VEX IQ Robotics

VEQ IQ Project

Timeline

Criterion A

Lesson One (02/02 & 03/02)  ~ A i. explains and justifies the need for a solution to a problem

Tasks:

1. create a new summative assessment google doc for this project, format doc and share access with teacher

2. in your own words, explain the problem

3. identify the key stakeholders, outline their perspectives and how this issue impacts them

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ATL Skills:

• Communication

• Self-management 

• Critical thinking

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Extension Work:

• conduct research and explore the topic and share your findings

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Criterion Ai Differentiation

• The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

 

Lesson Two (04/02 & 05/02) ~ A ii. constructs a research plan, which states and prioritizes the primary and secondary research needed to develop a solution to the problem independently

Tasks:

1. Create a research plan table

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ATL Skills:

• Communication

• Self-management 

• Research - Information literacy and Media literacy

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Extension Work:

• MLA referencing

• conduct some preliminary research and explore the topics and share your findings

• use MYP DESIGN command terms when creating research questions (left column):​

  • Define - Give the precise meaning of a word, phrase, concept, or physical quantity & state the scope or boundaries of something

  • Explain - Give a detailed account including reasons or causes & make clear through description and reasoning

  • Identify - Recognise patterns, facts, or details & name and provide basic information about something

  • List - Provide a series of brief answers with no explanation & present information in a sequential format

  • Outline - Give a brief account or summary & present essential features without details

  • Present - Show for others to view and evaluate & offer for observation, examination, or consideration

  • Summarise - Abstract the main points or ideas & present a brief statement of the main points

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Criterion Aii Differentiation​

• The student (outlines a --> constructs a --> constructs a detailed) research plan, which identifies primary and secondary research needed to develop a solution to the problem, (with some guidance --> independently)

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Lesson Three (06/02 & 09/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective: Aiii Coding Education website https://projects.raspberrypi.org/en SCRATCH (complete activities & analyse the platform):

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Tasks:

Part One (5-10min): Sign up/in (a)  https://projects.raspberrypi.org/en and also (b) https://scratch.mit.edu/

 

Part Two (30-40min): Students start with the same project, once completed, then choose other project(s) that increase their skill level:

1. https://projects.raspberrypi.org/en/projects/beat-the-goalie

2. https://projects.raspberrypi.org/en/projects (SCRATCH)

 

 

Part Three (10-15min): (a) Explain what you did (primary research) and (b) analyse the coding platform (Raspberry Pi & Scratch)

(a) Explain What You Did (Process & Evidence) | (Self-management + communication)

• Which project(s) did you complete? (e.g. Beat the Goalie, then another Scratch project)

• Evidence: Link to their Scratch project: 
   

(b) Analyse the Coding Platforms (Core A iii) | (Critical thinking focus)

• How do Raspberry Pi Learning Platform help beginners learn coding?

• How does Scratch help beginners learn coding?

• Strength(s) & Limitation(s) of Scratch for beginners?

• Strength(s) & Limitation(s) of Raspberry Pi Learning Platform & Learning Projects?

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ATL Skills:​

• Critical thinking

• Creative thinking

• Self-Organistaion

 

Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Four (10/02 & 11/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective: Aiii Coding Education website https://projects.raspberrypi.org/en PYTHON (complete activities & analyse the platform)

 

Part One (5-10min): Sign up/in (a)  https://projects.raspberrypi.org/en and also (b) https://editor.raspberrypi.org/en/

 

Part Two (30-40min): Students start with the same project, once completed, then choose other project(s) that increase their skill level

1. https://projects.raspberrypi.org/en/projects/password-generator/1 

2. https://projects.raspberrypi.org/en/projects (PYTHON) (extension activity)

Part Three (5-10min): Explain what you did (primary research) and analyse the coding platform (Raspberry Pi & Python)

(a) Explain What You Did (Process & Evidence) | (Self-management + communication)

• Which project(s) did you complete? 

• Evidence: Screenshot of your PYTHON CODING and the RUN SCREEN
   

(b) Analyse the Coding Platforms (Core A iii) | (Critical thinking focus)

• How do Raspberry Pi Projects help beginners learn coding?

• Strength(s) & Limitation(s) of Python for beginners?

• Strength(s) & Limitation(s) of Raspberry Pi Learning Platform & Learning Projects?

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ATL Skills:​

• Critical thinking

• Creative thinking

• Self-Organistaion



Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

 

Lesson Five (12/02 & 13/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective: Aiii Robotic/Education website https://vr.vex.com/ SCRATCH (complete activities & analyse the platform)

 

Part One (5-10min): Sign up/in https://vr.vex.com/. (Class Code is in the DISCUSSION section of ManageBac/Design

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Part Two (30-40min): Students progress through this course: CS Level 1 - VEXcode VR Blocks https://education.vex.com/stemlabs/cs/cs-level-1-vexcode-vr-blocks 

1. Castle Crasher Challenge | Use Drivetrain commands to knock over all buildings on the Castle Crasher Playground | https://docs.google.com/document/d/1HQlSM4i9PKdumBtLSUBJYlHuK3wDjMedG2Pf3PPEfSw/edit?tab=t.0#heading=h.1fob9te

2. Find Your Age https://docs.google.com/document/d/1QZ6DODGTDrFO94Jwyd8ZtoWfUSN4iOIPDIJ3BHAvk_8/edit?tab=t.0#heading=h.1fob9te

3. Draw Your Initials https://docs.google.com/document/d/1feJHd-7GVR98opnd5nV5mjmKK6O9d_2-ylXp0kduiPQ/edit?tab=t.0#heading=h.1fob9te

Part Three (5-10min): Explain what you did (primary research) and analyse the coding platform (Vex & Scratch)

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(a) Explain What You Did (Process & Evidence) | (Self-management + communication)

• Which project(s) did you complete? 

• What new skills did you learn & how did your knowledge increase as a result of this learning platform?

• Evidence: Link to VEXVR project: 
   

(b) Analyse the Coding Platforms (Core A iii) | (Critical thinking focus)

• How effective is VEXVR at help beginners learn coding?

• Strengths & limitations of the VEXVR learning platform, the activities and the coding language for beginners?

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ATL Skills:​

• Critical thinking

• Creative thinking

• Self-Organistaion



Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Six (23/02 & 24/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective: Aiii AI Education - List of AI tools that could be used by MYP students (tools, apps, platforms, and websites) (analyse each)​​​​

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Tasks: Aiii AI Research (secondary & primary) - Fields to Research:

• Types of AI:

  • Narrow AI (e.g., chatbots or recommendation systems) vs. General AI (future potential).

  • Applications of AI in education:

  • Adaptive learning systems that personalize student experiences.

  • AI tools like ChatGPT for writing assistance or problem-solving.

• Ethical dilemmas in AI:

  • Transparency in design and use of AI tools.

  • Challenges with laws, regulations, and governance for AI technologies.

• Case Studies and Real-Life Examples

  • University of Alicante: Developed an AI application called "Help Me See" to assist visually impaired students in navigating campus environments through computer vision technology.

  • Ivy Tech Community College: Implemented an AI-driven program that identified at-risk students early in the semester, resulting in significant improvements in retention rates.

• Key Thinkers and Researchers:

  • Geoffrey Hinton: A pioneer in deep learning and neural networks, Hinton's research has been fundamental to modern AI applications.

  • Yoshua Bengio: Known for his work on artificial neural networks, Bengio is a key figure in advancing machine learning techniques.

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Resources:

• claude.ai

• gemini.ai

• chatgpt.ai

• deepseek.ai

• perplexity.ai

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Research and analyse existing AI applications to help inspire your own AI solution

PART 1: AI EXPLORATION (10-20 mins)

Choose TWO Educational AI (like adaptive learning systems, study assistants) applications to research 

 

For each AI application, find and record:

• What problem does it solve?

• How does it work? (basic explanation)

• Who uses it and why?

• What makes it successful or unique?

 

PART 2: ANALYSIS (10-20 mins) Create a comparison table analysing your chosen AI applications:

• Main features of each

• Benefits and limitations

• Ethical considerations

• How do users interact with it?

 

PART 3: INSPIRATION FOR SOLUTIONS (20 mins) Based on your research:

1. Identify an educational concern that AI could help address

2. List which features from existing AI would be most helpful

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ATL Skills:​​

• Critical thinking

• Creative thinking

• Self-Organistaion

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Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Seven (25/02 & 26/02) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective:

• Aiii Primary research - AI and interview/survey parents (work in pairs and gather 2-10 responses) ​​

• Students gather primary qualitative data from parents and analyse how stakeholder attitudes towards AI and technology can inform and inspire design solutions.

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Part One (5-10min): Compare:

• Primary vs Secondary research

• Qualitative vs Quantitative research

• Why parents = key stakeholders in this design problem

• Success focus: “We are not collecting opinions, we are collecting design-relevant insights.”

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Part Two (20-30min): In pairs: Create one structured survey, interview, or email for parents. (Primary & qualitative research)

• Design constraints:

  • Max 10 questions

  • Clear, neutral language

• Mix of:

  • Multiple choice

  • Likert scale

  • 1–2 open responses

• Must include:

  • Basic demographics (age range / role)

  • Technology use (general)

  • AI use (if any)

  • Self-rated Digital Literacy

  • Self-rated AI Literacy

  • Technology Adoption Life Cycle (self-placement)

  • Views on AI in education (school’s 5 levels)

  • Key concern or hope about AI in learning

• Embedded learning: Each section includes a 1-2 sentence explainer &/or a diagram before the question (educates parents as they answer).

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Part Three (5-10min):  Deployment

• Send survey/email or prepare interview questions

• Set response target: 2–10 parents per pair

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ATL Skills:​​

• Critical Thinking: Interpreting stakeholder attitudes

• Creative Thinking: Translating insights into design inspiration

• Self-Management: Time, collaboration, communication

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Differentiation Aiii:

• The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson Eight (27/02 & 02/03) ~ A iii. analyses a group of similar products that inspire a solution to the problem

Objective:

• Aiii Primary research - Collect, collate, present and analyse data gathered from parents

• Students collect, collate, present, and analyse primary research data from parents using the DIKW Pyramid to move from raw data to meaningful insights that inspire design solutions.

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Part One (5–10 min): Introducing the DIKW Pyramid

Explain the DIKW Pyramid (Diagram):

• Data – Raw facts (survey answers, numbers, quotes)

• Information – Organised data (tables, graphs, summaries)

• Knowledge – What the information means (patterns & insights)

• Wisdom – How this should influence design decisions (preview only)

Emphasise:

“Criterion Aiii focuses mainly on Information → Knowledge.”

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Part Two (10–20 min) – DATA: Collect & Collate

In pairs:

• Compile all parent responses and present raw data clearly:

• Clear headings: Raw Parent Data

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Part Three (10–20 min) – INFORMATION: Organise & Visualise

Students transform data into information by:

Creating: 

• Bar / pie charts

• Grouped summaries

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Part Four (10–20 min) – KNOWLEDGE: Analyse & Identify Insights

Students write analysis statements that explain what the information shows. Sentence scaffolds :

• “The data shows that…”

• “This pattern suggests that parents…”

• “This insight is important because…”

 

Must analyse:

• Digital literacy levels

• AI literacy levels

• Technology acceptance (TAM)

• Attitudes and concerns about AI in education

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ATL Skills

• Critical Thinking: Moving from data to insight

• Communication: Visualising and explaining information

• Self-Management: Organising research clearly

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Differentiation (Criterion Aiii)

• Emerging: Identifies data and basic information

• Developing: Explains patterns and insights

• Secure: Analyses a range of information and clearly connects insights to design inspiration

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Lesson Nine (04/03 & 05/03) ~ A iv. develops a design brief, which presents the analysis of relevant research

Objective: Aiv Summary of Research & Design Brief

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• PART ONE (10-20min) AI tools to summarise ALL your research

• PART TWO (10-20min) Analyse the summary of research (thinking skills)

• PART THREE (10-20min) Craft a DESIGN BRIEF

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Learning Objective: Students will develop a comprehensive design brief that synthesises and analyses their research findings.

 

Task:

1. Research Summary (15-20 mins)

   • Organize collected research into main themes/categories

   • Create a clear overview of key findings

   • Link findings to the original problem statement

   • Identify patterns and important insights

2. Research Analysis (15-20 mins)

   • Which research findings are most relevant to solving your design problem? Why?

   • Are there any gaps in your research that need further investigation? What are they?

   • How do different sources or perspectives compare? Are there any contradictions?

   • What conclusions can you draw from analysing your research?

   • How might these conclusions influence your design solution?

3. Design Brief Development (20-25 mins)

   • Write a clear problem statement

   • Summarise key research findings

   • Outline proposed solution direction

   • Define success criteria based on research

   • Identify constraints and considerations

 

Reflection Questions for Quality Check

• Does your design brief clearly explain the problem and why it matters?

• Have you included evidence from your research to support your proposed direction?

• Are your success criteria specific and measurable?

• Have you considered all important constraints (time, materials, technology, etc.)?

• How does your design brief demonstrate your understanding of the research you've conducted?

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ATL Skills:

• Research: Information and Media literacy

• Critical thinking: Analysing and evaluating information

• Communication: Clear and structured writing

• Organisation: Synthesising information effectively

 

Differentiation:

The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research

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Lesson Ten (06/03 & 09/03) ~ A i. explains and justifies the need for a solution to a problem

Objective: Revisit Criterion Ai and JUSTIFY the NEED to address the problem

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Tasks:

#1 Problem Statement Refinement (10-20 mins)

• What makes this problem significant? Who does it affect and how?

• How did your research change or deepen your understanding of the problem?

• What specific evidence from your research shows this is a real problem worth solving?

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#2 Target Audience/Client Analysis (10-20 mins)

• Who are the specific people or groups most affected by this problem?

 

#3 Solution Justification (10-20 mins)

• What statistics or data points from your research best illustrate the scale or severity of this problem?

• Why is now the right time to address this problem? Has something changed recently?

• What makes this problem particularly challenging or interesting to solve?

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ATL Skills:

• Communication: Clear articulation of ideas

• Self-management: Organization and reflection

• Research: Synthesizing information effectively

• Critical thinking: Analyzing impact and needs

• Creative thinking: Connecting ideas and evidence

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Differentiation: The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem by:

• Basic: States the problem and target audience with some research support

• Core: Outlines the problem and target audience, connecting to research findings

• Extension: Explains the problem's impact and provides detailed evidence of need

• Advanced: Explains and justifies with comprehensive research, examples, and clear impact analysis

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Criterion Ai Differentiation

• The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

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Lesson Eleven (10/03 & 11/03) ~ A i. explains and justifies the need for a solution to a problem

Learning Objective: Update and Submit Criterion A

 

Criterion A Due Date = 11th March

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Criterion B

Lesson One (12/03 & 13/03) - B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Learning Objective: Students will develop detailed, measurable design specifications table.

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Tasks:

#1 Understanding Design Specifications (5-10 min)

• Review the purpose of design specifications (what they are, why they matter)

• Examine examples of strong vs. weak specifications

• Identify characteristics of effective specifications (specific, measurable, achievable)

 

#2 Create Project Document (5-10 min)

• Create a new Criterion B Summative Assessment Document

• Share access with teacher

 

#3 Identify the key elements for the solution - PROJECT DELIVERABLES & Create a Design Specification Table (10-20 min)​​

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DESIGN SPECIFICATION EXAMPLE:

Example 1: Robotics Portfolio – Design Specifications
Content

• The solution must include video evidence from at least three robotics challenges

• The solution must display performance data (time, accuracy, or consistency)

• The solution must explain at least two mechanical problems and how they were solved

Structure & Clarity

• The solution must organise content by challenge or iteration

• The solution should include short captions written for a non-technical audience

Visual Communication

• The solution must use consistent fonts and labelled images

• The solution should use colour or icons to highlight improvements between iterations

Testing

• Two parents or peers must be able to explain what the robot was designed to do after viewing the page

 

Example 2: Coding Portfolio – Design Specifications
Content

• The solution must include one block-coded solution and one AI-assisted Python solution

• The solution must clearly explain the logic behind both approaches

• The solution must compare efficiency and computational thinking

Usability

• The solution must present code samples side-by-side

• The solution should include annotations for non-coders

Testing

• A peer must be able to identify when AI support is appropriate based on the portfolio

 

Example 3: AI Ethics & Literacy Guide – Design Specifications
Content

• The solution must include at least five responsible AI use guidelines

• The solution must show real student scenarios of ethical and unethical AI use

• The solution must include at least one interactive element

Design

• The solution must be readable on laptops and tablets

• The solution should follow basic design principles (contrast, hierarchy, spacing)

Testing

• Three students must correctly answer questions about ethical AI use after interacting with the guide

 

ATL Skills:​

• Critical thinking

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Differentiation:

• entry level - list requirements and simple testing method

• Extension - expand the links to research section

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Lesson Two (16/03 & 17/03) - B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Learning Objective: Students will develop detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

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TASK:

#1 Review Specification Table (10-20min)

Checklist:

• Specification Named?

• Specification Explained?

• Specification Testing Method Identified?

 

#2 New Table: Specification Name | Research Findings | Citation (20-30 minutes)

• Create Table​

• Add research

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#3 Self-Assessment and Peer Assessment:

• 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)

 

ATL Skills:

• Creative thinking: Generating multiple approaches to the design challenge

• Critical thinking: Connecting ideas to research evidence

• Research: Drawing upon previously collected information to inform design

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Lesson Three (18/03 & 19/03) - B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Bii Mind Map of content and structure for multimedia project (website) (1st paper) + (2nd digital) + (3rd AI-generated)

 

Part 1: Content & Structure Mapping with pen-paper (10-20 minutes)

Create a comprehensive mind map showing all required content for the project:

• Main sections and subsections

• Key information to include in each section

• Logical flow and connections between sections

• Priority/hierarchy of information

 

Part 2: Content & Structure Mapping with an online mind mapping tool (10-20 minutes)

Create a comprehensive mind map showing all required content for the project:

• Main sections and subsections

• Key information to include in each section

• Logical flow and connections between sections

• Priority/hierarchy of information

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Part 3: Content & Structure Mapping with an AI tool (10-20 minutes)

Create a comprehensive mind map showing all required content for the project:

• Main sections and subsections

• Key information to include in each section

• Logical flow and connections between sections

• Priority/hierarchy of information

 

Instructions for students:

• Start with your project type in the center

• Branch out to create main sections based on project requirements

• Add subsections under each main branch

• Use color-coding to show connections or categories

• Add notes about specific content for each section

• Consider user journey/flow through the information

 

ATL Skills:

• Organisation: Structuring information logically

• Communication: Using visual and written methods to convey ideas

• Critical thinking: Making design decisions based on project requirements

• Creative thinking: Developing detailed solutions

 

Differentiation:

• Basic: Simple content map with 3-4 main sections; basic annotations covering main elements

• Core: Detailed content map with clear hierarchy; annotations explaining both what and why

• Extension: Comprehensive content map showing multiple connections; annotations that connect explicitly to research and address potential challenges

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Lesson Four (20/03 & 23/03) ~ B ii. presents a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be correctly interpreted by others

Learning Objective: Bii 4 x web page layout designs annotated

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Part 1: Developing One Quality Design Idea (10-20 minutes)

DESIGN IDEAS #1 Create a detailed sketch/mockup with comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

 

Part 2: Developing One Quality Design Idea (10-20 minutes)

DESIGN IDEAS #2 Create a detailed sketch/mockup with comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

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Part 3: Developing One Quality Design Idea (10-20 minutes)

DESIGN IDEAS #3 Create a detailed sketch/mockup with comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

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Part 4: Developing One Quality Design Idea (10-20 minutes)

DESIGN IDEAS #4 Create a detailed sketch/mockup with comprehensive annotations explaining:

• What each element is

• How it functions/works

• Why it was included (connect to research/specifications)

• Materials, colors, dimensions, or technical aspects

• User interaction points

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ATL Skills:

• Organization: Structuring information logically

• Communication: Using visual and written methods to convey ideas

• Creative thinking: Developing detailed solutions

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Differentiation: 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​

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Lesson Five (24/03 & 25/03) - B iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

Learning Objective: Bii Share ideas and collect feedback & then choose the BEST webpage design to develop in detail

PART 1 (5-10min): Create a simple visual display with ALL annotated designs from previous lessons (digital) & prepare a 2-3 minute verbal explanation

 

Part 2 (30-40min) : Peer Feedback Session
Rotating Pairs

Students pair up:

• 5 minutes per presentation (2-3 min presentation, 2-3 min feedback)

• Rotate to new partners every 5 minutes

• Each student presents to at least 3 peers

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Structured Feedback Guidelines - Peers should provide WRITTEN feedback on:

• Strengths of the design

• How well it meets project deliverables/ design specification

• Suggestions for improvement

• Questions or areas needing clarification

• Creative aspects they appreciate

• Tech skill development and tech skill challenge level​​​​​​​

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Instructions for students:

• Choose your strongest idea that connects well to research

• Create a detailed visual representation

• Use arrows or lines pointing to specific elements

• Write clear explanations for each annotation

• Include design decisions and their reasoning

• Ensure annotations cover both functional and visual aspects

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ATL Skills:

• Critical thinking: Evaluating options against specific criteria

• Communication: Presenting ideas with clear justification

• Self-management: Making decisions based on evidence

• Research: Connecting design choices to earlier findings

 

Differentiation:

• Basic: Simple justification connecting design to basic specifications

• Core: Detailed justification referencing multiple specifications and research

• Extension: Comprehensive justification with evidence-based reasoning, addressing potential challenges, and explaining how this design could be further developed​​

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Lesson Six (26/03 & 27/03) ~ B iii. presents the chosen design and outlines the reasons for its selection with reference to the design specification

Learning Objective: Present the BEST annotated design idea and JUSTIFY

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Part 1 (10-20min) PRESENT your best idea

 

Part Two (10-20min): Best Design Selection and Justification​

 

JUSTIFY your selection by answering these guiding questions

• Which of your design concepts best addresses all the design specifications? What specific evidence supports this choice?

• In what ways is your chosen design superior to your alternative concepts? Consider creativity, functionality, and feasibility.

• What aspects of your selected design represent the right level of challenge for your skills? Explain why it's neither too simple nor too complex for you to execute.

• What creative elements in your design make it stand out? How do these elements enhance rather than detract from the design's purpose?

• If you were to explain your design choice to a stakeholder, what would be your three strongest arguments for selecting this design?

• What potential challenges might you face when developing this design, and how do you plan to address them?

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Part Three (10-20min) Design Specification Justification

• make a copy of the design specifications and evaluate your chosen design based on each specification

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ATL Skills:

• Social: Collaborating effectively to reach consensus

• Communication: Negotiating and advocating for ideas

• Critical thinking: Evaluating options objectively

• Self-management: Taking responsibility for assigned tasks

 

Differentiation:

• Basic: Simple role assignments with straightforward justification

• Core: Detailed role assignments with responsibilities and justification linked to design specifications

• Extension: Comprehensive planning with role assignments, milestone deadlines, and contingency plans

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Lesson Seven (30/03 & 31/03) ~ B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Objective: Biv Choose ONE webpage and area you would like to focus on - Requirements 

 

Tasks:

Outline requirements for the chosen solution. (project deliverables, design brief and design specification can guide this proccess

 

ATL Skills:

• Communication

• Collaboration

• Self-management 

• Research - Information literacy and Media literacy

• Critical thinking

• Creative thinking

• Transfer

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Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

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Lesson Eight (01/04 & 02/04) ~ ​B iv. develops accurate planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Objective: Develop accurate planning drawings/diagrams and outline requirements for the chosen solution.

 

Tasks:

1. Create planning drawings/diagrams

2. Review and Tidy Up criterion B

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ATL Skills:​​

• Self-management 

• Critical thinking

• Creative thinking

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Differentiation:

• incomplete planning drawings/diagrams

• creates planning drawings/diagrams or lists requirements

• accurate planning drawings/diagrams and lists requirements

• accurate and detailed planning drawings/diagrams and outlines requirements

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Lesson Nine (03/04 & 06/04)

Task: tidy up Criterion B and submit

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Criterion B Due Date = 6th April