MYP Design SGO 2020-21

MYP 1 (Grade 7) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 What is design? Development Function Scientific and When creating a product, Group Objectives Collaboration skills (knowledge, skills, understanding)
Resources technical a designer must consider Ai; Manage and resolve An introduction to MYP design and the MYP
innovation its function and the B.ii, Biii; conflict and work design cycle
available resources. Ci, Ciii; collaboratively in teams Key components of the design process:
Diii Creative thinking skills - Research
Use brainstorming and - Design specifications
visual diagrams to - Draw and develop ideas
generate new ideas and - Choose and develop the best idea
inquiries - Make a plan
- Constuct
- Evaluate

Marshmallow Challenge
Students gain understanding about the phases
of the design cycle and harness the design to
create a tower of spaghetti that can support
the weight of one large marshmallow.

2 Information is Communication Form Personal and Aesthetic consideration in A - all strands; Media literacy skills Knowledge
beautiful Evaluation cultural expression sharing information leads B - all strands; Communicate Graphic design types and styles, compositional
to more effective C - all strands; information and ideas elements (typography, imagery, colour, form,
communication of ideas. D - all strands effectively to multiple layout) and principles of design (e.g. contrast,
audiences using a variety alignment, proximity, repetition, balance)
of media and formats
Skills
Critical thinking skills Describe compositional elements and how
Analyse designs and these relate to the overall aesthetic appeal of
suggest how to improve the design; design and create graphics that
them convey an intentional message through careful
organisation of design elements
Information literacy
skills Understanding
Create references and To visualize data effectively, we must follow
citations, use design principles that are derived from an
footnotes/endnotes and understanding of human perception; knowing
construct a bibliography when and how to choose the right design
according to recognized elements will allow students to convey an
conventions impactful message to their audience

MYP 1 (Grade 7) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Form Group Objectives (knowledge, skills, understanding)
Function A - all strands;
3 Game design with Development Personal and In the development of a B - all strands; Collaboration skills Knowledge:
Scratch cultural expression digital product, form and C - all strands; Give and receive Computer science principles, Scratch
function are under D - all strands meaningful feedback programming language (events, variables,
constant revision. loops, conditionals, Boolean logic, and their
Organization skills functions), United Nations Sustainable
Set goals that are Development Goals (UNSDG)
challenging and realistic
Skills
Creative thinking skillls Apply video game coding concepts to make
Design improvements to different types of games, including racing,
existing machines, media platform, launching, and more; plan and build
and technologies an interactive experience to teach about the
UNSDG; Evaluate games and make suggestions
for improvement

Understanding
The iterative design cycle of applying,
evaluating and adapting is essential in the
design of a digital product; user interactivity
and engagement is affected by the form and
function of a game

MYP 2 (Grade 8) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Tank Master Group Objectives Research skills (knowledge, skills, understanding)
Systems Function Scientific and Engineers must use A - all strands; Identify primary and Knowledge
2 What makes a Evaluation technical limited resources B - all strands; secondary sources Primary and secondary sources; sequential
good teacher? innovation responsibly to design C - all strands; Collaboration skills elements of the design cycle, cause and effect -
structures effic D - all strands Delegate and share the systems model
responsibility for
decision-making Skills
Technical drawing skills raw - isometric 3D and
Critical thinking skills top, front, side projections; collect, record,
Interpret data interpret and analyse data; successfully be able
to address and solve a problem using the MYP
Design Cycle

Understanding
Engineers have to consider resources available
when designing structures; the concept of
tradeoffs is key when working with limitations,
clients, and goals

Communication Form Scientific and Designers adapt the form A - all strands; Information literacy Knowledge
Adaptation technical in which information is B - all strands; skills Instructional video genre and why they became
innovation communicated to make it C - all strands; Evaluate sources for so popular, strategies used to transfer
more engaging and easier D - all strands credibility knowledge and skills
to understand. video-making tools and techniques
Information literacy
Access information to be Skills
informed and inform Analyse instructional videos to look at strengths
others and weaknesses, use effective communication
strategies, employ research methods to get to
Media literacy skills know an audience and learn new skills, manage
Select and use long-term projects
technology appropriately
and productively Understanding
Effective communication goes beyond the
language used

MYP 2 (Grade 8) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Resources Globalization and Group Objectives (knowledge, skills, understanding)
Sustainability sustainability
3 Trash to treasure Systems Upcycling materials to A - all strands; Information literacy Knowledge
produce products allows B - all strands; skills The circular economy, upcycling, UN
us to move from the C - all strands; Collect and analyse data Sustainable Development Goals (SDG)
unsustainable system of a D - all strands to identify solutions and
linear economy to a make informed decisions Skills
circular one, thus reducing Evaluate consumption habits and their effect
our impact on the Critical thinking skills on the environment, realistically address or
environment. Propose and evaluate a raise awareness about a target that has been
variety of solutions outlined by one SDG

Creative thinking skills Understanding
Create novel solutions to Consumption is placing pressures on our finite
authentic problems resources and consequently increasing the
amount of waste; local problems observed in
our community reflect larger global problems
which can be addressed by the UN SDG

MYP 3 (Grade 9) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Loud and clear Group Objectives (knowledge, skills, understanding)
A - all strands;
2 It's just business Communication Adaptation Personal and To best communicate the B - all strands; Communication skills Knowledge
(IDU) Markets and trends cultural expression needs of a client, a C - all strands; Give and receive Visual communication, visual hierarchy,
designer should be aware D - all strands meaningful feedback typography, conventions, graphic design
of trends and be able to principles
adapt to changes. Communication skills
Organize and depict Skills
information logically Poster and pamphlet design, working with and
for a client, incorporating feedback into
Creative thinking skills adaptations, using a Gantt chart for project-
Design improvements to management
existing machines, media
and Understanding
technologies Client-focused design requires open
communication and a capacity to adapt to
feedback and new situations

Communication Audience Personal and Effective business A - all strands; Communication skills Knowledge
Purpose cultural expression communication requires B - all strands Write for different Entrepreneurship - skills and strategies
understanding of C - all strands; purposes markets, trends, and consumer behaviour
audience, purpose, and D - all strands Communication skills research and analysis techniques
markets and trends. Organize and depict Skills
information logically Work collaboratively to design and implement
Collaboration skills a business plan, keep an organized system of
Manage and resolve files (process journal) as evidence for
conflict and work assessment of design criteria, design surveys
collaboratively in teams that effectively inform of consumer preferences
and possible markets and trends

Research Skills Understanding
Collect and analyze data; Business people must effectively communicate
identify solutions and with their colleagues and customers, listen to
make informed decisions consumer preferences, and communicate and
promote their product in a way to increase
sales and profitability

MYP 3 (Grade 9) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
3 Modular Communities Form Globalization and Communities emerge Group Objectives Creative thinking skills (knowledge, skills, understanding)
Function sustainability from design choices: both A - all strands; Design new machines, Knowledge
Communities the appeal of a space and B - all strands; media and technologies Community, sustainable living,
its utility are essential C - all strands; Critical thinking skills alternative/utopian ways of living, architectural
elements in this process. D - all strands Consider ideas from design
multiple perspectives
Critical thinking skills Skills
Propose and evaluate a Critically analyse factors, including social,
variety of solutions ethical and sustainability considerations, that
impact on design solutions, evaluate design
ideas against success criteria recognising the
need for sustainability

Understanding
It is necessary to empathize with a client in
designing sustainable living solutions

MYP 4 (Grade 10) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Game on! Group Objectives (knowledge, skills, understanding)
A - all strands;
2 Product design Systems Function Personal and To create better systems B - all strands; Organization skills Knowledge
fundamentals Perspective cultural expression (games), we need to C - all strands; Set challenging and Gamification of learning, alternate education
understand the needs of D - all strands realistic goals methods, systems design for game
the user and the desired development (input, output and process),
experience. Affective skills coding principles
Demonstrate persistence
and perseverance Skills
Analyse player experience in relation to gaming
Creative thinking skills elements, coding (platform optional), technical
Design improvements to use of the application chosen to create the
existing machines, media game, iteration in response to feedback
and technologies
Understanding
Gaming systems are constructed from a
number of elements (mechanics, rules,
environment, aesthetics); the interplay between
the elements will determine the user
experience

Development Form (Aesthetics) Personal and Designers use principles A - all strands; Creative thinking skills Knowledge
Adaptation cultural expression to evaluate, improve, and B - all strands; Use brainstorming and Dieter Ram's principles of good design, form vs.
develop innovative C - all strands; visual diagrams to function, aesthetics, usability, industrial design
designs. D - all strands generate new ideas processes
and inquiries
Skills
Creative thinking skills Use principles to guide thinking about design,
Design improvements to technical drawing, create graphical 3D models
existing machines, media to communicate ideas using CAD software,
and product analysis and evaluation
technologies
Understanding
All ideas need refinement, through
development, to become successful,
appropriate and feasible.

MYP 4 (Grade 10) Subject Group Overview

Design

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Group Objectives (knowledge, skills, understanding)
A - all strands;
3 Food for thought Development Evaluation Identity and Evaluation through B - all strands; Communication skills Knowledge
Innovation Relationships multiple iterations C - all strands; Collaborate with peers Healthy eating and lifestyle choices, food and
promotes successful D - all strands and experts using a identity, videography, branding and copyright
product development. variety of
digital environments and Skills
media Video camera and editing skills, filming plan
and storyboarding, collaboration, iteration
Organization skills
Select and use Understanding
technology effectively A successful product goes through a number of
and productively stages of development before it will be shared
with a wider audience
Creative thinking skills
Consider multiple
alternatives, including
those that might be
unlikely or impossible