Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grades 6–7

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

Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: 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
Applied Design
choose from among the modules listed below or develop new modules that
Understanding context use the Curricular Competencies of Applied Design, Skills, and Technologies
• Empathize with potential users to find issues and uncover needs and 6–7 with locally developed content. Locally developed modules can be
potential design opportunities offered in addition to, or instead of, the modules in the provincial curriculum.
Defining
Computational Thinking
• Choose a design opportunity Students are expected to know the following:
• Identify key features or potential users and their requirements • simple algorithms that reflect computational thinking
• Identify criteria for success and any constraints • visual representations of problems and data
Ideating • evolution of programming languages
• Generate potential ideas and add to others’ ideas • visual programming
• Screen ideas against criteria and constraints
• Evaluate personal, social, and environmental impacts and ethical Computers and Communications Devices
considerations Students are expected to know the following:
• Choose an idea to pursue • computer system architecture, including hardware and software,
Prototyping network infrastructure (local), intranet/Internet, and personal
communication devices
• Identify and use sources of information
• strategies for identifying and troubleshooting simple hardware and
• Develop a plan that identifies key stages and resources software problems
• Explore and test a variety of materials for effective use • function of input and output devices, including 3D printing and adaptive
• Construct a first version of the product or a prototype, as appropriate, technologies for those with special needs
making changes to tools, materials, and procedures as needed • ergonomics in use of computers and computing devices
• Record iterations of prototyping • effective and efficient keyboarding techniques

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grades 6–7

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Testing Digital Literacy
• Test the first version of the product or the prototype Students are expected to know the following:
• Gather peer and/or user and/or expert feedback and inspiration • Internet safety
• Make changes, troubleshoot, and test again • digital self-image, citizenship, relationships, and communication
Making • legal and ethical considerations, including creative credit and copyright, and
cyberbullying
• Identify and use appropriate tools, technologies, and materials
for production • methods for personal media management
• Make a plan for production that includes key stages, and carry it out, • search techniques, how search results are selected and ranked, and criteria
making changes as needed for evaluating search results
• Use materials in ways that minimize waste • strategies to identify personal learning networks

Sharing Drafting
• Decide on how and with whom to share their product Students are expected to know the following:
• Demonstrate their product and describe their process, using • technical drawing, including sketching techniques and manual drafting
appropriate terminology and providing reasons for their selected techniques
solution and modifications
• elements of plans and drawings
• Evaluate their product against their criteria and explain how it
contributes to the individual, family, community, and/or environment • simple computer-aided drafting programs

• Reflect on their design thinking and processes, and evaluate their Entrepreneurship and Marketing
ability to work effectively both as individuals and collaboratively in
a group, including their ability to share and maintain an efficient Students are expected to know the following:
co-operative work space • role of entrepreneurship in designing and making products and services
• Identify new design issues • market niche
Applied Skills • branding of products, services, institutions, or places
• Demonstrate an awareness of precautionary and emergency safety • pricing product/service, including decision to seek profit or break even
procedures in both physical and digital environments • role of basic financial record-keeping and budgeting
• 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

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grades 6–7

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Applied Technologies Food Studies
• Select, and as needed learn about, appropriate tools and Students are expected to know the following:
technologies to extend their capability to complete a task • basic food handling and simple preparation techniques and equipment
• Identify the personal, social, and environmental impacts, • factors in ingredient use, including balanced eating/nutrition, function, and
including unintended negative consequences, of the choices they dietary restrictions
make about technology use
• factors that influence food choices, including cost, availability, and family and
• Identify how the land, natural resources, and culture influence cultural influences
the development and use of tools and technologies
Media Arts
Students are expected to know the following:
• digital and non-digital media, and their distinguishing characteristics and uses
• techniques 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
Students are expected to know the following:
• characteristics and uses of metals
• metalworking techniques and processes using hand tools
• metals as a non-renewable resource

Power Technology
Students are expected to know the following:
• power is the rate at which energy is transformed
• forms of energy
• energy is conserved
• devices that transform energy

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grades 6–7

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Robotics
Students are expected to know the following:
• a robot is a machine capable of carrying out a complex series of actions
automatically
• uses of robotics
• main components of robots: sensors, control systems, and effectors
• various ways that objects can move
• programming and logic for robotics components
• various platforms for robotics

Textiles
Students are expected to know the following:
• range of uses of textiles
• variety of textile materials
• hand construction techniques for producing and/or repairing textile items
• consumer concerns that influence textile choices, including availability, cost,
function (e.g., waterproof), and textile care

Woodwork
Students are expected to know the following:
• ways in which wood is used in local cultural and economic contexts
• characteristics of wood as a material
• woodworking techniques and basic joinery using hand tools

June 2016 www.curriculum.gov.bc.ca © Province of British Columbia • 7

 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 8

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

Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: The curriculum is designed to be offered in modules or courses of various
lengths. Schools are required to provide students with the equivalent of a full-
Applied Design
year “course” in Applied Design, Skills, and Technologies. This “course” can be
Understanding context made up of one or more modules. Schools may choose from among the
• Empathize with potential users to find issues and uncover needs and modules listed below or develop new modules that use the Curricular
potential design opportunities Competencies of Applied Design, Skills, and Technologies 8 with locally
developed content. Locally developed modules can be offered in addition to, or
Defining instead of, the modules in the provincial curriculum.
• Choose a design opportunity
• Identify key features or potential users and their requirements Computational Thinking
Students are expected to know the following:
• Identify criteria for success and any constraints
• software programs as specific and sequential instructions with algorithms
Ideating that can be reliably repeated by others
• Generate potential ideas and add to others’ ideas • debugging algorithms and programs by breaking problems down into a
• Screen ideas against criteria and constraints series of sub-problems
• Evaluate personal, social, and environmental impacts and ethical • binary number system (1s and 0s) to represent data
considerations • programming languages, including visual programming in relation to
• Choose an idea to pursue text-based programming and programming modular components
Prototyping
Computers and Communications Devices
• Identify and use sources of information
Students are expected to know the following:
• Develop a plan that identifies key stages and resources
• design and function of digital infrastructures, from personal communication
• Explore and test a variety of materials for effective use systems to wide area networks and the Internet of Things
• Construct a first version of the product or a prototype, as appropriate, • social, cultural, and economic impact of mobile devices
making changes to tools, materials, and procedures as needed
• systems for information transfer and communication, including videos,
• Record iterations of prototyping blogs, podcasts, and social media
• keyboarding techniques

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 8

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Testing Digital Literacy
• Test the first version of the product or the prototype Students are expected to know the following:
• Gather peer and/or user and/or expert feedback and inspiration • elements of digital citizenship
• Make changes, troubleshoot, and test again • ethical and legal implications of current and future technologies
Making • strategies for curating personal digital content, including management,
personalization, organization, and maintenance of digital content; e-mail
• Identify and use appropriate tools, technologies, and materials management; and workflow
for production
• search techniques, how search results are selected and ranked, and criteria
• Make a plan for production that includes key stages, and carry it out, for evaluating search results
making changes as needed
• strategies to engage with personal learning networks
• Use materials in ways that minimize waste
Sharing Drafting
Students are expected to know the following:
• Decide on how and with whom to share their product
• manual and computer-aided drafting techniques
• Demonstrate their product and describe their process, using
appropriate terminology and providing reasons for their selected • elements of technical plans and drawings
solution and modifications • advantages of using vector files
• Evaluate their product against their criteria and explain how it • virtual creation using CAD
contributes to the individual, family, community, and/or environment
• Reflect on their design thinking and processes, and evaluate their Entrepreneurship and Marketing
ability to work effectively both as individuals and collaboratively in Students are expected to know the following:
a group, including their ability to share and maintain an efficient • characteristics of entrepreneurial activity
co-operative work space
• characteristics of social entrepreneurship in First Nations communities
• Identify new design issues
• recognition of a market need and identification of target market
Applied Skills • development of a product or service, including its features and benefits
• Demonstrate an awareness of precautionary and emergency safety • forms of advertising and marketing that can influence a potential customer
procedures in both physical and digital environments or buyer
• Identify and evaluate the skills and skill levels needed, individually • differences between consumer wants and needs
or as a group, in relation to a specific task, and develop them as
needed • role of money management in financing an idea or developing a product

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 8

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Applied Technologies Food Studies
• Select, and as needed learn about, appropriate tools and Students are expected to know the following:
technologies to extend their capability to complete a task • cross-contamination, including prevention and management
• Identify the personal, social, and environmental impacts, including • food preparation practices, including elements of a recipe, techniques,
unintended negative consequences, of the choices they make and equipment
about technology use
• effects of removing or substituting ingredients, including nutritional profile, food
• Identify how the land, natural resources, and culture influence the quality, taste
development and use of tools and technologies
• social factors that affect food choices, including eating practices
• variety of eating practices
• local food systems
• First Peoples food use and how that use has changed over time

Media Arts
Students are expected to know the following:
• digital and non-digital 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 and genre conventions
• media technologies and techniques 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 of media arts used to communicate meaning
• influences of digital media, including on communication and self-expression

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 9

Ministry of Education
BIG IDEAS
Social, ethical, and sustainability Complex tasks require the Complex tasks require different
considerations impact design. sequencing of skills. technologies and tools at different stages.

Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: The curriculum is designed to be offered in modules or
courses of various lengths. There are more Content learning
Applied Design
standards for Grade 9, as schools often offer these as full
Understanding context courses. Schools are required to provide students with the
• Engage in a period of research and empathetic observation in order to understand equivalent of a full-year “course” in Applied Design, Skills, and
design opportunities Technologies. This “course” can be made up of one or more
of the modules listed below. Schools may choose from among
Defining the modules provided in the provincial curriculum or develop
• Choose a design opportunity new modules that use the Curricular Competencies of Applied
• Identify potential users and relevant contextual factors Design, Skills, and Technologies 9 with locally developed
content. Locally developed modules can be offered in addition
• Identify criteria for success, intended impact, and any constraints to, or instead of, the modules in the provincial curriculum.
Ideating
• Take creative risks in generating ideas and add to others’ ideas in ways that enhance them Drafting
Students are expected to know the following:
• Screen ideas against criteria and constraints
• drafting technique, including dimensioning and
• Critically analyze and prioritize competing factors, including social, ethical, and
standards
sustainability considerations, to meet community needs for preferred futures
• drafting styles, including perspective, mechanical,
• Choose an idea to pursue, keeping other potentially viable ideas open
and architectural
Prototyping
• CADD/CAM, CNC and 3D printing
• Identify and use sources of inspiration and information
• function of models
• Choose a form for prototyping and develop a plan that includes key stages
and resources • basic code

• Evaluate a variety of materials for effective use and potential for reuse, recycling, • digital output devices
and biodegradability • virtual creation using CAD/CAM
• Prototype, making changes to tools, materials, and procedures as needed
• Record iterations of prototyping

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 8

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Metalwork
Students are expected to know the following:
• characteristics and uses of ferrous and non-ferrous metals
• metal fastening techniques, including basic welding and fabrication practices
• metalworking techniques and processes using hand tools and power equipment
• elements of plans and drawings
• reclamation and repurposing of metals

Power Technology
Students are expected to know the following:
• uses of power technology
• renewable and non-renewable sources of energy
• conversion and transmission of energy
• kinetic and potential energy
• effect of mass and inertia on speed and distance
• role of aerodynamics
• effects of forces on devices

Robotics
Students are expected to know the following:
• uses of robotics in local contexts
• types of sensors
• 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 circuits
• identification and applications of components
• various platforms for robotics programming

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 8

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Textiles
Students are expected to know the following:
• sources of textile materials
• 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

Woodwork
Students are expected to know the following:
• 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
• traditional and non-traditional joinery using hand tools and power equipment
• options for reuse of wood and wood products

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 9

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Testing Electronics and Robotics
• Identify sources of feedback Students are expected to know the following:
• Develop an appropriate test of the prototype • uses of electronics and robotics
• Conduct the test, collect and compile data, evaluate data, and decide • components of an electric circuit
on changes • ways in which various electrical components affect the path of electricity
• Iterate the prototype or abandon the design idea • Ohm’s law
Making • platforms for PCB (printed circuit board) production
• Identify and use appropriate tools, technologies, materials, and • basic robot behaviours using input/output devices, movement- and sensor-
processes for production based responses, and microcontrollers
• Make a step-by-step plan for production and carry it out, making • mechanical devices for the transfer of mechanical energy
changes as needed
• mechanical advantage and power efficiency, including friction, force, and torque
• Use materials in ways that minimize waste
• robotics coding
Sharing
• various platforms for robotics programming
• Decide on how and with whom to share their product and processes
• Demonstrate their product to potential users, providing a rationale for Entrepreneurship and Marketing
the selected solution, modifications, and procedures, using Students are expected to know the following:
appropriate terminology • risks and benefits of entrepreneurship
• Critically evaluate the success of their product, and explain how their • the role of social entrepreneurship in First Nations communities
design ideas contribute to the individual, family, community, and/or
environment • ways of decreasing production costs through training and technological
advancement
• Critically reflect on their design thinking and processes, and evaluate
their ability to work effectively both as individuals and collaboratively • flow of goods and services from producers to consumers
in a group, including their ability to share and maintain an efficient • identification of a good or service that ensures brand recognition
co-operative work space • marketing strategies using the 4 Ps: product, price, promotion, and placement
• Identify new design issues • market segmentation by demographic, geographic, psychographic, and
Applied Skills purchasing pattern
• Demonstrate an awareness of precautionary and emergency safety • evolving consumer needs and wants
procedures in both physical and digital environments • role of online technologies in expanding access to goods and services
• Identify the skills and skill levels needed, individually or as a group, in • sources of financing for a new venture or start-up business
relation to specific projects, and develop and refine them as needed
• measurement of financial success and failure

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 9

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Applied Technologies Food Studies
• Choose, adapt, and if necessary learn about Students are expected to know the following:
appropriate tools and technologies to use for • pathogenic microbes associated with food-borne illnesses
tasks
• components of food preparation, including use and adaptations of ingredients, techniques,
• Evaluate the personal, social, and environmental and equipment
impacts, including unintended negative
consequences, of the choices they make about • health, economic, and environmental factors that influence availability and choice of food in
technology use personal, local, and global contexts
• ethical issues related to food systems
• Evaluate how the land, natural resources, and
culture influence the development and use of • First Peoples traditional food use, including ingredients, harvesting/gathering, storage,
tools and technologies preparation, and preservation

Information and Communications Technologies

Students are expected to know the following:
• text-based coding
• binary representation of various data types, including text, sound, pictures, video
• drag-and-drop mobile development
• programming modular components
• development and collaboration in a cloud-based environment
• design and function of networking hardware and topology, including wired and wireless network
router types, switches, hubs, wireless transfer systems, and client-server relationships
• functions of operating systems, including mobile, open source, and proprietary systems
• current and future impacts of evolving web standards and cloud-based technologies
• design for the web
• strategies for curating and managing personal digital content, including management,
personalization, organization, maintenance, contribution, creation, and publishing of digital
content
• relationships between technology and social change
• strategies to manage and maintain personal learning networks, including content
consumption and creation
• keyboarding techniques

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 9

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Media Arts
Students are expected to know the following:
• digital and non-digital media technologies, their distinguishing
characteristics and uses
• techniques for organizing ideas to structure information and story
through media conventions
• media production skills
• standards-compliant technology
• ethical, moral, and legal considerations and regulatory issues
• technical and symbolic elements that can be used in storytelling
• specific features and purposes of media artworks from the present and
the past to explore viewpoints, including those of First Peoples
• specific purposes of media use in the social advocacy of First Peoples
in Canada
• influences of digital media in society

Metalwork
Students are expected to know the following:
• basic metallurgy
• range of uses of metalwork
• welding
• fabrication techniques and processes using hand tools and
stationary equipment
• foundry processes, including creating patterns and moulds, and casting
• recycling and repurposing of materials

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 Area of Learning: APPLIED DESIGN, SKILLS, AND TECHNOLOGIES Grade 9

Ministry of Education
Learning Standards (continued)
Curricular Competencies Content
Power Technology
Students are expected to know the following:
• energy transmission and applications
• efficiency, including energy loss in the form of thermal energy
• thermodynamics
• types of fuels and methods of converting fuels to mechanical energy
• alternative energy sources
• small engine systems
• mechanical measurement devices
• power technology hand tools
• effects of forces on devices
• manuals as information sources

Textiles
Students are expected to know the following:
• natural and manufactured fibres, including their origins, characteristics, uses, and care
• strategies for using and modifying simple patterns
• elements of design used in the design of a textile item
• social factors that influence textile choices and the impact of those choices on local communities
• role of textiles in First Peoples cultures

Woodwork
Students are expected to know the following:
• importance of woodwork in historical and cultural contexts, locally and throughout Canada
• identification, characteristics, properties, and uses of wood from various tree species
• techniques for adjusting plans and drawings
• woodworking techniques and traditional and non-traditional joinery using a variety of tools and
equipment, including stationary power equipment
• the relationship between First Peoples culturally modified trees and the sustainable use of wood
• issues in the sustainable use of wood

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