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 research
    may 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 communities
    and empathetic observation
    may 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 impact
    Service designs should be based on what the people involved are hoping for, so their input is needed.
    , and constraints
    limiting 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 factors
    social, ethical, and sustainable
     to meet individual, family, and community needs for preferred futures
  • Identify and use sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals
    and information
    may 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 plan
    using, for example, pictorial drawings, sketches, flow charts
     and/or service plan
    The 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 impacts
    personal, social, and environmental
Testing
  • Identify and access sources of feedback
    may 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 strategies
    considering 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 share
    may include showing to others or use by others
     ideas and strategies
  • Demonstrate their product or service
    physical product or supportive process, assistance, environment
    to 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