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.
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.
Year 1 | Year 3 | Year 5 |
Criterion A: Inquiring and analysing | ||
|
|
|
Students write a detailed specification, which drives the development of a solution. They present the solution.
Year 1 | Year 3 | Year 5 |
Criterion B: Developing ideas | ||
|
|
|
Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation.
Also Read: Comprehensive IGCSE English Syllabus
Year 1 | Year 3 | Year 5 |
Criterion C: Creating the solution | ||
|
|
|
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.
Year 1 | Year 3 | Year 5 |
Criterion D: Evaluating | ||
|
|
|
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.
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.
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 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.
Evaluate products and make recommendations for improvements.
During client interviews, show that you are paying attention.
Create thorough design drawings for a producer.
Arrange for the solution to be created.
Learn how to create 3D animations from 2D storyboards.
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.
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.
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.
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.
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.
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.
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
Also Read: Comprehensive IGCSE Business Studies syllabus
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.
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
Assessment criteria for IB MYP Language Acquisition as stated in MYP subject brief: Each language…
Assessment criteria for IB MYP Physical Health and Education as stated in MYP subject brief:…
Assessment Criteria, as stated in IB MYP Subject Brief for Language and Literature: Each objective…
Assessment Criteria, as stated in IB MYP Subject Brief for Individuals and Societies: Each objective…
The MYP community project and the MYP personal project are referred to as MYP projects…
Assessment criteria for IB MYP Arts as stated in MYP subject brief: Each arts objective…