Design teacher support materialIntroduction

How to use this teacher support materialIntroduction to design and the nature of design

Written curriculum

MYP unit planning processExamples of subject group and discipline overviews

Taught curriculum

IntroductionGuidance for digital designGuidance for product designObjective A: Inquiring and analysingObjective B: Developing ideasObjective C: Creating the solutionObjective D: Evaluating

Assessed curriculum

IntroductionFormative and summative assessmentDeveloping task-specific clarifications

Course overview

Product design course overviewDigital design course overview

Guidance for digital designDigital design solutions should:

represent authentic designs and creations and not be the result of template application or secondarysource compilationsprovide students with the opportunity to explore, select and use information and communicationtechnology (ICT) tools to solve real problems by creating a digital solutionbe sophisticated enough to enable students to demonstrate the acquisition of MYP year5 digitaldesign skillsprovide students with the opportunity to develop a series of practical skills such as:

generating original digital materialprogramming softwaremanipulating and combining images, text, video and audio

converting solutions to different formats.

The examples in tables 25 are suitable year1, 3 and5 digital design solutions that allow students toachieve the highest achievement levels of the assessment criteria.

Web design

The product/outcome of a web design situation will be a website.

Year 1: Personal website Year 3: Promotionalwebsite for a local group Year 5: Company website

The student:

develops the requirements ofa personal website to be usedto introduce him- or herself tonew classmates and to recordhis or her achievements inschool. Presents the mainpoints of an inquiry into theneed and analysis of awebsite that is similar to hisor her initial thoughts

The student:

develops therequirements of awebsite for a localgroup by presentingthe results of aninquiry into the needand analysis of theinformation gathered

The student:

develops the requirementsof a company websitecommissioned by anexternal client bysummarizing an in-depthinquiry into the clientsneeds and analysis of theinformation gathered

lists the requirements of asuitable website. developsideas for its purpose and look,and identifies digitalcomponents that he or shewill use to create the website,including text, images andcolour. Determines whetherthe design meets the statedneeds, adapts and finalizesthe design

develops ideas andcreates layoutsketches of the webpages, gatheringfeedback from thegroup to informdevelopment.Identifies text, imagesand other mediasuitable to thepurpose of thewebsite,demonstrating anunderstanding ofgraphic interfacedesign through theuse of space. Presentsa final solution thatmeets the stated needs

develops a wide range ofideas and creates detailedlayout designs, gatheringfeedback from the client toinform further incrementaldevelopment. Identifiestext, images and othermedia suitable to thepurpose of the website,demonstrating a goodunderstanding of graphicinterface design throughthe use of space andintuitive navigation.Reaches a final solutionthat meets the clientsneeds

develops a plan for

outlines a step-by-step plan tomake the website and alters itwhere necessary. Makesexcellent use of a simpleweb-design package togenerate the basic structure ofhis or her design. Creates thewebsite, lists any changesthat were needed to be made.

the creation of eachpage, including howthe pages link, with aconsistent layout andcolour scheme. Editsthe digitalcomponents to ensurethey are in anappropriate format,explaining how theplans were altered inany way. Usesappropriate softwareto create the website,demonstratingexcellent technicalability

develops a template toprovide consistencythroughout the website.Edits the digitalcomponents to ensure theyare in an appropriateformat and optimized,modifying the plan andmethod if needed. Usesappropriate software andHTML code to create thewebsite and assemble thecomponents, demonstratingexcellent technical ability

Tests the website themselvesto ensure that pages linkappropriately and asks peersto use it. After testing thewebsite to ensure that pageslink appropriately, asks peersto use the website and gathersfeedback and uses thisinformation to outline thesuccess of the website, how itcould be improved and howthe website acts as a tool tointroduce him- or herself toclassmates and record his orher achievements in school.

interviews the groupthe website isdesigned for andgathers feedback onthe effectiveness ofthe website. Uses thisinformation to explainthe success of thewebsite, how it couldbe improved, and howit has an impact onthe group.

interviews the client whenthe final website iscompleted to gatherfeedback about how itmeets the designspecification. Uses thisinformation to justify thesuccess of the website,suggest how it could beimproved and explain howit has an impact on thecompany and its variousstakeholders.

Table 2

Web design solutions

Note: A website created by online template services or exported to web pages by other applicationswould not be a sufficiently sophisticated product/solution for students in years35.

Digital communication design

The product/outcome of a digital communication design situation will be a video or animation.

Year 1: Three-minutevideo to highlight an Year 3: Animation based on a Year 5: Advertisement for the re-

environmental issue short story launch of a product

The student:

develops therequirements of athree-minute videoto highlight anenvironmentalissue. Presents themain points of aninquiry into theneed and analysisof a shortinfomercial ordocumentary thatis similar to his orher initial thoughts

The student:

develops the requirements ofan animation based on ashort story for a targetaudience. Presents the resultsof an inquiry into the needand analysis of theinformation gathered

The student:

develops the requirements ofan advertising campaign for there-launch of a commercialproduct. Summarizes an in-depth inquiry into the need andanalysis of the informationgathered

lists therequirements of asuitable video anddevelops ideasusing storyboards,and identifiesoriginal and pre-made componentsthat he or she willuse to create thevideo, includingtext, images andsound. Determineswhether the designmeets the statedneeds, adapts andfinalizes thestoryboard

develops ideas for theanimation (includingcharacter design andbackgrounds) and createsstoryboards, gatheringfeedback from stakeholdersfamiliar with the story toinform development.Identifies text, images andother media suitable to thepurpose of the animation,demonstrating anunderstanding of graphicinterface design through theuse of space. Presents a finalsolution that meets the statedneeds

develops a wide range of ideasand creates detailedstoryboards, gatheringfeedback from the productstarget market to inform furtherincremental development.Identifies text, images andother media suitable to thepurpose of the campaign,demonstrating a goodunderstanding of graphicinterface design through theuse of space and intuitivenavigation. Reaches a finalsolution that meets the needs ofthe advertising campaign

collects andcreates all of thecomponentsneeded for thevideo. Combinesand creates the

creates the characters andbackgrounds and follows thestoryboard to create eachsection of animation.Combines and edits eachsection to ensure that thestory is communicatedappropriately, adding titles

creates all video needed for theadvertisement and follows thestoryboard to edit the video tomeet the needs of theadvertisement. Combinesvideo/animation with otherelements, including sound and

video, listing anychanges that wereneeded

and effects as necessary,explaining how the planswere altered in any way.Provides a run-time versionof the video.

special effects, explaining howthe plan or advertisement waschanged in any way. Provides arun-time version of the video.

after showing thevideo, surveyspeers to determineits effectivenessand gathersfeedback. Usesthis information tooutline the successof the video, howit could beimproved and howit has raisedawareness of theenvironmentalissue and anyoutcome (action)that has resulted.

collects feedback fromstakeholders familiar withthe story and the targetaudience. Uses thisinformation to explain thesuccess of the video, how itcould be improved and inwhich ways the animation ofthe story has an impact onthe target audience.

collects feedback from theproducts target market, usingquestions designed to identifyhow it meets the designspecification. Uses thisinformation to justify thesuccess of the advertisement,suggest how it could beimproved and explain how ithas an impact on the awarenessof the product and enthused itsvarious stakeholders.

Table 3

Digital communications design solutions

Note: A product/solution of this type would include primary source information and/or content generatedby the student and would not simply be a compilation of secondary source materials. Examples ofprimary sources are direct sources of information or research, may be interviews, surveys, directobservation

Digital game design

The product/outcome of a game design situation will be a game or simulation.

Year 1: Languagetool

Year 3: Two-dimensional(2D) fixed-screen game Year 5: 2D scrolling game

The student:

develops therequirements ofan interactivedigital language The student: The student:

tool forbeginners in achosen language.Presents themain points of aninquiry into theneed andanalysis of aninteractivedigital languagetool that issimilar to his orher initialthoughts

develops therequirements of a gameto encourage youngstudents to problem-solve. Presents theresults of an inquiry intothe need and analysis ofthe information gathered

develops the requirements of aplatform game, with a teacher as theclient, to reinforce teaching aparticular topic. Summarizes an in-depth inquiry into the clients needand analysis of the informationgathered

lists therequirements of asuitable languagetool anddevelops ideasfor its purposeand look.Identifies digitalcomponents thathe or she will useto create thelanguage tool,including text,images andcolour.Determineswhether thedesign meets thestated needs,adapts andfinalizes thedesign

develops ideas andcreates layout sketches ofthe different screens forthe game, gatheringfeedback from the targetmarket to informdevelopment. Identifiestext, images and othermedia suitable to thepurpose of the game,demonstrating anunderstanding of graphicinterface design throughthe use of space. Presentsa final solution thatmeets the stated needs

develops a wide range of ideas, andcreates the design brief and detailedlayout designs, gathering feedbackfrom the client to inform furtherincremental development. Identifiesthe content required to develop thegame, demonstrating a goodunderstanding of graphic interfacedesign through the use of space andintuitive navigation. Reaches a finalsolution that meets the clients needs

outlines a step-by-step plan tomake thelanguage tooland alters itwhere necessary.Generates thebasic structure ofhis or her design,

develops a plan for thecreation of each screenand the playingcharacters with aconsistent layout andcolour scheme. Edits thedigital components toensure they are in an

develops a storyboard to map thestages and events of the game andcombines sketches and computer-aided design (CAD) to develop ideasfor the characters and backgroundsin the game. Creates the digitalcomponents (characters and

listing anychanges thatwere needed.Makes excellentuse of softwareto create thelanguage tool,which is linearand has a singleoutcome butincludesanimations andsound that haveto be activated

appropriate format,explaining how the planswere altered in any way.Demonstrating excellenttechnical ability, usesappropriate software tocreate the game, whichrequires user input andleads the player todifferent outcomesdepending on the choiceshe or she makes

backgrounds) in an appropriateformat, following the plan to createthe game and assemble thecomponents, modifying the plan andmethod if needed. Demonstratingexcellent technical ability, usesappropriate software and code tocreate the game, which requires userinput and has either a scrollingbackground or is played over manydifferent screens

after testing thelanguage tool toensure that pageslinkappropriately,asks peers to usethe language tooland gathersfeedback. Usesthis informationto outline thesuccess of thelanguage tool,how it could beimproved andhow the it canimpact the targetaudience.

interviews the targetaudience to gatherfeedback on theeffectiveness of the gameand users engagementwith it. Uses thisinformation to explainthe success of the game,how it could beimproved and how it hasan impact on the group.

after running beta tests to find if thegame works as intended, interviewsthe client when the final game iscompleted to gather feedback onhow it meets the designspecification. Uses this informationto justify the success of the game,suggest how it could be improvedand explain how it has had an impacton the company and its variousstakeholders.

Table 4

Game design solutions

Digital interface design

The product/outcome of a graphic interface design situation will be an interactive application orstorybook.

Year 1: Interactivelinear storybook

Year 3: Choose-your-own-adventure storybook

Year 5: App for a snake exhibitin a zoo

The student:

develops therequirements ofan interactivedigital storybookfor youngreaders. Presentsthe main points ofan inquiry intothe need andanalysis of aninteractive digitalstorybook that issimilar to his orher initialthoughts

The student:

develops the requirements of adigital choose-your-own-adventure storybook toencourage young students toengage in reading. Presents theresults of an inquiry into theneed and analysis of theinformation gathered

The student:

develops the requirements ofan interactive informationapplication for use in a zoo,which allows children andadults to learn more about thesnake exhibit. Summarizesan in-depth inquiry into thetarget markets need andanalysis of the informationgathered

lists therequirements of asuitablestorybook anddevelops ideasfor its purposeand lookIdentifies digitalcomponents thathe or she will useto create thestorybook,including text,images andcolour.Determineswhether thedesign meets thestated needs,adapts andfinalizes thedesign

develops ideas and createslayout sketches of the pages,gathering feedback from thetarget market to informdevelopment. Identifies text,images and other media suitableto the purpose of the storybook,demonstrating an understandingof graphic interface designthrough the use of space.Presents a final solution thatmeets the stated needs

develops a wide range ofideas and creates detailedlayout designs, gatheringfeedback from a range ofstakeholders to informfurther incrementaldevelopment. Identifies text,images and other mediasuitable to the purpose of theapplication, demonstrating agood understanding ofgraphic interface designthrough the use of space andintuitive navigation. Reachesa final solution that meets thetarget markets needs

outlines a step-by-step plan tomake thestorybook andalters it wherenecessary.Generates the

develops a plan for the creationof each page, including how thepages link, with a consistentlayout and colour scheme. Editsthe digital components to

develops a template toprovide consistency throughthe information application.Edits the digital componentsto ensure that they are in an

basic structure ofthe design, listingany changes thatwere needed.Makes excellentuse of software tocreate thestorybook, whichis linear and has asingle outcomebut includesanimations thathave to beactivated

ensure they are in anappropriate format, explaininghow the plans were altered inany way. Demonstratingexcellent technical ability andusing appropriate software,creates the system, which isnon-linear (or branching),requires user input and leads thereader to different outcomesdepending on the choices he orshe makes

appropriate format andoptimized, modifying theplan and method if needed.Demonstrating excellenttechnical ability and usingappropriate software, followsthe plan to create theinteractive informationapplication, which is non-linear (or branching) andrequires user input, andassembles the components

after testing thestorybook toensure that pageslinkappropriately,asks peers to usethe storybook andgathers feedback.Uses thisinformation tooutline thesuccess of thestorybook, how itcould beimproved andhow it can impactthe targetaudience.

interviews the target audienceand gathers feedback about theeffectiveness of the storybookand users engagement with it.Uses this information to explainthe success of the website,describe how it could beimproved and in which waysthe storybook has an impact onthe group.

interviews or surveyspotential users when the finalinformation application iscomplete to gather feedback.Uses this information tojustify the success of theinformation system, suggesthow the it could be improvedand explain how it has animpact on variousstakeholders.

Table 5

Graphic interface design solutions

Note: A product/solution of this type would use primary source information and/or content generated bythe student and would not simply be a compilation of secondary source materials. A linear interactiveproduct with only one possible output would not be sufficiently sophisticated for year5 students.

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