IB MYP Design Syllabus (Grade 1-5)

Assessment Criteria, as stated in IB MYP Subject Brief.

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 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.

Students should be able to:

• Elucidate and support the necessity for a problem-solving solution for a particular client or target audience.
• Determine and rank the necessary primary and secondary research to create a solution to the issue.
• Examine a variety of current items that serve as models for the problem’s solution.
• Create a thorough design brief that encapsulates the evaluation of pertinent literature.

Learning Progression

Year 1	Year 3	Year 5
Criterion A: Inquiring and analysing
Elucidate and support the need for a problem’s solution. List and rank the key research topics that must be investigated in order to create a solution for the issue. Outline the key elements of a current product that motivates a fix for the issue. Summarize the key conclusions of pertinent research.	Elucidate and support the need for a problem’s solution. Create a research strategy that identifies and ranks the primary and secondary sources of information that must be gathered in order to solve the challenge. Examine a collection of related items that provide ideas for fixing the issue. Create a design brief that summarizes the analysis of pertinent literature.	Elucidate and support the necessity for a problem-solving solution for a given customer or target audience. Determine which primary and secondary sources of information should be prioritized in order to create a solution for the issue. Examine a variety of current items that provide ideas for fixing the issue. Create a thorough design brief that encapsulates the evaluation of pertinent literature.

Criterion B: Developing ideas

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

Students should be able to:

• Create a design specification that outlines the success criteria in detail for the solution’s design.
• Create a variety of workable design concepts that other people can understand.
• Give a brief explanation of the final design that was selected.
• Provide precise and thorough planning diagrams and drawings, and specify what is needed to create the selected solution.

Year 1	Year 3	Year 5
Criterion B: Developing ideas
Create a set of requirements for the solution’s success. Provide workable design concepts that other people can understand. Display the selected design. Make a planning diagram or sketch that includes all the information needed to implement the selected solution.	Create a design specification that lays out the requirements for designing a solution based on the data gathered. Provide a variety of workable design concepts that are comprehensible to other people. Give a brief explanation of the selected design and its selection criteria. Provide precise planning diagrams and drawings, and list the materials needed to build the selected solution.	Create a design specification that outlines the success criteria in detail for the solution design. Create a variety of workable design concepts that other people can understand. Give a brief explanation of the selected design and its reasons. Provide precise and thorough planning diagrams and drawings, and list the materials needed to build the selected solution.

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.

Students should be able to:

• Provide a coherent plan that outlines the effective use of time and resources and is detailed enough for colleagues to follow in order to develop the solution.
• Exhibit outstanding technical proficiency when creating the solution.
• To design a solution that works as planned, follow the plan.
• Justify all modifications made to the selected design and plan during the solution-making process.

Also Read: Comprehensive IGCSE English Syllabus

Year 1	Year 3	Year 5
Criterion C: Creating the solution
Describe a plan that is sufficient for peers to follow in order to come up with a solution, taking into account the usage of time and resources. Show off your superior technical abilities when creating the answer. Adhere to the strategy in order to produce a solution that works as planned. Enumerate the modifications made to the selected design and plan during the solution’s creation.	Produce a rational strategy that outlines how to spend time and resources efficiently, enough so that colleagues can follow it to come up with a solution. Show off your superior technical abilities when creating the answer. Adhere to the strategy in order to produce a solution that works as planned. Explain the modifications made to the selected design and plan during the solution’s creation.	Provide a logical plan that explains how to use time and resources effectively, enough so that other team members may adopt it and solve the problem. Show off your superior technical abilities when creating the answer. Adhere to the strategy in order to produce a solution that works as planned. Justify the modifications made to the selected design and plan during the solution’s creation.

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.

Students should be able to:

• Create thorough and pertinent testing procedures that produce data so that the solution’s effectiveness may be evaluated critically.
• Compare the solution’s effectiveness to the design requirements.
• Describe how the solution could be made better.
• Describe how the solution will affect the customer or intended audience.

Year 1	Year 3	Year 5
Criterion D: Evaluating
Describe easy-to-use, pertinent testing procedures that produce data so that the effectiveness of the solution may be assessed. Describe how well the solution worked in comparison to the design specification. Describe your suggestions for improving the solution. Describe how the solution will affect the customer or intended audience.	Pertinent testing procedures that produce reliable data to gauge the effectiveness of the remedy. Elucidate how the solution worked in contrast to the design specification. Elucidate how the answer may be made better. Elucidate how the solution has affected the client or intended audience.	Create thorough and pertinent testing procedures that produce data so that the effectiveness of the solution can be assessed. Analyze the solution’s performance in comparison to the design specification critically. Describe how the solution might be made better. Elucidate how the solution will affect the client or intended audience.

As per the design curriculum,

In year 1

• Focus on each of the goals’ distinct threads.
• Students investigate artificial, teacher-led design problems in settings they are familiar with. 
• Students create their own designs.
• Students employ targeted tasks to concentrate on developing their skills.
• Units are taught to students through the use of standardized templates.
• Teachers serve as mentors and role models.

In year 3

• A focus on meeting personal goals is made.
• Students investigate recognized, real-world issues placed in both known and unknown environments. Students create goods for recognizable demographics.
• Through projects and brief, targeted assignments, students concentrate on developing advanced skills.
• Students are capable of handling their own workload by properly allocating their time and resources.
• Teachers serve as mentors and counsellors.

In year 5

• All of the goals are fully addressed.
• Pupils investigate challenging real-world issues in novel settings on their own.
• Students create goods for a customer or a specified target market.
• Students apply a broad range of abilities that they have learned throughout the years to a variety of design scenarios.
• Students oversee their own work on an autonomous basis. Teachers facilitate learning.

KEY CONCEPTS 

COMMUNICATION

 The exchange or conveyance of signals, information, concepts, and symbols is known as communication.

The act of communicating involves the transfer of data or meaning. There must be a common “language” for effective communication.

Students gain an awareness and comprehension of the how, why, and when it is necessary to make sure that clear messages are conveyed and received throughout the design process as they study the concept of communication.

It guarantees that concepts can be expressed effectively and that everyone involved in the idea’s development, from inception to application, has a shared knowledge of the problem and solution.

Students must speak with clients and target markets when conducting research, inquiry and analysis in order to determine the requirement for design.

When developing ideas, students have internal conversations and consider their viability utilizing models and design sketches.

Students must create clearly understood plans while creating a solution.

The intended function and user interface of the finished product must also be made evident.

COMMUNITIES

Groups defined by proximity, time, or relationship exist as communities.

Students will get an awareness through MYP design that solving one community’s issues will inevitably lead to other ones, some small-scale or even personal, while others may have far-reaching effects that impact communities thousands of kilometers away or the entire world.

When developing ideas, the student must interact with the communities that influence and are impacted by the solution when assessing how well it solves the problem. 

Engagement with the target audience and client drives the development to guarantee it is fit-for-purpose.

DEVELOPMENT

The act of growing, evolving, or progressing—sometimes through iterative improvements—is called development.

All ideas must be developed and refined in order to be relevant, successful, and workable. Problems can be solved more successfully when solutions are developed.

Although the name implies that the primary focus of growth would be found in creating ideas, students are required to create research plans as soon as they recognize that they need more knowledge to complete the challenge. 

When developing the answer, students continually modify and revise their plans in accordance with how carefully they planned. When assessing the solution’s effectiveness, students create testing procedures.

SYSTEMS

Systems are collections of parts that depend on one another or interact.

Systems give constructed, natural, and human environments structure and order. 

Systems might be basic or sophisticated, dynamic or static.

Students gain an awareness and comprehension of how everything is connected to one or more systems as they study the notion of systems. Systems of components put together to accomplish a particular task are products and solutions.

One type of system is the design cycle.

When conducting research, analyzing data, and creating testing procedures, the student builds and creates systems for product testing. Students will build a system or systems to solve that challenge in the form of a product or solution as they generate ideas and create the solution.

Related concepts

• Adaptation
• Evaluation
• Innovation
• Perspective
• Collaboration
• Form
• Invention
• Resources
• Ergonomics
• Function
• Markets and trends
• Sustainability 

ATL Skills

• Thinking skills

Evaluate products and make recommendations for improvements.

• Social skills

During client interviews, show that you are paying attention.

• Communication skills

Create thorough design drawings for a producer.

• Self-management skills

Arrange for the solution to be created.

• Research skills

Learn how to create 3D animations from 2D storyboards.

MYP eAssessment

In order to receive their IB MYP course results for design courses, students must finish an ePortfolio that shows how they met the goals of the topic group. Teachers are required to prepare and administer the partially completed design unit planner, which includes mandatory assessment assignments, in accordance with the IB’s published guidelines for each assessment session. 

Assessment tasks

Students must submit their work for each unit using the headers of the four criteria as part of the design cycle. Students are required to produce work that follows the design cycle, covering all strands of criteria, in the partially completed unit planner for design in order to create a solution (or range of alternatives) in respect of a specific response, such an inclusive community. Students will be directed toward viewpoints and concepts that they can investigate further to come up with their own answers.

ePortfolio process

PLANNING UNIT

Instructors fill out the unit planner in accordance with the requirements of the curriculum and their particular local contexts. This method enables a teacher to make acceptable plans based on available resources even if they are confined to a certain teaching area for the duration of teaching this unit. For the MYP year five, two concurrent product design classes—one in computer-aided manufacturing and the other in food product design—might be offered. Each teacher can finish their unit’s material to enable the use of those resources and general facilities, in addition to drawing from their own experiences and the school’s cultural setting.

PLANNING FOR ASSESSMENT

Every summative assessment that a teacher completes must be compared to the MYP year 5 standards, which are detailed in this document. Only student work will be submitted; background material, such as the finished unit planner or task-specific explanations (used to enhance student learning), will not be sent to the IB. The student’s original work must be submitted for the summative evaluation. Teachers, however, are crucial in helping students prepare for and finish the assignments.

REQUIREMENTS FOR ASSESSMENT

Students follow the design cycle to produce a design project that becomes a portfolio of their work. When students work in groups or cooperatively on a specified summative assessment activity because of the school’s instructional setting, they should only be evaluated on their individual contributions to the submission. For the purpose of the assessment procedure, it is imperative that every student’s work be easily identified to the teacher and IB examiners. It is important to make sure that each student is featured strongly enough in the evidence for group activities so that just their contribution can be evaluated. It is necessary to be able to identify students and their participation in an activity.

 The examples that follow illustrate how this could be accomplished.

• Text evidence
• Video and photographic evidence
• Audio evidence

SUBMISSION

Submission limits
Written work	40 A4 pages
Appendix	10 A4 pages

There are a total of 12 units under MYP design 1-3.

Given below you can find a brief description for every unit you will come across in MYP design 1-3.

Unit 1: What role might our classroom walls play in our learning?

	This chapter explores the concept of the learning environment and how it can impact the educational experience. It encourages students to think critically about the design and use of classroom spaces.
	Students might engage in a project to redesign their classroom layout to optimise learning, considering factors like seating arrangements, wall decorations, and the use of technology.
	They could conduct surveys to gather feedback from peers on the impact of the classroom environment on their focus and motivation.

Unit 2: How can we design products to support someone with limited mobility?

	This chapter focuses on inclusive design principles and challenges students to create products that improve the lives of individuals with limited mobility.
	Students could design and build assistive devices like wheelchairs, adaptive furniture, or mobility aids.
	They might interview individuals with limited mobility to understand their needs and constraints, and then develop design solutions based on their insights.

Unit 3: How can we be ethical entrepreneurs?

	This chapter explores the intersection of design and entrepreneurship, emphasising ethical considerations in business practices.
	Students could create a business plan for a product or service that addresses a social or environmental issue while adhering to ethical business practices.
	They might study real-world examples of companies that have successfully integrated ethics into their operations, such as Fair Trade organisations.

Unit 4: How can we make a toy to improve the life of a refugee child?

	This chapter encourages students to design toys or products that can bring joy and aid in the development of refugee children, considering their unique circumstances.
	Students could research the specific challenges faced by refugee children and create toys or educational tools that address these needs.
	They might collaborate with local organisations or NGOs working with refugee communities to test and implement their designs.

Unit 5: Can we use emojis to show we are internationally minded?

	This chapter explores the role of visual communication, particularly emojis, in conveying international-mindedness and promoting cultural awareness.
	Students could create a set of emojis or visual symbols representing various cultures, languages, and global issues.
	They might use these emojis to engage in discussions, posters, or digital campaigns that promote international understanding and unity.

Unit 6: How can we provide access to clean water for all?

	This chapter focuses on addressing the global issue of clean water access through innovative design solutions.
	Students could design portable water purification devices, rainwater harvesting systems, or community water infrastructure projects.
	They might raise awareness about the global water crisis through educational campaigns and fundraising initiatives.

Unit 7: How can tifos motivate sports teams?

	This chapter explores the design of tifos (large banners or displays) to motivate and support sports teams, considering the psychology of motivation and team spirit.
	Students could design tifos with compelling visual elements and messages to inspire athletes and fans.
	They might study the impact of tifos on team performance and fan engagement in various sports contexts.

Unit 8: How might stickers help a good cause?

	This chapter explores the potential of stickers as a tool for raising awareness and supporting charitable causes. Students learn how design can be used to convey messages and advocate for positive change.
	Students might design stickers with powerful messages or imagery to support causes such as environmental conservation, social justice, or health awareness.
	They could organise sticker campaigns and distribute them in their community, schools, or online to raise funds or awareness for the chosen cause.

Unit 9: Can an object be playful, even if it is not meant for playing with?

	This chapter delves into the concept of playfulness in design, even in non-play objects. It encourages students to explore how design can bring joy and creativity to everyday items.
	Students could redesign everyday objects, like furniture, utensils, or office supplies, to incorporate playful elements that enhance the user’s experience.
	They might analyse products like creative office organisers or aesthetically pleasing but functional home decor to understand the integration of playfulness into design.

Unit 10: How can designers help us not forget the past?

	This chapter focuses on how design can serve as a means of preserving and commemorating historical events, cultural heritage, or personal memories.
	Students might design exhibits, memorials, or digital applications that provide immersive experiences to educate and remind people of historical events, such as wars, civil rights movements, or cultural celebrations.
	They could collaborate with local history museums or organisations to create visual and interactive displays to help visitors connect with the past.

Unit 11: How can we best create a living space to suit an individual’s needs?

	This chapter centres on personalised design for living spaces, considering the unique requirements and preferences of individuals.
	Students could design modular and adaptable furniture or room layouts that can be customised to fit various individual needs and lifestyles.
	They might interview individuals with specific living space requirements, such as those with disabilities or unique family structures, to design and implement tailored solutions.

Unit 12: How can we create a sense of belonging for those without a home?

	This chapter addresses the issue of homelessness and how design can help create a sense of community and belonging for those without stable housing.
	Students could design and build shelters or community centres that offer support, safety, and a sense of belonging to homeless individuals.
	They might collaborate with local shelters, social services, and advocacy organisations to develop design solutions and engage in community outreach initiatives.

 

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There are a total of 12 units under MYP design 4-5.

Given below you can find a brief description for every unit you will come across in MYP design 4-5.

Unit 1: How can designers help us achieve the UN’s Global goals?

	This chapter explores the role of design in addressing the United Nations’ Sustainable Development Goals (SDGs) and fostering sustainable development.
	Students might engage in projects that tackle specific SDGs through innovative product design, communication campaigns, or solutions for sustainable urban planning.
	They could partner with local organizations or NGOs to implement design solutions that align with the UN’s global goals.

Unit 2: How can designers help people share their feelings?

	This chapter focuses on the role of design in facilitating emotional expression and communication.
	Students could design interactive apps or platforms for people to express their feelings, thoughts, and experiences creatively.
	They might create innovative forms of wearable technology or interactive art installations that allow individuals to share their emotions with others.

Unit 3: What features can designers use to make a fun playground?

	This chapter explores the principles of playground design with a focus on creating engaging and enjoyable spaces for children.
	Students might design playground equipment, layouts, and structures that incorporate elements like swings, slides, climbing walls, and sensory play elements to make the space more exciting.
	They could conduct surveys and observations to gather feedback from children and parents on what makes a playground fun and then use this feedback to inform their designs.

Unit 4: How can access to artificial light improve lives?

	This chapter discusses the impact of lighting design on well-being, safety, and quality of life.
	Students might design energy-efficient and sustainable lighting solutions for homes, public spaces, or communities in need.
	They could conduct studies on the effects of lighting on productivity and mental health and propose designs that improve access to artificial light.

Unit 5: How can we use our design skills to promote service activities in our schools?

	This chapter focuses on using design to support and promote service-oriented activities within educational institutions.
	Students might design promotional materials, websites, or social media campaigns to raise awareness about service activities and encourage participation.
	They could create user-friendly platforms for tracking and reporting service hours or designing spaces within the school for service-related projects.

Unit 6: How can we apply the elements of a game to exercise?

	This chapter explores the gamification of exercise to make physical activity more engaging and motivating.
	Students might design fitness apps or equipment that incorporate game elements like points, rewards, and competition to encourage regular exercise.
	They could analyze existing exercise games and equipment, such as interactive dance games or virtual reality fitness experiences, to understand how gamification can be effectively applied to exercise.

Unit 7: Why did the designer cross the road?

	This chapter encourages students to think creatively and critically about design challenges related to everyday life, such as road safety and transportation.
	Students might design innovative crosswalks, signage, or traffic management solutions to improve pedestrian safety at busy intersections.
	They could analyze and propose changes to public transportation systems to make them more efficient, sustainable, and accessible.

Unit 8: How can toilets change lives?

	This chapter focuses on the design of sanitation solutions, addressing the importance of access to clean and safe sanitation facilities.
	Students might design eco-friendly, water-efficient toilets or sanitation systems for use in resource-limited areas or disaster-stricken regions.
	They could collaborate with organizations working on sanitation initiatives and participate in the design and installation of public toilet facilities in underserved communities.

Unit 9: How can animation help us understand complex issues?

	This chapter explores the use of animation and visual storytelling to simplify and explain complex issues or concepts.
	Students might create animated videos, infographics, or interactive presentations to explain topics like climate change, scientific principles, or historical events.
	They could work with educators to develop educational materials that use animation to make challenging subjects more accessible.

Unit 10: How can play help us learn?

	This chapter investigates the educational benefits of play and the design of playful learning experiences.
	Students might design educational games, interactive simulations, or playful learning spaces that engage students and promote active learning.
	They could experiment with gamified learning modules in schools or collaborate with educators to enhance the curriculum through playful design.

Unit 11: How can we design something to help people deal with change?

	This chapter delves into the design of tools and strategies that help individuals and communities navigate change and adapt to new circumstances.
	Students might design apps or resources for managing stress and mental health during life transitions.
	They could create community-based initiatives that support individuals facing changes, such as relocation, job loss, or health challenges.

Unit 12: How can designers bring other people’s ideas to life?

	This chapter focuses on collaborative design, working with clients, and translating their visions and ideas into tangible products or solutions.
	Students might partner with local businesses, organisations, or individuals to bring their design ideas to fruition, whether it’s a new product, a branding concept, or an interior design project.
	They could engage in a design thinking process to understand the needs and preferences of their clients and deliver customised design solutions.