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Middle Years Program

MYP Design
International Baccalaureate
Course Aims
The aims of the teaching and study of MYP design are to encourage and enable the student to:

Enjoy the design process, develop an appreciation of its elegance and power

Develop knowledge, understanding and skills from different disciplines to design and create solutions to problems
using the design cycle

Use and apply technology effectively as a means to access, process and communicate information model and create
solutions, and to solve problems

Develop an appreciation of the impact of design innovations for life , global society and environments

Appreciate past, present and emerging design within cultural, political, social, historical and environmental
contexts

Develop respect for others viewpoints and appreciate alternative solutions to problems

Act with integrity and honesty, and take responsibility for their own actions developing effective working practices

Time Allotment

MYP Essentials

(source: IBMYP subject guidebook Language A and Language A teacher support materials and interim objectives)

This class meets daily for one trimester or 13 weeks.

Objectives and Assessment


These objectives reflect the knowledge, skills and attitudes that students need in order to engage with and solve complex,
real-life problems in both familiar and unfamiliar contexts.

A: Inquiry and analysing


This objective refers to the students ability to:

Explain and justify the need for a solution to a problem

State and prioritize the main points of research needed to


develop a solution to the problem

Describe the main features of one existing product that


inspires a solution to the problem

Presents the main findings of relevant research

Criterion A
Criterion B
Criterion C
Criterion D

Inquiry and
analysing
Developing
ideas
Creating the
solution
Evaluating

Max. 8 pts
Max. 8 pts
Max. 8 pts.
Max. 8 pts.

B: Developing ideas
This criterion covers the students ability to:

Develop a list of success criteria for the solution

Present feasible design ideas, which can be correctly interpreted by others

Present the chosen design

Create a planning drawing/diagram which outlines the main details for making the chosen solution

Design Year 1
C: Creating the solution
This criterion refers to the students ability to:

Outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the
solution

Demonstrate excellent technical skills when making the solution

Follow the plan to create the solution, which functions as intended list the changes made to the chosen design and
plan when making the solution

Present the solution as a whole

D: Evaluating

This criterion refers to the students ability to:

Outline simple, relevant testing methods, which generate data, to measure the success of the solution

Outline the success of the solution against the design specification

Outline how the solution could be improved

Outline the impact of the solution on the client/target audience

UNITS
Unit 1: DESIGN CYCLE

Statement of Inquiry: Students will understand that the design cycle is a system for solving problems and
creating solutions that involves the process of inquiring, planning, creating and evaluating

Global Context: An inquiry into identity

Key/Related Concepts: Systems/Evaluation. Form

Unit Questions: How Do I Solve Problems?

Summative Assessment: International Tigers Trivia create a visual display (poster, paper, brochure,
slideshow) identifying 5 Detroit Tigers that have international backgrounds along with their native language,
the flag for their country, the positions they play and a map showing the distance from their country to Detroit.

All Criteria & Objectives Are Assessed in this unit.

Rubric:

Unit 2: WORD UP

Statement of Inquiry: Students will understand that collaboration with a team using appropriate
communication media aids and influences the way ideas are developed and drive design decisions

Global Context: An inquiry into the interrelationships between people and the natural world

Key/Related Concepts: Communities/Resources

Unit Questions: How Can I Affect My Environments in a Positive Way?

Summative Assessment: Collage create a collage encouraging school population to recycle; participate in
electronics recycling fundraiser.

All Criteria & Objectives Are Assessed in this unit.

Rubric

Assessment/Grading
General Grade Descriptors for All IB Subject Areas

All MYP subjects will give final grades in the range from 1 to 7. The general IB
grade descriptors (below) indicate achievement required for the award of each
final grade. These descriptors are used when determining grade boundaries in
each of the subjects.

Grade

MYP
Final
Grade

Descriptors

Minimal achievement in terms of the objectives.

Very limited achievement against all the objectives. The student has
difficulty in understanding the required knowledge and skills and is
unable to apply them fully in normal situations, even with support.
Limited achievement against most of the objectives, or clear difficulties
in some areas. The student demonstrates a limited understanding of the
required knowledge and skills and is only able to apply them fully in
normal situations with support.
A good general understanding of the required knowledge and skills,
and the ability to apply them effectively in normal situations. There is
occasional evidence of the skills of analysis, synthesis and evaluation.
A consistent and thorough understanding of the required knowledge
and skills, and the ability to apply them in a variety of situations. The
student generally shows evidence of analysis, syntheses and evaluation
where appropriate and occasionally demonstrates originality and insight.
A consistent and thorough understanding of the required knowledge and
skills, and the ability to apply them in a wide variety of situations.
Consistent evidence of analysis, synthesis and evaluation is shown
where appropriate. The student generally demonstrates originality and
insight.
A consistent and thorough understanding of the required knowledge and
skills, and the ability to apply them almost faultlessly in a wide variety
of situations. Consistent evidence of analysis, synthesis and evaluation is
shown where appropriate. The student consistently demonstrates
originality and insight and always produces work of high quality.

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