MYP 4 Design Unit
Duration: September 2024 - October 2024
UNIT TITLE KEY RELATED GLOBAL STATEMENT OF ATL SKILLS ASSESSMEN KNOWLEDGE
CONCEPT CONCEPTS CONTEXT INQUIRY (2-3) T & SKILLS &
(1) (2) AND WITH (SOI) CRITERIA CONTENT)
(1) EXPLORAT (ALL WITH
ION ALL
STRANDS)
Unit 1 Development Markets and Globalization Development of Communicatio Criterion A: Digital Design
Together for a change trends and commodities and n Inquiry and Design digital
sustainability commercialization Research analysis. poster
can influence the
trends in the Criterion B: Product Design
market Developing Tangible posters
ideas. from hands-on
artistic skills.
Criterion C:
Creating the
solution.
Criterion D:
Evaluation.
Criterion A: Inquiring and analysing
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
1–2 states the need for a solution to a problem for a specified client/target audience
develops a basic design brief, which states the findings of relevant research.
The student:
outlines the need for a solution to a problem for a specified client/target audience
outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some
3–4
guidance
analyses one existing product that inspires a solution to the problem
develops a design brief, which outlines the analysis of relevant research.
The student:
explains the need for a solution to a problem for a specified client/target audience
constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem,
5–6
with some guidance
analyses a range of existing products that inspire a solution to the problem
develops a design brief, which explains the analysis of relevant research.
The student:
7–8
explains and justifies the need for a solution to a problem for a client/ target audience
0 The student does not reach a standard described by any of the descriptors below.
constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to
the problem independently
analyses a range of existing products that inspire a solution to the problem in detail
develops a detailed design brief, which summarizes the analysis of relevant research.
Criterion B: Developing ideas
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
lists some basic design specifications for the design of a solution
1–2
presents one design, which can be interpreted by others
creates incomplete planning drawings/diagrams.
The student:
lists some design specifications, which relate to the success criteria for the design of a solution
3–4 presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others
justifies the selection of the chosen design with reference to the design specification
creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
The student:
5–6
develops design specifications, which outline the success criteria for the design of a solution
develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others
presents the chosen design and justifies its selection with reference to the design specification
develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
The student:
develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by
7–8
others
presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.
Criterion C: Creating the solution
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
1–2 demonstrates minimal technical skills when making the solution
creates the solution, which functions poorly and is presented in an incomplete form.
The student:
constructs a plan that contains some production details, resulting in peers having difficulty following the plan
3–4
demonstrates satisfactory technical skills when making the solution
creates the solution, which partially functions and is adequately presented
outlines changes made to the chosen design and plan when making the solution.
The student:
constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution
demonstrates competent technical skills when making the solution
5–6
creates the solution, which functions as intended and is presented
appropriately
iv. describes changes made to the chosen design and plan when making the solution.
The student:
constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to
create the solution
7–8 demonstrates excellent technical skills when making the solution.
follows the plan to create the solution, which functions as intended and
is presented appropriately
iv. fully justifies changes made to the chosen design and plan when making the solution.
Criterion D: Evaluating
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
1–2 designs a testing method, which is used to measure the success of the solution
states the success of the solution.
The student:
designs a relevant testing method, which generates data, to measure the success of the solution
3–4 outlines the success of the solution against the design specification based on relevant product testing
outlines how the solution could be improved
outlines the impact of the solution on the client/target audience.
The student:
designs relevant testing methods, which generate data, to measure the success of the solution
5–6 explains the success of the solution against the design specification based on relevant product testing
describes how the solution could be improved
explains the impact of the solution on the client/target audience, with guidance.
The student:
designs detailed and relevant testing methods, which generate data, to measure the success of the solution
7–8 critically evaluates the success of the solution against the design specification based on authentic product testing
explains how the solution could be improved
explains the impact of the product on the client/target audience.
MYP Design Command Term
Command term Definition
Create To evolve from one’s own thought or imagination, as a work or an invention.
Define Give the precise meaning of a word, phrase, concept or physical quantity.
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Develop To improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.
Explain Give a detailed account including reasons or causes. (See also “Justify”.)
Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.
List Give a sequence of brief answers with no explanation.
Outline Give a brief account or summary.
Present Offer for display, observation, examination or consideration.
Prioritize Give relative importance to, or put in an order of preference.
State Give a specific name, value or other brief answer without explanation or calculation.
