Design guide. For use from September 2014

Transcription

1 Design guide For use from September 2014

2 Design guide For use from September 2014

3 Middle Years Programme Design guide Published May 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB s own rules and policy. See IB merchandise and publications can be purchased through the IB store at sales@ibo.org Published through a generous donation from Sinarmas World Academy and Jakarta World Academy, Indonesia. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. MYP330

4 IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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6 Contents Introduction 1 Purpose of this guide 1 Design in the MYP 2 Programme model 2 Nature of design 4 Design across the IB continuum 5 Aims 7 Objectives 8 Planning a progression of learning 10 The MYP design cycle 12 Interdisciplinary learning 14 MYP projects 15 Written and taught curriculum 16 Requirements 16 Planning the design curriculum 18 Teaching and learning through inquiry 20 Subject-specific guidance 27 Assessed curriculum 30 Alignment of objectives and criteria 30 Assessment criteria overview 31 Design assessment criteria: Year 1 32 Design assessment criteria: Year 3 36 Design assessment criteria: Year 5 40 eassessment 47 Appendices 48 Related concepts in design 48 Design glossary 49 MYP command terms for design 51 Selected reading 52 Design guide

7 Assessed curriculum Assessment criteria overview Assessment for design courses in all years programme is criterion-related, based on four equally weighted assessment criteria: Criterion A Inquiring and analysing Maximum 8 Criterion B Developing ideas Maximum 8 Criterion C Creating the solution Maximum 8 Criterion D Evaluating Maximum 8 Subject groups must address all strands of all four assessment criteria at least twice in each year of the MYP. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0 8), divided into four bands that generally represent limited (); adequate (); substantial (); and excellent () performance. Each band has its own unique descriptor, which teachers use to make best-fit judgments about students progress and achievement. This guide provides the required assessment criteria for years 1, 3 and 5 of MYP design. In response to national or local requirements, schools may add criteria and use additional models of assessment. Schools must use the appropriate assessment criteria as published in this guide to report students final achievement in the programme. Teachers clarify the expectations for each summative assessment task with direct reference to these assessment criteria. Task-specific clarifications should clearly explain what students are expected to know and do. They might be in the form of: a task-specific version of the required assessment criteria a face-to-face or virtual classroom discussion a detailed task sheet or assignment. Design guide 31

8 Assessed curriculum Design assessment criteria: Year 1 Criterion A: Inquiring and analysing At the end of year 1, students should be able to: i. explain and justify the need for a solution to a problem i state and prioritize the main points of research needed to develop a solution to the problem describe the main features of one existing product that inspires a solution to the problem present the main findings of relevant research. i. states the need for a solution to a problem states the findings of research. i. outlines the need for a solution to a problem i states some points of research needed to develop a solution, with some guidance states the main features of an existing product that inspires a solution to the problem outlines some of the main findings of research. i. explains the need for a solution to a problem i states and prioritizes the main points of research needed to develop a solution to the problem, with some guidance outlines the main features of an existing product that inspires a solution to the problem outlines the main findings of relevant research. i. explains and justifies the need for a solution to a problem i states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance describes the main features of an existing product that inspires a solution to the problem presents the main findings of relevant research. 32 Design guide

9 Design assessment criteria: Year 1 Criterion B: Developing ideas At the end of year 1, students should be able to: i. develop a list of success criteria for the solution i present feasible design ideas, which can be correctly interpreted by others present the chosen design create a planning drawing/diagram which outlines the main details for making the chosen solution. i. states one basic success criterion for a solution presents one design idea, which can be interpreted by others i creates an incomplete planning drawing/diagram. i. states a few success criteria for the solution i presents more than one design idea, using an appropriate medium(s) or labels key features, which can be interpreted by others states the key features of the chosen design creates a planning drawing/diagram or lists requirements for the creation of the chosen solution. i. develops a few success criteria for the solution i presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted by others presents the chosen design stating the key features creates a planning drawing/diagram and lists the main details for the creation of the chosen solution. i. develops a list of success criteria for the solution i presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others presents the chosen design describing the key features creates a planning drawing/diagram, which outlines the main details for making the chosen solution. Design guide 33

10 Design assessment criteria: Year 1 Criterion C: Creating the solution At the end of year 1, students should be able to: i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution i demonstrate excellent technical skills when making the solution follow the plan to create the solution, which functions as intended list the changes made to the chosen design and plan when making the solution present the solution as a whole. i. demonstrates minimal technical skills when making the solution creates the solution, which functions poorly and is presented in an incomplete form. i. lists the main steps in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution i demonstrates satisfactory technical skills when making the solution creates the solution, which partially functions and is adequately presented states one change made to the chosen design or plan when making the solution. i. lists the steps in a plan, which considers time and resources, resulting in peers being able to follow the plan to create the solution i demonstrates competent technical skills when making the solution creates the solution, which functions as intended and is presented appropriately states one change made to the chosen design and plan when making the solution. i. outlines a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution i demonstrates excellent technical skills when making the solution follows the plan to create the solution, which functions as intended and is presented appropriately lists the changes made to the chosen design and plan when making the solution. 34 Design guide

11 Design assessment criteria: Year 1 Criterion D: Evaluating At the end of year 1, students should be able to: i. outline simple, relevant testing methods, which generate data, to measure the success of the solution i outline the success of the solution against the design specification outline how the solution could be improved outline the impact of the solution on the client/target audience. i. defines a testing method, which is used to measure the success of the solution states the success of the solution. i. defines a relevant testing method, which generates data, to measure the success of the solution i states the success of the solution against the design specification based on the results of one relevant test states one way in which the solution could be improved states one way in which the solution can impact the client/target audience. i. defines relevant testing methods, which generate data, to measure the success of the solution i states the success of the solution against the design specification based on relevant product testing outlines one way in which the solution could be improved outlines the impact of the solution on the client/target audience, with guidance. i. outlines simple, relevant testing methods, which generate data, to measure the success of the solution i outlines the success of the solution against the design specification based on authentic product testing outlines how the solution could be improved outlines the impact of the solution on the client/target audience. Design guide 35

12 Assessed curriculum Design assessment criteria: Year 3 Criterion A: Inquiring and analysing At the end of year 3, students should be able to: i. explain and justify the need for a solution to a problem i construct a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem analyse a group of similar products that inspire a solution to the problem develop a design brief, which presents the analysis of relevant research. i. states the need for a solution to a problem states some of the main findings of relevant research. i. outlines the need for a solution to a problem i states the research needed to develop a solution to the problem, with some guidance outlines one existing product that inspires a solution to the problem develops a basic design brief, which outlines some of relevant research. i. explains the need for a solution to a problem i constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem, with some guidance describes a group of similar products that inspire a solution to the problem develops a design brief, which outlines the findings of relevant research. i. explains and justifies the need for a solution to a problem i constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently analyses a group of similar products that inspire a solution to the problem develops a design brief, which presents the analysis of relevant research. 36 Design guide

13 Design assessment criteria: Year 3 Criterion B: Developing ideas At the end of year 3, students should be able to: i. develop a design specification which outlines the success criteria for the design of a solution based on the data collected i present a range of feasible design ideas, which can be correctly interpreted by others present the chosen design and outline the reasons for its selection develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution. i. lists a few basic success criteria for the design of a solution presents one design idea, which can be interpreted by others i creates incomplete planning drawings/diagrams. i. constructs a list of the success criteria for the design of a solution i presents a few feasible design ideas, using an appropriate medium(s) or explains key features, which can be interpreted by others outlines the main reasons for choosing the design with reference to the design specification creates planning drawings/diagrams or lists requirements for the chosen solution. i. develops design specifications, which identify the success criteria for the design of a solution i presents a range of feasible design ideas, using an appropriate medium(s) and explains key features, which can be interpreted by others presents the chosen design and outlines the main reasons for its selection with reference to the design specification develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution. i. develops a design specification which outlines the success criteria for the design of a solution based on the data collected i presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others presents the chosen design and outlines the reasons for its selection with reference to the design specification develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution. Design guide 37

14 Design assessment criteria: Year 3 Criterion C: Creating the solution At the end of year 3, students should be able to: i. construct a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution i demonstrate excellent technical skills when making the solution follow the plan to create the solution, which functions as intended explain changes made to the chosen design and the plan when making the solution. present the solution as a whole i. demonstrates minimal technical skills when making the solution creates the solution, which functions poorly and is presented in an incomplete form. i. outlines each step in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution i 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 or plan when making the solution. i. constructs a plan, which considers time and resources, sufficient for peers to be able to follow to create the solution i demonstrates competent technical skills when making the solution creates the solution, which functions as intended and is presented appropriately outlines changes made to the chosen design and plan when making the solution. i. constructs a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution i demonstrates excellent technical skills when making the solution follows the plan to create the solution, which functions as intended and is presented appropriately explains changes made to the chosen design and plan when making the solution. 38 Design guide

15 Design assessment criteria: Year 3 Criterion D: Evaluating At the end of year 3, students should be able to: i. describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution i explain the success of the solution against the design specification describe how the solution could be improved describe the impact of the solution on the client/target audience. i. describes a testing method, which is used to measure the success of the solution states the success of the solution. i. describes a relevant testing method, which generates data, to measure the success of the solution i outlines the success of the solution against the design specification based on relevant product testing lists the ways in which the solution could be improved outlines the impact of the solution on the client/target audience. i. describes relevant testing methods, which generate data, to measure the success of the solution i describes the success of the solution against the design specification based on relevant product testing outlines how the solution could be improved describes the impact of the solution on the client/target audience, with guidance. i. describes detailed and relevant testing methods, which generate accurate data, to measure the success of the solution i explains the success of the solution against the design specification based on authentic product testing describes how the solution could be improved describes the impact of the solution on the client/target audience. Design guide 39

16 Assessed curriculum Design assessment criteria: Year 5 Criterion A: Inquiring and analysing Students identify the need for a solution to a problem. At the end of year 5, students should be able to: i. explain and justify the need for a solution to a problem for a specified client/target audience i identify and prioritize primary and secondary research needed to develop a solution to the problem analyse a range of existing products that inspire a solution to the problem develop a detailed design brief, which summarizes the analysis of relevant research. i. 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. i. outlines the need for a solution to a problem for a specified client/target audience i outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance analyses one existing product that inspires a solution to the problem develops a design brief, which outlines the analysis of relevant research. i. explains the need for a solution to a problem for a specified client/target audience i constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, 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. 40 Design guide

17 Design assessment criteria: Year 5 i. explains and justifies the need for a solution to a problem for a client/ target audience i 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. Design guide 41

18 Design assessment criteria: Year 5 Criterion B: Developing ideas Students develop a solution. At the end of year 5, students should be able to: i. develop design specifications, which clearly states the success criteria for the design of a solution i develop a range of feasible design ideas, which can be correctly interpreted by others present the chosen design and justify its selection develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution. i. lists some basic design specifications for the design of a solution presents one design, which can be interpreted by others i creates incomplete planning drawings/diagrams. i. lists some design specifications, which relate to the success criteria for the design of a solution i 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. i. develops design specifications, which outline the success criteria for the design of a solution i 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. 42 Design guide

19 Design assessment criteria: Year 5 i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research i develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by 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. Design guide 43

20 Design assessment criteria: Year 5 Criterion C: Creating the solution Students create a solution. At the end of year 5, students should be able to: i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution i demonstrate excellent technical skills when making the solution follow the plan to create the solution, which functions as intended fully justify changes made to the chosen design and plan when making the solution a. present the solution as a whole i. demonstrates minimal technical skills when making the solution creates the solution, which functions poorly and is presented in an incomplete form. i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan i 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. i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution i demonstrates competent technical skills when making the solution creates the solution, which functions as intended and is presented appropriately describes changes made to the chosen design and plan when making the solution. i. 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 i demonstrates excellent technical skills when making the solution. follows the plan to create the solution, which functions as intended and is presented appropriately fully justifies changes made to the chosen design and plan when making the solution. 44 Design guide

21 Design assessment criteria: Year 5 Criterion D: Evaluating Students evaluate the solution. At the end of year 5, students should be able to: i. design detailed and relevant testing methods, which generate data, to measure the success of the solution i critically evaluate the success of the solution against the design specification explain how the solution could be improved explain the impact of the solution on the client/target audience. i. designs a testing method, which is used to measure the success of the solution states the success of the solution. i. designs a relevant testing method, which generates data, to measure the success of the solution i 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. i. designs relevant testing methods, which generate data, to measure the success of the solution i 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. i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution i 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. Design guide 45

22 Design assessment criteria: Year 5 Notes for criterion A When developing the design brief, students should concisely summarize only the useful and relevant information they have found through their research. They will present this information in their own words. Students should not copy and paste information from sources without analysis or indicating relevance. Notes for criterion B In MYP design, a feasible idea is one that the student can create within the allocated time with the tools and facilities available to them. Examples of planning drawings/diagrams for digital design solutions include website navigation maps, interface layout aesthetic considerations (websites), detailed sketches (graphic design), detailed storyboards (video editing and animations), and so on. Examples of planning drawings/diagrams for product design solutions include scale drawing with measurements (orthographic), part and assembly drawings, exploded drawings, recipes, cutting plans, and so on. Notes for criterion C When changes have been made to the solution, students must describe and justify each change. If there are no changes to the plan, students are not required to describe or justify any changes. Technical skills: A student s level of technical skill can be determined using the following two factors: the complexity of skill demonstrated the level of guidance needed from the teacher to complete the task. The teacher should determine an age-appropriate level of technical skill demonstrated by the student using a best-fit approach. A clarification is detailed below. Minimal technical skills: Simple skills are demonstrated and the student requires a great deal of assistance after they have received initial instruction on how to use tools. Satisfactory technical skills: Simple and complex skills are demonstrated and the student requires some assistance after they have received initial instruction on how to use complex tools. Competent technical skills: Complex skills are demonstrated and the student generally works independently, requiring some guidance after initial instruction. Excellent technical skills: A wide range of complex skills are demonstrated and the student works independently, requiring minimal guidance after initial instruction. Notes for criterion D Product testing: This is a stage in the design process where versions of products (for example, prototypes) are tested against the design need (specification), applied to the context and presented to the end-user or target audience. These tests may include the collection and analysis of data. Types of testing include user trial and observation: (usability and intuitiveness), field/ performance test: (functionality and performance), expert appraisal: (beta testing, consumer testing) Authentic tests: The tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative feedback. 46 Design guide