Design is a creative problem solving process, which begins with a specific need or problem and results in a product or solution. The activity of designing is very complex. Designers must bring together many constraints, processes, bits of knowledge, and skills in order to produce a product.

Students engage in a problem solving process. Students will be grouped in design teams that work cooperatively to solve the problem. Possible steps include: a design brief describing the need and possible materials; designing a product that meets the need; building and testing a model of the designed product; presenting the solution to the class, teacher or juror; and, evaluating or critiquing the product.

The aim of Design Studies is to provide experiences for developing proficiency in problem solving, goal setting, critical thinking, and to provide opportunities to develop co-operative work skills and technical skills using a design process.

To provide experiences for developing proficiency in problem solving, goal setting, critical thinking, cooperative work skills, and technical skills using a design process.

Awareness and Understanding: To acquire the knowledge, skills, and abilities related to design.

Careers and Employment: To develop an awareness of how knowledge and skills in design may be applied to various jobs and careers.

Communication: To develop the communication skills required to be effective in various design situations.

Employment Skills: To develop team-building skills by working in groups to plan, design, and create various products; to develop capacities for critical and creative problem solving using the concepts and processes of design.

Personal Skills: To promote self-esteem and confidence with the development of professional portfolios and presentations.

Applied Technology: To develop proficiency in the use of various tools in planning, designing, and creating various products.

Students engage in a problem solving process favoured by engineers, architects and industrial designers. Solving problems is limited only by imagination. Creativity and aesthetics are among the most important elements of design. Applying theoretical solutions to real situations, using materials, tools and processes, places the learnings in context. Students will solve visual problems, structural problems and organizational problems. Students will develop an understanding that all solutions represent choices and compromises, and it is the way in which those choices and compromises come together that determine the quality of the solution.

Foundational objectives are the major, general statements that guide what each student is expected to achieve for the modules of the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills/abilities, attitudes/values for a student to learn in a subject. Both the Foundational Objectives for Design Studies 10, 20 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document. Some of these statements may be repeated or enhanced in different modules for emphasis. The Foundational Objectives of the Design Studies 10, 20 curriculum include:

• To understand and apply the design process.
• To use a variety of materials and fabrication processes to design and create a product.
• To understand and appreciate the relationship between function and aesthetics.
• To understand how human, environmental, and ergonomic factors impact on design solutions.
• To understand and appreciate how design is affected by culture and society demanding different social solutions.
• To design and produce scale models.
• To maintain and present a design portfolio.
• To develop and practise the skill to critique designs in a positive manner.
• To use various techniques and media to make high quality presentations.
• To develop skills through the study of design that may lead to a variety of career pathways.
• To research post-secondary training and business or career opportunities in the field of design.
• To develop skills that may lead to successful employment.

All of the subject and CELs Foundational Objectives are stated explicitly at the beginning of each module.

Schools will configure the modules to suit their needs. The course may be offered in a variety of learning environments that range from a classroom in a school to a computer laboratory facility equipped with personal computers and design software, or a workplace in the community that has the specialized equipment necessary for design work.