• ADST


    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.


    • 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

    Resources to support ADST and its components can be found at:

Instructional Services | #Think35

4875 222 Street, Langley
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