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MYP Design Cycle

Criterion B ~ Developing Ideas

Designers make design specifications, determine how many materials are required, estimate the time needed and go over details such as color and scale. Additionally, this is when the rudimentary sketch from the previous stage becomes a blueprint with precise measurements.
 

Criterion B ~ Assessment

MYP Design Year 5

0 >> The Year 5 MYP Design student: does not reach a standard described by any of the descriptors below

 

1-2 >> The Year 5 MYP Design student:

i. lists some basic design specifications for the design of a solution

ii. presents one design, which can be interpreted by others

iii. creates incomplete planning drawings/diagrams.

 

3-4 >> The Year 5 MYP Design student:

i. lists some design specifications, which relate to the success criteria for the design of a solution

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

iii. justifies the selection of the chosen design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

 

5-6 >> The Year 5 MYP Design student:

i. develops design specifications, which outline the success criteria for the design of a solution

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

iii. presents the chosen design and justifies its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

 

7-8 >> The Year 5 MYP Design student:

i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

How To Get TOP MARKS for Criterion B

i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
  • Start by writing a list of Design Specifications, then convert the list to an detailed list

  • Explain what each Design Specifications (use examples, images &/or descriptions)

  • Explain why each Design Specification was chosen (emphasise why each particular Design Specification is important and this can be done by linking to primary &/or secondary research)

  • Identify who, when and how each Design Specification will be measured/tested/judged when the product is completed. Explain - What is successful and what is unsuccessful? (e.g. rating from 0-5 and will be tested by the client (0 - very bad; 1 - poor; 2- satisfactory; 3 - good; 4 - very good; 5 - excellent))

  • Present this information in a table or a bullet point list (so it can be copied and used in another criterion/strands)

  • If you need guidance on areas to cover - use ACCESSFMM as your guide:

    • Aesthetics - Consider appearance, style, colour, shape/form, texture, pattern, finish, layout.

    • Cost - Is there a maximum cost? Is this a material cost/time cost/selling cost?

    • Customer/ Client - Who it is for? What is the target user’s age, gender, socio-economic background?

    • Environmental considerations - Where will the solution be used? How will the design directly or indirectly affect the environment?

    • Safety - What safety factors need to be incorporated into the design?

    • Size - Are there any specific sizes that need to be considered? What “human factors” need to be considered? What anthropometric data needs to be considered?

    • Form & Function - What it must do? What is its purpose? Where will the product be stored? How easily can it be used/maintained?

    • Manufacturing - What resources are available? Are there limitations as to how this can be created? How much time is needed to create the design?

    • Materials - What materials are available? What properties do the materials need to have

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others
  • Designs are developed over time in an iterative fashion. Students should record their iterative development through design sketching, modelling, refining and testing. This is all part of design development.

  • Start with loads of initial ideas - brainstorm ideas of potential solutions.

  • Choose a medium and produce several visuals that communicate a range of design ideas - here are some mediums to choose from:

    • Text - explain your ideas in bullet points or paragraphs

    • Two-point perspective sketch

    • Isometric drawings

    • Orthographic projection to scale

    • Sectional views

    • Exploded drawings

    • Part and assembly drawings

    • Projection drawings

    • Card models

    • Prototypes

    • Three-dimensional CAD models

    • Storyboards

    • Flow-chart

  • Annotate each design idea to communicate your thinking with detailed annotation - consider:

    • ​size and shape of components and overall

    • materials

    • how the components fit together to create the whole

    • tools and equipment

    • aesthetics (colour, texture, shape, form, line, balance, finish)

    • how the user will interact with the solution (ergonome)

  • Detailed Annotations - identify a key component then use the word "because" or "like" 

  • Each idea should be understood easily by a 3rd party and be a feasible solution to the initial problem (get a friend to look at your work.. to see if they understand your ideas and check if your ideas are feasible solutions)

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
  • Provide a clear image of the very best design idea, which clearly shows its details and features

  • Present your chosen design and highlights details such as colour, form, texture, proportion, how the solution functions, fonts, layout and how the solution is used (UX).

  • Copy your Design Specification list (Criterion B i) and explain how each design specification is met by your best design and justify how the chosen design satisfies the specification

  • Justify - persuade the reader that this design is the very best design and this can be done by:

    • comparing to worse ideas​

    • get a quote from your client/target audience - feedback is a vital source for selecting a design to take forward for prototyping

    • collect data (survey)​ that relates to the design specifications

iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
  • Create and present a series of accurate drawings/diagrams that include sufficient details of the design for peers/others to interpret correctly to make the solution & include annotation that includes details of size, assembly and production methods in their drawings/diagrams. You may include:

    • Details of components (identification of standard components, size/scale, material, finish, and so on)

    • Sectional and exploded views

    • Orthographic projections/working drawings (conventions/standards, scale, units of measurement) and a cutting list

    • Circuit diagrams/printed circuit board layout

    • CAD/freehand/instrumental

    • Nets/developments and patterns

    • Ingredient lists and recipes including decoration details/plating-up design

  • ​outlines requirements - You may include:

    • details of components (identification of standard components, size/scale, material, finish, and so on)

    • cutting list

    • ingredient lists and recipes including decoration details/plating-up design

    • descriptive words that help the reader understand the design concept

    • technology requried

Criterion B ~ Assessment

MYP Design Year 3

0 >> The Year 3 MYP Design student:

The student does not reach a standard described by any of the descriptors below.

 

1–2 >> The Year 3 MYP Design student:

i. lists a few basic success criteria for the design of a solution

ii. presents one design idea, which can be interpreted by others

iii. creates incomplete planning drawings/diagrams.

 

3–4 >> The Year 3 MYP Design student:

i. constructs a list of the success criteria for the design of a solution

ii. presents a few feasible design ideas, using an appropriate medium(s) or explains key features, which can be interpreted by others

iii. outlines the main reasons for choosing the design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the chosen solution.

 

5–6 >> The Year 3 MYP Design student:

i. develops design specifications, which identify the success criteria for the design of a solution

ii. presents a range of feasible design ideas, using an appropriate medium(s) and explains key features, which can be interpreted by others

iii. presents the chosen design and outlines the main reasons for its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

 

7–8 >> The Year 3 MYP Design student:

i. develops a design specification which outlines the success criteria for the design of a solution based on the data collected

ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Criterion B ~ Assessment

MYP Design Year 1

0 >> The Year 1 MYP Design Student:

does not reach a standard described by any of the descriptors below.

 

1–2 >> The Year 1 MYP Design Student:

i. states one basic success criterion for a solution

ii. presents one design idea, which can be interpreted by others

iii. creates an incomplete planning drawing/diagram.

 

3–4 >> The Year 1 MYP Design Student:

i. states a few success criteria for the solution

ii. presents more than one design idea, using an appropriate medium(s) or labels key features, which can be interpreted by others

iii. states the key features of the chosen design

iv. creates a planning drawing/diagram or lists requirements for the creation of the chosen solution.

 

5–6 >> The Year 1 MYP Design Student:

i. develops a few success criteria for the solution

ii. presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted by others

iii. presents the chosen design stating the key features

iv. creates a planning drawing/diagram and lists the main details for the creation of the chosen solution.

 

7–8 >> The Year 1 MYP Design Student:

i. develops a list of success criteria for the solution

ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted by others

iii. presents the chosen design describing the key features

iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.

Differentiation & Assessment

Criterion B Strand i

0 >> The student does not reach a standard described by any of the descriptors

1-2 >> The student lists some basic design specifications for the design of a solution

3-4 >> The student lists some design specifications, which relate to the success criteria for the design of a solution

5-6 >> The student develops design specifications, which outline the success criteria for the design of a solution

7-8 >> The student develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Criterion B Strand ii

0 >> The student does not reach a standard described by any of the descriptors

1-2 >> The student presents one design, which can be interpreted by others

3-4 >> The student presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

5-6 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

7-8 >> The student develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

Criterion B Strand iii

0 >> The student does not reach a standard described by any of the descriptors

1-2 >> The student presents one design, which can be interpreted by others

3-4 >> The student justifies the selection of the chosen design with reference to the design specification

5-6 >> The student presents the chosen design and justifies its selection with reference to the design specification

7-8 >> The student presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Criterion B Strand iv

0 >> The student does not reach a standard described by any of the descriptors

1-2 >> The student creates incomplete planning drawings/diagrams

3-4 >> The student creates planning drawings/diagrams or lists requirements for the creation of the chosen solution

5-6 >> The student develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution

7-8 >> The student develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

 

Criterion B Differentiation

i. The student (lists some basic --> lists some --> develops --> develops detailed) design specifications for the (design of a solution --> design of a solution based on the analysis of the research)

 

ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

 

iii. The student (does not justify --> justifies --> presents and justifies --> presents and justifies fully and critically justifies) the selection of the chosen design with (reference --> detailed reference) to the design specification

 

iv. The student creates (incomplete planning --> planning --> accurate planning --> accurate and detailed) drawings/diagrams (or -- and lists -- and outlines) requirements for the creation of the chosen solution 

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