Housing and Living Environments 12

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Services and products can be designed through consultation and collaboration.
Service design
a human-centred approach that may include creating designed environments to enhance living arrangements and conditions
interests require the evaluation and refinement of problem-solving skills.
Tools and technologies can influence communications and relationships.

Content

Learning Standards

Content

service design opportunities
for example, creating policies, resources, programs, activities, designed environments, physical products, or services
that include housing and living environments
building, architectural, and interior design methods
materials that enhance and improve a living space, including elements and principles of design
societal trends
related to aging, technology, gentrification, the economy, the "sandwich generation", homelessness, social justice
, including ethical, environmental, and political factors
for example:
  • designated agricultural land reserves
  • sources and types of building materials
  • social housing
  • government building/structure regulations
  • gentrification
  • rural, urban, suburban, small town, remote
and how they affect shelter/housing needs
influences
societal changes, social norms, population growth, geography, available resources, location, finances, mobility
on housing options
rental or ownership; single rooms, apartments, condos, or houses; co-operatives/shared ownership or freehold; single or multi-family dwellings; individual or shared dwellings (e.g., roommates)
traditional and contemporary First Peoples living arrangements and housing options
will vary depending on the traditions and practices of local First Peoples; also consider on-reserve and off-reserve housing
and the importance of sense of place
considerations for individual and family needs
spiritual, physical, social, emotional, economic, location, sense of place, environmental, mobility
with respect to living space
laws and regulations
tenancy; ownership; First Peoples land title, usage, and rights; affordability; building inspections; expropriation; environment
related to shelter and housing
financial considerations
cost of rent or financing options involved with ownership; maintenance and upkeep; alternative ways of sharing housing
involved in housing
cultural sensitivity and etiquette, including ethics of cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practice without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Engage in research
    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
    aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by 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
    to determine service design opportunities and barriers
Defining
  • Establish a point of view for a chosen service design opportunity
  • Identify context and requirements and wishes 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.
    , constraints
    limiting factors, such as task or user requirements, materials, expense, environmental impact
    , and possible unintended negative consequences
Ideating
  • Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
  • Screen ideas against criteria and constraints
  • Analyze potential competing factors
    social, ethical, and sustainable
    to meet individual, family, and community needs for preferred futures
  • Identify, prioritize, and apply sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionals
    and information
    for example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
    , and include people involved when possible
Prototyping
  • Develop a product and/or service plan
    The primary purpose is to determine and provide 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
    social, cultural, financial
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 to gather constructive suggestions for improvement
  • Use consultation data and feedback to make appropriate changes
  • Identify and use appropriate strategies
    considering others’ perspectives, ethical issues, and cultural factors
  • Use project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during project execution
    throughout when working individually or collaboratively
Sharing
  • Share
    may include showing to others or use by others, giving away, or marketing and selling
    progress to increase opportunities for feedback and collaboration
  • Decide on how and with whom to share or promote product or service
    physical product, process, system, service, or designed environment
    and strategies
  • Critically reflect on the success of product or service plan and explain how the ideas contribute to the individual, family, or community
  • Critically reflect on their plans, processes, and ability to work effectively, both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace

Applied Skills

Apply precautionary, safe, and supportive interpersonal strategies and communications, both face-to-face and digital
Identify and assess the skills needed, individually or collaboratively, in relation to projects, and develop plans to refine them over time
Critically reflect on cultural sensitivity and etiquette skills, and develop plans to learn or refine them over time
Apply audience-appropriate interviewing and consultation etiquette
protocols for requesting and conducting interviews, including consideration of confidentiality, tone, and informed consent; may require knowledge of cultural protocols, such as that of local First Peoples or recent immigrant communities

Applied Technologies

Explore existing, new, and emerging tools and technologies
tools that extend human capabilities
and evaluate suitability for design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in designed environments and societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies