ADST
Designers
Big Ideas
- Design can be responsive to identified needs.
- Complex tasks require the acquisition of additional skills.
- Complex tasks may require multiple tools and technologies.
Curricular Competencies
Gather information about or from potential users.
ELA Grade 6-8: Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences.
- 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.
Content
- Computational thinking
- Digital literacy
- Entrepreneurship and marketing
- Media arts
- Power technology
- Textiles
- Computers and communication devices
- Drafting
- Food studies
- Metalwork
- Robotics
- Woodwork
By the end of Grade 8, your students should be skillful designers in:
- Using and talking about:
- Empathy
- Defining
- Ideating
- Prototyping
- Testing (iterations)
- Making
- Sharing
- Using a designer’s mindset, including:
- Working in a collaborative team
- Giving and receiving friendly feedback (culture of critique)
Questions about ADST in the Intermediate/Middle Years?
ADST/Digital Literacy K-12
Sandra Averill
saverill@sd35.bc.caResources to support ADST and its components can be found at: https://k12adst.weebly.com
Instructional Services | #Think35
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