Big Ideas
Big Ideas
People’s needs and wants inform effective problem solving.
Social, ethical, and sustainability considerations impact service design
a human-centred approach that may include creating services to address social challenges
for individuals, families, and groups.
Different technologies and tools are required at different stages of creation and communication.
Content
Learning Standards
Content
service design opportunities
for example, creating policies, resources, programs, activities, designed environments, physical products, or services
for individuals and families across their lifespan
cultural factors
may include roles; levels of influence; community context; First Nations, Métis, and Inuit family structures; values; beliefs; language; how cultural definitions change over time
used to define the term “family”
societal influences and impacts
for example, residential schools, economic crises, war and displacement, migration
on families
family and relationship dynamics
including roles and responsibilities of family members, factors that influence family dynamics, distribution and use of resources, and needs and wants of family members
, challenges for example, economic, social, displacement, health, emotional challenges
families face, both locally and internationally, including strategies for taking action, special caregiving issues, and access to resources
social factors
including communication, healthy relationships, and ending relationships
involved in interpersonal relationships including family, romantic, workplace, and community
in families
the role of children in families and society, including the rights
for example, United Nations Convention on the Rights of the Child, United Nations Declaration on the Rights of Indigenous Peoples, criminal and civil laws
of children locally and globally
variety of living arrangements
for example, with immediate or multi-generational family/families, on-reserve or off-reserve, alone, foster home, with friends, homeless, with partner
and housing options physical living spaces, including apartments, houses, co-ops
for individuals and families
service strategies
strategies that address challenges affecting individuals, families, or groups along their lifespan
for individuals, families, and/or groups
cultural sensitivity and etiquette, including ethics of cultural appropriation
use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
problem-solving models
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of researchmay include seeking knowledge from other people as experts, interviewing people involved, finding secondary sources and collective pools of knowledge in communities and collaborative atmospheres, learning the appropriate protocols for approaching local First Peoples communitiesand empathetic observationmay include experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders
Defining
- Choose a service design challenge that affects families
- Identify needs and wants of people involved
- Identify criteria for success, intended valued impactService designs should be based on what the people involved are hoping for, so their input is needed., and constraintslimiting factors such as the nature of family dynamics and interpersonal communications, expense, and environmental impact
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Analyze competing factorssocial, ethical, and sustainableto meet individual, family, and community needs for preferred futures
- Identify and use sources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionalsand informationmay include professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres (such as family structures and cohorts)
Prototyping
- Develop a product planusing, for example, pictorial drawings, sketches, flow chartsand/or service planThe primary goal is to provide and/or produce beneficial services for individuals, families, or groups.that includes key stages and resources
- Evaluate strategies for effective use and possible individual, familial, and community impactspersonal, social, and environmental
Testing
- Identify and access sources of feedbackmay include people involved; First Nations, Métis, or Inuit community members; keepers of other traditional cultural knowledge and approaches; peers and professionals
- Consult with people involved
- Use consultation data and feedback to make appropriate changes
- Identify and use appropriate strategiesconsidering others’ perspectives, ethical issues, and cultural considerations
- Make a step-by-step plan for implementation and carry it out, making changes as needed
Sharing
- Decide on how and with whom to sharemay include showing to others or use by othersideas and strategies
- Demonstrate their product or servicephysical product or supportive process, assistance, environmentto potential users, providing a rationale
- Critically evaluate the success of their plan, product, or service plan, and explain how the ideas contribute to the individual, family, community, and/or environment
- Critically reflect on their plans and the processes they used, their ability to work effectively both as individuals and collaboratively in a group, and their ability to share and maintain an efficient collaborative workspace
Applied Skills
Demonstrate an awareness of precautionary, safe, and supportive interpersonal strategies and communications, both face-to-face and digital
Identify the skills needed, individually or collaboratively, in relation to specific projects, and develop and refine them
Critically reflect on cultural sensitivity and etiquette
Demonstrate interviewing and consultation etiquette
protocols for requesting and conducting interviews, including consideration of confidentiality, tone, and informed consent
Applied Technologies
Choose, adapt, and if necessary learn more about appropriate tools and technologies
tools that extend human capabilities
to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of social, cultural, and environmental
for example, land, natural resources
conditions on the development and use of tools and technologies