• software programs as specific and sequential instructions with algorithms that can be reliably repeated by others
• debugging algorithms and programs by breaking problems down into a series of sub-problems
• binary number system (1s and 0s) to represent data
• programming languages, including visual programming
  for example, Scratch, Alice, Greenfoot, BlueJ
  in relation to text-based programming
  for example, HTML
  and programming modular components
  for example, Arduino, LEGO Mindstorms

• design and function of digital infrastructures, from personal communication systems to wide area networks
  for example, global, satellite
  and the Internet of Things
• social, cultural, and economic impact of mobile devices
• systems for information transfer and communication, including videos, blogs, podcasts, and social media
• keyboarding techniques
  for example, physical hand and foot placement, posture, development of touch typing skills, use of “home row” ASDFJKL techniques

• elements of digital citizenship
  for example, digital self-image, creative credit and copyright, relationships and communication, cyberbullying, legal and ethical issues
• ethical and legal implications of current and future technologies
  for example, hacking (white hat and black hat), P2P Sharing, Torrents, VPNs, tracking, data collection, anonymity; automation, artificial intelligence, mobile devices, data collection, robotics, digital currencies (e.g., Bitcoin)
• strategies for curating personal digital content, including management, personalization, organization, and maintenance of digital content; e-mail management; and workflow
• search techniques, how search results are selected and ranked, and criteria
  accuracy, timeliness, appropriateness, credibility, and bias
  for evaluating search results
• strategies to engage with personal learning networks
  personalized digital instructional tools to support learning (web forums, tutorials, videos, digital resources, global communities, group communication and etiquette, online learning)

• manual and computer-aided drafting techniques
  isometric, orthographic, oblique, scale, 2D and 3D drawings
• elements of technical plans and drawings
• advantages of using
  for example, converting raster to vector in order to use plotters and vinyl cuttersvirtual creation: for example, layout and planning of a project, creating plans for a model
  vector files
• virtual creation using CAD

• characteristics
  goal, element of risk, personal commitment, planning and preparation, commitment of resources
  of entrepreneurial activity
• characteristics of social entrepreneurship in First Nations communities
• recognition of a market need and identification of target market
• development of a product or service, including its features and benefits
• forms
  print, social media, web, digital
  of advertising and marketing that can influence a potential customer or buyer
• differences between consumer wants
  what one would like to have; what one can do without
  and needs
• role of money management in financing an idea or developing a product 

• cross-contamination, including prevention and management
• food preparation practices, including elements of a recipe, techniques, and equipment
• effects of removing or substituting ingredients, including nutritional profile, food quality, taste
• social factors that affect food choices, including eating practices
• variety of eating practices
  with whom, what, when, how, why, where food is consumed in a variety of situations (e.g., informal, formal, special, and/or ceremonial occasions)
• local food systems
  growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items
• First Peoples food use and how that use has changed over time

• 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, kinetic art, biotechnical art, robotic art, space art)
  media technologies, their distinguishing characteristics, and their uses, including layout and design, graphics and images, and video production techniques for using images, sounds, and text to represent characterizations and points of view of people, including themselves, as well as settings and ideas
• story principles
  electing and organizing the elements of structure, intent, characters, settings, and points of view within the conventions of a genre
  and genre conventions
  traditional or culturally accepted ways of doing things based on audience expectations
• media technologies and techniques
  for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners
  to shape space, time, movement, and lighting within images, sounds, and text for specific purposes
• processes for manipulating and testing digital media data
• issues in ethical media practices, including cultural appropriation, moral copyright, reproduction, and privacy
• elements
  composition, time, space, sound, movement, lighting
  of media arts used to communicate meaning
• influences of digital media, including on communication and self-expression

• characteristics and uses of ferrous and non-ferrous metals
• metal fastening techniques, including basic welding and fabrication practices
• metalworking techniques and processes
  brazing, turning, machining, drilling, cutting, sanding, grinding, polishing
  using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, ripsaw, coping saw, nail set, square, clamp and vise, chisel, marking gauge, carpenter square, jig saw
  and power equipment
  for example, band saw, scroll saw, drill press
• elements of plans and drawings
• reclamation and repurposing of metals

• uses of power technology
• renewable and non-renewable sources of energy
• conversion and transmission of energy
• kinetic
  energy of motion
  and potential
  stored energy of position
  energy
• effect of mass and inertia on speed and distance
• role of aerodynamics
• effects of forces
  for example, tension, torsion, compression, shear, friction
  on devices

• uses of robotics in local contexts
• types of sensors
  bump, motion, sound, light, infrared
• user and autonomous control systems
• uses and applications of end effectors
• movement- and sensor-based responses
• program flow
• interpretation and use of schematics for assembling
  for example, soldering (with fume extraction), breadboarding
  circuits
• identification and applications of components
  for example, diodes, LEDs, resistors, capacitors, transistors
• various platforms
  for example, VEX, VEX IQ, LEGO Mindstorms/NXT
  for robotics programming

• sources 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 and machine construction techniques for producing and/or repairing textile items
• basic components of patterns and instructions
• colour as an element of design
• personal factors that influence textile choices, including culture and self-expression, and the impact of those choices on individual and cultural identity

• historical and current contexts of woodworking
• identification, characteristics, and properties of a variety of woods, both manufactured and natural
• elements of plans and drawings
• woodworking techniques
  for example, preparing rough lumber, choosing appropriate tool sizes, cutting, drilling, painting, using simple hardware and fasteners
• traditional
  for example, mitre joint, rabbet joint, dado joint, dowelling
  and non-traditional
  for example, metal connectors, screws and fasteners, biscuits
  joinery using hand tools
  for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw, ripsaw, coping saw, nail set, square, clamp and vise, chisel, marking gauge, carpenter square, jig saw
  and power equipment
  for example, band saw, scroll saw, drill press
• options for reuse
  recycling and reclamation
  of wood and wood products

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