reasons for their selected solution and modifications

x Reflect on their design thinking and processes x Evaluate their product against criteria x Identify how their product contributes to the


x Identify new design issues x Evaluate their ability to work effectively both

as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space

Applied Skills

x Use safe working practices and demonstrate an awareness of precautionary and emergency safety procedures

x Identify the skills and skill levels needed to complete a project

x Evaluate their skills and skill levels, individually or as a group, in relation to a specific task, and develop them as needed


x Identify, and as needed learn about, appropriate technologies to extend their capability to complete a task

x Evaluate tools and technologies that are present in their everyday lives

x Identify the impact, including unintended negative consequences, of the choices they make about technology use

x Identify how the land and natural resources influence First Peoples’ design and technologies

x Identify how technology use can differ depending on culture, economics, access to resources, and social expectations

x Identify personal, social, and environmental impacts of technology use

Entrepreneurship and Marketing Students are expected to know the following:

x role of entrepreneurship in designing and making products and services

x market niche x branding of products, services, institutions, or

places

x pricing product/service, including decision to seek profit or break even

x role of basic financial record-keeping and budgeting

Entrepreneurship and Marketing market niche: a subset of the market on which a specific product is focused, created by identifying needs or wants not provided by competitors

Food Studies Students are expected to know the following:

x basic food handling and simple preparation techniques and equipment

x factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions

x factors that influence food choices, including cost, availability, and family and cultural influences

Food Studies techniques: for example, cutting, blending, heating, and chilling foods; storing foods; clean hands and food preparation surfaces equipment: for example, blender, utensils, knife, scissors, hot plate, stove, solar oven, ice bath, wooden skewers, steam basket, microwave, birch bark container, tagine, wok dietary restrictions: allergens (e.g., dairy, nuts), sensitivities/intolerances (e.g., gluten)

Media Arts Students are expected to know the following:

x media types, non-digital and digital, and their distinguishing characteristics and uses

x techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure

x media technologies and techniques to capture, edit, and manipulate images, sounds and text for specific purposes

x influences of digital media for the purpose of communication and self expression

Media Arts techniques: for example, crop, print, record/capture, sequence

Metalwork Students are expected to know the following:

x characteristics and uses of metals

x metalworking techniques and processes using hand tools

Metalwork techniques and processes: for example, bending, cutting, filing, drilling, soldering (with fume extractor) hand tools: for example, cordless and corded drills, rotary tool, hammer, screwdriver, hacksaw, jeweller’s

x metals as a non-renewable resource

saw, scribe, square, punch, clamp and vise, files

Power Technology Students are expected to know the following:

x power is the rate at which energy is transformed

x forms of energy x energy is conserved x devices that transform energy

Power Technology forms of energy: sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical conserved: the law of conservation of energy — energy cannot be created or destroyed but can be changed transform energy: for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light

Robotics Students are expected to know the following:

x a robot is a machine capable of carrying out a complex series of actions automatically

x uses of robotics x main components of robots: sensors, control

systems, and effectors x various ways that objects can move x programming and logic for robotics

components x various platforms for robotics

Robotics sensors: “sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour control systems: “think” — the part of the robot that determines the robot’s behaviour effectors: “act” — the parts of the robot that do the work ways: straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns platforms: for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets

Textiles Students are expected to know the following:

x range of uses of textiles x variety of textile materials x hand construction techniques for producing

and/or repairing textile items x consumer concerns that influence textile

choices, including availability, cost, function (e.g. waterproof), and textile care

Textiles uses: construction (e.g., sails at Canada Place), automotive, apparel, function (e.g., fire blanket), ceremonial (e.g., regalia) materials: for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing) hand construction techniques: for example, hand sewing, knitting (needles, arm, spool), crocheting, weaving, darning, up-cycling (e.g., turning an underused item into something else), embellishing existing items

Woodwork Students are expected to know the following:

x ways in which wood is used in local cultural and economic contexts

x characteristics of wood as a material x woodworking techniques and basic joinery

using hand tools

Woodwork woodworking techniques: for example, cutting materials according to plan, layout, sanding methods, abrasive applications basic joinery: for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws hand tools: for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise

Applied Design, Skills, and Technologies: Grade 8

Big Ideas:




Curricular Competencies: Elaborations: Content: The curriculum is designed to be offered in modules or

courses of various lengths. The requirement will be

that students take a yearlong “course” in ADST. This

“course” can be made up of one or more modules.

Schools may choose from among the modules listed

below or develop new modules that use the Curricular

Competencies of ADST 8 with locally developed content.

Locally developed modules can be offered in addition

to, or instead of, the modules in the provincial

curriculum.

Elaborations:


Applied Design


x Engage in research to understand a design issue

x Gather information from potential users x Empathize with potential users to find issues

and uncover needs Defining

x Identify a design issue x Identify key features or potential users and

their requirements

research: seeking knowledge from other people as experts (e.g., Aboriginal elders) and from secondary sources users: may include self, peers, younger children, family or community members, customers, plants, or animals empathize: share the feelings and understand the needs of others to inform design Defining: setting parameters constraints: limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred

Computational Thinking Students are expected to know the following:

x software programs as specific and sequential instructions with algorithms that can be reliably repeated by others

x debugging algorithms and programs by breaking problems down into a series of sub-problems

x binary number system (1s and 0s) to represent data

x programming languages, including visual programming in relation to text-based programming and programming modular components

Computational Thinking visual programming: for example, Scratch, Alice, Greenfoot, BlueJ text-based programming: for example, HTML programming modular components: for example, Arduino, LEGO Mindstorms

x Identify criteria for success and any


x Generate potential ideas x Add to others’ ideas x Screen ideas against criteria and constraints x Evaluate personal, social, and environmental

impacts and ethical considerations x Choose an idea to pursue

Prototyping

x Identify and use sources of information

x Develop a plan that identifies key stages and resources

x Explore and test a variety of materials for effective use

x Construct a first version of the product or a prototype as appropriate, making changes to tools, materials, and procedures as needed

x Record iterations of prototyping

Testing

x Test the first version of the product or prototype

x Gather peer and/or user and/or expert feedback and inspiration

x Make changes, troubleshoot, and test again Making

x Identify and use appropriate tools, technologies, and materials for production

x Make a plan for production that includes key stages, and carry it out, making changes as needed

x Use materials in ways that minimize waste Sharing

Ideating: forming ideas or concepts share: may include showing to others, use by others, giving away, or marketing and selling

Computers and Communications Devices Students are expected to know the following:

x design and function of digital infrastructures, including personal communication systems to wide area networks and the Internet of Things

x social, cultural, and economic impact of mobile devices

x systems for information transfer and communication, including videos, blogs, podcasts, and social media

Computers and Communications Devices wide area networks: for example, global, satellite Internet of Things: Internet access across all technologies

Digital Literacy Students are expected to know the following:

x elements of digital citizenship x ethical and legal implications of current and

future technologies

x strategies for curating personal digital content, including management, personalization, organization, and maintenance of digital content; e-mail management; and workflow

x search techniques, how search results are selected and ranked, and criteria for evaluating search results

x strategies to engage with personal learning networks

Digital Literacy elements of digital citizenship: for example, digital self-image, creative credit and copyright, relationships and communication, cyberbullying, legal and ethical issues current and future technologies: for example, hacking (white hat and black hat), P2P Sharing, Torrents, VPNs, tracking, data collection, anonymity; automation, artificial intelligence, mobile devices, data collection, robotics, digital currencies (e.g., Bitcoin) criteria: accuracy, timeliness, appropriateness, credibility, and bias personal learning networks: personalized digital instructional tools to support learning (web forums, tutorials, videos, digital resources, global communities, group communication and etiquette, online learning)


x manual and computer-aided drafting techniques

x elements of technical plans and drawings

x advantages of using vector files

x virtual creation using CAD

Drafting drafting techniques: isometric, orthographic, oblique, scale, 2D and 3D drawings using: for example, converting raster to vector in order to use plotters and vinyl cutters virtual creation: for example, layout and planning of a project, creating plans for a model

x Decide on how and with whom to share their

product x Demonstrate their product x Explain their process, using appropriate

terminology, and provide reasons for their selected solution and modifications

x Reflect on their design thinking and processes x Evaluate their product against criteria x Identify how their product contributes to the




Applied Skills



x Evaluate their skills and skill levels, individually or as a group, in relation to a specific task, and develop them as needed


x Identify, and as needed learn about, appropriate technologies to extend their capability to complete a task



x Identify how the land and natural resources influence First Peoples’ design and technologies


x Identify personal, social, and environmental


x characteristics of entrepreneurial activity x characteristics of social entrepreneurship in

First Nations communities x recognition of a market need and

identification of target market x development of a product or service, including

its features and benefits x forms of advertising and marketing that can

influence a potential customer or buyer x differences between consumer wants and

needs x role of money management in financing an

idea or developing a product

Entrepreneurship and Marketing characteristics: goal, element of risk, personal commitment, planning and preparation, commitment of resources forms: print, social media, web, digital wants: what one would like to have; what one can do without needs: what one must have; what one cannot do without


x cross-contamination, including prevention and management

x food preparation practices, including elements of a recipe, techniques, and equipment

x effects of removing or substituting ingredients, including nutritional profile, food quality, taste

x social factors that affect food choices, including eating practices

x variety of eating practices x local food systems x First Peoples’ traditional food use

Food Studies eating practices: with whom, what, when, how, why, where food is consumed in a variety of settings (e.g., informal, formal, special, and/or ceremonial occasions) food systems: growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items


x media types, non-digital and digital, their distinguishing characteristics, and their uses, including layout and design, graphics and images, and video production

x techniques for using images, sounds, and text to represent characterizations and points of view of people, including themselves, as well as settings and ideas

Media Arts story principles: electing and organizing the elements of structure, intent, characters, settings and points of view within the conventions of a genre genre conventions: traditional or culturally accepted ways of doing things based on audience expectations techniques: layout, storyboard, and manipulation elements of media arts: composition, time, space, sound, movement, lighting

impacts of technology use

x story principles and genre conventions x media technologies and techniques to shape

space, time, movement, and lighting within images, sounds, and text for specific purposes

x processes for manipulating and testing digital media data

x issues in ethical media practices, including cultural appropriation, moral copyright, reproduction, and privacy

x elements of media arts used to communicate meaning

x influences of digital media, including on communication and self-expression


x characteristics and uses of ferrous and non-ferrous metals

x metal fastening techniques, including basic welding and fabrication practices

x metalworking techniques and processes using hand tools and power equipment


x reclamation and repurposing of metals

Metalwork welding: for example, gas welding, brazing, cutting techniques and processes: brazing, turning, machining, drilling, cutting, sanding, grinding, polishing hand tools: for example, cordless and corded drills, rotary tool, screwdriver, wrench, hacksaw, jeweller’s saw, scribe, square, hammer, punch, clamp and vise, file, chisel, machinist square, shears, aviation snips, box and pan brake, rollers, anvil power equipment: for example, sandblaster, band saw, drill press, grinder, sander, buffing wheel


x uses of power technology x renewable and non-renewable sources of

energy x conversion and transmission of energy x kinetic and potential energy x effect of mass and inertia on speed and

distance x role of aerodynamics x effects of forces on devices

Power Technology potential: stored energy of position kinetic: energy of motion forces: for example, tension, torsion, compression, shear, friction

Robotics Students are expected to know the following:

x uses of robotics in local contexts x types of sensors x user and autonomous control systems x uses and applications of end effectors x movement- and sensor-based responses x program flow x interpretation and use of schematics for

assembling circuits x identification and applications of components x various platforms for robotics programming

Robotics types of sensors: bump, motion, sound, light, infrared assembling: for example, soldering (with fume extraction), breadboarding components: for example, diodes, LEDs, resistors, capacitors, transistors platforms: for example, VEX, VEX IQ, LEGO Mindstorms/NXT


x sources of textile materials x hand and machine construction techniques for

producing and/or repairing textile items x basic components of patterns and instructions x colour as an element of design x personal factors that influence textile choices,

including culture and self-expression, and the impact of those choices on individual and cultural identity

Textiles textile materials: for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing)


x historical and current contexts of woodworking

x identification, characteristics, and properties of a variety of woods, both manufactured and natural


x woodworking techniques x traditional and non-traditional joinery using

hand tools and power equipment

x options for reuse of wood and wood products

Woodwork techniques: for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners traditional joinery: for example, mitre joint, rabbet joint, dado joint, dowelling non-traditional: for example, metal connectors, screws and fasteners, biscuits hand tools: for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, ripsaw, coping saw, nail set, square, clamp and vise, chisel, marking gauge, carpenter square, jig saw power equipment: for example, band saw, scroll saw, drill press reuse: recycling and reclamation

Applied Design, Skills, and Technologies: Grade 9

Big Ideas:

Social, ethical, and sustainability considerations impact design.

Complex tasks require the sequencing of skills.

Complex tasks require different technologies and tools at different stages.

Curricular Competencies: Elaborations: Content: 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. The requirement will be that

students take a yearlong “course” in ADST. This

“course” can be made up of one or more 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 ADST

9 with locally developed content. Locally developed

modules can be offered in addition to, or instead of, the

modules in the provincial curriculum.

Elaborations:


Applied Design


x Engage in a period of research on and observation of the values and beliefs of other cultures and the diverse motivations and needs of different people, in order to understand the design issue, design barriers, and the opportunities

Defining

x Identify insights from research x Identify a design issue

research: seeking knowledge from other people as experts (e.g., Aboriginal elders) and from secondary sources Defining: setting parameters 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 sources of inspiration: may include experiences; traditional cultural knowledge and approaches, including those of First Peoples; places, including the


x drafting technique, including dimensioning and standards

x drafting styles, including perspective, mechanical, and architectural

x CADD/CAM, CNC and 3D (three-dimensional) printing

x function of models x basic code x digital output devices x virtual creation using CAD/CAM

Drafting CADD: computer-aided drafting and design CAM: computer-aided manufacturing CNC: computer numerical control basic: for example, for the purpose of editing to send to output devices output devices: for example, plotters, vinyl cutters, and 3D printers; CNC machines virtual creation: for example, layout and planning of a project, creating plans for a model

x Identify potential users x Identify relevant contextual factors in the

design space x Identify criteria for success, intended impact,

and any constraints Ideating

x Take risks in generating ideas x Add to others’ ideas in ways that enhance

them x Screen ideas against criteria and constraints x Critically analyze and prioritize competing

factors, including social, ethical, and sustainability considerations, to meet community needs for preferred futures

x Choose an idea to pursue, keeping other potentially viable ideas open

Prototyping

x Identify and use sources of inspiration and information

x Choose a form for prototyping x Develop a plan that includes key stages and

resources x Evaluate a variety of materials for effective

use and potential for reuse, recycling, and biodegradability

x Prototype, making changes to tools, materials, and procedures as needed

x Record iterations of prototyping Testing

x Identify sources of feedback x Develop an appropriate test of the prototype x Conduct the test and collect and compile data x Evaluate data and decide on changes x Iterate the prototype or abandon the design

idea Making

x Identify and use appropriate tools, technologies, materials, and processes for production

land and its natural resources and analogous settings; and people, including users, experts, and thought leaders plan: pictorial drawings, sketches, flowcharts, etc. sources of feedback: may include peers; users; keepers of traditional cultural knowledge and approaches, including those of First Peoples; and other experts share: may include showing to others, use by others, giving away, or marketing and selling

Electronics and Robotics Students are expected to know the following:

x uses of electronics and robotics x components of an electric circuit x ways in which various electrical components

affect the path of electricity x Ohm’s Law x platforms for PCB (Printed Circuit Board)

production x basic robot behaviours using input/output

devices, movement- and sensor-based responses, and microcontrollers

x mechanical devices for the transfer of mechanical energy

x mechanical advantage and power efficiency, including friction, force, and torque

x robotics coding x various platforms for robotics programming

Electronics and Robotics components: power source, conductor, load electrical components: for example, diodes, LEDs, resistors, capacitors, transistors, ICs (integrated circuits), SCRs (silicon controlled rectifiers), regulators Ohm’s Law: describes how voltage, current, and resistance are related: V=IR platforms: for example, Fritzing, Eagle, Diptrace, EZ Route input/output devices: for example, gyro sensors, bump, motion, sound, light, infrared mechanical devices: for example, gears, belts, pulleys, chains, sprockets, linear actuators, pneumatics, bearings, slides coding: for example, G-code, C++, Sketch platforms: for example, VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino


x risks and benefits of entrepreneurship x the role of social entrepreneurship in First

Nations communities x ways of decreasing production costs through

training and technological advancement x flow of goods and services from producers to

consumers x identification of a good or service that ensures

brand recognition x marketing strategies using the 4 Ps: product,

price, promotion, and placement x market segmentation by demographic,

geographic, psychographic, and purchasing pattern

x evolving consumer needs and wants x role of online technologies in expanding

access to goods and services x sources of financing for a new venture or

start-up business x measurement of financial success and failure

Entrepreneurship and Marketing identification: for example, business name, slogan, logo demographic: age, gender, occupation, and education of customers geographic: size and location of a market area psychographic: general personality and lifestyle preferences of a customer base purchasing pattern: buying behaviour of customers sources of financing: for example, banks, private lending firms, crowdfunding, government grants measurement: profit, loss, asset, liability; financial documents to represent health of a business

x Make a step-by-step plan for production and

carry it out, making changes as needed x Use materials in ways that minimize waste

Sharing

x Decide on how and with whom to share their product and processes

x Demonstrate their product to potential users x Provide a rationale for the selected solution,

modifications, and procedures, using appropriate terminology

x Critically reflect on their design thinking and processes

x Critically evaluate the success of their product x Identify how their design ideas contribute to

the individual, family, community, and/or environment



Applied Skills



x Evaluate their skills and skill levels, individually or as a group, in relation to specific projects, and develop and refine them as needed


x Choose, adapt, and if necessary learn about appropriate technologies to use for tasks



x Identify how the land and natural resources influences First Peoples’ design and


x pathogenic microbes associated with food-borne illnesses

x components of food preparation, including use and adaptations of ingredients, techniques, and equipment

x factors that influence availability and choice of food in personal, local, and global contexts

x ethical issues related to food systems x issues around indigenous food sovereignty

Food Studies pathogenic microbes: for example, Salmonella, E. Coli 0157:H7, Staphylococcus factors: for example, global food systems, balanced eating/nutrition, food waste, food marketing, food trends, ethics ethical issues: for example, environment, conditions, rights of workers and animals indigenous food sovereignty: right of Indigenous peoples to determine food and land-use policies with respect to the growing, gathering, hunting, and harvesting of food

Information and Communications Technologies Students are expected to know the following:

x text-based coding x binary representation of various data types,

including text, sound, pictures, video x drag-and-drop mobile development x programming modular components x development and collaboration in a cloud-

based environment x design and function of networking hardware

and topology, including wired and wireless network types routers, switches, hubs, wireless transfer systems, and client-server relationships

x functions of operating systems, including mobile, open source, and proprietary systems

x current and future impacts of evolving web standards and cloud-based technologies

x design for the web x strategies for curating and managing personal

digital content, including management, personalization, organization, maintenance, contribution, creation, and publishing of digital content

x relationships between technology and social change

Information and Communications Technologies

text-based coding: HTML, CSS, JavaScript drag-and-drop mobile development: for example, Vizwik modular components: for example, Arduino, Raspberry Pi, LEGO Mindstorms cloud-based environment: for example, Cloud 9, GitHub wireless transfer systems: for example, NFID, Bluetooth, mobile payments impacts: potential to support collaboration, sharing, and communication; data storage and privacy design for the web: digital creation and manipulation of videos and images for a web-based purpose relationships: for example, local and global impacts of evolving communication and mobile devices, socio-economic digital divide, technology and gender, social media and social movements, social media and politics, inequality of access, technology and democracy, information as a commodity personal learning networks: personalized digital instructional tools to share and authenticate learning content consumption and creation: web forums, tutorials, videos, digital resources, listservs, global communities, group communication and etiquette, online learning, MOOCS, open courseware, broadcasting

technologies


x Identify personal, social, and environmental impacts of the use of technology

x Make informed choices as consumers of technology

x strategies to manage and maintain personal learning networks, including content consumption and creation


x digital media types and their distinguishing characteristics and uses, including video production, ͒DXG � ͒ � �design, and graphics and images

x techniques for organizing ideas to structure information and story through media conventions and genres to create points of view in images, sounds, and text

x media production skills, including editing and publishing, to shape the technical and symbolic elements of images, sounds, and text for specific purposes, meanings, and audiences

x standards-compliant technology x ethical and regulatory issues x technical and symbolic elements that can be

used to create representations influenced by story, genre, and values and points of view of particular audiences

x specific features and purposes of media artworks from the present and the past to explore viewpoints, including those of First Peoples

x specific purposes of media use in the social advocacy of First Peoples in Canada

x influences of digital media in documenting, communicating, reporting, and self-expression

Media Arts conventions: traditional or culturally accepted ways of doing things based on audience expectations. Each media form has hundreds of conventions built up over time and widely accepted by audiences. standards-compliant technology: layout conventions, ͒m ark-up language, current web standards, or other digital media compliance requirements


x basic metallurgy

x range of uses of metalwork

x welding

x fabrication techniques and processes using hand tools and stationary equipment

x foundry processes, including creating patterns and moulds, and casting

x recycling and repurposing of materials

Metalwork basic metallurgy: identification, characteristics, and properties of different metals, and characteristics of metal in a variety of formats and gauges uses: for example, art metal, jewellery, stained glass, tools, sheet metal boxes, medieval armour welding: for example, arc, oxygen-acetylene, and MIG welding techniques and processes: for example, plasma and gas cutting, machining (turning, milling, forming, knurling), boring hand tools: for example, drill, rotary tool, screwdriver, wrench, hacksaw, jeweller’s saw, scribe, square, hammer, punch, clamp and vise, file, chisel, machinist square, shears, aviation snips, box and pan brake, rollers, anvil, socket, tap and die set, Whitney punch, Vernier caliper, micrometer stationary equipment: for example, sandblaster, band saw, drill press, grinder, sander, buffing wheel, lathe, horizontal band saw, Beverly shear, Whitney punch, benders, hydraulic press, spincaster, forge casting: for example, lost wax casting, sand casting, investment casting, spin casting


x energy transmission and applications x efficiency, including energy loss in the form of

thermal energy x thermodynamics x types of fuels and methods of converting fuels

to mechanical energy x alternative energy sources x small engine systems x mechanical measurement devices x power technology hand tools x effects of forces on devices x manuals as information sources

Power Technology thermodynamics: relationship between heat and other forms of energy small engine systems: for example, ignition, fuel system, combustion cycle mechanical measurement devices: for example, torque wrench, feeler gauge, telescopic, micrometer, Vernier caliper, Plastigauge hand tools: for example, wrench, socket, ratchet, ignition tools, hammer, chisel, punch, extractor, HeliCoil, ring compressor/expander, honing tool, hand valve grinding tool forces: for example, tension, torsion, torque, shear, bending, compression


x natural and manufactured fibres, including their origins, characteristics, uses, and care

x strategies for using and modifying simple patterns

x elements of design used in the design of a textile item

x social factors that influence textile choices and the impact of those choices on local communities

x role of textiles in First Peoples’ cultures

Textiles modifying: changing length or width of a pattern, adding embellishment, changing closure elements of design: colour, line, form, space, and texture social factors: financial, ethical, familial, cultural, spiritual, racial


x importance of woodwork in historical and cultural contexts, locally and throughout Canada

x identification, characteristics, properties, and uses of wood from various tree species

x techniques for adjusting plans and drawings

x woodworking techniques and traditional and non-traditional joinery using a variety of tools and equipment, including stationary power equipment

x the relationship between First Peoples’ culturally modified trees and the sustainable use of wood

x issues in the sustainable use of wood

Woodwork techniques: for example, shaping, laminating, turning, abrasives, adhesives, finishing traditional: for example, box joint, splined mitre, lapped joint non-traditional: for example, biscuits, brads stationary power equipment: for example, jointer, planer, lathe, router table, table saw, chop saw, band saw, thickness sander, disc/belt sander, spindle sander, mortise machine, drill press, scroll saw issues: rate of harvest; effects of logging and replanting on ecosystems

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