Teacher(s)
Ashok Yadav
Subject
discipline
Unit title
Introduction to Web Design
MYP year
group
and
Design
3
Unit
(hrs)
duration
20
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Development
Markets and Trends
"Globalization and sustainability
Focus Question: How is everything connected?
Students will explore the interconnectedness
of human-made systems and communities; the
relationship between local and global processes;
how local experiences mediate the global; the
opportunities and tensions provided by world
interconnectedness; the impact of decisionmaking on humankind and the environment."
Statement of inquiry
Global trends and markets inform the tools that businesses need to create for sustainability.
Inquiry questions
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Factual—
What are some examples of global trends and markets that affect businesses?
How do businesses identify the tools they need to create for sustainability?
When did the concept of sustainability become important for businesses?
Conceptual—
Why is sustainability important for businesses in the 21st century?
What if all businesses adopted sustainable practices and tools?
How come some businesses are more successful than others in creating sustainable tools?
Debatable—
Should businesses prioritize sustainability over profitability?
Could businesses collaborate with each other to create sustainable tools?
Would consumers be willing to pay more for products and services that use sustainable tools?
Objectives
All strands in all objectives:
A ‐ Inquiring and analysing
B ‐ Developing Ideas
C ‐ Creating the solution
D ‐ Evaluation
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Summative assessment
Outline of summative assessment task(s)
including assessment criteria:
Task description: Students are a web designer
who has been hired by a business of Students
choice to create a website for them. The
website should showcase the business’s products
or services, mission, vision, and values. The
website should also be user-friendly, attractive,
and functional. Students will use the MYP design
cycle to plan, develop, test, and evaluate
Relationship between summative assessment
task(s) and statement of inquiry:


The relationship between the summative
assessment task and the statement of
inquiry is that both require students to
apply their design skills and knowledge
to create a solution that meets the
needs and specifications of a real-world
context.
The task challenges students to design
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Students website.
Criteria: Students will be assessed on the
following four criteria:
Criterion A: Inquiring and analyzing: Students
will identify the needs and specifications of the
business and its target audience. Students will
research existing websites that are similar or
related to the business. Students will analyze
the strengths and weaknesses of these websites
and use them as inspiration for Students own
design.
Criterion B: Developing ideas: Students will
generate several possible ideas for the website’s
Students, content, and features. Students will
use sketches, wireframes, or mock-ups to
illustrate Students ideas. Students will select
one idea and justify Students choice based on
the needs and specifications of the business and
its target audience.



a website for any business, which
involves understanding the global trends
and markets that affect the business
and its target audience.
The statement of inquiry emphasizes
the importance of sustainability for
businesses in the 21st century, which
implies that the website should also
reflect the business’s commitment to
environmental, social, and economic
responsibility.
The task and the statement of inquiry
are aligned with the MYP design cycle,
which guides students through the
process of inquiring and analyzing,
developing ideas, creating the solution,
and evaluating.
The task and the statement of inquiry
also allow students to demonstrate
their ATL skills, such as communication,
research, thinking, self-management,
and social skills.
Criterion C: Creating the solution: Students will
use appropriate tools and techniques to create
the website. Students will follow the design
specifications and ensure that the website
meets the requirements of functionality,
aesthetics, and usability. Students will document
Students process and explain Students decisions
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and challenges.
Criterion D: Evaluating: Students will test the
website for functionality, aesthetics, and
usability. Students will collect feedback from
the business owner and potential users.
Students will reflect on the feedback and
suggest improvements for the website. Students
will evaluate Students own performance and
skills as a web designer.
Product: Students will submit the following
products:
A design folder that contains Students inquiry
and analysis, Students development of ideas,
Students creation of the solution, and Students
evaluation.
A link to Students website that is accessible
online.
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Approaches to learning (ATL)
Communication Skills: Students can reflect on how effectively they communicated their ideas and messages through their film. They can consider
how well they conveyed their creativity and connected with the viewers by incorporating marketing trends.
Creative Thinking: Students can reflect on their ability to think outside the box and generate unique ideas for their short film. They can consider
how they applied their creativity to make their film innovative and appealing to the target audience.
Critical Thinking: Students can reflect on how they analyzed and evaluated different marketing trends to determine which ones would be most
effective in connecting with viewers. They can consider the reasoning behind their choices and the impact those trends had on the overall success of
their film.
Collaboration: Students can reflect on their ability to work collaboratively with others during the film-making process. They can consider how well
they collaborated with team members, such as actors, cinematographers, and editors, to bring their creative vision to life.
Self-Management: Students can reflect on their organizational and time management skills during the production of their short film. They can
consider how well they planned and executed their tasks, ensuring that they met deadlines and maintained a productive workflow.
Information Literacy: Students can reflect on their ability to research and gather relevant information about marketing trends that could enhance
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the impact of their film. They can consider how effectively they utilized this information to make informed decisions during the creation process.
Media Literacy: Students can reflect on their understanding of how different media forms and techniques can be used to engage viewers and
convey messages effectively. They can consider how well they applied media literacy skills to choose the right visual and audio elements to enhance
the impact of their film.
Reflective Thinking: Students can reflect on their overall creative and marketing choices in their film. They can consider what worked well and what
could have been improved, as well as the lessons they learned throughout the process.
Action: Teaching and learning through inquiry
Content
Learning process
Introduction to Web Design
Learning experiences and teaching strategies:
Introduction
Contemporary technology
Introduction to HTML
Basic Structure of HTML
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
Show students some examples of websites Ask students to identify the elements of
creativity and marketing trends in each website and how they affect the viewers’ response.
Guide students through the design cycle stages and provide them with resources and tools to
help them research, plan, create and evaluate their own website. Use scaffolding techniques
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Basic Html Tags
Create your own website
ICT,Cyber law, and cyber ethics
Introduction
Cyber Ethics
Cyber Law and Cyber crime
Computer Virus and its remedy
Introduction
Symptoms of computer viruses
Spread of computer viruses
Types of computer virus
Protection from Computer viruses


such as modelling, questioning, feedback and peer review to support students’ learning and
development.
Encourage students to work in groups and collaborate on their website project. Facilitate
group discussions and interactions and monitor students’ progress and challenges. Provide
opportunities for students to share their ideas and solutions with each other and the class.
Guest speakers and industry professionals: Invite guest speakers from the software
industry, such as developers, to share their experiences and insights. They can provide
valuable advice on creativity, storytelling, and marketing strategies, inspiring students with
real-world examples.
Formative assessment
Think-pair-share: Students will work in pairs to brainstorm ideas for their website design, such as
the topic, purpose, audience, content, and features. They can use a graphic organizer or a mind map
to organize their ideas. Then, they will share their ideas with another pair or the whole class and
receive feedback.
Gallery walk: Students will display their website drafts on their devices or on a projector screen.
They will walk around the classroom and view each other’s work. They will use sticky notes or a
feedback form to write positive comments and constructive suggestions for improvement. They will
also ask questions and discuss their work with each other.
Exit ticket: Students will complete a short task or answer a question at the end of the lesson to
demonstrate their learning. For example, they will write the HTML and CSS code for a specific
element or style on their website, or they will explain how they used a certain tool or technique.
They will submit their exit tickets online or on paper. The teacher can review the exit tickets and
provide feedback or adjust the instruction accordingly.
Differentiation
Students will be provided with a glossary for key terms and concepts to ensure additional language
students can access the content.
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The teacher is available to provide an appropriate level of educational support to each student.
Given the nature of the task, each student will produce a different solution. Therefore, students
will be able to create a varied production of different levels of complexity.
Resources
coursera
w3school
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
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During teaching
After teaching the unit
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