Home Economics

New Curriculum

Presentation Outline

• Applied Design, Skills, and Technologies Rationale
• Applied Design, Skills, and Technologies Goals
• A Quick “Tour” through the ADST/Home Economic Curriculum Website
• What has changed? What has stayed the same?
• Home Economics Rationale in the New Curriculum
• Clearing Up Myths about the New Curriculum

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

Applied Design, Skills, & Technologies Rationale

• ADST curriculum builds on:
• students’ natural curiosity, inventiveness, and desire to create and work in practical ways
• harnesses the power of learning by doing
• provides ‘challenging fun’ that inspires students to dig deeper, work with big ideas, and adapt to a changing world
• provides learning opportunities that allow students to discover their interests in practical and purposeful ways
• ADST curriculum includes skills and concepts from the disciplines of:
• Business Education - Home Economics - Information Technology - Technology Education
• Media Arts - Computer Sciences - Tourism - Culinary Arts (formerly Cafeteria)

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

ADST Rationale (continued)

Students can:

• work collaboratively to problem find and solve by exploring materials, using tools and equipment, designing and building, developing processes, and communicating the merits of their work
• learn to critically evaluate the appropriateness of the products they develop and those developed by others
• develop a sense of personal and social responsibility for the products they use and develop, and their effects on individuals, communities, and the environment, now and in the future

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

ADST Rationale (continued)

Learning in Applied Design, Skills, and Technologies provides:

• provides firm foundations for lifelong learning and, for some, specialized study and a diverse range of careers
• develops well-rounded citizens who are informed creators and consumers
• fosters the development of future problem solvers, innovators, and skilled tradespeople who can contribute to solving problems not yet anticipated with processes and technologies not yet imagined in order to improve their lives, the lives of others, and the environment

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from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

ADST Goals

Students are expected to:

1. acquire practical skills and knowledge that they can use to bring their ideas from conception to fruition
2. develop a sense of efficacy and personal agency about their ability to participate as inventors, innovators, and agents of change to solve practical problems in a rapidly changing world
3. explore how the values and beliefs of cultures, including local Aboriginal cultures, affect the development of products, services, and processes

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

ADST Goals (cont.)

Students are expected to:

• understand the environmental implications of the products they are designing and constructing
• investigate and actively explore a variety of areas in order to develop practical hands-on skills and make informed decisions about pursuing specialized interests for personal enjoyment or careers
• develop a lifelong interest in designing, making, and evaluating products, services, and processes, and contributing through informed citizenship, volunteer work, or their careers, to finding and solving practical problems

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

A Quick “Tour” Through the Website

Information about ADST Curriculum

• Lots of Information about the new curriculum can be found here
• Introduction
• Goals & Rationale
• What’s New?
• Curriculum Overview

Core Competencies

There is a common set of Core Competencies across all grades and subject areas. According to the ministry website, they are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. Through provincial consultation, three core competencies were identified:

1. Communication
2. Thinking
3. Personal and Social

Curricular Competencies (DO)

There is a common set of Curricular Competencies (the “doing and making” learning outcomes) for all the ADST curricula. These remain the same from grades 6-8, 9, 10, 11-12.

Big Ideas (UNDERSTAND)

The Big Ideas are derived from the Curricular Competencies. They are intended to capture progression of learning in applying design processes, skills and technologies.

Curricular Content (KNOW)

The content concept for grades 6-12 is based on Home Economics specifically.

This is what students are expected to “KNOW”. The learning standards are stated as topics creating space for students to personalize their learning by making choices about what they design and make as well as the depth and breadth of their learning on a particular topic based on their own interests and passions. Grades 6-7 is brand new curriculum. Grades 8-12 is redesigned curriculum.

Shared and Separate Big Ideas and Standards Across Grades

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The Big Ideas and Curricular Competencies are the same for all ADST curricula in the same grade level. The Curricular Content changes between grades. The cells that are merged represent shared ideas and standards across grade levels. Because of these similarities, you will notice that, for example, the only difference between the Food Studies 6/7, 8 and Textiles 6/7, 8 are the Curricular Content.

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Elaborations

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The bolded words in the curricular content and competencies connect to helpful elaborations provided on the ministry website.

Aboriginal Design, Skills, and Technologies

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The curriculum is inclusive of modern and traditional Aboriginal design, skills, and technologies.

Students should have opportunities to learn from local First Peoples. This will require an understanding by both students and teachers of issues of appropriation, and that some knowledge is considered sacred.

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What has changed/stayed the same?

• Name “Applied Skills” replaced with “Applied Design, Skills, and Technologies
• Design: involves ability to combine an empathetic understanding of the context of a problem, creativity in the generation of insights and solutions, and critical thinking to analyze and fit solutions to the context
• Skills: abilities gained through competence to do something and to do it increasingly well
• Technologies: tools that enable human capabilities (range from blunt-nosed scissors, to tablets, to drill presses, depending on the grade level, available resources, and facilities)

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/whatsnew_adst.pdf

What has changed/stayed the same?

• New provincial curriculum for Grades K-5
• Consists of Curricular Competencies and Big Ideas (no “content”)
• Intent is to provide a common focus and a common language for design processes that are already part of students’ learning experiences in K-5 classroom
• New provincial curriculum for Grades 6-7
• Curriculum is
• identical for the two grades
• modular to allow for choice and a variety of delivery models depending on school configuration and student interest

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/whatsnew_adst.pdf

What has changed/stayed the same?

• Grade 8 & 9
• Same?
• Provincial curricula for Business Ed, Home Ec, Info Tech, and Tech Ed
• Continue to offer explorations in schools
• Separate sets of Content for Grades 8 and 9
• New?
• Curricular Competencies and Big Ideas for:
• Grade 8 are the same for Grade 7
• Grade 9 continue for Grade 10
• See page 3 for more details about how this can be implemented in schools

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/whatsnew_adst.pdf

What has changed/stayed the same?

• Grade 10- 12
• Same?
• Provincial curricula for Business Ed, Home Ec, Info Tech, Tech Ed, and related disciplines
• Students will have opportunities to specialize in a specific area or continue to explore their interests in more than one area
• New?
• Curricula is reconfigured to match the intent and directions of ADST and to build on the explorations in Grades 6-9, and redesigned to match the current curricular design

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/whatsnew_adst.pdf

What has changed/stayed the same?

• Grade 10- 12
• New? (continued)
• Curricular Competencies and Big Ideas for
• Grade 9 and 10 are the same (for consistency and continuity), Curricular Content is not the same
• for Grade 11 and 12 are the same (for consistency and continuity), Curricular Content is not the same
• Greater emphasis on student choice about what products to design and make
• Content learning standards identify concepts and topics
• Local design options will be encouraged to meet local needs

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/whatsnew_adst.pdf

Home Economics Rationale in the New Curriculum

• Home Economics focuses on fundamental needs and practical concerns of individuals and families in a changing and challenging world.
• It integrates knowledge, processes, and practical skills from multiple areas, including foods, textiles, and family studies, and provides opportunities for creative applications and critical examination from global citizenship perspectives.

Source: THESA 2016 Conference Logo

from the BC Ministry of Education Website

https://curriculum.gov.bc.ca/curriculum/goals-rationale/adst

Clearing Up Myths

• Myth: