Woodwork 12

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Woodwork Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Design for the life cycle includes consideration of social and environmental impacts
environmental impacts
including manufacturing, packaging, disposal, and recycling considerations 
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Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
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Applied Design

Understanding context
  • Engage in a period of user-centred research
    user-centred research
    research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them 
    and empathetic observation
    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 understand design opportunities
Defining
  • Establish a point of view for a chosen design opportunity
  • Identify potential users, intended impact, and possible unintended negative consequences
  • Make decisions about premises and constraints
    constraints
    limiting factors, such as task or user requirements, materials, expense, environmental impact 
    that define the design space, and develop criteria for success
  • Determine whether activity is collaborative or self-directed
Ideating
  • Critically analyze how competing social, ethical, and sustainability considerations impact design
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
  • Evaluate suitability of possibilities according to success criteria and constraints
  • Work with users throughout the design process
Prototyping
  • Identify, critique, and use a variety of sources of inspiration
    sources of inspiration
    may include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals 
  • Choose an appropriate form, scale, and level of detail for prototyping, and plan procedures
  • Analyze the design for the life cycle and evaluate its impacts
    impacts
    including the social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials 
  • Visualize and construct prototypes, making changes to tools, materials, and procedures as needed
  • Record iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify and communicate with sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
  • Develop an appropriate test of the prototype, conduct the test, and collect and compile data
  • Evaluate design according to critiques, testing results, and success criteria to make changes
Making
  • Identify appropriate tools, technologies
    technologies
    tools that extend human capabilities 
    , materials, processes, cost implications, and time needed
  • Create design, incorporating feedback from self, others, and testing prototypes
  • Use materials in ways that minimize waste
Sharing
  • Decide how and with whom to share
    share
    may include showing to others, use by others, giving away, or marketing and selling 
    or promote design, creativity, and processes
  • Share the product with users and critically evaluate its success
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Identify and analyze new design possibilities, including how they or others might build on their concept
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Applied Skills

Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and assess skills needed for design interests, and develop specific plans to learn or refine them over time
Demonstrate competency and proficiency in skills at various levels involving manual dexterity and complex woodworking techniques
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Applied Technologies

Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for their design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Examine and analyze the role that changing technologies play in woodworking contexts

Content

Students are expected to know the following:
complex woodworking and design
creation and use of working pictorial and written plans
wood-related materials
wood-related materials
for example, plywood, oriented strand board (OSB), medium density fibreboard (MDF), composite, and veneer 
selection of wood based on its characteristics and properties
characteristics and properties
for example, softwood, hardwood, grain pattern, knots, weathering 
layout and use of materials to minimize waste and conserve material
operation, maintenance, and adjustment
maintenance, and adjustment
for example, changing blades, changing bits, blade heights, blade types, feeds, speeds, and positioning guard 
of stationary power equipment
types and purposes of joinery
types and purposes of joinery
for example, spline, mortise and tenon, biscuit, dovetail, fingers 
analysis and identification of defects in wood
methods for preparing wood surfaces for application of finish
identification and analysis of building codes for applicable projects
sequence of steps when working with power equipment
sharpening procedures
sharpening procedures
how to test and sharpen tools/equipment 
types, purposes, and application of finishes
finishes
for example, oil, stain, clear coat, wax to prevent warping or protect surface 
design for the life cycle
design for the life cycle
taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials 
ethics of cultural appropriation
cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practices 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 
in design process
future career options and opportunities in woodworking contexts
interpersonal and consultation skills
interpersonal and consultation skills
for example, professional communications, collaboration, follow-ups, courtesies, record keeping, ways to present visuals 
to interact with clients
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.