• 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
   graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays
   of problems and data
• evolution of programming languages
   historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)
• visual programming
   for example, Kodu, Scratch

• 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

• 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
   for example, personalization and organization, bookmarks, content management
• search techniques, how search results are selected and ranked, and criteria
   accuracy, timeliness, appropriateness, credibility, and bias
   for evaluating search results
• strategies to identify personal learning networks
   personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games)

• technical drawing, including sketching techniques and manual drafting techniques 
• elements of plans and drawings
• simple computer-aided drafting programs
   for example, SketchUp, 123Design

• role of entrepreneurship in designing and making products and services
• 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

• 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

• 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
   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

• characteristics and uses of metals
• metalworking techniques and processes
   for example, bending, cutting, filing, drilling, soldering (with fume extractor)
   using 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 is the rate at which energy is transformed
• forms of energy
   sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical
• energy is conserved
   the law of conservation of energy — energy cannot be created or destroyed but can be changed
• devices that transform energy
   for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light

• a robot is a machine capable of carrying out a complex series of actions automatically
• uses of robotics
• main components of robots: sensors
   “sense” — the parts of the robot that allow it to gather information about its environment that guides its behaviour
  , control systems
   “think” — the part of the robot that determines the robot’s behaviour
  , and effectors
   “act” — the parts of the robot that do the work
• various 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
   for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets 
   for robotics

• range of 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
   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
   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

• ways in which wood is used in local cultural and economic contexts
• characteristics of wood as a material
• woodworking techniques
   for example, cutting materials according to plan, layout, sanding methods, abrasive applications
   and basic joinery
   for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws
   using hand tools
   for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, coping saw, nail set, square, clamp and vise

Understanding context

• Empathize

   share the feelings and understand the needs of others to inform design

   with potential 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

   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

   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

   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

   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

   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

   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

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

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