Design

Aims/objectives

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 to design and create solutions to problems using the design cycle

• Access, process and communicate information, model and create solutions, and solve problems
• Develop an appreciation of the impact of design innovations for life, global society and environments
• Appreciate 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.

Skills

Developed as part of a concept driven, context based curriculum, students have the opportunity to study a wide range of skills, including both physical and digital making. These skills enable students to create a wide range of products over the program, such as fashion pieces, architectural models, animations, videogames and toys.

Assessment

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.

A: Inquiring and analysing

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

B: Developing ideas

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

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.

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.

Course Descriptions

Grade 6

Grade 6

DESIGN USED TO IMPRESS - Statement of Inquiry: “It is human nature to try and impress other people. There are positive ways to do this ... and there is also showing off. Showing off can cause problems in our relationships”

Students take part in a dodgeball competition with a twist. Each team gets scored by the crowd based on how impressive they were. To win, they need a higher score than the other team. Inspired by competitors such as jousting knights and modern wrestlers, students create ornate and eye-catching armour that helps them to stand out. Students create teams of three, with student creating either helmet, body armour, gauntlets, shields etc. This armour is then worn in the competition.

DESIGN USED TO ESCAPE - Statement of Inquiry: “Life is tough. Sometimes we feel exhausted, bored or stressed. Escaping to another time, space and place for a while can give us the emotional break we need”.

Students focus on how modern world stresses such as lack of sleep, too much homework, or arguments with friends can have a powerful effect on people's health, emotions and relationships. To help, students learn about “Escapism” (Going into to a fantasy place where our real world problems don’t exist) we can get away from our stresses. Students create animations that help the viewer escape their stresses for a while.



Grade 7

Grade 7

DESIGN USED TO PROTECT -Statement of Inquiry: “In our communities some people have power and others don’t. Not everyone is able to stand up for themselves. We need to do our part to stand up for them”.

Students focus on how our ever expanding cities suit human lifestyles, but for the animals that are forced to survive in an urban environment, life can be very hard. They lack shelter, food, and face dangerous hazards. To help, students create products that make life in the city easier for our animal neighbors, such as shelters and feeders. They then place these products out in the real world so they can make a difference to an animal's life.

DESIGN USED TO SELL -Statement of Inquiry: “We might not realise it, but the much of the communication we have day to day is designed to manipulate the way we think and act”.

Students focus on how junk food companies deliberately target young people with visual images designed to make them want the product. This junk food marketing leads to serious health and social problems. To help reduce the appeal of junk food, and improve young people's health, students create packages for healthy foods that utilize junk food marketing techniques. The aim is to make healthy food more attractive than junk food.


Grade 8

Grade 8

DESIGN USED TO REDUCE INEQUALITY -Statement of Inquiry: “Life isn't fair. Some of us have lots, and some of us have very little. We can work to develop a fairer world where everyone has access to the things they need”.

Students focus on how how extreme weather and natural disasters kill or injure millions each year. People in wealthy nations have access to protection, but often people in developing countries do not. This inequality means people in developing countries are much more likely to suffer. To help, students create a prototype protection suit. It uses only everyday, improvised materials. Students learn what properties various materials have, to ensure it can withstand cuts, cold, impact etc. The suit can be made for little to no cost regardless of where the user lives.

DESIGN USED TO ENTERTAIN -Statement of Inquiry: “At many points in our life we will find ourselves at the mercy of the opinions of our Community. We must to decide how far we allow this to shape our actions”.

Students reflect on the current videogame market, and identify a need that that their own videogame product should address such as breaking gender stereotypes, or avoiding violence. Students create their game, which when complete, is reviewed by its players. The final score is aggregated to a single number from 1-10. To help students achieve a high review score, they can seek feedback from the reviewers as they develop, shaping their work in progress game based on the opinions of the community. They have to decide when they should act on them, and when they should trust their own instincts.


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