Welcome to theICTClub
Welcome to the THEICTCLUB.COM website. Since 2005, this website has helped several hundreds of students to achieve their potential and become successful in the subject. Our goal is to motivate and inspire learners build their self-belief, resilience and confidence so that they can aspire to be the best they can in Design.
This website includes a lot of student’s examples for each criterion and targets any knowledge gaps and gives real understanding of the subject. This helps with student’s school work, builds confidence and develops independent learning skills. This website promotes independent learning and study skills, so that your child gains the confidence to tackle new concepts and ideas when they create solutions in Design using the Design cycle. There are several examples of students work who have achieved high grades in Design.
We have received a lot of positive feedback from students, parents and teachers who have benefited from this website. Students who wish to excel in the MYP Design e-portfolio with benefit enormously by looking at the teacher’s tips, examples and other resources to give students ideas for the product they wish to create.
As part of the Middle Years Programme (MYP), design challenges all students to:
- apply practical and creative thinking skills to solve design problems
- explore the role of design in both historical and contemporary contexts
- consider their responsibilities when making design decisions and taking action.
MYP design focuses a holistic design process rather than final products and solutions.
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and the real world. The MYP focuses on “learning how to learn” through the systematic development of approaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and transfer of learning. It also fosters intercultural understanding and global engagement—essential qualities for young people today.
Course description and aims
Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others, solve problems, work and live. MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.
Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyse problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students.
MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.
The aims of MYP design are to encourage and enable students to:
The MYP promotes inquiry in design by developing conceptual understanding within global contexts.
Key concepts such as communication, communities, development and systems broadly frame the MYP curriculum.
Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP design include adaptation, ergonomics, sustainability and innovation.
Students explore key and related concepts through MYP global contexts.
- Identities and relationships
- Orientation in space and time
- Personal and cultural expression
- Scientific and technical innovation
- Globalization and sustainability
- Fairness and development
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.
Criterion B: Developing ideas
Students write a detailed specification, which drives the development of a solution. They present the 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.
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 seeking IB-validated design course results must demonstrate their achievement of the subject group’s objectives by submitting an ePortfolio.
Students are presented with a design situation from which they identify a challenge or problem; research, develop and create a product or solution; and evaluate its success. The submitted ePortfolio is comprised of a design project presented as a complete design folder
that contains a design brief and specification.
MYP design courses are formally assessed as product design, digital design or combined digital and product design.
MYP ePortfolios are marked by students’ classroom teachers against published criteria for MYP year 5. In each exam session, the IB moderates a sample of ePortfolios from each school, adjusting grades as necessary to ensure the application of rigorous and reliable international standards.
MYP design ePortfolio tasks are aligned with understanding and skills that prepare students for high levels of achievement in the IB Diploma Programme’s design technology course.
The IB MYP certificate requires a satisfactory level of achievement in at least one course from physical and health education, arts or design.
Criterion A: Inquiring and Analysing
Explain the needs of the client/target market to solve the problem
Students may ask the following questions to identify a problem from the situation.
- What is the nature of the problem?
- Who is it a problem for?
- Where is the problem occurring?
- What is the cause of the problem?
- What effect is the problem having?
Strategies to answer the above questions may include:
- identifying a target user by applying brainstorming or mind-mapping techniques
- interviewing, surveying and/or polling potential clients
- observing, filming and/or photographing users interacting with a product
- collecting data from experts to confirm there is a real need for a solution to the problem
Include a research plan. Prioritize your research (Highest, Medium, Lowest) and justify your choice.
Analyse a range of products that may solve the problem by identifying their strengths and weaknesses and outline potential areas for improvement.
Summarize the analysis of relevant data in a clear, concise way, explaining why and how the information is relevant and useful to the development of design ideas.
Do a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats)
Formulate a detailed design brief, clearly articulating what is to be made and why.
Cite all primary and secondary sources of information correctly.
Criterion B: Developing ideas
- A design specification is a set of constraints, requirements and considerations for a solution. It will include what the solution must or must not have to be successful.
- Every aspect of a specification must be specific, measurable, achievable, realistic and testable (SMART).
- Develop and use a wide variety of techniques to generate a wide range of distinctly different designs.
- annotate designs with sufficient detail to explain how they meet the requirements of the design specification and to explain design thinking
- evaluate designs against the specification to identify the most feasible solutions
- develop the most feasible solutions to create a final design that fully meets the requirements of the design specification.
- develop a series of accurate drawings/diagrams that include sufficient details of the design for peers/others to interpret correctly to make the solution.
Criterion C: Creating the solution
- Include a Gantt chart which divides the manufacture of a product into small tasks. It indicates the time estimated for each of these tasks and the resources required.
- construct a production plan to create the solution that makes effective use of resources and time
- construct a clear and concise plan that peers will be able to follow to create the solution
- demonstrate excellent technical skills by using advanced features of the software and exploring new features.
- justify if you have made any changes when creating the solution.
Criterion D: Evaluating
- Design a wide range of effective tests to evaluate the solution against the requirements of the design specification (including expert appraisal, user trials, field testing and user observation)
- An effective and authentic measure of a design solution means that you tested against every aspect of the design specification. These tests can be classified as follows:
- User observation Peer evaluation
- Expert appraisal
- Performance testing
- The performance of a solution is tested under the conditions in which it would normally be used. You could collect quantitative data is collected through a variety of methods. You could include surveys and interviews.
- Explain, in detail, how the identified weaknesses and limitations of the solution could be improved
- To what extent has the client’s or target audience’s problem been solved?
- To what extent has the design brief been met?
- How does this solution improve the client’s or target audience’s situation?