MYP Design Unit Planning Overview 2024-2025
Grade 6 (MYP 1)
Unit Timeline
29 August 2023 – 19 January 2024
22 January 2024 – 21 June 2024
Unit Title
Desktop Solutions (Product Design)
Scratch Education Games Development (Digital Design)
Key concept
Creativity
Systems, Creativity
Related Concept
Function, Form
Collaboration, Function
Global Context
Scientific and Technical Innovation
Scientific and Technical Innovation
Modern desks require innovative solutions in order to satisfy their function with creative form
Educating younger students in adaptive and innovative ways, beyond the school curriculum, allows the
expression of ideas and differentiation at a more meaningful level.
Statement of Inquiry
Content
Factual Questions
Conceptual Questions
In this hands - on project, Grade 6 students will design and create a desk organiser for PYP
students. They will research and explore different design opportunities while considering size,
functionality, safety and aesthetics. Using hand tools, students will manufacture their desk
organisers, developing skills in measuring, cutting, drilling, sanding and assembling. They will
evaluate their products for functionality and durability, seeking feedback from the target
audience. Through this project, students will gain practical experience in product design,
woodworking and problem - solving while understanding the importance of user-centred
design for a specific audience
Students will enhance their coding skills through the creation of an Educational Video Game. This
project will encourage active communication, research and creative thinking using the Design Cycle.
Throughout this Design Cycle students will research and investigate different design opportunities,
develop key success criteria to generate ideas and present their chosen designs. They will acquire
computational thinking skills using Scratch to create their digital projects. Students will evaluate their
products by designing and conducting relevant testing methods and discuss the impact of their solution
on the target audience.
What are the characteristics of a functional product?
What technology can we use to aid our learning?
What is the best point when starting an evaluation?
Is Scratch used for block-based coding?
Where can we evaluate a product?
What factors make an educational game successful?
Why would we adapt a functional product?
Do we all learn the same way?
How might we start an evaluation?
To what extent can games aid our learning?
Why do we need to develop a product?
Debatable Questions
Is a functional product a successful one?
Is technology always useful for learning?
Who should determine if a product is functional are needs to be adapted?
Is a computer always needed for the best Design outcome?
Why would we develop a functional product?
Could creating more screen-time for students be detrimental to their health?
What age groups would most benefit from using an educational game?
ATL
Communication:
Communication:
Social:
Research:
Self-management:
Thinking:
Thinking:
MYP Design Unit Planning Overview 2024-2025
Risk takers:
Students will be encouraged to experiment and take risks with their design ideas to create
innovative solutions. Students will demonstrate risk taking in the presentation of
assessments, using a wide variety of media to do so.
Learner Profile Focus
Commnicators:
Students need to communicate with their client in order to satisfy their needs. Students will
use a variety of media to do this including sketches, presentations, and evaluation surveys.
Balanced:
Students will need to balance form and function when creating their solutions. Their designs
will need to be innovative and aesthetically pleasing yet functional for the intended user.
Assessment Criteria
A-D
Inquirers:
Researching existing products to inform with own product designs. Investigate and experiment with
ideas. Investigate software options for producing own games. Researching how to complete various
software related tasks through tutorials and online learning tools.
Communicators:
Students will need to communicate with their intended target audience for their game (PYP students).
They will interview and survey PYP students to gain insight into their educational needs and survey
them to evaluate the success of their games.
Risk takers
Students will be encouraged to experiment and take risks with their design ideas to create innovative
solutions. Students will demonstrate risk taking in the presentation of assessments, using a wide
variety of media to do so.
A-D
MYP Design Unit Planning Overview 2024-2025
Grade 7 (MYP 3)
Unit Timeline
29 August 2023 – 19 January 2024
22 January 2024 – 21 June 2024
Unit Title
Sustainable Timepiece (Product Design)
Sustainable House Design (Digital Design)
Key concept
Global Interactions
Creativity
Global Interactions
Related Concept
Adaptation, Innovation, Resources, Sustainability
Function, Innovation, Sustainability.
Global Context
Globalization and sustainability
Globalization and sustainability
Global interactions have shown that the world has a finite amount of resources, by being
innovative we can reduce waste and adapt products to give them a sustainable life cycle
beyond the original use.
Students will design and manufacture an up-cycled clock for one of three potential clients.
They will further develop their hand tool skills and have the option to incorporate laser
cutting into their designs. Research and investigation will guide their understanding of client
preferences and the importance of sustainability in Design. Students will develop key design
specifications, learn to communicate effectively through the medium of sketching and apply
practical workshop skills to re-purpose materials and create the clock. A final evaluation and
reflection on functionality, aesthetics and user experience will complete the project, fostering
design thinking and creativity.
Modern homes require creative and innovative solutions to ensure limited consumption of increasingly
scarce natural resources which depend on creating sustainable and divergent designs.
Statement of Inquiry
Students will enhance their knowledge of sustainability through the creation of an Eco - Friendly Home.
This project will encourage active communication, research and creative thinking using the Design
Cycle. Throughout this Design Cycle students will research and investigate different design
opportunities, develop key success criteria to generate ideas and present their chosen designs. They
will develop their 3D Modelling skills to create their digital projects. Students will evaluate their
products by designing and conducting relevant testing methods and discuss the impact of their solution
on the target audience
Definition of 6 R's - students will need to define the 6Rs and upcycling, including the
similarities and differences to aid them when discussing ideas.
Content
Using empathy in a design context - students will need to take empathy skills and relate them
to a design context when looking at a problem and justifying it.
Types of research sources - students will need to know if their research is from a primary or
secondary sources and how to recognize specific materials;
Developing designs around an established item - the students designs will be based around
an existing component, they will need to be shown how to design around this.
Use of a range of hand tools and machinery - for use when developing the practical work
Factual Questions
Types of data found when testing - students should know the difference between qualitative
or quantitive data
Which finite resources do humans use every day?
What materials are used in traditional home design?
Where do we dispose of all the waste produced by the finite resources?
What impact does traditional home design have on the environment?
What sector is the largest contributor to waste of resources
What 3D modeling software can be used to model an eco home?
MYP Design Unit Planning Overview 2024-2025
Conceptual Questions
Debatable Questions
ATL
How can we sustain the lifecycle of products beyond their original form?
How can modern homes adapt to become more sustainable?
If we are not sustainable, who will the waste we produce impact the most?
How does eco design impact our environment?
Why would we reuse material to adapt products beyond their original use
Who would benefit from having an eco home?
Would global interactions always help to reduce the human impact on the environment?
What makes an eco home aesthetically pleasing?
Why should we be innovative in our designs?
Where in the world is most suitable for eco homes?
Who should adapt the products to allow for a sustained lifecycle?
Which is the best software to create an innovative 3d model?
Communication:
Communication:
Social:
Self-management:
Self-management:
Research:
Research:
Thinking:
Thinking:
Communicators:
Working alongside peers to problem solve issues that arise using Google Sketch-up software.
Caring:
Learner Profile Focus
Supportive of peers throughout all lessons, particularly when presenting individual Dream
House tours. Students will consider the impact sustainable design on the environment and
how it effects people, globally. They will design houses that provide solutions to existing
problems such as climate change.
Risk takers:
Students will be encouraged to experiment and take risks with their design ideas to create
innovative solutions. Students will demonstrate risk taking in the presentation of
assessments, using a wide variety of media to do so.
Assessment Criteria
A-D
A-D
MYP Design Unit Planning Overview 2024-2025
Grade 8 (MYP 3)
Unit Timeline
29 August 2023 – 19 January 2024
22 January 2024 – 21 June 2024
Unit Title
Formula One Car Design (Product Design)
Well-Being Mobile Application (Digital Design)
Key concept
Creativity, Form, Development.
Development
Related Concept
Evaluation, Function, Innovation
Innovation, Ergonomics, Function
Global Context
Scientific and Technical Innovation.
Scientific and Technical Innovation
Statement of Inquiry
An understanding of the balance of form and function is required to develop innovative and
aerodynamic formula one cars
The development of innovative and ergonomic mobile apps can provide functionality for systems that
improve lives
Content
Students will learn and apply Computer Aided Design skills through the creation of a 3D visual
model of an F1 model Car. These projects will encourage active communication, research and
creative thinking using the Design Cycle. Throughout this Design Cycle students will research
and investigate different design ideas, develop key success criteria to generate ideas and
present their chosen cars. They will acquire product development knowledge using 3D
Computer Aided Design software. Students will evaluate their products by designing and
conducting relevant testing methods and discuss the impact of their solution on the target
audience.
Students will enhance their App Development skills through the creation of a Mobile App designed to
improve student well - being. This project will encourage active communication, research and creative
thinking using the Design Cycle. Throughout this Design Cycle students will research and investigate
different design opportunities, develop key success criteria to generate ideas and present their chosen
designs. They will acquire app development knowledge using dedicated app design software to create
their projects. Students will evaluate their products by designing and conducting relevant testing
methods and discuss the impact of their solution on the target audience
What is 3D modelling and how can it help us when designing an F1 Car?
What are the key principles of user interface (UI) and user experience (UX) design, and how do they
influence the overall effectiveness of a website's design and functionality?
What is aerodynamics and how does it effect F1 racing?
What is the significance of web accessibility in web design, and how can designers ensure that websites
are accessible to individuals with disabilities?
Factual Questions
Describe the concept of visual hierarchy in web design. How does it impact the aesthetics of a website,
and what techniques can be employed to establish an effective visual hierarchy on a web page?
Why would F1 teams employ 3D modelling to design F1 cars?
Why is it important for an F1 car to be aesthetically pleasing?
Conceptual Questions
Accessibility and Inclusivity: How can web designers ensure that their websites are accessible to
individuals with disabilities, and what are the ethical implications of neglecting accessibility in web
design?
User-Centered Design: What is the significance of user-centered design principles in the creation of
effective and user-friendly websites, and how can designers balance user preferences with business
goals?
Responsive Design and Cross-Browser Compatibility: How does responsive web design contribute to a
positive user experience, and what strategies can be employed to ensure that a website functions
consistently across various browsers and devices?
MYP Design Unit Planning Overview 2024-2025
Should F1 teams be required to make more environmentally sustainable vehicles?
Between Form, and Function, which plays a bigger role in the design of an effective F1 car?
Is minimalist web design more effective than visually complex designs in terms of user engagement and
conversion rates?
Should web designers prioritize mobile-first design strategies over desktop-first approaches,
considering the growing prevalence of mobile device usage?
Debatable Questions
To what extent should web designers prioritize accessibility features, such as alt text for images and
keyboard navigation, in their designs, even if it potentially compromises aesthetics or functionality for
some users?
Communication:
Communication:
1.2c Make inferences and draw conclusions
9c. Design new and improved machines, media and technologies
Research:
1.1c Use a variety of media to communicate with a range of audiences
Interpret and use effectively modes of non-verbal communication
Social:
Thinking:
8d. Draw and test conclusions and generalizations
ATL
Self-management:
Problem Solve
Plan short- and long-term assignments; meet deadlines
Research:
6a. Search effectively, collect and record information
6e. Identify primary and secondary sources
Learner Profile Focus
Inquirers:
Inquirers:
Students inquire how 3D modelling softwares can enhance the aerodynamics of an F1
car. Students explore real-life applications of these softwares, such as wind tunnel simulations
and discover how to apply these softwares in other capacities.
Students will carry out research and learn to find reliable sources of information to help them identify
key principles in app design.
Risk takers:
Students are encouraged to take risks with their designs and think more concept based rather
than a recreation of existing F1 car designs.
This unit involves Primary and Secondary research to gather data and learn about various app design
techniques. The knowledge they gain from their research will promote a deeper understanding of the
course they could possibly be studying themselves in the near future. Students will also learn to use
dedicated design software as part of the app creating process.
Reflective:
Students critically evaluate the success of their solutions in Criterion D, to determine the
impact of their F1 Car designs on their chosen target audience.
Knowledgeable:
Communicators:
Students will communicate to a target audience and provide content about their chosen area of
wellbeing.
Reflective:
MYP Design Unit Planning Overview 2024-2025
Students will evaluate the app that they create and suggest improvements. They will evaluate their
learning throughout the unit.
Assessment Criteria
A-D
A-D
MYP Design Unit Planning Overview 2024-2025
Grade 9 (MYP 5)
Unit Timeline
29 August 2023 – 19 January 2024
22 January 2024 – 21 June 2024
Unit Title
Flat Pack Farm (Product Design)
Web Design (Digital Design)
Key concept
Communities
Aesthetics, Creativity
Related Concept
Innovation, Resources, Sustainability
Form, Function, Innovation.
Global Context
Globalisation and sustainability
Scientific and Technical Innovation
Statement of Inquiry
For Communities to be truly Sustainable, they must find a balance between consumption and
production. To help achieve UN SDG’s #11 and #12, we need to be Innovative with the
Resources available to us.
Content
In grade 9 product design, students will complete the 'Flat Pack Farm' unit, addressing UN
Sustainable Development Goals 11 and 12. They will gain a deeper understanding of
globalization and sustainability, focusing on human impact, consumption, and urban planning.
Students will develop critical thinking and communication skills while designing their own
sustainable flat-pack farms and utilizing CAD/CAM for laser-cutting parts. This engaging
experience will empower them to be globally aware citizens, making a positive difference.
Factual Questions
A successful website requires creative aesthetics to innovatively provide an attractive function, as well
as, satisfying a modern and unique form.
What does it mean to have a balance between consumption and production?
Students will enhance their Web Design skills through the creation of a personal interest website,
designed for a teen UAE audience. This project will encourage active communication, research and
creative thinking using the Design Cycle. Throughout this Design Cycle students will research and
investigate different design opportunities, develop key success criteria to generate ideas and present
their chosen designs. They will acquire website development knowledge using dedicated design
software to create their projects. Students will evaluate their products by designing and conducting
relevant testing methods and discuss the impact of their solution on the target audience.
What is the most suitable, open source web-design software?
Where does your food come from?
Can evaluating existing products enhance the technical knowledge of the web-designer?
What resources are available to us?
What do we mean by virtual environment?
What foods can we grow in our climate?
What are the benefits to growing plants at home?
Conceptual Questions
How can you make your community more sustainable?
How can we evaluate the reliability of a source of information?
What are the challenges to growing crops in urban areas like cities?
Can the developer rely only on web-based applications to reach an advanced level of creativity?
To what extent is creativity an essential skill in today's information age?
Do you think we should be concerned about food supply in the UAE?
Debatable Questions
As individuals, how big of an impact can we make a difference to sustainability in our
communities?
Are people beginning to depend only on the World Wide Web as a resource to find reliable
information?
What is creativity?
Which impacts the user experience more, form or function?
MYP Design Unit Planning Overview 2024-2025
Communication:
Communication
Social:
ATL
Social
Self-management:
Research:
Self-management
Thinking:
Research
Communicators:
Students need to communicate with their client in order to satisfy their needs. Students will
use a variety of media to do this including sketches, presentations, and evaluation surveys.
Learner Profile Focus
Risk-takers:
Students will be encouraged to experiment and take risks with their design ideas to create
innovative solutions. They will need to balance form and function while creating unique
mobile technology organisers. Students will also demonstrate risk taking in the presentation
of assessments, using a wide variety of media to do so.
Reflective:
Students will consider the impact of their final product on their client/target audience overall.
They will use evaluation tools such as surveys, interviews, expert appraisal, and user trial to
reflect on how successful they were in meeting their clients design specifications.
Inquirers:
Students will carry out research and learn to find reliable sources of information. They will create
external hyperlinks to source websites using recognised conventions.
Knowledgeable:
This unit involves Primary and Secondary research to gather data and learn about various programming
techniques. The knowledge they gain from their research will promote a deeper understanding of the
course they could possibly be studying themselves in the near future. Students will also learn to write
code in HTML and apply this knowledge to implement an online support guide.
Communicators:
Students will communicate to a target audience and provide content about a chosen product/topic.
Reflective:
Students will evaluate the website that they create and suggest improvements. They will evaluate their
learning throughout the unit.
Assessment Criteria
A-D
A-D
MYP Design Unit Planning Overview 2024-2025
Grade 10 (MYP 5) Product Design
4 December 2023 – 21 June 2024
Unit Timeline
29 August 2023 – 1 December 2023
Unit Title
Decorative Lasercut Project
Key concept
Communication, Creativity, Systems
Related Concept
Invention, Markets and trends, Sustainability
Function, Innovation, Invention
Personal and cultural expression: Craft, Creation, Products
Personal and cultural expression: Craft, Creation, Products
Scientific and technical innovation: Adaptation, Products
Scientific and technical innovation: Adaptation, Products
Through their engagement with this unit, students will construct a contextualized conceptual
understanding of how creativity, craftsmanship, and technology intersect in the realm of
product design, specifically in the context of decorative lasercut projects. They will develop an
appreciation for the importance of effective communication in design processes and
recognize the role of systems thinking in creating aesthetically pleasing and functional
decorative pieces.
The Decorative Lasercut Project is a hands-on unit designed to introduce Grade 10 students to
the world of product design through the creative exploration of decorative lasercutting
techniques. Students will delve into the process of designing and fabricating intricate and
visually appealing decorative items using a laser cutter machine. This unit encourages
students to unleash their imagination, develop problem-solving skills, and refine their
craftsmanship while gaining a deeper understanding of design principles and materials.
Creativity is an essential element in the invention and innovation of products that meet the needs of a
specific community.
What are the different types of materials that can be used for decorative lasercut projects,
and what are their unique properties and characteristics?
What is an open-ended brief?
Global Context
Statement of Inquiry
Content
Factual Questions
Conceptual Questions
Open Design Project
Communities, Creativity
Students will enhance their computational thinking skills through the creation of a physical product to
meet the needs of a Client/Target Audience through an Open Design Brief. These projects will foster
active communication, research, and creative thinking, while utilizing the Design Cycle. Throughout this
process, students will explore various design opportunities, establish essential success criteria, and
showcase their chosen designs. They will acquire knowledge of product development using a range of
Computer Aided Design software and Manufacturing. Moreover, students will evaluate their products
by designing and implementing appropriate testing methods, as well as analyze the impact of their
solution on the target audience.
What are the drivers for invention?
What is User Centered Design?
How do different finishing techniques, such as painting, staining, or surface treatments,
impact the overall aesthetics and durability of lasercut decorative pieces?
How does the integration of creativity and technology enhance the design process in the
context of decorative lasercut projects?
How do you design an innovative product, that solves a problem and has a sustainable life cycle?
How can users be included in the design of products that meet their specific needs and wants?
MYP Design Unit Planning Overview 2024-2025
How can products be designed to reflect the users beliefs and values?
How does an understanding of systems thinking help designers consider the
interdependencies and interactions between various design elements in a decorative lasercut
piece?
Should students be encouraged to prioritize functionality or aesthetics when designing and
creating decorative lasercut pieces? Which aspect holds more significance in the context of
product design?
Which of Rogers characteristics of innovation and consumers have the biggest impact on the creation
of new products?
Should their be a responsibility on designers to create sustainable products?
Debatable Questions
To what extent does the use of laser cutting technology in decorative projects enhance or
diminish the value of traditional craftsmanship and handmade artistic expression?
Communication:
Communication:
Social:
1.1a: Students give an receive peer feedback and assessment before the end of each assignment.
Self-management:
1.1d: Students use a variety of sketching, images and writing to communicate their product to their
audience.
3Research:
6a: Students are required to gather data in Criterion A in order to best research their target
audience. Also, in Criterion D students are required to gather feedback through interviews,
surveys etc. regarding their product in order to reflect effectively and progress their skills
further for the following year.
ATL
1.1g: Students must negotiate project ideas with peers and the teacher in order to create an effective
solution to the educational toy topic.
1.1j: Students use a variety of mediums such as Onenote and Forms to share ideas with peers and their
audiences.
6n: Students are required in Criterion A to effectively identify primary and secondary
resources and use them to better analyse the market they are targeting.
1.2c: Students must understand their audiences to the best extent in order to draw a successful
conclusion to their product.
Thinking:
1.2l: Students must use information provided by both Math and Design in order to create a successful
product and to create an innovative assignment.
8o: Students must study and identify a variety of solutions and continue to analyses each for
their effectiveness toward the problem.
Social:
8p: Regular challenges and obstacles will face the students, which they must learn to
overcome and foresee in future.
2e: All students must Design and create a unique product, whereby, they use tools responsibly and
safely.
8r: Students are required to use innovative 3D modeling programmes to create areas of their
design with lasercutting and 3d printing and try to explore these programmes to the fullest
extent.
2i: Students must be open to change and reflect on their project continuously in order to create a
successful product.
Self-management:
9a: Students are encouraged to create visual diagrams to help create successful assignments
rather than text based.
9i: Students are required to ensure their work is original and unique, however, also solves the
problem effectively.
3a: Students must manage their time effectively and create mini deadlines in order to successfully
meet the larger summative deadlines.
3d: Each students is creating their own product which allows all students to create challenging goals
toward their own needs.
MYP Design Unit Planning Overview 2024-2025
10b: Students are encouraged to inquire and use their knowledge within Design to help solve
unfamiliar problems. This is done in Criterion B whereby they must create a variety of ideas
rather than one conclusion.
10g: Within Grade 8-9, students learnt the basis of 3D modeling. In Grade 10 students must
use this knowledge and put it into physical practice.
4.5d: Students are constantly introduced to new programmes and methods of creating a product. They
must embrace change in order to make an innovative product for their audience.
5a: Students are encouraged to become reflective learners and develop new skills in the workshop and
online to effectively increase their attitude toward learning the subject.
5f(ii): Gifted and talented students are encouraged to peer teach others around them to help increase
their skills and also help weaker students meet their goals effectively.
Research:
6a: Students are required to gather data in Criterion A in order to best research their target audience.
Also, in Criterion D students are required to gather feedback through interviews, surveys etc. regarding
their product in order to reflect effectively and progress their skills further for the following year.
6n: Students are required in Criterion A to effectively identify primary and secondary resources and use
them to better analyse the market they are targeting.
Thinking:
8o: Students must study and identify a variety of solutions and continue to analyses each for their
effectiveness toward the problem.
8p: Regular challenges and obstacles will face the students, which they must learn to overcome and
foresee in future.
8r: Students are required to use innovative 3D modeling programmes to create areas of their design
with lasercutting and 3d printing and try to explore these programmes to the fullest extent.
9a: Students are encouraged to create visual diagrams to help create successful assignments rather
than text based.
9i: Students are required to ensure their work is original and unique, however, also solves the problem
effectively.
10b: Students are encouraged to inquire and use their knowledge within Design to help solve
unfamiliar problems. This is done in Criterion B whereby they must create a variety of ideas rather than
one conclusion.
10g: Within Grade 8-9, students learnt the basis of 3D modeling. In Grade 10 students must use this
knowledge and put it into physical practice
Learner Profile Focus
Inquirers:
Inquirers:
Students will be encouraged to explore and investigate different materials, design techniques,
and cultural influences related to decorative lasercut projects.
During each class discussion is promoted and encouraged to ask questions about these new
technologies. Students are introduced to the real-life examples of the programmes that they use and
how it will apply to them later in life if they choose this route.
They will develop essential inquiry skills by asking questions, conducting research, and seeking
answers to design-related challenges.
Thinkers:
Through iterative design processes, students will embrace a sense of curiosity and openmindedness, continuously refining their ideas and seeking innovative solutions.
During the use of these complex programmes, students are required to think creatively and use their
concrete knowledge of the subject. The need to think uniquely to create an innovative product.
Knowledgeable:
Caring:
Students will acquire a solid foundation of knowledge regarding design principles, materials,
laser cutting technology, and digital design software.
The students must show empathy toward the children who will use their product. This will enhance a
sense of duty toward the child's learning and will help them to make it unique and successful.
MYP Design Unit Planning Overview 2024-2025
They will engage in research and analysis to understand the characteristics and properties of
various materials suitable for laser cutting, considering aspects such as durability, aesthetics,
and sustainability.
Reflective:
Students are encouraged in Criterion D to gather feedback and reflect on their project. They are
recommended to use this newfound knowledge to help build their skills toward the following year.
By examining existing decorative designs and studying different cultural influences, students
will develop a broader understanding of the historical, cultural, and social contexts of design.
Communicators:
Throughout the unit, students will practice effective communication skills by presenting their
design concepts, sharing their design thinking process, and providing constructive feedback to
peers.
They will develop skills in visual communication by creating design sketches, digital
renderings, and prototypes to articulate their ideas and convey their intended aesthetic.
Collaborative activities, such as group projects or peer critiques, will encourage students to
express their thoughts, actively listen, and engage in meaningful dialogue, fostering effective
communication and teamwork.
Assessment Criteria
A-D
A-D
MYP Design Unit Planning Overview 2024-2025
Grade 10 (MYP 5) Digital Design
Unit Timeline
27 August 2023 – 10th January 2024
Unit Title
Marketing in a Digital World
Key concept
Communities
Related Concept
Adaptation, Form
Global Context
Scientific and Technical Innovation
Statement of Inquiry
Content
Factual Questions
Conceptual Questions
11 January 2024 – 15th June 2024
Designing for Success: Business Digital Solutions
Communication, Creativity, Systems
To successfully market a company to a specific community, the form of a website must be
adapted to appeal to the consumer’s tastes, values and aspirations.
Students will enhance their computational thinking skills through the creation of a digital
product and an Open Design Brief. These projects will foster active communication, research
and creative thinking, while utilising the Design Cycle. Throughout this process, students will
explore various design opportunities, establish essential success criteria and showcase their
chosen designs. They will acquire knowledge in product development using a range of
software and programming languages. Moreover, students will evaluate their products by
designing and implementing appropriate testing methods, as well as analyse the impact of
their solution on the target audience.
How can copyright laws and fair use guidelines be applied when using third-party content in
videos?
Collaboration, Function, Invention
Scientific and technical innovation
The successful design of a digital product for a local business requires an understanding of the
target audience's needs, effective communication with the client, and the application of design
principles and techniques.
In this unit, students will explore the field of digital design by creating a practical product for a local
business. Students will develop their skills in website development, app creation, or database design
while considering the needs and requirements of a real-world client. By engaging with the design
cycle, students will work collaboratively and demonstrate their understanding of the subject's key
concepts, global contexts, and skills.
What are the best practices and principles of user-centered design that can be applied in creating a
digital product for a local business?
What are some commonly used video editing software or tools?
What are the specific technological tools and programming languages commonly used in
website/app development or database design for local businesses?
How does the medium of video differ from other forms of communication in terms of its
impact and effectiveness?
How does the design of a digital product for a local business reflect and convey its brand identity
and values to the target audience?
How does the creation of videos support the development of critical thinking and creativity
skills?
What impact can sustainable design practices have on the development and implementation of a
digital product for a local business, both in terms of environmental considerations and long-term
viability?
How does video production contribute to the cultivation of digital literacy and media fluency?
What are the essential elements of effective visual communication in videos?
Debatable Questions
To what extent does the production quality of a video affect its ability to effectively
communicate a message?
Should there be guidelines or regulations regarding the use of videos for promotional
purposes within the school community?
To what extent should the design of a digital product prioritize aesthetics over functionality in order
to attract and engage the target audience for a local business?
MYP Design Unit Planning Overview 2024-2025
Should students be involved in the decision-making process for video content creation within
the school?
What ethical considerations should be taken into account when collecting and utilizing user data in
the development of a digital product for a local business, and how can these considerations be
balanced with the need for personalized experiences?
1. Communication Skills:
ATL: Communication
- How: Students will be explicitly taught and practiced communication skills through various
activities such as video scriptwriting workshops, peer feedback sessions on video content, and
group discussions on effective verbal and non-verbal communication techniques.
Skill Indicator: Effectively communicating design ideas, project updates, and feedback to peers, clients,
and stakeholders.
- Where: These skills can be explicitly taught and practiced during language arts classes, media
studies classes, and dedicated video production workshops.
1. Teaching and Practice Approach:
- When: Communication skills will be continuously reinforced throughout the unit, especially
during video planning, scripting, recording, and editing stages.
- How: Students will be explicitly taught effective communication strategies and techniques through
class discussions, modeling, and examples. They will learn how to articulate their design ideas clearly,
provide constructive feedback, and present project updates professionally.
2. Research Skills:
- Where: Communication skills will be practiced during collaborative group work, client meetings, peer
feedback sessions, and formal presentations.
- How: Students will be explicitly taught and practiced research skills by guiding them on how
to conduct thorough research on their video topics, evaluate sources for credibility, and
integrate information effectively into their video content.
- Where: These skills can be explicitly taught and practiced in dedicated research sessions
within the school library, computer labs, or through online research platforms.
- When: Research skills will be explicitly taught and practiced during the pre-production phase
of the video creation process when students gather information and develop a strong
understanding of their chosen topics.
3. Critical Thinking Skills:
ATL
- How: Students will be explicitly taught and practiced critical thinking skills through activities
such as analyzing and evaluating the effectiveness of existing videos, engaging in debates on
ethical considerations related to video production, and reflecting on the impact and
implications of their own video creations.
- When: Communication skills will be continuously developed throughout the unit, with specific focus
given during group work sessions, client interactions, and formal presentation preparations. Regular
feedback and reflection opportunities will allow students to refine their communication skills.
2. Self-Management
Skill Indicator: Planning and organizing tasks effectively, meeting project deadlines, and managing time
and resources efficiently.
Teaching and Practice Approach:
- How: Students will be explicitly taught strategies for effective planning, organization, and time
management. They will learn techniques for setting goals, breaking tasks into manageable steps,
prioritizing, and creating timelines.
- Where: These skills can be explicitly taught and practiced in classroom discussions, reflection
sessions, and structured analysis of video examples.
- Where: Self-management skills will be practiced during individual and group work sessions, project
planning stages, and throughout the design process.
- When: Critical thinking skills will be continuously developed and reinforced throughout the
unit, especially during the analysis and reflection stages of video production.
- When: Self-management skills will be emphasized from the beginning of the unit and reinforced
throughout. Students will have dedicated time to plan and organize their work, and regular checkpoints
will be set to ensure progress and timely completion of tasks.
4. Self-Management Skills:
- How: Students will be explicitly taught and practiced self-management skills through
activities that promote organization and time management, such as creating production
timelines, setting individual and group goals, and monitoring progress throughout the video
production process.
3. Thinking
- Where: These skills can be explicitly taught and practiced during dedicated project
management sessions or incorporated into regular classroom routines.
Teaching and Practice Approach:
- When: Self-management skills will be emphasized from the beginning of the unit to ensure
students effectively plan, allocate resources, and meet deadlines during the video creation
process.
5. Social Skills:
- How: Students will be explicitly taught and practiced social skills through collaborative video
production tasks, such as working in teams to plan, film, and edit videos, giving and receiving
constructive feedback, and resolving conflicts that may arise during the creative process.
Skill Indicator: Applying critical thinking skills to analyze design challenges, generate innovative ideas,
and make informed decisions.
1. How: Students will be explicitly taught critical thinking strategies and techniques, such as
brainstorming, problem-solving frameworks, and analytical thinking. They will learn to identify design
challenges, consider multiple perspectives, and evaluate potential solutions.
2. Where: Thinking skills will be practiced during individual and group brainstorming sessions, design
critiques, and reflection activities.
3. When: Thinking skills will be fostered throughout the unit, with a particular emphasis during the
initial research and ideation phases. Students will engage in discussions, collaborative problem-solving,
and reflection activities to develop their critical thinking abilities.
MYP Design Unit Planning Overview 2024-2025
- Where: These skills can be explicitly taught and practiced during group work sessions, peer
review activities, and structured team-building exercises.
- When: Social skills will be continuously developed and practiced throughout the unit,
especially during the collaborative stages of video production.
5. Research
Skill Indicator: Conducting research to gather relevant information, analyzing data, and using credible
sources to inform design decisions.
Teaching and Practice Approach:
- How: Students will be explicitly taught research methodologies, information literacy skills, and
techniques for gathering and analyzing data. They will learn how to identify reliable sources, evaluate
information critically, and extract relevant data for their design process.
- Where: Research skills will be practiced during the initial client and target audience research,
competitive analysis, and gathering user feedback during usability testing.
- When: Research skills will be developed and practiced throughout the unit, with specific emphasis
during the early stages of the design process. Students will engage in research activities, cite credible
sources, and critically analyze data to inform their design decisions.
Communicator: Students will be encouraged to effectively express their ideas, thoughts, and
messages through videos, using appropriate visual and verbal communication techniques.
They will also develop active listening skills to understand and respond to feedback from
peers and teachers.
Inquirer: Students will demonstrate curiosity and enthusiasm as they explore different video
production techniques, research various topics, and investigate the power of videos as a
communication medium. They will ask questions, seek information, and deepen their
understanding of the role and impact of videos.
Learner Profile Focus
Reflective: Students will engage in reflective practices throughout the video creation process.
They will reflect on the purpose and intended message of their videos, evaluate their own
strengths and areas for improvement, and consider the impact and implications of their
creations on the school community.
Caring: Students will demonstrate empathy and concern for the needs and interests of their
target audience when creating videos. They will strive to create content that promotes
inclusivity, diversity, and a sense of belonging within the school community.
Reflective: Students will engage in reflection on their learning, growth, and achievements
throughout the unit. They will critically analyze their video creations, identify areas of
improvement, and set goals for future video projects.
Assessment Criteria
Inquirers: Students will be encouraged to ask questions, explore local businesses, and conduct research
to gather information about the client's needs and target audience. They will develop their inquiry skills
by investigating design challenges and seeking innovative solutions.
Knowledgeable: Students will deepen their understanding of design principles, user-centered design,
and the use of appropriate technologies and tools for creating digital products. They will acquire
knowledge about different programming languages, UX design principles, and ethical considerations in
digital design.
Thinkers: Students will engage in critical thinking, problem-solving, and decision-making throughout
the design process. They will analyze design challenges, generate creative ideas, and make informed
decisions based on their research and reflection.
Communicators: Effective communication is crucial in this unit. Students will practice articulating their
design ideas, providing feedback, and presenting their work to clients, peers, and stakeholders. They
will develop their communication skills in written, oral, and visual forms.
Principled: Ethical considerations are important in digital design. Students will explore the ethical
implications of data privacy, security, and consent in their design choices. They will develop a
principled approach by considering the impact of their designs on the local business, its audience, and
the wider community.
A-D
A-D
MYP Design Unit Planning Overview 2024-2025