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Middle Years Program

MYP Design YEAR 3


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 demonstrate:

Explain and justify the need for a solution to a problem

Construct a research plan, which states and prioritizes the


primary and secondary research needed to develop a
solution to the problem

Analyse a group of similar products that inspire a solution to


the problem

Develop a design brief, which presents the analysis 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 design specification which outlines the success criteria for the design of a solution based on the data
collected

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

Present the chosen design and outline the reasons for its selection

Develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution

C: Creating the solution


This criterion refers to the students ability to:

Construct a logical plan, which outlines the efficient use of time and resources, sufficient doe pees 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 explain changes made to the chosen design and
the plan when making the solution

Present the solution as a whole

D: Evaluating
This criterion refers to the students ability to:

Describe detailed and relevant testing methods, which generate accurate data, to measure the success of the
solution

Explain the success of the solution against the design specification

Describe how the solution could be improved

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

UNITS
Unit 1: COMMUNITY PROJECT PRESENTATION

Statement of Inquiry: Students will develop an electronic presentation of the process they used to identify a
void or need in their community and the steps they took to develop a solution to impact that situation.

Global Context: Identities and Relationships: Students explore what it means to be human.

Key/Related Concepts: Development/Evaluation

Unit Questions: What is Needed in My Community?

Summative Assessment: Community Project - Students will design a slideshow presentation which will serve as
a visual documentary of their journey to positively impact a situation and themselves in the process.

All Criterion & Objectives Assessed in this unit.

Rubric

Unit 2: DESIGN CYCLE: ZINE

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 our creativity and forms of expression

Key/Related Concepts: Communication/Collaboration

Unit Questions: How Do I Solve Problems?

Summative Assessment: Zine (in conjunction with Language A, MYP Year 3) create an informational piece
(article) identifying the 5Ws of high impact topics that occurred the previous year.

All Criteria & Objectives 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.

3
4
5
6
9