Applied Design, Skills, and Technologies 7

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

Grandes idées

Design can be responsive to identified needs.
Complex tasks require the acquisition of additional skills.
Complex tasks may require multiple tools and technologies.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Empathize
    Empathize
     share the feelings and understand the needs of others to inform design 
     with potential users
    users
     may include self, peers, younger children, family or community members, customers, plants, or animals 
     to find issues and uncover needs and potential design opportunities
Defining
  • Choose a design opportunity
  • Identify key features or potential users and their requirements
  • Identify criteria for success and any constraints
    constraints
     limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred 
Ideating
  • Generate potential ideas and add to others’ ideas
  • Screen ideas against criteria and constraints
  • Evaluate personal, social, and environmental impacts and ethical considerations
  • Choose an idea to pursue
Prototyping
  • Identify and use sources of information
    sources of information
     including seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres 
  • Develop a plan that identifies key stages and resources
  • Explore and test a variety of materials for effective use
  • Construct a first version of the product
    product
     for example, a physical product, a process, a system, a service, or a designed environment 
     or a prototype, as appropriate, 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
  • Test the first version of the product or the prototype
  • Gather peer and/or user and/or expert feedback and inspiration
  • Make changes, troubleshoot, and test again
Making
  • Identify and use appropriate tools, technologies
    technologies
     things that extend human capabilities 
    , and materials for production
  • Make a plan for production that includes key stages, and carry it out, making changes as needed
  • Use materials in ways that minimize waste
Sharing
  • Decide on how and with whom to share
    share
     may include showing to others, use by others, giving away, or marketing and selling 
     their product
  • Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications
  • Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment 
  • Reflect on their design thinking and processes, and 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
  • Identify new design issues

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Applied Technologies

Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Content

Students will experience a minimum of three modules of Applied Design, Skills, and Technologies 6-7 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 Applied Design, Skills, and Technologies 6-7 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.
Students are expected to know the following:
Computational Thinking
  • simple algorithms
    simple algorithms
     for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., cyphers) 
     that reflect computational thinking
  • visual representations
    visual representations
     graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays 
     of problems and data
  • evolution of programming languages
    evolution of programming languages
     historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers) 
  • visual programming
    visual programming
     for example, Kodu, Scratch 
Computers and Communications Devices
  • computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices
  • strategies for identifying and troubleshooting simple hardware and software problems
  • function of input and output devices, including 3D printing and adaptive technologies for those with special needs
  • ergonomics in use of computers and computing devices
  • effective and efficient keyboarding techniques
Digital Literacy
  • Internet safety
    Internet safety
     including privacy and security (secured connections, passwords, personal information), digital footprint and dossier, cyberbullying, online scams, and cybercrimes 
  • digital self-image, citizenship, relationships, and communication
  • legal and ethical considerations, including creative credit and copyright, and cyberbullying
  • methods for personal media management
    personal media management
     for example, personalization and organization, bookmarks, content management 
  • search techniques, how search results are selected and ranked, and criteria
    criteria
     accuracy, timeliness, appropriateness, credibility, and bias 
     for evaluating search results
  • strategies to identify personal learning networks
    personal learning networks
     personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games) 
Drafting
  • technical drawing, including sketching techniques and manual drafting techniques 
  • elements of plans and drawings
  • simple computer-aided drafting programs
    drafting programs
     for example, SketchUp, 123Design 
Entrepreneurship and Marketing
  • role of entrepreneurship in designing and making products and services
  • market niche
    market niche
     a subset of the market on which a specific product is focused, created by identifying needs or wants not provided by competitors 
  • branding of products, services, institutions, or places
  • pricing product/service, including decision to seek profit or break even
  • role of basic financial record-keeping and budgeting
Food Studies
  • basic food handling and simple preparation techniques and equipment
  • factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions
  • factors that influence food choices, including cost, availability, and family and cultural influences
Media Arts
  • digital and non-digital
    digital and non-digital
     for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art) 
     media, and their distinguishing characteristics and uses
  • techniques
    techniques
     for example, crop, print, record/capture, sequence 
     for using images, sounds, and text to communicate information, settings, ideas, and story structure
  • media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes
  • influences of digital media for the purpose of communication and self-expression
Metalwork
  • characteristics and uses of metals
  • metalworking techniques and processes
    techniques and processes
     for example, bending, cutting, filing, drilling, soldering (with fume extractor) 
     using hand tools
    hand tools
     for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise 
  • metals as a non-renewable resource
Power Technology
  • power is the rate at which energy is transformed
  • forms of energy
    forms of energy
     sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical 
  • energy is conserved
    conserved
     the law of conservation of energy — energy cannot be created or destroyed but can be changed 
  • devices that transform energy
    transform energy
     for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light 
Robotics
  • a robot is a machine capable of carrying out a complex series of actions automatically
  • uses of robotics
  • main components of robots: sensors
    sensors
     “sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour 
    , control systems
    control systems
     “think” — the part of the robot that determines the robot’s behaviour 
    , and effectors
    effectors
     “act” — the parts of the robot that do the work 
  • various ways
    ways
     straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns 
     that objects can move
  • programming and logic for robotics components
  • various platforms
    platforms
     for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets  
     for robotics
Textiles
  • range of uses
    uses
     construction (e.g., sails at Canada Place), automotive, apparel, function (e.g., fire blanket), ceremonial (e.g., regalia) 
     of textiles
  • variety of textile materials
    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
    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 
     for producing and/or repairing textile items
  • consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care
Woodwork
  • ways in which wood is used in local cultural and economic contexts
  • characteristics of wood as a material
  • woodworking techniques
    woodworking techniques
     for example, cutting materials according to plan, layout, sanding methods, abrasive applications 
     and basic joinery
    basic joinery
     for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws 
     using hand tools
    hand tools
     for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise 
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.