Design

Design

Course description

Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others, solve problems, work and live. MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

 

Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyze problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students.

 

MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.

Aims

 

The aims of MYP design are to encourage and enable students to:

·         enjoy the design process, and 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

 

 

Assessment criteria

Each design objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work.

 

 

Criterion A: Inquiring and Analyzing

Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyze the need for a solution and conduct an inquiry into the nature of the problem.

 

6th Grade – Industrial Technology (IT-6), Foods 6,Computers 6

7th Grade – Industrial Technology (IT-7); Textiles,Clothing and Design 7, Computers 7

8th Grade – Industrial Technology (IT1 and IT2),Food 8, Designing Spaces, Sewing, Graphic Design, Web Design, Virtual Robotics

 

 

Criterion B: Developing Ideas

Students write a detailed specification, which drives the development of a solution. They present the solution.

 

6th Grade – Industrial Technology (IT-6), Foods 6,Computers 6

7th Grade – Industrial Technology (IT-7); Textiles,Clothing and Design 7, Computers 7

8th Grade – Industrial Technology (IT1 and IT2),Food 8, Designing Spaces, Sewing, Graphic Design, Web Design, Virtual Robotics

 

 

Criterion C: Creating the solution

Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation.

 

6thGrade – Industrial Technology (IT-6), Foods 6, Computers 6

7th Grade – Industrial Technology (IT-7); Textiles,Clothing and Design 7, Computers 7

8th Grade – Industrial Technology (IT1 and IT2),Food 8, Designing Spaces, Sewing, Graphic Design, Web Design, Virtual Robotics

 

 

 

Criterion D: Evaluating

Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.

 

6thGrade – Industrial Technology (IT-6), Foods 6, Computers 6

7th Grade – Industrial Technology (IT-7); Textiles,Clothing and Design 7, Computers 7

8th Grade – Industrial Technology (IT1 and IT2),Food 8, Designing Spaces, Sewing, Graphic Design, Web Design, Virtual Robotics

 

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